How does this happen
The development of cognitive processes in preschool children is subject to a number of patterns.
The child begins not only to contemplate the objects around him, but begins to show a keen interest in them. He begins to understand that every thing has size, shape, color and many other distinctive features; they feel different to the touch and have different temperatures. Over time, in addition to vision and touch, the child begins to develop hearing. He gradually learns to identify and compare sounds by volume.
The first stage is the development of sensory cognition
Gradually, the child begins to regulate sensory processes by looking at something or listening to something. Attention and perception develop; sensory processes become more conscious.
However, the development of cognitive processes, both at younger and older ages in preschoolers, is still far from perfect. For example, it has been noticed that children do not immediately begin to understand perspective, as well as other spatial relationships. Difficulty perceiving time.
Let's consider how exactly the cognitive processes of preschoolers should develop, and how a parent can help a child master the complex, but amazing and mysterious world around him.
Attention in preschool age
It is worth noting that the attention of preschoolers is still involuntary. The child distinguishes objects from the total mass depending on their brightness, contrast, and difference from the main background. And only later does it acquire the features of intentionality. The parent begins to notice that the child prefers to strictly observe certain objects on which his activity is directed. Now he sees not only what is catchy, new and bright, but what is of interest to him.
Test for knowledge of names of objects
Despite the fact that in the preschool period the development and improvement of both involuntary and voluntary attention occurs, the main emphasis should be placed on the development of the second.
In order to teach a child to highlight the significant, “pushing” the less significant into the background, it is necessary to take into account the following.
- For the development of voluntary attention, it is necessary that the child’s activity be directed. That is, when starting to carry out this or that activity, he must have a fairly clear idea of the desired result. This will allow the child to keep his attention on it and control distractions in the process.
- Considering that at first it will be difficult for a child to carry out directed activities independently, at first he will need fairly simple, but clear and detailed instructions from an adult. Thanks to this, he will be able to get an idea not only of the goal, but also of the ways to achieve it. It is most desirable that the stages on the way to achieving it - small tasks and their results - be presented clearly. For example, when asking a child to do some kind of craft, it is best to do it with him, showing preliminary results and allowing the child to compare what he did with the standard. This will keep the child’s attention for a long time and keep it until the very end.
Attentiveness test for 6-year-old children - Voluntary attention of preschoolers develops on the basis of involuntary attention. That is why the objects that children will deal with during classes should be bright, unusual, novel, or of interest to him.
Memory development in preschool age
A kind of “starting point” for the development of voluntary memory in a child is considered to be the age of three years. It is from this period that most people begin to remember events related to their lives. However, memory in preschool age also has its own distinctive features. Firstly, like many other cognitive processes at this stage, it is involuntary. The child cannot yet control it, and memorization obeys a simple law: of all the stimuli affecting the child, only one, but the strongest, is remembered. Secondly, the child’s memory is situational in nature - when remembering something, the child can mention the circumstances accompanying the memorization process.
Development of attentiveness and motor skills in the game
It is involuntary memorization that has the most significant impact on the child’s activities.
However, the features of the development of cognitive memory processes in preschoolers are already beginning to be distinguished by the following features:
- Isolating the object of memorization from the memorization situation itself
- Using reliance on the sequence of events and building simple logical connections.
- Strength of memory and the ability to retain information in memory for a certain time.
- Using the simplest elements of voluntary memorization.
Studying nature develops memory
Just like for developing any other processes, first you need to use bright, contrasting objects. And also gradually move from visual objects to the perception of memorized material by ear. Excellent tools for the development of auditory memory in the preschool period are learning short children's poems and retelling the plot of favorite fairy tales.
Towards the end of preschool childhood, the child begins to show the rudiments of logical memory, which is built on the child’s understanding of the connections that exist between objects and phenomena. Now the child can remember larger amounts of information and more effectively apply the experience gained in practice.
Imagination in the preschool period
Despite the fact that children are always distinguished by a bright, developed imagination, this ability to process and recombine existing information does not come to them immediately.
At the very beginning of its development, imagination is built on joint work with the parent. And only then it is transformed into a process carried out on the basis of speech without the need to carry out any physical actions.
Modeling with plasticine develops imagination
In order for the imagination to be formed as effectively as possible, it is advisable for an adult to complement the images created by the child with specific details, giving them completeness. Then the child begins to “complete” the elements independently, combining the disparate elements of the picture into a single whole. And, perceiving information by ear, he learns to present it in the form of a visual, sensory or any other image. The child learns objectification and substitution. This feature of preschoolers is especially evident in story games, where, for example, a stick, depending on the conditions, can easily begin to be used both as a spoon for a doll and as a pistol. The child also begins to actively use schematization and detailing, coming up with all sorts of actions and functions, both for objects and their substitutes.
Schematization is expressed in the transfer of already familiar patterns of actions learned by the child to qualitatively new conditions. Detailing is manifested in the desire to supplement each action with new lines and voice intonations. The same plot can be played out differently in new conditions.
Games with cards develop attentiveness and imagination.
As we have already mentioned, the imagination of preschoolers already has a verbal form. Often this leads to the formation of a tendency to lies and fears: moving away from reality as much as possible, the child not only begins to create a new reality, but also to believe in it. However, at the age of 5 years, he already begins to clearly distinguish reality from fiction. Imaginary plots begin to be built on a certain logic and, over time, become as close to reality as possible. Attempts to build cause-and-effect relationships are traced. Realizing that he can easily be caught in a lie, the child begins to avoid it and understand what its harm is.
A great way to develop imagination is a construction set
Thanks to imagination, the child has the opportunity to experience new sensations, gain ground for self-expression and self-realization. It is on this feature that cognitive, creative, and play activities will be built in the future.
Until about 6 years of age, imagination is largely involuntary. The imagination acquires features of arbitrariness in older preschool age.
Consultation “Features of the development of cognitive activity of preschool children”
Elena Kitayka
Consultation “Features of the development of cognitive activity of preschool children”
Features of the development of cognitive activity of preschool children
Throughout preschool age , along with play activities cognitive activity of great importance in the development of the child’s personality , in the process of socialization , which is understood as the process of acquiring knowledge, skills and abilities, and mainly as the search for knowledge, acquiring knowledge independently or tactfully adult guidance.
It has long been no secret that the world opens up to a child through the experience of his personal feelings, actions, and experiences. “The more a child has seen, heard and experienced, the more he knows and has assimilated, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activity ,” wrote the classic of Russian psychological science L. S. Vygotsky.
Cognitive activity requires identifying a number of features at different age stages of child development . First of all, this applies to early and preschool age , where important personal new formations arise, of particular importance: a change in the subject position at the age of three ( “I myself”
, arbitrariness of behavior in various types
of activities , orderliness of motives of behavior, formation of self-awareness (at 5.5-6 years)
.
These neoplasms manifest themselves and have a positive effect on the course of cognitive activity of preschool children , which has some similarities and differences compared to older children. In order to more clearly show the features of the cognitive activity of preschoolers , let's consider some of them:
- cognitive activity includes a mandatory increase in interest in learning; cognitive activity is manifested by children in conditions when they are interested, when an adult not only plays with them (which is also very important, but also communicates, organizes cognition , introduces children to the new, unknown;
- for children to demonstrate cognitive activity, it is necessary to create comfortable social conditions for them, to ensure positive relationships between all members of the children's team;
- at the highest levels of development of the cognitive activity of a preschool child, the manifestation of an individual, own style of behavior in the course of cognition ;
— cognitive activity presupposes the manifestation of independence, but in preschool age it is still characterized by the presence of communication with adults and peers in the process of cognition .
According to the testimony of O. M. Dyachenko, we note that already at the age of an infant there is a need to know the world around him , other people, and himself, which manifests itself in active movements, communication with adults, and later with children of the same age.
In the first year of life, the child has a need for active actions with objects, manipulating them, learning their basic properties and names through constant emotional communication with an adult (the child vocalizes, smiles, laughs, claps his hands, trying to attract the attention of an adult).
At the age of two, with mastery of gait, the range of elementary cognitive actions of the child : everything needs to be reached, picked up, touched, thrown or rolled, given “own”
Name.
At this time, active orienting-exploratory activity is observed , which is intense and such that it is stimulated by a cognitive motive (to find out “what is this?”
).
The older the child is, the greater the intensity of his cognitive activity . At two or three years old, the child begins to be interested in the causes and consequences of new phenomena. The new properties that it discovers in an object can contribute to the emergence of new types of activities , and, in particular, games. A child can play with a toy for quite a long time when he finds in it properties that evoke an emotionally positive attitude. In this case, a chain of indicative reactions appears that maintain the child’s activity (autostimulation)
.
At the age of 3-4 years, we can talk about the child’s cognitive interest , which is chaotic in nature, but at the same time is focused on acquiring knowledge about the world around him in order to introduce him to the world of adults - he strives to touch everything, taste it, shows great interest not only to toys, but also to things of adults, as speech develops , it becomes a “why”
, begins to ask adults a lot of questions about objects and phenomena that he encounters in life.
Curiosity, unlike cognitive interest , can be focused on anything; curiosity is superficial in nature, it is devoid of any significant meaning.
Curiosity is a static feeling that indicates that a person loves to learn something new. However, curiosity, again, unlike cognitive interest , has no meaning or purpose.
So, the child accumulates knowledge about the variety of objects and ways of operating with them . Until the end of preschool age , according to L.V. Artemova’s definition, the child’s actions acquire a certain direction and awareness.
Children of senior preschool age , we can consider the cognitive activity of preschool children as an activity that is formed and developed on the basis of cognitive needs in various types of activities , ensures the formation of a holistic view of the world around them, and is characterized by the existing cognitive orientation , initiative, independence of the child, interest and originality .
By the age of 6-7 years, cognitive interest is modified into cognitive activity . Cognitive activity is a dynamic, purposeful process of acquiring not all knowledge, but mainly that necessary for the implementation of some life plans.
At the end of preschool age, the necessary prerequisites are created for the child to move to a new level of development - to schooling.
Cognitive activity , guided by cognitive interests , lays the foundations of the child’s cognitive abilities , the development of which is a necessary condition for the formation of creative thinking. It should be noted that all of the listed features of cognitive activity in preschool age are at the level of formation and subsequently become the basis for the development of cognitive activity .
Working with preschool , V. S. Golitsyn also defines three levels of children’s cognitive activity , which gives children’s characteristics greater significance and depth:
- high - the child is always active, proactive in answers and communication, inquisitive, always attentive, follows directions, completes tasks correctly, shows a willingness to overcome difficulties, actively searches for solutions, easily communicates with adults and peers, knows how to resolve conflicts;
- average - the child responds only at the request of the teacher; listens to the adult’s explanations, but does not seek help himself, requires repetition, instructions and control over the progress of activities ; gets distracted, imitates others, completes tasks with additional stimulation; tries to overcome difficulties, but in case of failure retreats; in communication gives preference to familiar children, obeys the initiative of another, showing conformity;
- low - the child is passive, can work only with personal attention and constant assistance from an adult, is indifferent, does not start activities , does not work without a model, does not seek help at the slightest difficulty, but refuses to do activities ; joins joint activities by invitation , but does not know how to maintain relationships, often conflicts; The child's play is dominated by one-on-one games.
Despite certain levels of cognitive activity , we note that in some cases it is difficult to attribute a particular child to a certain level of cognitive activity . There is a need to introduce an intermediate level between the average and high levels of development of cognitive activity of preschoolers .
An analysis of the works of scientists devoted to the problem of children's play allows us to state that the cognitive activity of a preschool child is associated with the leading activity during this period and is manifested in the fact that it is in the game that the child independently organizes that he reproduces the activities of adults and comes into contact with others. children, carries out independent actions; and all this is aimed at understanding the world around us and reproducing acquired knowledge in active work ; in education, namely: in the process of preparing for schooling; in various classes in kindergarten, while listening to literary texts, labor, etc.; in the process of solving cognitive problems ; during excursions and studying seasonal natural phenomena; in the process of organizing elementary search activities and experimentation; in solving non-standard, problematic, advanced, creative tasks and intellectual games
So, the analysis of psychological and pedagogical literature on the formation of cognitive activity of preschool children proves that the formation of cognitive activity of a preschool child occurs , on the one hand, due to the child’s own experience in the process of everyday life. Along with this, the developmental features of a preschooler provide for the decisive place of an adult in the organization of the child’s entire life, including cognition . At the same time, the adult organizes the children’s activities using a variety of means.
The formation of thinking in preschool age
Children are inquisitive. Studying the world around them, they note its distinctive features and ask questions related to it. By observing cause-and-effect relationships, they begin to understand over time why certain events occur.
The main types of thinking that function in the period of preschool childhood are visual-effective, verbal-logical and figurative.
Test for attentiveness and level of thinking
Visual-effective thinking is used to solve problems that are performed using objects or tools. A clearly defined practical result is achieved, most often by trial and error. However, as the problem becomes more complex, solving it this way becomes impossible.
It is then that the child begins to develop imaginative thinking. It is necessary in cases where the situation goes somewhat beyond the child’s personal experience. However, conclusions are based on properties visible to the eye, and often do not obey not only logic, but even general grounds. And yet, it is on the basis of imaginative thinking that attempts at qualification and generalization are built; the child learns to perform simple operations. imaginative thinking also largely serves as the basis for intuition and experience. Then the child learns to use diagrams and learns the relationships between sizes, shapes and colors. He develops the rudiments of logical thinking, allowing him not only to solve problems, but also to explain how this happens.
But before this happens, the child will need to acquire the skill of working with both real available objects and their substitutes, or symbols, drawings, or just names. The child develops a conceptual apparatus that allows him to solve emerging problems without the use of objects and images that replace them.
Exercises for mastering concepts
Mastering concepts occurs in the process of targeted learning. At the initial stages, work is done with a large number of visual aids. For example, when talking about the life of animals and birds, it is necessary to have pictures with you that illustrate different aspects of their life. And when learning basic arithmetic operations, it is best to perform them with chips or cards. Then the need to use them will disappear, and the child will perform all actions independently in his mind.
A good indicator of a child’s level of logical thinking is his ability to find and explain mistakes or absurdities, as well as his reactions to jokes.
Playing with sand and small objects greatly helps develop thinking
These features also indicate the child’s intellectual readiness for school. An important role is also played by the child’s attempts to carry out his own cognitive activity, connecting and separating objects, observing the behavior of people or animals, and mixing substances.
METHODS OF DIAGNOSTICS OF ATTENTION
The following set of techniques is intended for studying the attention of children, assessing such qualities of attention as productivity, stability, switchability and volume. Each of these characteristics can be considered separately and at the same time as a partial assessment of attention as a whole. To diagnose the listed characteristics of attention, various methodological techniques are proposed. At the end of the examination of the child using all four methods presented here related to attention, it is possible to derive a general, integral assessment of the level of development of the preschooler’s attention. All individual assessments of attention, as in the previous case, are entered into the Individual Card of the child’s psychological development.
Method 5. “Find and cross out”
The task contained in this technique is intended to determine the productivity and stability of attention. The child is shown rice. 5. It shows images of simple figures in random order: a mushroom, a house, a bucket, a ball, a flower, a flag. Before starting the study, the child receives the following instructions:
Rice. 5 Matrix with figures for the task “Find and cross out” for children from three to four years old.
Rice. 6 Matrix with figures for the task “Find and cross out” for children aged four to five years.
“Now you and I will play this game: I will show you a picture in which many different objects that are familiar to you are drawn. When I say the word “begin,” along the lines of this drawing you will begin to look for and cross out the objects that I name. It is necessary to search and cross out the named objects until I say the word “stop”. At this time, you must stop and show me the image of the object that you saw last. After that, I will mark on your drawing the place where you stopped and again say the word “start.” After that you will continue to do the same thing, i.e. look for and cross out given objects from the picture. This will happen several times until I say the word “end.” This completes the task."
In this technique, the child works for 2.5 minutes, during which he is told the words “stop” and “start” five times in a row (every 30 seconds).
In this technique, the experimenter gives the child the task of looking for and crossing out any two different objects in different ways, for example, crossing out an asterisk with a vertical line, and a house with a horizontal line. The experimenter himself marks in the child’s drawing those places where the corresponding commands are given.
Processing and evaluation of results
When processing and evaluating the results, the number of objects in the picture viewed by the child within 2.5 minutes is determined, i.e. for the entire duration of the task, as well as separately for each 30-second interval. The data obtained is entered into a formula that determines the general indicator of the child’s level of development of two properties of attention simultaneously: productivity and stability:
where S is an indicator of productivity and stability of attention of the examined child;
N is the number of images of objects in Fig. 5 (6) viewed by the child during work;
t – operating time;
n – number of errors made during work. Errors are considered to be missing necessary images or crossing out unnecessary images.
As a result of the quantitative processing of psychodiagnostic data, six indicators are determined using the above formula, one for the entire time of working on the technique (2.5 minutes), and the rest for each 30-second interval. Accordingly, the t variable in the method will take values of 150 and 30.
Based on all indicators S obtained during the task, a graph of the following type is constructed (Fig. 8), based on the analysis of which one can judge the dynamics of changes over time in the productivity and stability of the child’s attention. When constructing a graph, productivity and sustainability indicators are converted (each separately) into points on a ten-point system as follows:
10 points – the child’s S score is higher than 1.25 points
8-9 points – the S indicator is in the range from 1.00 to 1.25 points 10 points – the child’s S indicator is higher than 1.25 points
6-7 points – the S indicator is in the range from 0.75 to 1.00 points
4-5 points – the S indicator ranges from 0.50 to 0.75 points
2-3 points – the S indicator ranges from 0.24 to 0.50 points
0-1 point – S indicator is in the range from 0.00 to 0.2 points
Sustainability of attention, in turn, is scored as follows:
10 points – all points of the graph in Figure 8 do not extend beyond one zone, and the graph itself in its shape resembles curve 1
8-9 points – all points of the graph are located in two zones like curve 2
Rice. 7 Variants of graphs showing the dynamics of productivity and stability of attention using the “Find and Cross Out” method
The graph shows various productivity zones and typical curves that can be obtained as a result of psychodiagnostics of a child’s attention using this method. These curves are interpreted as follows
1 Curve shown using a line like –.–.–. This is a chart of very highly productive and sustained attention.
2 Curve represented by a line like This is a graph of low-productive but sustained attention
3 A curve represented by a line of the type – – – – –. Represents a graph of average productive and average sustained attention
4 The curve depicted using the line _____ Is a graph of moderately unproductive but unstable attention
5 Curve represented by the line – – – – –. Represents a graph of moderately productive and extremely unstable attention
6-7 points – all points of the graph are located in three zones, and the curve itself is similar to graph 3
4-5 points – all points of the graph are located in four different zones, and its curve is somewhat reminiscent of graph 4
3 points – all points of the graph are located in five zones, and its curve is similar to graph 5
Conclusions about the level of development
10 points – productivity of attention is very high, stability of attention is very high
8-9 points – high productivity of attention, high stability of attention
4-7 points – productivity of attention is average, stability of attention is average
2-3 points – productivity of attention is low, stability of attention is low
0-1 point – productivity of attention is very low, stability of attention is very low
“Put icons” technique
The test task in this technique is intended to assess the switching and distribution of the child’s attention. Before starting the task, the child is shown a picture. 8 and explain how to work with it. This work consists of putting in each of the squares, triangles, circles and diamonds the sign that is given at the top of the sample, i.e., respectively, a tick, a line, a plus or a dot.
The child works continuously, performing this task for two minutes, and the overall indicator of switching and distribution of his attention is determined by the formula:
where S is an indicator of switching and distribution of attention;
N – the number of geometric shapes viewed and marked with appropriate signs within two minutes;
n – the number of errors made during the task. Errors are considered to be incorrectly placed or missing signs, i.e. geometric shapes not marked with appropriate signs.
Evaluation of results
10 points – S score is more than 1.00
8-9 points – the S indicator ranges from 0.75 to 1.00
6-7 points – the S indicator ranges from 0.50 to 0.75
4-5 points – the S indicator is in the range from 0.25 to 0.50
0-3 points – the S indicator ranges from 0.00 to 0.25
Conclusions about the level of development
10 points – very high.
8-9 points – high.
6-7 points – average.
4-5 points – low.
0-3 points – very low.
Rice. 8 Sheet for the “Put icons” method
“Remember and dot the dots” technique
Using this technique, the child’s attention span is assessed. For this purpose, the stimulus material shown in Fig. is used. 9 The sheet with dots is pre-cut into 8 small squares, which are then folded into a stack so that at the top there is a square with two dots, and at the bottom - a square with nine dots (all the rest go from top to bottom in order with a successively increasing number of dots on them) .
Before the experiment begins, the child receives the following instructions:
“Now we’ll play a game of attention with you. I will show you cards one by one with dots on them, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards.”
Next, the child is shown sequentially, for 1-2 seconds, each of eight cards with dots from top to bottom in a stack in turn, and after each next card he is asked to reproduce the dots he saw in an empty card (Fig. 10) in 15 seconds. This time is given to the child so that he can remember where the dots he saw were located and mark them on a blank card.
Evaluation of results
The child’s attention span is considered to be the maximum number of dots that the child was able to correctly reproduce on any of the cards (the one from the cards on which the largest number of dots was accurately reproduced is selected). The results of the experiment are scored as follows:
10 points – the child correctly reproduced 6 or more dots on the card within the allotted time
8-9 points – the child accurately reproduced 4 to 5 dots on the card
6-7 points – the child correctly recalled from memory 3 to 4 points
4-5 points – the child correctly reproduced from 2 to 3 points
0-3 points – the child was able to correctly reproduce no more than one point on one card
Speech features of preschool age
The preschool period is marked by the most intensive development of various aspects of speech. The vocabulary expands, attempts are made to communicate both with the child’s immediate environment and with new people still unfamiliar to him. In general, during this period it is necessary to solve the following tasks:
Speech development games
- Enrichment of active vocabulary . During preschool childhood, vocabulary increases in volume almost three times. The use of various parts of speech begins, generic concepts are acquired and enriched. Thanks to this, the world around the child becomes more systematized: he already understands that in front of him is not just a “tree”, but an apple tree, willow, or birch. That mom brought from the store not just a toy, but a doll or a ball.
- Mastering the correct grammatical structure of speech . The child learns to decline nouns by case, to agree words in gender, number and case. At the age of 4 years, a child already begins to speak with a certain intonation, which gives the speech certain emotional shades. Children begin to notice the similarities and differences between words; create new ones based on existing ones, which often looks ridiculous. The child begins to notice sounds that are pronounced incorrectly and makes his first attempts to correct his mistakes.
- Understanding the phonemic composition of a word . Thanks to this, the child masters the verbal composition of speech and begins to understand what sounds a particular word consists of. However, it is still difficult for him to identify the first and last word in a sentence, as well as the first and last sound in a word.
- Awareness of the function of speech and its role in human life . At preschool age, the child begins to regard speech as a means of communication. It begins to have an explanatory character, becomes richer and wider. Gradually, the child begins to understand another function of speech, which serves for thinking. there is a transition from egocentric speech to internal speech; its content becomes aimed at planning activities in the future.
Tips for parents on the development of a child’s speech
It is important to note that it is the child’s perception of adults’ speech and the development of his own that plays a decisive role in the development of many other cognitive processes of a preschooler.
And if we say that the development of cognitive processes in both primary and senior preschool age is largely determined by speech, this will not be an exaggeration. It is through clarification, explanation, correction that an adult has the opportunity to direct their development. And also receive “feedback” from the child, assessing how effectively the training is going.
The more you work with children, the faster they develop
The general characteristics of the development of cognitive processes in preschool age are as follows:
- The preschooler's perception of objects in the surrounding world becomes more developed; the child no longer just takes a quick glance at them, but tries to carefully examine them, peering into the details.
- Observing objects and phenomena, the child tries to establish cause-and-effect relationships and learn their properties.
- Thanks to an increase in memory capacity, a preschooler is already able to remember the plots of fairy tales and learn short poems by heart.
- Speech can be used not only to communicate with others, but also to control one’s behavior.
- The child begins to listen to the instructions of adults and follow the instructions given by them.
- Imagination becomes more developed; the child begins to clearly distinguish between reality and fiction, truth and lies.
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MAGAZINE Preschooler.RF
Development of cognitive processes in children of senior preschool agePurpose of the program:
Development of cognitive processes in children of senior preschool age.
Tasks:
- Development of voluntary attention (its properties: switchability, concentration, volume).
- Development of memory (auditory, visual, figurative, associative).
- Development of thinking (comparison operations, analysis, synthesis, generalization, classification).
- Development of imagination.
- Development of perception.
Means: games (developmental, active), elements of psycho-gymnastics.
Classes are conducted in small groups (5-6 people), lesson duration is 20-30 minutes.
For a child, play is a natural state in which he exists, develops, and learns about the world. L.S. Vygotsky saw the main significance of children's play in the formation of mediation and, thereby, in a radical transformation of consciousness, the separation of meanings from things, internal from external, i.e. in the formation of an ideal plan of consciousness. D.B. Elkonin, based on the ideas of P.Ya. Galperin on the patterns of functional development of activity, considered play as a natural, spontaneously developed practice during preschool childhood of stage-by-stage development of mental actions based on the functional development of play actions from expanded ones and performed with real toys and substitute objects to speech, and then to mental actions. Actions in the mind, forming the basis of an ideal plan, reveal the path to the development of visual-figurative thinking, higher forms of perceptual activity, and imagination. Finally, play as an activity, the implementation of which requires the child to renounce immediate desires and obey the rule in favor of fulfilling the role he has assumed, provides the opportunity to move on to voluntary regulation of behavior. Voluntary behavior as behavior carried out by a child in accordance with a model and rule and controlled in accordance with this model and rule becomes available to the child due to the assumption of roles and mutual control over the fulfillment of game roles by the participants in the game. Thanks to play, the quality of voluntariness is acquired by sensorimotor functions, memory, and behavior. Therefore, the main means of the program are games, both educational and active.
Each lesson lasts 20-30 minutes. The games in the program are arranged from simpler to more complex. You need to start with simple ones, gradually complicating the tasks.
I quarter
Attention
Goal: development of switchability, concentration.
Games, exercises.
“What do you hear?” , “Stream” , “Listen to the sounds” , “Find the differences” , “Owl - owl” , “Look at the hands” , “Four elements” , “Be careful” , “Who is faster” , “Fingers” , “Drawing the city” , “Listen to the command” , “Sparrows and crows” , “In the mirror store” , “Whoever is named, catch it” , “If it flies, it doesn’t fly .
Memory
Goal: development of auditory and visual memory.
Games, exercises.
“Repeat after me” , “What has changed?” , “Broken telephone” , “Listen and perform” , “Collect a picture according to the model” , “Describe from memory” , “Artist” , “Remember the figures” , “Who did what - repeat” , “Retell the fairy tale” .
Thinking
Goal: developing the ability to compare and classify.
Games, exercises.
“Find the differences” , “Opposite” , “What is it like” , “Are they similar and how are they different?” , “Arrange the pictures according to their meaning” , “How are these riddles similar? ” “Come on. guess!” , “Complete the drawing and name the object .
Imagination
Goal: development of fantasy and ideas.
Games, exercises.
“A Tale in a Circle” , “Where have we been, what have we seen?” , “Complete the figure” , “What does it look like?” , “Mosaic” , “Wonderful Forest” , “Sticks” , “Free Dance” , “Image the Beast” , “Imagine and Draw” , “Dwarf Bag” .
Perception
Goal: development of tactile perception.
Games, exercises.
“Wonderful bag” , “Whose hand?” , “Guess and name the object” , “What does the object feel like”, “warm-up game” , “cold - hot” .
II quarter
Attention
Goal: development of arbitrariness of attention, its volume.
Games, exercises.
Who flies? “Find two identical objects” , “, “Magic word” , “listen and perform” , “Repeat after me” , “Scouts” , “be careful” , “Gawkers” , “Canon” , “Listen to the claps” , “find out by voice” , “The sea is agitated” , “A trickle” , “Who knows, let him continue to count” .
Memory
Goal: development of associative and motor-auditory memory.
Games, exercises.
“Remember the pose” , “Who is behind whom?” , “Mirrors” , “Shadow” , “Remember your place” , “Remember the movement” , “These are the poses , “Artist” , “Find out by touch” , “Remember who did what” .
Thinking
Goal: development of abilities for analysis and synthesis.
Games, exercises.
“Fold the picture” , “Name the whole” , “Fold the pattern” , “Interesting questions” , “Empty square” , “Complete the drawing and name the object” , “Pictures are riddles” , “What’s extra?” , ^Definitions”, “Make a stick figure” .
Perception
Goal: development of auditory and visual perception.
Games, exercises.
“Dots” , “Cut pictures” , “Fly” , “Guess what...” , “Ball games” .
Imagination
Goal: development of creative imagination.
Games, exercises,
“Dwarf bag” , “Dance like...” , “What doesn’t happen in the world” , “Draw using figures” ,
“What will happen if?..”, “Interesting questions” , “What happened then?” , "Blots" .
Ill quarter
Attention
Goal: development of voluntary attention, increasing its stability.
Games, exercises.
“Confusion” , “who is faster” , “Listen and follow” , “Sparrows and crows” , “Listen to the command!” , “Look at the hands” , “4 elements” , “Owl - owl” , “Whoever is called - catch” , “Stand up, who has...” , “Recognize by voice” , “Find the differences” , “What’s rolling?” , “Stream” , “To new places” .
Memory
Goal: development of figurative, auditory and visual memory,
Games, exercises.
"What changed?" , “Listen, remember, perform” , “Mirrors” , “Remember and collect according to the model” , “Who did what?” , “Remember the order” , “Repeat after me” , “Names in a circle” , “describe from memory” , “Scout” , “Artist” , “List the objects” .
Thinking
Goal: development of imagination, freedom of ideas.
Games, exercises.
“General drawing on a given topic” , “What is missing in the picture” , “Free dance” , “What does it look like” , “How can I use this item?” , “A fairy tale in a circle” , “Imagine and draw” , “What doesn’t happen in the world?” .
Perception
Goal: development of integrity of perception.
Games, exercises.
"What is missing?" , “Name the whole by its part” , “Fly” , “Silhouettes” , “Cut pictures” , “Guess your friend by touch” .
Plan - a program for the development of cognitive processes in children
senior preschool age.
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