Sections: School psychological service

This lesson is conducted by a teacher-psychologist as part of developmental classes with future first-graders. To the selection of illustrative material for classes within the framework of the course "Soon to school!!!" high school students join.

Equipment: projector, screen or interactive software and hardware system, for children - workbooks "Three months before school: tasks for the development of cognitive abilities (5-6 years)" Kholodova O.A.

Targets and goals:

• development of cognitive motives (formation of the desire for new knowledge and information, the desire to master new skills, improve what is already available);
• development of attention, self-control, basic mental skills (the ability to reason, analyze);
• speech development;
• the formation of adequate self-esteem, an objective attitude of the child to himself and his qualities;
• developing the ability to work in a group.

The list of digital resources and software used in the lesson: when preparing and conducting a lesson, information and illustrative materials from the Internet are used; to prepare materials for the lesson, the teacher uses Microsoft Power Point, Microsoft Word, Paint.

Salient features of this lesson: use of workbooks "Three months before school: tasks for the development of cognitive abilities (5-6 years)" Kholodova OA; inclusion of exercises from "Brain Gymnastics" (exercises for learning with the whole brain) by Paul and Gail Dennison; connection to the selection of illustrative material of high school students.

Activities of the teacher in the classroom:

• targeting the need for the development of cognitive processes;
• activation of thought processes through the inclusion of exercises from the Gymnastics of the brain;
• creating a positive emotional background, without which it is impossible to effectively assimilate knowledge (light questions that can arouse interest, designed for quick wit, quick reaction of the child);
• organizing a conversation with children about attention, thinking and performing developmental exercises;
• the introduction between the stages of the exercise exercises "Gymnastics of the brain", exercises for the prevention of visual impairment;
• work in albums or notebooks (as a dynamic pause “True-false” after completing tasks when checking the correctness of the answers received: if the correct answer is given, we clap the “well done” with our palms, holding our hands above our heads; if the answer is wrong, the children portray the plane, shaking its arms outstretched to the side, with the sound "oooo");
• Summing up, discussion of the lesson, children's answers to the questions “What did you like, what exercises do you want to repeat again? What didn't you like? What tasks seemed difficult?
• at the end of the lesson, the children lower the white squares into the slots of the "Box of Emotions" (on the lid of which rectangles of different colors are glued - red, yellow, black, gray, etc. - and slots are made in them), the emotional state of the children is monitored in this way after the lesson .

Intersubject communications: It is shown how attentive it is, why you need to be able to think, how this will affect future success in the classroom.

The main skills and abilities acquired during the course of the entire course "Soon to School!!!"

This course creates conditions for the development of cognitive interests in children, forms the child's desire for reflection, makes him feel confident in his abilities, in the capabilities of his intellect. During classes, children develop developed forms of self-awareness, self-control, their fear of erroneous steps disappears, anxiety and unreasonable anxiety decrease. Completing tasks will help the future first grader develop not only memory, attention, perception, thinking, form correct speech, improve graphic skills, but also provide the necessary base level knowledge, skills and abilities that will help him in the future to study well and easily at school.

As a result of these classes, preschoolers can achieve significant success in their development, apply the acquired skills in educational work.

Lesson progress

(Slide 1) Greetings. Application ( presentation)

(Slide 2) Let's start our lesson with an exercise from "Brain Gymnastics" – "Magic Cap"

(Slides 3–5) Attention development tasks (“Different – ​​different?”)

(Slide 6) Task for the development of attention ("Find the differences")

(Slide 7) Exercise out "Brain Gymnastics" – "Crossroads"

(Slide 8) Performance graphic dictation "Herringbone". We color the resulting Christmas tree on our own (notebook).

Work in notebooks"Three Months Before School: Cognitive Development Tasks".

(Slide 9) Finger gymnastics " Donkey".

The donkey shook its tail,
Nearly lost him.
You swing, swing, swing,
But let's not lose.

Children hold a pencil with a large and index fingers right hand. They begin to swing it, imitating the movement of a pendulum. Then shift the pencil to the left hand. Do the same with both hands. Repeat, holding the pencil between the index and middle fingers.

(Slides 10-11) Development of mental abilities ("Patterns").

Consider the drawings. What happened first, and what happened next?

Remember what we learned earlier poem "We are worms, we are worms ..."(from the m / f "About the cat Vasya and the hunting mess") .

We are worms, we are worms
We love apples
We are sitting quietly in an apple tree,
And we eat, we eat, we eat.

(Slide 12) Wellness minute "Gymnastics for the eyes"(exercises for the prevention of visual impairment).

Close your eyes and then open them (5 times).

Make circular movements with your eyes: left - up - right - down - right - up - left - down (5 times).

Stretch your hand forward. Follow the tip of your finger with your eyes, slowly bringing it closer to the nose, and then slowly move it back (5 times).

(Slide 13) Question - answer. At a fast pace, we find common word for a number of suggested words.

Shoes, boots, boots, sandals.
Iron, vacuum cleaner, tape recorder, refrigerator.
Olya, Nastya, Seryozha, Yura.
Kerchief, cap, skullcap, earflaps.
Notebook, eraser, ruler, pencil.

(Slide 14) A fun minute. About sausages

There was a bowl on the table
(Hands stretch forward, closing them in a circle).
There was a pussy sitting under the table.
(Sit down, palms to the head, like the ears of a cat).
How sausages smell in a bowl!
(Inhale the smell of “sausages” with your nose).
Do not get sausages pussy!
(Spread arms out to the sides, shrug).
The pussy pulled the tablecloth.
(Hands up, we imitate the movements of tightening the tablecloth).
Bang! Covered the pussy with a bowl.
(Sit down, cover your head with your hands).
And took away the sausages
(Hands on the belt).
Lop-eared old dog.
(We walk in place, growling merrily).

Dynamic pause "True-False". After completing the tasks in the workbook, when checking the correctness of the answers: if the correct answer is given, we clap the “well done” with our palms, holding our hands above our heads; if the answer is wrong - the children depict the plane, shaking their arms spread apart to the side with the sound "oooo".

(Slide 15) Reflection of the lesson. "Box of Emotions"

This is where our lesson ended. What did you like, what exercises do you want to repeat?

What didn't you like? What tasks seemed difficult? Thank you!

At the end of the lesson, the children lower the white squares into the slots of the "Box of Emotions" (on the lid of which rectangles of different colors are glued - red, yellow, black, gray, etc. - and slots are made in them), in this way their emotional state is monitored after the lesson .

INFORMATION SOURCES:

1. Dennison P., Dennison G. Gymnastics of the brain. Simple exercises for whole brain learning. CHOUPP "Ascension", 1998.
2. Sokolova Yu.A. Logic / Ill. E.V., Nitylkina. - M .: Eksmo Publishing House, 2003. - 224 p., illustration. - With. 88, 142-143.
3. Kholodova, O.A. Three months before school: Tasks for the development of cognitive abilities (5-6 years old): workbook / O.A. Kholodov. - GROWTH Publishing House, 2012, "Young wise men and smart girls."
4. Uzorova, O.V. Finger games / O.V. Uzorova, E.A. Nefedov. - M: Astrel Publishing House LLC: AST Publishing House LLC, 2002.
5. Image sources:
   • magicthread.ru/applikaciya-iz-nitok/applikaciya-iz-nitok-shablony-1.html
   • forum.materinstvo.ru/lofiversion/index.php/t815726-800.htm
   • www.intelkot.ru/item3295.html
   • forum.morsvinki.ru/viewtopic.php?p=349097
   • www.naison.tj/PRIKL_ISSK/foto_gal/priklad.shtml?40.htm
   • www.kv37.ru/product/974
   • www.ladyshopping.ru/catalog/leto_2011/obuv/bosonozhki/gianmarco_lorenzi__item_79763.html?pcat=305&cat=318
   • o6oi.ru/main.php/wallpapers/rare_albums/stationery/12.jpg.html?g2_imageViewsIndex=2
   • www.liveinternet.ru/users/870965/post14054872/

Three months before school. Tasks for the development of cognitive abilities (5-6 years). Kholodova O.A.

M.: 2009 - 80 p.

The manual is a collection of tasks for working with children on the eve of entering school. The tasks presented in this collection are so exciting that the child does not have to be forced to study. Completing these tasks will not only help the future first grader develop memory, attention, perception, thinking, form correct speech, improve graphic skills, but also provide the necessary basic level of knowledge, skills and abilities that will help him to study well and easily at school in the future. The manual is intended for classes with children 5-6 years old and is addressed to educators of preparatory groups preschool institutions, teachers of gymnasiums, parents, as well as everyone who is interested in the successful preparation of the child for admission to grade 1.

Format: pdf

The size: 14 MB

Watch, download:drive.google

School admission - important point in the life of a child. ahead new life, new friends, new, sometimes very serious tests. How to help a child quickly adapt to school, develop an interest in learning?
You want your child to study well, and at the same time be cheerful, cheerful and healthy. - help him. Good pre-school preparation is the key to excellent schooling.
To help prepare for school is the main objective of this manual.
By using systems approach adopted in the manual, it is possible to quickly and effectively develop in a preschooler such qualities as memory, attention, logical thinking, imagination, creative and spatial thinking, resourcefulness and ingenuity.
This manual offers various tasks that will teach children:
- listen, observe
- memorize and process the received information;
- identify different and identical properties of objects;
- recognize objects by given signs; describe objects;
- compare objects with each other;
- determine the sequence of events;
- navigate in space;
- generalize;
- classify;
- work according to the model;
- act in accordance with the accepted intention;
- Develop hand dexterity and mobility.
there are 36 lessons in the manual, which can be held either once a week from September to May (as a special course on the development of the cognitive abilities of a preschooler), or 3 times a week from January to April (as a preparation for a psychological and pedagogical interview when enrolling in grade 1 ), or 3 times a week from June to September (to develop children's skills, develop new skills, improve school readiness). Work with a child on the allowance should be dynamic, but not tedious, lasting no more than 30 minutes.
In the manual, the tasks follow each other in a certain order.
ANSWER determines the child's ability to quickly answer questions, assesses the level general knowledge, outlook.
PERFORMANCE will help to evaluate the level of development of attention, memory, to understand how the child has developed logic, abstract thinking, to determine the level of the child's vocabulary.
DRAWING is aimed at developing motor skills, as well as the ability to perceive material by ear, reflect what is heard graphically, determines the child's readiness to write from dictation.
Instructions for working with these manuals are given on the back cover.
I wish you success in preparing your child for such an important, difficult, but wonderful and interesting period in life - for schooling!

Three months before school. Tasks for the development of cognitive abilities (5-6 years). Kholodova O.A.

M.: 2009 - 80 p.

The manual is a collection of tasks for working with children on the eve of entering school. The tasks presented in this collection are so exciting that the child does not have to be forced to study. Completing these tasks will not only help the future first grader develop memory, attention, perception, thinking, form correct speech, improve graphic skills, but also provide the necessary basic level of knowledge, skills and abilities that will help him to study well and easily at school in the future. The manual is intended for classes with children 5-6 years old and is addressed to teachers of preparatory groups of preschool institutions, teachers of gymnasiums, parents, as well as everyone who is interested in successfully preparing a child for admission to grade 1.

Format: pdf

The size: 14 MB

Watch, download:drive.google

Going to school is an important moment in a child's life. Ahead is a new life, new friends, new, sometimes very serious trials. How to help a child quickly adapt to school, develop an interest in learning?
You want your child to study well, and at the same time be cheerful, cheerful and healthy. - help him. Good pre-school preparation is the key to excellent schooling.
To help prepare for school is the main objective of this manual.
With the help of a systematic approach adopted in the manual, it is possible to quickly and effectively develop in a preschooler such qualities as memory, attention, logical thinking, imagination, creative and spatial thinking, resourcefulness and ingenuity.
This manual offers various tasks that will teach children:
- listen, observe
- memorize and process the received information;
- identify different and identical properties of objects;
- recognize objects by given signs; describe objects;
- compare objects with each other;
- determine the sequence of events;
- navigate in space;
- generalize;
- classify;
- work according to the model;
- act in accordance with the accepted intention;
- Develop hand dexterity and mobility.
there are 36 lessons in the manual, which can be held either once a week from September to May (as a special course on the development of the cognitive abilities of a preschooler), or 3 times a week from January to April (as a preparation for a psychological and pedagogical interview when enrolling in grade 1 ), or 3 times a week from June to September (to develop children's skills, develop new skills, improve school readiness). Work with a child on the allowance should be dynamic, but not tedious, lasting no more than 30 minutes.
In the manual, the tasks follow each other in a certain order.
ANSWER determines the child's ability to quickly answer questions, assesses the level of general knowledge, horizons.
PERFORMANCE will help to evaluate the level of development of attention, memory, to understand how the child has developed logic, abstract thinking, to determine the level of the child's vocabulary.
DRAWING is aimed at developing motor skills, as well as the ability to perceive material by ear, reflect what is heard graphically, determines the child's readiness to write from dictation.
Instructions for working with these manuals are given on the back cover.
I wish you success in preparing your child for such an important, difficult, but wonderful and interesting period in life - for schooling!

The manual is a collection of tasks for working with children on the eve of entering school. The tasks presented in this collection are so exciting that the child does not have to be forced to study. Completing these tasks will not only help the future first grader develop memory, attention, perception, thinking, form correct speech, improve graphic skills, but also provide the necessary basic level of knowledge, skills and abilities that will help him to study well and easily at school in the future.
The manual is intended for classes with children aged 5-6 and is addressed to teachers of preparatory groups of preschool institutions, teachers of gymnasiums, parents, as well as everyone who is interested in successfully preparing a child for admission to grade 1.

WHAT YOU SHOULD KNOW AND KNOW A CHILD GOING TO SCHOOL.

1. Your first name, patronymic and last name.
2. Your age (date and year of birth).
3. Your home address.
4. Country and city in which he lives.
5. Surname, name, patronymic of parents, their profession.
6. Seasons (sequence, months, main signs of each season).
7. Part of the day (sequence, main features of each time of day).
8. Domestic animals, their cubs, habits.
9. Wild animals of our forests, hot countries, the North, their cubs, habits.
10. Wintering and migratory birds.
11. Transport ground, underground, water, underwater, air.
12. Distinguish between clothes, shoes and hats.
13. Distinguish vegetables, fruits and berries.
14. Freely navigate on a sheet of paper (right - left side, top - bottom).
15. Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval.
16. Freely count from 1 to 10 and back.
17. Perform counting operations within 10 (+, 1, 2).
18. Distinguish between vowels and consonants.
19. Divide words into syllables with claps, steps, and so on.
20. Determine the number and sequence of sounds in words like "poppy", "house", "oaks", "sleigh", "wasps".
21. Know and be able to tell Russian folk tales.
22. Know by heart poems for children.
23. Be able to fully and consistently retell the listened story.
24. Be able to compose (invent) a story from a picture, from a series of pictures.
25. Use a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various items based on geometric shapes, carefully paint over, hatch with a pencil, without going beyond the contours of objects.
26. Use scissors well (cut strips, squares, circles, rectangles, triangles, cut an object along the contour).
27. Be able to perform the task according to the model.
28. Be able to listen carefully, without being distracted (20-30 minutes).
29. Remember and name 6-10 objects, pictures, words.
30. Maintain good posture when sitting.

Free download e-book in a convenient format, watch and read:
Download the book Three months before school, Assignments for the development of cognitive abilities, (5-6 years old), Workbook, Kholodova O., 2009 - fileskachat.com, fast and free download.

Download pdf
Below you can buy this book at the best discounted price with delivery throughout Russia.

Section I

Explanatory note

The program of the course "Clever and clever" for preschoolers is compiled on the basis of the following regulatory documents:

Federal Law "On Education in Russian Federation"of December 29, 2012 N 273-FZ (as amended on July 23, 2013)

- federal state educational standard for preschool education dated 10/17/2013 N 1155
- Exemplary basic educational program educational institution. Primary School(standards of the second generation), Moscow "Enlightenment", 2010.

The fundamental core of content general education. ,M. "Enlightenment" 2009

The main educational program of primary general education of the MAOU gymnasium No. 26 in Tomsk.

The importance of the role of highly developed cognitive processes in a child's achievement of success in life is recognized by both psychologists and educators. The idea of ​​purposeful and systematic development of preschool children in specialized classes is relevant, as it involves working with children. different levels development and leads to the expansion of the cognitive capabilities of all children.

The program "The ABC of psychology for children of senior preschool age" is a modification of the program O. A. Kholodova "Three months before school"

The modified program contains the following differences:

Methods of evaluation and forms of presentation of the results of children's activities are proposed.

Program goal: development of thinking operations, training of the properties of attention, auditory and visual memory, the formation of a positive attitude towards school.

Program objectives:

Form a positive attitude towards the school;

Develop cognitive processes;

To develop the creative and intellectual abilities of children;

To develop interest in solving cognitive, creative problems;

Develop figurative and logical thinking;

The child's psyche is an integral mechanism, therefore all mental processes are closely interconnected, and the development of one of them directly affects all the others.

For the successful learning and development of a child in school, one of the main conditions is the full development in preschool childhood.

Relevance of the choice:

At present, the development of cognitive abilities is assigned a responsible role in the development and formation of an active, independently thinking personality, ready to constructively and creatively solve the problems that arise before society. Therefore, one of the main tasks of teachers is to help the child to fully demonstrate their abilities, develop creativity, initiative, and independence. The successful implementation of these tasks depends on the formation of cognitive interests that arise when children have the opportunity to engage in the implementation of such types of tasks in which they can achieve success and at the same time feel the need to overcome certain obstacles in achieving the goal.

To implement the program, the following forms, methods and technologies of training are used:

Program implementation forms:

Front;

steam room;

Group;

Individual.

Program implementation methods:

Practical;

Explanatory - illustrative;

Partially - search;

observation.

Used pedagogical technologies:

Developmental learning technology

Game learning technology;

ICT technologies

Health saving technologies.

Forms of knowledge control

The dynamics of the development of cognitive abilities is assessed at the end school year when comparing the results of completing tasks 1, 2, 3, 4, 5, 7, 8, 9 in classes No. 1 and No. 36. These results are entered in the table at the beginning and end of the school year.

Classes can be held as a whole class, and the class can be divided into subgroups depending on the level of development of children.

Comparing the data of the beginning of the year and the results of completing the tasks of the last lesson, we determine the dynamics of the growth of the cognitive abilities of the children.

The behavior of students in the classroom: liveliness, activity, interest of students provide positive results of classes;

The results of the tasks, the performance of which reveals whether the students cope with these tasks on their own;

An indirect indicator of the effectiveness of these classes can be an increase in academic performance in various school disciplines, as well as teachers' observations of the work of students in other lessons (increased activity, efficiency, attentiveness, improved mental activity).

Monitoring and evaluation of planned results

To track the results, the following forms of control are provided:
-starting, allowing to determine the initial level of development of students according to the methods of Kholodova O., Krivolapova N.A. (results are recorded in the teacher's record sheet);
- final control in the forms:

Testing;
- creative work of students;

Control tasks

Self-assessment and self-control - the child's definition of the boundaries of his "knowledge - ignorance", his potential, as well as the awareness of those problems that have yet to be solved in the course of activities.

Meaningful control and evaluation of students' results provides for the identification of the individual dynamics of the quality of mastering the subject by the child and does not allow comparison with other children. The test results are recorded in the teacher's record sheet.
To evaluate the effectiveness of classes, you can use the following indicators:
- the degree of assistance that the teacher provides to students in completing tasks: the less teacher's help, the higher the independence of students and, consequently, the higher the developing effect of classes;

Also, an indicator of the effectiveness of classes in the course is the data that the teacher entered into tables during the year of classes at the beginning and end of the year, tracing the dynamics of the development of children's cognitive abilities.

The "Clever and Smart" program for preschoolers is designed for 2 hours a week, 66 hours a year. The duration of the program is 1 year.

Section II

General characteristics of the course

The proposed program is aimed at developing cognitive abilities.

Features of the organization of the educational process.

Each lesson is 30 minutes long.The program provides that the development of cognitive processes will take place in gaming activity. The child is offered tasks of a non-educational nature, so serious work takes the form of a game activity, which is very attractive to a preschooler. This creates a special positive emotional background: looseness, interest, desire to learn how to perform the proposed tasks. All this creates favorable conditions for the formation of positive motivation for school in preschoolers.

In the game, the formation of perception, thinking, memory, speech takes place - those fundamental mental processes, without sufficient development of which it is impossible to talk about the education of a harmonious personality. It is in the game that the main neoplasms are formed, preparing the transition of a preschooler to the next age stage. Great importance of the game in development motivational sphere child in the formation of the child's social readiness for school. In play activity, especially favorable conditions are formed for the development of intellect, for the transition from visual-active thinking to the elements of the word. An important basis for the mental activity of the child is observation. At the same time, mental activity is expressed primarily in comparison and comparison. Games and game exercises included in a certain system of educational work with children contribute to the development of attention, memory, imagination, creative manifestations, independence, and personal independence.

The program provides for the development of thinking in preschoolers in the course of mastering such methods of mental activity as the ability to compare, generalize, analyze, synthesize, classify, highlight the main thing, prove, refute.

To master the operation of comparison, the child must learn to see the similar in the different and the different in the similar. A successful comparison of objects and phenomena is possible when it is purposeful, that is, it occurs from a certain point of view, for the sake of answering a question. It can be directed either to establish the similarity of objects, or to establish differences, or both at the same time. To master these skills, you can use the exercises "Third extra", "Fourth extra"

Analysis and synthesis are the most important mental operations, in unity they provide a complete and comprehensive knowledge of reality. Analysis provides knowledge of individual elements, and synthesis, based on the results of the analysis, combining these elements, provides knowledge of the object as a whole. In the process of work, a preschooler needs not only to analyze an object or phenomenon, but also to highlight the essential features of the object for a more in-depth study. Having mastered the operation of abstraction, the preschooler easily masters the operation of generalization - the mental combination of objects and phenomena into groups according to those common and essential features.

Having mastered logical operations, the child will begin to perform actions more consistently, give more detailed and logically complete answers.

The development of memory in preschool age characterized by a gradual transition from involuntary and direct to arbitrary and mediated memorization and recall.

The improvement of voluntary memory in preschoolers is closely related to the setting of special mnemonic tasks for him to memorize, preserve and reproduce material, as well as to the use of mental operations of analysis, synthesis, comparison, generalization, establishing semantic connections in the processes of memorizing and reproducing material. We can say that the improvement of the child's memory occurs simultaneously with the improvement of his mental activity. One of effective exercises is the "Missing Toy", which allows you to develop memory and attention at the same time.

In the organization of the process of cognition in senior preschool age Special attention It is aimed at finding out how active the child is in perceiving the learning task, organizing learning activities aimed at solving, mastering the elements of self-control and self-esteem.

This program provides for integrative tasks that help relieve tension, create a positive emotional background, interest, and a desire to learn. Awareness of one's successes contributes to the disclosure of the psychological capabilities of the child. In addition, all classes include kinesiology exercises that are aimed at activating various parts of the cerebral cortex, which allows you to develop human abilities: memory, attention, thinking, speech, fine and gross motor skills, reduces fatigue, increases the ability to voluntary control. The classes include corrective exercises for the eyes. Performing this gymnastics will help both increase visual acuity and relieve visual fatigue and achieve a state of visual comfort.

In the classroom, O. Kholodova's manual "Young clever men and clever women" "Three months before school" is used. This course consists of training exercises, special tasks, didactic and educational games. In the classroom, entertaining and easy-to-understand tasks and exercises, tasks, questions, riddles, games, puzzles, crossword puzzles, etc. are used, which is attractive for younger students.

Most of the time in the classroom is occupied by the independent solution of search problems by children. Thanks to this, children develop the ability to act independently, make decisions, manage themselves in difficult situations.

At each lesson, a collective discussion of the solution to a problem of a certain type is held. At this stage, children develop such an important quality as awareness of their own actions, self-control, the ability to give an account of the steps taken when solving problems of any difficulty.

At every lesson after independent work a collective check of the solution of problems is carried out. This form of work creates conditions for the normalization of self-esteem in all children, namely: increasing self-esteem in children who have well-developed thought processes, but educational material is assimilated in the classroom poorly due to the lack of, for example, attention. Other children may experience a decrease in self-esteem, because their academic success is dictated mainly by diligence and diligence.The manual is a collection of tasks for working with children of preschool age.

The manual includes the task “Answer”, the main task of which is to create a certain positive emotional background for preschoolers, to include them in work. Therefore, the questions are easy, capable of arousing interest and designed for ingenuity, speed of reaction. But, at the same time, these exercises prepare the child for active educational and cognitive activity and broaden their horizons.

Tasks "Performer" will help to assess the level of development of attention, memory, to understand how the child has developed logic, abstract thinking, to determine the level of the child's vocabulary. Logical search tasks are included that teach children: to observe, compare, generalize, find patterns, build simple assumptions, test them, draw conclusions.

Tasks "Draw" are aimed at developing motor skills, as well as the ability to perceive material by ear, reflect what is heard graphically, determines the child's readiness to write from dictation. The program involves the use of exercises for the development of fine motor skills of the hand at each lesson, which stimulates the development of intellectual abilities. In the classroom, the “Graphic Dictation” technique is practiced. Its results will affect the ability to accurately perceive the teacher's instructions, think logically, write beautifully and accurately. In the process of working with graphic dictations, attention, eye, visual memory of the child, accuracy, fantasy are formed. Graphic dictations are a way to develop speech, since at the same time the guys guess riddles, read and memorize poems, songs, nursery rhymes. This task develops fine motor skills of the hand. The same task is performed by the shading of figures, which also brings children to an understanding of symmetry, composition in decorative drawing.

All explanations to the tasks given by the teacher are gradually reduced with a simultaneous increase in the share of children's participation in the search for a solution to the proposed task.

In the classroom, conditions are created for the concentration of children, their hobbies logic games, the successful development of them, which stimulates cognitive activity.

Basic principles of material distribution:

1) consistency: tasks are arranged in a certain order;

2) the principle of "spiral": tasks are repeated;

3) the principle "from simple to complex": tasks are gradually becoming more difficult;

4) increase in the volume of material;

5) increasing the pace of task completion;

6) change different types activities.

Section III

The implementation of the program contributes to the formation of the following prerequisites for universal learning activities in students:

The personal results of studying the program "Clever and clever" is the formation of the following skills:

the child will learn:

- determine and express, under the guidance of a teacher, the simplest rules of conduct common to all people in cooperation.

In the situations of communication and cooperation proposed by the teacher, based on common for all simple rules behavior, make choices, with the support of other group members and the teacher, what to do.

The meta-subject results of studying the course are the formation of the following prerequisites for universal learning activities:

Regulatory UUD

the child will learn:

With the help of the teacher, determine and formulate the goal of the activity;

Speak the sequence of actions;

Express your guess based on work with an illustration of a workbook;

Work according to the plan proposed by the teacher;

Distinguish between a correctly completed task and an incorrect one;

Together with the teacher and other students, give an emotional assessment of the activities of comrades.

Cognitive UUD:

the child will learn:

Navigate in your system of knowledge: to distinguish the new from the already known with the help of a teacher;

With the help of the teacher, make a preliminary selection of the necessary information:navigate in a notebook;

Get new knowledge:find answers to questions using your life experience and information received from the teacher;

Process the received information:draw conclusions as a result of the joint work of the whole group;

Process the information received: compare and group mathematical objects such as numbers, flat geometric shapes.

Communicative UUD

the child will learn:

Communicate your position to others:shape your thoughts into oral speech(at the level of one sentence or a small text);

Listen and understand the speech of others;

Retell the text;

Jointly agree on the rules of communication and behavior in a group, in a pair and follow them;

Learn to play different roles in the group (leader, performer, criticism).

Expected results

By the end of the school year, the child should know and be able to:

Seasons (sequence, months, main signs of each season);

Part of the day (sequence, main features of each time of day);

Domestic animals, their cubs, habits;

Wild animals of our forests, hot countries, the North, their cubs, habits;

wintering and migratory birds;

Transport ground, underground, water, underwater, air;

Distinguish clothes, shoes, hats;

Distinguish vegetables, fruits, berries;

Freely navigate on a sheet of paper (right - left side, top - bottom);

Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval;

Perform counting operations within 10 (+, - 1, 2);

Distinguish between vowels and consonants;

Separate words into syllables with claps, steps, and so on;

Determine the number and sequence of sounds in monosyllabic words;

Know and be able to tell Russian folk tales;

Know by heart poems for children;

Be able to fully and consistently retell the listened story;

Be able to compose your story from a picture, from a series of pictures;

Use a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, hatch with a pencil, without going beyond the contours of objects;

Good command of scissors (cut strips, squares, circles, rectangles, triangles, cut objects along the contour);

Be able to perform the task according to the model;

Be able to listen carefully, without being distracted (20 - 30 minutes);

Memorize and name 6-10 objects, pictures, words;

Maintain good posture when sitting.

Section III

Section IV

Thematic planning

Section VI

Educational and methodological support:

To young wise men and smart girls: “Three months before school”, workbooks / O. Kholodova. – 5th ed., revised. - M .: Rostkniga, 2014. ;

Electronic tutorial"Young wise men and smart girls";

Illustrative material;

Didactic material for lessons;

Typical tasks for the formation of universal educational activities. Working with information. Grade 1, 2, 3, 4/ T.P. Khilenko. - M .: Education, 2012.

Section VII

Logistics:

Sets of pictures in accordance with the subject (including in digital form);

Dictionaries;

Reproductions of paintings in accordance with the subject and types of work indicated in the program and teaching aids;

Computer and information and communication means;

Technical training aids;

Chalkboard with a set of fixtures for fixing tables;

Personal Computer;

Multimedia projector;

Multimedia educational resources corresponding to the learning content

Magnetic board;

Section VIII

Reference block of the program

List of used literature

Aniskevich S.S., What will children grow up to be? – Minsk: Nar. Asveta, 1994;

Volina V., The holiday of the number. Entertaining mathematics. –M., 1996;

Ershova A.P. Theater games in the classroom at school. –M., 1990;

Tsukerman G.A., Polivanova K.N. Introduction to school life. -M., New school.

"Childhood" - a program for the development and education of children in kindergartens. St. Petersburg, "Childhood - press", 2003;

"Let's play" - math games for kids. Under the editorship of Stolyar A.A. Moscow, 1991;

"Mathematics before school" - a guide for educators. St. Petersburg, Childhood - press, 1992;

Mikhailova Z.A., E.N. Ioffe, "Mathematics from three to six" - program, "Childhood - press", 1992;

Mikhailova Z.A. "Game tasks for preschoolers";

Nikitin B.P. "Steps of creativity or educational games";

Nosova E.A., R.L. Nepomnyashchaya, "Logic and Mathematics for Preschoolers" - a manual, St. Petersburg, "Childhood - Press", 2002;

Piaget J. "How children form mathematical concepts" - questions of psychology, No. 4, 1996;

Piaget J. “Selected Psychological Works. Psychology of intelligence. Genesis of number in a child”, Moscow, 1969;

Tkachenko T.A. "Exercises for the development of verbal - logical thinking";

Tikhomirova L.F. "Exercise for every day". Yaroslavl, A.R., 2000;

Tikhomirova L.F. "Logic". Yaroslavl, A.R., 2000