Development of cognitive processes in children of primary and senior preschool age

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:

1. Isolating the object of memorization from the memorization situation itself
2. Using reliance on the sequence of events and building simple logical connections.
3. Strength of memory and the ability to retain information in memory for a certain time.
4. 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.

Cognitive processes in preschool children

Galina Shcherbakova

Cognitive processes in preschool children

cognitive processes are distinguished in preschool children :

• Perception;

• Attention;

• Memory;

• Imagination;

• Thinking;

• Speech (written and oral)

.

At the same time, it is important to take into account such a concept as information. It includes the information itself and the sources for obtaining it. Information itself is a collection of various information, facts, events occurring in the world around us. Meanwhile, sources of information can be the perception of the person himself, the opinion of another person, books, newspapers, magazines, television, the Internet, etc. Based on specific goals and capabilities, each person uses certain sources of information.

Speaking about information, one cannot help but mention such a concept as “attitude to information”

.
This aspect is of greatest importance for the teacher, as it plays a leading role in the formation of cognition in preschool children .
If we compare the attitude towards information in adults and children , then adults consider information to be primary, and then form their attitude towards it. In children, the process of forming an attitude towards information is exactly the opposite. An adult expresses or shows in other ways his attitude to information, based on his knowledge, experience and ideas. Children, on the contrary, will be more willing to learn what they like well, and will not even want to hear about what they don’t like.

From the above we can conclude that the balance of components of the cognitive sphere , that is, information and attitudes towards it, is associated with the level of development of cognitive processes in a child of a certain age . The older the child, the more complex his mental processes .

However, it should be noted that due to the predominance of emotional and sensory exploration of the world, the process of cognition in preschool children is much more intense than in adults. Therefore, teachers and parents must clearly understand that the process of forming a child’s attitude to the world is constant, and accordingly, this attitude will determine the direction in which the child’s knowledge and abilities will develop.

It is obvious that the concept of “information”

and
“attitude to information”
have a very clear and close connection with each other.
After a person has mastered any information with the help of various sources, it invariably leaves a certain trace in the soul, sensory or emotional, which is called “attitude”
.

Studying information and attitudes towards it in preschool children , N. N. Poddyakova identified two contradictory trends that determine the process of knowledge formation . In accordance with the first of them, the child strives to expand and deepen clear and precise knowledge about the world around him, which forms the basis of his cognitive sphere . But in accordance with another trend, the more intense the thought process , the more ambiguities appear before the child, which subsequently form various guesses, assumptions and questions. Similar “ambiguities”

children's mental activity . In turn, as a result of the interaction of these trends, the amount of uncertain knowledge decreases, as the child tries to clarify and clarify it. Over time, they turn into clear knowledge (Dusavitsky, p. 225)
.

Taking this into account, the teacher must understand that the more clear knowledge a child develops, the more intense the process of the emergence of unclear knowledge. Therefore, its main task comes down to making information for a preschooler not an end in itself , but a means by which he can develop his cognitive needs and interests. And in this process , the child’s positive attitude towards information comes to the fore; it can be created in two ways:

1. Form positive emotions, and then feelings towards the object/ process of activity , or towards the persons with whom the child will interact. Here, the teacher’s task comes down to expressing a positive attitude towards the child and his activities, introducing the child to successful modes of activity, expressing faith in his strengths and capabilities, approving his activities, as well as expressing a positive attitude towards the results of his activities. In this regard, success and its public assessment are of great importance. You can make the teacher’s task easier if you invite the child to engage in an activity with which his previous interests were at least partially connected.

2. To form an understanding of the meaning of the activity, its personal or social significance. This can be achieved using figurative stories about the meaning of the activity, explanations, visual demonstration of the results of this activity and other similar techniques.

If interest is formed as a positive attitude towards an activity is created, then directly engaging in it can be considered an expression of love or duty. Such activity is not yet essential for the cognitive process , since it does not yet contain a clear interest. As soon as the child’s attitude towards this activity changes, the objects will become unattractive to him, and his desire to engage in this activity will gradually disappear.

Based on the above, we can conclude that the child’s interest is formed as a result of a properly organized structure of activity. In this regard, the following stages of organizing activities can be distinguished:

1. Creating a basis for the formation of interest, both external and internal. The external basic education of interest is understood as the organization of life and the creation of favorable conditions that will contribute to the emergence of a need for a specific object or specific activity in a given individual. The internal basis for the formation of interest is understood as the child’s assimilation of known and publicly available knowledge, skills, as well as visual identification specifics .

2. Formation of a positive attitude towards the object and activity with the further translation of distant meaning-forming motives into motives that are closer to the person. At this stage, interest has not yet been formed as such, but the child has psychological prerequisites for its appearance, he begins to feel the need for activity, accepting it.

3. Organization of constant and systematic search activities that contribute to the formation of genuine interest. At this stage, the child develops a cognitive attitude and internal motivation that pushes him to engage in this type of activity.

4. Development of activities in such a way that as a result of activities, new questions and tasks are posed to the child that would reinforce his interest in this activity or object.

It is obvious that the first two stages acquire special significance in pedagogical work, while quite a long time is spent on developing attitudes. In turn, systematic search activity leads to the fact that the child develops positive emotions at the psychological level, and his achievements contribute to the formation of a stable dynamic stereotype of cognitive interest , which in the future can turn into a quality that in one way or another characterizes the child’s personality. The stage of forming genuine interest is important not so much because it awakens positive emotions in the child and leads to an understanding of the meaning and significance of this activity, but because the child develops internal motivation for engaging in this type of activity. In other words, over time, the activity itself begins to motivate the child, the further, the more he goes deeper into it: he has a desire to learn more, solve more problems, achieve more goals.

If the teacher is able to correctly use this children’s “resource”

, then the child’s interest will tend to develop unlimitedly.
In the process of setting new cognitive and search tasks the preschooler’s interest will be more intense, he will receive more joy from engaging in this activity, which ultimately can develop into a real “thirst” for knowledge . Over time, this will lead to the formation of a persistent interest, which will only strengthen from solving one problem and moving on to another.

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:

1. 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.
2. Observing objects and phenomena, the child tries to establish cause-and-effect relationships and learn their properties.
3. 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.
4. Speech can be used not only to communicate with others, but also to control one’s behavior.
5. The child begins to listen to the instructions of adults and follow the instructions given by them.
6. Imagination becomes more developed; the child begins to clearly distinguish between reality and fiction, truth and lies.

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MAGAZINE Preschooler.RF

Purpose of the program:

Development of cognitive processes in children of senior preschool age.

Tasks:

1. Development of voluntary attention (its properties: switchability, concentration, volume).
2. Development of memory (auditory, visual, figurative, associative).
3. Development of thinking (comparison operations, analysis, synthesis, generalization, classification).
4. Development of imagination.
5. 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.