Planning “Cognitive development in the senior group”
Galina Kushnir
Planning “Cognitive development in the senior group”
September
1. Talk about school.
Program content: develop children's desire to study at school, arouse interest in the life of a student. Relieve fear of school and facilitate future adaptation. Expand and clarify knowledge about school and school life. L. L. Mosalova “Me and the World”
2. Let's get acquainted .
Program content: clarify and enrich the child’s ideas about himself and his peers in the group , about the characteristics of behavior and communication characteristic of boys and girls. Develop the ability to negotiate and coordinate your actions with the actions of other children. L. A. Kondrykinskaya “Where does the Motherland begin?”
, M.: 2004, p. 23.
3. Where did the bread come from?
Program content: introduce children to how bread was grown in the old days ; To clarify, bread is the result of a lot of work by many people; cultivate a caring attitude towards bread. L. A. Kondrykinskaya “Where does the Motherland begin?”
October
4. Monitoring.
5. Golden autumn is leaving.
Program content: clarify children's ideas about autumn. Develop artistic perception - the ability to listen to literary works, watch paintings by artists on autumn themes; awaken the desire to express oneself in fine art. S. N. Nikolaeva “Young ecologist”
6. Golden autumn.
Program content: to develop in children interest and love for their native nature, to teach them to admire the beauty of autumn trees. To develop the ability to observe natural phenomena and establish simple connections between them. N. G. Zelenova, L. E. Osipova “We live in Russia”
7. Tanya doll’s outfits.
Program content: introduce children to different types of fabric, pay attention to individual properties of fabrics; encourage establishing cause-and-effect relationships between the use of fabrics and the time of year. O. V. Dybina “Acquaintance with the subject and social environment”
8. Migration of birds.
Program content: teach kindness and respect for nature; cultivate a caring attitude towards birds; introduce them to the peculiarities of their lives; give basic information about the diet of birds in winter. L. G. Gorkova, A. V. Kochergina, L. A. Obukhova “Scenarios for classes in environmental education”
November
9. Take care of wooden objects.
Program content: to give an idea that wood is a building material, all objects made of wood must be protected. S. N. Nikolaeva “Young ecologist”
10. Ground passenger transport of the home city.
Program content: introduce various types of transport in your hometown, the peculiarities of the work of people of different professions, reveal the social significance of the work of adults. N. G. Zelenova, L. E. Osipova “We live in Russia”
11. These wise tales!
Program content: introduce the greatest wealth of Russian folk culture - fairy tales; develop interest in Russian fairy tales; cultivate a desire to read them; know fairy tales by heart. V. N. Volchkova, N. V. Stepanova “ Cognitive development ”
12. Cow and goat are domestic animals.
Program content: To form in children a generalized idea that a cow and a goat are domestic animals (they live with a person - in a barn, barn, they are not afraid of him and allow him to take care of themselves; they are beneficial: a cow gives milk, meat, horns, skin; a goat gives milk, skin, wool, fluff; a person takes care of them, creates all the conditions for life: builds a special room, cleans it, feeds, waters, prepares hay). S. N. Nikolaeva “Young ecologist”
December
13. Tools.
Program content: To form children's understanding of objects that make people's work easier in production; teach how to correctly pronounce the names of instruments, their parts, and actions with them; learn to compare objects by similarity, find differences. Classify tools. Develop the lexical and grammatical structure of speech, imagination, emotional and volitional sphere; cultivate positive motivation for imagination. L. K. Sankina “ Knowledge of the objective world ”
14. How forest animals - squirrel, hare, bear, fox - spend the winter in the forest.
Program content: Give children an idea that different animals live in the forest; winter is a difficult time of year for everyone; Animals are differently adapted to life at this time. S. N. Nikolaeva “Young ecologist”
15. Golden hands of masters.
Program content: to cultivate love and respect for work, interest in folk art and folklore, an emotional and evaluative attitude towards artistic material.
V. N. Volchkova, N. V. Stepanova “ Cognitive development ”
16. New Year's traditions.
Program content: to form initial ideas about the customs and traditions of different peoples, to introduce New Year traditions of Russia and other countries, to form civic and patriotic feelings. N. G. Zelenova, L. E. Osipova “We live in Russia”
January
17. Song of the bell.
Program content: To introduce the history of bells and bells in Russia and other countries. To consolidate children's knowledge about glass, metal, wood, and their properties. O. V. Dybina “Acquaintance with the subject and social environment”
18. Items that facilitate human work in everyday life
Program content: To form children's ideas about objects that facilitate human work in everyday life; pay attention to the fact that they serve a person and he must treat them with care; reinforce the idea that objects have different purposes. O. V. Dybina “Acquaintance with the subject and social environment”
19. The importance of physical education and sports for maintaining health.
Program content: consolidate, clarify and expand knowledge about the importance of physical education and sports. Strengthen the need for physical education. Instill respect for people involved in physical education. L. L. Mosalova “Me and the World”
20. The teacher’s story about the North and the reindeer.
Program content: expand ideas about the nature of the North, its fauna, give an idea about the reindeer. L. A. Kondrykinskaya “Where does the Motherland begin?”
February.
21. Plants in our corner of nature.
Program content: Clarify children's ideas about 4 - 5 types of familiar plants, about the living conditions necessary for them (water, soil, light, heat)
;
introduce new plants ; form ideas about moisture-loving and drought-resistant plants; learn to recognize moisture-loving and drought-resistant specimens. S. N. Nikolaeva “Young ecologist”
22. Healthy and unhealthy food.
Program content: To consolidate children's ideas about which foods are healthy and which are harmful to the body, to bring them to an understanding of the contradiction: I like this food, but it is not healthy for my body; to bring to the consciousness of children and parents that health depends on the quality of food they eat, to establish the relationship between proper nutrition and a healthy lifestyle. Magazine "Educator"
No. 3 2009
23. Russian army
Program content: Continue to expand children's understanding of the Russian army. Talk about the difficult but honorable duty to defend the Motherland, protect its peace and security. Tell that soldiers serve under the leadership of officers. Introduce military professions - border guard, sailor, pilot, etc. Tell that in order to become an officer, you need to graduate from a special school, know and be able to do a lot, be strong, resilient, brave, resourceful. O. V. Dybina “Acquaintance with the subject and social environment”
24. Visiting the wardrobemaid.
Program content: Introduce children to the business and personal qualities of a housekeeper. To lead to an understanding of the holistic image of the wardrobe maid. Develop emotional . A friendly attitude towards her. O. V. Dybina “Acquaintance with the subject and social environment”
March
25. Spring in the life of forest animals
Program content: To clarify and expand children’s ideas about how life comes to life in the forest in spring: trees begin to grow, animals that slept in winter wake up; everyone builds their nests, burrows, and breeds offspring; spring creates good conditions for everyone (lots of light, warmth, food)
.
S. N. Nikolaeva “Young ecologist”
26. Professions - artist
Program content: Introduce children to the creative profession of a theater actor. To give an idea that talented people become actors who can play any role in the theater, cinema, or on the stage. Talk about the business and personal qualities of a person in this creative profession; lead to the understanding that the product of the artist’s labor reflects his feelings. Cultivate feelings of gratitude. Respect for the work of creative professions. O. V. Dybina “Acquaintance with the subject and social environment”
27. Dishes.
Program content: Enrich children's understanding of dishes; learn to classify utensils according to essential characteristics; develop the ability to identify the materials from which dishes are made; cultivate interest in cognitive activities . L. K. Sankina “ Knowledge of the objective world ”
28. Sorceress water.
Program content: introduce the form in which water exists in nature, various natural phenomena and the state of water in the environment; teach to understand the need to take care of water as a natural resource. V. N. Volchkova, N. V. Stepanova “ Cognitive development ”
April
29. Cultivated and wild plants.
Program content: give children an idea of wild and cultivated plants. L. G. Gorkova, A. V. Kochergina, L. A. Obukhova “Scenarios for classes in environmental education”
30. Space. Stars. Universe.
Program content: introduce the planets of the solar system , give basic concepts about the planets . L. G. Gorkova, A. V. Kochergina, L. A. Obukhova “Scenarios for classes in environmental education”
31. Be careful with fire.
Program content: consolidate knowledge of fire safety rules; instill interest in the work of firefighters. V. N. Volchkova, N. V. Stepanova “ Cognitive development ”
32. Monitoring.
May
33. Victory Day.
Program content: to cultivate patriotic feelings and, through aesthetic education, to encourage children to respect the feat of our compatriots during the Great Patriotic War. N. G. Zelenova, L. E. Osipova “We live in Russia”
34. Dandelion.
Program content: to cultivate a caring attitude towards plants. Reinforce your knowledge of the signs of spring. Develop observation skills and speech. L. G. Gorkova, A. V. Kochergina, L. A. Obukhova “Scenarios for classes in environmental education”
35. Insects.
Program content: expand knowledge and understanding about the appearance and life manifestations of insects; teach to analyze, establish cause-and-effect relationships; enrich your vocabulary. L. G. Gorkova, A. V. Kochergina, L. A. Obukhova “Scenarios for classes in environmental education”
36. Spring ends - summer begins.
Program content: Clarify and generalize children’s understanding of spring as a season when living conditions in nature quickly change; spring is a beautiful time of year, so poets have written many poems about spring, artists have created wonderful paintings. S. N. Nikolaeva “Young ecologist”
Cognitive development of preschool children in the context of the implementation of the Federal State Educational Standard
Inna Stolyarova
Cognitive development of preschool children in the context of the implementation of the Federal State Educational Standard
Content. 2
Introduction. 3
1. Basics of cognitive development of preschool children . 4
2. Content of cognitive development . 6
3. What does cognitive activity provide in a preschool educational institution ? 7
4. The main goals and objectives of the development of cognitive and research activities. 8
5. Types of activities for the cognitive development of children in preschool educational institutions . 10
Conclusion. 12
Bibliography. 13
Introduction
The relevance of the problem of improving the quality of preschool education at the present stage is confirmed by the state's interest in the issues of education and development of preschool children . An example is the adoption of the Federal State Educational Standard for Preschool Education ( FSES DO )
.
The Federal State Preschool Education considers the formation of cognitive interests and cognitive as the main principle . The standard is aimed at developing the intellectual qualities of preschool children .
The goal of cognitive development is to develop the cognitive interests , needs and abilities of children, their independent search activity on the basis of an enriched consciousness and formed emotional and sensory experience.
1. Basics of cognitive development of preschool children .
Cognitive development of children is one of the important areas in working with preschool . A child is born with an innate cognitive orientation that helps him adapt to new conditions of his life. Gradually, cognitive orientation develops into cognitive activity - a state of internal readiness for cognitive activity , manifested in children in search actions aimed at obtaining new impressions about the world around them. As the child grows and develops, his cognitive activity increasingly begins to gravitate toward cognitive activity . Developed cognitive activity is characteristic of adults.
During preschool childhood, thanks to the child’s cognitive activity, the emergence of a primary image of the world occurs. The image of the world is formed in the process of development .
1. cognitive processes (perception, attention, memory, imagination, thinking)
;
2. information (experience and achievements accumulated by humanity on the path of understanding the world );
Information consists of individual information, facts, events in our world and the mental processes necessary to receive and process information. These include:
- what interests the child, what he chooses from the world around him for his knowledge ;
- how a child receives information, ways of knowing and means of knowing ;
- how a child processes information: what he does with it at different age stages - systematizes, collects, forgets, organizes.
Information is considered as a means by which it is necessary to develop in a child , skills, abilities, and ways of knowing cognitive development .
3. attitude towards the world (emotional reaction to individual objects, objects, phenomena and events of our world).
All components of the cognitive sphere are closely interconnected. The cognitive development of preschool children involves the work of teachers with all three components of the cognitive sphere .
The Federal State Educational Standard for Preschool Education highlights “Basic principles of preschool education ”
, including “the formation
of cognitive interests and cognitive actions of the child in various types of activities.”
2. Content of children's cognitive development .
Basic concepts of cognition :
Cognitive interests are the child’s desire to learn new things , to find out what is unclear about the qualities, properties of objects, phenomena of reality, and the desire to delve into their essence, to find connections and relationships between them. This is very clearly visible from the numerous questions that children ask about the topic being studied.
Cognitive actions are the activities of children, with the help of which they strive to acquire new knowledge, skills and abilities. At the same time, develops and a constant need is formed to use different methods of action to accumulate and expand knowledge and horizons. These are all research and experimental actions with the help of which the child himself obtains the information he needs about the world.
Cognitive development is a set of quantitative and qualitative changes that occur in cognitive mental processes due to age, under the influence of the environment and the child’s own experience.
The task of cognitive development is the development of mental abilities. And abilities, in turn, are considered as conditions for successful mastery and performance of activities. The tasks set by the Federal State Educational Standard include the following formulation : “the formation of a general culture of the personality of children, including the values of a healthy lifestyle, the development of their social , moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities.”
3. What does cognitive activity provide in a preschool educational institution
In children's institutions, everything is created so that the little explorer can satisfy his curiosity. In order to effectively develop the child’s cognitive sphere , the best option is to organize and carry out activities aimed at cognition .
Activity, whatever it may be, is an important component for the harmonious development of a child . After all, in the process the baby gets to know the space around him and gains experience interacting with various objects. The child acquires certain knowledge and masters specific skills.
As a result of this, mental and volitional processes are activated, are developed and emotional personality traits are formed. In preschool educational institutions, the entire program for the upbringing, development and training of children is based on the Federal State Educational Standard . Therefore, educators must strictly adhere to the developed criteria.
Pre-school education is the initial stage of universal secondary education. That is why so many requirements are imposed on it and uniform standards are introduced that all preschool educational institutions adhere to. The Federal State Educational Standard is a support for developing plans and writing lesson notes aimed at the cognitive development of preschoolers .
Cognitive development according to the Federal State Educational Standard in preschool educational institutions pursues the following objectives: Encouraging curiosity, development and identification of the child’s interests. Formation of actions aimed at understanding the surrounding world , development of conscious activity. Development of creative abilities and imagination in children. 7
4. The main goals and objectives of the development of cognitive and research activities of preschoolers .
Development of cognitive and research activities . Development of children's cognitive interests , expansion of experience of orientation in the environment, sensory development , development of curiosity and cognitive motivation ; formation of cognitive actions , formation of consciousness; development of imagination and creative activity; the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.).
Development of perception , attention, memory, observation, ability to analyze, compare, highlight characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make the simplest generalizations.
Introduction to sociocultural values. Familiarization with the surrounding social world, broadening the horizons of children, forming a holistic picture of the world.
Formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
Formation of elementary ideas about planet Earth as the common home of people, about the diversity of countries and peoples of the world.
Formation of elementary mathematical concepts. Formation of elementary mathematical concepts, primary ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, number, part and whole, space and time.
Introduction to the natural world. Familiarization with nature and natural phenomena. Development of the ability to establish cause-and-effect relationships between natural phenomena.
Formation of primary ideas about the natural diversity of planet Earth. Formation of elementary ecological ideas. Forming an understanding that man is part of nature, that he must preserve, protect and protect it, that everything in nature is interconnected, that human life on Earth largely depends on the environment. Developing the ability to behave correctly in nature.
The developing subject-spatial environment should be:
– content-rich;
– transformable;
– semi-functional;
– accessible;
– varied;
– safe.
The teacher should structure classes in such a way that the child is interested in research, is independent in his knowledge and shows initiative.
5. Types of activities for the cognitive development of children in preschool educational institutions .
The most important indicator of the development of a preschool child is the level of his mastery of various types of children's activities, which, on the one hand, serves as the source and driving force for the child's development , and on the other hand, it is in them that all his achievements are most clearly manifested.
Types of activities in which the content of children’s cognitive development is most effectively realized :
gaming, communicative, cognitive-research , perception of fiction and folklore, self-service and basic household work, design, visual, musical, motor.
In preschool age, play comes first in importance among the types of activities in which cognitive development .
The main types of games are role-playing, directing, theatrical, because these games satisfy the child’s desire for independence and active participation in the lives of adults. A game for a preschooler performs the same function as a textbook for schoolchildren; it helps to understand what is happening around them.
Communicative activities, compared to communication at an early age, become more meaningful. Children are able to express their opinions and set “chains”
questions, discuss serious issues, insist on something.
Cognitive and research activities , when properly organized, teach children to see a 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 children’s literary baggage, but also to raise a reader who is able to experience compassion and empathy for the characters, and identify himself with the heroes of the book.
Self-service and basic household work become noticeably more complicated and allow children to identify more properties of objects and gain new knowledge.
Construction, visual activity, musical activity, of course, mainly solve the problems of artistic and aesthetic development of children , but at the same time they learn a lot about the means and materials with which they work, and get acquainted with works of art.
Motor activity, to a lesser extent, but also affects the cognitive development of children . Firstly, it relieves stress, and in addition, here children receive a lot of information about their own body, its capabilities, and learn to understand through outdoor games. As part of motor activities, we introduce children to various sports, famous athletes, the Olympic Games, and form ideas about a healthy lifestyle.
During a walk, the teacher can use many outdoor games, and observe nature and its changes. Games based on natural objects help to better assimilate knowledge.
Thus, we can conclude that each type of activity makes it possible to realize the content of cognitive development , integrating it with other educational areas.
Conclusion
From all of the above, we can conclude:
The development of cognitive abilities and cognitive interest of preschoolers is one of the main and difficult tasks in the upbringing and development of preschool children . The success of their education at school and the success of their development in life on how developed children’s cognitive .
Purposeful and varied work of a teacher with children using various innovative and developmental technologies will lead to positive dynamics of indicators.
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