Work program of a teacher-psychologist for group classes on the development of cognitive processes in children of the senior group “We develop while playing”

The concept of “children with disabilities” covers the category of persons whose life activities are characterized by any restrictions or lack of ability to carry out activities in a way or within the framework considered normal for a person of a given age. This concept is characterized by excess or insufficiency compared to the usual in behavior or activity; can be temporary or permanent, as well as progressive and regressive. According to T.V. Egorova, children with disabilities are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing. A violation or deficiency can occur suddenly after an accident or illness, or it can intensify over a long period of time, for example, due to exposure to unfavorable environmental factors or a long-term chronic disease. A deficiency or disorder can be eliminated (in whole or in part) by medical and (or) psychological, pedagogical, social means or reduced in its manifestation. The variability of developmental deviations in preschool children has a wide range: from a state borderline with mental retardation to “pedagogical neglect” or mild manifestations of social maladaptation. Moreover, such a pronounced range of differences is observed not only in the group with disabilities as a whole, but also in each category of children included in it. Different children suffer from different components of their mental, psychological and physical functioning. The difficulties experienced by children with disabilities are caused by deficiencies both in the regulatory component of mental activity (lack of attention, immaturity of the motivational sphere, general cognitive passivity and reduced self-control) and in its operational component (reduced level of development of individual mental processes, motor impairments, performance). Children diagnosed with mental retardation are eligible for admission to preschool educational institutions and groups for children with disabilities.

The main indication for use is: mental retardation of cerebral-organic origin; ZPR according to the type of constitutional and psychophysical infantilism; ZPR of somatogenic origin; Mental retardation of psychogenic origin (mental infantilization).

So what is mental retardation?

This is a special type of abnormal development, which is characterized by a slow pace of development of one or more mental functions, which, in most cases, are compensated under the influence of medication, special correctional training and under the influence of the time factor.

The problem of studying and correcting mental retardation of preschoolers in our country is being dealt with by modern researchers and teachers: Lubovsky V.I., Lebedinsky V.V., Pevzner M.S., Vlasova T.A., Pevzner M.S., Lebedinskaya K.S. ., Zhukova N.S., Mastyukova E.M., Filicheva T.B., Vlasova T.A., Vygotsky L.S., Boryakova N.Yu., Ulienkova U.V., Sukhareva G.E., Mastyukova E.M. ,Markovskaya I.F. , Zabramnaya S.D. , Glukhov V.P., Shevchenko S.G., Levchenko I.Yu. and others.

Outstanding teachers and psychologists note that in children with mental retardation, in most cases, perception, attention, thinking, memory, and speech are impaired.

Children with mental retardation often have potentially intact intellectual development capabilities, but they are characterized by impaired cognitive activity due to immaturity of the emotional-volitional sphere, motor disinhibition or lethargy. Insufficient expression of cognitive interests in children with mental retardation is combined with immaturity of higher mental functions: memory, attention, poor coordination of movements. In children of this category, all the main mental neoplasms of age are formed with a delay and have a qualitative originality. They are characterized by significant heterogeneity of the disturbed and intact links of mental activity, as well as a pronounced unevenness in the formation of different aspects of mental activity. Such children do not have disorders of individual analyzers and major lesions of brain structures, but are distinguished by the immaturity of complex forms of behavior, purposeful activity against the background of rapid exhaustion, fatigue, impaired performance; the basis of mental retardation is an organic disease of the central nervous system.

Age-related psychological characteristics of preschoolers 5-6 years old with mental retardation.

• low level of perception development (compared to normally developing peers);
• deviations in the development of attention: instability, absent-mindedness, low concentration, difficulty switching;
• uneven performance;
• deviations in the development of memory: a noticeable predominance of visual memory over verbal, greater preservation of involuntary memory compared to voluntary, insufficient volume and accuracy of memorization;
• A pronounced lag and originality is also found in the development of cognitive activity: children do not have ideas about primary colors, geometric shapes, time and space.
• Stage-by-stage control over the activity being performed is impaired: they often do not notice the discrepancy between their work and the proposed model, and do not always find the mistakes made, even after asking an adult to check the work done.
• the need to communicate with both peers and adults is reduced.
• speech disorders: some use preverbal means of communication, others use a simple phrase, agrammatic, structurally impaired;

Age-related psychological characteristics of preschoolers 6–7 years old with mental retardation.

• poor health and a reduced level of physical and psychophysical development;
• motivational readiness is not formed. Even if a child wants to go to school, he is more attracted to educational paraphernalia - at school he will play, not study;
• there is a low level of emotional-volitional readiness. The child cannot obey the rules of discipline and is incapable of prolonged intellectual effort;
• all structural components of educational activities have not been formed;
• have difficulty completing tasks related to the development of fine motor skills;
• involuntary attention is developed much better than voluntary attention;
• discrepancy between the level of visually effective operations and verbal-logical thinking;
• Emotional contacts with close adults may be disrupted; children are poorly oriented in moral and ethical standards of behavior.

Delayed mental development can be corrected with specially organized training and education of the child by specialists

Qualitative indicators characterizing the emotional sphere and behavior of the child:

• characteristics of the child’s contact;
• emotional reaction to the examination situation;
• reaction to approval;
• reaction to failures;
• emotional state while performing tasks;
• emotional mobility;
• communication features;
• reaction to the result.

Qualitative indicators characterizing the child’s activity:

• presence and persistence of interest in the task;
• understanding instructions;
• independence in completing a task;
• nature of the activity (purposefulness and activity);
• pace and dynamics of activity, features of regulation of activity; •performance;
• organization of assistance.

Qualitative indicators characterizing the characteristics of the child’s cognitive sphere and motor function:

• features of attention, perception, memory, thinking, speech;
• features of motor function.

The most successful and effective method in working with children with mental retardation, both in frontal correctional and developmental classes and in individual work, is a didactic game. A didactic game is defined by the name itself - it is an educational game. It helps the child gain knowledge in an easy, accessible and relaxed manner. It is through didactic play, as the main method of correctional work, that the knowledge provided by the program and necessary in preparing children of this category for schooling occurs. Therefore, the author of the manual begins his methodological recommendations with the methodologically correct use of didactic games in correctional work with children with mental retardation.

Recommendations for the use of didactic games in working with children with mental retardation.

1. It is recommended to use didactic games as widely as possible in frontal correctional and developmental classes, in individual lessons, as well as in various routine moments in a compensatory group for children with mental retardation.

2. Didactic games should be accessible and understandable to children and correspond to their age and psychological characteristics.

3. Each didactic game should have its own specific learning task, which corresponds to the topic of the lesson and the correctional stage.

4. When preparing for a didactic game, it is recommended to select goals that contribute not only to the acquisition of new knowledge, but also to the correction of the mental processes of a child with mental retardation.

5. When conducting a didactic game, it is necessary to use a variety of visuals, which must carry a semantic load and meet aesthetic requirements.

6. Knowing the characteristics of children with mental retardation, for a better perception of the material being studied using a didactic game, it is necessary to try to use several analyzers (auditory and visual, auditory and tactile...).

7. The correct balance between play and work of a preschooler must be maintained.

8. The content of the game should become more complex depending on the age groups. In each group, a sequence of games should be outlined that become more complex in content, didactic tasks, game actions and rules.

9. Game actions need to be taught. Only under this condition does the game acquire an educational character and become meaningful.

10. In the game, the principle of didactics should be combined with entertainment, jokes, and humor. Only the liveliness of the game mobilizes mental activity and makes it easier to complete the task.

11. A didactic game should activate children’s speech activity. Should contribute to the acquisition and accumulation of vocabulary and social experience of children.

12. It is recommended to select didactic games that have a positive emotional connotation, develop interest in new knowledge, and make children want to engage in mental work.

Literature:

1. Babkina N.V. “General recommendations for assessing the readiness for school of children with mental retardation”, journal “Education and education of children with developmental disorders” No. 5 -2007, p. 62

2. Garber E.I. On the nature of the psyche. - M.: Shkola-Press 1, 2001;

3. Zhukova I.S., Mastyukova E.M., Filicheva T.B. Overcoming general underdevelopment in preschool children. - M., 1990.

4 Krupenchuk O.I. Finger games for children. S.P.6 Litera, 2005

5. Narevskaya I.N., Sabirova N.G., Kuranova N.A., Nurmukhametova N.S. Prevention of behavioral disorders in preschool children: materials for diagnostics and correctional work in preschool educational institutions - M.: ARKTI, 2010;

6. Savelyeva N. Handbook for a teacher-psychologist at a preschool educational institution. Rostov n/d: Phoenix, 2004;

7. Semago N. Ya., M. M. Semago. Problem children: basics of diagnostic and correctional work of a psychologist. - M., 2001;

8. Sorokina A.I. "Didactic games in kindergarten." M. 1982

9. Shvaiko G.S. Game exercises for speech development. - M.: Education, 1988

10. Shirokova G. A. Handbook of a preschool psychologist. Rostov-on-Don, 2011

Development of mental processes in older preschoolers

Consultation for parents “Features of the development of mental processes in children 5-7 years old”

Development of mental processes in children 5-6 years old

It’s no secret that the development of mental processes is one of the most important conditions for a child’s successful education at school. Sometimes poor academic performance is associated with a small memory capacity, poor imagination or poorly developed thinking. Simple exercises help develop processes. But first, let's remember the features of the cognitive sphere of a 5-year-old preschooler.

At the age of 5-6 years, there is an active change from play activity to cognitive activity. The child’s behavior is driven by the desire to learn, comprehend and apply the acquired knowledge. The older preschooler happily begins to solve logical problems, memorize something, and fantasize. At this age, mental processes such as attention, memory, thinking, perception, etc. take on a voluntary character. Now the child remembers according to the adult’s instructions and draws conclusions based on the information received earlier. [ads1]

Perception and attention of children 5-6 years old

Perception becomes more detailed, its volume increases to 5-6 objects at once. The child easily perceives noisy, superimposed images, different shades of colors, and a variety of planar and three-dimensional shapes. The main work on the development of perception is based on the development of the ability to identify identical features in objects.

Attention becomes more stable and manageable. It is important during this period to develop the ability to distribute and switch your attention. To do this, use special exercises and attention games. Visual and auditory memory is actively developing. The number of words or pictures that a child can remember increases to 6-7 pieces.

Thinking and imagination of children 5-6 years old

In older preschool age, imaginative thinking begins to develop. The child is able to make inferences not only with visual support, but also in his mind. At this age, an older preschooler easily perceives the sign system, so it’s time to start getting acquainted with numbers and letters. When grouping objects, a child can take into account two or more characteristics, analyze and reason.

The age of 5-6 years is characterized by the blossoming of imagination, which manifests itself in playing, designing and drawing. The child is engaged in word creation and writing. But this process develops only as a result of constant work on the development of imagination.

The older preschooler uses almost all parts of speech in speech and constructs sentences grammatically correctly. Encourage your child to tell, retell, and compose stories based on a picture (or a series of pictures) as often as possible, using descriptions and direct speech from the characters.

Let us recall that the development of mental processes occurs in a complex manner. By developing attention, we stimulate memory and perception. The process of thinking triggers the process of recollection, perception and imagination.

With a systematic approach to entering school, the child will develop psychological readiness for school. Special games and exercises aimed at developing attention, thinking, memory, perception and imagination can help with this.

Development of mental processes in children 6-7 years old

Another year will fly by very quickly and the child will go to first grade. It is necessary not to miss the moment and create all the conditions for the development of the preschooler’s psyche, thereby ensuring an easy transition to school life. The more developed the mental processes of a 7-year-old, the easier it is for him to adapt to school. Let's remember what happens to the psyche of a 6-7 year old child.

Changes in self-awareness lead to the emergence of the ability to control one’s thoughts and act internally, that is, to perform actions in the mind, without visual support. The child is able to analyze his actions and understand the reason for bad (or good) results.

An important new development at this age is the development of voluntariness of all mental processes. Attention becomes subject to the child. He can work concentratedly for 20-25 minutes, perform work at the same pace, and not be distracted by external stimuli. The child finishes what he has started.

Memory and perception of children 6-7 years old

By the end of preschool age, active development of auditory and visual memory occurs. A child can remember (specifically) 9-10 subject pictures or words. Long-term memory still requires special training. The child has already chosen more convenient and productive ways of memorizing for himself (pronunciation, associations, sketches, etc.) It is necessary to encourage the child in every possible way for the fact that he remembers with pleasure.

The process of perception becomes more voluminous, the number of perceived objects increases to 7-8, but some children still experience difficulties when they need to take into account 2 or more signs in their work. The future schoolchild has an excellent understanding of planar and three-dimensional forms and distinguishes many shades of colors. At this age, your daughter or son can imagine the changing seasons, the sequence of months and days of the week. They are well oriented in parts of the day.

Imagination and thinking of children 6-7 years old

Changes are also taking place in the thinking of older preschoolers. Nowadays, clarity is not at all necessary when solving logical problems. A child can operate with images and solve logic problems in his head, because it is at the age of 6-7 years that figurative and logical thinking actively develops. The child easily generalizes, classifies objects, groups them according to several criteria, and establishes cause-and-effect relationships. This is a period of developing curiosity and experimentation.

At the age of 7, there is a leap in the development of creative imagination. The child creates vivid images, combines situations, combines incompatible things, and composes entertaining stories and fairy tales. Although it seems that the child is very big, an adult, the game has not been canceled. Only by organizing fun games will you be able to develop memory, perception, etc., hard work and accuracy, perseverance and the ability to analyze...

It is important to remember that everything that a child lacks can be replenished through play.
Dedicate this year to fun games that will remain in your memory for a long time and will bring good results. [ads2]

Program 5-7 years “From birth to school” 2021-22

Disadvantages in the development of coherent speech are associated with the inability to construct a coherent text using all structural elements (beginning, middle, end), and to connect parts of a statement in various ways through chain and parallel connections.

Educational field "Artistic and aesthetic development"

In productive activities, children know what they want to portray and can purposefully follow their goal, overcoming obstacles and without abandoning their plan, which now becomes proactive. They are able to depict anything that arouses their interest. The created images become similar to the real object, are recognizable and include many details. This is not only an image of individual objects and plot pictures, but also illustrations for fairy tales and events. Drawing techniques are being improved and complicated. Children can convey the characteristic features of an object: shape, proportions, color. In drawing, children can create color tones and shades, master new ways of working with gouache (in “wet” and “dry”), use methods of applying a color spot in different ways, and color as a means of conveying mood, state, attitude towards the depicted or highlighting the main thing in the drawing . Decorative decoration techniques become available.

In modeling, children can create images from nature and from imagination, also conveying the characteristic features of familiar objects and using different methods of modeling (plastic, constructive, combined).

In appliqué, one learns the techniques of cutting out identical shapes or parts from paper folded in half, like an accordion. They develop a sense of color when choosing different shades of paper.

Children are able to construct buildings from a variety of building materials according to diagrams, photographs, given conditions, and their own ideas, supplementing them with architectural details. Make toys by folding paper in different directions. Create figurines of people, animals, and heroes of literary works from natural materials.

The most important achievement of children in this educational area is the mastery of composition (frieze, linear, central) taking into account spatial relationships, in accordance with the plot and their own design. Children can create multi-figure plot compositions by placing objects closer and further away.

They show interest in group work and can negotiate with each other, although they still need the help of the teacher.

The world is not only stable in the child’s perception, but can also act as relative (everything is possible for everyone); the conditional plan of action that takes shape in the previous period of development is embodied in the elements of imaginative thinking, reproducing and creative productive imagination; the foundations of the symbolic function of consciousness are formed, sensory and intellectual abilities develop. By the end of the period, the child begins to put himself in the place of another person: to look at what is happening from the perspective of others and understand the motives of their actions; independently build an image of the future result of a productive action. Unlike a young child, who is only capable of elementary discrimination between such spheres of reality as the natural and man-made world, “other people” and “I myself,” by the end of preschool age ideas about the various aspects of each of these spheres are formed. Evaluation and self-esteem arises. By the age of 7, the prerequisites for a successful transition to the next level of education are formed.

Features of the formation of cognitive processes in preschool children

The development of cognitive processes in preschool age occurs in stages. The formation of types, functions, operations of each process of cognition first overcomes the stage of involuntariness.

Younger preschoolers learn about the world involuntarily. They pay attention, perceive and remember only what interests and attracts them.

Since a 3-4 year old child is busy with objective activities, his thinking is also directed only at objects that arouse curiosity.

The main task in the development of cognitive processes is to form the property of arbitrariness. The child must learn to control the functions of cognition and comprehend not only what attracts with its brightness or sonority. The world around us is filled with a variety of objects, phenomena, properties, events, relationships - we have to comprehend them all.

It is possible to get used to and develop in this world only under the condition of purposeful cognition using volitional efforts. This is the arbitrary nature of cognitive processes.

By the time he enters school, along with involuntary perception and attention, it is important for a preschooler to be able to voluntarily use cognitive functions. Elements of voluntariness are laid down on the basis of speech development and such properties as cognitive interest and curiosity.

The structure of the cognitive sphere and a brief description of the development of processes

Cognitive processes form the basis of the cognitive sphere. These include:

• perception;
• imagination;
• memory;
• thinking;
• attention.

They are all so closely intertwined that in the same short period of time they are all involved, instantly switching from one to another.

The last of the listed mental processes has a special function - it acts as a kind of regulator and determines which object will be processed in the brain center. The child pays attention to an object or its detail, to a natural phenomenon or sound, and at the same second he identifies something, remembers it, imagines it, thinks it over.

It stands out for its specific weight in the cognitive sphere and perception. This is the leading cognitive process in preschool age, since mental development begins with the receipt of sensory information through the senses. Gradually, perception acquires meaning and becomes the basis of cognitive activity. From this same process, memory is split off and acquires independent functions of cognition.

Perception

The process of a child's mental development is triggered by perception. Through manipulation of objects and sensory organs, sensory information enters the child's brain. The baby sees colorful figures, touches soft toys, tastes a plastic ring... Consequently, visual and tactile perception are actively involved.

The received sensations are accumulated and stored for further use as sensory standards.

The development of sensation and perception every year leads the preschooler to important achievements:

• identifying the most important signs based on an examination of surrounding objects;
• formation of sensory standards and mastery of their use;
• formation of spatial orientation, concepts of depth, height, etc.;
• perception of time and orientation in time intervals,
• ability to perceive works of art.

By the age of 3, a child already has a certain information base that allows him to recognize, remember, and perceive more complex phenomena and holistic objects.

The youngest preschooler is still examining objects randomly - in the game, the most catchy qualities. But already at the age of 5, a child is able to closely examine a certain object in order to learn as much as possible about it, to identify its features and properties.

In older preschool age, intellectualization of perception occurs. The preschooler sets the task of examining an object or determining its qualities. If necessary, he gives a verbal description of what is perceived with the necessary detail.

Memory

During preschool childhood, a huge amount of information is accumulated and processed. Memory helps to cope with this. A preschooler develops the following types of memory:

• figurative;
• motor;
• verbal.

The first memories are fragmentary, in the form of single ideas about a specific subject. But these discrete representations already allow the child to remember and recognize previously seen objects or familiar people.

Younger preschoolers are focused on the most noticeable signs, and they remember them. More often than not, these signs are not significant. It doesn't matter at all that the ball is red. The main thing is that he is resilient and can jump.

But the ability to analyze at the age of three is still in its infancy, and the child can persistently choose the red ball with which he has already played.

First of all, a preschooler develops figurative memory. While playing with toys or examining an object, he notices more and more characteristics, thanks to which an image is formed. An adult provides significant assistance in the development of a child’s figurative memory if he draws his attention to important signs and pronounces: for example, a teapot has a spout, a flower has petals.

Older preschoolers themselves use speech to better remember information. The figurative type of memory is complemented by the verbal one. Firstly, children learn more and more words, and secondly, they associate a word with an image, moving both one and the other to the corresponding parts of the brain.

The preschooler gradually supplements direct emotional memorization and subsequent recall with voluntary use of memory using verbal form. He learns to subordinate his actions to certain goals. In the same way, he sets himself the task of remembering the story or the order of assembling the construction set in order to reproduce it if necessary.

In older preschool age, voluntary memorization is formed and logical memory is activated, which contributes to the development of other cognitive processes.

Imagination

The mental process of imagination begins to develop at a time when at least a minimal stock of concepts and images accumulates in memory. The simplest use of a small hoop as a steering wheel requires the child to remember the car and have a figurative idea of ​​how to handle this “steering wheel”.

In early preschool age, imagination is only reproductive in nature. The child remembers what he has already seen or heard, shows minimal imagination in order to select suitable substitute objects and use them in play activities.

Children's imagination changes qualitatively if a preschooler learns to supplement a familiar image or plot with new details. At the age of 5, children draw a candy tree and a fairyland, try on the images of wizards and fairies, and come up with role-playing game plots.

A six-year-old child boldly imagines. Can create a fictional character that only vaguely resembles a well-known image. The imagination of an older preschooler is characterized by the fact that he comes up with a plan, and then looks for a means to realize it: draw, sculpt, compose a story. The process of imagination becomes a creative activity.

Thinking

The formation of a preschooler’s thinking occurs through the dominant forms of cognition of reality. The child goes from practical actions to logical conclusions, using forms of thinking:

• clearly effective;
• visually figurative;
• verbal logical.

At the initial stage, the child’s mental activity is closely intertwined with his practical actions. By examining objects, the baby receives information about their properties. By learning to use household appliances, one not only learns their functions, but also receives a lot of additional information. Children draw certain conclusions when they see how the cup breaks, the paper tears, and the towel remains intact no matter how much you pull it.

Elementary actions provide a lot of information that is remembered and used by the child in mental operations. For example, when building a tower of cubes and cones, a child may try to place the cube on the cone, but after the first attempt he will be convinced that such a configuration is impossible and will begin to use the cones only as finishing details.

Visually imaginative thinking allows a preschooler to analyze, compare, and draw conclusions without resorting to action. The child begins to think on the basis of images at the stage when he forms generalized ideas about objects and phenomena.

By accumulating experience in games, creative activities, construction, and speech activities, older children begin to comprehend logic and objective laws. The prerequisites for the development of logical thinking are formed. At first, logical thinking manifests itself as thoughts out loud, often accompanying action. The child learns more and more concepts, expresses his judgments about what he observes or imagines. Verbal logical thinking develops as a transition to theoretical thinking. Gradually, reflections move to the internal plane, and the preschooler formulates a ready-made answer or proposal.

Methods of mental activity are mental operations. By the end of preschool age, analysis, comparison and generalization develop most.

Attention

The development of attention in preschoolers consists of expanding the volume and developing the most important properties:

• distribution;
• sustainability;
• switching

The youngest preschooler already manages to pay attention to two subjects at the same time. Especially if this process is controlled by an adult and offers to examine both objects at the same time (the apple is red-sided, and the pear is yellow; two cubes - large and small). The child needs to distribute his attention, and at first he manages to pay attention to only two objects.

At 3-4 years old, a child is able to do one thing for up to half an hour. But the stability of attention depends on the type of activity. He can look at a picture for no more than 5 minutes, while he can play for 20 minutes. Sustainability of attention increases significantly towards older preschool age and can be seen in activities that are attractive to the child.

The most difficult thing for a preschooler is voluntary switching of attention. Involuntarily, his attention can move from one object to another and linger just as long as interest exists. By the beginning of school, a child needs to learn to switch attention based on a signal. It is important to start such training from the age of 6, since this is a favorable age for the development of this property.

Attention accompanies the formation of all cognitive processes in preschoolers. It functions as a signal to trigger perception, imagination, thinking, and is also a condition that ensures the duration of the process.

In childhood, attention is involuntary, that is, for the most part it occurs unintentionally, based on the interest and cognitive activity of the preschooler. The task of adults is to guide the child, to train him to maintain attention, which will lead to voluntary control of the process.