DEVELOPMENT OF ATTENTION
1. “Be careful!” — development of stability and switching of attention. Children are randomly given commands to which they must respond in a strictly defined way. For example, "Dwarfs!" - children squat, “Giants!” - rise on tiptoes. Or: “Willow!” - feet shoulder-width apart, arms down, head tilted to the shoulder, “Topol!” - legs together, arms raised up, head thrown back. The game can be constantly diversified, which will avoid a decrease in children's interest. Thus, commands can be given in words, sound signals (upper and lower case sounds), claps (1-2-3 claps), etc. The number of commands can also be varied depending on the age and condition of the child, and the development of his attention.
Varieties of the game: “Four Elements” (can be played while sitting): “Earth” - hands down, “Water” - hands forward, “Air” - hands up, “Fire” - hands rotate at the elbow joints. “Zoo”: “Hare” – jump in place, “Horse” – kick the floor, “Cancer” – move backward, “Birds” – wave your arms, “Stork” – stand on one leg, “Frog” – sit down and etc. You can complicate the game if the leader not only gives commands, but also carries them out himself, sometimes making deliberate mistakes.
2. “Miraculous transformations” - development of attention, imagination, removal of constraint. The presenter plays the role of a wizard who turns children into various objects, plants, animals. Commands are given unexpectedly, in random order. The children’s task is to quickly navigate the new situation and play the transformation.
3. “Day - night” - development of attention, arbitrariness. An owl is selected, sits in the “nest” (on a chair) and sleeps. Day - children jump, walk, the owl sleeps. Night - children freeze, because... An owl goes hunting. Whoever moves or laughs leaves the game.
4. “Typewriter” - development of attention (for those with reading skills). Each child is assigned a letter of the alphabet. The presenter calls the word. Then the children clap their hands or squat in the order in which their letters appear in the given word. Words must be selected so that every child takes part in the game at least once. When the game is mastered, you can assign 2-3 letters to the children and “print” entire texts.
5. “Working with text” – developing attention. The child is asked to find and cross out a certain letter in the text within a certain time (no more than 5 minutes). Over time, the task becomes more difficult: within a minute, the child crosses out one letter, then another, and so on until the end of time. You can cross out two letters at once, but in different ways. It is recommended to do it daily.
6. “The Lost Storyteller” – development of concentration and stability of attention. The presenter tells a fairy tale known to children, sometimes making deliberate mistakes, confusing names, replacing characters. Children listen carefully; when they hear a mistake, they clap their hands.
7. “Attentive and disturbing” – development of concentration and stability of attention. Children are divided into two groups. The task of some is to count out loud to ten and back. The task of the second group is to distract the “attentive” ones by talking to them, telling jokes, making faces, but not touching them. Then the groups change.
8. “Listen to the command!” – development of the ability to concentrate. Children march to the music. Then the music suddenly stops, and the presenter whispers a command to perform some calm action (sit on chairs, raise your right hand, sit down, hold hands, etc.). The game continues as long as the children listen well and control themselves.
MEMORY DEVELOPMENT
1. “Rhythm” - development of motor-auditory memory.
An adult taps a certain rhythm (shortly and clearly) on the table with a pencil. The child tries to repeat.
2. “Charging” - development of attention and motor-auditory memory. The presenter shows 3-4 sequential actions that the children must repeat, first in forward order, then in reverse order. Examples of movements: Sit down – stand up – raise your arms – lower your arms. Raise your hands with your palms up - turn your palms down - spread your arms to the sides - lower your hands. When the game is mastered, the presenter can simply name the actions, but not show them.
3. “Remember the place” - development of spatial memory. Each child is assigned his own place in the room. Everyone gathers around the leader and at his command “Place!” scatter to their places. You can complicate the game by asking children to remember not only the place, but also a certain pose.
4. “Wax Museum” - development of observation and memory. One driver and several “figures” are selected from a group of children. The “figures” freeze for a while in the poses they have invented. The driver’s task is to remember and then repeat them. The rest of the children - the “spectators” - monitor the correctness of the reproduction and, if necessary, correct the driver.
5. “Artist” - development of attention and memory. The children are divided into pairs: the artist is the person who ordered the portrait. The artist looks carefully at the customer (1.5-2 minutes), then turns away and describes the appearance of the first child from memory. Then the children change places. If there is difficulty, you can help children with questions: “What is his hair like?”, “What are her eyes like?”, “What is he wearing?”
6. "Mirrors". The driver seems to enter a room where there are many mirrors. He makes some kind of movement, and the other children - “mirrors” - immediately repeat it. Gradually, the time between showing the movement and repeating it increases.
7. “Military detachment” - development of memory, organizational and communication skills. A “scout” and a “commander” are selected. The rest of the children are a squad. As many different obstacles as possible are created in the room, chairs are placed chaotically. The “scout” walks around the room, overcoming obstacles, going around, stepping over, jumping over them. The “commander” carefully observes the actions of the “scout”, then leads the detachment along the same path.
8. “Scout” - development of attention and memory. Children stand in a circle. The “scout” looks at everyone carefully and tries to remember, then leaves the room or turns away. Children change something in their appearance. The task of the “scout” is to find all the changes.
9. “Broken phone” - development of memory and the ability to listen to others. Children are divided into two teams. The first is the audience evaluating the completion of the task. All members of the second team leave. Only the captain remains. He is given information in the form of a short story. He must try to remember and pass it on to the next player. Then the captain joins the audience, and the second player tells the next child everything he remembers. At the end of the game, the original story is compared with what the last child remembered. The teams change places.
10. “List the objects” - development of observation and semantic memory. One driver is selected from a group of children. He leaves the room for 2 minutes. At this time, 7 items of clothing are placed on the table in the room, and a story is made up about them. The driver is invited, he is told the situation and is allowed to inspect the table for 1-2 minutes. He then turns his back to the table and begins to list the things on the table. After each correct answer, the group says: “Correct!”, after an incorrect answer, “Wrong!” If the driver did not list all the items, the group says which items he forgot
Organization of educational activities for cognitive development in the middle group according to the Federal State Educational Standard
The purpose of organizing cognitive and research activities in kindergarten according to the Federal State Educational Standard is to develop preschoolers' research skills and the ability to independently search for the necessary information. The teacher must come and awaken in the children the motivation and desire to find answers to questions of interest, as well as encourage curiosity.
For research education, you can use both independent and group classes, accompanied by play activities. If a child knows how to pose a question in connection with the occurrence of an unknown object or phenomenon, and then finds the answer, this indicates his high level of mental and mental development.
Didactic games on cognitive development in the middle group (card index)
Popular cognitive education games include “What’s for whom,” “Where can I buy it,” and “What’s it made of.” In the process of conducting “What to Whom,” students must name the profession in accordance with the subjects of work, and also remember where they could see such a worker.
Information and communication technologies in the educational process
To do this, you need to lay out toy tools of people of different professions on the table. The didactic objectives of such a game are as follows:
- nurturing interest in the work activities of adults;
- the desire to help their parents, to try on the roles of people of different professions in a playful way.
During the “Where can I buy it” lesson, students match items with the names of stores on paper cards (the principle of the game is similar to lotto). Preschoolers are given pictures, after which each of them must say in which store they can buy it and put the image on a large card.
Note! The didactic objectives of the game “What is it made of” are to teach children to combine objects according to the material (clothing, transport) from which they are made, to activate the entire vocabulary, to develop observation skills and the ability to clearly follow the rules of the game.
Before playing the game, the teacher should talk to the children and clarify whether they know that all objects are made of different materials. After this, the kids need to determine by touch what this or that object is made of and tell a little about it.
Templates for the game “What is it made of”
DEVELOPMENT OF VOLUNTARY MOVEMENTS AND SELF-CONTROL
1. “Flag” – overcoming hyperactivity, developing self-control. Music plays (preferably marching music), and children move to the music (marching or moving freely). At the leader’s command (raising a flag or hand), all children must stop and “freeze” in the positions in which the leader’s command found them (for 5-7 seconds). The music continues to play. Then, at the leader’s command, the children begin to move again, etc.
2. “Forbidden number” – development of self-control, self-discipline, consolidation of counting skills. A certain number is selected, for example, 4. Children stand in a circle and count clockwise in turns; 1, 2, 3... When it comes to the fourth child’s turn, he does not say the number, but claps his hands four times. You can select 2-3 numbers. Game option: choose a “forbidden action”, for example, squatting, and the leader. Children repeat after the leader all actions, except forbidden ones.
3. “Magic word” – development of volition, self-control and attention. The presenter shows this or that action and asks to repeat it (raise your hand, sit down, spin, etc.). Children repeat only the request that is accompanied by the magic word “Please!” Otherwise, the children remain motionless. The “magic word” is pronounced in random order, after 1-5 movements.
4. “Don’t yawn!” – development of attention and self-control. Children move freely to cheerful music. One of the children (the driver) has a ball or balloon in his hands. He throws it up and calls the name of someone from the group. The one whose name was called quickly runs up and grabs the ball. He tosses it again and calls the next name. Anyone who gets too excited and doesn’t hear their name becomes a “spectator.” It is necessary to ensure that children do not name the same children. All children must participate in the game.
5. “Fox, where are you?” – development of voluntariness. Children stand in a semicircle, turn away and close their eyes. The leader quietly touches the shoulder of one child. This means that he will play the role of a fox. All the rest are hares. At the signal, everyone opens their eyes. The presenter calls: “Lisonka, where are you?” The fox doesn't respond. The presenter calls a second time. And only the third time the fox rushes to catch the hares. If the hare has managed to squat down, you cannot catch it. Caught hares leave the game.
CORRECTION OF EMOTIONAL SPHERE AND PERSONALITY DISORDERS
1. “Two cockerels quarreled” - development of looseness. Cheerful music is playing (preferably A. Raichev’s “Two Cockerels Quarreled”). Children move according to the “Brownian motion” type and push slightly with their shoulders. It is not allowed for children to be hit too hard or too painful.
2. “Rattles” – development of looseness. Children sit on the floor, and each takes an imaginary sounding toy in his hand: a rattle, a typewriter, a squeaker, a talking doll, etc. Everyone turns into babies and begins to voice their toys. The task is to reach, crawl like a baby, to your neighbor and “exchange” toys, i.e. accurately reproduce the new sound. It is advisable for children to “play” with all the toys.
3. “Needle and Thread” – development of communication and organizational skills. A driver is selected from a group of children, he plays the role of a needle, and all other children play the role of a thread. “Needle” runs between the chairs, and “thread” (a group of children one after another) runs behind her. If there is a depressed, autistic child in the group, then he should be offered the role of a “needle”.
4. “The dragon bites its tail” - relieving tension, neurotic states, fears. Children stand one after another, firmly holding onto the shoulders of the person in front. The first child is the “head of the dragon”, the last is the “tail of the dragon”. The “head” tries to catch the “tail”, but it dodges it. You need to make sure that the children do not let each other go. The roles of the “dragon’s head” and “tail” can be played by anyone.
5. “It’s boring, it’s boring to sit like this” - development of looseness, training in self-organization. There are chairs near one wall of the room, their number equal to the number of children. There are also chairs near the opposite side of the room, but their number is 1 less than the number of children. Children sit near the front side of the room. The presenter reads the poem:
It's boring, boring to sit like this, looking at each other; Isn't it time to go for a run and change places?
As soon as the presenter finishes the rhyme, all the children run to the opposite wall and try to take chairs. The one who is left without a chair loses. It is not allowed to start running before the poem ends, and to push each other out of chairs. The one who breaks the rules is also eliminated from the game.
6. “Who is after whom?” – decreased excitement. There are chairs in the room and calm music is playing (for example, L. Ferro “Gavotte” or J. S. Bach “Invention”). The presenter calls someone's name, the child begins to move between the chairs and, when there is a break in the music, sits on a chair. Other children stand aside and watch. Then the presenter calls another child, to the music he also moves between the chairs and sits down when there is a break. The game continues until all the children sit on the chairs.
7. Sketches for the expression of emotions - development of expressiveness of movements, communication abilities.
7.1 “I don’t know!” The presenter chooses Dunno. Whatever they ask him, he knows nothing. Children ask Dunno various questions, but he remains silent, throws up his hands, shrugs his shoulders: “I don’t know,” “I didn’t see anything.” Expressive movements: raising the eyebrows, lowering the corners of the lips, raising the shoulders, spreading the arms, etc.
7.2 "Concentration". The presenter sets the situation: “You are commanders, in front of you is a map that you carefully study.” Expressive movements: eyes narrowed, lower lip bitten, head tilted forward, index finger moving along the “map”.
7.3 "Thinking". One of the children is a mushroom picker, the others are trees. A mushroom picker walks through the forest between the trees and realizes that he is lost. He stops and tries to remember the way back. Expressive movements: looking ahead, scratching the head.
7.4 "Curiosity". One of the children takes the bag and walks around the room, the rest follow him, showing that they are interested in what is in the bag. The presenter’s “phone rings” and he asks someone to hold the bag. "Lucky" opens it. The others watch from the sidelines. Expressive movements: stretching the neck, tilting the body in the direction of the object of interest.
7.5 “Take and pass.” Children pass imaginary objects to each other in a circle: a heavy suitcase, a hot potato, a small kitten, a fragile vase, etc.
8. Removing fears.
8.1. Fear of a fairy tale character. First, children are invited to draw a scary character themselves, then play a battle with him. For example, the fairy-tale city is attacked by the Serpent-Gorynych. He wounds the guards and kidnaps the princess. Ivan Tsarevich, played by a fearful child, goes to fight the villain and defeats him. Everyone is happy, shouting “hurray” and clapping their hands. After the game, we discuss how each child felt. It shows that there is no need to be afraid of fairy-tale characters.
8.2. Fear of the dark. A child who is afraid of the dark sits in the middle of a brightly lit room in the presence of other children for 5-7 minutes. He imagines that he is alone. Children draw or play a quiet game. Then for 3-5 minutes. a child enters a dark room with an adult. He is a timid chicken in a dark hole. The second time the child enters the room, imagining himself as a brave duckling. Finally, the child goes into a dark room alone for 2-3 minutes. On a signal, he must run out of there, imitating some sound: the cry of an owl, chicken, dog, etc. The last stage - children lay out their toys in the room and remember the places where they put them. The lights turn off and the children must find and take their things.
8.3. Fear of school. Each child, if desired, chooses for himself the role of some animal (a hare shaking with fear, an aggressive tiger). The “animals” sit down at their desks, the “teacher” (leader) enters and begins the lesson. “Animals” behave in accordance with their role. If children have a fear not of school, but of the teacher, then one of the children plays the teacher: “Hello, Animals! Who learned the homework? Then the school for people begins its work. If earlier various “animal” situations were allowed, then in the second sketch the school is presented as something bright, sublime, and kind. A drawing lesson is being held. Children draw the story “School”. One of the children plays the role of a teacher. You can modify the drawing lesson. The “teacher” draws a figure (circle, square, etc.) on the board. Children redraw this figure. “The teacher always praises those who have done a good drawing.
8.4. "Draw your fear." Children draw their fears, the drawings are then discussed.
8.5. "Writing stories." Children take turns composing and telling “scary” stories. The child tells his story, then it is continued by the presenter, who introduces into the story more “healthy” and harmonious ways of adaptation and conflict resolution than those outlined by the child. The game can be modified as follows. All children sit in a circle. The presenter says the first sentence: “Masha went to school.” But clockwise, the second child names his proposal, continuing the leader, the third - the third, etc. The result should be a general collective story about how Masha went to school.
8.6. “Blots – relieving anxiety, aggression, developing imagination. Blank sheets of paper and liquid paint (gouache) have been prepared. Children are invited to take a little paint of the color they want on a brush, splash a “blot” onto a sheet of paint and fold the sheet in half so that the “blot” is imprinted on its other half. Then unfold the sheet and try to understand who or what the resulting “blot” looks like. Aggressive or depressed children choose dark colors. They “see” aggressive subjects in the “blots” (a fight, a terrible monster, etc.). Through discussion of the “scary drawing,” the child’s aggression comes out, thereby freeing him. It is useful to place a calm child with an aggressive child. The latter will use light colors for drawings and see pleasant things (butterflies, fairy bouquets, dragonflies, etc.). By communicating with a calm child about the interpretation of the “blot,” the aggressive child calms down. Children predisposed to anger choose predominantly black or red paint. Children with a low mood choose purple and lilac tones (colors of sadness). Gray and brown tones are chosen by children who are tense, conflicted, and disinhibited (an addiction to these tones indicates that the child needs reassurance). Situations are possible when children choose colors individually and there is no clear connection between color and the child’s mental state.
9. “Miracle from an egg” – relieving stiffness, developing basic emotions. Children squat down - these are eggs from which fantastic creatures gradually hatch. They break the shell and begin to jump, jump, crawl or walk backwards. They study the world around them, look for food, and communicate. The presenter sets the characters: peace-loving, friendly, aggressive, whiny.
The main goals and objectives of cognitive development in children 4-5 years old
The main tasks of cognitive activity are to encourage curiosity, identify the baby’s interests, formulate actions that are aimed at understanding the world around him, and develop creative inclinations. In addition, the main goals include the following:
- formation of knowledge about oneself as an individual;
- familiarization with concepts such as color, shape, volume and quantity;
- children study their homeland, get acquainted with the cultural values and customs of their country.
In addition, the little ones gradually learn that the animal and plant world can be diverse, since during classes they work with local specimens.
Formation of mathematical concepts in children
Mathematical knowledge plays an important role in the development of a child, because with the help of various techniques, children develop pre-numerical and numerical ideas and knowledge about the shapes, sizes and locations of objects in space. And this, in turn, is necessary to ensure general developmental orientation, training, and connection with mental and speech development.
Cognitive research activities and sensory development
The emergence of cognitive-research activity occurs at an early age on the basis of subject-manipulative cognition. It is a simple and “purposeless” experimentation with things, during which the categorization of objects by color, shape, and purpose appears. The development of sensory standards and simple instrumental actions also occurs.
Sensory development in the garden
As for sensory education, with its help the child learns the standard external properties of objects: their color, size, as well as aroma and taste. The age of 4-5 years is most suitable for improving the senses of touch and accumulating ideas about the world around us.
Getting to know the world of objects
At 4-5 years of age, the child develops ideas about objects and natural phenomena that the toddler often encounters. During object-sensory education in classes or in play, the preschooler observes, identifies and identifies individual signs of vegetables, plants and domestic animals, and also learns to distinguish between the signs of winter, spring, autumn and summer.
Book by L. Peterson on mathematics for preschoolers 6-7 years old
Important! With the help of such sensory standards as color, shape and size, kids compare phenomena and objects and combine them into groups according to external characteristics.
Introduction to society
Child psychologists and teachers argue that the priority direction for getting to know society is to form the foundations of a person’s basic culture, prepare a preschooler for life in modern society and develop creative potential. To interact with the family and society, teachers should arrange excursions to objects located outside the kindergarten territory as often as possible.
Introduction to the natural world and environmental education
The environmental education of children in the middle group of preschool educational institutions has an important social significance for the whole society. It is extremely important that the foundations of ecological culture in the human personality are laid in a timely manner.
The teacher should tell the kids how animals will spend the winter in the forest, and direct the children’s active activities so that they consciously preserve nature (pets, birds), have environmental knowledge and have a moral attitude towards the world and space. It would also be a good idea to study all the months (January, February, March, etc.) with preschoolers.
