About programs preschool education

Among the factors affecting the efficiency and quality of education of children in preschool educational institutions, important role belongs to the educational program. The modern differentiation of preschool education, the variety of types of preschool educational institutions suggest significant variability in the use of programs and pedagogical technologies. In accordance with paragraph 5 of Article 14 of the Law of the Russian Federation “On Education”, each educational institution is granted the right to independently develop or choose from a set of options those programs that most fully take into account the specific conditions of work of the preschool educational institution. In the context of the new educational policy of education variability, a number of domestic programs and pedagogical technologies of a new generation have been developed. All programs provide different approaches to the organization of the pedagogical process in kindergarten.

Letter of the Ministry of Education of the Russian Federation of April 24, 1995 N 46 / 19-15 "Recommendations for the examination of educational programs for preschool educational institutions Russian Federation"

All programs of preschool institutions can be divided into complex and partial.

Complex(or general developmental) - include all the main directions of the development of the child: physical, cognitive-speech, social-personal, artistic-aesthetic; contribute to the formation of various abilities (mental, communicative, motor, creative), the formation of specific types of children's activities (subject, game, theatrical, visual, musical activities, design, etc.).

Partial(specialized, local) - include one or more areas of development of the child. Integrity educational process can be achieved not only by using one main (complex) program, but also by the method of qualified selection of partial programs.

Comprehensive preschool education programs

· The program of education and training in kindergarten, ed. Vasilyeva

Program "Rainbow"

Program "From childhood to adolescence"

Program "Childhood"

Program "Origins"

Program "Development"

The program "Baby"

Partial Preschool Education Programs

The program of the health-saving direction "Fundamentals of children's safety preschool age»

Programs of ecological education

Programs of the artistic and aesthetic cycle

· Programs of social and moral development of preschoolers

Programs of physical development and health of preschool children, etc.

About modern programs for preschool educational institutions

Programs developed by author teams in our country or borrowed from foreign pedagogy have undoubted advantages, originality of approaches to the construction of pedagogical work and a variety of views on the child and his development. At the same time, each program may contain features that are not always undeniably accepted by every teacher. A large internal assessment is needed of whether the theoretical concept of a particular program is close to the worldview of the teacher. Formal transfer of any most remarkable program to the existing pedagogical situation will not be able to lead to a positive effect. Therefore, knowledge of various approaches to the organization of the pedagogical process is very useful and promising for future teachers.

Many programs have been developed by serious scientists or large research teams who have tested experimental programs in practice for many years. Collectives of preschool institutions in collaboration with qualified methodologists also created original programs. In order to protect the child from incompetent pedagogical influence in the context of the variability of education, the Ministry of Education of Russia in 1995 prepared a methodological letter “Recommendations for the examination of educational programs for preschool educational institutions Russian Federation”, where it was indicated that integrated and partial programs should be based on the principle of personality-oriented interaction between adults and children and should provide:

protection and strengthening of the physical and mental health of children, their physical development;

the emotional well-being of each child;

intellectual development of the child;

creation of conditions for the development of the child's personality, his creative abilities;

introducing children to universal values;

interaction with the family to ensure the full development of the child.

The recommendations state that programs should include the organization of children's life in the classroom, in ad hoc activities and in free time provided for a child in kindergarten during the day. At the same time, an optimal combination of individual and joint activities children in its various types (play, design, visual, musical, theatrical and other activities).

At present, various programs and manuals for the upbringing and education of children in a preschool institution have been published and distributed through various pedagogical seminars. A number of programs are the result of many years of work of scientific and scientific-pedagogical teams. All these programs show different approaches to the organization of the pedagogical process in kindergarten. It is the teaching staff that will have to choose the program according to which this preschool institution will work.

Modern educational programs for preschool institutions

Rainbow program

The program "Kindergarten - the house of joy"

Development Program

Gifted Child Program

Origins program

Program "Childhood"

Program "From childhood to adolescence"

TRIZ program

Program "Young ecologist"

Program "I am a man"

Program "Friendly guys"

Heritage Program

The program "Fundamentals of Safety for Preschool Children"

Program "Preschooler and Economics"

Expansion of the educational space of modern preschool education

Using foreign experience in the work of preschool educational institutions

Pedagogy of Maria Montessori

Waldorf Kindergarten

"Pilot School"

"Step by step" (Step by step)

Center for early socialization of children "Green Door", etc.

(Literature: Modern educational programs for preschool institutions - M .: Publishing Center "Academy", 1999. - 344 p. / Edited by Erofeeva T.I.)

What are the programs?

Programs are complex and partial. Comprehensive programs include all the main areas of child development: physical, intellectual, moral, social, aesthetic. And partial - one or more of the directions. As a rule, a kindergarten takes one of the complex programs as a basis, but there are also kindergartens that have strong teaching teams that combine comprehensive program with partials, adding their own pedagogical ideas. Until 1991, there was only one comprehensive program - the Standard. It was strictly according to it that all Soviet kindergartens worked, and thanks to it, our system of preschool education was recognized as the best in the world. However, the Model Program severely limited the creativity of teachers, did not allow for an individual approach to each child, and its content did not correspond to the rapid changes in our society. Therefore, in 1991, they were allowed not only to make changes to it, but also to create complex, "with variations", and author's programs. By the way, the Model Program, created by a team of the best domestic teachers and psychologists, is still “alive”. It has been republished many times, it has been amended to meet the modern requirements of the supplement. Many kindergartens work on it now. In particular, this program is very popular in Japan. The educational program is a document that defines the content of the educational process in kindergarten. It takes into account everything: the goals and objectives of the work of teachers with children, the main directions and forms of work, the organization of the environment in which the baby is located, the amount of knowledge, skills and abilities that the child must master before school. Each program also contains a set of guidelines. However, according to the Law of the Russian Federation, only those programs that comply with the state educational standard and, on the basis of this, are approved and recommended for work in kindergartens by the Ministry of Education, have the right to be called a document.

Overview of integrated programs

The first program we will talk about is called " Rainbow ". The team of authors - laboratory staff preschool education Institute of General Education of the Ministry of General and Vocational Education of the Russian Federation. The program was developed under the guidance of Ph.D. n. T.N. Doronova.

Work on it has been carried out since 1989 by order of the Ministry of Education of Russia. Where does this name come from? The authors named their program, figuratively comparing it with a real rainbow: the seven most important activities of children and activities in the process of which the upbringing and development of the child takes place. It's about about: physical culture, play, fine arts (based on acquaintance with folk arts and crafts), design, music and plastic arts, speech development and familiarization with the outside world, mathematics. One of the main ideas of the program is to create a "search" developing environment in all areas of the kindergarten. It is believed that, having a naturally inquisitive mind, the baby will "dig" to the goal, then strive for new achievements.

Program " Development »created a team of authors from the Institute of Preschool Education and Family Education of the Russian Academy of Education. And the doctor of psychological sciences L.A. began to develop it. Wenger. The main idea of ​​the program is that preschool childhood is a unique period in a person's life. The authors emphasize that in no case should a child be put under pressure by imposing school forms of education that are alien to a preschool child. And it is worth, relying on the abilities given to the baby by nature, to form ideas about the world around him in the game. The authors of the program pay special attention to the mental and artistic development of children.

Program " gifted child ” was developed by the same team of authors as “Development”. This is a kind of "variation" of the previous idea, but designed to work with children of six or seven years old who have high level mental development. The program also aims to develop the artistic abilities of these kids. The authors of the program "Kindergarten - the house of joy" - Ph.D. N.M. Krylov and V.T. Ivanova, educator-innovator. The basis of the "House of Joy" is the principle of interaction between parents, educators and kids. The specificity of the program lies in the fact that the educator does not work according to the plan, but according to the scenarios of the 12-hour working day developed by the authors. Every day in such a garden for a child is a small performance, where each kid plays his role. The goal is to develop individuality in the child. Particular attention in each age group is paid to the development of those activities that require maximum independence from the child: self-service, household work, games, productive activities, communication.

« origins » is one of the most popular programs in modern gardens. The team of authors - researchers of the Center "Preschool Childhood" named after. A.V. Zaporozhets. It was developed by order of the Moscow Department of Education as a basic program for the development of a preschooler. It is based on many years of psychological and pedagogical research conducted under the guidance of Academician A.V. Zaporozhets. And it takes into account modern trends in the development of domestic preschool education. The program allows the teacher to find an individual approach to each child. The goal is the versatile development of the baby, the formation of universal, including creative, abilities. As well as the preservation and strengthening of the physical and mental health of children.

Program " Childhood » was developed by a team of authors - teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University. A.I. Herzen. It is aimed at revealing the individual qualities of the child and helping him to adapt to society. The peculiarity of the program lies in the fact that all types of activities: various activities, communication with adults and peers, play, work, experimentation, and theatricalization are very closely intertwined. This makes it possible for the child not only to memorize separate knowledge from each other, but to quietly accumulate a variety of ideas about the world, to master all kinds of knowledge, skills and abilities, to comprehend their capabilities. The program includes four main blocks: "Knowledge", "Humanity", "Creation", "Healthy Lifestyle".

« From childhood to adolescence o ”- this is how the group of authors under the leadership of Ph.D. T.N. Doronova. The program is conceived and developed for parents and teachers raising children from 4 to 10 years old. Its fundamental difference from others is that it provides for a close relationship between the children's institution and the family in all areas of the development of the child's personality.

Another program is School 2100 ". Scientific adviser and author of the idea - A.A. Leontiev. The authors are Buneev, Buneeva, Peterson, Vakhrushev, Kochemasova and others. The main idea is the implementation of the principle of continuous education and the continuity between preschool education, primary and secondary schools.

Partial programs

program TRIZ invented by G.S. Altshuller. TRIZ stands for the theory of inventive problem solving. Its goal is not just to develop the child's imagination, but to teach them to think systematically, to make sure that the baby understands the process, delve into it. The teacher in the conditions of this program does not give ready-made knowledge to children, does not reveal the truth to them, but teaches them to comprehend it on their own, awakens interest in knowledge. The Young Ecologist program was developed by Ph.D. S.N. Nikolaeva. It is aimed, as the name implies, at introducing preschoolers to nature, at environmental education and development. Teachers, using this program, are trying to educate children in an ecological culture, the ability to observe and draw conclusions from their observations, to teach them to understand and love the surrounding nature.

"I am a human k” was developed by professor, Ph.D. S.A. Kozlova. The program is based on introducing the child to the social world. With its help, it is possible to develop in the baby an interest in the world of people and himself, to initiate the formation of a worldview, the creation of his own “picture of the world”.

The team of authors led by R.S. Bure, Ph.D., Professor of the Department of Preschool Pedagogy, Moscow State Pedagogical University, created the program "Friendly Guys". It is based on the education of humane feelings and relations between preschool children. Another program is "Heritage", developed by Ph.D. M. Novitskaya and E.V. Solovieva, is based on the acquaintance of children with traditional Russian culture.

The main task of the program "Fundamentals of Safety for Preschool Children" is to stimulate the development of independence in preschool children, responsibility for their behavior. Including the program teaches kids to react correctly in various life situations, including dangerous and extreme situations. Authors: Ph.D. N.N. Avdeeva, Ph.D. O.L. Knyazev, Ph.D. R.B. Sterkin. The same team of authors created a wonderful program of social and emotional development "I, you, we." This program allows each child to open up, learn to manage their emotions and understand the emotional state of others.

The program "Preschooler and ... Economics" was invented by Ph.D. HELL. Shatov. Its goal is to teach children to understand and appreciate the world around them, to respect people who can work well and earn their living. And besides, to be aware at a level accessible to a preschooler of the relationship between the concepts of "labor - product - money". The program is designed for children of preschool age.

In the "Golden Key" the pedagogical process is based on the family principle. The life of children is filled with successive events, which makes an emotional impression on the child, resonates in his soul. Authors: Ph.D. G.G. Kravtsov, Ph.D. HER. Kravtsov.

The team of authors of the Nizhny Novgorod Humanitarian Center under the leadership of the candidate pedagogical sciences G.G. Grigoryeva developed the program "Baby". This is a program of integrated development and education of children under the age of three. Its goal is to help parents realize the inherent value and special significance of the early period of a person's life, to assist in understanding their own child, in finding and choosing adequate ways and means, methods of education.

"The program of education and training in kindergarten" ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova(3rd edition M., 2005) is a state program document, which is prepared taking into account the latest achievements of modern science and the practice of domestic preschool education and is a modern variable program that comprehensively presents all the main content lines of upbringing, education and development of the child from birth to 7 years.

The program highlights the developing function of education, which ensures the development of the child's personality and reveals his individual characteristics.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values ​​and traditions are taken into account in education, makes up for the shortcomings of the spiritual, moral and emotional education of the child.

The main criterion for selecting program material is its educational value, the high artistic level of the works of culture used (classical, both domestic and foreign), the possibility of developing the child's all-round abilities at each stage of preschool childhood.

The main goals of the program are the creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, and the preparation of a child for life in modern society.

These goals are realized in the process of various types of children's activities: play, educational, artistic, motor, elementary labor.

To achieve the goals of the program, the following are of paramount importance:

Caring for the health, emotional well-being and timely comprehensive development of each child;

Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which will allow them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;

Maximum use of various types of children's activities; their integration in order to increase the efficiency of the educational process;

Creativity (creative organization) of the process of education and training;

The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;

Respect for the results of children's creativity;

Ensuring the development of the child in the process of education and training;

Coordination of approaches to the upbringing of children in the conditions of preschool educational institutions and families;

Ensuring the participation of the family in the life of kindergarten groups and preschool institutions as a whole;

Maintaining continuity in the work of the kindergarten and elementary school excluding mental and physical overload in the content of the education of a child of preschool age.

It is quite obvious that the solution of the goals and objectives of education outlined in the program is possible only with the targeted influence of the teacher on the child from the first days of his stay in a preschool educational institution. The level of general development that the child will achieve and the degree of moral qualities acquired by him depend on the pedagogical skill of each educator, his culture, love for children. Taking care of the health and comprehensive education of children, teachers of preschool educational institutions together with family should strive to make every child's childhood happy.

Program structure: The program is composed by age groups. It covers four age periods of physical and mental development of children:

Early age - from birth to 2 years (first and second groups of early age);

Junior preschool age - from 2 to 4 years (first and second junior groups);

Average age - from 4 to 5 years (middle group);

Senior preschool age - from 5 to 7 years (senior and preparatory groups for school).

In each section of the program, a characteristic is given of the age characteristics of mental and physical development children, the general and special tasks of upbringing and education, the features of the organization of children's lives are defined, the formation of the necessary ideas, vital skills and abilities in the learning process and their development in everyday life is provided.

The program has developed the content of children's holidays, entertainment and leisure activities. Approximate levels of development are determined, which reflect the achievements acquired by the child by the end of each year of stay in a preschool institution.

The program is accompanied by lists of literary and musical works, didactic and outdoor games recommended for use in the pedagogical process.

Overview of Partial Programs

PROGRAM "BASICS OF SAFETY OF PRESCHOOL CHILDREN"(R. B. Sterkina, O. L. Knyazeva, N. N. Avdeeva)

The program involves solving the most important socio-pedagogical task - educating the child's skills of adequate behavior in various unexpected situations. Developed on the basis of the draft state standard for preschool education. It contains a set of materials that provide stimulation in preschool childhood (senior preschool age) of independence and responsibility for one's behavior. Its goals are to develop the skills of reasonable behavior in a child, to teach them to behave appropriately in dangerous situations at home and on the street, in public transport, when communicating with strangers, interacting with fire hazardous and other objects, animals and poisonous plants; contribute to the formation of the foundations of ecological culture, familiarization with a healthy lifestyle. The program is addressed to educators of senior groups of preschool educational institutions. It consists of an introduction and six sections, the content of which reflects the changes in the life of modern society and thematic planning, in accordance with which educational work with children is built: “Child and other people”, “Child and nature”, “Child at home”, “Child health ”, “Emotional well-being of the child”, “Child on the city street”. The content of the program leaves each preschool institution the right to use various forms and methods of organizing training, taking into account the individual and age characteristics of children, socio-cultural differences, the originality of home and living conditions, as well as the general socio-economic and criminogenic situation. Due to the special importance of protecting the life and health of children, the program requires mandatory observance of its basic principles: completeness (implementation of all its sections), consistency, taking into account the conditions of urban and rural areas, seasonality, and age targeting. Recommended by the Ministry of Education of the Russian Federation.

PROGRAM "I, YOU, WE"(O. L. Knyazeva, R. B. Sterkina)

The proposed program is relevant for all types of preschool educational institutions and can effectively complement any preschool education program. Provides the basic (federal) component of the state standard for preschool education. It was developed in order to fill a significant gap in traditional domestic education related to the social and emotional development of a preschool child. It is aimed at solving such important tasks as the formation of the emotional sphere, the development of the child's social competence. The program also helps to solve a set of educational tasks related to the upbringing of moral standards of behavior, the ability to build one’s relationships with children and adults, a respectful attitude towards them, a worthy way out of conflict situations, as well as self-confidence, the ability to adequately assess one’s own capabilities. Recommended by the Ministry of Education RF.

DISCOVER YOURSELF PROGRAM(E. V. Ryleeva)

It is devoted to the most important problem of modern preschool education - the individualization of the personal development of children two to six years old and the task of developing self-awareness in preschoolers by means of speech activity, which is inextricably linked with it. The program is based on the principles of humanistic psychology and the author's technology based on them, which allows to personalize the educational content, make it more flexible, adequate to the needs and interests of children with different levels of personality development and abilities. It covers several leading areas of the state standard of preschool education: "Speech development", "Development of ideas about a person in history and culture", "Development of natural science ideas", "Development of ecological culture". Has a block structure, concentric layout educational material allowing children to selectively acquire the educational content of the program. The main thematic blocks of the program: “I am like this”, “The world of people”, “The world is not made by hands”, “I can” - provide the formation of ideas about significant areas of human life, allow you to correct self-esteem, prepare children to overcome difficulties on their own. The program provides for the possibility of active involvement in the pedagogical process of the parents of pupils. It is addressed to educators of preschool educational institutions, teachers of educational institutions such as "Primary School - Kindergarten", psychologists, tutors, parents. Approved by the Federal Expert Council for General Education.

1. Target section

1.1. Explanatory note

Working programm(hereinafter referred to as the "Program") - is a regulatory and management document that determines the specifics of the content of education and the features of the organization of the educational process in middle group. The program was developed in accordance with the main educational program of the Municipal Budgetary Preschool Educational Institution Kindergarten No. 71 Semitsvetik and taking into account the Federal State Educational Standard.

The program provides versatile development of the personality of preschool children aged 4 to 5 years in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics, in the main areas: socio-communicative, cognitive, speech, artistic and aesthetic, physical.

The work program was developed on the basis of the main regulatory documents:

• Law No. 273-FZ "On Education in the Russian Federation" dated December 29, 2012;
• Federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155;
• Letter of the Ministry of Education and Science of the Russian Federation and the Department of General Education dated February 28, 2014 No. 08-249 "Comments on the Federal State Educational Standard of Preschool Education"
• Convention on the Rights of the Child;
• Order of the Ministry of Education and Science dated August 30, 2013 No. 1014 “On approval of the procedure for organizing and implementing educational activities on the main general educational programs- educational programs of preschool education”;
• Sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 dated May 15, 2013;
• Charter of the Municipal Budgetary Preschool Educational Institution "Kindergarten No. 71 "Semitsvetik".

Goals and objectives of the Program implementation.

Program goals:

• creation of favorable conditions for a full-fledged life of a child of preschool childhood;
• formation of the foundations of the basic culture of the individual;
• comprehensive development of mental and physical qualities in accordance with age and individual characteristics;
• preparation for life in modern society;
• formation of prerequisites for educational activities;
• ensuring the safety of the life of a preschooler.

Particular attention in the Program is paid to the development of the child's personality, the preservation and strengthening of children's health, as well as the education of such qualities in preschool children as patriotism, an active life position, creativity in solving various life situations, respect for traditional values.

These goals are realized in the process of various types of children's activities:

• game;
• communicative;
• labor;
• cognitive research;
• productive (pictorial, constructive, etc.);
• musical;
• reading.

Achieving the set goals involves solving the following tasks:

• care for the health, emotional well-being and timely comprehensive development of each child;
• creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;
• maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
• creative organization of the educational process;
• the variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;
• respect for the results of children's creativity;
• the unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;
• observance in the work of the kindergarten and primary school of continuity, excluding mental and physical overload in the content of the education of preschool children, ensuring the absence of pressure on subject education.

Principles and approaches to the formation of the Program

Program to the fore puts forward the developing function of education, which ensures the formation of the child's personality and orients the teacher to his individual characteristics, which corresponds to the modern scientific "Concept of preschool education" (authors V. V. Davydov, V. A. Petrovsky and others).

The program is built on positions of a humane-personal attitude towards the child and is aimed at its comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities.

The program is based on traditions of domestic preschool education: a comprehensive solution to the problems of protecting and strengthening the health of children, comprehensive education, enrichment of development based on the organization of various types of children's creative activities.

Special role in the Program given gaming activity as a leader in preschool childhood.

The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values ​​and traditions are taken into account in education.

Program:

• corresponds to the principle of developmental education, the purpose of which is the development of the child;
• combines the principles of scientific validity and practical applicability;
• meets the criteria of completeness, necessity and sufficiency (allowing to solve the set goals and objectives when using a reasonable "minimum" of the material);
• ensures the unity of the educational, developmental and training goals and objectives of the process of educating preschool children, during the implementation of which such qualities are formed that are key in the development of preschoolers;
• is built taking into account the principle of integration educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
• is based on the complex-thematic principle of building the educational process;
• provides for the solution of program educational tasks in the joint activities of an adult and children, and independent activity preschoolers, not only within the framework of direct educational activities, but also during regime moments in accordance with the specifics of preschool education;
• involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game;

1.1.3 Significant characteristics for the development and implementation of the Program.

Planned results of the development of the Program

Targets

By age five:

• The child can apply the acquired knowledge and methods of activity to solve simple tasks set by adults. Friendly in communicating with peers in joint affairs; shows interest in different types activities and actively participates in them. He masters the skills of experimentation and, with the assistance of an adult, actively uses them to solve intellectual and everyday problems.
• Formed special abilities and skills (verbal, visual, musical, constructive, etc.) necessary for the implementation various kinds children's activities.
• Responds to the emotions of loved ones and friends. Feels the joy of communicating with animals and plants, both familiar and new to him. Empathizes with the characters of fairy tales. Emotionally reacts to works of art, the world of nature.
• Shows interest in communicating with peers, needs meaningful contacts with peers about toys, joint games, common affairs, the first friendships between children are being established. At the suggestion of the educator, he can negotiate with a peer. Strives for self-expression in activities, for recognition and respect of peers.
• He willingly cooperates with adults not only in practical matters, but actively strives for cognitive, intellectual communication with adults: he asks many questions of an exploratory nature. Respect for elders begins to appear, calls by name and patronymic.
• The games have a variety of plots. Names his role before the start of the game, indicates his new role during the course of the game. Shows independence in the choice and use of objects - substitutes, joins with interest in a role-playing dialogue with peers.
• Puts forward game plans, initiative in the development of the game plot. Engage in role-playing dialogue. Shows interest in playful experimentation with objects and materials. Shows creativity in creating a game environment, in theatricalization. In games with rules, he accepts a game task, shows interest in the result, winning.
• Speech contacts become longer and more active. To attract and maintain the attention of a peer, the child uses the means of intonational speech expressiveness. Expressively reads poetry, retells short stories conveying his attitude towards the characters. Uses words of participation, emotional sympathy, compassion in speech to maintain cooperation, establish relationships with peers and adults. With the help of figurative means of language, he conveys the emotional states of people and animals.
• Movements have become much more confident and varied. The child experiences an acute need for movement, is highly excitable. In case of restriction of active motor activity, he quickly becomes overexcited, becomes naughty, capricious. Emotionally colored activity becomes not only a means of physical development, but also a way of psychological relief.
• Performs age-appropriate hygiene procedures, observes elementary rules healthy lifestyle life; talks about the sequence and the need to perform cultural and hygienic skills. He is independent in self-service, sets a goal himself, sees the need to perform certain actions.
• In a familiar environment, independently performs the familiar rules of communication with adults, greets and says goodbye. At the reminder of an adult, he tries to adhere to the basic rules of behavior in everyday life and on the street.
• It is highly active and inquisitive. He asks many questions of a search nature, seeks to establish connections and dependencies in nature, the social world. He owns the main methods of cognition, has some experience of activity and a stock of ideas about the environment: with the help of an educator, he is actively involved in the activity of experimentation. In the process of joint research activities actively learns and names the properties and qualities of objects, features of objects of nature, investigative actions. Combines objects and objects into species categories with indication of characteristic features.
• Has representations:

About himself: knows his full and short name, last name, age, gender, is aware of some of his skills, knowledge, what he has learned. Seeks to learn from an adult some information about his body;

About the family: knows the composition of his family, talks about the activities of his family members, past family events, holidays, favorite toys, pets;

About society (nearest society), its cultural values: talks with the teacher about the professions of kindergarten workers: assistant teacher, cook, nurse, educator, laundress;

About the state: knows the name of the country and the city in which he lives. Well orientated in the immediate environment.

• owns different ways activity, shows independence, strives for self-expression. Behavior is determined by the requirements of adults and the usual value ideas about “what is good and what is bad” (for example, you can’t fight, it’s not good to snitch, you need to share, you need to respect adults, etc.) With the help of an adult, a child can outline actions aimed at to achieve a specific goal. Knows how to work according to the model, listen to an adult and carry out his tasks, answer when asked.

In the fourth year of life, among the main directions mental development that require attention and psychological impact include: further development of productive goal setting; the formation of the image of "I" - conscious ideas and a stable attitude towards oneself; relationships with peers.

The systematic implementation of the games and game exercises developed in the program contributes to the formation of the arbitrariness of mental processes;

In the course of actions with sensory material there is an improvement fine motor skills;

The child begins to learn the rules of relationships in a peer group;

As a result of the use of elements of fairy tale therapy and art therapy methods, children learn to find an adequate expression for various emotions, negative emotional states are corrected, such as fear, anxiety, aggressiveness.

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Municipal Institution "Department of Education

Almetyevsk municipal district of the Republic of Tatarstan

Program

"Develop"

For preschool children

The program is drawn up

Teacher-psychologist MBDOU No. 53

Maklovoi N.A.

Almetyevsk 2014

Explanatory note

Full NameMaklova Natalya Alexandrovna

Date of birth 10/26/1978

Place of work MBDOU No. 53 “Traffic Light”, Almetieska”

Position heldeducational psychologist

Education higher, Eastern Institute of Economics, Humanities, Management and Law (Ufa), 2004, teacher-psychologist

Pedagogical experience15 years, in this position 10 years

1. Explanatory note.

Expected results.

1. Purpose and objectives of the program

III. The main blocks of the program

Diagnostic block.

Development block.

IV. Class structure

Introductory part.

Main part.

Final part.

V. Lesson scenarios

1. Explanatory note

In the fourth year of life, the main areas of mental development that require attention and psychological impact include: further development of productive goal setting; the formation of the image of "I" - conscious ideas and a stable attitude towards oneself; relationships with peers.

The development of mental processes in children 3-4 years old has its own characteristics.

Perception. When perceiving objects and phenomena, the interaction in the work of different sense organs continues to develop and improve. Increased visual acuity and color discrimination ability. Objects and phenomena are generally perceived as a whole. However, some sensory attributes of objects (color, shape/size, etc.) begin to stand out as separate ones. Along with the orientation in the perception of objects to their sense-formingsigns (a pointed roof and a chimney for a house), the ability appears, as it were, to look around the contours of objects. The ability to visually divide an object into parts appears.

Game exercises in element-by-element comparison (when each element of one row is correlated with the corresponding element of another row) allow you to simultaneously develop the perception and attention of children and significantly improve their ability to reproduce patterns.

Attention. The amount of attention of a child of this age, measured by diagnostic methods, does not exceed one object. The stability of attention increases, but still depends on his interest.

The child's ability to control his attention is very small.

Switching attention with a verbal instruction often requires repeated repetition.

Memory. Children 3-4 years old remember well what they are interested in, or what they liked.

A child of the fourth year of life does not know how to set himself the task of specifically remembering something that is not remembered by itself. Memory processes remain involuntary at this age. Recognition continues to dominate in them. The amount of memory essentially depends on whether the material is linked into a semantic whole or is scattered.

Speech children at this age continues to be situational and dialogic.

A child at this age is able to comprehend only the meaning of a concrete concept, the abstract is memorized by him mechanically.

Given this age norm, you should talk with children more often about those objects and things that they are familiar with and that they know, and not mention incomprehensible abstract concepts in speech.

Since the speech of a child of 3-4 years old is in its infancy, it cannot be used as a means of testing and revealing knowledge. The verbal response does not allow one to judge the actual level of formation of one or another representation of the child.

Thinking children older than 3 years is already a visual-figurative character. At the same time, the sphere cognitive activity is still focused on the real objective world, directly surrounding it at the moment.

It is necessary to provide the developing environment with special didactic toys and aids, withwhich children can act both in an organized manner, under the guidance of an adult, and subsequently independently.

Emotions. In the fourth year of life, the same leading trends that were noted in relation to three-year-old children persist: brightness and immediacy of emotions, easy switchability. The emotions of children are strong, but superficial, they are bright, but unstable. One of the most negative emotions that traumatize a child at this age is fear - fear of fairy-tale characters, fear of the dark, confined space.

The child still does not know how to hide his feelings. Their reason lies on the surface. He is still dependent on his physical condition. New sources of negative emotions are conflicts with an adult about the will of the child or conflicts with peers about the possession of toys.

In general, in the fourth year of life, children are more likely to behave aggressively than in the third or fifth. Their emotional state is less stable, their mood is subject to swings, they are not inclined to express sympathy for each other. But this is a temporary phenomenon. Without blaming children, you need to give them an example of empathy in relation to the people around him.

A child at the age of 3-4 learns to evaluate his actions from the position of good and evil, to compare himself with others.

Begins to be ashamed of unwanted actions - lowers his eyes, although in early age he doesn't.

Children enjoy a variety of productive activity. They want to build, glue, sculpt and draw, help adults around the house. Now the child not only cries if he fell and hurt himself, but also reacts violently to failure in an activity, for example, a tower of cubes that he was building fell.

Thus, at this age, the involuntary nature of the basic mental processes is preserved. This means that children cannot own will concentrate or remember, but pay attention only to what "self" attracted attention, remember only what is "self" remembered. For the development of arbitrariness, special exercises are needed. For this, the game program "Develop" was developed.

The program is designed for 1 year. Classes are held once a week in subgroups (10-12 people), lasting 15 minutes. They include:

Game exercises for the development of mental processes;

Games for the formation of communication skills and a friendly attitude towards others;

Elements of fairy tale therapy;

Finger gymnastics;

Training exercises to stabilize the psycho-emotional state of children, relieve muscle clamps;

Art therapy techniques.

Expected results of the program implementation

The systematic implementation of the games and game exercises developed in the program contributes to the formation of the arbitrariness of mental processes;

In the process of actions with sensory material, fine motor skills improve;

The child begins to learn the rules of relationships in a peer group;

As a result of the use of elements of fairy tale therapy and art therapy methods, children learn to find an adequate expression for various emotions, negative emotional states are corrected, such as fear, anxiety, aggressiveness.

Materials and equipment.

Conducting classes involves a room with free space, a stand to which you can attach drawings. The room should have several tables, chairs according to the number of participants, a tape recorder, a set of audio cassettes with relaxing, calm, light and cheerful music. For some exercises you will need paper, colored pencils (felt-tip pens), magnets, a ball

1. PURPOSE

The development of cognitive processes in children of primary preschool age.

TASKS:

1. Development of perception;
2. Development of attention and observation;
3. Development of thinking (transition from visual-effective thinking to visual-figurative);
4. Development of auditory and visual memory;
5. Speech development (activation and enrichment of vocabulary, improvement of grammatical structure);
6. Development of general and fine motor skills;
7. Development of creative abilities;
8. Improving communication skills;
9. Removal of emotional and muscular tension, fear of fairy-tale characters.

1. MAIN BLOCKS OF THE PROGRAM:

Diagnostic blockconsists as in the initial diagnosisdevelopment of mental processes in preschool children, and in subsequent diagnostics during classes. To monitor the effects of the program, diagnostics can be carried out some time after the end of the program.

Development blockthe program consists in the formation of the arbitrariness of mental processes, the development of fine motor skills; adequate expression of various emotions through the correction of negative emotional states, such as fear, anxiety, aggressiveness.

1. STRUCTURE OF LESSONS

I part. introductory

Greeting games

Target: Creating a positive psychological atmosphere, an atmosphere of acceptance.

Warm-up warm-up (one of the exercises of finger gymnastics).

Target: exercises, contribute to the development of attention, thinking, memory, have a beneficial effect on the speech of the child.

II part. Main

Includes games and exercises, taking into account the direction of obtaining knowledge and skills.

Target: development of mental processes, the formation of communication skills and a friendly attitude towards others

III part. Final

Exercises aimed at relaxation, stress relief, fatigue.

Target: Removal of excess emotional stress through relaxation exercises, games.

Thematic plan of the program

Lesson notes

on the development of mental processes

October

Lesson 1

1. "The ball in a circle."
2. Finger gymnastics "Hedgehog".

The hedgehog stomped along the path

And he carried mushrooms in a basket.

You need to curl your fingers.

3. Game "Fun Palette"

Material: a form cut out of cardboard in the form of a palette, circles of seven colors are drawn (pasted) on the second, circles of the same colors are cut out.

Game progress: children are offered a palette consisting of 7 colors of the rainbow spectrum: red, orange, yellow, green, blue, indigo, violet. For each color, they select a circle of the corresponding color.

Complication: the circles are cut into two and three parts.

4. Game "Find your house"

Material: geometric shapes of various colors and shapes (depending on the knowledge of the children), three hoops, a "wonderful" bag.

Game progress: there are 3 hoops in an improvised forest clearing, each of them contains one geometric figure (circle, square, triangle).

It is explained to children that all circles live in a hoop with a circle, all squares live in a hoop with a square, etc. In order to get into the house, you need a key. Using a surprise moment, a “wonderful” bag is offered to children, in which there are “keys” (geometric shapes). According to the shape and color of the key, children find their house (corresponding geometric shapes).

The game will continue: the children walk through the "forest", exchange keys.

Complication: you can complicate the game by imperceptibly adding figures of a different color, shape, hoops to the material.

At the signal of the host, everyone runs to the houses, comparing their geometric figure with the one in the house. The game is repeated several times. Other complications are possible.

5. Relaxation exercise “Butterfly Flutter”

Lesson 2

1. "Give a smile to a friend"

2. Finger gymnastics "Frogs".

Children clench their hands into fists and place them on the table with their fingers down. They sharply straighten their fingers (the hand seems to bounce over the table) and put their palms on the table. Then they immediately clench their fists sharply and again put them on the table.

Two funny frogs

They don't sit for a minute.

Girlfriends deftly jump,

Only splashes fly upwards.

3. Game "Balloons"

Material: Narrow strips of colored paper (6-7 colors) pasted on cardboard, circles of the same color, glue.

Game progress: first, narrow strips of colored paper (rainbow colors) are glued onto the cardboard base. Then circles are cut out of colored paper, according to the colors of the stripes. Narrow colored stripes - threads from balloons, circles are balls.

Invite the children to “tie” (glue) the balls to the threads, but only so that the color of the thread matches the color of the ball.

Complication: balls can be cut into two parts.

4. The game "Ladybugs and the wind"

Children turn into ladybugs.

Leading: - The sun is shining, ladybugs are crawling on the leaves.

Children get on all fours and crawl on the floor.

An angry cold wind blew, turned the bugs over.

Children roll over on their backs, move their relaxed legs and arms.

If a psychologist observes tense, constrained, abrupt movements in one of the children, then he can help the child relieve excessive tension by stroking and lightly shaking.

A kind warm breeze blew, helped the bugs to roll over.

Children get back on all fours and crawl. The game is repeated 2-3 times.

The warm wind blew harder, lifted the ladybugs into the air and they flew away.

Children, depicting the flight of ladybugs, run slowly, wave their arms smoothly, buzz.

Sparrow is flying, save yourself, ladybugs!

The children run to the psychologist, he covers them with a blanket.

Lesson 3

1. "Affectionate name."

2.

We bend our fingers together,

We clench our fists tightly.

We start unfolding.

3. Game "Repeat the pattern"

Material: soft velcro constructor, mats.

Game progress: from a soft designer, the teacher lays out a simple pattern of geometric shapes. For instance:

The child is invited to lay out exactly the same on his rug. Patterns can be varied.

Complication: the child is invited to consider the pattern for 1-2 minutes, and then lay it out from memory.

Patterns can be used in color: the child must lay out a pattern not only with the corresponding geometric patterns, but also with a specific color.

4. The game "Vegetables"

Material: pictures of vegetables by the number of children.

Game progress: each child is offered a picture of a vegetable. Children stand in a circle, show and name the pictures they have. Then the leader pronounces the name of a vegetable. The child who has the corresponding picture runs out of the circle, and then again stands in his place.

Complication: a child with a named vegetable runs out of the circle. The leader runs after him. To avoid being caught, the player must quickly name the vegetable shown on any player's card. The one who was called runs out of the circle, and the first player takes his place. The host tries to catch up with the second player, and the player tries to quickly name the next vegetable.

5. Relaxation exercise “Quiet Lake”.

Psychologist: “Lie down in a comfortable position. Stretch out and relax. Now close your eyes and listen to me. Imagine you are near a beautiful lake. The sun is shining bright, you're good. The sun's rays warm you. You hear the birds sing. You are calm. The sun is shining, the air is clean and clear. You are calm and still. You feel calm and happy, you are too lazy to move. You are resting…

And now we open our eyes. We are back in kindergarten, we had a good rest, we are in a cheerful mood, and pleasant sensations will not leave us throughout the day.”

Lesson 4

1. "Birds".

2. Fairy tale therapy according to the plot of R.Sc. "Puff"

1. Telling a story with illustrations.
2. game exercise"What a bed."
3. Children are invited to remember and name the sequence of the arrangement of the beds in the fairy tale: "Here is a bed with carrots, behind it is a bed with beets ...".
4. Articulation gymnastics - exercise "Hedgehog".
5. Children are invited to snort like a hedgehog - the sound “f” is abruptly and sharply pronounced: f-f-f-f ...
6. Game exercise "Hidden".

Children stand next to each other, in a "heap" (tight to each other). The host covers them with a blanket. After a few seconds, the cover is removed. The facilitator asks about the feelings of the children: was it scary or not.

November

Lesson 1

1. "The ball in a circle."
It is offered to children, passing the ball in a circle, looking into the eyes to smile at each other.
2.

Children stretch their arms forward, spread their fingers, strain them as much as possible, and then relax, lower their hands and shake them slightly. Repeat the quatrain several times.

Just start to get tired

Let's spread our fingers,

We'll spread them wider

Let's push harder.

3. The game "Colorful patterns"

Material: cards with various patterns, each flower-shaped pattern has a gap; carved flowers for each pattern, trays.

Game progress: children are invited to consider the patterns. Attention is drawn to the fact that these are houses of flowers: “The flowers went for a walk in the clearing and got lost. Please help the flowers find their homes.

Children match each flower to the corresponding pattern.

Complication: for each child, not one card is used, but 2 or 3. Accordingly, there are more patterns.

4. The game "Sun and rain"

Children walk around the room, pretending to collect leaves. As soon as the psychologist turns on the music with the sounds of rain or gives the command “Rain!”, the children run under a large umbrella held by the psychologist and hide so that everyone has enough space.

You can drum your fingers on the surface of the umbrella, imitating the sound of rain; you can lightly spray the umbrella with water from a spray bottle (it is a great pleasure for children to watch how droplets roll off the umbrella, put their hands up to catch them). The noise of the rain stops or the command “Sunshine!” The children run out from under the umbrella.

The game is repeated 2-3 times.

Lesson 2

1. "Give a smile to a friend."
Children stand in a circle, the host offers to find a mate, spin around, smile at each other, stroke each other on the head, hug. Run up and find again, but another pair.
2. Finger gymnastics "Friendly guys".

Let's start counting again.

One two three four five!

3. The game "Colored pencils"

Material: cards with the image of pencils in 3 colors, pictures.

Game progress: each child is given several cards (2-3) with the image of three colored pencils and the same number of pictures of the colors corresponding to the pencils. For each picture, the child must choose the appropriate picture.

Complication: children select pairs of cards (with an object and pencils) on which the same colors are presented in equal proportions. For example, a child took a card with a pyramid, in which 3 rings are red, 2 are orange and the top is green. As a pair, he must pick up a card on which pencils are drawn: large - red, medium - orange, small - green. The child proves the correctness of his choice.

4. Game "Collect the circles"

Material: mugs of different flowers and shades.

Game progress: each child is given a circle of a certain color or shade. The rest of the mugs are laid out on the carpet. At the signal of an adult, children begin to collect mugs of their color.

5. Game "Balloon"

Psychologist: “Look how I will inflate the balloon ... And now we will imagine that Balloon ik is in our stomach, and we have to inflate it. Put your hand on your stomach. The balloon is not inflated now. Now we take air into it, inflate the stomach, as if it were a big balloon. Feel with your hand how it grows. And now let's exhale and deflate the tummy ... Great! Let's repeat it again. Breathe in, breathe out, breathe in, breathe out again. Well done!”

Lesson 3

1. "Affectionate name."
Children, sitting in a circle, looking into each other's eyes, pass the ball and pronounce the neighbor's name affectionately.
2. Fairy tale therapy according to the plot of R.Sc. "The Cockerel and the Beanstalk"

Material: flannelgraph theater

The course of the lesson, teaching methods:

1. Telling the tale "The Cockerel and the Beanstalk" using flannelgraph theater.
2. Exercise "Help the hen get to the cockerel." According to the map-scheme, children help the chicken go from all the acting characters in the fairy tale (cow - mower - baker - forest - cockerel).
3. Etude "Sick cockerel".

Children lie on their backs on the floor, arms, legs and torso are relaxed, eyes are closed.

The psychologist strokes each child’s body, relieving accumulated tension, accompanying his actions with the words: “The cockerel got sick, bean seed choked. You have to feel sorry for him…”

1. Etude "The Cockerel has recovered!" children stand on their feet, the back is straight, the head is raised, the chin is extended forward, the hands are behind the back. They walk proudly like a cockerel, raising their legs high in turn and shouting: “Ku-ka-re-ku!”

Lesson 4

1. "Birds".
The host "turns" children into birds with a magic wand.
“The sun rose, and the rays warmed everyone, suddenly the birds opened their eyes, shook their wings, flew, carried news from their native land.”

Children fly around the room and, flying up to each other, wave their “wings” and smile at each other, say “Hi”.

2. Finger gymnastics "Friendly guys."

Children put their hands in the castle and alternately connect the fingers of their right and left hands, starting with the little fingers.

Boys and girls are friends in our group.

We will make friends with you little fingers.

One two three four five!

Let's start counting again.

One two three four five!

3. Game exercise "Cockerels"

The psychologist addresses the children:

Do you want to become wizards? Then close your eyes and count to three.

Children close their eyes and count in unison. An image of an unpainted cockerel is attached to the board.

Our cockerel is kind of sad. He's upset about something. Ask the cockerel what happened to him. Why is he so sad?

Cockerel:

The artist drew me, but forgot to color. I went for a walk around the yard, and everyone began to laugh at me, even the chickens. I asked the dog, "Why is everyone laughing at me?" She replied: "Why, you are not painted." I went up to the puddle, looked into the water - that's right. But what am I to do? And the dog advised me to go to kindergarten.

Psychologist:

Let's help the cockerel, guys - color it. You are wizards.

Children are given cards for the exercise "Cockerel".

How many big cockerels are visiting us (one)?

And how many small (many)?

Now we will color the cockerels, we just agree that the comb and beard (shows the body parts of the cockerel) will be red, the breast will be yellow, the wings will be green, and the feathers on the tail will be blue.

Children repeat: "red, yellow, green, blue."

Psychologist: - I'm starting to color.

Imitating the coloring process, he quietly changes the posters - a painted cockerel appears on the board.

Children color the images of cockerels, referring to the pattern posted on the board.

Encouragement of children's activities:

Well done kids, it turned out great. You are real wizards! The rooster is happy. He likes that he has a lot of rooster friends. And they are all so bright, beautiful, colorful.

4. Game exercise "Cockerel" (speech with movements)

Children repeat the words, performing the appropriate movements.

Oh, handsome cockerel! (hands behind back, legs raised high)

At the top - a scallop, (they show a scallop)

And under the beak there is a beard, (show the beard)

Very proud walk! (important pace)

Raises paws up, (raise legs high)

Nodding his head importantly. (nod head)

The rooster is the first to rise

Loudly at dawn sings:

Ku-ka-re-ku! Stop sleeping!

It's time for everyone to get up!

December

Lesson 1

1. "The ball in a circle."
It is offered to children, passing the ball in a circle, looking into the eyes to smile at each other.
2. Finger gymnastics "Strongmen".

The exercise is performed while standing. Children interlace their fingers, stretch their hands palms forward, and then lift them up and stretch as high as possible.

We intertwined our fingers

And pulled out the handles.

Well, now we are from the Earth

We push the clouds.

3. Games with matches "Familiar stranger"

Material: box of matches.

Children are comfortably located on the floor or at the table. Nice music is on. Matches come out of the box. Children are encouraged to take one.

Tell the child(ren): “Hold the match in your hands. Feel her. What is she? Warm or cold? Smooth or rough? Thin or thick? Smell her. Are you familiar with this smell? This is the smell of sulfur from which the head of a match is made. Now feel the head of the match. Consider it carefully. What color is she? What form is it? See what an interesting match? What do you think it's made of? Of course, from wood. Do you feel the match warmed up in your hands? As long as you held the match in your hands, your hands remembered it. Now let your eyes remember it too. Consider it carefully. Now put your match on the table (or on the floor), next to the others. I will mix all the matches, and each of you must find your own.

At the same time, the child can feel the matches, sniff them, examine them for a long time. It is important to note which action helped the child find the match. In this way, you can find out what helps the child in the process of remembering and recognizing which sensory channel dominates: visual, tactile or olfactory.

This simple game will help the child develop the skill of concentration, arbitrary memorization, the ability to listen to their feelings and differentiate them; it also promotes the development of fine motor skills. It is impossible to exclude the mental operations that the child and you yourself used in the process of searching for your match.

You can invite children to make a common building: a house or a car, a tree, etc. And the match of each child will contribute.

4. The game "Catch, fish!"

Children are invited to “go fishing”: rods with a magnetic tip, buckets are distributed different colors. An “imaginary” pond is created from blue or blue material (cardboard, wallpaper, fabric, etc.), on which colorful fish are laid out. It is proposed to catch a fish on a bait and put it in a bucket and so on until all the fish are caught. The rules must be observed: to catch fish only with a bait, and not with your hands.

Complication: the child is invited to catch a fish of a certain color.

5. Relaxation exercise “Floating in the clouds”

Psychologist: “Lie down and take a comfortable position. Close your eyes. Breathe easily and slowly. Imagine that you are in nature, in a beautiful place. Warm, quiet day. You are happy and well.

You are calm. You lie and look up at the clouds - big, white, fluffy clouds in a beautiful blue sky. Breathe freely.

As you inhale, you begin to gently rise above the ground. With each breath, you slowly and smoothly rise towards a large fluffy cloud. You rise even higher to the very top of the cloud and gently sink into it.

You are now floating on top of a large fluffy cloud. Your arms and legs are spread freely to the sides, you are too lazy to move. You are resting.

The cloud, along with you, begins to descend lower and lower until it reaches the ground. Finally, you are safely stretched out on the ground, and your cloud has returned to its home in the sky. It smiles at you, you smile at it. You are in a great mood. Save it for the whole day."

Lesson 2

1. "Give a smile to a friend."
Children stand in a circle, the host offers to find a mate, spin around, smile at each other, stroke each other on the head, hug. Run up and find again, but another pair.
2. Finger gymnastics "Fingers".

The finger was very surprised

How did he become the leader?

We know well -

Because he's big!

3. The game "My cheerful sonorous ball"

Material: a large ball, a cloth bag, a small plastic ball and the same cube (commensurate in size).

The course of the lesson: a large ball is shown to the children, its size, color, shape, material is determined. The task is carried out: show the shape of the ball with your hand. Children draw a circle in the air: with one hand, with the other, with both hands at the same time.

The psychologist offers to sit around the ball and tell a poem about it. Children repeat after the psychologist S. Marshak's poem "My cheerful sonorous ball" and rhythmically slap the ball, first with one, then with the other hand.

Help is provided for children who slap the ball irregularly. The psychologist puts his hand on the child's hand and helps him to coordinate the movements of the hand with the rhythm of the verse.

Now imagine that you have turned into balls. Katya, what color will you be the ball? And you, Vova?

Children look at their clothes and name the appropriate colors.

I will play with balls - lightly spank you with my palm, and you will jump like balls.

The psychologist alternately puts his palm on the head of each child, reciting the poem "My cheerful sonorous ball." Children, feeling the touch, bounce in place. On the words "do not keep up with you" - they scatter or hide (depending on the purpose of the game). The found child must say where he hid (under the table, behind the sofa, in the tent, etc.).

4. Game exercise "Who hid in the bag"

The children are shown a cloth bag containing a small ball and a cube. They identify the ball and the cube by touch, telling how they distinguished from each other. (“The ball is round, smooth, slips out of the hands, and the square has sharp corners, does not slip out of the hands,” etc.).

Lesson 3

1. "Affectionate name."
Children, sitting in a circle, looking into each other's eyes, pass the ball and pronounce the neighbor's name affectionately.
2. Finger gymnastics "Fingers argue."

Children clench their hands into fists, bring them closer and place them in front of the chest. Then the thumbs are pulled up and begin to bend and unbend them. Saying the last line of the quatrain, the children interlock their thumbs with each other.

Two thumbs arguing:

Who is the superior of the two?

Let's not let a quarrel happen

And let's reconcile them right there.

3. The game "Pick up the shape"

Material: geometric shapes: circle, oval, square, rectangle, triangle, cards for them with objects corresponding in shape.

Game progress: each child is given one geometric figure, its name is fixed. Next, the child is invited to pick up objects that are similar in shape to his geometric figure, and collect cards so that all the “locks” are fixed. After all the cards have been collected, the names of the objects are pronounced: a picture, a wardrobe, an album, etc. - they look like a rectangle.

You can invite children to exchange geometric shapes.

4. Game "Carousel"

The children are shown a "carousel" - a hoop with multi-colored ribbons. They, holding the ribbons, stand in a circle and repeat the words with movements:

Barely (2 times)

Carousels are spinning (go slowly)

And then (3 times) (go faster)

Everyone run! (3 times) (running)

Hush, (2 times) (go to step)

Do not hurry,

Stop the carousel! (stop)

One-two, one-two! (take their hands on their heads, bow their heads

Head is spinning! left and right, make rotational

head movement)

The game is repeated 2-3 times. So that the children do not feel dizzy, the direction is reversed each time.

In the absence of a hoop and multi-colored ribbons, you can invite the children to stand in a circle and hold hands.

5. Game "Wrinkles".

Lesson 4

1. "Birds".
The host "turns" children into birds with a magic wand.
“The sun rose, and the rays warmed everyone, suddenly the birds opened their eyes, shook their wings, flew, carried news from their native land.”
Children fly around the room and, flying up to each other, wave their “wings” and smile at each other, say “Hi”.

2. Fairy tale therapy according to the plot of R.Sc. "Swan geese"

Material: blue fabric (river), wood decorations, stoves.

Lesson progress:

1. Telling the fairy tale "Geese-swans".
2. In the course of the story, the children go all the way from Baba Yaga to the house of the girl and the boy: they jump over the river, hide under the apple tree, behind the stove.
3. Game "Geese-swans"
4. A girl and a boy are chosen for the role of children according to a fairy tale. The rest of the children are Geese-swans.
5. A boy and a girl play in the clearing, as soon as the Geese-swans appear, they hide from them first behind the stove, then under the apple tree, take cover under the river (covered with a blue cloth).
6. The game is repeated several times until all the children have played their respective roles.
7. Etude "Baba Yaga"

Children, with the help of facial expressions and pantomime, depict Baba Yaga: they wrinkle their forehead so that wrinkles form on their forehead; tightly clench their teeth, bare them (angry); lower their shoulders, stoop, presenting a hump, etc.

January

Lesson 1

1. "The ball in a circle."
It is offered to children, passing the ball in a circle, looking into the eyes to smile at each other.
2. Finger gymnastics "Index finger".

Children squeeze their right hand into a fist, stretch their index finger up, bend it and unbend it. Then, the same is done with the left hand. Repeat the exercise several times.

Point your finger at the rabbit

Book, apple, walnut.

index finger

Everything is best known.

3. Game exercise "Cut and collect"

Material: postcards or pictures with lines marked on them, divisions into several parts (from 3 or more), scissors.

Game progress: children are offered postcards, which must first be cut along the marked lines, and then collected.

4. The game "Blind and guide"

Material: scarves.

Game progress: at the beginning of the game, it is explained to the children that there are dogs that help blind people move around, they are called "guides" (from the word "leads").

The host invites the children to break into pairs: one in a pair plays the role of a guide dog, the other plays the role of a blind man (he is blindfolded).

The guide dog gets on all fours, the "blind" clings to it. Thus, the “guide” helps the “blind” to move.

The role of the "guide" is to be self-confident, brave, courageous; the role of the "blind" is to trust the "guide".

Lesson 2.

1. "Give a smile to a friend."
Children stand in a circle, the host offers to find a mate, spin around, smile at each other, stroke each other on the head, hug. Run up and find again, but another pair.
2. Finger gymnastics "Nameless and little finger".

Children try to bend the ring finger and little finger in turn. If you don’t learn at all, you can bend them at the same time. Then do the same with the other hand. Repeat the exercise several times.

Nameless and pinky

We became very close friends.

Nameless back oppression,

And the little finger just nods.

If you bend your little finger,

Nameless will arch his back.

3. Salt dough games "Delicious cookies"

Material: salt dough, boards, rolling pins, molds with slots of geometric shapes, aprons, hats.

Game progress: children are invited to play the role of confectioners. Special caps are put on the head, aprons are tied.

They examine the dough, fix what it is made of. The teacher invites the children to bake delicious cookies.

First you need to roll out the dough with a rolling pin, then cut cookies out of it with the help of cookie cutters. As they cut out, children fix the names of geometric shapes.

An adult suggests decorating cookies with cereals: peas, rice, buckwheat, seeds.

When the work is finished, the adult explains that you need to let the cookies dry.

Lesson 3

1. "Affectionate name".
Children, sitting in a circle, looking into each other's eyes, pass the ball and pronounce the neighbor's name affectionately.
2. Game "Soap Bubbles"

Material: blow set soap bubbles, tape recorder, cassette with a smooth melody, balls.

Course of the lesson: see Ronzhina A.S. “Psychologist's classes with children 2-4 years old” (p. 36, lesson 9).

Methodical methods:

1. viewing soap bubbles;
2. game exercise "Pallets-palms";
3. game "Inflate, bubble";
4. ball games.

Complication:you can offer children a more complex exercise for the development of fine finger motor skills.

Inflate, bubble

Blow up big

(connect the thumb and forefinger into a ring)

Stay like this

(connect the thumb and ring fingers into a ring)

Don't crash!

(connect the thumb and little finger into a ring)

Then, without changing the sequence of words, the children perform the movements in reverse order (starting with the little finger).

Lesson 1

1. "The ball in a circle."
It is offered to children, passing the ball in a circle, looking into the eyes to smile at each other.
2. Finger gymnastics "Little finger".

Children put their right hand on the table with the palm up, bend and unbend the little finger. Then do the same with the left hand. Repeat several times.

Our finger is used to order.

In the morning he exercises.

One tilt and two tilt -

That's how cleverly he jumps.

3. Game exercise "What is missing?"

Material: cards showing objects with missing details: a teapot without a spout, a bag without a handle, a table without a leg, a cat without a tail, etc.

Game progress: children look at the cards and mark (or name) the missing details.

Complication:you can invite the children to explain why the missing part is needed or what it is needed for.

4. Game exercise "Who lives where?"

Material: a card with the image of domestic and wild animals, as well as the image of the forest and the barn.

Game progress: children look at the card, name the animals that are depicted on it. The host proposes to resettle animals according to their habitat: wild animals live in the forest (i.e. in nature), domestic animals live next to a person, a person takes care of them, builds a dwelling for them (shed, barn).

The children then use arrows to connect each animal to its habitat.

Children lie on the mats on their backs, arms extended along the body, legs straight, slightly apart.

Psychologist: “Close your eyes and listen to my voice. Breathe easily and calmly. Imagine that you are in a meadow on a beautiful summer day. Right in front of you you see a magnificent butterfly fluttering from flower to flower. She moves her wings slowly. Imagine that you are a butterfly, it has beautiful and large wings. They move up and down. Now take a look at the motley meadow over which you are flying. Look how much it has bright colors. Find with your eyes the most beautiful flower and gradually begin to approach him. Smell it, how delicious it smells. Slowly and smoothly you sit down on this flower. Breathe in its scent once more... and open your eyes.”

Lesson 2

1. "Give a smile to a friend."
Children stand in a circle, the host offers to find a mate, spin around, smile at each other, stroke each other on the head, hug. Run up and find again, but another pair.
2. Finger gymnastics "Nameless finger"

Children put their right hand on the table with the palm up, bend and unbend the ring finger. Then do the same with the left hand. Repeat the exercise several times.

We put our hand on the table

Turn palm up.

Ring finger too

Wants to be the worst.

3. Game exercise "Find a pair"

Material: pairs of geometric shapes arranged in different spatial variations, for example:

Game progress: all cards are shuffled. Children are instructed to:

- You need to find identical figures.

Children complete the task and explain their choice.

4. Game exercise "Lay out the picture according to the model"

Material: geometric shapes of various shapes and sizes, sample picture, rugs.

Course of the lesson: children are shown a subject picture consisting of geometric shapes. First, the object itself is called: “who is this?” (chicken, fish, butterfly) or “what is this?” (car, sandbox, rocket), then it is noted what geometric shapes it consists of.

Children are invited to build (construct) the desired object according to the model.

5. Exercise “Cake”

Description: one of the children is invited to lie down on the rug and the psychologist says that they will now make a cake out of it. Each of the children is one of the ingredients: flour, sugar, milk, eggs, etc. The psychologist plays the role of a cook. First you need to knead the dough. Flour is needed - “flour” “sprinkles” the body of the person lying with his hands, lightly massaging and pinching him. Now you need milk - “milk” “spills” with your hands over the body, stroking it. We need sugar. He “sprinkles” the body, and a little salt - a little, gently touches the head, arms, legs. The cook “kneads” the dough, kneading it well.

And now the dough is placed in the oven and rises there - it lies evenly and calmly and breathes, all the children depicting the components also breathe like dough. Finally, the dough is baked. To make the cake beautiful, you need to decorate it with beautiful flowers. All participants, touching the “cake”, give it their “flower”, describing it. The cake is amazingly good! Now the chef will treat each participant with a delicious piece.

Lesson 3

1. "Affectionate name."
Children, sitting in a circle, looking into each other's eyes, pass the ball and pronounce the neighbor's name affectionately.

2. Finger gymnastics "Fingers".

Children squeeze their right hand into a fist, stretch their thumb up, bend it and unbend it. Then the same is done with the left hand. Repeat the exercise several times.

The finger was very surprised

How did he become the leader?

We know well -

Because he's big!

3. Game exercise "Find the same objects"

See Kataeva "Correctional and developmental classes in kindergarten."

4. The game "Wrinkles".

Psychologist: “Inhale and exhale several times. Inhale-exhale, inhale-exhale. Great... Give your neighbor on the right a big smile, and now your neighbor on the left. Wrinkle your forehead - be surprised, frown your eyebrows - get angry, wrinkle your nose - you don’t like something. Relax the muscles of the face, the face is calm. Raise and lower your shoulders. Inhale-exhale, inhale-exhale, inhale-exhale. Well done!”

Lesson 1

1. "The ball in a circle".
It is offered to children, passing the ball in a circle, looking into the eyes to smile at each other.
2. Finger gymnastics "Hippo".

Children bend their elbows, hold their hands in front of their faces, bend and unbend their fingers in turn, starting with the thumb of the right hand. The quatrain is repeated several times.

We are drawing a hippopotamus.

Who wants to work?

Every finger is eager to fight

And nods his head.

3. Game exercise "Help Smeshariki"

Material: puzzle picture depicting Smeshariki characters: hedgehog, lamb, krosh, etc.

Game progress: characters from the animated series "Smeshariki" come to visit the children. The children name them. Suddenly a strong hurricane came up, and all the pictures depicting Smeshariki scattered. The host invites the children to help their favorite characters and collect their image.

4. The game "When does this happen?"

Material: riddles about the seasons, pictures with their image.

Game progress: first, the host makes a riddle about any time of the year, for example:

Snow on the fields, ice on the rivers,

A blizzard is walking ... when does it happen?

Children name this time of the year, then a picture with its image is considered.

Puzzles:

I am woven from the heat

I carry rubbish with me.

I warm the rivers

I invite you to swim.

And love for it

You are all of me. I AM - …

(Summer)

If in the trees

The leaves turned yellow

If in a distant land

The birds have flown

If the sky is gloomy

If the rain is pouring down

This time of year

What is it called?

(Autumn)

I open my kidneys

In green leaves

I dress the trees

I water the crops

Full of movement

My name is…

(Spring)

Just knock on the window

She is our snowball

We take sleds

And run up the hill!

(Winter)

5. Exercise “Breathe and think beautifully”

Psychologist: “When you are worried, try to breathe beautifully and calmly. Close your eyes, take a deep breath and say to yourself: “I am a lion”, - exhale; breathe in, say, “I am a bird,” breathe out; inhale, say: “I am a stone”, – exhale; inhale, say: “I am a flower”, – exhale; inhale, say: “I am calm”, – exhale. And you will really calm down”

Lesson 2

1. "Give a smile to a friend."
Children stand in a circle, the host offers to find a mate, spin around, smile at each other, stroke each other on the head, hug. Run up and find again, but another pair.
2. Finger gymnastics "Thumb".

Children squeeze their right hand into a fist, stretch their thumb up and rotate it first into one. And then to the other side. Then the same is done with the left hand. Repeat the exercise several times with all fingers in turn.

Why is our big

Turns, turns his head?

He is the captain on the ship -

Studying the ocean.

3. The game "Here the figures are different"

Material: playing canvas with different geometric shapes (for each child).

Game progress: children examine the geometric shapes located on the playing canvas, name them.

Instructions are given:

1. Arrange the shapes in the following order:

1 row - triangles;

2 row - squares;

3 row - circles;

4 row - ovals;

5 row - rectangles.

2. Sort shapes by color:

1 row - all green figures;

2 row - all red;

3 row - all blue;

4 row - all yellow;

5 row - all pink (or brown).

4. The game "This is me, these are all my friends"

Game progress. Children are given statements. If they agree with them, they say: "This is me, this is me, these are all my friends." If you don't agree, shake your head.

Who among you does not know boredom? (children's answers)

Who is the master of all trades here?

Who dances, who sings?

Who keeps clothes

Does he put it under the bed?

Who says thanks?

Don't thank your mom?

Who runs boldly in the gym?

Does he skillfully clean his toys?

5. Game "Mushrooms"

Lesson 3

1. "Affectionate name."
Children, sitting in a circle, looking into each other's eyes, pass the ball and pronounce the neighbor's name affectionately.
2. Finger gymnastics "Turnip".

Children bend the right arm, lower the elbow down, the hand looks up. Then they bend the arm at the wrist and bend the thumb down with the left hand, trying to press it to the wrist. Then do the same with the left hand. Repeat the exercise several times.

Turnip is growing here.

Open your mouth wide. |

You need to open your mouth more

To swallow a turnip.

3. Game exercise "Find and cross out"

Material: a card divided into cells containing objects: mushrooms, carrots, birch leaves, maple leaves, etc. (see Sharokhina "Correctional and developmental classes", handout).

Game progress: children look at the card, name the objects depicted on it.

The task is given:

1. cross out all birch leaves;
2. paint the mushroom caps brown;
3. color the carrot orange;
4. circle the maple leaves.

An adult monitors the correctness of the task; so that children do not miss items.

4. The game "Snowdrifts and the sun"

Game progress: children are invited to turn (depict) into a “snowdrift”: squatting, head down, back arched, arms slightly apart. At the word “sun”, the “snowdrift” spreads and turns into a puddle (children lie on their stomachs, arms and legs are spread apart).

It is important to alternate the state of tension (“snowdrift”) with the state of relaxation (“puddle”).

Lesson 4

1. Birds.
The host "turns" children into birds with a magic wand.
“The sun rose, and the rays warmed everyone, suddenly the birds opened their eyes, shook their wings, flew, carried news from their native land.”
Children fly around the room and, flying up to each other, wave their “wings” and smile at each other, say “Hi”.

2. Fairy tale therapy according to the plot of Ukrainian researcher "Spikelet"

Material: bibabo dolls: rooster, mice.

The course of the lesson: teaching methods:

1. Telling a fairy tale with the help of bibabo theater.
2. Exercise "Mill".
3. Tilt forward, one hand up, the other down. At the expense of "1-2!" alternating hands.
4. Etude "Mice are guilty."

Children portray guilty mice: they lower their eyes down, their shoulders are also lowered. Facial expressions: eyebrows are shifted to the bridge of the nose, lips are pursed.

Lesson 1

1. "The ball in a circle."
It is offered to children, passing the ball in a circle, looking into the eyes to smile at each other.
2. Finger gymnastics "Kids".

Children raise their arms a little, so that the hands look down, and begin to actively “swing” with eight fingers (without big ones). When the index finger goes forward, the little finger goes back. Repeat the quatrain several times.

Vasya, Petya, Misha, Borya

They sat next to the fence.

The kids are sitting and dreaming

Shaking their legs together.

3. Game exercise "Compare the object"

Material: cards with the image of various objects: Christmas trees of different sizes, birch and Christmas tree, mug and vase, etc.

Game progress: children are offered cards in turn, by which they need to determine:

1. the smallest Christmas tree (out of 5-6 available);
2. show where the birch is higher than the spruce;
3. in which picture the cup is wider than the vase.

4. word game"Hedgehogs"

Children repeat words and movements for adults.

Two stomp (2 times stomp)

Two claps (2 claps)

Hedgehogs, hedgehogs.

Anvil, anvil (cam knocks cam)

Run in place, run in place (run in place)

Bunnies, bunnies (jumping like bunnies)

Come on, together! Come on, together!

Girls! (girls scream)

Boys (boys scream)

5. Relaxation exercise “Rest by the sea”

Psychologist: “Lie down in a comfortable position, close your eyes and listen to my voice. Imagine that you are at the seaside. A wonderful summer day. The sky is blue, the sun is warm. You are calm. Soft waves roll up to your feet.

A light breeze blows over you. The air is clean and transparent. You feel how the body becomes light, strong and obedient. Breathe easily and freely. The mood becomes cheerful, you want to get up and move.

We open our eyes. We are full of strength and energy. Try to keep these feelings for the whole day.”

Lesson 2

1. "Give a smile to a friend."
Children stand in a circle, the host offers to find a mate, spin around, smile at each other, stroke each other on the head, hug. Run up and find again, but another pair.
2. Finger gymnastics "Hedgehog".

Children bend their fingers in turn, first on the left, then on the right hand. At the end of the exercise, their hands should be clenched into fists. Repeat the exercise several times.

The hedgehog stomped along the path

And he carried mushrooms in a basket.

You need to curl your fingers.

3. Game exercise "Connect by dots"

Material: cards for the exercise "Home and Garden" (see card index "Correctional and developmental classes in the senior group").

Course of the exercise: children are invited to connect the images of objects point by point: a house and a garden (tree). With given numbers. An adult monitors the completion of the task, directs the activities of children, helps those who need help, since the task is considered difficult.

4. The game "Magic Flowers"

Material: cardboard flowers of a certain color, in the center of which is an object from a generic concept, for example, a titmouse (birds), a badger (wild animals), a spider (insects), a goat (pets), etc.

Game progress:

Option 1: Each child is given one flower. A leader is chosen who shuffles all the small cards - petals. Then he shows one of the cards with the image of an object, for example, “bow” and says: “Who needs a bow? Buy an onion! The child who has a vegetable drawn in the center of the flower says: "I'm buying an onion." And so on until all cards are sold. The one who collects all the cards the fastest wins.

Option 2: the children sit in a circle, each of them has his own flower. There are small cards in the center of the circle. The facilitator explains that each of them must fill in the flower petals with suitable pictures. In the process of activity, the name of concepts, the ability to classify and generalize are fixed.

5. Relaxation exercise “Butterfly Flutter”

Children lie on the mats on their backs, arms extended along the body, legs straight, slightly apart.

Psychologist: “Close your eyes and listen to my voice. Breathe easily and calmly. Imagine that you are in a meadow on a beautiful summer day. Right in front of you you see a magnificent butterfly fluttering from flower to flower. She moves her wings slowly. Imagine that you are a butterfly, it has beautiful and large wings. They move up and down. Now take a look at the motley meadow over which you are flying. Look how many bright colors it has. Find the most beautiful flower with your eyes and gradually begin to approach it. Smell it, how delicious it smells. Slowly and smoothly you sit down on this flower. Breathe in its scent once more... and open your eyes.”

Lesson 3

1. "Affectionate name."
Children, sitting in a circle, looking into each other's eyes, pass the ball and pronounce the neighbor's name affectionately.
2. Finger gymnastics "Friendly fingers".

Children stretch their hands forward, squeeze their fingers into fists as much as possible, and then relax them and unclench them. Repeat the exercise several times.

We bend our fingers together,

We clench our fists tightly.

One, two, three, four, five -

We start unfolding.

3. Game exercise “What it looks like” (“Standards”)

Material: figure standards: 16 pictures depicting various objects (see appendix).

Game progress: the child is invited to carefully consider the pictures. Then one of the standards is presented. The instruction is given: "Choose those pictures that are similar to this figure." The child makes a choice. Similar work is carried out with each standard. The number of correctly selected pictures is fixed.

4. Game exercise "Listen to the claps"

Game progress: children stand in a circle. The adult invites them to clap their hands.

Then the instruction is given: “Now you must clap your hands as many times as I will clap. Be careful!". The host claps his hands first once, then 2 times, and so on up to 5 times. Then the countdown goes in descending order: 5, 4, 3, 2, 1.

The role of the leader is assumed by the child, who has never made a mistake.

During this exercise, children with good auditory perception stand out.

5. Game "Mushrooms"

Psychologist: “Guys, close your eyes, imagine that you are mushrooms. Here the mushrooms hid in the grass, they don’t want to get up, they clung closely to each other. But then the first ray of the sun fell on the ground. And the mushrooms reached out to him, crawled out of the grass, raised their heads, looked at the sun, showed each other their beautiful hats. Rejoiced at the sun! They showed each other their hands. Raised them up, warmed them in the sun.

But then a cloud came running, the rain dripped: drip, drip, drip. The mushrooms removed their handles, hid them under the hat and stand straight so that the rain does not wet them. But then the rain stopped and the sun came out. Mushrooms rejoice, hide in the grass. So that no one can find them. So the day has passed. All just great!"

Lesson 4

1. "Birds".
The host "turns" children into birds with a magic wand.
“The sun rose, and the rays warmed everyone, suddenly the birds opened their eyes, shook their wings, flew, carried news from their native land.”
Children fly around the room and, flying up to each other, wave their “wings” and smile at each other, say “Hi”.

2. Topic: "Magic tangle of fairy tales" (fairy tale therapy)

Material: illustrations for fairy tales, "magic" ball.

Course of the lesson: an adult invites children to go to a magical land of fairy tales: “... but the path there is not easy. Only those who know how to observe peace and quiet in a fairy-tale land, who knows how to listen and hear, can get into a fairy tale! And a magic ball will help us get to this country.”

• The ball "leads" the children to the fabulous illustrations that are hung in different parts of the office. Children name a fairy tale, remember its characters.
• Game "Dance of animals"

Children stand in a circle and, at the command of the leader (ringing a bell), moving one after another, depict:

- sad bunny;

- bad wolf;

- a cheerful sparrow;

- surprised fox;

- frightened frog;

- angry bear.

Attention is drawn to the combination of facial expressions and pantomime.

• The game "Call it affectionately"

Children are invited to affectionately name animals: a wolf - a top, a wolf cub, a fox - a fox, a hare - a bunny, a hare, a sparrow - a sparrow, a little sparrow, a bear - a bear, etc.

You can diversify the game by naming names or just affectionate words.

• The exit ritual is performed fairyland. The children remember the path that the glomerulus led them to and return to the kindergarten.

Literature

1. Panova E.N. Didactic games– classes at preschool educational institution – Voronezh, 2007
2. Tikhomirova L.F. Development cognitive abilities children - Yaroslavl, 1996
3. Yakobson S.G., Solovieva E.V. What is a preschooler like? - M., 2002
4. Sharokhina V.L. Correctional and developmental classes in junior group- M., 2001
5. Ronzhina A.S. Psychologist's classes with children 2-4 years old in the period of adaptation to preschool- M., 2003
6. Educational games for children 2-7 years old. / ed - comp. E.N. Mikhin. – Volgograd, 2012
7. Khukhlaeva O.V. Practical materials for working with children 3-9 years old. Psychological games, exercises, fairy tales. - M., 2003
8. Savina L. Finger games. - M., 1996
9. Kataeva L.I. Correction and developmental classes in kindergarten - M., 2001
10. Pavlova N.N., Rudenko L.G. Express diagnostics in kindergarten: A set of materials for educational psychologists in preschool educational institutions. - M.: Genesis, 2008.

Anna Markina
Basic computer programs for the development of intellectual abilities of preschool children

intellectual development acts as the most important component any human activity. In order to satisfy their needs, communicate, play, study and work, a person must perceive the world, pay attention to certain moments or activity components, imagine what he needs to do, remember, think, express judgments. Therefore, without the participation of human activity is impossible, they act as its integral internal moments. They develop in activities, and are themselves distinct activities.

Getting Started pedagogical work with children, first of all, you need to figure out what is given to the child by nature and what is acquired under the influence of the environment.

Development human inclinations, turning them into capabilities- one of the tasks of training and education, which can be solved without knowledge and development of intellectual processes is impossible. As they development, improve themselves capabilities acquiring the required qualities. Knowledge of psychological structure intellectual abilities, the laws of their formation are necessary for right choice method of training and education. Great contribution to the study and development cognitive processes were introduced by such scientists, how: L. S. Vygodsky, A. N. Leontiev, J. Piaget S. L. Rubinshtein, L. S. Sakharov, A. N. Sokolov, and others.

They developed various methods and theories of formation intellectual abilities. And now to be successful develop them in educational activities, it is necessary to look for more modern facilities and teaching methods. Usage computer with its enormous versatility, and will be one such tool.

TO the development of intellectual abilities is: development of thinking(cognitive, creative, memory, attention, qualities of mind (wit, flexibility, economy, independence, mental skills (singling out, comparison, analysis, etc.), cognitive skills (seeing a contradiction, a problem, asking questions, putting forward hypotheses, etc., skills learn, the formation of subject knowledge, skills, abilities

There are three basic programs for the development of intellectual abilities:

Educational programs

simulators

Educational and gaming

Educational programs

Computer tutorials have many advantages over traditional teaching methods. They provide development of intellectual abilities of students, activate their creative potential. This programs which convey knowledge, form skills, training or practical activities, providing the necessary level of assimilation.

Consider the most standard, if I may say so, set programs preferred to be used for learning children.

Classify educational children's programs, from the user's point of view, it is possible according to a huge number of criteria that must be taken into account when choosing programs. Experts identify 5 directions:

Logic and memory;

Fine motor skills of hands;

Counting and reading;

Volumetric perception and fantasy;

Musical ear and artistic taste.

The logical thinking of the baby can develop programs, in which it is necessary to operate not just things, but also their modified "copies", silhouettes, for example. This uses memory. It can be puzzles or a game "collect items", where you will need to remember objects, and then find them in some space. An example of such programs can be"Logic for kids",Baby Logics, Cifiri, « We develop memory» , Montessori, " Funny pictures"- a tool package for creating and solving problems related to assembling an ordered set of text and graphic structure objects on the screen, etc.

hand motor skills develop all programs, where control occurs by pressing certain keys or moving the mouse in a certain direction. Kids will especially love the colorful educational programs like"By screws" or "Air Race".

Counting and reading is perhaps the most developed category. This is MathMatic "Entertaining arithmetic" and much more.

Volumetric perception and imagination will be developed by educational programs, where you need to assemble a character or draw something specific. Good example - tower box, where the dispensed items need to be stacked in a certain way, or "Snow Riddles" where you want to assemble the mosaic.

Musical and artistic programs will allow the child to easily learn notes, colors, tones, learn to perceive art. Music editors and coloring pages are well suited, of which there are a lot of them on the worldwide web.

- "Coloring" - the simplest editor, which is recommended to be included in the training of the first skills of working with graphic information. With a cursor that takes on several different shapes and capable of resizing, you can draw outline and shaded drawings. The program is capable remember the history of the drawing. This allows you to use it as a simple animation tool.

simulators

Programs designed for processing different kind skills and abilities.

To such programs include:

Training apparatus "Collect the beads on a string"- train fine motor skills, move parts around the screen with the mouse, and collect elements along given lines and in a certain sequence. Tasks are specially selected for difficulties: first of the same color, then alternation of color, then alternation of size, then alternation of different shapes, and at the end creative task collecting your own beads. The lines are arranged horizontally and vertically, as well as in a circle.

Training apparatus "Houses"- The simulator is aimed at developing and self-testing knowledge of the composition of the number

"Brain Trainer" is a professionally designed program - training, for development and increasing such important ones - Memory, Attention, Account, Logic, Reaction.

"Intellect simulator"- uniqueness program is that each exercise stimulates development of several abilities at once, and the proposed sequence of their implementation allows you to achieve maximum results with minimal time spent and load on the brain.

Educational and gaming programs

Programs designed to create learning situations in which the activities of students are implemented in game form.

Analysis software shows great potential computer games for general intellectual and emotional-personal child development and learning.

Classification computer programs and games

1. Educational games for preschoolers.

This computer programs designed to form and development in children of general mental abilities, goal-setting, fantasy, imagination. They do not have an explicitly set goal - they are tools for the creativity and self-expression of the child. TO programs this type relate:

Graphic editor, "drawers", "coloring pages", designers that provide the ability to freely draw on the screen with straight and curved lines, contour and solid geometric shapes and spots, paint over closed areas, insert finished drawings, erase images;

Simple text editors for entering, editing, storing and printing text;

-"environment builders" with a variety of functionalities of free movement of characters and other elements on the background of the scenery, including those that serve basis for creating"director's" computer games;

-"music editors" for input, storage and playback of simple (often monophonic) melodies in musical notation;

-"fairy tale constructors", combining the capabilities of elementary text and graphic editors.

Educational games

These are gaming didactic type programs in which it is proposed to solve one or more didactic tasks in a playful way. This class includes games related to the formation of children primary mathematical representations; with teaching the alphabet, syllable and word formation, writing through reading and reading through writing, native and foreign languages; with the formation of representations by orientation on the plane and in space; with the aesthetic moral education; environmental education; With basics systematization and classification, synthesis and analysis of concepts. "Garfield preschoolers» , "Garfield to Schoolboys", "Fold pattern", "Kaleidoscope".

Games - experiments

In games of this type, the goal and rules of the game are not explicitly set, but are hidden in the plot or management method. Therefore, in order to achieve success in solving a game problem, a child must, through search actions, come to an understanding of the goal and mode of action in the game.

fun games

Such games do not explicitly contain game tasks or tasks. development. They just give the kids a chance have fun, carry out search actions and see the result on the screen in the form of some "micro cartoon". "Finding Nemo", "Elka"

Computer diagnostic games

Games developing, teaching, experiments, can be considered diagnostic, since an experienced teacher and, moreover, a psychologist in way of solving computer tasks can say a lot about a child.

Logical games.

These games are aimed at development logical thinking.

- Chess games: checkers, chess, etc.

Logic training educational games: mazes, guess the number, word, tic-tac-toe, etc.

Usage basic programs for the development of intellectual abilities contributes to successful psychological adaptation children to school conditions, to successful socialization in society, to raising one's level development, rising to a higher intellectual level.

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Modern children are so keenly interested in everything new and master technology so quickly that, having barely learned to walk and talk, they already ask for their mother's phone or father's tablet to play.

site collected several colorful applications that will help entertain children of all ages and spend time with benefit for both kids and their parents.

0-1 year

Lessons for newborns

Application for the little ones - rattles, tumbler, xylophone, black and white pictures and lullabies. All this will help to calm and distract the baby when it is necessary, for example, in the car or in line to the doctor.

Lullabies

The best way to lull a baby to sleep is to sing him a lullaby. Modern applications cope with this no worse than parents. The developers offer this program not only to children, but in general to everyone who suffers from insomnia. The Android application offers a choice of ringtones and a timer, the functionality for iOS is a bit wider.

nursery rhymes

Different programs for iOS and Android, but both are from Russian developers and both are equally good. Here are some of the funniest nursery rhymes. Pleasant voice, good musical accompaniment, animated characters - in general, a great alternative to the book.

Amazing baby

1-5 years

sorter

The application will help you learn and memorize letters, numbers, animals. The child develops motor skills, the ability to visually compare, as well as the skill of memorization appearance and names of important symbols. Applications for iOS and Android are different, but the essence is the same.

Math and numbers

This application will help you learn how to count up to 10. The child remembers how to write numbers by circling them, and also learns to show them with gestures. The program contains whole line games that contribute to better memorization of information. It is possible to use the application not only in Russian, but also in English and Polish.

little genius

The application was created to train memory, develop logic, associative thinking and mindfulness. It will be interesting for the child to solve different problems, because at every step he will be accompanied by a drawn character - the dwarf Genius.

Collect the figure

This game is designed to develop children's fine motor skills and teaches them to accurately recognize shapes. In order to create a picture, you need to arrange its parts in the correct order. The result is a fruit, animal or number.

coloring pages

smart kitten

An interactive and cute kitten accompanies the child in the learning process. While playing, the baby learns a lot of interesting things, and also develops logic, attention, thinking and memory. Each correct solution to the problem is rewarded with points, which the child can later use to purchase a toy within the application.

5-7 years

Lola's Math Train

The gameplay is very interesting, the program is developed in Russian, with bright pictures and equipped with text and voice prompts about what will happen now and what task the child is facing. At the beginning, there are very simple tasks, so you can start mastering the application with a younger child.