Program for the cognitive development of preschool children 5–6 years old

Program for the development of cognitive processes in children 4-5 years old

PROGRAM FOR THE DEVELOPMENT OF COGNITIVE PROCESSES IN CHILDREN AGED 4-5 YEARS OLD

(A set of classes on the development of cognitive processes

in children 4-5 years old.)

Explanatory note

The period of preschool childhood is favorable for the development of cognitive processes. The development of perception occurs intensively in the process of forming perceptual-intellectual actions. Visual-figurative thinking dominates, and there is a gradual transition to the abstract-logical level of mental activity. Purposeful cognitive activity comes first, during which significant changes occur in the mental sphere. Insufficient development of cognitive processes is often the main reason for the difficulties that children encounter when studying in a preschool institution.

Every mental function is formed and transformed in the process of interaction between a child and an adult.

The developed set of classes contributes to the correction of intellectual development and allows children to develop thinking, attention, memory, perception, and imagination while performing game tasks.

Thinking. The importance of developing logical thinking in a child is beyond doubt. The better he learns to see patterns, group and generalize, form sequences, and draw conclusions, the more successfully he will master the course of mathematics and other disciplines at school.

For children 4-5 years old, simple games and entertaining exercises are appropriate, the goal of which is to begin the formation of classification skills as early as possible. By performing them, the child learns to identify common and distinctive features of objects. These skills are of paramount importance for the development of all mental operations - analysis, synthesis, comparison, classification, generalization.

Memory. A good memory is a necessary condition for a child’s mental activity. In preschool age, memory development occurs at a very rapid pace. In a 4-5 year old child, memory is involuntary. He remembers better everything new, bright, interesting. The more senses involved in the memorization process, the easier the child assimilates information. Therefore, it is very important to activate visual, auditory, olfactory, tactile and even taste sensations.

Attention. The level of attention development largely determines the success of schooling. A characteristic feature of the attention of a preschool child is that it is caused by externally attractive objects, i.e. it is involuntary. The game tasks and exercises used in the complex of classes are aimed at developing concentration and stability of attention, at training spatial search.

Perception. A child’s perception in preschool age is also involuntary. A preschooler does not know how to control his perception and cannot independently analyze this or that object. In objects, he notices not the main features, not the most important and significant, but what clearly distinguishes them from other objects: color, size, shape. The games and exercises we offer contribute to the development of the child’s perception, helping to make it more accurate and holistic.

Imagination. It has been proven by many studies that without a developed imagination, a child’s creative and mental activity is impossible. It is very important to teach a child in preschool age to create new images, find original solutions, and cultivate the ability to take initiative and experiment. The proposed exercises are aimed at developing skills in abstracting from minor details, creating images in the imagination based on a schematic drawing, developing creative abilities, skills in a non-standard approach to problem solving, and the ability to transform an unreal object into a real one.

Target

programs:

Development of cognitive processes in preschool children 4-5 years old

Tasks

programs:

— activation of the mental activity of children of middle preschool age;

- development of interconnected mental processes that determine cognitive capabilities: thinking, memory, attention, perception, imagination.;

- development of independent thinking.

Principles of program construction

:

1. The principle of unity of diagnosis and correction reflects the integrity of the process of providing psychological assistance as a special type of practical activity of a psychologist.

2. The principle of normative development: the sequence of successive ages, age stages of ontogenetic development.

3 The principle of taking into account the individual characteristics of each child and leading the activity. Organization of active activities for each child.

Class organization form

:

— classes are held once a week;

— Each lesson consists of four parts, the duration of the lesson is 20 minutes;

- the average number of children in a group is 5-7 people.

Classes begin in October, since in September the level of development of cognitive processes is monitored. Monitoring is carried out individually.

Forms and methods of control

:

— reviews from parents and teachers;

— diagnostics of cognitive processes.

After completing the developmental program, children acquire the following skills:

— ability to classify, generalize and highlight essential features;

— activity of cognitive processes.

Lesson algorithm:

1. Greeting;

2. Educational game or warm-up;

3. A task for the development of a specific cognitive process;

4. Relaxation complex;

5. Summing up: discussion of what worked and what didn’t, opinion about the meeting, assessment of the guys;

6. Farewell: encouraging children to be active.

The complex is designed for 32 weeks, 4 classes per month.

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

LITERATURE

1. Bereslavsky L.Ya. Tasks for attention. – M.: Makhaon, 2008.
2. Zemtsova O.N. Remember the pictures. Developing memory. – M.: Makhaon, 2007.
3. Zemtsova O.N. Literacy. Intellectual development. – M.: Makhaon, 2007.
4. Zemtsova O.N. Find the differences. Developing attention. – M.: Makhaon, 2007.
5. Zemtsova O.N. Problems for the mind. We develop thinking. – M.: Makhaon, 2007.
6. Sultanova M.N. Let's develop logic. – M.: Makhaon, 2008.
7. Tikhomirova L.F. Formation and development of the child’s intellectual abilities. Preschoolers. – M.: Rolf, 2000.
8. Wenger A., ​​Dyachenko O.M., Govorova R.I., Tsekhanskaya L.I. Games and exercises for the development of mental abilities in preschool children. - M., 1999.
9. Volonina V.V. Entertaining mathematics St. Petersburg, 1996.
10. Kovalev V.I. Educational games: 10 steps to success. -M., 2004.