Plan-program for the socio-psychological preparation of children for school. Work program on psychological preparation of children for school “I am a future first-grader”

6. End of class ritual

Goal: development of attention, imagination, thinking, memory, speech, emotional release, auditory concentration, motor release

1. Ritual of the beginning of the lesson.

2.Game “CUT PICTURES”

(folding a bag from its parts),

Any picture is taken (it is better to use an image of the inanimate world) and cut into equal parts. They ask the children to compose it.

3.Game “FIND THE SAME SHAPE”

(consolidating knowledge of geometric shapes, developing attention)

Children are shown a sample a certain shape(square, triangle, rectangle, oval). They suggest finding objects of the same shape in the room or apartment.

4.Game “ENCHANCED TREES”

(consolidating knowledge of geometric shapes, developing imagination and thinking)

An adult invites children to “create” trees from certain geometric shapes: triangles and squares (spruce); oval, rectangle (birch, etc.); circle and triangle (apple tree) and draw such trees.

5.Relaxation complex

6. Complete the drawing to make a picture. (Appendix 9)

7. End of class ritual

Lesson No. 11

Goal: development of voluntary attention, auditory concentration, phonemic hearing, speech, pace of thinking, discipline, organization, cohesion, observation

1. Ritual of the beginning of the lesson.

2.Exercise “Say it in one word”

The teacher names specific concepts, and the children name generalizing words. For example:

Name these items in one word: potatoes, cabbage, onions, carrots.

Vegetables.

You can invite children to generalize the following groups of words:

Apple, pear, orange, tangerine. (Fruits.)

Chamomile, cornflower, rose, iris. (Flowers.)

Violin, piano, guitar, trumpet. (Musical instruments.)

Hammer, saw, shovel, axe. (Tools.)

Ball, doll, bear, cubes, pyramid. (Toys.)

Wardrobe, table, sofa, chair, armchair. (Furniture.)

Crow, dove, tit, sparrow. (Birds.)

Butterfly, beetle, grasshopper, dragonfly. (Insects.)

Bear, hare, fox, wolf. (Wild animals.)

- Cow, sheep, pig, horse, cat. (Pets.) If children have difficulty naming general concepts, focusing on auditory perception, you can offer them object pictures depicting a particular gender group (for example, drawings depicting different toys). In this case, the children themselves name all the pictures, and then say a generalizing word.

3. Game “Match the name for the action”

The teacher asks the children to answer the following actions called by him).

Who's coming? (Mom, dad, grandfather, grandmother, boy, girl.)

What's going on? (Snow, rain, hail.)

Who's worth it? (Mom, girl, grandmother, horse, cow, cat, rooster, fox.)

Worth what? (Table, chair, cabinet, vase, cup, glass, sofa.)

Who's sitting? (Girl, boy, mom, dad, cat.)

Who's running? (Boy, girl, dog, cat, horse, hare.)

Who's jumping? (Girl, boy, cat, dog, kangaroo, monkey.)

Who's sleeping? (Mom, girl, grandmother, dog, cat, horse.)

Who's lying? (Mom, girl, boy, horse, dog, cat, hare, mouse.)

4.Relaxation complex

5.Close the extra picture and explain your choice (Appendix 10)

Children are offered cards with pictures of different objects. They need to find the “extra” picture and explain their choice.

6.Find two identical numbers

(Appendix 11)

7. End of class ritual

Lesson No. 12

Goal: development of the ability to switch attention, broaden horizons, speed of thinking, speed of thought processes

1. Ritual of the beginning of the lesson.

2.Game “Give me a word”

The teacher begins the phrase, and the children finish it.. Options for tasks for the game:

The crow croaks, and the magpie? The magpie_____.

The owl flies, and the rabbit? The rabbit_______.

The cow eats hay, and the fox? The fox________.

The mole digs holes, and the magpie? The magpie____.

The rooster crows, and the hen? The hen_____.

The frog croaks, and the horse? The horse______.

The cow has a calf, and the sheep? The sheep has_____.

The bear cub has a mother bear, and the baby squirrel? The baby squirrel's mother is ______

3. Exercise “Who can name more”

The teacher names a generic concept - a word with a general meaning, children - words that specify it. For example:

Name what pieces of furniture you know.

Bed, sofa, table, chair, wardrobe...

Children can be offered the following general concepts: vegetables, fruits, clothes, flowers, birds, insects, up todomestic animals, wild animals, tools, musical instruments and etc.

4.Relaxation complex

5.Drawing “My toys” (Appendix No. 12)

The teacher asks the children to name their favorite toys and talk about them. Then he offers to complete the silhouettes of different toys.

To draw, you need colored pencils and sheets of paper with half-drawn silhouettes of various toys (truck, doll, pyramid, ball, cubes, spinning top, bear, etc.).

6. "The fourth wheel" - development of thinking, perception (Appendix 10,13)

Each child receives a card. Look carefully at the picture. What's on is it depicted? What do you think is the odd item in the picture? Why? Take a pencil in your hands and circle the extra object. How can you name the remaining items in one word?

7. End of class ritual

Lesson No. 13

Goal: Development of concentration, visual perception, imagination, verbal and logical thinking.

1. Ritual of the beginning of the lesson.

2. Game “Say the words backwards.”

The elephant is big, and the mouse... . The pillow is soft, and the table... . The fire is hot, and the ice.... Baba Yaga is evil, and Ivanushka.... The river is wide, and the stream.... The bush is low, and the tree.... Pinocchio is cheerful, and Pierrot....

3. Exercise “What doesn’t happen in the world?”

(For the exercise you need paper and pencils)

Invite children to draw something that does not exist in the world.

Children tell what they drew and discuss the drawings together: whether what is depicted on it really does not occur in life. The game will take place It’s more fun if the teacher also takes part in it.

4.Relaxation complex

5. Exercise “Cut postcards”

(for the development of thinking and imagination).

Any pictures are cut diagonally into 4-5 parts using different lines: straight, wavy, zigzag. Children are given one such picture each and asked to collect it. As soon as the children complete the task, they must exchange cards with the person sitting next to them. This can be changed several times depending on the speed of the task.

6. Game “What is the object without?”

The teacher suggests looking at pictures of objects that lack any details - a clock without hands, a chair without a leg, an elephant without a trunk, etc.

You need to guess and name the item and detail that is missing.

7. End of class ritual

Lesson No. 14

Goal: development of logical thinking and semantic memory

1. Ritual of the beginning of the lesson.

2. “Choose according to the meaning”

An exercise to develop logical thinking and semantic memory.

Children are offered 6 pairs of words related to each other in meaning. For each pair you need to choose a third word according to its meaning: egg - chicken- (chick); bird - flight - (nest); forest - tree - (board); air - freshness - (oxygen); house - city - (street); night- moon - (stars); river - lake - (sea); corn - salad - (popcorn); fur coat - cold- (freezing); child- tenderness - (joy).

3.Graphic dictation

Goal: development of perception, memory, attention

Each child receives a sheet in a large square

In front of you is a checkered sheet.

Take a green pencil in your hands, count three cells down from the blue cell, fill in the fourth with a green pencil

Take a red pencil in your hands, count eight cells to the right from the green cell, fill in the ninth with a red pencil

Pick up a yellow pencil and count o; red square, two squares up, fill in the third with a yellow pencil

Take a black pencil in your hands, count five cells to the left from the yellow cell, fill in the sixth with a black pencil

Take a blue pencil in your hands, count two cells to the right from the upper left corner, fill in the third cell with a blue pencil

4.Relaxation complex

5.Game “Match the name to the action”
The teacher invites the children to answer the following questions (come up with objects that can performactions called by him).

What's lying? (Book, notebook, spoon, fork, plate, dress, shirt.)

Hanging what? (Picture, lamp, towel, coat, dress.)

Who's flying? (Bird, dove, fly, beetle, butterfly, wasp.)

What's flying? (Plane, rocket, airship, ball, fluff.)

What's going on? (Car, train, bus, tram, bicycle, motorcycle.)

Who's going? (Cyclist, motorcyclist, driver, passenger.)

Who's reading? (Mom, dad, grandmother, grandfather, girl, boy.)

6. End of class ritual

Lesson No. 15

Goal: development of attention, imagination, thinking, memory, speech, emotional release, auditory concentration 6. Ritual for ending the lesson.

1.Ritual for starting class

2 Exercise “Say it in one word.”

Options for word groups:

plates - glasses - cups (dishes); table - chair-sofa(furniture); shirt - trousers - dress (clothing); boots - felt boots - shoes (footwear); soup - porridge - jelly (food); dandelion - rose - chamomile (flowers); birch - fir tree - pine (trees); goose - sparrow - dove (birds); crucian carp - pike - perch (fish); raspberry - strawberry - currant (berry); carrots - cabbage - beets (vegetables); apples - pears - tangerines (fruits).

3. “What is hidden here?” (Appendix 14)

The game uses cards with images of objects superimposed on each other (like Poppelreiter figures). Children must guess what is drawn here and circle each object.

4.Relaxation complex

5. Game "Definitions" (for the development of speech and verbal language leniya).

The teacher has a set of subject pictures: bread, pen, umbrella, lampa, flower, cup, scissors, skirt, balls, fish. One child is called. They offer him one of the pictures. The child must talk about his object so that everyone understands what the speaker means. You can’t just say your word and gesture with your hands. For example, cat- pet, loves milk, poosmart, playful.

6. End of class ritual

Lesson No. 16

Goal: development of voluntary attention, attention associated with the coordination of auditory and visual analyzers, memory; consolidating the games that children like the most.

1.Ritual for starting class

2.Game “Finding words” (for the development of thinking).
Choose the words and continue the series:

lion-tiger-elephant-...;cat dog- pig- ... ; cucumber - tomato - onion- ... tractor- tram- bike - ...; sofa - table- chair-."..; shirt - dress - skirt - ...; cherry - plum- apple-...; Panama hat - cap - hat - ...; sandals- boots - boots -...; glass - plate - spoon -...; rose - chamomile- carnation -...; tit - crow - dove -...; jump rope ball- car -...; shovel- rake - watering can -...; hammer - hacksaw ~ nail- ....


4.Relaxation complex

5. Paint over all the “non-plants” (Appendix 16).

7. End of class ritual.

Bibliography

Amonashvili, Sh.A. Unity of purpose / Sh.A. Amonashvili. - M.: Education, 1987. – 80 p.

Andryushchenko A.V. Getting ready for school./ A.V., Andryushchenko, V.S. Selivanov. – M.: Olympus, 1999. – P.55-59.

Volkov B.S. Preparing a child for school / B.S Volkov, N.V Volkova.-M.: Education, 1994.- 223 p.

Going to school with joy: notes on complex play sessions with preschoolers for psychologists and educators / E.D. Shvab, author. - Volgograd: Teacher, 2007.- 79 p.

Gutkina, N. I. Psychological preparation of children for school in the development group // Active methods in the work of a school psychologist. - Kirov, 1991. – P.17

Ilyina M.N. Preparing for school: developmental tests and exercises. / M.N. Ilyina - St. Petersburg: Peter, 2007. - 205 pp.: ill.

How to develop readiness for schooling in a family environment? What needs to be taught to a child? What is school readiness? (Recommendations for parents) /Ans. ed. Kurneshova L.E. //Series: “Child’s readiness for school” - M.: Center for Innovation in Pedagogy, 1998.-57 p.

Nizhegorodtseva, N.V. Psychological and pedagogical readiness of a child for school / N.V. Nizhegorodtseva, V.D. Shadrikov. – M.: Vlados, 2001. – 256 p.

1. Uzorova O.V., Nefedova E.A. 350 exercises to prepare children for school./ O.V. Uzorova, E.A. Nefedova. – M.: “AST”, 2008. 102 s

   
   
   
   
   
   
   
   

Municipal autonomous educational institution

Aprelevskaya average comprehensive school №3

with in-depth study of individual subjects

WORKING PROGRAMM

By psychological preparation children to school

"Psychological ABC"

2014/2015 academic year

2 hours per week (total 66 hours)

Educational and thematic plan (66 hours)

EXPLANATORY NOTE

Work program for psychological preparation of children for school “Psychological ABC”is aimed at developing the cognitive sphere and motor skills of preschool children. We chose this particular direction of psychological development, since, from our point of view, it is cognitive development that provides the basis for the success of school education.

This program includes the following sections:

Section 1. Introduction. Comprehensive examination of children. Determination of the primary level of development. (4 hours)

Introduction. Meeting children. Study of the cognitive sphere, general awareness and outlook of children. Study of fine motor skills, perception (shape, color, size, material, space and time). Idea about the external properties of objects

Section 2. Development of the cognitive sphere, gross and fine motor skills of children. (60 hours)

Formation of sensory standards of planar geometric shapes (circle, square, rectangle, triangle) in the process of performing exercises. Description of items. Compiling stories from pictures. Living and non-living. Isolation of shape characteristics, discrimination and selection of primary colors (red, yellow, green, blue, black, white). Composing a whole from parts on cut visual material. Differentiation of the right (left) sides. Determining the location of objects in space (right-left, above-below, etc.). Movement in a given direction in space (forward, backward, etc.). Orientation in the room according to the instructions of the teacher. Spatial orientation on a sheet of paper (center, top, bottom, right and left side), arrangement of geometric figures according to verbal instructions, moving them on the plane of the sheet. Study of time indicators: seasons, days of the week. Sequence of events. Sooner or later. Development of mental operations of comparison (how to compare correctly and incorrectly). Development of tactile-motor perception. Identifying objects by touch. Determining by touch the size of objects made from wound material. General educational outdoor games. Purposefulness of performing actions and movements according to the instructions of the teacher. Development of auditory and tactile coordination. Development of coordination of movements of the hands and fingers. Finger gymnastics. Study of hatching lines. Development of coordination of hand and eye movements (stringing beads, tying knots). Drawing, shading, stenciling. Connecting lines by points. Contour applique made of plasticine and pieces of colored paper. Development of motor coordination.

Section 3. Secondary research on children's cognitive and motor skills. Group and individual examination. (4 hours)

The program is designed for 66 lessons per year (2 hours per week).

Reserve - 2 hours.

Brief description of the development program

For preschoolers

"Psychological ABC".

The approach to developing the basic principles and content of the development program is determined by three circumstances:

1. In relation to the development of the children's psyche, the position is clearly formulated that the natural course of development of children's cognitive activity begins with a globally diffuse reflection of reality and gradually moves to more and more dissected and differentiated forms of reality. Effectively overcoming the globality and undifferentiation of the child’s psyche is considered as a factor in the mental and, in particular, mental development of children. The method of dismembering their sensory impressions is the comprehensive development of analysis processes, by which we mean the identification of various aspects, properties, connections and relationships in an object and the corresponding forms of synthesis.
2. Studying the psychological reasons for the difficulties of younger schoolchildren in mastering educational material in the Russian language, reading and mathematics, it is observed that about 70% of the difficulties in these subjects are due to developmental deficiencies various types and forms of the process of analysis and synthesis. Since the processes of analysis and synthesis play a leading role in the assimilation of knowledge, their targeted development will eliminate a significant number of difficulties for future students in learning and, in this regard, significantly improve the quality of the process of assimilation of knowledge.
3. Relevance

Purpose This developmental program is the formation of psychological cognitive-personal structures in children through the targeted and comprehensive development of a system of current processes of analysis and synthesis, which creates the basis for independent systematization and structuring of acquired knowledge. Teaching future schoolchildren various cognitive skills based on the comprehensive development of a system of analytical-synthetic processes allows not only to develop the intellectual potential of children, but also to lay the foundation for a logical-analytical attitude to reality as a component of the general orientation of a person’s activity and behavior, that is, his worldview.

When determining the content of psychological development classes for preschoolers, we were based primarily on:

1) Relevance purposeful and systematic work on the development of fine motor skills in preschool children. Since this activity contributes to the formation of intellectual abilities, speech activity, and most importantly, preserving the mental and physical development of the child.

2) analysis of the psychological reasons for the difficulties that children experience when mastering new material in the main school disciplines - the Russian language, reading, mathematics;

3) the need for the targeted formation of psychological new formations in children of senior preschool age;

4) the need to form students’ psychological readiness to start school.

Based on this, the content of these classes wasdevelopment of cognitive processes(sensations, perception, attention, memory, thinking, imagination);formation of psychological prerequisites for mastery educational activities , (the ability to copy a model given in both visual and verbal forms; the ability to listen and hear the teacher, i.e. the ability to obey the teacher’s verbal instructions;formation of psychological new formations of primary school age (internal action plan,those. the ability to perform tasks intellectually without support and real manipulation of objects; arbitrariness in controlling not only motor, but mainly intellectual processes - perception, attention, learning to voluntarily remember, subordinating mental activity to the task at hand; reflections, those. the ability to be aware of one’s mental processes, the course of one’s activities, analyze one’s response, difficulties, and mistakes.

The “core” of this developmental program and one of its important specific results is the comprehensive development of various forms and types of mental analysis and synthesis. Processes of analysis and synthesis permeate all cognitive activity of children. The main direction here is to develop the ability to isolate individual features of objects, operate with them and interpret them.

Thus, the problem is solved in the process of development perception , - teach children not only to identify and analyze individual signs or properties of perceived objects, but also to learn to comprehend what they see, actively including mental activity in the process of perception.

When developing attention importance is attached to both the formation of its stability and the distribution of attention, that is, the ability to control the execution of two or more actions simultaneously.

The main direction in development memory future first-graders is the formation of indirect memorization in them, i.e. use of auxiliary means for memorization, including signs and symbols. This requires the ability to divide memorized objects into parts, highlight various properties in them, establish certain connections and relationships between any of them and a certain system of conventional signs.

Importance is attached to comprehensive developmentmental activity,namely, its operations such as analysis, synthesis, generalization, abstraction, establishment of patterns, formation of logical operations. The path from the global, holistic to the differentiated, specific is implemented in a sequence of tasks: starting with tasks in which it is necessary to operate with objects that are very different, and where, therefore, a fairly rough analysis of them is carried out, and moving on to tasks with operating with objects that differ by one or two signs and, therefore, requiring subtle analysis. In this way, the foundations of abstract thinking in preschoolers are gradually laid. No less important is the preparation of children’s thinking for the transition to higher levels of conceptual and verbal-logical thinking.

When developing processes imagination, which is an important component of this program, tasks are performed on both reconstructive and creative imagination.

Games and exercises that develop fine motor skills:

To develop fine motor skills of the hand, many interesting methods and techniques have been developed, and a variety of stimulating materials are used. In our work we use the basic principle of didactics: from simple to complex. The selection of games and exercises, their intensity, quantitative and qualitative composition vary depending on the individual and age characteristics of the children.

We believe that for the versatile harmonious development of the motor functions of the hand, it is necessary to train the hand in various movements - squeezing, stretching, relaxing. And so we use the following techniques:

• systematic conduct of games and exercises. You should not expect immediate results, since automation of a skill develops through repeated repetition. In this regard, the development of one skill takes place in several sections;
• sequence – (from simple to complex). First on the right hand, then on the left; if performed successfully, on the right and left hands simultaneously. It is unacceptable to skip something and “jump” over some types of exercises, as this can cause negativity in the child, who is currently physiologically unable to cope with the task;

The implementation of the law of differentiation is also carried out in relation to other areas of psychological development of preschool children -the formation of prerequisites for mastering educational activities and psychological new formations of a given age period.For example, developing the ability to analyze and copy a sample begins with performing a simple task that requires operating with holistic images of objects that differ significantly from each other (lesson 2.29, “Find the same ones”). Gradually they move on to finding a given sample among images that differ in subtle details, and completing tasks to independently reproduce samples given in verbal form.

The development of psychological new formations of future first-graders, for example, an internal plan of action, is carried out in a similar way. The tasks are aimed at developing the ability to clearly perceive, understand and follow the verbal instructions of an adult (lesson 2.23, “Remember and answer”).

In the same way, based on the law of differentiation and comprehensively developing the processes of analysis and synthesis, other important psychological qualities are formed (spatial representations, the ability to subordinate one’s actions to a given system of requirements, arbitrariness).

Structure of psychological development classes

According to its structure, the lesson is divided into an introductory part, a main part and a final part.

Introductory task Part of this is to create a certain positive emotional background in children, without which effective learning is impossible. This emotional mood, constantly created in classes, should gradually take hold in children. A way to create a positive emotional background could be to ask the teacher to smile at each other and say kind words.

Another important point in the introductory part is performing exercises to improve brain activity. The stimulating effect of physical exercise on mental activity has been known for a long time. There is a lot of data on the improvement of indicators of various mental processes under the influence of physical exercise: memory volume increases, attention stability increases, the solution of elementary intellectual problems accelerates, and psychomotor processes accelerate. This ensures a higher level of performance, which cannot but have a positive impact on the success of educational activities.

Tasks for the main parts of the lesson were selected taking into account their focus on the differentiation of cognitive structures and from the point of view of convenience for collective work in a group. To achieve a developmental effect, it is necessary to perform tasks repeatedly. However, in order to prevent a decrease in children’s interest in repeating the same task, we sought to ensure diversity in the external design of the content of a number of tasks, but maintain the unity of their internal psychological orientation.

Final task part consists of summing up the lesson, discussing the results of the children’s work and the difficulties they had in completing the tasks. The essential point here is the children’s answers to the question of what they did and what they learned in this lesson.

USED ​​BOOKS:

1.Akhutina T.V., Ignatieva S.M., Maksimenko M.M. Methods of neuropsychological examination of children // Bulletin of Moscow University. - Ser. 14. Psychology. - 1996.
2. Bernstein N.A. About the construction of movements. - M.: Publishing house APN, 1947.
3. Vygotsky L. S. Development of higher mental functions. - M.: Pedagogy, 1960.
4. Glass D., Stanley D. Statistical methods in psychology and pedagogy. - M.: Progress, 1976.
5. Leontiev A.N., Luria A.R., Smirnov A.A. About diagnostic methods of psychological research of preschool children. - M.: Soviet pedagogy. 1974.
6. Osipenko T.N. Psychoneurological development of preschool children. - M.: Medicine, 1996.
7. Potanina A.Yu., Soboleva A.E. A complex approach to correctional and developmental education for children of primary school age / Current problems of pedagogical practice. - St. Petersburg: Shareholder and K, 2004.

2. Teach children to perform graphic tasks given according to the example.

3. Teach children to hold a pencil correctly in their hands and draw lines with it according to this sample.

MATERIAL: Colored pencils, simple pencils, sheets of paper, blank drawings of vegetables, sheets of paper with graphic tasks.

PREPARATION FOR THE CLASS:

1. Sheets with graphic tasks.

2. Colored pencils, simple pencils, blank sheets of paper.

3. Prepare vegetables on sheets of paper.

4. Cassettes with recordings of melodies.

LESSON SCHEME:

Psychologist: “Hello! Please come in and make yourself comfortable. I am very glad to see you as a guest. And today I want to greet you in a special way. We will greet each other not with words, but with our hands. Close your eyes. I will touch the one sitting to my right. He will accept my greeting and pass it on to his neighbor in the same way - he will touch him. And so on, until my greeting returns to me again, only from the other side. Amazing!

Game “NAME AND REMEMBER VEGETABLES”.

1. Students are given a drawing showing the following vegetables

1. Potato -- Tomato
2. Cucumber -- Pumpkin
3. Carrot -- Watermelon

Psychologist: Look carefully at the drawing. What objects are depicted on it? Draw short lines from the point on the carrot, dots on the potatoes, and lines on the cucumbers. Color the lines.

Exercise "RIDDLES".

1) He’s small in stature, but he’s smart, he galloped away from me. (BALL)

2) The baby is dancing, but only one leg. (YULA)

3) If you stroke it, it caresses you; if you tease, it bites you. (DOG)

4) Shaggy, mustachioed, eats and drinks, sings songs. (CAT)

5) In summer he walks without a road, near pine and birch trees,

And in winter he sleeps in a den, hiding his nose from the frost. (BEAR)

6) I’ll turn the magic circle and my friend will hear me. (TELEPHONE)

Exercise “WE DRAW” (Graphic task).

Students are given sheets of paper on which rows of images are given. They are given the task of finishing these lines according to the pattern, without breaking the pattern.

"ABOUT THE YELLOW CHICKEN."

“Once upon a time there was a little yellow chicken. And he had a mom (thumb) and dad (middle finger). For his birthday, the chicken was given a large candy - a pencil, which was very heavy. We decided to put it on dad’s middle finger, and mom holds her thumb on top, and the chicken pecks with her index finger.”

This is how the child learns to hold a pencil freely without bending the index finger in the phalanx from tension.

Finger gymnastics:

“Fists - palms” (performed with both hands 10 times)

“The thumb greets its brothers” (2 times with each hand).

Game "Pickling Cabbage".

Children first imitate an adult, then independently perform the movements while pronouncing the text of the game:

“We are chopping cabbage” - movements with hands and palms.

“We are three carrots” - clench your fingers into fists, move away from you, towards yourself.

“We salt the cabbage” - fingers gathered into a pinch.

“We are squeezing cabbage” - movements of the fingers: squeezing, unclenching.

Game "CUCUMBER".

Children perform finger movements to the text of a Russian song.

Cucumber, cucumber - the right hand is clenched into a fist, the thumb is raised up.

Don’t walk on that tip - “step” movements of the index and middle fingers of both hands.

The mouse lives there - the fingers of the left hand cover the little finger of the right.

He'll bite your tail off.

Warm-up game "Who will be who (what)?"

The good thing about the game is that you can play with a group or alone with a child. Ask each other questions, make sure that the child, when answering the question, correctly declines the nouns.

Who will the egg be? (can be a chick, crocodile, turtle, snake.)

- chicken - rooster;

- boy - man;

• calf - cow or bull

- paper - book

- snow - water

- water - ice

- seed - flower

- flour - for pancakes, bread, pie, pasta, etc.

The game is the opposite: "Who was who?"

- horse - foal

- flower - seed

- pie - dough

• man - boy
• woman - girl

Game "Edible - Inedible"

The exercise is performed with a ball. The presenter names various objects: if it is edible, the players catch the ball, and if not, then they do not catch it.

Game "Once upon a time..."

A game to develop thinking, ingenuity, and consolidate knowledge about the world around us.

You can play alone with a child or a group, asking questions in turns.

It will take a long time to explain the meaning of the game - we will just give examples.

For younger children the questions are simple, for older children they are more difficult - decide for yourself the “degree of difficulty”.

An adult asks a question:

"Once upon a time there was a chicken, what happened to it then?" - “He became a cockerel.”

“Once upon a time there was a cloud, what happened to it then?” - "The rain poured out of it"

“Once upon a time there was a stream, what happened to it?” - “Frozen in winter”, “Dry in the heat”.

“Once upon a time there was a seed, what happened to it later?” - "A flower grew from it"

“Once upon a time there was a piece of clay, what happened to it later?” - “They made a brick (vase...) from it.

“Once upon a time there was a little girl, what happened to her then?” - She grew up and became a grown woman.”

“There once lived an egg, what happened to it then?”

“Once upon a time there was a puppy or a chick?”

Exercise "Who can't do without what."

Helps the child learn to identify significant signs. The adult reads a series of words. Of these words, you need to choose only two, the most important ones, without which the main subject cannot do. For example, garden... what are the most important words: plants, gardener, dog, fence, earth? What can’t a garden exist without? Can there be a garden without plants? Why?.. Without a gardener... a dog... a fence... land?.. Why?"

Each of the suggested words is analyzed in detail. The main thing is for the child to understand why this or that word is the main, essential feature of a given concept.

Sample tasks:

Boots (laces, sole, heel, zipper, shaft)

River (shore, fish, fisherman, mud, water)

City (car, building, crowd, street, bicycle)

Game (cards, players, fines, penalties, rules)

Reading (eyes, book, picture, print, word)

War (plane, guns, battles, guns, soldiers)

School (teacher, students, tables, chairs, books, notebooks)

Second option. We name the words and ask: what cannot exist without this object, for what or who is it most important?

Exercise "Simple drawings".

Such drawings consist of the contours of geometric shapes, arcs and straight lines. When they are created, they do not have any specific meaning. Simple drawings need to be solved, that is, to find meaning in them, to answer the question “What is this?”

The rules of the game are simple: you need to say what kind of object is shown in the picture. The more solutions, the better. The only limitation: no need to turn

Exercise "Graphic dictation".

Riddle: We cook porridge and soup in it. Everyone around will be fed (saucepan).

Complete the task under my dictation. Guess the riddle when you're done.

2 cells right, 1 cell up, 2 cells right, 1 cell up, 1 cell right, 1 cell down, 2 cells right, 1 cell down, 2 cells right, 1 cell down, 1 cell left, 3 cells down, 1 cell left, 1 cell down, 5 cells left, 1 cell up, 1 cell left, 3 cells up, 1 cell left, 1 cell up.

Summing up the lesson. Color design for the lesson.

Page 1 of 23

Curriculum for psychological and pedagogical preparation of children for school.

Sereda Irina Pavlovna

Teacher - psychologist of the state budgetary preschool educational institution No. 44 of compensatory type

St. Petersburg

"Explanatory note

Relevance

The end of the preschool period is the time of the onset of so-called school maturity. IN Lately The number of children unable to cope with the academic load and adapt to school life has increased. . An increase in the volume of information, intensification of learning, an increase in workload, along with deteriorating health and school problems, force teachers and parents to look for options for such preparation that could ensure the child’s normal adaptation at school.

The task of teachers and parents is to ensure the full and harmonious development of the child. One of key points is psychological readiness. Its content includes a certain system of requirements that will be presented to the child during training, and it is important that he is able to cope with them. School readiness implies three components: personal, emotional-volitional and intellectual readiness.

When drawing up the program, we tried to take into account functionality children attending compensatory kindergarten. As well as their adaptive resources, limitations that are related to health, developmental specifics, and much more:

Nonspecific risk factors associated with somatic weakness due to chronic or frequent and long-term diseases, or with mental health disorders (hyperactivity, attention deficit disorder, a complex of neurosis-like disorders - sleep disturbances, fears), with disorders of the musculoskeletal system (impaired posture, flatvalgus feet, disorders of the cervical spine, etc.)

Specific risk factors associated with immaturity of cognitive functions, such as speech, motor development, visual-spatial perception, integrative functions.

Purpose of the program:

Creating conditions for the formation of school readiness in children with orthopedic problems, as well as disorders in the development of speech in a preschool educational institution.

• Develop cognitive abilities:
  • attention;
  • memory;
  • creative thinking;

• imagination
• arbitrariness

• Develop the emotional and personal sphere:

• contribute to the formation of the internal position of the future student;
• develop communication skills;
• develop self-confidence and independence;
• continue to build self-awareness and adequate self-esteem;
• development of children's understanding and feeling of each other;
• develop reflection, return a sense of responsibility for the results of activities, and cultivate the will.

• Continue to teach children to maintain and strengthen positive feelings, relieve fatigue, and prevent negative feelings;

• Provide an atmosphere of emotional acceptance in the classroom that reduces feelings of worry and anxiety in learning and communication situations.

Material support:

• Psychologist's office, or a separate room with free space for outdoor games
• Tables, chairs according to the number of children
• Fairy tale display table
• Screen
• Toys and aids: theater dolls, ball, pencils and colored pencils, large-checked notebooks.
• A magnetic board with magnets and a board with special markers.
• Medium sized ball.
• Sheets of paper in A4 and A3 format.
• Additional materials are described in the lesson notes.

Basic teaching methods:

• Games for the development of cognitive processes
• Exercises
• Outdoor games.
• Art therapy
• Fairytaletherapy
• Behavioral training

Program participants

Preschool children (6 to 7 years old) with intact intelligence.

Scientific, methodological basis programs are in line humanistic theory personality development, set out in the works of domestic and foreign teachers and psychologists (A. Maslow, K. Rogers, L.A. Wenger, L.I. Bozhovich, V.V. Davydov, D.B. Elkonin, L.S. Vygotsky and etc.).

Approbation of the program: this program has been tested on the basis kindergarten No. 44 in 2009 - 2011 academic years.

Principles of program construction:

• The principle of positivity is the creation of a supportive, friendly atmosphere of help and cooperation.
• The principle of developmental integrity - enhances the significance of all past stages of life in a positive way, organizes the integrity of the child’s self-awareness and personality, and helps build a positive future.
• The principle of an individual approach is maximum consideration of the psychological uniqueness and individual experience of each child.
• The principle of personal development and self-development is activation creative possibilities, abilities for self-knowledge and self-improvement, self-regulation.

The topics and lesson plans are not fixed and may change, depending on the condition of the children and the elaboration of the problems of the lessons. The list of additional games and exercises is listed in Appendix No. 3

Form of work:

• Subgroup classes.

The program is a system of 22 classes, which are held twice a week, lasting 25-30 minutes, for 3 months, in a room where there is room for physical activity. The classes are interconnected and structured in a certain logic and involve the formation in preschoolers of the necessary level of psychological readiness for learning at school (motivational, volitional, intellectual and emotional readiness, communication skills).

• Individual work - includes initial (at the beginning of the year) and control (at the end of the year) diagnostics of the readiness of preschoolers in preparatory groups for school education. Its results can be used in an individual approach to a child in classes, in drawing up a correction program and in consulting parents and teachers.

• Working with parents of children participating in the program includes:

• parent survey;
• educational work with parents in the form of lectures, seminars, workshops and round tables;
• individual consulting work

Diagnostic tools:

• Diagnostics of school readiness ed. I.A.Kuznetsova
• Test “Color the picture” by E.E. Kravtsova (study of acceptance educational task)
• Test “Drawing of School” (determining the child’s attitude towards school and the level of school anxiety)
• Determining the learning motives of older preschool children using the method of M.R. Ginzburg

Features of organizing subgroup work with children

The organization of correctional and developmental classes presupposes the need to solve the following tasks: conducting preliminary diagnostics, recruiting a group, conducting a cycle of correctional and developmental classes, final diagnostics and monitoring the results in the sense of actually achieving changes in the current situation of children's development.

Principles of conducting classes:

• systematic supply of material,
• visibility of training,
• cyclical structure of the lesson,
• availability,
• problematic,
• developmental and educational nature of the educational material.

The motivational component is presented in classes in the form:

• game presentation of tasks;
• creating a positive image of the student;
• reinforcing a positive attitude towards school;
• consolidation of role behavior patterns;
• developing a sense of confidence in the role of a student.

Form of organization

Subgroup (5-6 people). During classes, children sit in a circle - on chairs or on the floor.

Picking principle

Each group includes children with different levels of psychological readiness for schooling, with emphasis on various problems, so that children help each other in acquiring new psychological skills.

Form of the lesson

Gaming. The leading, most attractive activity in preschool age is play, so the program is built on the basis of play exercises aimed, first of all, at ensuring psychological comfort during the child’s transition from preschool educational institution to school.

Educational and thematic plan.

Group lesson structure:

1. Welcome Ritual
2. Exercises to develop communication skills, increase self-esteem
3. Physical education or finger play
4. Exercises to develop cognitive processes.
5. Reading a fairy tale or training school behavior skills (alternate)
6. Exercises to relieve muscle tension and reduce psycho-emotional tension.
7. Feedback.
8. Farewell ritual.

The effectiveness of the lessons can be judged by the following criteria:

• growing interest in performing correctional and developmental tasks for the child;
• increased interest in special exercises to develop educational aptitudes;
• increasing the level of activity of class participants, manifested in the desire to cooperate;
• increasing the level of interest in carrying out joint activities between an adult and a child.

Expected results:

Increasing the motivational readiness of preschoolers for school education, the formation of the “student’s internal position”, the emergence of an emotionally positive attitude towards school, expanding children’s knowledge about the world of schoolchildren, interest in school, school paraphernalia, a new level of self-awareness.

Results of a diagnostic survey of preschoolers’ readiness to study at school at the end school year show that the work carried out with children gives positive results Therefore, the program of correctional and developmental classes for preschoolers who are not ready for school is effective.

Literature:

1. Abdurasulova T.D. Corrective and developmental exercises for children of middle and older preschool age (4-5 years) //Psychologist in kindergarten. - 1999. - No. 3-4. - P.62-64.
2. Agafonova I.N. Getting ready for school. Tutorial for classes with preschoolers. - St. Petersburg Publishing House MiM -1997- 48 p.
3. Artsishevskaya I.L. Psychological training for future first-graders.- M.: Knigolyub, 2009.- 72 p.
4. E.A. Alyabyeva “Psycho-gymnastics in kindergarten” 2003. -89s.
5. Bezrukikh M.M. Steps to the school -M. : Bustard, 2001.-256 p.
6. Volkovskaya T.N., Yusupova G.H. Psychological help preschoolers with ODD. - M.: Knigolyub, 2004.-104 p.
7. Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V. - Yaroslavl 2000
8. Gromova T.V. Fairytale preparation for a real school. - M.: Genesis, 2003.-84 p.
9. Dmitrieva V. Development of a child’s intelligence at an early age. - St. Petersburg. CORONA 2003. 160 p.
10. Ilyina M.N. Preparing for school: developmental exercises and tests. - St. Petersburg: Delta, 1998. - P. 4-9.
11. Konovalenko S.V. Development of cognitive activity in children from 6 to 9 years old. Workshop for psychologists and speech therapists. - M.: “Gnom-Press”, “ New school", 1998.-56p.
12. Kurazheva N.Yu., Kozlova I.A. The adventure of future first-graders: mental activities with children 6-7 years old. - St. Petersburg: Rech, 2007. - 240 p.
13. Monina G.B., Lyutova - Roberts E.K. Communication training (teachers, psychologists, parents). - St. Petersburg: Publishing house "Rech", 2006. - pp. 164-170.
14. Nizhegorodtseva N.V., V.D. Shadrikov Psychological and pedagogical readiness of a child for school: A manual for practical psychologists, teachers and parents. - M. Humanit. Publishing center VLADOS, 2001.- 256 p.
15. Plotnikova N.V. auto “I want and I can” program.
16. Semenovich A.V. Neuropsychological correction in childhood. Method of replacement ontogenesis. - M.: Genesis, 2007.-474 p.
17. Sidorova U.M. Formation of speech and cognitive activity in children with ODD-M,: TC Sfera, 2005 -64p.
18. Fopel K. Outdoor games for children 3-6 years old. -M.: Genesis 2005
19. Khukhlaeva O.V., Khukhlaev O.E., Pervushin I.N. Path to your Ya.-M.: Genesis 2007
20. Shirokova G.A., Zhadko E.G., Workshop for a child psychologist / Series “Psychological Workshop”. Rostov n\D: “Phoenix”, 2004- 320 p.
21. Yakovleva N. Psychological assistance to preschoolers. - St. Petersburg: Valerie SPD; M.: TC Sfera, 2002.-112 p.

Purpose of the program:

Preparing the child to enter the school rhythm, teaching children to cope with difficulties of a personal and social nature.

Program objectives:

development of voluntary behavior

· development of communication skills

· formation of focused attention

memory development

· development of skills for voluntary regulation of emotions.

Thematic lesson plan.

Topic 1. Conversation with parents.

Target: Introducing parents to the program of psychological preparation of children for school.

Meeting #1.

I think you will agree that the dream of every parent is to raise a child healthy, mentally harmonious and happy. But often, guided by our idea of ​​health, harmony and happiness, we irreparably violate the natural nature of childhood. Every day we try to manage the life of a child, forcing him to act and live according to our ideas and instructions. And then, contrary to our expectations, contrary to the desire of adults to raise cheerful, independent children, we often get exactly the opposite: children who are passive, dependent or uncontrollable, deprived of cognitive interests and the ability to create.

How to avoid this?

If we turn to the nature of the natural development of a child, we can understand that force cannot take anything from nature; force can only destroy it. Therefore, you should not subjugate, suppress, control your baby, but rather try to make sure that the child naturally becomes more self-confident, more independent, and kinder.

Voluntary psychological regulation is not developed in young children, and compliance with the rule prescribed by adults for fear of punishment is not self-control, but a form of self-defense from gross aggression of adults. Therefore, it is necessary to develop in the child the ability to be arbitrary in managing his emotions and actions. And thus teach him to cope with himself.

The proposed program is designed taking into account the age characteristics of preschool and younger children and taking into account the problems that a child faces at the beginning of education: the inability to concentrate on a task, the inability to change from one type of activity to another, the fear of joining a new team.

To avoid or alleviate the difficulties of entering the school rhythm, the program is aimed at the development of voluntary behavior, the development of various types of attention, motor skills, and the development of thinking.

Classes are conducted in the form of games on topics that are fascinating to children.

The elements of the games are special exercises that involve the child’s imagination, emotions, and plasticity.

The focus of exercise-games is different. There are exercises to develop attention, memory, and the ability to achieve the final goal. There are exercises for expressing emotions: they are aimed at developing the ability to understand the emotional state of another person and the ability to actively express your own. Exercises to establish mutual understanding are also included: the purpose of these exercises is to develop the ability to establish contact with others and interact with a partner. The development of fine motor skills is important. And that’s why finger games are included in the program: they prepare the hand for writing, develop attention and patience, and stimulate imagination. There are exercises that teach a child to direct his attention to internal sensations, and thus they teach him to be aware, to distinguish between these sensations, and only then to voluntarily change their character.

There is reason to believe that if you begin to develop and train these abilities in childhood, then in adulthood you can achieve greater agreement in managing yourself.

Topic 2. Testing children.

Target: Diagnosis of children's psychological readiness for school.

Meeting No. 2.

Psychological readiness for school is, first of all, the desire to gain knowledge, this is the ability to listen to the teacher and carry out his tasks, which are by no means always interesting and attractive, this is also a certain level of development of voluntary cognitive processes (thinking, memory, attention, etc.), as well as the development speech and phonemic hearing.

In accordance with these concepts, it was developed by practical psychologists A.D. Andreeva and E.E. Danilova diagnostic program to determine the psychological readiness of children 6-7 years old for schooling.

I. Establishing contact with the child and identifying the level of development of voluntary behavior.

Methodology of L. Krasilnikova “Don’t say “yes” and “no”. (The text of the method is given according to A.G. Leaders, 1995).

Instructions. You and I will play a game. I will ask you questions, and you will answer. But let’s agree this way: you don’t have to, you don’t have the right, you won’t answer me with “yes” and “no.” For example, if I ask: “Do you have a toy?”, you should not say: “Yes.” You should answer like this: “I have a toy,” i.e. without the word "yes". Or, for example, I ask: “Are people walking on the ceiling?” You don’t say, “No,” but you answer, “People don’t walk on the ceiling.” So, don’t say the words “yes” and “no”. Got it?

If the child has questions, the instructions are repeated.

List of questions:

1. What is your name?

2. Are you a boy or a girl?

3. Do you go to the nursery group of the kindergarten?

4. Do you like going to kindergarten (school)?

5. Do you live far from the kindergarten (school)?

6. Do you like ice cream?

7. What color is ice cream?

8. Have you eaten black ice cream?

9. Can you walk on your hands?

10. Can you fly?

11. Does your dad (mom) play with dolls?

12. Does the sun shine at night?

13. Is the wolf afraid of the hare?

14. Do you like going to the doctor?

15. What color is the doctor’s coat?

17. Your name is... (wrong name)?

18. Can a cow fly?

19. Are you sleeping now?

20. Do you go to school?

21. Are you wearing a dress (pants)?

22. Is there grass in winter?

23. Is the grass white?

24. What color is the snow?

25. Is the snow hot?

During the technique, you should not give the child feedback on the success of his answers. If possible, the child’s speech responses in full, as well as the duration of pauses before answers, omissions, etc., should be recorded in the protocol.

Evaluation of results. The correct answers are those that correspond to the introduced rule “yes” and “no” do not speak”, the incorrect ones are those that contain prohibited words. Answers that are neither correct nor incorrect are the case when children are either silent ( 10 - 30 seconds), or they try to answer something, but nothing works out for them. This group also includes the child’s own mistakes corrected directly during the answer. A nod can also be considered correct, because in this case the child is clearly trying follow the rule.

The age norm for children 6-7 years old is approximately 51% of the total number of questions, i.e. number of correct answers d.b. more than 11.

II. Defining Features speech development and visual-figurative thinking.

Laying out four story pictures in order and composing a story based on them. Two sets of pictures are used - basic and simplified. As diagnostic material, you can use sets of pictures from the book by G.A. Uruntaeva and Yu.A. Afonkina "Help the prince find Cinderella" (1994). The basic set is offered initially. If the child cannot cope with this task, he is given a simplified version.

Instructions. There are several pictures in front of you. Put them in order: what comes first and what comes next? Explain why you think so. Write a story based on them.

Rating system:

3 points - the pictures are laid out correctly. The story is coherent, logical, corresponding to the content of the pictures.

2 points - the pictures are arranged out of sequence, but the story is coherent and reflects the version of events proposed by the child.

1 point - pictures m.b. laid out correctly, but there is no coherent story. At best, the details of the image are described.

0 points - the pictures are arranged incorrectly, there is no coherent story.

To more accurately assess a child’s speech development, another point is added to the score he receives if the child’s vocabulary is rich and varied and the story is vivid and imaginative.

III. Determination of features of speech development and spatial concepts.

Understanding of logical-grammatical constructions (T.G. Bogdanova, T.V. Kornilova, 1994).

The child is sequentially offered the following tasks:

Show your notebook with a pencil.

Draw a cross under the circle, a circle under the cross.

Petya hit Kolya. Who's the fighter?

If the child experiences confusion, the task is repeated.

Rating system:

3 points - correct completion of all tasks.

2 points - correct completion of two tasks.

1 point - correct completion of one task.

The child must have a pencil, notebook and piece of paper in front of him.

IV. Readiness of the hand to master writing. Development of hand-eye coordination.

Copying a word written in Latin letters. The sample word is offered to the child on a separate card:

Instructions: Look, there's something written here. You may not have learned to write yet, but try, you probably can too. Take a good look at how it is written and try to write it the same way.

The scoring system corresponds to the scheme used in the Kern-Jirasek method (1978):

5 points - full compliance with the sample. The size of the letters does not reach double size. There is a dot over the letter i. Deviation from the horizontal line is no more than 30 degrees.

4 points - the word is read quite well. It is allowed to omit or repeat one element while performing the rest at a high level.

2 points - the visibility of the letter is maintained; you can isolate 2-3 letters.

1 point - almost a scribble; elements of individual letters are isolated.

V. Additional task.

It is recommended to use the task “Drawing a male figure”, the results of which can significantly supplement psychological picture child. This task is assessed according to the scheme proposed in the Kern-Jirasek test.

The total examination time is approximately 20 minutes.

Note. The results shown by the child on each test task have independent meaning and should not be summed up. Otherwise, the overall summary indicator leads to leveling out individual differences. The general indicator does not allow us to get a complete picture of the nature of the child’s psychological readiness for learning.

Topic 3. Meet the group.

Purpose: Acquaintance the leader with the children, the children with each other, establishing a report.

Meeting No. 3.

Exercise No. 1. "Name and Movement".

Goal: Getting to know children, the opportunity to feel like they belong to a group.

Instructions:

Sit in one big circle. Now each of you will say your name, and at the same time make some movement - with your arms, legs, and whole body. The whole group repeats the child's name in chorus and repeats the movement made by him. After this, the move is passed on to its neighbor. I'll start first...

Exercise Analysis:

Whose name do you remember?

Whose moves did you like more than others?

Do you know what your name means?

Exercise No. 2. "Friend to friend."

Goal: Ensuring contact and interaction for children, the opportunity to feel their body.

Instructions:

Now we will play one very interesting game, during which everything needs to be done very, very quickly. You will show me how carefully you listen to me and how quickly you can do what I tell you. Now you have exactly five seconds to choose a partner and quickly, quickly shake his hand... And now I will tell you which parts of the body you will need to very quickly “greet” each other:

Right hand to right hand!

Nose to nose!

Back to back!

Well, you were able to do that quickly. Now please remember the following. Every time I shout: “Friend to friend!”, you will need to quickly, quickly find yourself a new partner and shake his hand. And after that I will again name the parts of the body with which you will have to touch each other. So: “Friend to friend!”

Ear to ear!

Hip to hip!

Heel to heel!

Let the children change 5-6 partners.

Exercise Analysis:

Did you like the game?

Was it easy for you to act quickly?

Were any parts of the body named that you did not immediately understand?

Exercise No. 3 . " Ball game."

Goal: Consolidation of the acquaintance stage, development of directed attention, voluntary behavior.

Materials: Medium sized ball.

Instructions:

Guys, stand in a circle. Now, at my clap command, the one who has the ball will begin to pass it to his neighbor on the left and say his name. The one who takes the ball repeats the named name. And then, on command, he passes the ball further around the circle, calling his name. And so on until the circle is completed. It's clear? Then we started.

If the group easily coped with the previous condition, introduce an additional command: two claps - a command prohibiting both passing and taking the ball.

Exercise Analysis:

Was it easy for you to complete the task?

Remember your neighbor's name?

How did you feel when things didn't work out?

Exercise No. 4. "Molecules"

Goal: To feel a sense of belonging to a group, to develop directed attention.

Instructions:

Please stand around. Now I will turn on the music, and you will start moving around the room in any direction. But be careful, follow my commands. As soon as I give the signal and say: “Get together in twos,” you will need to immediately pair up. If I say, “Group in groups of four,” you will need to form a group of 4 people. Etc.

Finish the exercise by uniting all group members.

Topic No. 4. Development of voluntary behavior.

Target: The games offered in this section are aimed at developing voluntary behavior in children. However, any games with rules require volitional efforts from the child and thus indirectly contribute to the development of volition.

Meeting No. 4.

Exercise No. 1. "Ball game"

Goal: Set the mood for classes, develop voluntary behavior.

Materials: Medium size ball.

Instructions: Similar to the instructions for exercise. No. 3 (Meeting No. 2).

Exercise No. 2. "Centipede".

Goal: Training in interaction, group unity.

Instructions:

Children stand one after another, holding the waist of the person in front. At the command of the leader, the Centipede begins to simply move forward, then crouches, jumps on one leg, crawls between obstacles and performs other tasks. The main task of the players is not to break the single “chain” and to keep the Centipede intact.

Exercise Analysis:

Which was easier to be: the head or the tail of the Centipede?

What did you do to keep Centipede safe?

Did you like being a centipede? How?

Exercise No. 3. "Instructions".

Goal: Ability to listen, follow and give instructions.

Instructions:

The leader calls one person from the group - the driver. The driver’s task is to give the group instructions on what the children need to do. The group performs. Examples of instructions: take two steps to the side, sit on the floor, grab right hand behind the left ear, etc.

Exercise Analysis:

Did you like being a driver?

If you liked it, then why?

Was it easy to follow commands?

Exercise No. 4. "Not really".

Instructions:

You and I will play a game. I will ask some of you questions, and you will answer. But let’s agree this way: you don’t have to, you don’t have the right, you won’t answer me with “yes” and “no.” For example, if I ask: “Do you have a toy?”, the one to whom the question is asked should not say: “Yes,” but should answer like this: “I have a toy,” i.e. without the word "yes". Or, for example, I ask: “Do people walk on the ceiling?”, and the answer should not be: “No.” It should be: “People don’t walk on the ceiling.” So, don’t say the words “yes” and “no”. Do you understand everything? Then let's begin!

Exercise Analysis:

Was it easy to comply with the condition?

What did you do when you made a mistake?

Completion. "Sending a letter."

Instructions:

Children sit in one common circle, holding hands. And they pass around the circle a handshake - a “letter” received from another participant.

Meeting No. 5 (summary)

Goal: Development of imagination, ability to control your body.

Exercise No. 2. "Balls"

Goal: Development of voluntary behavior.

Exercise No. 3. "Friend to friend."

Goal: Development of voluntary attention, interaction with each other.

Exercise #4 . " Thumbs up."

Goal: Learning to concentrate.

Completion. "We whisper together."

Meeting No. 6 (summary).

Exercise No. 1 . " Listen to the silence."

Goal: Development of voluntary attention, the ability to control oneself.

Exercise No. 2. "Ball game"

Goal: Development of attention, coordination of movement.

Goal: Development of concentration and behavior control.

Exercise No. 4. "Blind Plane"

Goal: Formation of the ability to concentrate, give and carry out commands, and trust.

Completion. "Repeat the movement."

Topic No. 5. Cooperation, development of communication skills.

Purpose: The games included in this topic help children develop communication skills such as establishing contact with each other, the ability to interact with peers, and choosing a playing partner.

Meeting No. 7.

Exercise No. 1 . " Trembling jelly."

Goal: Mastering the skill of controlling muscle tension, feeling like a member of the group.

Instructions:

Come all over to me and stand opposite me, pressing tightly against each other. Look at me. Imagine that all of you together are a dish of jelly. Can you tell me what this jelly tastes like? Vanilla, banana, raspberry? Okay, let's have you as a dish with raspberry jelly. I'm going to start shaking the jelly dish now. When I shake it lightly, you will sway slowly. When I start shaking the dish harder, you should start shaking faster. To see and understand how you need to swing, watch my hands...

For one minute, show yourself holding a huge dish in your hands and shaking it, lightly at first, and then harder and harder. Then stop abruptly - the trembling jelly will not calm down immediately.

Now imagine that I forgot to remove the jelly dish and left it in the sun. And what happened to the wonderful jelly? It began to melt and spread... Start to melt, fall to the floor and spread in all directions.

Exercise No. 2. "Kangaroo".

Goal: Ability to interact with a partner, group cohesion.

Instructions:

Participants are divided into pairs. One of them - a kangaroo - stands, the other - a baby kangaroo - first stands with his back to him (tightly), and then crouches. Both participants join hands. The task of each couple is in this position, without releasing their hands, to walk to the opposite side, walk around the room in a circle, jump together, etc.

Then switch roles.

Exercise No. 3 . " Toy changers."

Goal: Learning to interact using non-verbal means, for example, making eye contact.

Materials: Small toys.

Instructions:

All children stand in a circle, each holding a toy in their hands. The driver stands with his back to the players and counts loudly to 10. At this time, some of the players exchange objects. In this case, all actions are performed silently. It is not allowed to exchange the same toy twice. The driver enters the circle. His task is to guess who swapped toys with whom.

You can agree in advance how many attempts the presenter is given to guess.

Exercise Analysis:

How did you guess who swapped toys?

How did you manage to silently agree to exchange the toy?

Exercise No. 4. "Homeless Hare"

Goal: developing reaction speed, practicing non-verbal interaction skills.

Instructions:

Each player - a hare - draws a circle with a diameter of approximately 50 cm around himself in chalk. The distance between the circles is one to two meters. One of the hares is homeless. He drives. The hares, unnoticed by him (with glances, gestures), agree on an exchange in order to run from house to house. The driver’s task is to occupy the house, which is left for a moment without an owner, during this exchange. Anyone who is left homeless becomes a driver.

Goal: Balancing the emotional state.

Instructions:

Children “in each other’s ears” pass on the word they heard from the previous child.

Meeting No. 8 (summary).

Exercise No. 1. "Live Pictures".

Goal: Teaching non-verbal methods of communication.

Exercise No. 2. "Centipede"

Goal: Learning to interact with peers, group unity.

Exercise No. 3 . " Symmetrical design."

Goal: Development of communicative abilities, ability to work with a partner.

Exercise No. 4. "Big PUZZLE".

Goal: Uniting the group, establishing contact with a partner, the ability to achieve the final goal.

Completion. "Live "Big PAZZLE".

Meeting No. 9 (summary).

Exercise No. 1. "Blow up the bubble"

Goal: Development of the skill of coordination of actions, attention to a partner.

Exercise No. 2. "Dinosaur Hunt"

Goal: Non-verbal interaction with others.

Exercise No. 3. "Homeless Hare"

Goal: Development of non-verbal communication skills, development of reaction speed.

Exercise #4 . " Live pictures."

Goal: Development of non-verbal communication.

Completion. "Carousel".

Topic No. 6. Formation of targeted attention and memory.

Purpose: Attention - necessary condition any activity: educational, gaming, cognitive. Disorganized behavior of children, their increased impulsiveness and restlessness, as a rule, are a consequence of the inability to manage their behavior and attention. It is necessary to promptly help the child develop these qualities.

Meeting No. 10.

Exercise No. 1 . " Pass the mask"

Goal: Mobilization of attention, emotional mood.

Instructions:

Please everyone look at me to see what I am doing. I try to give my face a special expression, like this. (Fix some expression on your face, slowly turn your head so that all children have the opportunity to see). And then it will be like this. I turn to my neighbor on the left so he can get a better look at my expression. He must exactly repeat this expression on his face. As soon as he succeeds, he must slowly turn his head to the left, changing his facial expression to a new one, which he “transfers” to his neighbor on the left." Everyone else does the same. First, we exactly repeat the expression of the neighbor on the right, then we come up with our own facial expression and pass it on to the neighbor on the left. The facial expression could be comical or threatening, scary or funny.

Exercise No. 2. "A fun game with a bell."

Goal: Development of auditory perception.

Materials: Bell.

Instructions:

Everyone sits in a circle, and a leader is chosen at the request of the group. The driver is blindfolded and the bell is passed around. The driver's task is to catch the person with the bell. You cannot throw the bell to each other.

Exercise No. 3. "Who's missing?"

Goal: Development of attention, memory, the opportunity to emphasize the importance of each student.

Materials: Large bedspread.

Instructions:

Please sit in one common circle. Do you notice when someone is not in the group? Every person in the group is important to us. When someone is gone, we miss him. Do you share this opinion? I'm very glad that everyone is here today.

I want to play this game with you: one of us will hide, and the rest will guess who is hiding. First, I will ask everyone to close their eyes, and while no one sees this, I will quietly approach one of you and touch his shoulder. The one I choose will have to open his eyes, quietly go out into the middle, sit on the floor and cover himself with this blanket. After he hides, I will ask you all to open your eyes and guess who is missing. Now close your eyes.

If the children cannot guess for a long time, ask the hidden person to say something so that the others can recognize him by his voice.

Exercise Analysis:

Why is every student in the class important?

How do you show them that they are important to you?

Exercise No. 4. "One hundred balls."

Goal: The skill of distributing attention, establishing contact with others.

Materials: one or more medium-sized balls.

Instructions:

The game is played in several stages with gradual complication depending on the readiness of the group.

The main condition is to play silently.

All participants stand in a circle. The leader has a ball in his hands. He throws it to one of the players, having previously “agreed” with him with his eyes. The one who caught the ball throws it to someone else, having also previously “agreed” with him with his eyes, etc. The players' task is to catch their partner's eye and prevent the ball from falling to the floor.

Next stage: the game is played in exactly the same way, only the leader introduces another additional ball. More than one week may pass between stages. The main thing is not to force things.

Completion: "Steam Locomotive".

Instructions:

Let’s stand in a chain, take each other’s elbows, bend our arms and drive off, using our hands to imitate the movement of the train wheels, stepping lightly with our feet throughout the hall.

The presenter scans D. Kharms' poem "Train". Children repeat only the refrain: Knock knock-knock, chug-chug-chug.

The train rushes and rumbles, The train rushes along the fields,

The driver is busy. Hey, flowers, water fields,

The train rushes under the mountain, the train rushes through the dark forest,

There is a second carriage for children. The professor is coming to visit us.

The train is rushing forward,

And the fat man eats and drinks everything.

Here we are.

Meeting No. 11 (summary).

Exercise No. 1. "Sun, fence, pebbles"

Goal: Mobilization of attention, development of fine motor skills of the hands.

Goal: Development of targeted auditory perception, the ability to come into contact with each other.

Exercise No. 3. "One hundred balls."

Goal: Developing the skill of distributing attention, establishing contact with others.

Exercise No. 4. "Who's missing?"

Goal: Development of attention, group unity.

Closing: “My cap is triangular.”

Meeting No. 12 (summary).

Exercise No. 1. "With your eyes closed, guess who voted..."

Goal: Set the mood for the lesson, develop attention.

Exercise No. 2. "Speak."

Goal: Development of the ability to control impulsive actions, development of focused attention.

Exercise No. 3. "One hundred balls."

Goal: Development of attention distribution skills.

Exercise No. 4. "Memorize the moves."

Goal: Development of motor memory.

Completion. "Round dance".

Meeting No. 13 (summary).

Exercise No. 1. "Sun, fence, pebbles."

Goal: Development of attention, fine motor skills of the hands.

Exercise No. 2. "Listen and do."

Goal: Development of attention and memory.

Exercise No. 3. "Homeless Hare"

Goal: Development of attention and reaction speed.

Exercise No. 4. "Speak."

Goal: Development of focused attention, ability to control impulsive actions.

Completion. "Letter".

Meeting No. 14 (summary).

Exercise No. 1. "Palm - fist."

Goal: Development of active attention.

Exercise No. 2. "Cows, dogs, cats."

Goal: Development of focused attention.

Exercise No. 3. "My cap is triangular."

Goal: Learning to control attention and control movements.

Exercise No. 4. "Brownian motion".

Goal: Development of attention distribution.

Completion. "Broken phone".

Topic No. 7. Development of emotional management skills.

Purpose: Children have a more developed intuitive ability to sense another's emotional state than adults because they do not attach as much meaning to words as adults. Therefore, it is important not to miss this grateful time for the development of empathy, compassion, sociability, and kindness in a child. The level of a child’s mastery of elementary skills in regulating the emotional sphere and the ability to establish emotional contact constitute the level of development of emotional control of his personality. Having mastered the initial skills of emotional self-regulation, the child will be able to establish emotional contact and learn to regulate his communication.

Meeting No. 15.

Exercise No. 1. "The Rag Doll and the Soldier"

Goal: Relieve emotional tension, muscle control.

Instructions:

Please everyone stand and position yourself so that there is free space around each of you. Fully straighten up and stand tall, like a soldier. Freeze in this position, as if you are stiff, and do not move, something like this... (Show pose). Now lean forward and spread your arms so that they dangle like rags. Become as soft and flexible as a rag doll. (Show this pose too.) Bend your knees slightly and feel how your bones become soft and your joints become very mobile...

Now show the soldier again, standing at attention and absolutely straight and rigid, as if carved from wood (10 seconds).

Now become a rag doll again, soft, relaxed and mobile.

Become a soldier again...

Now again a rag doll...

Now shake your hands as if you want to shake off droplets of water. Shake the water droplets from your back... Now shake the water from your hair... Now from the top of your legs and feet...

Exercise No. 2. "Three Faces"

Goal: Recognizing your own and others' emotions.

Instructions:

I'll show you three facial expressions now. At the same time, I want you to imitate me.

First I will show you a sad face. Remember what a sad person looks like. Now let each of you make a sad face. What are the best hand gestures we can make to express sadness?

Now I will show you my fierce face. Has everyone imagined what it looks like? Let's all knit our eyebrows, bare our teeth and clench our fists...

The third person is happy. To do this, let's all smile broadly and press our hand to our heart...

Do you understand what these three faces look like? Let's try again: sad, fierce, happy...

Now split into pairs and stand with your partner back to back. Let's go through all three facial expressions again. Let's make a sad face, a fierce one, and then a happy one in turn... Now you yourself will choose one of three faces. When I count to three, you will need to quickly turn to your partner and show him the facial expression you have chosen. The goal is to show the same face as your partner without prior agreement. Ready? One, two, three...Show your face to your partner. Which couple chose the same face?

Exercise No. 3. "Only together".

Goal: Get the opportunity to feel the same as your partner.

Instructions:

Break into pairs and stand back to back. Can you slowly, slowly, without lifting your back from your partner’s back, sit on the floor? And now I’m very interested, can you stand up in the same way? Try to determine how much force you need to lean on your partner’s back so that both can move comfortably?

Exercise Analysis:

Who was the easiest for you to get up and sit down with?

What was the most difficult part of this exercise?

Exercise No. 4. "What I feel?"

Goal: Developing the ability to express oneself, recognizing one’s own and others’ emotions.

Instructions:

Sit together in a circle. Now we will make riddles and unravel feelings. One of you will go to the middle and figure out what feeling he will show us without words. Choose a feeling that you yourself know well from experience or that you often observe in your family. Also think of a situation in which this feeling arises.

For example, someone can imagine the following picture: “In the morning I hear an alarm clock that interrupts my wonderful sleep. I know that I should get up, but I still want to sleep...” And this child can show us how he lies in bed, starts unexpectedly because he hears the alarm clock, and hides his head under the pillow to sleep for a couple more minutes. Remember that you don't have to say a word when you give us your riddle, but you can use a variety of appropriate sounds. In the example I gave, the child was moving. But you can also show a frozen picture. Do you understand how we will play?

Exercise Analysis:

Did you enjoy asking a riddle to the group?

Which feelings are easier and which are harder to show?

Did you quickly guess what feelings were intended?

Completion. Round dance.

Meeting No. 16 (summary).

Exercise No. 1. "Rapid transformations"

Goal: Awareness of emotions.

Exercise No. 2. "Emotional Dictionary".

Goal: Development of the child’s emotional sphere.

Exercise No. 3. "Bird, frog."

Goal: Development of self-control and coordination.

Exercise No. 4. "Three faces"

Goal: Recognizing your own and others’ emotions (anger, suffering, thinking).

Completion. Sculptural group "Sun".

Meeting No. 17 (summary).

Exercise No. 1. "Water Games"

Goal: Development of the ability to understand the emotional state of oneself and others.

Exercise No. 2. "Puppet show".

Goal: Developing an understanding of one’s own and others’ feelings.

Exercise No. 3. "Three faces"

Purpose: Same. (Shame, surprise, sympathy).

Exercise No. 4. "Live Pictures".

Goal: Awareness of emotions, release.

Completion. Pantomime "My Mood".

Topic No. 8. Development of fine motor skills of the hands.

Purpose: This section includes finger games and paper exercises. Such activities activate children's brain function, promote speech development and help preschoolers prepare their hands for writing.

Meeting No. 18.

Exercise No. 1. "Brothers."

Goal: Preparing the hand for writing, developing imagination, attention, patience.

Instructions:

Guys, do you know how to make paper figures? Airplanes, boats? However, few of you know that these figures are called origami. This word came to us from Japan. There, for centuries, monks placed folded paper figures on the altars in the temples. In this way they made a symbolic offering to the Deity. Later, origami became a Japanese family pastime and part of the national culture.

Today we will make a Goldfish. We will need beautiful paper and flexible fingers. And to make our fingers flexible, we will knead them.

When repeating, the other hand works.

If the children easily coped with the first game, offer them any other game of greater difficulty ("Guests", "Staircase").

Exercise No. 2. Origami "Goldfish".

Goal: Development of imagination, precision of movements.

Materials: Gold or silver paper.

Instructions:

Now we are ready to make the Goldfish.

Children are given detailed instructions and the work is done together with them.

Completion. "Make a wish"

Instructions:

Guys, stand in a circle and hold hands. Now everyone has their own Goldfish. And you can ask her for anything. Close your eyes and turn your desire to the fish. But remember, this should be a good desire, this desire should not bring harm to anyone.

Lesson No. 19.

Exercise No. 1. Finger games "Guests", "Stairway to Heaven".

Goal: Preparing the hand for writing, developing imagination.

Exercise No. 2. Origami "Peacock".

Goal: Development of fine motor skills of the hand, spatial representation.

Completion. "Show off your toy."

Topic No. 9. Final meeting.

Meeting No. 20.

Exercise No. 1. "Lone Star"

Goal: Development of empathy, group feeling.

Materials: An apple, or better yet, an apple for every two children.

Instructions:

Do you know a story where someone was lonely? Have you ever felt lonely? What did you want most? I want to tell you a story about a little lonely star...

In ancient times, the sky was completely dark at night. There were absolutely no stars on it, except for one tiny star. She lived high in the sky and when she looked around, she noticed that she was completely alone. And this made her sad. She really wanted to see other stars in the sky in order to catch their rays and give them their own light. One day a star went to earth to visit an old man. to a wise man who lived on a high mountain. And when she found him, she asked: “Can you help me? I’m so lonely in heaven. I have no one to talk to, no one to give my light to. Sometimes I even cry - I’m so lonely.” The old man knew what it was like to feel alone. He knew that then the desire to play disappears, the food becomes tasteless and funny songs are not sung... He liked the little star. And since he was very, very wise, he promised that he would help her. First the old man went to his hut and took a shiny black bag. He opened it, put his hand in and took out many sparkling stars. “Look,” said the old man, “isn’t this wonderful? Now there are many stars in the sky, these are your brothers and sisters. You can talk with them, you can give them your own light and catch the rays from them. But since you are so "I was lonely for a long time, I want to do something else for you. I want the memory of you to remain forever here on earth. I will create your image on something extraordinary." He snapped his fingers, and the image of a small star was imprinted on the earth once and for all. And this is where this story ends.

Who guessed how the wise old man saved the image of the star? (Take out one apple and place it in plain sight.) Yes, every apple has room for a lucky tiny star. Let's take a closer look to see if there really is a little star in this apple.

(Cut the apple horizontally so that you have two equal halves. Separate the halves and show the children the star shape in which the apple seeds are arranged. If there are more apples, give each child half an apple.)

Now, guys, let's stand in a circle, one behind the other. Make the circle so close that in the middle, with your arms outstretched, you can touch each other. There, in the middle, our star is very warm. There is its power, which is necessary to send light as far as possible, to other stars, to us on Earth.

Now stretch your other arm back and imagine that the light of a star is shining from your hands to bring joy to other stars and children on Earth. Feel the warmth of the star with your hand, which is directed to the center of the circle, and with your hand, which is extended in the other direction, warm light emanating from your star. Now show me how your wonderful big star slowly moves across the sky - move around the room in small steps.

Exercise Analysis:

Why did the wise old man help the star?

Can you describe how the little star felt when she found so many brothers and sisters in the sky?

Who do you talk to when you're lonely?

Do you notice when one of your loved ones or friends is lonely?

How do you feel when you have done something good for someone?

Completion. "Constellation".

Materials: Several large sheets of whatman paper, paints or felt-tip pens, and posters of constellations on the wall.

Instructions:

Now let’s imagine that each of us is a star in the sky. But we are no longer lonely stars. You and I met here, got to know each other, learned a lot about each other, and learned a lot. We have formed a whole constellation. Do you know what this is?

Let's now draw our constellation... (Joint drawing.)