1. Explanatory note.

3. Targets.

5. Educational and thematic plan.

6. Forms for summing up the results of work with children in the additional educational program.

7. Methodological support of the program.

1. Explanatory note.

The Federal Law “On Education in the Russian Federation” dated December 27, 2012 No. 273 identifies the main guidelines for updating the content of education within preschool. It provides guidance on the personal uniqueness of each child, on the development of each person’s abilities, broadening the child’s horizons, transforming the subject environment, ensuring independent and joint activities children in accordance with their desires and inclinations.

According to the Order of the Ministry of Education and Science of the Russian Federation (dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard preschool education"The content of the educational field "Cognitive Development" includes experimental activities of children preschool age.

This work program for additional education is a regulatory and management document educational institution, which characterizes the system of organizing the educational activities of the teacher for the development of experimental activities of children.

The work program for additional education is built on the basis of taking into account specific conditions, educational needs and developmental characteristics of preschool children. The creation of an individual pedagogical model of education is carried out in accordance with the requirements of federal state educational standards for preschool education.

Relevance of the program is that children's experimentation as a form of activity is not used widely enough in practice, although it is an effective means of developing important personality qualities, such as creative activity, independence, self-realization, and the ability to work in a team.

Such qualities contribute to the successful learning of children at school, and participation in the pedagogical process on an equal basis with adults is an opportunity to design one’s life in the space of a kindergarten, while showing ingenuity and originality.

Experimental activities are aimed at the child’s need to understand the world around him, at new impressions that underlie the emergence and development of inexhaustible research (search) activity. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops.

Significance.

Children by nature are explorers of the world around them, therefore the organization of children's experimentation is aimed at creating conditions in which objects most clearly reveal their essence, hidden in ordinary situations.

The most important condition for the formation of knowledge about the relationships in nature is the presence in children of a certain supply of factual information obtained as a result of sensations and perceptions of objects and phenomena. Establishing the relationships that exist in nature helps the child explain the observed phenomenon, and therefore understand it.

To establish by children the causes of certain phenomena, connections and relationships between objects or phenomena, elementary experiments are used.

Satisfying his curiosity in the process of active cognitive-research activity, the child, on the one hand, expands his ideas about the world, on the other hand, begins to master the fundamental cultural forms of ordering experience: cause-and-effect, spatial and temporal relationships that make it possible to connect individual ideas into a holistic picture.

In older preschool age, children achieve great success in mastering knowledge about nature. They learn not only facts, but also quite complex patterns underlying natural phenomena. Experimental work arouses the child’s interest in research, develops mental operations (analysis, classification, generalization), stimulates cognitive activity and curiosity, and activates perception educational material on getting acquainted with natural phenomena, with the basics of mathematical knowledge and with ethical rules in the life of society. Everyone knows that an important criterion in preparing a child for school is cultivating his internal need for knowledge. And experimentation shapes this need in the best possible way through the development of cognitive interest.

The regulatory and legal basis for the development of the work program is:

• Education Law 2013 - federal law dated December 29, 2012 N 273-FZ “On education in the Russian Federation”.
• Order of the Ministry of Education and Science of the Russian Federation “On approval of the federal state educational standard for preschool education” dated October 17, 2013 No. 1155.
• Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On approval of the procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education.”
• Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 N 26 "On approval of SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations."

The program is designed taking into account the implementation of the integration of educational areas:

Social and communicative development:

• Introduction to basic generally accepted norms and rules of relationships with peers and adults.
• Formation of independence, focus and self-regulation.
• Development of social and emotional intelligence.
• Formation of readiness for joint activities.

Cognitive development:

• Development of interests, curiosity and cognitive motivation.
• Formation of cognitive actions, formation of consciousness.
• Development of the child’s intellectual, speech and general abilities.

Speech development.

• Mastery of speech as a means of communication and culture.
• Enrichment of the active vocabulary.
• Development of coherent, grammatically correct dialogical and monologue speech.
• Improving intonation expressiveness of speech and diction.
• Development of speech creativity.

Artistic and aesthetic development.

• Perception of music.
• Development of children's productive activities.

Physical development.

• Correct formation of large and fine motor skills.
• Preservation and strengthening of physical and mental health.

Program additional education on cognitive development “Get to Know” was compiled for children 5-6 years old.

2. Goals and objectives of the program implementation. Principles of program implementation.

Purpose of the program: To promote the formation and development of children’s cognitive interests through experimental activities.

Main goals:

Educational objectives:

• Encourage children to be active in order to resolve a problem situation.

Developmental tasks:

• Develop the ability to examine objects and phenomena from different angles,

identify dependencies.

• Develop mental operations, the ability to put forward hypotheses, and draw conclusions.
• Develop fine finger motor skills in children through finger exercises, perform self-massage of the hands with non-traditional objects, etc.

Educational tasks:

• Promote the development of independence and activity.

Achieving the set goal and solving problems is carried out taking into account the following principles:

1. The principle of compliance of the content and methods of organizing classes with age and functional features preschool children.

2. The principle of complexity - in each lesson it is necessary to pay attention to solving each of the problems.

3. The principle of consistency - only as knowledge accumulates and skills and work technology are mastered, the content of classes expands and deepens.

4. The principle of compliance of the form of organization of classes with the leading type of activity of children in a given age group– gaming.

5. Staged, dosed presentation of the material.

6. Development of the creative potential of all children and the individual capabilities of each.

7. The principle of taking into account personal characteristics.

8. The principle of the developmental approach (based on L. S. Vygotsky’s idea of ​​the “zone of proximal development”), which consists in the fact that learning should lead to the development of the child.

9. The principle of a multifunctional approach, providing for the simultaneous solution of several tasks in the structure of one lesson.

10. The principle of consciousness and activity of children, which means that the teacher must provide in his work methods for activating the cognitive abilities of children. The child must be given cognitive tasks, in solving which he relies on his own experience. This principle promotes more intensive mental development of preschool children and provides for the child’s understanding of the material and its successful application in practical activities further.

11. The principle of clarity, which ensures close interconnection and broad interaction of all analytical systems of the body in order to enrich the auditory, visual and motor images of children.

3. Targets.

As a result of mastering the content of the program for additional education on cognitive development “Get to Know”, it is assumed:

• formation of stable natural science knowledge and ideas in students;
• formation of research skills, as well as independence in the process of experimental activities, application of knowledge in practice.
• formation of skills empirically prove the properties of water (transparent, odorless, has weight, has no shape);
• developing the ability to experimentally prove the properties of air;
• developing the ability to experimentally prove the properties of sand;
• developing the ability to experimentally identify the properties of objects, mass, size;
• developing the ability to draw conclusions based on the results of experiments based on previously obtained ideas and one’s own assumptions;
• mastery different ways knowledge, including experimentation, contributing to the development of an active, independent, creative personality.

4. Syllabus. Lesson mode. List of children.

The program of additional education on cognitive development “Get to Know” was developed on the basis of methodological recommendations:

Implementation period: The program is designed for 1 year of study.

The implementation of the program is designed for 30-32 calendar weeks, and includes 2 classes of direct educational activities per week, 8 classes per month, 60-62 classes per year. Duration of one lesson in senior group– 25 min. (according to SanPiN). When organizing classes on cognitive development, it is important to remember that for children to successfully master skills and abilities, it is necessary to take into account age and individual characteristics children, their desires and interests.

Forms of training:

• experimentation;
• conversations;
• solving problem situations;
• experiments;
• research activities ;
• classes;
• group and individual work;
• collective creative work;
• working with parents.

Teaching methods:

• visual;
• practical;
• explanatory and illustrative;
• publication of information on the website of MBDOU, group;
• creating a game situation;
• pronouncing sounds;
• conversation;
• teacher demonstration;
• display of video materials, illustrations;
• observation.

Schedule

5. Educational and thematic plan.

1. “Child in the world of search” O.V. Dybina. – Sphere, M. 2005
2. "The unknown is nearby. Entertaining experiences and experiences for preschoolers" O.V. Dybina. – Sfera, M. s. 2013
3. Young ecologist. Environmental education program in kindergarten by S. N. Nikolaev. – Mosaic Synthesis, M. 2010
4. “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. – Mosaic Synthesis, M. 2014

A week	Topics of classes. Program content	Literature
October
I	1. "Sand Country"	With. 5.
	2. “Why does sand flow well?”	With. 45.
II	3. “Clay, what is it?”	With. 5.
	4. "Magic Stuff"	With. 45.
III	5. “Sand and clay are our helpers”	With. 5.
	6. “Properties of wet sand”	With. 5.
IV	7. "Wind and Sand"	With. 5.
	8. "Hourglass"	With. 5.
November
I	9. "Stubborn Air"	With. 52.
	10. "Search for Air"	With. 5.
II	11. "Wind in the Room"	With. 5.
	12. “What’s in the package?”	With. 35.
III	13. “Sailing Races”	With. 5.
	14. “Blowing up the balloon”	With. thirty.
IV	15. "Dry out of water"	With. 52.
	16. “Air expands when heated”	With. 5.
December
I	17. “How does sound travel?”	With. 54.
	18. “Why does everything sound?”	With. 40.
II	19. “Where does the echo live?”	With. 54.
	20. “Where does the voice come from?”	With. 40.
III	21. "Boat"	With. 41.
	22. “How to make the sound louder?”	With. 54.
IV	23. “Box with a secret”	With. 54.
	24. “Why did Mishutka squeak?	With. 54.
January
III	25. “Where does water come from?”	With. 51.
	26. “What properties?”	With. 51.
IV	27. “Helper water”	With. 51.
	28. “Making colored ice floes”	With. 28.
February
I	29. “How many ears”	With. 55.
	30. “Let's check your hearing”	With. 55.
II	31. “Our helpers are the eyes”	With. 55.
	32. “Big - small”	With. 55.
III	33. “Whose eye is sharper?”	With. 55.
	34. “Taste it”	With. 55.
IV	35. “Identify by smell”	With. 55.
	36. “Recognize by voice”	With. 55.
March
I	38. “Solid - Liquid”	With. 22.
	39. “How to measure heat?”	With. 54.
II	40. “How are they similar?”	With. 25.
	41. "Delicious Experience"	With. 54.
III	42. “Where did the water go?	With. 4.
	43. “The sun dries things out”	With. 54.
IV	44. "How a thermometer works"	With. 4.
	45. « Water cycle in nature"	With. 4.
April
I	46. ​​“Attracted - not attracted”	With. 53.
	47. "Magnetic Forces"	With. 53.
II	48. “How to see magnetic forces?”	With. 53.
	49. "Two Magnets"	With. 53.
III	50. “We are magicians”	With. 39.
	51. "Unusual Paperclip"	With. 53.
IV	52. “Does a magnet draw or not?”	With. 53.
	53. "Soaring Plane"	With. 53.
May
I	54. “Wood, its qualities and properties”	With. 55.
	55. « Paper, its qualities and properties"	With. 50.
II	56. “Fabric, its qualities and properties”	With. 52.
	57. “Glass, its qualities and properties”	With. 47.
III	58. "Relatives of Glass"	With. 23.
	59. “Metal, its qualities and properties”	With. 48.
IV	60. “Rubber, its qualities and properties”	With. 48.
	61. “Plastic, its qualities and properties”	With. 49.

6. Forms for summing up the results of work with children in the additional educational program:

• exhibition;
• contest;
• festival of arts and crafts;
• reporting exhibitions;
• reporting concerts;
• open lessons;
• conducting a master class among teachers.

7. Methodological support of the program.

1. “Child in the world of search” O.V. Dybina. – Sphere, M. 2005
2. "The unknown is nearby. Entertaining experiences and experiences for preschoolers" O.V. Dybina. – Sfera, M. s. 2013
3. Young ecologist. Environmental education program in kindergarten by S. N. Nikolaev. – Mosaic Synthesis, M. 2010
4. “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. – Mosaic Synthesis, M. 2014

PROGRAM FOR CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF SENIOR PRESCHOOL CHILDREN

Durneva Marina Alekseevna, teacher-speech therapist, MBDOU kindergarten No. 17, Kamensk-Shakhtinsky.

Target: implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschoolers 6 years old.

Tasks:
- learn to build logical chains, distinguish between the general and the particular, the whole and the parts, establish patterns and cause-and-effect relationships;
- learn to navigate in space;

Description: Senior preschool age is a sensitive period in the development of the cognitive sphere of children. Therefore, it is so important at this age to conduct specially organized activities with children that will allow them to develop and correct their cognitive sphere. For these purposes, I systematized, supplemented and adapted for older preschool age the correctional and developmental program of L. I. Sorokina, aimed at developing the cognitive sphere of six-year-old children. This material will be useful to preschool psychologists and other teachers working with children of senior preschool age.

PROGRAM FOR CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF SENIOR PRESCHOOL CHILDREN
CONTENT.
I. Explanatory note
II. Program content
Lesson No. 1: “Competition game”
Lesson No. 2: “Help Dunno”
Lesson No. 3: “School”
Lesson No. 4: “Island of Attention”
Lesson No. 5: “Island of Attention”
Lesson No. 6: “Competition game”
Lesson No. 7: “Play with Pinocchio”
Lesson No. 8: “Competition game”
Lesson No. 9 “Forest School”
Lesson No. 10 “Forest School”
Lesson No. 11 “Competition game”
Lesson No. 12 “We are scouts”
Lesson No. 13 “Games with the Bunny”
Lesson No. 14 “Visiting the Hare”
Lesson No. 15 “Let’s Help the Wolf”
Lesson No. 16 “Let’s help Pinocchio”

III. Providing the program
3. 1. List of basic literature
3. 1. List of additional literature

I. Explanatory note.
Preschool childhood - first period mental development child and therefore the most responsible. At this time, the foundations of all mental properties and personality traits, cognitive processes and types of activities are laid. The active development of cognitive abilities at this age is the most important component of the child’s mental development, which serves as the basis for the formation of his mental development.
The mental development of a preschooler is the most important component his general mental development, preparation for school and for all future life. But mental development itself is a complex process: it is the formation of cognitive interests, the accumulation of various knowledge and skills, and mastery of speech.
The “core” of mental development, its main content is the development of the cognitive sphere. The main components of the cognitive sphere are cognitive processes and abilities - dynamic components, as well as cognitive interests and cognitive activity, which act as a motivational component of the child’s cognitive sphere.
At each age stage, a preschooler develops certain cognitive abilities. So a six-year-old child should develop the following cognitive abilities:
- ability to observe;
- ability to visual and auditory perception;
- ability for creative imagination;
- the ability to arbitrarily, independently generate any idea and recreate an imaginary plan for its implementation;
- ability for voluntary and verbal-logical memorization;
- ability to distribute and sustain attention;
- ability for visual-schematic thinking and organization of activities;
- ability to classify, generalize, establish logical connections;
- ability to navigate in space.
The level of development of these processes and abilities can be determined using certain techniques.
The purpose of this program:
- implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschoolers 6 years old.
Program objectives:
- learn to build logical chains, distinguish between the general and the particular, the whole and the parts, establish patterns and cause-and-effect relationships
- learn to navigate in space.
- to develop the ability to observe;
- develop visual and auditory perception;
- to develop the ability for creative imagination;
- promote the development of voluntary and verbal-logical memory;
- to form the ability to distribute and sustain attention;
- develop visual-schematic thinking and the ability to organize activities.
- cultivate curiosity, independence, accuracy;
- to develop in children the ability to answer common sentences and listen to the answers of their comrades.
A necessary condition for the effectiveness of the program is the active participation of children in classes and their interest.
In accordance with these requirements, story-based games-activities were developed, the content of which used various educational games and exercises.
Program principles:
1. The principle of “from simple to complex” (gradual complication of tasks, which allows you to gradually prepare the child for completing tasks sufficiently high level difficulties).
2. The principle of activity and freedom of self-expression of the child (putting the child in a position of self-control and self-expression).
3. The principle of sympathy and participation (the adult provides support himself and, without imposing it, organizes it from peers).
The program is designed to work with children of senior preschool age.
Total number of classes: 16, twice a week.
Duration of each lesson: 20 – 30 minutes.
Classes are held: in the afternoon; group.
Number of children in the group: 8 people.

Lesson No. 1: “Game – competition.”
Target: development of voluntary attention, ability to navigate in space, visual, voluntary memory, visual perception, ability to distribute and sustain attention, ability to compare.
Equipment and material: tokens, the musical composition “The Wind is Blowing”, a tape recorder, 10 cards with images of objects, individual forms, a pencil, a poster “A Boy and 5 Portraits”.
Contents of the lesson.
1. Organizational moment.

2. Game “Don’t Yawn” (development of voluntary attention, ability to navigate in space).
Children walk in a circle to the music. At the leader’s signal (“Don’t yawn!”), they must stop and turn 180°, and then continue moving.
You have passed this test. Well done! And now the task of attention is even more difficult.
3. Game “Animals” (development of attention).
Children are invited to choose any animal (hare, wolf, fox, etc.). The presenter alternately names the animals. When the child hears the name of his animal, he should clap his hands.
And everyone coped with this test. Congratulations, you will all be taking part in the competition.

Children are offered 10 picture cards, each of which depicts 1 object. Children look at these cards for 2 minutes. Then the cards are removed, and the children are asked to see the pictures that they remembered to whisper to the presenter. For each correct answer, the child receives a token. Whoever has the most tokens wins.

Each child is given forms with drawings. Cross out the fish and circle the apples. Whoever has everything correct gets 2 tokens, whoever has errors gets 1 token.
6. Game “Help me find a portrait” (development of visual perception, ability to compare).
Children are asked to look carefully at the boy and 5 portraits and answer which portrait belongs to this boy. The token is given to the person who finds the portrait first.
7. Summary.

Lesson No. 2: “Help Dunno.”
Target: development of visual perception, attention (the ability to distribute attention, stability of attention), dexterity and the ability to compare.
Equipment and material: a letter from Dunno, individual forms, pencils and colored pencils, a ball.
Contents of the lesson.
1. Organizational moment.
Guys, we received a letter from Dunno. He asks us to help him complete the tasks that the teacher gave him.
2. Game “Find an object” (development of visual perception, ability to distribute attention).
Each child is given an individual form with drawings. Among the 8 drawings, the child must find the same object as the standard. The task is limited in time; children are given 30 seconds to study the picture. After that, they must put a cross next to the correct picture.
3. Game “Labyrinth” (development of stability of attention).
Each child is given an individual form with drawings. We need to help the boy go to kindergarten and the girl to school.
4. Physical exercise (development of attention and dexterity).
It is explained to the children that the ball can only be caught when, when throwing it, they say: “Catch it!” A competition is being held to see who is the most attentive.
5. Game “Find an object that is not similar to others” (development of attention and ability to compare).
Each child is given an individual form with drawings. Among several objects, you need to find one that is not similar to the others and color it (the color of the child’s choice).
6. Summary.
All forms are collected and sent to Dunno.

Lesson No. 3: “School”.
Target: development of verbal and logical memory, auditory and visual perception, attention (voluntary attention, stability of attention).
Equipment and material: poster for the game “Find the hidden animals.”
Contents of the lesson.
1. Organizational moment.
I suggest you go to school today. Close your eyes and imagine that you are already schoolchildren, you need to go to school and study in class. First lesson “Speech development”.
2. Exercise “Reproduction of a story” (development of verbal and logical memory, auditory perception, speech).
A story is read to each child. Then they are asked to reproduce what they heard as close to the text as possible. If the child cannot cope with the story, you should ask him questions.
After the lesson, recess begins. And during breaks, children play different games. Let's play too.
3. Game “Follow the rules” (to develop voluntary attention).
Option 1: players take turns making movements: 1st - clap their hands once, 2nd - clap their hands twice, 3rd - clap their hands once, etc.
Option 2: children make the following movements: 1st – squats and stands up, 2nd – claps their hands, 3rd – squats and stands up, etc.
Next lesson is “Singing”.
4. Exercise “Singing together” (development of attention).
The presenter offers to sing some song familiar to all children and explains what needs to be done: one clap - start singing, two claps - continue singing, but to yourself, mentally. One clap - continue singing out loud again.
And again a change.
5. Game “Find the hidden animals” (to develop visual perception and attention stability).
You need to look carefully at the picture and find the animals hiding there.
6. Summary.
So we visited the school. Now close your eyes and go back to kindergarten. Was it interesting at school? What was the most difficult activity for you?

Lesson No. 4: “Island of Attention.”
Target: development of verbal-logical and voluntary memory, auditory and visual perception, attention (voluntary attention, stability of attention), the ability to navigate in space.
Equipment and material: a letter from Professor Verkh-Tormashkin, individual forms, pencils and colored pencils, album sheets, the musical composition “A Fantastic Journey on a Yacht”, a tape recorder.
Contents of the lesson.
1. Organizational moment.
Guys, we received a letter again, but this time from Professor Verkh-Tormashkin. Here's what he writes:
“Hello, my little friend!
My name is Professor Verkh-Tormashkin. I am studying wildlife and really want to undertake a risky sea expedition.
The fact is that quite recently I found in an old book a sea map on which the island of Attention is marked. It seems to me that amazing animals must live there, which simply need to be found and studied. And if you believe the inscription on the back of the map, then you can find pirate treasure there!
All this is so interesting that I immediately began to get ready for the expedition, but here’s the problem: you see, I’m terribly absent-minded and if I set off without true friend, I’ll definitely get lost and never reach the island.
That is why I decided to write you a letter and invite you on an exciting journey to the Island of Attention.
But I want to honestly warn you, my young friend: this will be a rather dangerous journey, full of surprises and mysterious coincidences. I hope that my knowledge and your observation, attention and ingenuity will definitely lead us to the goal of the journey - the Island of Attention, where amazing animals are found and pirate treasures are stored.”
Shall we help the professor? Then let's go!
1. Game “Map” (to develop the ability to concentrate, to hold attention on one object for the required amount of time).
Professor Verkh-Tormashkin sent us a map of the island. Crosses mark safe places on it: lakes, clearings, paths. And zeros are dangerous: swamps, predators, sharp rocks. Help him connect all the crosses into a route so as to bypass the zeroes (a card for each child).
2. Game “Collect things” (development of distribution and stability of attention).
Professor Verkh-Tormashkin always carries a lot with him different medications and potions in small jars - and now they are scattered everywhere! Circle all the jars to make it easier for him to find them (an individual sheet for each child).
3. Game “Find the ticket” (development of visual perception, stability of attention).
That's it, the preparations are completed, and we are heading straight to the ship. But, due to his absent-mindedness, the professor confused the new tickets with the old ones. Find two identical tickets among the tickets and color them yellow (an individual sheet for each child).
4. Exercise “Repeat and draw” (development of verbal-logical and voluntary memory; auditory perception).
Here we are on the ship, but in order to set sail, the captain asked us to complete the following task: repeat the poem and draw what it says.
"The blue sea sparkles,
A seagull circles in the sky.
The sun disperses the clouds,
And the boat runs into the distance."
5. Summary.
We have passed all the tests and can hit the road!

Lesson No. 5: “Island of Attention.”
Target: development of voluntary memory, visual perception, attention (voluntary attention, distribution and stability of attention), the ability to navigate in space.
Equipment and material: individual forms, a simple pencil, a poster for the game “Look and Remember,” a treasure chest (toys from “Kinder Surprises”), the musical composition “A Fantastic Voyage on a Yacht,” a tape recorder.
Contents of the lesson.
1. Organizational moment.
Today we will continue our journey with Professor Verkh-Tormashkin. We close our eyes and imagine that we are on a yacht. We can already see the island. We reached our destination.
2. Game “Find and Count” (development of visual perception, distribution and stability of attention).
Very shy parrots live on Attention Island. And now they are all hiding in a tree. Help the professor find and count all the parrots (an individual sheet for each child).
There is also a pirate treasure chest in our travel plan. To get to them you need to go through a series of tests. Here's the first test.
3. Game “Repeat the drawing” (development of voluntary memory, visual perception).
Children are given individual sheets. Look at the picture and remember how objects are located on it. Turn the sheet over and draw all the shapes in the same sequence.
Well done! Here's another test.
4. Game “Look and Remember” (development of voluntary memory, visual perception).
The children are shown a picture. Look at and remember the picture (memorization time 10 seconds). The picture is removed, the children are given individual cards, they need to circle the objects that were in the picture.
Well done! And you passed this test! And here is the treasure chest (the presenter shows the chest, opens it with the children, takes out the treasures (Kinder Surprise toys for each child).
5. Summary.
Our journey is over! It's time to go home!
Game "Don't Yawn!" (see lesson No. 1; the musical composition “Fantastic trip on a yacht” is used); (development of voluntary attention, ability to navigate in space).

Lesson No. 6: “Competition game.”
Target: development of voluntary memory, visual and auditory perception, attention (voluntary attention, distribution and stability of attention).
Equipment and material: tokens, plot pictures for the game "Scouts", geometric figures, plates depicting objects from geometric shapes, individual forms, a simple pencil.
Contents of the lesson.
1. Organizational moment.
Today we will hold a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And to complete all the tasks correctly you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. Game “Forbidden Movement” (development of voluntary attention, auditory perception).
Children repeat all the movements of the leader, except one: when the command “Hands up” follows, they should be lowered down.

3. Game “Scouts” (development of concentration, stability of visual attention, observation).
Children are asked to look at a fairly complex plot picture and remember all the details. Then the presenter turns the picture over and asks several questions about it. Gradually, more and more complex pictures. For each correct answer, the child receives a token.
4. Game “Make a figure” (development of visual perception, voluntary visual memory).
Children are given geometric figures (for each child). A sign with an image is displayed. It is necessary to create the same figure. For each correctly completed task, the child receives a token.
5. Game “Find objects” (development of visual perception, ability to distribute and maintain attention).
Each child is given forms with drawings. Cross out the balls and circle the cubes. Whoever has everything correct gets 2 tokens, whoever has errors gets 1 token.
6. Summary.
The number of tokens is counted and the winner is determined.

Lesson No. 7: “Play with Pinocchio.”
Target: development of voluntary memory, visual and auditory perception, attention (voluntariness and stability of attention).
Equipment and material: toy “Pinocchio”, pictures for the game “Find the Differences”, 10 picture cards for the game “Remember the Pictures”.
Contents of the lesson.
1. Organizational moment.
Buratino came to visit us. He wants to play different games in his sleep. Here's the first game.
2. Game “Find the differences” (development of visual attention).
Children are shown 2 pictures. It is proposed to find 7 differences (3 – 4 pictures).
3. Game “Request” (development of auditory perception, stability of attention).
The presenter shows any exercises, but children should only perform those that are preceded by the word “Request.” The game is played as a knockout game.
4. Game “Remember the pictures” (development of visual, voluntary memory).
Children are offered 10 picture cards, each of which depicts 1 object. Children look at these cards for 2 minutes. Then the cards are removed, and the children are asked to name the pictures that they remember.
Then the task becomes more difficult. Children are asked to look carefully and remember in what order the cards are located. Then the pictures are mixed, the children must arrange them in the same order as they were.
5. Summary.
Pinocchio says goodbye to the children and offers to play the goodbye game “Forbidden Movement” (see Lesson No. 6); (development of voluntary attention, auditory perception).

Lesson No. 8: “Competition game.”
Target: development of voluntary memory, visual and auditory perception, attention (sustainability of visual attention).
Equipment and material: tokens, pictures for the game “Find the Differences”, posters and cut-out pictures for the game “Make a Picture”.
Contents of the lesson.
1. Organizational moment.
Today we will hold a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And to complete all the tasks correctly you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. Game “Request” (development of auditory perception, stability of attention).
The presenter shows any exercises, but children should only perform those that are preceded by the word “Request.”
You have passed this test. Well done! Congratulations, you will all be taking part in the competition.
3. Game “Find the differences” (development of visual attention).
Children are shown 2 pictures. It is suggested to find the differences (3 – 4 pictures). For each correct answer, the child receives a token.
4. Game “Make a picture” (to develop visual perception, stability of attention, voluntary memory).
Distribute pictures to children, cut into 6-7 parts. A standard picture is shown that the children must remember, then it is removed. Each child must assemble the same one from the cut pieces. For each correctly completed task, the child receives a token (6 coins).
5. Summary.
The number of tokens is counted and the winner is determined.

Lesson No. 9: “Forest School.”
Target: development of visual perception and attention, coordination of the auditory and motor analyzers, the ability to reason, compare, correlate a form with a pattern, and make basic inferences; strengthening the muscles of the hands, developing coordination of movements of the fingers, developing the ability to control the movements of the hands by showing, presenting, or verbal instructions.
Equipment and material: Fox toy, Dienish blocks. Demonstration material for the exercise “Place the figures”, handouts for the exercise “Find the patch”, “Scarves”, colored pencils, prizes-stickers.
Contents of the lesson.
1. Organizational moment.
Guys, guess who is coming to visit us now.
Red-haired, with a fluffy tail,
Lives in a hole under a bush.
(fox)
The Fox appears and invites the children to play forest school.
2. Exercise “Place the figures” (Develop visual perception and attention, learn to correlate the form with the sample)
The first lesson at forest school is construction.
The psychologist takes turns hanging out cards with drawn figures. Children lay out Dienesh blocks according to the pattern.
3. Exercise “Four Elements” (Develop attention, coordination of the auditory and motor analyzers)
And now physical education.
Children stand in a circle and perform movements in accordance with the words: “earth” - hands down, “water” - hands forward, “air” - hands up, “fire” - rotation of the hands in the wrist and elbow joints. The pace of the exercise gradually accelerates.
4. Exercise “Find the patch” (Develop visual perception and attention)
And now handicrafts.
Children look at the drawn rugs and select patches that will allow them to restore the pattern (draw a line with a pencil connecting the rug to the desired patch).
5. Finger gymnastics “Scratch” (Strengthen the muscles of the hands, develop coordination of movements of the fingers, develop the ability to control the movement of the hands by demonstration, presentation, verbal instructions)
It's break at the forest school.
The psychologist gives the children instructions: “Now you and I will turn into cats. On the count of “one,” you need to press the pads of your fingers to the top of your palm, hissing like an angry cat: “Sh-sh-sh!” On the count of “two,” quickly straighten and spread your fingers, meowing like a satisfied cat: “Meow!” Repeat several times.
6. Exercise “Scarves” (Teach to reason, compare, make basic conclusions)
And now a drawing lesson.
The psychologist gives the children drawings of scarves, two colored pencils each and formulates the problem: “The Fox has two scarves - red and yellow. The long scarf is not yellow, and the short one is not red. Color the scarves correctly."
7. Summary.
The fox praises all the children and gives everyone small prizes (stickers) for correctly completed tasks. He promises to come to the children for the next lesson.

Lesson No. 10: “Forest School.”
Target: development of the ability to find the desired figure according to verbal instructions, classify objects according to given characteristics, work together according to a visual model; development of attention and visual-figurative thinking, auditory perception, motor coordination, auditory and motor memory.
Equipment and material: toy Fox, Dienish blocks, handouts for the “Classification” exercise, demonstration material for the game “Multi-colored chains”, “Tall Tales”, colored pencils, colorful flags.
Contents of the lesson.
1. Organizational moment.
Fox comes to the children again and tells them what classes are held at the forest school.
2. Exercise “Orders” (Learn to find the desired figure according to verbal instructions, develop auditory perception)
First, the fox checks which children are attentive.
The psychologist (on behalf of the Fox) gives the children an assignment: to find among the logical blocks all the non-red, non-blue, non-round, non-triangular, non-square, non-thick, small figures.
3. Exercise “Musicians” (Develop coordination of movements, auditory and motor memory)
And now there is a music lesson at the forest school.
Children, together with a psychologist, pronounce poetic lines and perform movements in accordance with the text.
I play the violin
Tili-tili, tili-tili.
(Left hand - to the shoulder. Use the right hand to imitate the movements of the bow)
Bunnies are jumping on the lawn,
Tili-tili, tili-tili.
(Knock on the table with their fingertips)
And now on the drum:
Boom boom, boom boom
Tram-tram, tram-tram.
(They vigorously hit the table with their palms)
Bunny in fear
They ran into the bushes.
(Perform movements with fingers on the table, imitating fleeing hares)
A change has come.
After completing the exercises, repeat finger gymnastics“Scratchy” (see Task No. 9).
4. Exercise “Tall Tales” (Develop voluntary attention and visual-figurative thinking)
The psychologist shows the children pictures of confusion and says: “Little Fox found out that the Fox was coming to visit us and drew us a picture. But he doesn’t go to forest school yet, so he made a lot of mistakes. Please find all the mistakes." Children look at the picture and take turns calling out the mistakes.
5. Exercise “Classification” (Learn to classify objects according to given characteristics)
And now drawing at forest school.
The psychologist hands out cards and asks to color the images of toys with a red pencil, items of clothing with a yellow pencil, and items of utensils with blue.
6. Summary. Game “Colorful Chains” (Develop voluntary attention, learn to work together using a visual pattern)
The fox praises the children for completing tasks correctly and plays a game with them before leaving.
Five people participate in the game. Each child receives a red, blue or yellow flag and faces the psychologist. Then the children must line up as shown on the card that the psychologist shows. The remaining participants in the game - the judges - check the correctness of the task.

Lesson No. 11: “Game – competition.”
Target: development of the ability to schematically depict objects using sticks, formation of the ability to abstract from minor details, highlighting the main feature of an object, development of voluntary attention and auditory perception, short-term and long-term auditory memory, improvement of graphomotor skills.
Equipment and material: handouts for exercises “Draw a picture with sticks”, “Copy dots”, “Tracks”, counting sticks, noise orchestra instruments.
Contents of the lesson.
1. Organizational moment.
Today we will hold a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. Here's your first task.
2. Exercise “Draw a picture with chopsticks” (Learn to schematically depict objects using sticks. Develop the ability to abstract from minor details, highlighting the main feature of the object)
The teacher hands out cards one by one schematic representation items (from simple to complex). Children lay out shapes using counting sticks.
For each correct figure - a token.
3. Exercise “Copy points” (Develop voluntary attention)
The psychologist distributes blank tables and tables with dots - samples. Children must fill in the blank tables with dots according to the patterns.
For a correctly completed task - a token.
4. Exercise “Remember the words” (Develop short-term and long-term auditory memory)
The psychologist reads the words to the children (ball, hand, moon, sea, cat, watermelon, bull, water) and asks them to repeat the ones they remember.

5. Exercise “Tracks” (Develop fine motor skills hands, improve graphomotor skills)
The psychologist hands out cards with images of tracks.
Children must draw a line with a pencil inside each path, without going beyond its boundaries.
For each correct task- token.
6. Game “Remember your number” (Develop auditory memory, attention and auditory perception)
A psychologist distributes noise orchestra instruments to children. Each participant in the game is assigned a number that he must remember. Then the psychologist calls the number, and the child whose number is called knocks (waves) once with his musical instrument.
At first the game is played at a slow pace, gradually the pace accelerates.
At the end of the game, the children remember the words that the psychologist read to them during the “Remember the Words” exercise.
For every correct word - a token.
7. Summary.
The number of tokens is counted, the winner is determined, and prizes are awarded.

Lesson No. 12: “We are scouts.”
Target: developing the ability to read instructions, connect the signs expressed symbols, into a single image of the figure that needs to be found; development logical thinking, coordination of movements, memory (auditory, short-term and long-term auditory), visual perception, attention, coherent speech.
Equipment and material: Dienesha blocks; handouts for the exercises “Find the figure”, “What’s extra?”, “House”; pictures for the game “Snowmen”; simple pencil.
Contents of the lesson.
1. Organizational moment.
Today we will play the game “Scouts”. Who are the scouts, do you think? (children's answers)
Not everyone can be a scout. Now we will find out which of us can become a scout.
2. Exercise “Find the figure” (learn to read the instructions, combine the signs expressed by symbols into a single image of the figure that needs to be found).
Any intelligence officer can read an encrypted mission. We are now practicing this skill.
Before starting work, the psychologist, together with the children, repeats the symbols of the signs of Dienesh blocks (color spots - the color of the block, houses of different sizes - size, images of people - thickness).
You each need to read your encrypted letter and find the item that is indicated in your encryption. (Each child is given a card with symbols. Children find the necessary figures in a box with Dienish blocks and together check the correctness of the choice).
3. Game “What’s extra?” (develop logical thinking by eliminating unnecessary pictures).
Every scout must be attentive in order to notice what he needs. We will now check which of you is attentive. I'll give you cards with pictures now. You must carefully examine your card yourself and cross out the picture that is superfluous (after finishing the work, everyone checks the correctness of the choice together).
4. Game “Two Claps” (to develop coordination of movements and auditory memory).
All scouts must exercise to be strong. Let's do a little exercise with you. Children, together with a psychologist, form a circle on the carpet and perform movements, pronouncing poetic lines.
Two claps overhead
Two claps in front of you
Let's hide two hands behind our back
And let's jump on two legs.
5. Exercise “Snowmen” (to develop visual perception, attention, coherent speech).
And now you, like real intelligence officers, will have a special task. The psychologist hangs up a picture of two snowmen. Children look at them, compare them and say one by one how they differ from each other.
6. Game “Remember the words” (to develop short-term and long-term auditory memory and thinking).
Any intelligence officer should have good memory, since he must remember a lot of different information. Let's test your memorization skills and play the "Memorize Words" game.
The psychologist reads out the words, then asks them to repeat them (nose, ear, forehead, bus, mouth, eyes, train, cheek). Children take turns saying one word at a time. Then they must name the groups into which these concepts can be divided.
7. Exercise “House” (to develop perception, to teach the mental connection of parts of an object into a single whole).
Here's another task for you.
The psychologist gives each child a card. Children trace with a pencil the figures that make up the house.
8. Summary.
At the end of the lesson, the psychologist asks the children to remember the words that he read to them.

Lesson No. 13: “Games with the Bunny.”
Target: development of voluntary attention, logical and auditory-verbal memory, fine motor skills of the hand, sensorimotor coordination; formation of the ability to classify concepts, development of verbal-logical thinking and coherent speech; developing in children the ability to negotiate and help each other during play.
Equipment and material: soft toy hare, equipment for the game “Bambaleo”.
Contents of the lesson.
1. Organizational moment - the game “Clap your hands” (to develop voluntary attention and auditory-verbal memory)
We have a guest coming to our class today. In the meantime, we are waiting for him, let's play the game “Clap Your Hands.”
The psychologist reads the words and asks the children to clap their hands if they hear the name of a wild animal (watermelon, lion, shoe, cat, water, thunder, tiger, dog, tree, hare, autumn, monkey, log, raccoon, tooth, cow , iris, ball, moon, elephant, mimosa, flour, horse, leg, scissors, squirrel, folder, mouth, pig, giraffe).
Then he offers to list the names of these animals.
So you and I played a game. Which wild animal do you think will come to visit you today? A riddle will help you with this. Guess who it is.
A ball of fluff, a long ear.
Jumps deftly and loves carrots.
(hare)
Psychologist shows soft toy hare
2. Game “Pairs of words” (to develop logical and auditory memory)
The bunny wants to play with you.
The psychologist reads pairs of words between which there are semantic connections. Then he reads the first word of each pair, and the children take turns remembering the second word (pit-shovel, brush - paints, pear - vase, son - skates, birch - mushroom, candy - friend).
3. Finger game “Ring Bunny” (to develop attention, fine motor skills, sensorimotor coordination)
Guys, our bunny knows another interesting game.
Children, together with a psychologist, form a circle and perform movements, pronouncing poetic lines.
The bunny jumped from the porch
And I found a ring in the grass.
(Hands clenched into fists, index and middle fingers spread apart.)
And the ring is not simple -
Shines like gold.
(The thumb and index fingers are connected into a ring, the remaining fingers are spread apart.)
After the game, the “Two Claps” exercise is repeated.
4. Game “Extra Word” (learn to classify concepts, develop verbal-logical thinking and coherent speech)
And now the bunny wants to ask you to help him solve a difficult problem that his teacher at the forest school asked him.
The psychologist asks you to choose the odd one out of three words (taking into account the highlighted attribute) and explain your choice. Children answer in turns.
Color: cucumber, carrot, grass.
Shape: watermelon, ball, sofa.
Size: house, pencil, spoon.
Materials: album, notebook, pen.
Flavor: cake, herring, ice cream.
Weight: meat grinder, feather, dumbbell.
5. Game “Bambaleo” (teach children to negotiate, help each other during the game, develop thinking)
Our bunny knows another very interesting game.
On an unstable plate, children take turns placing first light, then heavy figures so that the plate does not tip over.
8. Summary.
So our lesson has come to an end, let's thank the bunny for teaching us to play various interesting games.

Lesson No. 14: “Visiting the Hare.”
Target: development of combinatorial and verbal-logical thinking, visual perception and voluntary attention, sensorimotor coordination of movements, auditory and motor memory, fine motor skills of the hands.
Equipment and material: toy hare, Dienish blocks, handouts for the exercise “Houses”, “Copy by dots”, simple pencils, game “Mini Maze”.
Contents of the lesson.
1. Organizational moment.
Who was our guest at the last lesson?
Today the bunny invited us to visit him. To get to his house you need to solve a difficult problem. You are ready?
2. Exercise “Houses” (Develop combinatorial thinking, visual perception and attention)
The psychologist gives each child a picture of a house. Children must mentally connect two signs of Dienesh blocks and lay out required blocks for free “apartments”. After completing the task, the children change houses.
3. Exercise “Old Duck”. (Develop coordination of movements, auditory and motor memory)
Here we are visiting the bunny. And he wants to teach us how to play a new game.
The psychologist and children read the poem and perform movements corresponding to the text.
The old duck went to the market
I bought a basket for my first son,
I bought pants for my second son,
The third chick got a lollipop,
I bought a comb for my fourth child.
After completing the exercise, the exercise “Two Claps” and the finger game “Bunny-Ring” are repeated (see Lesson No. 13).
4. Exercise “Part - Whole” (Develop verbal and logical thinking)
Here is another interesting game that the bunny will play with you.
The psychologist (on behalf of the hare), addressing each child, names an object that is part of something (door, dial, fin, branch, stem, head, sleeve, step, leg, handle). Children name the whole.
5. Exercise “Copy by dots” (Develop fine motor skills of the hands, voluntary attention)
Children, it's time to go back. Let's thank the bunny for playing with us and draw and give him drawings.
The psychologist gives a worksheet with a task to each child. Children copy the drawings dot by dot. The psychologist checks the correctness of the exercise.
6. Summary. Exercise “Mini-maze” (Develop sensorimotor coordination)
Children give their drawings to the hare.
To get out of the hare's house you need to go through the labyrinth.
Each child takes the mini-maze with both hands and moves the ball inside the maze so that it does not fall out.

Lesson No. 15: “Let's help the Wolf.”
Target: development of auditory perception, voluntary attention, creative imagination, logical and creative thinking, motor coordination, auditory and motor memory, visual-spatial orientation, fine motor skills; developing the ability to understand instructions, retain them in memory and search for figures (blocks) in accordance with them.
Equipment and material: a letter from the Wolf, Dienish blocks, handouts for exercises “Logical pairs”, “Unfinished picture”, “Go through the labyrinth”, simple and colored pencils, noise archestra instruments.
Contents of the lesson.
1. Organizational moment.
Children, we received a letter in kindergarten, but now you can guess who wrote it to us.
Again he runs on the trail,
Looking for something for lunch.
Knows a lot about piglets
Gray and toothy...
(wolf)
The Wolf writes in his letter that he is studying at a forest school, but Auntie Owl assigns such difficult tasks to her students. Let's help the Wolf complete them so that he can get a good grade.
2. Exercise “Show the figure” (Develop auditory perception, attention, learn to understand instructions, retain them in memory and look for figures (blocks) in accordance with them)
In front of each child is a box with Dienesh blocks. The psychologist asks you to find a red, large, thin triangle; yellow small thick circle, etc.
Children find blocks and show them.
2. Exercise “Logical pairs” (Develop logical thinking)
The psychologist distributes sheets with the task to each child. Children connect objects that are logically connected with each other with lines. Each child then explains their choice.
3. Exercise “Unfinished picture” (Develop creative thinking and imagination).
The psychologist gives each child a drawing with an element of the picture.
Children, using colored pencils, complete this element into a complete image. Then they come up with a name for their drawing.
4. Physical exercise “House” (Develop coordination of movements, auditory and motor memory)
Now let’s take a little rest and spend some physical exercise like in a real school.
Children, together with a psychologist, perform movements, pronouncing poetic lines.
Under the mushroom there is a hut-house,
(They connect their fingers with a hut)
A cheerful gnome lives there.
We'll knock softly
(Knock the fist of one hand on the palm of the other)
Let's ring the bell.
(Imitate movement)
The gnome will open the door for us,
He will call you to the hut-house.
(Call, imitating movement)
The house has a plank floor,
(Lower palms down, press one to the other with the ribs)
And on it is an oak table.
(The left hand is clenched into a fist, the palm of the right hand is placed on top of the fist)
Nearby is a high-backed chair.
(Point the left palm vertically upward, and put the fist of the right hand to its lower part)
There is a plate with a fork on the table.
(Hands lie on the table: the left hand is palm up; the index and middle fingers of the right hand are extended, the remaining fingers are clenched into a fist)
And the pancakes lie in a mountain -
Treat for the guys.
After completing the exercise, the “Old Duck” and “Two Claps” exercises are repeated (see Lessons No. 13; 14).
5. Exercise “Yes or no?” (Develop voluntary attention and auditory perception)
The psychologist reads the sentences. If children agree with these statements, they clap their hands (yes); if they disagree, their hands lie on the table (no).
- A meat grinder is used to grind the meat.
- They cut down a tree with an axe.
- It's cold in winter.
- The newspaper can be made of plastic.
- The donkey can talk.
- Water flows from the stone.
- The roof is made of straw.
- The tomato is blue.
- The wheel is square.
- Sausage is made from meat.
6. Exercise “Go through the labyrinth” (Develop visual-spatial orientation, attention, fine motor skills of the hands)
The psychologist distributes sheets with the task to each child. Children examine the labyrinth, looking for the road that will lead travelers to the forest. Then mark the path with a simple pencil.
7. Game “Remember your animal” (Develop auditory memory, attention and auditory perception)
Children are given instruments of a noise orchestra. Each child names an animal. Then the psychologist names the animals. The child whose animal is named swings his instrument once. The pace of the game gradually increases.
8. Summary.
Our lesson has come to an end. You and I helped the wolf complete all the tasks. Now he will know how to correctly answer Aunt Owl’s questions.

Lesson No. 16: “Let's help Pinocchio.”
Target: development of visual-spatial orientation, visual-figurative and logical thinking, voluntary attention, coordination of movements, auditory and motor memory; formation of the ability to concentrate and distribute attention, analyze, synthesize and combine, understand a schematic representation of a person’s posture.
Equipment and material: Pinocchio toy, Nikitin’s cubes “Fold the pattern”, demonstration material for the exercises “Make a picture”, “Tall tales”, “Freeze”, handouts for the exercise “Cars”, colored pencils.
Contents of the lesson.
1. Organizational moment.
Buratino comes to visit and asks the children to help him complete the homework that Malvina set.
2. Exercise “Make a drawing” (Develop visual-spatial orientation, voluntary attention, learn to analyze, synthesize and combine)
Malvina asked Pinocchio to put the cubes together into a pattern like the one in the picture, but he couldn’t. Shall we teach him?
The psychologist gives each child 4 cubes from the “Fold the Pattern” set. Then he hangs up samples of three pictures in turn, which the children have to put together.
3. Exercise “Tall Tales” (Develop visual-figurative thinking and voluntary attention)
Pinocchio drew a picture, but Malvina said that it was wrong. Why?
The psychologist posts a picture. The children look at it and take turns naming all the inconsistencies.
4. Exercise “At the deer” (Develop coordination of movements, auditory and motor memory)
Children, but Pinocchio still learned something. And now he will teach us how to play a game.
Children, together with a psychologist, stand on the carpet and perform movements, pronouncing poetic lines.
At the deer
(Hands depict horns)
House
(Hands depict a roof over your head)
Big.
(They spread their arms to the sides, showing how big the house is)
He looks out his window -
(Bend one arm horizontally at chest level. Place the elbow of the other hand on it, support your head with your palm)
A bunny runs through the forest
(Run in place)
There's a knock on his door:
- Knock-knock, open the door!
(Imitate knocking on the door)
There in the forest
(With a bent fist thumb wave over the shoulder, pointing back)
Hunter is evil!
(Imitate aiming with a gun)
- Hurry up and run
(Imitate opening a door)
Give me your paw!
(Offers hand for handshake)
And we also know many different games. Let's teach Pinocchio to play them.
After completing the exercise, the exercises “Old Duck”, “Two Claps”, “House” are repeated (see Lessons No. 13; 14, 15).
5. Exercise “Machines” (Develop logical thinking)
And here is another problem that the smart Malvina asked.
The psychologist gives each child a picture: “Pinocchio has two cars: red and blue. The cargo one is not red. What color is the car? Color the cars correctly."
6. Summary. Exercise “Freeze” (Teach to understand a schematic representation of a person’s posture)
You helped Pinocchio complete all of Malvina's tasks. And for this he will play one more game with you.
The psychologist explains the rules to the children: “Everyone must run around the room, and at the command of the leader, “One, two, three, freeze!” stop and take the pose shown on the card (shows one of the cards with a schematic image of a person). Those who take the wrong pose are eliminated from the game.”
At the end of the game, one or two children remain who are considered winners.
Buratino says goodbye to the children and leaves.

III. Providing the program
3. 1. List of basic literature
1. Govorova R., Dyachenko O. Games and exercises for development mental abilities in children // Preschool education. 1988. No. 1. p. 23 – 31.
2. Govorova R., Dyachenko O. Games and exercises for the development of mental abilities in children // Preschool education. 1988. No. 4. p. 29 – 33.
3. Pisarenko P.V. Soon to school. Attention. – Donetsk: VEKO, 2006.
4. Tikhomirova L. F. Cognitive abilities. Children 5 – 7 years old. – Yaroslavl: Development Academy, 2001.
5. Fomina L.V. Developmental activities in kindergarten. – Yaroslavl: Development Academy, 2008.

3. 2. List of additional literature
1. Bashkirova N. Tests and exercises for preparing children for school. – St. Petersburg: Peter, 2010.
2. Wenger L. A. Games and exercises for the development of mental abilities in preschool children. – M.: Education, 1989.
3. Gatanova N.V., Tunina E.G. Program for the development and training of preschoolers: Tests for children 5 – 6 years old. – St. Petersburg: Publishing House “Neva”, 2004.
4. Gutkina N. I. Psychological readiness for school. – St. Petersburg: Peter, 2007.
5. Kryazheva N. L. Is the child ready for school? – Yaroslavl: Academy of Development, 1999.

Introduction

1. Explanatory note to the work program for research activities "I'm exploring the world"

1. 1. Program goals

1. 2. Main objectives of the program

1. 3. Objectives are being implemented

1. 4. The program includes
2. Methodological recommendations for the use of children's search activity games
3. 1. Recommendations for parents on organizing sand games (basic principles of playing in the sand, what you need for playing in the sand.)
4. 2. Recommended games
5. General content and tasks:
6. 1 Objectives of experimental research activities for children
7. Long-term planning of experimental research activities
8. Literature

Explanatory note to the work program for research activities "I KNOW THE WORLD" .

Studying new teaching literature and observing children, teachers paid attention to a wonderful means of intellectual development of preschoolers - children's experimentation.

By older preschool age, the child’s ability to be proactive increases noticeably. It is at this age that cognitive activity is expressed in search and research activities, which are aimed at "opening" new and which develops productive forms of thinking. As psychologists emphasize, what is decisive for a child’s development is not the abundance of knowledge, but the type of its assimilation, determined by the type of activity in which knowledge is acquired.

A Chinese proverb says: “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand.” . Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. This is the basis for the relevance of introducing children's experimentation into practice. preschool work. Educators are placing increasing emphasis on creating conditions for independent experimentation and search activity of the children themselves. Research activities are of great interest to children. Research provides the child with the opportunity to find answers to questions themselves. "How?" And "Why?" . The child acts as a full-fledged subject, independently building his own activities: setting goals, looking for ways and means to achieve them. Children experience great joy, surprise and even delight from their little and big "discoveries" that give children a feeling of satisfaction from the work done.

Program goals:

• Development in children cognitive activity through search activities.
• Enriching children's knowledge about the world around them.
• The child’s assimilation of ideas about the relationship between nature and man.
• Development of the child's personality.

Main objectives of the program:

• Formation in children dialectical thinking.
• Expanding the long-term development of children's search and cognitive activity by including them in thinking, modeling and transformative actions.
• Maintaining initiative, intelligence, inquisitiveness, criticality, and independence in children.

These tasks are implemented:

• Classes to familiarize yourself with the environment through search activities.
• Observations.
• Experiments.
• Conversations.
• Games.

• Explanatory note.
• Methodological recommendations for the use of games in children's search activities.
• Tasks for older age groups.
• Long-term plan
• Recommendations for parents on organizing sand games
• List of suggested literature.

Practice has shown that to work under this program it is necessary:

• the presence of a corner for children's experimentation, for independent and free activity and individual lessons.
• demonstration laboratory equipment.
• didactic material, games aimed at developing search activity.

To organize games and conduct experiments, it is advisable to have:

• assistant instruments: magnifying glasses, scales, compass, hourglass, magnets.
• various vessels made of different materials (glass, metal, plastic) different volumes and shapes.
• natural material: pebbles, earth, clay, sand, shells, cones, moss, seeds, etc.
• waste material: wire, corks, etc.
• technical materials: nuts, paper clips, bolts, nails, etc.
• different types of paper: plain, cardboard, carbon, etc.
• dyes: food and non-food (gouache and watercolors).
• medical materials: microscope, pipettes, flasks, syringes, measuring cups and spoons, rubber bulbs, wooden sticks.
• other materials: mirrors, soap and balloons, colored and transparent glass, sieve, wax candles, sets of toys for water and sand, etc.

Optional equipment:

• children's dressing gowns, oilcloth aprons, towels, containers for storing bulk and small items.
• a diary of observations and experiments, in which the date of the experiment is written, the name is marked and marked independently or together with the teacher.

Recommendations for organizing sand games. Principle "sand therapy" was proposed by Carl Jung, a psychotherapist and founder of analytical therapy. Sand has the property of allowing water to pass through. In this regard, psychologists say that it absorbs "negative" psychic energy and interaction with it cleanses the energy. Observations show that playing with sand has a positive effect on the emotional well-being of children and adults, and this makes it an excellent tool for the development and self-development of a child.

Basic principles of sand games.

• Create an environment in which the child will feel comfortable and protected while being creative.
• Real "accommodation" , playing out all sorts of situations together with the heroes of fairy-tale games.

What do you need to play in the sand?

Practice has shown that it is most acceptable to use a plastic container measuring 60cm -45cm. This size corresponds to the optimal field of visual perception. The sand must be clean and sifted. It should not be too large or too small. For sand games it is better if it is wet. It is recommended to cover the sand with a lid to prevent dust and contamination. Once a month it is necessary to treat the sand. To play with sand you need to have a variety of "collection" miniature figurines (kinders, little animals, sand sets, funnels, etc.), which are processed in accordance with Sanpin and stored in special designated accessible places. For a variety of games, you can make flat figures of houses, buildings, animals, plants, fairy tale characters etc. Natural objects: shells, twigs, stones, etc. In a word, everything that is found in the world around us can take its rightful place in yours. "collections" .

Now, you have everything to go with your child into the fascinating world of travel, where you will see the creative flight of his imagination. The world multifaceted and amazing. It is on the sand that we can create different worlds: time travel different countries and planets. At the same time, not only to imagine, imagine, fantasize, but also to actually create and live. For example:

• Using figures of prehistoric animals and people, we introduce the child to the life of the Ancient Earth.
• Laying out beautiful shells and figures of sea inhabitants in the sand, we go to the underwater world.
• figurines of transformers and astronauts will help us visit other planets.
• figures of animals, insects, vehicles, trees, lakes, fields, rivers, etc. will help us get acquainted with the world around us.
• exotic trees and animals will help us find out how people and animals live in different corners planets.

There should be enough game material.

“Whose traces?” , "Stone Path" , "Hide the toy" .

"Guess by touch" , "Draw a pattern" , "Underground City" ,

"Sand castle" , "Secrets" , "Flight to the moon" , "Lake in the Sand" , "Plant a tree" , "Gift for Friends" , "Sand Race" ,

"Undersea world" , "Journey to the Desert" .

Tasks of experimental research activities for children of older groups.

• To instill an ecological culture in children through knowledge of the world around them. Contribute to the development of independence, aesthetic taste and communication skills.
• Promote the development of the child’s creativity. Develop mental operations, the ability to put forward hypotheses, plan your activities, and draw conclusions.
• Through experiments and experiments, give children elementary presentation about natural phenomena: the daily cycle of the Earth’s rotation around its axis, the process of cloud formation when warm air cools, the formation of a rainbow

Introduce children to the manifestations of static electricity, various types fabrics, paper, glass.

• Teach children to understand the importance of air, water and light in the life of humans and plants.
• To cultivate in children a love of nature and a kind attitude towards the world around them through research activities
• Develop mental operations in children: identify and pose a problem, put forward hypotheses, resolve problematic situations, draw conclusions based on observations, make generalizations.
• To acquaint children with the functioning of the human body, with materials and their properties, with the transformation of objects. Introduce the diversity of living organisms and adaptation to the environment.

1. Topic: Air

How much does air weigh?

Purpose: Acquaintance with the properties of air. Reveal with children that air has weight.

2. Topic: Air

Submarine No. 1 made from grapes"

Goal: Reveal that air is lighter than water, it has force and displaces water. Air helps lift objects from the bottom and makes them buoyant.

3. Theme: Air

Submarine No. 2 from an egg"

Goal: Determine with the children by what principle a submarine floats. Introduction to the properties of salt and fresh water.

4. Topic: Water

Making a cloud"

Goal: To identify with children the process of cloud formation when warm air cools. Find out where the rain comes from.

1. Topic: Air

"Wind, wind - you are powerful" (game-competition)

Goal: Reveal that air has different forces and with the help of this force moves various objects.

2. Topic: Paper

"Lotus Flowers" (experiments with paper and water)

Purpose: Acquaintance with the properties of paper.

3. Theme: Fabric

"Magic Jacket" (experiments with fabric)

Goal: Acquaintance with the properties and types of fabrics.

4. Theme: Air

"Blow up the bubble" A playful experimental activity with soap bubbles.

Goal: To identify with children what is in each soap bubble there is air inside and how it gets there.

1. Topic: Water

“What does water smell like and what color is it?”

Goal: Reveal with children that water absorbs the smell of the object that was placed in it.

2. Topic: Water

"Tricky Pencil"

Goal: Identify with children how water can distort objects.

3. Topic: Substances. Late. Drawing on milk.

"Flowers bloomed in milk"

4. Topic: Water

"I don't have enough space"

Goal: Discover with children how water expands and changes shape when cooled.

5. Topic: Substances

"Letter to Santa Claus"

Goal: Find out how a secret letter can be created using milk and how the letter appears when heated.

1. Topic: Air

“Is the air ever cold?

Goal: to discover that air contracts when cooled and occupies less volume.

2. Topic: Air

"Dancing Coin"

Goal: Discover with children that air expands when heated and can control light-weight objects.

3. Topic: Center of gravity

"Why Leaning Towers Don't Fall"

Purpose: To introduce children to the concept of center of gravity

4. Topic: Center of gravity

I am a magician"

Goal: Find out with the children why the center of gravity is needed and how it works.

1. Topic: Magnetic forces. "We are wizards"

Goal: to identify materials that interact with magnets. Identify the properties of a magnet: the passage of magnetic forces through various materials and substances.

2. Topic: Magnetic forces.

"Live Paper Clip"

Purpose: Determine the ability of metal objects to be magnetized.

3. Topic: Magnetic forces.

"Sailing Regatta" /game-entertainment/

Goal: To identify the properties of a magnet: attracting magnetic objects, the ability to control them, and act through an obstacle.

4. Topic: Magnetic forces.

"Skier" /entertainment game/

Purpose: Explain the action magnetic forces, use knowledge to create a picture.

1. Topic: Substances. Unconventional drawing

"Gift for Mom"

Goal: Find out how to draw on fabric using flower petals.

2. Topic: Substances. Unconventional drawing on milk. Late.

"The flowers have bloomed"

Goal: To identify with children how the interaction of two substances occurs and how they can be controlled.

3. Theme: Galaxy

“Where does the sun spend the night?

Goal: Find out with the children that the Earth rotates around its axis in 24 hours, and this time is called a day. Find out how day and night replace each other.

4. Topic: Substances.

“Where did the sugar go when I stirred it with a spoon...”

Goal: Identify reactions with children various substances which are often found in everyday life.

5. Theme: Shadow

“Why does the shadow move or “Sundial” »

Goal: To identify with children what a shadow is and how it depends on the light source. That the size of a shadow depends on the distance between the light source and the object.

1. Topic: Shadow. “Drawing a shadow portrait”

Goal: To reveal with children that shadows follow the contours of various objects and the human body, including

2. Topic: Substances

“What is my island like?” /Game-entertainment/

Goal: To introduce children to the properties of wax. Find out how wax interacts with water. Develop imagination.

3. Topic: Substances

"Growing a Crystal"

Goal: Conduct research with children on growing a crystal from table salt. Find out how salt crystallizes at home

4. Topic: Light.

"Sunny Bunny"

Goal: Identify with children how light and the image of an object can be repeatedly reflected. that is, to see it where it should not be visible.

5. "Let's play detective"

Goal: To reveal that each person has his own pattern on his fingers - "imprint" and it does not repeat itself and by this fingerprint you can find a person.

1. Topic: Static electricity

"Smart ball"

Goal: To identify with children the cause of the formation of static electricity. Find out which substances are electrified.

2. Topic: Static electricity

"Dancing Foil"

Goal: Identify how objects can be controlled using static electricity.

3. Topic: Static electricity"

"Flexible water"

Goal: Reveal with children how static electricity can change the trajectory of a stream of water.

4. Topic: Sound.

"Match Phone"

Goal: Introducing children to the concept "sound waves"

5. Theme. Water.

"Room of laughter" /entertainment/

Goal: Reveal how you can create funny images and distort objects using water and a mirror.

Preview:

Sorokina Irina Alekseevna

Municipal preschool educational institution

« Kindergarten No. 189 “Sun” combined look

PROGRAM

additional education on cognitive development

"Young Explorer"

Developer: Sorokina I.A.

Senior teacher MBDOU No. 189

Kamen - on - Ob

2007

1. Explanatory note

1.1. Concept

1. 1.2. Relevance
2. 1.3. Novelty
3. 1.4. Target
4. 1.5. Tasks
5. 1.6. Children's age
6. 1.7 Duration of the program
7. 1.8. Forms and mode of classes
8. 1.9. Expected results
9. 1.10 Pedagogical diagnostics (see Appendix 1)
10. 1.11. Forms for summarizing the results of the program

1. Educational and thematic plan(see Appendix 2)
2. Brief description of topics

3.1.Compliance with the requirements of the state educational standard

3.2 Continuity

4. Techniques and methods for organizing the educational process

4.1. Didactic material, technical equipment of classes

5. References

1. Explanatory note

1. Program concept

The humanistic function of education contributes to the renewal of pedagogical technologies. Pedagogical technologies put teachers in a position of creativity and reflection, mastering ways of individually designing their activities. Personally oriented technologies are designed to reveal the individual creative potential of the child and stimulate his creative activity. They are focused not on volitionally attracting the child’s attention, but on orientation and appeal to his emotional and motivational sphere. Humanistic technologies take into account the fact that children have an incompletely formed logical apparatus; this determines their playful and entertaining character.

The desire to observe and experiment, to independently seek new information about the world are the most important features of normal child behavior.

Research and search activity is the natural state of a child. Children's need for exploratory research is biologically determined. Every healthy child is an explorer from birth. He is determined to understand the world, he wants to know it. It is this internal desire for research that gives rise to research behavior and creates the conditions for psychological development the child initially unfolded in the process of self-development.

3knowledge obtained as a result of one’s own research search is much stronger than that obtained through reproductive means. The more varied and interesting the search activity, the more new information the child receives, the faster and more fully he develops.

Search activity is fundamentally different from any other in that the image of the goal that defines this activity has not yet been formed. During the search, it is clarified and clarified. This leaves a special imprint on all the actions included in the search activity: they are extremely flexible, mobile and of a trial nature.

Exploratory learning involves the following:

• the child identifies and poses a problem that needs to be resolved;
• offers possible solutions;
• tests these possible solutions against the data;

• draws conclusions in accordance with the result of the check;
• applies conclusions to new data;
• makes generalizations.

The program is built on the following principles:

• The principle of the optimal relationship between development and self-development processes
• The principle of compliance of the development environment with the characteristics of self-development and development
• The principle of inconsistency in the content of knowledge acquired by children as the basis for self-development and development
• The principle of “developing intrigue”
• The principle of the formation of creativity at all stages of education and upbringing
• The principle of an active approach to personal development
• The principle of orientation towards the variety of forms of implementation of search and cognitive activity
• Principle systematic approach to combining areas of work, selecting program content, formulating search and cognitive activities
• The principle of using cognitive tools (manuals, maps, diagrams, equipment with intellectual content)

1.2. Relevance

A.N. Poddyakov defines exploratory behavior as one of the fundamental forms of interaction of living beings with the real world, aimed at its knowledge, and as an essential characteristic of human activity.

Children's experimentation, as one of the leading methods of shaping the cognitive sphere of a preschooler, makes it possible to come to amazing discoveries and at the same time develops the courage of children's thinking, which is necessary in the development of the personality as a whole.

1. Novelty

A system of search and research activities has been developed and tested as a source of independent knowledge of the world

1. Purpose of the program

To develop and maintain interest in research and discovery, to help master methods of practical interaction with the environment, ensuring the formation of the child’s worldview and his personal growth.

1.5. Program objectives

1. Formation of dialectical thinking in preschool children, i.e. the ability to see the diversity of the world in a system of relationships and interdependencies.

2. Development of one’s own cognitive experience in a generalized form with the help visual aids(standards, symbols, conditional substituents, models).

3. Expand the prospects for the development of children’s search and cognitive activity by including them in thinking, modeling and transformative actions.

4. Support children’s initiative, intelligence, and independence.

Legislative and regulatory support for the program:

• Law of the Russian Federation “On Education” dated February 10, 1992. No. 3266-1
• Model regulation “On preschool education”
• Letter from the Ministry of Education of the Russian Federation dated March 14, 2000. No. 65/32-16 “On hygienic requirements for the maximum load of preschool children in organized forms of education”
• Letter from the Ministry of Education of the Russian Federation dated June 18, 2003. No. 28-02-484/16 “Requirements for the maintenance of children and registration educational programs additional education for children"
• Charter of the preschool educational institution
• Preschool development program
• Regulations on circle work
• Order on the organization of circle work at preschool educational institutions
• Rules and regulations for labor protection, life and health of children

1. Children's age

The age of children participating in the implementation of this program is 5-7 years.

This is determined by the phase nature of the child’s own activity. In this phase, i.e. at 5-7 years old, a preschooler is especially susceptible to the influences of an adult. The more successfully they develop various shapes interaction between a child and an adult carrier highest form development, the more meaningful the child’s own activity becomes.

1. Duration of the program

The duration of the program is 2 years. There are 2 stages of work:

• Stage 1 – with children 5 – 6 years old;
• Stage 2 – with children 6 – 7 years old.

1. Forms and mode of classes

The program is implemented in the “Young Researcher” club classes. Club classes are held once a week. The day of classes is chosen based on the intensity of the load on the children in accordance with “happy free work” with Montessori material.

The duration of classes for children 5–6 years old is no more than 20 minutes, for children 6–7 years old no more than 25 minutes. A flexible form of organizing experimental activities allows you to take into account the individual characteristics of each child, health, mood, level of establishing cause-and-effect relationships, identifying patterns and other factors. The composition of the group of simultaneously working children may change depending on the above reasons.

The kit for each experiment is available ready-made. The teacher makes a presentation of each experiment. This could be an individual presentation, an individual show, a circle. Each experiment kit can be accompanied by instructional cards, made in the form of sequential drawings or with brief verbal instructions (for reading children). All experiments are accompanied by drawing up a protocol. Children 5–6 years old use the simplest option: fill out the table (put any sign); children 6 - 7 years old (who can read) - briefly write down the result in a prepared form or sketch it.

1. Expected results

After each stage of the circle’s work, children are expected to acquire certain knowledge, skills and abilities:

• quick activation cognitive process;
• independent use of the material;
• setting a goal and finding ways to achieve it;
• independence in the search for discoveries;
• manifestation of volitional efforts (perseverance) in achieving the set goal;
• persistence in defending your opinion;
• expanding children's horizons;
• development critical thinking and speech;
• development of finger muscles;
• manifestations of search activity and the ability to extract information about an object during it.

1. Pedagogical diagnostics

(see Appendix No. 1)

1. Forms for conducting program implementation results

• Days of presentation of the results of experiments to preschool children and their parents;
• Creative report of the teacher - the leader of the circle at the “Fair of Pedagogical Findings”.

1. Educational and thematic plan

(see Appendix No. 2)

1. Brief description of topics

Stage 1 (5-6 years)

Lesson 1: Choosing a name for the circle. Get children interested in a new activity. Arouse desire through experimental activities.

Lesson 2: Introductory. Introduction to the laboratory. Organization of the experiment.

Lesson 3: Experiment with water “Floats or sinks”

Lesson 4: Experiment with water “What color is the water” No. 1

Lesson 5: Experiment with water “What color is the water” No. 2

Lesson 6: Experiment with water “What does water smell like”

Lesson 7: Experiment with water “What shape does water have”

Lesson 8: Experiment with water “In which direction does the water press”

Lesson 9: Experiment with water “Water as a solvent”

Lesson 10: Experiment with water “Experiment with water “Precipitation in fresh and salt water”

Lesson 11: Experiment with water “Disturbance of balance”

Lesson 12: Experiment with water “Measuring water temperature”

Lesson 13: Experiment with water “Ice - solid water”

Lesson 14: Experiment with water “Snow turns into water”

Lesson 15: Experiment “How to get away with it”

Lesson 16: Experiment with water “When freezing, water moves stones”

Lesson 17: Experiment with water “Saturated solutions”

Lesson 18: Experiment with water “Change in the volume of water due to heating”

Lesson 19: Experiment with water “Water in a spacesuit”

Lesson 20: Experiment with water “Bottomless Glass”

Lesson 21: “Floating Paper Clip” Experiment

Lesson 22: Experiment “Oncoming traffic”

Lesson 23: Experiment “Movement of arcs from each other”

Lesson 24: Experiment “Water Candlestick”

Lessons 25 – 27: Experience “Water and Sound”

Lesson 28: Experiment “How to get water for drinking”

Lesson 29 - 31: Experiment with air “Air is everywhere”

Lesson 32: Experiment “Lemon inflates a balloon”

Lesson 33 – 34: Experiment with air “Air work”

Lesson 35: Experiment with air “Air pressure”

Lesson 36: Experiment with air “Expansion of hot air and its movement”

Stage 2 (6 – 7 years):

Lesson 1: Introductory. Establish rules for working in the laboratory.

Lesson 2: Experiment with fire “It burns - it doesn’t burn”

Lesson 3: Experiment with fire “Working with fire”

Lesson 4: Experiment “Living Shadow”

Lesson 5: Working with floor scales. Acquaintance.

Lesson 6 – 7: Weighing objects on floor scales

Lesson 8: Experiment “Record weight”

Lesson 9 – 10: Experiment with a magnet “Magnetic task”

Lesson 11: Experiment with magnet “Dancing paper clips”

Lesson 12: Experiment “Flying Butterfly”

Lesson 13: Experiment with a magnet “Magnet and Arrow”

Lesson 14: Magnet trick

Lesson 15: Experiment with a magnet “The force of attraction of magnets”

Lesson 16: Experiment with a magnet “All bodies are attracted to each other”

Lesson 17: Scientific experiment “Snow Flowers”

Lesson 18: Scientific experiment “Hanging without a rope”

Lesson 19: Scientific experiment “Broken pencil”

Lesson 20: scientific experiment “Restless grains”

Lesson 21: Experiment “Submarine made from grapes”

Lesson 22: Experiment “Submarine from an egg”

Lesson 23: Scientific experiment “Vaults and tunnels”

Lesson 24: Experiment “Where did the ink go”

Lesson 25: Experiment “How to pierce a balloon without harming it”

Lesson 26: Concept of electric charges

Lesson 27: Scientific experiment “Dancing foil”

Lesson 28: Experience for great history"Looking at Substances"

Lesson 29: Experiment for the big story “Volcanic eruption”

Lesson 30: Experiment for the big story “Mountain formation”

Lesson 31: Experience for the big story “The Flood”

Lesson 32: Experiment with plants “Where do plants come from”

Lesson 33: “Why green plants growing in the ocean do not live deeper than 100m”

Lesson 34: Experiment with plants “How a plant looks for light”

Lesson 35: Experiment with plants “How plants feed”

Lesson 36: Experiment with plants “How plant stems wither”

3.1. Compliance with the requirements of the state educational standard

The work of the “Young Researcher” circle is based on regulatory documents, including:

• Appendix 2 to Order of the Ministry of Education of the Russian Federation dated August 22, 1996 No. 448 “Temporary (approximate) requirements for the content and methods of education and training implemented in a preschool educational institution”;
• Charter of the MDOU “Kindergarten No. 189 “Solnyshko”.

3.2. Continuity

The club program includes:

• The maturity of the preschooler’s experimentation activities;
• Formation of the child’s personality;
• The basis for further acquaintance of children primary school with natural science concepts.

1. Techniques and methods for organizing the educational process

The circle uses research teaching methods:

• Reproductive methods: explanatory and illustrative (teacher reporting ready-made information by different means) and reproductive (the teacher creates conditions for the formation of skills through exercises);
• Productive methods: partial search or heuristic (dividing a large problem into a series of smaller subtasks, each of which is a step towards solving the problem) and research (the path to knowledge through one’s own, creative search)

4.1. Didactic material and technical equipment of classes

Basic equipment:

• assistant devices(magnifying glasses, scales, sand scales, compass, magnets, telescope, etc.);
• various vesselsfrom various materials, different volumes and shapes;
• various natural materials; recycled material(wire, pieces of leather, fabric, plastic, etc.);
• technical materials(nuts, paper clips, bolts, nails, etc.);
• different types of paper; dyes(food and non-food);
• medical materials(pipettes, measuring spoons, syringes, etc.);
• Other materials(mirrors, flour, salt, sugar, sieve, candles, etc.).

Optional equipment:

• special clothes(robes, aprons);
• containers for bulk and small items;
• cards-schemes conducting an experiment;
• individual experiment diaries;
• rules for working with material;
• individual diaries.

1. Bibliography

1. “Education program in the kindergarten of the school for free personal development based on the pedagogical technology of Maria Montessori”;
2. “Child in the world of search” by O.V. Dybina, N.P. Rakhmanov, V.V. Shchetinin;
3. “Methodology for conducting educational research in kindergarten” A.I. Savenkov;
4. “Organization of experimental activities of preschool children” by L.N. Prokhorov;
5. “Children's research as a method of teaching older preschoolers” A.I. Savenkov.

Appendix No. 1

Pedagogical diagnostics

Indicators of the level of children's mastery of experimental activities are:

Levels	Attitude towards experimental activities	Goal setting	Planning	Implementation	Reflection
High	The cognitive attitude is stable. The child shows initiative and creativity in solving problematic problems.	Sees the problem independently. Actively makes assumptions. Puts forward hypotheses, assumptions, ways to solve them, making extensive use of argumentation and evidence	Independently plans upcoming activities. Consciously selects objects and materials for independent activities in accordance with their qualities, properties, and purpose.	Acts systematically. Remembers the purpose of the work throughout the entire activity. In dialogue with adults, explains the course of activities. Gets the job done.	Formulates in speech whether the result has been achieved or not, notices the incomplete correspondence of the obtained result to the hypothesis. Able to establish a variety of temporary, sequential, causal relationships. Draws conclusions.
Average	In most cases, the child shows active cognitive interest.	Sees the problem sometimes on his own, sometimes with a little help from an adult. The child makes assumptions, builds a hypothesis independently or with a little help from others (peers or an adult).	Takes an active part in planning activities together with an adult.	Independently prepares material for experimentation, based on their qualities and properties. Shows persistence in achieving results while keeping the purpose of the work in mind.	Can formulate conclusions independently or based on leading questions. Gives reasons for his opinions and uses evidence with the help of an adult.
Short	In most cases, the child does not show active cognitive interest.	Doesn't see the problem on his own. The child does not make assumptions, cannot build a hypothesis on his own or with a little help from others (peers or an adult).	Passive when planning activities together with an adult.	Independently prepares material for experimentation, but does not take into account their qualities and properties. Does not show persistence in achieving results.	Cannot formulate conclusions independently based only on leading questions.

Children's mastery of the above knowledge, skills and abilities is recorded in the table at the beginning and end of the year.

Appendix No. 2

Educational and thematic plan

Lesson number	List of topics	Number of classes
		Theoretical	Practical
	Stage 1 (5 – 6 years):
	Choosing a name for the circle. Get children interested in a new activity. Arouse desire through experimental activities.
	Introductory. Introduction to the laboratory. Organization of the experiment
	Experiments with water
	"Swims or Sinks"
4 – 5	"What color is the water"
	"What does water smell like"
	“What shape does water have?”
	“In which direction does the water press?”
	"Water as a solvent"
	“Experiment with water “Precipitation in fresh and salt water”
	"Imbalance"
	"Measuring water temperature"
	"Ice is solid water"
	"Snow turns to water"
	"How to get away with it"
	"When water freezes, it moves stones"
	"Saturated solutions"
	"Change in water volume"
	"Water in a spacesuit"
	"Bottomless Glass"
	"Floating Paper Clip"
	"Oncoming traffic"
	"Moving Away"
	"Water Candlestick"
25 - 27	"Water and Sound"
	"How to get water for drinking"
	Experiments with air
29 - 31	"Air is everywhere"
	"Lemon Inflates a Balloon"
33 - 34	"The work of air"
	"Air pressure"
	"Expansion of hot air and its movement"
	Stage 2 (6 – 7 years):
	Introductory. Establish rules for working in the laboratory
	Experiments with fire
	"It burns - it doesn't burn"
	"Working with Fire"
	"Living Shadow"
	Experiments with floor scales
	“Working with floor scales. Acquaintance"
6 - 7	"Weighing Objects"
	"Record weight"
	Experiments with a magnet
9 - 10	"Magnetic task"
	"Dancing Paper Clips"
	"Flying Butterfly"
	"Magnet and Arrow"
	"Magnet trick"
	"The force of attraction of magnets"
	"All bodies attract each other"
	Scientific experiments
	"Snow Flowers"
	"Hanging without a rope"
	"Broken Pencil"
	"Restless grains"
	"Grape Submarine"
	Submarine made from an egg"
	"Vaults and Tunnels"
	“How to puncture a balloon without harming it”
	"The concept of electric charges"
	"Dancing Foil"
	Experiments for a big story
	"Looking at Substances"
	""Eruption"
	"Orogeny"
	"Global flood"
	Experiments with plants
	"Where did plants come from"
	“Why green plants growing in the ocean do not live deeper than 100m”
	“How a plant searches for light”
	"How do plants eat"
	“How plant stems wither”

Experience technology

1. Theoretical interpretation of experience

1. Conditions for the occurrence of experience
2. Justification of relevance and prospects
3. Theoretical basis of experience
4. Novelty of experience
5. Leading pedagogical idea
6. Efficiency
7. Experience technology
8. Targeting

1. Experience technology

2.1.Program of the “Young Researcher” circle

2.2. Monitoring the effectiveness of children's additional education based on experimental activities

MONITORING

the effectiveness of additional education for children in experimental activities

MBDOU "Kindergarten No. 189 "Sun"

Kamen-on-Obi