Marina Svirzhevskaya
Development of cognitive abilities of children 3–4 years old

Municipal Autonomous Preschool educational institution "Kindergarten No. 19 of the city of Blagoveshchensk"

(MADOU "DS No. 19 Blagoveshchensk")

Training program

children 3-4 on the development of cognitive abilities"Smart"

Brazhnikova O. B --- educator the highest qualification category.

Svirzhevskaya M.A. - educator of the first qualification category.

1. Explanatory note:

1.1 Legislative and regulatory support of the program

1.3 Relevance.

1.4 Practical significance.

1.5 Purpose, tasks.

1.6 Mode of employment.

1.7 Expected results - targets.

1.8 Forms of work, methods.

1.9 Principles.

1.10 Curriculum.

2.1 Curriculum

3. Methodological support of the program

4. Literature.

Explanatory note

Effective development of cognitive abilities of children preschool age- one of actual problems modernity. Preschoolers with developed intelligence quickly memorize the material, more confident in their abilities, easier to adapt to a new environment. Intellectual work is very difficult, and given age features children, the program takes into account that the main method development- problem-search, and the main form of organization - the game. All classes conducted within the framework of this program will be accompanied by theatrical performances, in which pupils and fictional characters Pochemuchki participate.

It is known that by the age of 3-4 a child's perception and memory reach a fairly high level, and the stability of attention increases. Visual-effective thinking continues to form and figurative thinking appears. The child understands the speech of others better without visual accompaniment; can imagine by analogy even what he has never seen, that is, the understanding of the surrounding reality is significantly enriched, knowledge and ideas about objects and phenomena expand.

1.1Legislative and regulatory support programs:

The program was developed on basis:

1. federal law from 29.12.2012 No. 273-FZ "On Education" in Russian Federation».

2. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard preschool education».

3. Exemplary basic general educational program of preschool education "Birth to School" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, prepared in accordance with the Federal State educational standard preschool education to the structure of the main general education program (Order No. 1155 of 10/17/2013).

4. Curriculum

additional education for children 3 years old,4 years on development of cognitive abilities using didactic games "In the Land of Wisdom" in the structural unit "Kindergarten" "Terem - Teremok" GBOU secondary school No. 21, Novokuibyshevsk.

The program includes games aimed at cognitive development of preschoolers. These are the games developing perception, attention, memory, thinking, imagination:

games aimed at development of perception, form at children the ability to analyze objects according to such characteristics as color, shape and size;

games aimed at development of attention, form at children the ability to focus on certain aspects and phenomena of reality;

games aimed at memory development, give children the opportunity, with greater or lesser success, to select means that facilitate the process of memorization;

This program contains games and exercises for development of sound, lexical, grammatical aspects of speech, development verbal creativity and related monologue speech of a preschooler, which will promote:

Development of clarity of pronunciation of each word;

development skills of correct placement of stresses in words, literacy of speech;

Enrichment vocabulary;

Formation of the prerequisites for written speech.

Basis for development of the child's thinking, mental operations, perception and other cognitive processes, is touch development.

The games and exercises presented in this program cover the sides development of sensory abilities, and also take into account not only the formation of ideas about various properties and relationships, but also the mastery of new actions of perception (overlay, application, comparison, and so on). The complexity of the material is traced (from simple to complex). Each task has visual support. The reference system includes the primary colors of the spectrum (red, orange, yellow, green, cyan, indigo, violet, as well as black and white); five geometric shapes (circle, square, oval, triangle, rectangle); three quantities (large, medium, small).

In the classroom within the framework of this program, sensory, rhythmic games are held, aimed at development of the tactile sphere, intermodal connections, self-regulation skills.

intensively imagination develops, as a result of mastering "new" types activities: drawing, modeling, application. An understanding of the generalized names of objects is formed, that is, collective nouns: clothes, dishes, shoes, furniture, transport and others.

This program also includes art classes. (sculpting, drawing, application). Modeling is the creation of three-dimensional or relief figures, paintings, or even entire compositions from plastic materials - plasticine, dough, clay, snow, and others. This material provides great opportunities for development and education of children - develops fine motor skills of fingers, imagination children, the child learns to coordinate hand movements, acquires a new sensory experience - a sense of plasticity, shape and weight. Drawing awakens the child to creativity, teaches to see the world alive, paint, carries elements of psychotherapy - soothes, distracts, occupies. Communication with paper - application - promotes strengthening the child's fingers and enriching sensory experiences.

While playing, children learn to actively interact with peers and adults, negotiate, take into account the interests and feelings of others, empathize with failures, rejoice in the successes of others, obey the rules and social norms, make independent decisions based on their knowledge and skills in various activities.

1.3. Relevance.

"Smart" was developed taking into account current trends development educational processes. We are faced with the need to implement comprehensive and large-scale changes. We understand that in the current conditions, education should not only change, but also give impetus to innovative processes. We live in a rapidly changing world, in the era of computers, mobile communications, Internet. In order for our children to be successful, to skillfully navigate the ever-growing flow of information, we need to teach them to easily and quickly perceive information, analyze it, learn new things, and find extraordinary solutions in various situations. All this is taught by the course of the program. "Smart". Also, this program was created to ensure the quality of the requirements of the Federal State Educational Standard.

The emergence of this program is associated not only with the modernization of education, but also with the desires children by the requests of their parents.

Additional education program "Smart" ensures the improvement of the quality of education, the formation of prerequisites learning activities for social success.

1.4. Practical significance.

Any educator can use this program in their teaching practice. Directions given in the program cognitive development of children, goal, tasks development, expected results, diagnostic tools. The terms of the program implementation, age children, forms and mode of employment. The content of the program is described, the educational and thematic plan, the list of references are given.

1.5 Purpose of the program: development of cognitive spheres and sensorimotor child development preschool age.

Main objectives of the program:

Development logical thinking;

Development of cognitive processes, mental operations;

Development creativity ;

Development visual orienting reactions, hand-eye coordination, orientation in shape, size and color (touch development) ;

Development fine motor skills hands;

Development mental functions associated with speech activity.

1.6. Practice mode.

The program is designed for children 3-4 years old. The curriculum is designed for 1 year. Classes are held once a week, the duration of classes is 15 minutes.

1.7 Expected result:

Formation of mental functions (perception, attention, memory, thinking, speech);

Accumulation and expansion of sensory experience;

Formation of knowledge and ideas about the world around.

1.8 Methods and forms of work used in program:

Individual work;

Work in mini-groups;

Role-playing games;

Group discussion;

Practical exercises;

Presentations;

Theatricalization;

Solutions to problem situations.

Method of creative transformations.

1.9 When implementing the program, the following principles:

The principle of psychological comfort includes, firstly, the removal of all stress-forming factors pedagogical process, secondly, the creation of a positive microclimate in the group, and thirdly, reliance on the motivation for success.

The principle of orientation to the zone of the nearest development includes the differentiation of education in accordance with the individual pace of learning, providing an accessible level of difficulty of the material, building an individual route development.

The principle of variability implies various forms of interaction between the family, the teacher, the child, the use of various means, methods, techniques, and technologies.

The principle of accessibility ensures that the program material corresponds to the age and individual characteristics children presenting material in an understandable way.

The principle of differentiation involves taking into account individual, psychophysical, age characteristics.

The principle of continuity is the construction of work from simple to complex.

The principle of integrativity, implemented in the unification of all types of children's activities in solving the tasks.

This work program is designed for 36 lessons and is comprehensive.

1.10 Curriculum

additional education for children 3-4 years old for the development of cognitive abilities

per week per month per year

Thematic lessons

Develop perception. Learn to distinguish various properties of objects. Meet children with generalized ways studies of various objects. Develop the ability to use standards as generally recognized properties and qualities of objects (color, shape, size, select objects according to 1 - 2 qualities. Improve tactile, auditory, taste sensations children.

Develop memory and attention. To form stability of attention and arbitrariness of memorization.

To form the ability to cooperate with adults and peers. Learn to follow the progressively more complex rules of the game. To form such qualities as friendliness, discipline, mutual assistance.

Develop curiosity and cognitive activity.

develop imagination. To form its features such as originality and arbitrariness.

Develop thinking. To form the ability to analyze, compare objects by external signs, group them, make a whole out of parts.

2.1 Curriculum

Topic of the lesson

The main didactic task

Level diagnostics

Before the program

1 Level diagnostics cognitive development spheres Study features development

"Birthday Pochemuchek"

1 Game "Colorful Rainbow" with elements of psycho-gymnastics children with color system, with the sequence of their arrangement in the spectrum

"Water Color" Acquaintance with shades of color by lightness and their verbal designations: "light coloured", "dark", "lighter", "darker".

"Why and inhabitants of the country Ogorod"

1 Theatricalization "In a Country Called Kitchen Garden" Learn to recognize vegetables by choosing the right picture or model.

rhythm game "Parade of vegetables" Development intonation side of speech, emotional contact.

Application "Plant a Garden"

Development color perception, selection of objects according to a given attribute (color) with a distraction from other properties of objects. Sticking blanks of carrots, tomatoes and cucumbers on three plates. Learn to group objects and arrange them inside the drawn circles. Color perception.

2 Theatricalization

"Vegetables' Best Friends" To form an idea of ​​\u200b\u200bvegetables as the results of human labor. introduce with tools in the garden.

rhythm game

"We are Helpers" Training switching from one action to another, development of imitation skills.

Split pictures

"Gather vegetables" To learn to visually dismember the image of an object into parts, to compose an object from parts, develop the ability to use a sample, to correlate individual parts of the picture with it.

"How Why met with fruit»

1 Theatricalization "Why and his new friends from the country of the Orchard" Learn to recognize fruits by choosing the right picture or model.

« "Magic bag"

Or how Pochemuchka saved fruit " Development tactile sensations : capabilities select objects by touch according to a visually perceived pattern.

2 "The Magical Story of How the Orange Was Born" To form an idea of ​​\u200b\u200bfruits as a result of human labor. Introduce concepts of what comes first and what comes next (seed-tree-flowering-fruit).

rhythm game "Funny Fruits" Enrichment of sensory experience, development of imitation skills.

The game "Pick Fruit" Development eye when choosing a sample of objects of a certain size.

"How Pochemuchki reconciled friends"

1 funny riddles Why Development skills of the correlation of the speech form of the description of objects with the graphic.

The game “What messed up Pinocchio?” Learn to group pictures according to their belonging to vegetables and fruits. Development classification skills.

"Amazing acquaintances Pochemuchek on the farm"

Puppet show on sticks "Pets and their cubs» Recognition of animals and their cubs. call them (kitten, puppy, kid, piglet, lamb, etc.). Name parts of the body appearance (wool, stubble).

rhythm game "Ta-ta two cats" Formation of the body schema

"Fold the Pattern" "A house for mom, a house for cub» . Motor Development, color perception. Ability to follow a pattern. Consolidation of the concepts of big - small. Development ideas about form standards (circle, square, triangle, oval, rectangle).

2 "Pets and Birds" Name parts of the body of animals and birds, features of their appearance. What are the benefits of pets and birds?

rhythm game "Pig Nenila" Solve the dictionary expansion problem and development of imitation.

Drawing with fingers "Bird". The ability to choose desired color along the marked lines. Emotional and aesthetic development.

"Why are you in the Forest Kingdom"

1 "Wild Animals and Birds" Form a concept "wild animals and birds", realistic view of wild animals.

rhythm game "Boar Walking" Development of attention, space exploration skills.

Coloring with pencils "Funny little animals" Development of fine motor skills.

2 "What grows in the forest?" Form the concept of "trees, herbs. shrubs.

rhythm game "Children went out for a walk" Enrichment of vocabulary, training of coordination of movements.

modeling "Amanita" Motor Development, the ability to press white peas onto a fly agaric stencil.

"Why are the guests visiting Vanya and Masha"

1 "What is a man!" Examining the image of a person, finding body parts, development of thinking.

Physical education minute "Joined hands together" Removing muscle clamps, training coordination of movements.

Split pictures "Girl" and "Boy" Holistic perception of the image.

2 "A family. People" Expand and activate the vocabulary on the topic "A family". Form a general word "People". Gender identification.

The game "At Avdotya's at the old woman's" Development ability to follow rules development visual and auditory attention, the formation of a body scheme, development spatial representations.

Application "My family" from pre-prepared items. Development of fine motor skills.

3 "What first, what next?" Introduction to the daily routine development ability to determine the sequence of actions

Finger painting "Cups for girls and boys" Development motor skills fixing colors, following verbal instructions.

4 "Toys" Development of thinking. Introduction to speech practice children word"toys", revealing its meaning as a noun with a collective meaning. The ability to find a toy by its image in pictures.

Physical education minute

"Why did the little one stretch" Removing muscle clamps, reducing anxiety.

"What's gone?"(based on the topic “Vegetables and fruits) Development of attention and memory in children.

5 Stick puppet theater "And we have guests today" Form a concept "dishes and furniture". Develop dialogic speech of the child in the process of play activity.

Psycho-gymnastics "Cake" Development sensory culture of the child. Tolerance towards peers

Application "Let's fix the room" Development of speech and thinking, introducing children with furniture concept. Introduce concepts "kitchen furniture", "bedroom furniture".

6 "Clothing" Formation of generalization functions. Introduction to the concept of clothing. Find items of clothing in pictures and name them.

"Try, unzip" Consolidation of the concept "clothes". Development of fine motor skills, independence skills.

Drawing with pencils "Colorful Buttons" The ability to draw a round shape, motor development, color perception.

7 "Shoes" Enter into active speech children words denoting shoes. Development classification skills "clothes, shoes".

rhythm game "Marusya has two legs" Development of coordination

Application "Hat and boots" emotional development, the ability to select colored blanks for a given color, the ability to work according to instructions.

8 What to put where? Grouping objects according to a common feature (vegetables, dishes, furniture, clothes, etc.) Lead the child to the ability to exclude an object that is not suitable for the group. Grouping objects according to their purpose.

"Third wheel" Development skills of classifying objects according to general concepts.

"Why and the Seasons"

1 "Magic transformations of nature" Develop ability to look at pictures extended plot. Enter words into the active dictionary "winter", "Spring", "summer", "very" and combination of words "season".

Psycho-gymnastics "We are like trees in the thicket of the forest" Development of attention, auditory perception, imitation skills, anxiety reduction

1 Drama game

"How Why the Little Ones Got into Trouble"

1 Theatricalization "Introduction to good doctor» Introduction to the medical profession. Enter into active speech the words: "injection", "bandage", "cotton wool", "iodine", "zelenka". Upbringing careful attitude to animals.

rhythm game "Right and Left" Development of imitation skills, mastering the body schema

modeling "Vitamins in a jar" Development of fine motor skills, color perception.

2 "Who's doing what?" (Professions) The ability to name the actions of people of different professions (doctor - treats, cook - prepares food, etc.)

Game by the rules "Try on a hat" Development the ability to play by the rules, wait your turn, expand your understanding of the world around you.

Lotto "Who to be?" Consolidation of knowledge and ideas about various professions. Speech development.

"Introduction to the main helpers of people"

1 "Transport" Form the concept of air "transport"

Physical education minute "Spread the wings of the plane" Development of coordination, attention and intonation side of speech, sense of rhythm.

Drawing with fingers "Helicopter" Development of fine motor skills, drawing skills. Perception of a color sample.

2 "Transport" Form the concept of water "transport". Introduce comparisons and generalizations in understood speech based on the presentation of pictures.

Rhythmic sensory play "The wind's blowing" Promote development Emotional contact, tactile sphere, auditory attention, perception.

Application "Ship" from geometric shapes To teach how to dismember the image of an object into its component parts, to recreate a complex shape from parts.

3 "Transport" Form the concept of ground "transport". Introduce comparisons and generalizations in understood speech based on the presentation of pictures.

rhythm game "Choo-choo" Promote development articulatory apparatus, pronunciation of solid and soft sounds means of sound imitation.

Drawing with fingers "Car" Development of fine motor skills, color perception.

Level diagnostics development of the cognitive sphere

after the implementation of the program

1 Level diagnostics cognitive development spheres Study features development mental processes of the child, his knowledge and ideas about the world around him.

Total: 36 lessons

3. METHODOLOGICAL SUPPORT OF THE PROGRAM.

As part of the program for development of cognitive abilities are used:

Mini trainers for development of fine motor skills(finger game training using faceted pencils, needle rubber balls, clothespins, unstructured material);

Laces for development tactile sensitivity;

Collections of riddles, poems, folklore collections (proverbs, sayings);

subject pictures by topics: vegetables, fruits, toys, home, furniture, people, clothes, shoes, pets and birds, wild animals and birds, flowers, trees, insects, professions, dishes, transport, water world, parts of the day and time;

Benefits for development of auditory attention, for development visual attention for development of speech attention,

For development logical thinking; file cabinet educational games.

Desktop printed games.

Each group is equipped with a large library teaching aids and books for classes with children, educational and didactic material, modern manuals. Didactic visual material, toys and games in the classroom are presented in accordance with age requirements, the characteristics of the psychophysical child development.

4. LITERATURE

1. O. V. Zakrevskaya. The system of work on the prevention of backlog and correction of deviations in early childhood development. Moscow, 2008

2. B. P. Nikitin, Steps of creativity or educational games. - 3rd ed. , add. - M.: Enlightenment, 1990.-160 p.: ill. - ISBN 5-09-003932-1

3. E. A. Boyko, Learning to build sentences and tell. Simple exercises for development speeches of preschoolers / [comp. E. A. Boyko]. – M.: RIPOL classic, 2011.-256 p.: ill. - ISBN 978-5-386-026806

4. Ed. L. A. Vengera, Didactic games and sensory education exercises for preschoolers. A guide for educators. garden. - 2nd ed., revised. - M.: "Education", 1978. - 96 p.: ill.

5. L. N. Pavlova. Early childhood: speech development and thinking. M., Mosaic-Synthesis, 2008

6. L. N. Pavlova, E. G. Pilyugina, E. B. Volosova. Early childhood: cognitive development. M., Mosaic-Synthesis, 2008

7. L. N. Pavlova. Educational games activities with children. M., Mosaic-Synthesis, 2008

8. E. N. Panova. didactic games-classes in DOW. Voronezh, 2007

9. L. A. Wenger Training Center. games and exercises development of sensory abilities of children 3-4 years old. M., Gnome and D, 2002

10. E. A. Yanushko. Modeling with children. M., Mosaic-Synthesis, 2009

11. E. A. Yanushko. Application with children. M., Mosaic-Synthesis, 2009

12. E. A. Yanushko. drawing with children. M., Mosaic-Synthesis, 2007

The Razvivayka program contains practical material that contributes to the comfortable adaptation of the child to a preschool institution, the formation of a sense of security and trust in the world around him. The prerequisite for the creation of this program was the long-term monitoring of the adaptation of children to the conditions of the kindergarten. It includes complex classes for children of 3-4 years old, aimed at the development of cognitive, speech and emotional-volitional spheres. Thanks to comprehensive developmental activities, all structures of the child's brain are affected. The system of classes contributes to the formation of basic concepts that make up the core of the preschooler's picture of the world, children's egocentrism is overcome, and the prerequisites are laid for the successful education of children in gymnasiums, lyceums, and schools.
Despite the large number of works devoted to the study of children's adaptation, many of them do not contain a practical focus. A number of researchers note the dependence of successful adaptation on the age at which habitual conditions change. During the period of intensive development of any function, adaptation is more difficult than during a stable period of development (1, 10). During periods of crisis, qualitative changes occur in the development of the child's personality, the development of new ways of activity (4, 18), i.e. Crises are important moments in the development of the child, and how the critical stages will be passed, its further development depends.
At the age of three, the child realizes himself as an active subject in the world of objects, and during this crisis period, adaptation to new social conditions takes place. Difficulties associated with entering kindergarten can affect the most vulnerable functions - personality formation and speech development.
Classes are held 2 times a week. Number of lessons: 16. The program includes:

• development of fine motor skills;
• development of attention;
• memory development;
• development of logical and creative thinking;
• speech development,
• development of communication skills;
• finger gymnastics;
• articulation gymnastics;
• familiarity with the sense organs and their functions;
• initial skills of classification, comparison, selection of certain properties (color, shape, size);
• games with Zaitsev's cubes;
• games with Gyenes blocks;
• games and exercises for the formation of initial skills in counting, reading and writing;
• application, drawing, modeling;
• games and exercises to correct the emotional-volitional sphere: anxiety, aggressiveness, hyperactivity, self-esteem, communication.

Lesson objectives:

• harmonization of the emotional state;
• removal of neuropsychic stress;
• psychological prevention of maladaptation of the child to the conditions kindergarten;
• development of the cognitive and emotional-volitional sphere of the child, imagination;
• increase group cohesion;
• correction and development of the sensory-perceptual sphere;
• development of fine motor skills of hands and coordination of movements.

Tasks:

• strengthening and enriching the emotional resources of the child, his communication capabilities;
• removal of psychomotor tension, anxiety;
• the formation of positive self-esteem, self-confidence, emotional stability;
• stabilization of nervous processes;
• increasing attention to each other;
• contribute to the cohesion of the children's team.

Used methods and techniques: game therapy, art therapy, body-oriented therapy, music therapy.
All activities are playful, since play is the main activity of the child.
To determine the emotional state that reflects the child's attitude to the preschool institution, the color diagnostics "Houses" (E.Yu. Firsanova) was chosen. This technique was carried out individually twice with each child: at the beginning of attending kindergarten and after the first month of classes. The children were offered game form choose one of eight houses of different colors. The following colors were used: blue, green, red, yellow, purple, brown, grey, black.

Instruction:“This is a girl Katya (boy Kolya). Katya (Kolya) goes to kindergarten. Choose a kindergarten for Katya (Kolya)."

After choosing a house, a conversation was held with the child:

Does Katya like going to kindergarten?
What will Katya do in kindergarten?
- What does Katya like most about kindergarten?
- What does Katya not like in kindergarten?

During the diagnostics, the following indicators were recorded:

1. Behavior of the child.
2. Emotional state.
3. Voice accompaniment: no voice accompaniment; low speech activity; normal speech activity; excessive speech activity.
4. Color choice: choice dark colors(black, brown, gray) indicates the predominance of negative emotions associated with attending kindergarten: feelings of anxiety, fear, protest reactions, etc.; the choice of red and purple colors indicates irritability and aggression; choice of green and blue flowers speaks of the presence of a feeling of anxiety and anxiety; the choice of yellow, red colors - about the predominance of positive emotions.

Program effectiveness

A child with a positive self-image and adequate self-esteem has no fear of contacts with other people, fear of failure, failure, and, accordingly, the desire to avoid making a decision. Such children freely express their own point of view, desires, feelings.
The development of cognitive mental processes (memory, perception, attention), thinking, fine motor skills contributes to the development of speech, the psychological comfort of the child and the prevention of maladaptation.
It was noted that the change in attitudes towards visiting preschool in a positive direction (by the end of the first month) was detected in 87% of children. In children, there is a predominance of positive emotions, the number of somatic diseases has decreased, and a positive trend in speech development, behavior and emotional sphere is recorded.

ACTIVITY #1

1. "Call yourself affectionately"

Children sit in a circle. The teacher throws a ball to each child and asks to name himself affectionately.

2. "Sun"

Each child comes up to the teacher and puts his hand on the palm of the teacher with the words: "I love ..."
The teacher puts his second palm on top of the children’s hands with the words: “Look, what a gentle kind sun we have got and a ray of kindness, affection, love comes to each child.”

3. "Magic wands"

The teacher invites each child to empty the counting sticks from the box. He asks: “How many sticks do we have?” ... “That's right, a lot!” Let's lay out a Christmas tree from sticks. How many Christmas trees does Dasha have? That's right, one. What about Marina? Also one, etc. And now the sun (the teacher distributes circles to children of different colors, and the children lay out rays from sticks. Look, everyone has a different sun. What color is Sasha's sun? And Dima's? Marina? How many suns does Marina have? One thing. Guys, people came up with special icons to tell how many items.(give out the number 1 to each child) This is the number 1, stands for one item.Let's run our finger over the number 1.Let's see what we have one.That's right, one table, one boy, one picture and so on.

We are funny monkeys
We play too loud
All hands clap
And we stomp our feet.
We puff out cheeks
Jumping on toes
And even to each other
We'll show you the languages.
Let's stick out our ears,
Tail on top,
Bring the finger to the temple
And jump up to the ceiling.
Open your mouth wider - "A",
We will build faces.
As I say the word: "Three",
All grimace freeze.

The teacher examines the "monkeys" and calls the children by name, who have obtained funny postures and facial expressions.

5. The teacher lays out pictures or a wooden lotto (clothes, toys, dishes, fruits) and boxes on the carpet, each of which has a toy, fruit, clothes, dishes)

- The monkeys played and scattered everything, let's help them collect everything, tidy up the room.
(In subsequent lessons, you can alternate: collect soft and hard toys, large and small, vegetables, food, shoes, flowers, etc.)
- Arrange in boxes. On one box - the number 1, on the other - the number 2 and pictures, which depict one and two objects.

6. Zaitsev Cubes

Let's build a tower. (Children build a tower of one, two, three cubes) Now let's sing all the vowels.
Singing sounds: a o u and, uh

7. Fairy tale "Ryaba Hen"

There lived a grandfather and a woman. ( Children join the palms of their hands above their heads and show the house).
And they had a chicken ryaba. ( With one hand a pinch from a large and index finger pecking grains from the other hand).
The hen laid an egg :( Children roll a walnut with one hand on the floor).
the testicle is not simple, but golden. ( Rolling from one hand to the other)
Grandfather beat, beat - did not break. ( Children hold a nut in their left hand and knock it on the floor).
Baba beat, beat - did not break. ( The children are holding a walnut right hand and knock them on the floor).
The mouse was running ... come on, mouse, take the testicle . (Children hide a nut between their palms).
The mouse did not find the egg and ran into the hole.

8. Modeling

Let's make treats for the woman and the grandfather: pretzels and braids.

9. Draw a letter

The psychologist shows the children a beautiful letter "A" and reads a poem:

Let's draw a corner
In the middle is a belt.
Came to meet
To our children, the letter A.

The teacher gives the children the letter A, drawn on paper. Children first swipe their finger in the direction of writing the letter, then with a brush and gouache.

LESSON № 5 "Visiting Dr. Ear"

1. "Call yourself affectionately"

The psychologist throws a ball to each child and asks them to call their name “affectionately”. Then all the children say the name.

2. "The sun and the cloud"(tension and relaxation of the muscles of the body)

The sun went behind a cloud, it became fresh (shrink into a ball to keep warm, hold your breath). The sun came out from behind the clouds, it's hot (relax); exhausted in the sun (on exhalation). When the sun hides and a cloud appears: Are you sad or happy? And when does the sun shine? How can you enjoy the sun?
The psychologist gives the children sheets of paper on which a circle is depicted. It is necessary to finish the rays, eyes and a cheerful mouth.

3. "Onomatopoeia"

We are now going on a journey. The beep is heard: “doo-doo-doo!” (children humming)

Here our train rides, the wheels are knocking,
And the guys are sitting on our train.
Choo-choo! Choo-choo-choo! The steam locomotive is running
Far, far away he took the guys.
Choo-choo-choo!
- A goat is standing on the path, knocking with his hoof and screaming loudly. (shows a toy) How does he knock with his hoof?
- Tsok-tsok-tsok-tsok!
How does he scream?
- Me-ee, me-ee, me-ee!
The cockerel walks along the path and sings a song loudly. How does he sing a song?
- Ku-ka-re-ku-u-u-u!
- The hen found the grain and called the chickens. How did she call them?
- Ko-o-o! Ko-ko-ko-oh!
- The crow found a crust of bread, called her children. What did she call the kids?
“Kar-kar-kar-kar!”
- Geese eat grass, they saw us, pulling their necks and hissing. How do they hiss?
- Shhhh!
- A cow came to us, brought milk and called the children. How did she call?
- Mu-u-u! Moo! Milk to whom-u-u?

4. "Find your mom"

The teacher lays out pictures of animals on the carpet, and distributes caotins of baby animals to the children.

- Masha, what kind of animal do you have? .. Where is his mother? That's right, his mom is a cow. Is it a domestic or wild animal?

5. “Who eats what

The teacher lays out pictures with animal food and offers to feed your animal.

6. Touch board "

The psychologist hangs out a sensory board (Each edge of the board is painted in its own color: red, blue, yellow, green), distributes subject pictures to the children and asks them to arrange them in accordance with the color. Then determine the fourth extra. The psychologist fixes the children's attention on the location of the pictures: "The apple is in the upper left corner, etc."

7. "Hearing test"

(The psychologist puts on a white cap and a white coat).

- Hello guys! I'm Doctor Ear, let's get to know each other. (The psychologist says quietly.) We will now check how your ears hear.
The psychologist shows the children what we have on the table miscellaneous items: rubber toy, glass vase, wooden cube, iron machine. Now I will knock with a stick, and you will remember the sound of the objects. Then, in turn, the child stands with his back to the table and guesses the object by sound.

8. Noise Makers

(The psychologist takes one kinder surprise in which there is: peas, semolina, beans, rice, etc., fixes how they sound and passes in a circle.

9. Blocks of Gyenes»

The psychologist pours out the Gyonos blocks and offers to find all the circles, triangles, squares. This is a cookie.
- Touch and tell me what kind of cookie you have: big or small, thick or thin, red or yellow. Now put all the yellow cookies in the box with the yellow circle, and all the red cookies in the box with the red circle.

10. "Katya's gifts"

The psychologist places a large picture on the type-setting canvas, which depicts Katya and her toys: a doll, a monkey, a parrot, a chimney sweep, a rhinoceros. Invites children to consider, name toys. Next, the psychologist lays out small pictures and explains that Katya brought gifts from her grandmother to her toys: a bag for a doll, a bow for a monkey, a bell for a parrot, an album for a chimney sweep, a sock for a rhinoceros. Then the psychologist removes the pictures and asks the children to remember and put a gift for each toy.

11. We glue handkerchiefs

The psychologist hands out a square piece of paper and geometric figures: 4 circles and one square. Asks children to place circles at the corners of the handkerchief, and the circle in the middle of the handkerchief. Then glue the shapes to the scarf.

LESSON No. 6 "Visiting Dr. Eye"

1. "Hello, I'm a cat"

The psychologist brings a large kitten toy and invites the children to take turns saying hello to the kitten. Each child shakes the kitten's paw and introduces himself, calling himself by name: "Hello, I'm Sasha."

2. "The cat caresses"

The leader in the role of a kitten caresses each child in turn (pats them on the head with his paws) with the words: “Good Sashenka, good Mashenka”, etc.

3. "Kitten funny-sad"

The psychologist asks all the children to turn into kittens, and then show happy kittens when they play, then sad kittens when they miss their mother. And, finally, funny kittens again when they bought a new toy.

4. "Tanya, you are in the forest now"

Children stand in a circle, one child in the center of the circle. And say the words:

Tanya, you are in the forest now,
We call you: "Ay!"
Well, close your eyes
Who called you, find out.

5. "Collect a picture"

The psychologist tells the children that our kitten played, mixed up and tore up all the pictures. Let's collect pictures. (Children make pictures from 2, 4 parts).

6. "Vision check"

(The psychologist puts on glasses, a white cap and a white coat)

- Hello guys! I'm Doctor Eye, let's get to know each other. I ask you to answer: what do you see - eyes or ears? (Children: “With the eyes!”) And we will check this now.
Go to the poster an eye is depicted in the middle of the sheet, and around it are various geometric shapes, color spots) and name what you see ... It turns out that your eyes can determine everything.

7. Lost Child

The children are in a circle, the psychologist makes an announcement on the radio: “Attention, attention, the girl is lost ...” and then describes the appearance and clothes of one of the children. Anyone who recognizes this child needs to shout loudly: “I found you, I came to kindergarten.”

8. "Take a picture"

The psychologist puts 4–5 toys on the table, accompanied by reading poems, and says that they came to visit us.

Giraffe

Easy to recognize a giraffe
It's easy to recognize him
He is tall and can see far.

Hedgehog

I have, like a Christmas tree
Needles grow on the back
Only in appearance I am prickly,
In general, I'm kind
Well, a very good hedgehog.

Turtle

Turtle makes everyone laugh
Because it's not in a hurry.
But where to rush to
Who is always in his house?

Kitty grief

Crying pussy in the hallway.
She is in great grief.
Evil people
Poor Pussy
Don't let them steal sausages!

(B. Zakhoder)

Let's take a picture of them. (Children look at them carefully and try to remember). Then the psychologist asks the children to close their eyes and removes 1-2 toys. Children open their eyes and name the toys that are hidden.

9. "Balloons for a kitten"

Psychologist: Let's make a kitten and give balloons.
(Each child is given a sheet of paper with painted multi-colored threads and silhouettes of balls. Separately cut out of paper multi-colored circles-balls.)
For each thread, you need to pick up a ball and glue it.

10. "Zaitsev Cubes"

Children drink vowel sounds.

Shows a snail and the letter U.
Is it a tail or legs?
Someone's horns appeared.
Well, I don't understand...
Yes, it's a U.

We print the letter U. We color it with paints.

Literature

1. Aksarina N.M. Adaptation of children upon admission to a children's institution//Issues of development and education of children in the first three years of life. - M.: Enlightenment, 1972.
2. Bolshova T.V. We learn from the story. (Development of thinking of a preschooler with the help of mnemonics). - St. Petersburg, 2005.
3. Eletskaya O.V. Day by day we are talking and growing. - Moscow, 2005.
4. Zakharov A.I. Prevention of deviations in the behavior of the child. - St. Petersburg: Soyuz, Lenizdat, 2000.
5. M.V. Ilyina. We feel - we know - we think. - Moscow, 2004.
6. M.N. Ilyina. Child development. - St. Petersburg, 2004.
7. N.L. Kryazheva.Cat and dog rush to help (animal therapy for children). - Yaroslavl, 2000.
8. Litvinova M.F. Outdoor games and game exercises for children of the third year of life. –Linka-Press, 2005.
9. Makhaneva M.D. Game activities with children from 1 to 3 years old. - Moscow, 2005.
10. G.A. Shirokova. The development of emotions and feelings in preschool children. – Phoenix, 2005.
11. I - You - We. The program of socio-emotional development of preschoolers. – Mosaic-Synthesis, 2003.

Work program for preschoolers 3-4 years old

The work program of the subject "Introduction to Mathematics" for children of primary preschool age (3-4 years old) based on the comprehensive program "Educational Program School 2100" (Kindergarten 2100)

Explanatory note.

Requirements for the level of training of pupils.

Ways to test the knowledge, skills, skills of children 3-4 years old.

List of educational and methodological support.

Explanatory note.

The working curriculum of the subject "Introduction to Mathematics" was developed on the basis of the current program for children of primary and secondary preschool age "Introduction to Mathematics" authors Kozlova S.A., Korepanova M.S. The program is compiled in accordance with the current F.G.T. and is an integral part of the comprehensive program "Educational System School 2100" (Kindergarten 2100).

Relevance of the program lies in the fact that it ensures succession in learning between kindergarten and elementary school. The program is built taking into account age and psychological characteristics preschoolers, takes into account the trends of modernization Russian education. This program involves the development in children of both subject and general educational skills: organizational, intellectual, communicative, evaluative. The basis of the organization of the PNNOD is the problem-dialogical technology of introducing new knowledge. The program is adapted taking into account the peculiarities of the perception of children of primary preschool age. Thus, children develop not only the necessary mathematical representations, but also speech, thinking, memory, attention, and the ability to work in contact with a teacher and other children.

Program goal: to ensure the cognitive development of the child's personality by means of mathematics.

Program objectives:

1. Development of the main groups of general educational skills:

Intellectual (the ability to distinguish the new from the already known; compare and group objects and their images, find answers to questions, draw conclusions);

Organizational (define the purpose of the activity, plan it, work according to the proposed plan or algorithm, evaluate the result);

Communicative (listen to and understand someone else's speech, competently formulate one's thoughts in oral speech, perform various roles in the study group);

Evaluative (define and express the simplest rules of behavior common to all people in the proposed situations; based on general rules behavior, making choices about what action to take).

2. Formation of the main groups of subject skills for a given age group children (younger group of kindergarten):

Highlight features specific items: color, shape, size.

Compare groups of objects by overlay and application.

Form an idea of ​​numbers within 5 based on actions with specific subject sets.

Compare two objects by thickness, height, length.

Distinguish and name geometric shapes: circle, square, triangle.

To acquaint with spatial directions: “from oneself”, to the right, to the left, in front, behind, above, below.

To form temporary ideas about the parts of the day: morning-evening, day-night.

Learn to model objects from geometric shapes in the form of appliqué or drawings of 2-3 parts.

3. To form motivation for learning, interest in mathematics and the learning process in general.

Develop memory and attention.

Develop creativity and variability of thinking.

The program is based on the principle of building content "in a spiral": i.e. the same basic circle of concepts is considered at different levels of complexity. The organization of learning is based on problem-dialogic technology. New knowledge is discovered with the help of a teacher through analysis, synthesis, comparison, classification, analogy, generalization. A set of tasks is offered for each PNNOD different levels difficulties. In this case, one of the principles of the Educational System "School 2100" is used - the minimax principle.

The minimax principle makes it possible to take into account the individual abilities of children, to carry out an individual approach in working with them.

Classes are held taking into account the active approach, this allows you to increase the cognitive activity of children.

The program allows you to reduce the amount of intellectual, emotional and nervous stress on children, because. most of the classes are integrated.

The program takes into account health-saving technologies, which allows you to maintain the health of children.

General concepts.

Signs of objects.

Isolation of pronounced features of specific objects: color, shape, size.

Relations.

Comparison of groups of objects by overlay and application, Equal, not equal, the same.

Numbers from 1 to 5.

A natural number as a result of counting. Number models.

Formation of ideas about numbers within 5 based on actions with specific subject sets.

Counting according to a sample and a given number, represented as a set, with the participation of analyzers.

Values.

Length. Comparison of two objects in terms of thickness, height, length of contrasting dimensions. The designation of the results of the comparison with the words: thicker, thinner, equal.

Elements of geometry.

Distinguishing and naming geometric shapes: circle, square, triangle.

Acquaintance with spatial and temporal relationships.

Spatial directions "away from you"; right, left, front, back, top, bottom. Orientation on one's own body, in a limited space.

Formation of temporary ideas about the parts of the day: day-night, morning-day.

Design.

Practical modeling of real and abstract objects from geometric shapes in the form of applications or drawings of 2-3 parts.

The concept of the proposed course of mathematics as a whole is based on the system pedagogical principles formulated by Academician of the Russian Academy of Education A. A. Leontiev.

1. The principle of learning activity.

The course "Introduction to Mathematics" is based on the problem-dialogical technology of introducing new knowledge common to the entire Educational System "School 2100". The development of classes for younger preschool age contains a system of didactic games, on the basis of which children are introduced to new knowledge and skills.

2. The principle of adaptability, psychological comfort and development.

The course "Introduction to Mathematics" involves the organization in the classroom of an atmosphere of cooperation, search, discovery. Working in the classroom, children should feel themselves in the center of the game situation, participate in an equal dialogue with each other and with the teacher. Children are offered tasks that contribute to the creativity of thinking, develop not only the mind, but also the spiritual motives of activity, allow the child to know himself, form the skills of self-control and self-regulation.

3 The principle of a holistic view of the world.

The materials of the course "Introduction to Mathematics" for younger preschoolers are closely related to such areas as rhetoric and the world. AT junior group purposeful work on the development of speech begins; the relationship between teaching mathematics and teaching the language is carried out. The teacher makes the children participate in the general dialogue, while paying special attention to the accuracy of the children's answers, their ability to hear and understand questions asked. Work begins on the formation of children's ideas about the relationship of such subject areas as mathematics and the world around them.

This work program involves the solution of new educational problems through the use of modern educational technologies. Educational activities are carried out in the process of organization various kinds activities: gaming, communicative, labor, cognitive-research, productive, music, art, reading. The number and types of periods of continuous educational activities in curriculum meet the requirements of the Kindergarten 2100 program

The age characteristics of children aged 3-4 determined the playful nature of the content and its variability (a set of tasks of different levels of complexity is offered for each PNNOD). The content of each PNNOD has the following structure:

The duration of the period of continuous educational activity for children of the 4th year of life is no more than 15 minutes.

32 hours are allotted for the course.(1 lesson per week), including in non-regulated activities (walks for the purpose of observation, didactic games, role-playing games), integration of other areas is used both in the classroom and in individual work. The planning of the integration part of the PNNOD corresponds to the themes of the holiday calendar. Mathematics assignments are selectively included in the content of other PNNOD.

Work with children of this age is built on the basis of their characteristic visual-effective type of thinking and is focused on the formation of a new type of thinking - visual-figurative. At the same time, both the frontal method and work in groups, in pairs and individually are used in PNNOD.

A pedagogical analysis of the knowledge and skills of children is carried out after studying each topic in the form of a final school year in the shape of test items. . 2 tasks have been added to the diagnostic toolkit for; ordinal and quantitative counting up to 5; to compare adjacent numbers.

Basic subject knowledge, skills, skills of preschoolers by the end of the first year of classes

1st level (minimum)

Children should be able to:

Say numbers from 1 to 3.

Name the number of objects in a group of 1-3 elements; distinguish between the concepts of "one" and "many";

Correlate substitute items (numeric cards, counting material) with the number of items in this group;

Focus on your own body

Find and name the number of objects in the plot drawing, expressed by the concepts of "many", "few", "one";

Model real and abstract objects from geometric shapes in the form of applications from drawings from 2-3 parts according to the model.

2nd level (maximum)

Children should be able to:

Name numbers from 1 to 5.

Compare the number of elements in sets expressed by adjacent numbers (one-two, two-three, three-four, four-five), by pairing using the words same-not the same, equal-not equal;

Model real and abstract objects from geometric shapes in the form of applications or drawings from 2-3 or more details according to the model and independently;

Orient yourself in space “away from you”: to the right, to the left, in front, behind, above, below;

Orientation in time of day: day-night, morning-evening.

Ways to test knowledge, abilities, skills of the level of formation of elementary mathematical representations for children 3-4 years old

The first two and the last one are devoted to determining the level of knowledge, skills and abilities.

The work takes place in subgroup and individual forms according to the following tasks.

Task number 1. Revealing knowledge of sensory standards - colors.

Material: pictures depicting a red ball, a blue ball, a green skirt, a yellow car, a Masha doll.

Methodology: The teacher tells the child: "Masha's doll came to visit us and brought pictures with her." (Places pictures in front of the child). The teacher continues: “Look how many objects are drawn on it. Masha asks to help her. Can we help?" After the consent of the child, the teacher says:

Show me the red item.

Show the blue item.

Show me the yellow object.

In any case (whether the child coped or not), the teacher, on behalf of the Masha doll, praises the child and thanks him for his work.

Task number 2. Revealing knowledge of geometric shapes.

Material: geometric shapes - circle, triangle, square, Masha doll. Methodology;

The teacher informs the child that Masha brought interesting figures with her: “Look what interesting figures Masha brought with her (she lays out geometric figures in front of the child). Masha wants to play the game "Show me" with you. Will you play?" After obtaining consent, the educator continues:

Show circle.

Show triangle.

Show square.

Masha tells you: “Thank you” for playing with her.

After the child shows this or that figure, it remains in place to create a situation of choice,

Task number 3. Perception of size.

Material; two balls - big, small, Masha doll.

Methodology:

The teacher says: “Masha's doll has 2 balls. She loves to play with them. But she doesn't know which one is big and which one is small. Help her".

Show her the big ball.

Show me a small ball.

“What a great guy you are. Masha will now know where the big and where the small ball is. If the child gave the wrong answer, the teacher himself shows the big and small balls. But even in this case, he praises the comb and says that Masha will now remember where the big and where the small ball is.

Task number 4. Perception of length (comparison).

Material: two ribbons - long, short

Methodology:

The teacher asks to help Masha choose a ribbon: “Masha wants to make herself a bow-tick, but she just can’t choose a ribbon. Help her".

Show me the long line.

Show short tape.

If the child gave the wrong answer, the teacher says to Masha: “Here, Masha, a long ribbon. Here, Masha, a short tape. The teacher, on behalf of Masha, praises the child for helping to choose the ribbon.

Task number 5. Assemble the pyramid.

Material, a pyramid on a conical base of 5 rings, Masha doll.

Methodology:

The teacher addresses the child: “Masha loves to play with her pyramid (shows the assembled pyramid). Masha loves to take it apart. Like this. (Educator

disassembles the pyramid, puts the rings out of order). But the trouble is, Masha forgot how to correctly assemble the pyramid. Help her, collect the pyramid. If the child does not assemble the pyramid, the teacher shows how to do it correctly, then scatters it and says: “Masha asks you to assemble the pyramid again.” If this time the child does not cope. The teacher folds the pyramid and gives it to the doll with the words: “Take it, Masha, we folded the pyramid.” "Well done, Vova (Katya)."

Task number 6. Spatial perception.

Material: 3-seater matryoshka. Doll Masha. Methodology:

The teacher says to the child: “Masha's doll has girlfriends, and their name is nesting dolls. They are such pranksters, they love to play hide-and-seek.” Shows nesting dolls, taking one out of the other, and collecting each nesting doll again. As a result, 3 assembled nesting dolls should be on the table.

The teacher continues: “Play hide and seek with them. Hide them in each other. Take matryoshkas."

Task number 7.

Material: doll Masha, 3 pictures depicting - 3 bears, 2 bears, 1 bear.

Methodology:

The teacher turns to the doll Masha: “Masha, what did you bring us”? Then he turns to the child: “Masha brought us pictures (shows all the pictures). Look who's drawn on them"? After the child's answer, the teacher continues:

Show the picture where 3 bears are drawn.

Show the picture where 1 bear is drawn.

Show the picture where 2 bears are drawn.

After the first and second questions, the pictures are not removed in order to create a situation of choice.

Task number 8.

Material: pictures with the heroes of the fairy tale "Kolobok"

The teacher offers to name the heroes of the fairy tale and count them.

Name the animals that Kolobok met.

Count the characters in the story.

Where is the bear? Etc.

Task number 9.

Material: large and small squares.

The teacher asks the children to determine whether they are equally or not equally.

Methodological support

For the teacher A comprehensive program for the development and education of preschoolers "Kindergarten 2100" in the educational system "School 2100", under the scientific editorship of A. A. Leontiev - M .: Balass, Izd. House RAO 2010.

M. V. Korepanov, S, A, Kozlov. My mathematics for primary and secondary preschool age: Guidelines for teachers.- M.: Balass, 2008 (Educational system "School 2100", Comprehensive program "Kindergarten 2100")

Demonstration material, electronic manuals for color, shape, size and count up to 5 .; diagnostic tools for determining the level of formation of elementary mathematical representations.

For pupils: Geometric material, handout, colored pencils, number cards.

Literature

A. V. Beloshistaya. “I read and decide” Yekaterinburg: U-Factoria, 2007.

E. A. Babenko. "Outdoor games".

I. V. Kravchenko "Walking in kindergarten"

N. A. Karpukhina. "Summaries of classes in the 2nd junior group."

N. V. Koskova. Play with me". Novosibirsk: Sib. Univ. Publishing house, 2008. .

I. A. Lykova. "Didactic games and activities".

G. P. Shalaeva. "Color and Form". .M: AST: SLOVO, 2009.