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

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

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

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

M.: 2009 - 80 p.

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

Format: pdf

The size: 14 MB

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

Preschool teacher needs:
- With create conditions that would encourage children to independent cognitive activity;
— when organizing interaction involve the child in the process cognitive search;
—diversify techniques providing educational information.

The most effective means for solving these problems are creative tasks and games. It is they who help preschoolers to liberate themselves. In this case, children are not afraid to make mistakes, since there are no right or wrong answers, all answers and judgments are accepted on an equal footing, without being criticized. A child in such a situation fantasizes freely, and the process of cognition gives him joy and pleasure.

Game "Why did this happen?"
Tasks:
1. The boy came in torn trousers. Why did this happen?
2. All the electric lamps suddenly went out in the house. Why did this happen?
3. The river overflowed its banks and flooded the surrounding meadows. Why did this happen?

Game "Resolve Controversy":
The teacher finds examples of such situations both in everyday life and in literary works.
1. A new doll was brought to the group (a ball, a book, a game, etc.). How to be? How do you drink so that everyone is happy?
2. The mouse ate the magic pill and became invisible. How to make a cat see a mouse?
3. "Crying pussy in the hallway
She has a lot of grief
Evil people poor pussy
Don't let them steal sausages."
How can a pussy get sausages?

Creative questions and tasks:
- Guess the word that is encrypted with pictures. (On the first sound, on the last sound).
- Solve the crossword puzzle.
"We play rhyme."
- "Magic transformations" (heat - ... ar, dot - ... points). What has become of the heat? What has become of the dot?
How are a grasshopper and a frog similar? Frog and grass? Frog and parsley?
What is the difference between birch and pine? Wolf and sparrow?
- Define extra words: elephant, birch, bear, fox, tiger.
After such tasks, the teacher’s question follows: why do you think so? Prove it! This encourages children to reason, justify their opinions, and form logical thinking.

Tasks of the cognitive cycle:
Why is the stream running?
What animals are striped?
Could an elephant live in the mountains? Why not?
Where are the clouds going?
- Where does the snow melt faster: in the forest or in the clearing?

Tasks for the development of speech and literacy:
- Replace the letter - you will get new words: Nina - Zina - Tina - Lina ..., roll - beam - squirrel ...
What is the difference between a whale and a cat? …
- Rearrange the letters in the word orange to get the name of the dog breed, etc.
Find the hidden word within the words.
- Change the word for stress (torment - flour).
- Pick a rhyme for a word and compose a couplet with this word, etc.

Math assignments:
- Birds flew over the river: a dove, a pike, 2 tits, 2 swifts and 5 eels. How many birds, answer quickly ...
- Outline with one stroke, without repeating a single line. (Any geometric figure or many in one is offered).
What numbers are hidden in the pictures?
- Continue the row by increasing speed or vice versa: pedestrian, train ...

Drawing tasks:
— What could it be? (Any line, geometric figure, just a spot is offered).
- "Magic Glasses" - depict a drawing in one form, for example, in the shape of a heart. Children draw "heart" houses, clouds, flowers, the sun, etc.
"Who's hiding?" - the educator draws parts of any animal, object, suggests thinking (who (what) is it?) and finishing it.
- "Depict the image in the picture." (The image of any character is offered).
- "Express in the drawing your mood, the mood of mom, dad ...".

Design tasks:
What can be done about it and how? (Offered waste material: jars, boxes, plastic bottles, wire, etc. or natural material, including vegetables: potato, eggplant, pepper, etc.)

Questions on the formation of a healthy lifestyle:
Why is it good to comb your hair?
“If you haven’t washed your hands, what troubles await you?”
Why can't you use someone else's comb, toothbrush?

surprise games, in which you need not only to find the answer, but also to justify it:
- What animals are characterized by these properties: curious, like ...; wise as...; strong as...; cunning as ...; true as...?
- What are the common signs of an apple and a pear, a birch and a spruce, a cat and a dog, a bird and a person.
- What is the difference between autumn and spring, a chair from a table, a fork from a spoon, a boletus from a russula?
- What do the words have in common: month and moon, bunch and brush, courage and courage?
- What are the similarities: grass and a frog, a frog and a hare, a parachute and an umbrella, pepper and mustard, a vacuum cleaner and a mop?

All of the above games, questions and tasks help develop cognitive abilities and creativity preschool children.

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to

Scheme for the development of any type of activity:

at first it is carried out in joint activities with adults,

then in joint activities with peers

and, finally, it becomes an independent activity of the child.

L. S. Vygotsky

In philosophy, "knowledge" is the process of obtaining new knowledge by a person, the discovery of the previously unknown. The effectiveness of cognition is achieved primarily by the active role of a person in this process. The development of cognitive activity in preschool childhood ensures the formation of such skills as the ability to learn and receive education throughout life.

The relevance of the problem of improving the quality of preschool education at the present stage is confirmed by the interest on the part of the state in the education and development of preschool children. An example is the adoption of the Federal State Educational Standard, according to which the program should ensure the development of the personality of preschool children in various activities and interprets cognitive development as an educational area, the essence of which is revealed as follows:

Development of curiosity and cognitive motivation;

Formation of cognitive actions, formation of consciousness;

Development of imagination and creative activity;

Formation of primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and consequences, etc., about the planet Earth as a common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

The cognitive development of a preschool child as an evolutionary process goes through several stages: curiosity, inquisitiveness, the stage of development of cognitive interest, the stage of development of cognitive activity, which pass from the lowest to the highest in the joint specially organized activity of the Significant adult and the child.

Yes, at the stage curiosity the preschooler is content with only the initial orientation associated with the amusement, brightness, and unusualness of the object itself. Curiosity represents a valuable state of the individual, an active vision of the world, characterized by the desire of a preschool child to penetrate beyond the limits of what was originally seen and perceived, at this stage strong emotions of surprise, joy of learning, delight, satisfaction with activity are manifested. A new quality of cognitive development of preschool children is cognitive interest, characterized by increased stability, a clear selective focus on a cognizable object, valuable motivation, in which the main place is occupied by cognitive motives; cognitive interest contributes to the penetration of the preschooler into the essential relationships, connections, patterns of mastering reality. We attribute to a high level of cognitive development of preschool children cognitive activity, the basis for the development of which is a holistic act of cognitive activity. The source of cognitive activity is cognitive need, and the process of satisfying this need is carried out as a search aimed at identifying, discovering the unknown and assimilating it.

The noted stages of cognitive development do not exist in isolation from each other; in practice, they are extremely complex combinations and relationships and characterize the cognitive development of the child as an evolutionary process.

Finishing indicators of cognitive development of a preschooler:

this is the primary, generalized attitude to the world:

cognitive attitude- the world is amazing, full of secrets and mysteries - I want to know and solve them;

careful attitude- the world is fragile and tender, it requires a reasonable approach and even protection - I want to protect my world, it cannot be harmed;

creative attitude- the world is so beautiful, - I want to preserve and increase this beauty.

ON ORGANIZATION AND CARRYING OUT COGNITIVE DEVELOPMENT

The methodology for the cognitive development of preschool children includes the following components:

cognitive, aimed at obtaining information about the world around the child (through sensory cognition, solving cognitive problems, intellectual skills) and forming a complete picture of the world;

activity, reflecting the organization of different types of children's activities (role-playing game, project and research activities of preschool children, experimentation aimed at shaping the cognitive activity of the child;

emotional, sensual determining the child's attitude to the knowledge of the world around.

Used in working with preschoolers cognitive tasks, which are understood as learning tasks that involve the presence of search knowledge, methods (skills) and stimulation of the active use of connections, relationships, evidence in learning. The system of cognitive tasks accompanies the entire learning process, which consists of sequential activities that gradually become more complex in content and methods.

The actual method of cognitive development of preschool children is experimentation,

which is considered as a practical activity of a search nature, aimed at understanding the properties, qualities of objects and materials, connections and dependencies of phenomena. In experimentation, the preschooler acts as a researcher who independently and actively learns the world using a variety of forms of influence on it. In the process of experimentation, the child masters the position of the subject of cognition and activity.

Effective methods of cognitive development of preschoolers include project activity, ensuring the development of cognitive interests of children, the ability to independently construct their knowledge and navigate the information space, the development of critical thinking.

In the practice of modern preschool organizations, the following types of projects are used:

Research projects (they require a well-thought-out structure, are completely subordinate to the logic of research, involve putting forward an assumption for solving a designated problem, developing ways to solve it, including experimental ones. Children experiment, conduct experiments, discuss the results, draw conclusions, draw up the results of the study) ;

Creative projects(as a rule, these types of projects do not have a detailed structure of joint activities of participants, it is only outlined and further developed, obeying the genre of the final result, which can be designed as a script for a video film, dramatization, holiday program, album. Presentation of the results can take place in the form holiday, video film, dramatization, sports game, entertainment) ;

Game (role-playing) projects(the data structure of the projects is also just outlined and remains open until the completion of the work). Children take on certain roles, determined by the nature and content of the project. These can be literary characters or fictional characters that imitate social or business relations, complicated by situations invented by the participants. For example, children

Information - practice - oriented projects(they are initially aimed at collecting information about some object, phenomenon; it is supposed to familiarize the project participants with this information, analyze it and generalize the facts. Moreover, the result of the project is necessarily focused on the social interests of the participants themselves. Children collect information, discuss it and implement it, focusing on on social interests; the results are drawn up in the form of stands, newspapers, stained-glass windows).

AT recent times widely used in early childhood education research activities, which in its most complete, expanded form assumes the following:

- the child identifies and poses a problem that needs to be solved;

- offers possible solutions;

– checks these possible solutions based on the data;

- draws conclusions in accordance with the results of the audit;

– applies conclusions to new data;

- makes generalizations.

Thus, using experimentation, cognitive tasks and project activities in solving the problem of the cognitive development of preschool children, the teacher provides a stage transition, qualitative changes in the development of cognitive activity: from curiosity to cognitive activity.

An important point influencing the development of cognitive abilities is the presence in children of interest in cognitive activity, cognitive motivation.

In order to ensure the development of the personality of pupils, it is necessary to create in each age group developing subject-spatial environment.

I would like to draw attention to Chapter 3, paragraph 3.3 of the Federal State Educational Standard, which lists specific requirements for the developing subject-spatial environment of a preschool educational institution.

One of the important conditions for creating a developing subject-spatial environment is the correspondence of the material to the age of preschoolers. Compliance with age is one of the most significant and at the same time difficult to fulfill conditions. This is due to the fact that the materials, the complexity and accessibility of their content must correspond to today's patterns and characteristics of the development of children of a given particular age and take into account those features of development zones that are again characteristic of each individual child today.

Activities planned outside of work, are an essential part of the child's cognitive development. It is at such events that teachers have the opportunity not only to consolidate, clarify, expand, systematize the accumulated ideas of children; but also introduce new content.

Forms of activities held outside of classes

Tradition "Our Glorious Deeds";

Educational evenings;

Stories of teachers "Do you know ...";

Selection of material about animals and plants;

Growing seedlings with children;

Group life calendar;

Collecting.

Thus, the more prepared the child comes to school - I mean not the amount of accumulated knowledge, but the readiness for mental activity, the more successful the beginning of school childhood will be for him. Concluding the foregoing, we can conclude that at the present stage of development of preschool education, the problem of cognitive development of preschoolers is given great attention, which in turn requires a special attitude on the part of the teacher to this problem.

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Organization of a developing subject-spatial environment in the educational field "Cognitive development"

Consultation for teachers of the preschool educational institution "Organization of a developing object-spatial environment according to educational field"Cognitive Development"

Good afternoon, dear colleagues! At the beginning of our meeting, in order to activate for a positive, productive and successful work, I would like to invite you to take part in the "Quick - tuning". Its content uses various methods and technologies. I would like to offer you today the "Method of incomplete sentences", which allows you to identify the conscious and unconscious attitudes of the participants, shows the attitude to any problem. I suggest you complete the statements of famous people: psychologists, teachers and philosophers on the topic of our meeting.

So, the first statement of Vasily Alexandrovich Sukhomlinsky: “A game is a spark that lights a light ...” (inquisitiveness and curiosity). Indeed, without play there is, and cannot be, a full-fledged cognitive development of children in preschool age.

The second statement of Abraham Harold Maslow: “Development occurs when the next step forward objectively brings more joy, more inner satisfaction than ...” (previous acquisitions and victories that have become something ordinary and even tired). This statement suggests that every person, and even more so a child of preschool age, has a constant inner need to learn new truths.

The third statement of Arthur Vladimirovich Petrovsky: “Cognitive activity is one of the important qualities that characterize ...” (mental development of a preschooler). You are right, since cognitive activity, and in the opinion of Diana Borisovna Bogoyavlenskaya, is the desire for the most complete knowledge of objects and phenomena of the surrounding world; complex personal development.

And the last statement of Lyudmila Aleksandrovna Belyaeva: “One of the main stimuli for the cognitive activity of children is ...” (teacher).

Indeed, a teacher is a professional who possesses the necessary personal qualities (the desire for self-development, creativity, tact and tolerance in relations with children and parents, an arsenal of necessary pedagogical tools, can captivate, interest and contribute to the development of cognitive activity in preschool children, which in largely depends on the methods by which the teacher organizes the process of cognition of pupils (you can get acquainted with them in the information booklets brought to your attention).

Known methods that stimulate the process of cognition:

The method of unexpected solutions (the teacher offers a new non-stereotypical solution to a particular problem that contradicts the child's existing experience);

The method of presenting tasks with an indefinite ending, which makes children ask questions aimed at obtaining additional information;

A method that stimulates the manifestation of creative independence in compiling similar tasks on a new content, the search for analogues in everyday life;

The method of “intentional mistakes” (according to Sh. A. Amonashvili, when the teacher chooses the wrong path to achieve the goal, and the children discover this and begin to offer their own ways and methods of solving the problem.

The teacher must own all the pedagogical tools in order to captivate, interest and develop cognitive activity in preschool children (this is also recited by the Teacher's Professional Standard, which comes into force in January 2015).

The formation of cognitive activity in preschool children requires the teacher to manifest creativity to the organization pedagogical process.

Signs of the creative personality of the teacher are:

1. The desire for self-development.

2. The ability to notice and formulate alternatives, to question the obvious at first glance, to avoid superficial formulations.

3. The ability to delve into the problem and at the same time break away from reality, to see the future.

4. Ability to refuse orientation to authorities.

5. The ability to present a familiar object from a completely new perspective, in a new context.

6. The ability to associate (quick and free switching of thoughts, the ability to evoke images in the mind and create new combinations from them).

7. Readiness of memory (mastery of a sufficiently large amount of systematized knowledge, orderliness and dynamism of knowledge) and the ability to generalize.

8. Creativity, that is, the ability to turn the performed activity into a creative process.

In our hands, the hands of teachers, there is also the possibility of creating an atmosphere of benevolence and positiveness in the preschool educational institution, developing a subject-spatial environment that stimulates cognitive and creative activity in preschool children in accordance with the Federal State Educational Standard. So, let's take a closer look...

sensory development. FEMP. Development of cognitive-research and productive (constructive) activities. Formation of a holistic picture of the world, expanding the horizons of children (these are “Culture of Life” in the younger and middle groups; “Nature and the Child” in all age groups; “The World We Live in” in the older and preparatory groups).

In accordance with the Federal State Educational Standard, the goal of the cognitive development of preschool children was the development of cognitive interests and cognitive abilities of children, which can be divided into sensory, intellectual-cognitive and intellectual-creative.

The content of cognitive research activity involves the solution of the following tasks: development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc., about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

From age to age, the tasks of developing cognitive-research activities become more complicated. In early preschool age, these are: Sensory development. FEMP. Development of cognitive-research and productive (constructive) activities. Formation of a holistic picture of the world, expanding the horizons of children (this is "Culture of Life"; "Nature and the Child").

At the stage of completion of preschool education:

The child should have the following skills and abilities, for example:

Establish simple connections between phenomena and between objects, predict changes in objects as a result of impact on them, predict the effect of their actions, find causes and consequences (“Development of cognitive research and productive (constructive) activity”);

To single out several qualities of objects in the process of perception; compare objects by shape, size, structure, position in space, color; highlight characteristic details, beautiful combinations of colors and shades, various sounds; the ability to classify objects according to general qualities ("Sensory development");

Count within the mastered numbers and determine the ratio of the previous and next in the number series; solve arithmetic problems for addition and subtraction; divide objects into equal and unequal parts, understand the ratio of the part and the whole; count with a change of base; highlight the forms of surrounding objects, determine their position in space and the position of your body in it ("FEMP");

Knowledge of the symbols of the native city and state, children's awareness of belonging to their people ("The world in which we live").

An elementary idea of ​​the relationship and interaction of living organisms with the environment (“Nature and the child”)

When organizing the subject-spatial environment in accordance with the Federal State Educational Standard in different age groups of preschool educational institutions, it must be remembered that its content in the development of the personality, motivation and abilities of preschool children in various types of activities in the field of cognitive development should be determined by the content of directly educational activities and the age category of children.

The requirements for their content and content in accordance with the age group are recommended to be reflected in the developed passports of the centers in the group, in which teachers conduct a self-analysis of the RPPS in groups in the educational area "Cognitive Development". You can get acquainted with examples of some of them later (demonstration of passports for the Design Corner and the Nature Corner).

So, for example, in a group in this direction of development of preschool children, the following Play Activity Centers can be represented:

Design Center.

Center for experimentation and a corner of nature.

Center of logic and reflection.

Center for sensory games.

Friendship Center of the Peoples of the World.

Thus, the decisive role in the construction of the RPPS, which stimulates cognitive and creative activity in preschool children in accordance with the Federal State Educational Standard, in the organization of the cognitive and research activities of children, belongs to the teacher. The level of development of cognitive activity, cognitive interests and cognitive abilities of his pupils largely depends on him and the methods of organizing the process of cognition used by him in pedagogical practice.

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The development of cognitive research activities of preschoolers in accordance with the Federal State Educational Standard

Slide. 2. The main principles of distance education in accordance with the State Standard is the formation of cognitive interests and cognitive actions of the child in various activities. In addition, the standard is aimed at developing the intellectual qualities of preschoolers. According to him, the program should ensure the development of the personality of preschool children in various activities. This document interprets cognitive development as an educational area, the essence of which is revealed as follows: the development of curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and consequences, etc.)

GEF DO pays special attention to cognitive research activities (study of objects of the surrounding world and experimentation with them). Typical activities for the implementation of this area of ​​work are:

– organization of solving cognitive problems;

- the use of experimentation in working with children;

- the use of design.

Slide. 3. An actual method of cognitive development of preschool children is experimentation, which is considered as a practical activity of a search nature, aimed at understanding the properties, qualities of objects and materials, connections and dependencies of phenomena. In experimentation, a preschooler acts as a researcher who independently and actively learns the world around him, using various forms of influence on it. Cognitive tasks are used in work with preschoolers. The system of cognitive tasks accompanies the entire learning process, which consists of sequential activities that gradually become more complex in content and methods.

In organizing the experimental activities of preschoolers, I use a complex of various forms and methods. Their choice is determined by age capabilities, as well as the nature of educational tasks. Experiments are like magic tricks, and for children it is a miracle. Research provides the child with the opportunity to find answers to the questions “how? " and why? ".

Slide. 4. One of the conditions for solving the problems of experimental activities is the organization of a developing environment that ensures the development of active independent children's activities.

In our group, we have created a corner "Children's Science Laboratory". The laboratory was created to develop children's interest in research activities, where the development of primary natural science ideas, observation, curiosity takes place. The laboratory implements the following types of experiments:

1. Experiments (experimentation) with objects and their properties;

2. Collecting (stones, herbarium.)

A place has been determined for the implementation of the declared experiments in the children's scientific laboratory

For a permanent exhibition, where various collections, exhibits, rare items(shells, stones, crystals, feathers, etc.);

For devices and storage of materials (natural, "waste");

To conduct experiments;

For unstructured materials (sand, water, sawdust, chips, foam, etc.).

As a result, the child develops such initial-key competencies as socialization (through experiments, observations, children interact with each other); communication (pronunciation of the results of experience, observations); information awareness (through experiences, observations, children gain knowledge); activity (there is a selection of materials for experiments and the sequence of their implementation).

Slide 5. In the summer, we conduct experimental activities on the street, with the help of pictures with drawings that depict materials for experiments, they themselves choose which experiment they want to conduct.

Slide. 6. Experience "The sun gives us heat and light", the purpose of the experiment was to give children an idea that the sun is a source of heat and light. During the experiment, the guys made sure that not all objects heat up equally quickly, dark objects heat up more strongly, the more heat rays a body absorbs, the higher its temperature becomes.

Slide. 7. Experiments "Sand Country" and "Water Mill", the purpose of the first experiment was to highlight the properties of sand, flowability, friability, you can sculpt from wet. The purpose of the second experiment was to give an idea that water can set other objects in motion.

Slide. 8. Work on cognitive activity is carried out on the ecological path “Wonderful Nearby”, there is a playground for children's experimentation on which we conducted the experiment “Where is the water? ”, the task of the experiment was to reveal that sand and clay absorb water differently, to highlight their properties: flowability, friability. The children concluded that all the water went into the sand (the particles do not stick to each other, but stand on the surface of the clay (in clay, the particles are closer to each other, they do not let water through).

Slide. 9. Experiment "Air around us", in this experiment my task was to show the children that air exists in the surrounding space, and to reveal its invisibility property.

Slide. 10. As part of the day of science, the children and I conducted entertainment with elements of experimentation “Soap Bubble Festival”, the purpose of which was:

1. Learn to do it yourself bubble.

2. Learn to blow bubbles in various ways.

3. Create a festive atmosphere, bring joy, good mood.

4. Arouse the desire of children to experiment, develop their imagination and fantasy.

The children themselves learned how to make soap bubbles, learned new ways of blowing soap bubbles.

Slide. 11. As part of the open lesson "What the wind can do" around the world, I developed didactic game“Magic clearings”, according to the conditions of the game, the children ended up in two magical clearings with windy and calm weather, the children were given cards depicting weather conditions, and the children independently chose which clearing these illustrations fit.

Slide. 12. Effective methods of cognitive development of preschoolers include project activities that ensure the development of cognitive interests of children, the ability to independently construct their knowledge and navigate the information space.

In addition to the existing experimental site "Veterok", located on the territory of our institution, in order to ensure the maximum realization of the educational potential of the kindergarten space, a project was implemented to create a mini-museum "Nature has no bad weather", which was designed and replenished by parents : verbal and illustrative materials, providing even more in-depth knowledge of children about natural phenomena, "folk" weather forecasts, about "live barometers". There are mock-ups “The use of wind power by man”, independent assistant devices: rain gauges, barometers, wind traps, etc.

Slide. 13. In conclusion, we can conclude that at the present stage of development of preschool education, the problem of cognitive development of preschoolers is given great attention. Using experimentation and project activities in solving the problem of the cognitive development of preschool children, we try to ensure a stage transition, qualitative changes in the development of cognitive activity of preschoolers in accordance with the Federal State Educational Standard.

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Implementation of the tasks of the educational field "Cognitive Development" in the preschool educational institution in Krasnoyarsk at a price of 5,000 rubles, order from the SIBERIAN INSTITUTE OF MODERN PRACTICAL PSYCHOLOGY

The company SIBERIAN INSTITUTE OF MODERN PRACTICAL PSYCHOLOGY is registered on the portal dk.ru 24.06.2014

Description of the service Implementation of the tasks of the educational field "Cognitive Development" in the preschool educational institution:

Remote advanced training program:

Implementation of the tasks of the educational field "Cognitive Development" in the preschool educational institution according to the Federal State Educational Standard

Tasks:

• to form students' knowledge of modern approaches to solving the problems of the educational field "Cognitive Development" in preschool educational institutions;

- to promote the development of experience in solving practical pedagogical problems from the educational field "Cognitive Development";

- to summarize the knowledge of students of advanced training courses on the formation of elementary mathematical concepts in preschoolers in the course of solving problems in the educational field "Cognitive development";

- to provide students with advanced training courses the opportunity to get acquainted with examples of solving problems in the educational field "Cognitive Development" in preschool educational institutions in accordance with the Federal State Educational Standard.

At the end of the program, the student must:

know:

- the basic concepts of the course: educational field, educational field "Cognitive development", cognitive activity of preschoolers, cognitive competence of preschoolers, cognitive orientation, cognition, cognitive processes;

– positions of the teacher in modern education and his professional and personal orientations;

- the main regulatory documents that define new priorities for the development of preschool education;

- tasks of the educational area "Cognitive development";

be able to:

- to plan the results of mastering the section "Cognitive Development" by children of the main general educational program of preschool education;

- to develop children's cognitive activity;

- create conditions that encourage preschoolers to independent cognitive activity;

- to have a direct pedagogical impact on the cognitive activity of preschoolers;

- organize cognitive and research activities of preschoolers;

own:

– skills in applying in practice the system for monitoring the achievement by children of the planned results of mastering the section "Cognitive Development" of the main general educational program of preschool education;

- the skills of organizing research and project activities in a preschool educational institution in solving the problems of the educational field "Cognitive development";

- the skills of using interactive forms of interaction between children of senior preschool age and parents through joint project activities in solving problems of the educational field "Cognitive Development";

- ways to carry out psychological and pedagogical work on the development of the educational field "Cognitive Development" by preschoolers.

Cognitive development according to the Federal State Educational Standard in the preschool educational institution. Development of cognitive activity

A small child is essentially a tireless explorer. He wants to know everything, he is interested in everything and it is imperative to stick his nose everywhere. And on how many different and interesting things the kid saw, it depends on what knowledge he will have.

You will agree if Small child he sees and knows nothing but the apartment, and his thinking is quite narrow.

Cognitive development according to the Federal State Educational Standard in the preschool educational institution involves the involvement of the baby in independent activities, the development of his imagination and curiosity.

What gives cognitive activity

In children's institutions, everything is created so that the little researcher can satisfy his curiosity. To effectively develop the cognitive sphere of the baby, the best option the organization and conduct of actions aimed at cognition.

Activity, whatever it may be, is an important component for the harmonious development of the child. Indeed, in the process, the baby learns the space around him, gains experience of interacting with various objects. The child acquires certain knowledge and masters specific skills.

As a result of this, mental and volitional processes are activated, mental abilities develop and emotional personality traits are formed.

In the preschool educational institution, the entire program for the upbringing, development and education of children is based on the Federal State Educational Standard. Therefore, educators must strictly adhere to the developed criteria.

What is FGOS

The Federal State Educational Standard (FSES) imposes a certain set of tasks and requirements on the quality of education and upbringing of preschool children, namely:

• to the volume of the educational program and its structure;
• to the relevant conditions where the main points of the program are implemented;
• to the results that educators who teach preschoolers were able to achieve.

Pre-school education is the initial step of universal secondary education. Therefore, so many requirements are imposed on him and uniform standards are introduced that all preschool educational institutions adhere to.

GEF is the basis for developing plans and writing notes of classes aimed at the cognitive development of preschoolers.

The difference between the activities of kids and schoolchildren is in the absence of certification. Children are not examined or tested. But the standard allows you to assess the levels and abilities of each child and the effectiveness of the teacher.

Cognitive development according to the Federal State Educational Standard in the preschool educational institution pursues the following tasks:

• Encouragement of curiosity, development and identification of the interests of the child.
• Formation of actions aimed at understanding the world around, the development of conscious activity.
• The development of creativity and imagination.
• Formation of knowledge about oneself, other children and people, the environment and the properties of various objects.
• Children get acquainted with such concepts as color, shape, size, quantity. Toddlers begin to be aware of time and space, cause and effect.
• Children receive knowledge about their Motherland, they are instilled with common cultural values. Ideas about national holidays, customs and traditions are given.
• Preschoolers get an idea of ​​the planet as a universal home for people, how diverse the inhabitants of the Earth are and what they have in common.
• The children learn about the diversity of flora and fauna and work with local specimens.

Forms of work on the development of cognitive activity

The main condition for working with preschoolers is to focus on their capabilities and develop activities aimed at studying the world and the surrounding space.

The teacher should build classes in such a way that the kid is interested in research, is independent in his knowledge and shows initiative.

The main forms aimed at cognitive development according to the Federal State Educational Standard in a preschool educational institution include:

• personal involvement of children in research and various activities;
• the use of various didactic tasks and games;
• the use of teaching techniques that help in the development of such traits in children as imagination, curiosity and speech development, vocabulary replenishment, the formation of thinking and memory.

The cognitive development of preschoolers is unthinkable without activity. So that the kids are not passive, original games are used to support their activity.

Knowledge through play

Kids can't imagine their life without play. A normally developing child constantly manipulates objects. This is the basis of the work of educators in cognitive activity.

In the morning the children come to the group. The first step is charging. Such exercises are used as: "collect mushrooms", "smell the flowers", "rays-rays".

After breakfast, the kids work with the nature calendar and in the living corner. During ecological games activity and curiosity develops.

During the walk, the teacher can use a lot of outdoor games, and there is an observation of nature and its changes. Games based on natural objects help to better assimilate knowledge.

Reading fiction expands, systematizes knowledge, enriches vocabulary.

AT kindergarten, whether it is a group or a site, everything is created so that the development of cognitive activity takes place naturally and naturally.

Doubt is the main argument

How do parents want their child to be? This question has had different answers at different times. If in Soviet times, mothers and fathers sought to raise a “performer” obedient in all respects, capable of working hard at the factory in the future, now many people want to raise a person with an active position, a creative person.

A child, in order for him to be self-sufficient in the future, to have his own opinion, must learn to doubt. And doubts eventually lead to their own conclusion.

The task of the educator is not to question the competence of the teacher and his teachings. The main thing is to teach the kid to doubt the knowledge itself, in their methods of obtaining it.

After all, a baby can simply say and teach something, or you can show how it happens. The child will be able to ask about something, to express his opinion. So the knowledge gained will be much stronger.

After all, you can simply say that a tree does not sink, but a stone will immediately go to the bottom - and the child, of course, will believe. But if the kid conducts an experiment, he will be able to personally verify this and, most likely, he will try other materials for buoyancy and draw his own conclusions. This is where the first discussion comes in.

The development of cognitive activity is impossible without a doubt. In the modern Federal State Educational Standard, preschool educational institutions have now ceased to simply give knowledge "on a silver platter". After all, if a child says something, he can only remember it.

But to reason, reflect and come to your own conclusion is much more important. After all, doubt is the road to creativity, self-realization and, accordingly, independence and self-sufficiency.

How often today's parents heard in childhood that they were not yet old enough to argue. It's time to forget about this trend. Teach children to speak their mind, to doubt and seek the answer.

Cognitive development in preschool educational institutions by age

As a child grows, their abilities and needs change. Accordingly, both the objects and the entire environment in the group for children of different ages should be different, corresponding to research opportunities.

So, for 2-3-year-olds, all items should be simple and understandable, without unnecessary details.

For babies from 3 to 4 years old, toys and objects become more multifaceted, and figurative toys that help develop imagination begin to take more place. You can often see a child playing with blocks and imagining them as cars, then building a garage out of them, which then becomes a road.

At an older age, objects and the environment become more complex. Significant objects play a special role. Figurative and symbolic material comes to the fore after 5 years.

But what about the kids?

Features of cognitive development in two-three-year-olds are associated with the present moment and the environment.

All objects surrounding children should be bright, simple and understandable. It is obligatory to have an underlined feature, for example: shape, color, material, size.

Children especially willingly play with toys resembling objects of adults. They learn to wield things, imitating mom or dad.

middle group

Cognitive development in the middle group involves the continued expansion of ideas about the world, the development of vocabulary.

It is necessary to have plot toys and household items. The group is equipped taking into account the allocation of the necessary zones: a musical, natural corner, a book zone, a place for games on the floor.

All the necessary material is placed according to the mosaic principle. This means that the objects used by children are located in several places far from each other. This is necessary so that the children do not interfere with each other.

Cognitive development in the middle group also involves independent research of children. For this, several zones are equipped. For example, in winter, material about the cold season is laid out in places accessible to children.

It can be a book, cards, themed games.

Throughout the year, the material changes so that each time the children get a new batch of ideas to think about. In the process of studying the material provided, the kids explore the world around them.

Don't Forget the Experiment

Cognitive development according to the Federal State Educational Standard in a preschool educational institution involves the use of experiments and experiences. They can be carried out at any regime moment: while washing, walking, playing, exercising.

When washing, it is easy to explain to children what rain and slush are. Here they sprinkled it on the sand - it turned out to be mud. The children concluded why it is so often dirty in autumn.

It is interesting to compare water. Here it is raining, but water is flowing from the tap. But you can’t drink water from a puddle, but you can drink from a tap.

It can rain when there are a lot of clouds, but it can be “mushroom” when the sun is shining.

Children are very impressionable and malleable. Give them food for thought. Topics on cognitive development are selected taking into account the age and requirements of the Federal State Educational Standard.

If kids study the properties of objects, then older preschool children are already able to understand the structure of the world.

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Introduction to the social world.

Introduction to the natural world.

It is clear that the specific content of these educational areas depends on the age and individual characteristics of children. The programs for each group indicate the types of activities in which this content can be implemented.

In the Object Activity, children learn such properties as color, shape, surface nature, weight, location in space, temperature, etc. This activity helps children solve the problem through trial and error, i.e. through action-based thinking. In Experimenting with sand, water, dough, etc. properties hidden at first glance are revealed: water flows, it is wet, objects sink or float in it ....

From communication with adults, children learn a huge amount of necessary information: the names of objects, actions, properties, the attitude of adults to everything around them. Joint games with peers under the guidance of adults allow kids to apply the knowledge and skills acquired earlier. Self-service and actions with household items-tools enrich the sensory experience of children, create conditions for the development of visual-effective thinking, develop small muscles, which has a beneficial effect on the formation of the frontal lobes of the brain of babies.

Poems, fairy tales, songs not only deliver emotional pleasure, but also enrich children's ideas about the world, take it beyond the limits of what is directly perceived.

Looking at pictures contributes to the enrichment of sensory experience, the development of visual-figurative thinking.

Motor activity to a lesser extent, but also affects the cognitive development of children. Firstly, it relieves stress, and besides this, here, too, children receive a lot of information about their own body, its capabilities, in outdoor games they learn to understand - bunnies jump, chanterelles run, a bear rolls from side to side, etc.

At preschool age, the game takes the first place in terms of importance among the types of activities in which cognitive development takes place.

The main types of games are role-playing, directorial, theatrical, because in these games the child's desire for independence, active participation in the life of adults is satisfied. A game for a preschooler performs the same function as a textbook for schoolchildren, it helps to become aware of what is happening around. All games, including developing games with rules, satisfy the insatiable need for knowledge of the environment.

Communicative activity, in comparison with communication at an early age, becomes more meaningful. Children are able to express their opinion, ask “chains” of questions, discuss serious issues, insist on something.

Cognitive research activity, with the right organization, teaches children to see the problem, look for ways to solve it, record the result, and analyze the data obtained.

Introducing children to reading fiction and folklore allows us not only to replenish the literary baggage of children, but also to educate a reader who is able to experience compassion and sympathy for the heroes of the book, to identify himself with the heroes of the book.

Self-service and elementary household work are noticeably more complicated and allow children to highlight more properties of objects and gain new knowledge.

Construction, visual activity, musical activity, of course, mainly solve the problems of the artistic and aesthetic development of children, but at the same time they learn a lot about the means and materials they work with, get acquainted with works of art.

Within the framework of motor activity, with all the specificity of this educational area, we introduce children to various types sports, famous athletes, Olympic Games, we form ideas about a healthy lifestyle.

Thus, it can be concluded that each of the specifically children's activities makes it possible to realize the content of cognitive development, integrating it with other educational areas.

The third section of the Federal State Educational Standard defines the Requirements for the conditions for the implementation of the main educational program.

I would like to draw attention to Chapter 3, paragraph 3.3 of the Federal State Educational Standard, which lists specific requirements for the developing subject-spatial environment of a preschool educational institution. Quote: The developing subject-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe. The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

One of the important conditions for creating a developing subject-spatial environment is the correspondence of the material to the age of preschoolers. Compliance with age is one of the most significant and at the same time difficult to fulfill conditions.

This is due to the fact that the materials, the complexity and accessibility of their content must correspond to today's patterns and characteristics of the development of children of a given particular age and take into account those features of development zones that are again characteristic of each individual child today. At the same time, it must be remembered that the following age group is the environment keeper of the previous group for many reasons. It must preserve the materials of the past stage of development. In this regard, it can be recommended to focus on such indicators of the correspondence of the environment to the age of children.

Children of younger groups, whose development is at the turn of the transition from objective to play activities, should receive opportunities from the environment for the development of precisely these types of activities. In accordance with the patterns of development of thinking, memory, attention, speech, etc. the environment must be powerfully represented here substantive activity and the conditions of sensory upbringing and development of children associated with it, the nascent play activity also receives nourishment here.

Thus, the developing environment of the younger group should contain all types of activities, but their focus is associated with the subject and gaming activity. In their content, all the tasks of the development of children of this age should be implemented. The general view of the group is playful, bright, objective.

In the middle group, such content of the developing environment should prevail, which determines the transitional stage from objective activity to a more developed gaming one. This level should grow, it can be ensured by a smooth transition from a secure creative game to a game that forces the child to look for combinations of the game situation, environment, game content, rules and actions. Therefore, gaming equipment gradually gives way to the academic content of activities throughout the year.

Senior group. Here is the further development of the leading activity, this is the period of the peak of the development of creative activity. role-playing game, and here special requirements are imposed on the game.

AT senior group one of the main tasks of teachers is to organize a subject-developing environment for cognitive development. The materials of the environment are regularly replenished.

The school-preparatory group is similar in content to the senior group, but differs in content, which fits the program objectives, individual characteristics and needs of children. Here the same approaches to the formation of the environment, maybe a little more content. Speaking about the design of the developing environment for children in the preparatory group, I would like to warn the desire of adults to turn this group into a school class with visual aids, geographical and historical maps, diagrams, etc.

Of course, if the child feels like a significant person, understands that he is respected, reckoned with, he is confident in himself and makes his own efforts to acquire the necessary knowledge. The child in this case is not afraid to make a mistake, asks questions in order to correctly solve the problem.

A child strives for independence, but without the help of an adult, he cannot cognize the world. It is important what position the educator chose in this case. What do you think this position should be? (Answers)

Yes, of course, the position of a partner is best, but a partner who is knowledgeable, able and authoritative, whom you want to imitate. In this case, it is possible to build educational activities based on interaction. (3.2.1.)

A well-known French educator said that children learn not so much from the teacher as from other children. And this, in fact, is easier for peers to imitate, especially if friendly relations are established with them.

Cognitive development involves some "discovery" of the child, the solution of some significant tasks for him independently. This becomes possible with the support of children's initiative and the possibility of choosing materials, types of activities.

Of course, you remember that the fundamental difference between Gosstandart and FGT is the fourth section "Requirements for the results of mastering the main educational program."

Remember the term in which these requirements are formulated?

Yes, these are targets. It is now important for us to highlight those targets that allow us to evaluate the effectiveness of the cognitive development of children. early age and preschoolers.

So, for an early age, it is important that the child is interested in the surrounding objects, actively acts with them and with toys, showing perseverance in achieving results.

Preschoolers can achieve more.

First, they master the main cultural methods of activity, show initiative and independence in the game, cognitive research activities, design.

They have a more developed imagination, and this is one of the cognitive mental processes.

An important indicator of cognitive development is the manifestation of curiosity. This means that the child asks questions, is interested in causal relationships, tries to independently come up with explanations for natural phenomena, people's actions.

Another indicator of successful cognitive development is the tendency to experiment.

The presence of knowledge about oneself, the natural and social world in which a preschooler grows up is also one of the targets that characterize the quality of a child's life of preschool childhood and his readiness for school.

By the end of our stay in kindergarten, we must help the child master the initial ideas in the field of natural science, mathematics, and history. To teach, relying on their own knowledge, to make independent decisions in various activities.

As an indicator of continuity with the school, the formation of the prerequisites for educational activity among preschoolers is considered.

Finishing the discussion of the topic, I want to emphasize that the educational and developmental result of cognitive activity, in the most general form, is the intellectual and moral development of the individual, the child gaining experience in creative activity and a value attitude to the world, the formation of a need for knowledge and cognition.

Thus, under the condition of a properly organized pedagogical process with the use of techniques, usually gaming, taking into account the peculiarities of children's perception, as well as with a properly organized subject-developing environment, children can learn the proposed material already at preschool age without stress overload. And the more prepared the child comes to school - I mean not the amount of accumulated knowledge, but the readiness for mental activity, the more successful the beginning of school childhood will be for him.

I wish you success in the cognitive development of children!

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

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

Description of the tutorial

WHAT YOU NEED TO KNOW AND BE ABLE TO KNOW A CHILD GOING TO SCHOOL
1. Your first name, patronymic and last name.
2. Your age (date and year of birth).
3. Your home address.
4. Country and city in which he lives.
5. Surname, name, patronymic of parents, their profession.
6. Seasons (sequence, months, main signs of each season).
7. Part of the day (sequence, main features of each time of day).
8. Domestic animals, their cubs, habits.
9. Wild animals of our forests, hot countries, the North, their cubs, habits.
10. Wintering and migratory birds.
11. Transport ground, underground, water, underwater, air.
12. Distinguish between clothes, shoes and hats.
13. Distinguish vegetables, fruits and berries.
14. Freely navigate on a sheet of paper (right - left side, top - bottom).
15. Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval.
16. Freely count from 1 to 10 and back.
17. Perform counting operations within 10 (±, 1, 2).
18. Distinguish between vowels and consonants.
19. Divide words into syllables with claps, steps, and so on.
20. Determine the number and sequence of sounds in words like "poppy",
"house", "oaks", "sleigh", "wasps".
21. Know and be able to tell Russian folk tales.
22. Know by heart poems for children.
23. Be able to fully and consistently retell the listened story.
24. Be able to compose (invent) a story from a picture, from a series of pictures.
25. Handle a pencil: draw vertical and horizontal lines without a ruler, draw geometric shapes, animals, people, various objects based on geometric shapes, carefully paint over, hatch with a pencil without going beyond the contours of objects.
26. Be good with scissors (cut strips, squares, circles, rectangles)
nicknames, triangles, cut the object along the contour).
27. Be able to perform the task according to the model.
28. Be able to listen carefully, without being distracted (20-30 minutes).
29. Remember and name 6-10 objects, pictures, words.
30. Maintain good posture when sitting.
From the author
Being ready for school today does not mean being able to read, write and count.
To be ready for school means to be ready to learn all this.
L. A. Hungary. A. L. Wemger
Going to school is an important moment in a child's life. Ahead is a new life, new friends, new, sometimes very serious trials. How to help a child quickly adapt to school, develop an interest in learning?
You want your child to study well, but at the same time be cheerful, cheerful and healthy. - help him. Good pre-school preparation is the key to excellent school performance.
Helping to prepare for school is the main goal of this manual.
With the help of a systematic approach adopted in the manual, it is possible to quickly and effectively develop in a preschooler such qualities as memory, attention, logical thinking, imagination, creative and spatial thinking, resourcefulness and ingenuity.
This manual offers various tasks that will teach children:
- listen, observe
- memorize and process the information received;
- identify different and identical properties of objects;
- recognize objects by given signs; describe objects;
- compare objects with each other;
- determine the sequence of events;
- navigate in space;
- generalize;
- to classify;
- work according to the model;
- act in accordance with the accepted intention;
- develop dexterity and mobility of the hand.
There are 36 lessons in the manual, which can be held either once a week from September to May (as a special course on the development of the cognitive abilities of a preschooler), or 3 times a week from January to April (as a preparation for a psychological and pedagogical interview when enrolling in grade 1 ), or 3 times a week from June to September (to develop children's skills, develop new skills, improve school readiness). Work with a child on the allowance should be dynamic, but not tedious, lasting no more than 30 minutes.
In the manual, the tasks follow each other in a certain order.
ANSWER determines the child's ability to quickly answer questions, assesses the level of general knowledge, horizons.
PERFORMANCE will help to assess the level of development of attention, memory, to understand how the child has developed logic, abstract thinking, to determine the level of the child's vocabulary.
DRAWING is aimed at developing motor skills, as well as the ability to perceive material by ear, reflect what is heard graphically, determines the child's readiness to write from dictation.
Instructions for working with these manuals are given on the back cover.
I wish you success in preparing your child for such an important, difficult, but wonderful and interesting period in life - for schooling!
Play, try, dare and believe in yourself and your child's abilities!
ACTIVITY 1
ANSWER
1. What do schoolchildren do on September 1?
2. Why do children need to go to school?
3. When is your birthday? What time of year is this?
4. How is an old person different from a young person?
5. What kind of person is called a friend?
PERFORMER
1. Color the fruits that grow on trees. Highlight vegetables. Count and tell me how many items are there? What's the number of lemons? What object is drawn between a carrot and a pear? Name the fourth item from left to right.
2. Remember what should be where. Put things in their places by swiping the arrows.
3. Find a pattern in each line that is different from the others. Cross it out.
4. Look carefully at the pictures. Find and mark 3 differences.
DRAWING
5. Connect the dots according to the pattern.
6. Finish the started pattern.
ACTIVITY 2
ANSWER
Call it in one word.
1. Mom, dad, brother, aunt, grandmother.
2. Circle, square, triangle, oval.
3. Skirt, trousers, shorts, shirt, dress.
4. Doll, matryoshka, soldiers, cubes.
5. Moscow, Sochi, St. Petersburg, Kyiv.
PERFORMER
1. Color or circle the odd one out and explain your choice.
2. Following only with your eyes, find out which butterfly flew out of the net?
)3. Draw for each item what is missing.

Tasks for the development of cognitive abilities (5-6 years).