Work program "Development of cognitive abilities." The program of extracurricular activities "Development of cognitive abilities" extracurricular activities in the development of cognitive abilities

Modern primary education puts the most important goal of the development of the child's personality.

In the concept of the second generation GEF as the end result educational activities Russian school fixes a portrait of a graduate elementary school, in which the most important place Creative qualities of a child: "Inquisitive, interested, actively knowing the world; able to learn capable of organizing their own activities ... "

The RPS course (the development of cognitive abilities) is aimed at the formation of students of the foregoing graduate of primary school.

The main goal of the course:development of intellectual and creative potential of the child's personality through a system of correctional and educational activities.

In accordance with the purpose of determining specific tasks:

• 1. Development of cognitive abilities junior schoolchildren.
• 2. Development creative abilities Junior schoolchildren.
• 3. Express the horizons of students.
• 4. Development of the emotional-volitional sphere of students.
• 5. Form the desire of students to personal growth.

The RPS course is a complex of specially designed classes that combine correctional and educational exercises with a variety of informative material. This set provides both the development of cognitive needs of students and their mental qualities: everyone memory types, attention, observation, speed of reaction, imagination, speech, spatial perception and sensor coordination, sociability, such ability of thinking as an analysis. Synthesis. Exception of extra, generalization, classification, the establishment of logical connections, the ability to construct.

The RPS course is focused on children from 6 to 7 years, it is designed for 33 classes, 1 time per week.

The content of the course integrated tasks from different areas of knowledge: Russian language, literature, mathematics, the surrounding world. Thematic classes filed in gaming form, I contribute to the correction and development of mental qualities of students, the formation of commonactive skills, expansion of the horizon, the development of cognitive abilities and ultimately - to achieve good results in studies.

Providing a favorable atmosphere;

Understanding learning system;

Enrichment of the environment of the environment with a variety of new items for him in order to develop his curiosity;

Promoting the statements of original ideas;

Widespread use of issues of disclosed, multivalued type;

The use of personal example teachers;

Representation of children is to actively ask questions.

Calendar -Mectic planning of the RPS course, 1 class

No. p / p	Subject	Cognitive aspect	Developing aspect	the date of the
				Plan	fact
	The first time in first class	The importance of training, the rules of behavior in school.	Development of attention, auditory memory, imagination, fantasies, speech, reflection.
	Work on errors.	The meaning of the concept of "work on errors"	Development of attention, reaction speed, logical thinking. Reflection.
	Tasks three pigs	Contents of the fairy tale "Three pigs"	Development of attention, thinking, auditory memory, imagination, reflection.
	Hello, autumn!	Three autumn periods: Early autumn. Mid-autumn, late autumn. Autumn phenomena of nature.	Development of attention, memory, thinking, imagination, reflection.
	Playing in "Chamomile"	Rules of the game in the chamomile. How to draw short dialogs.	Development of attention, thinking, speed of reaction, artistic abilities, imagination, reflection.
	According to the pages of Russian folk fairy tale "The wolf and the seven Young goats"	The content of the Russian folk fairy tale "Wolf and Seven Cats". End of the fairy tale. Puzzle "Tangram"	Development of attention, thinking, auditory memory, imagination, design abilities, reflection.
	Draw an apple tree.	How to draw a situation with gestures and facial expressions.	Development of attention, thinking, artistic abilities, imagination, phondeMectic hearingReflection.
	Geometric store.	Geometric shapes: triangle, square, rectangle, quadrhythm, circle, rhombus, their features.	Development of attention, logical thinking, orientation in space, visual memory, sensory abilities, reflection.
	According to the pages of the Russian folk fairy tale "Masha and the Bear"	The content of the Russian folk fairy tale "Masha and the Bear". End of the fairy tale. How to stage a fairy tale fragment	Development of attention, visual memory, thinking, design abilities, artistic abilities, reflection.
	Casket with a surprise.	Game "Melting Baby"	Development of attention, speech, logical thinking, imagination, fast reaction, reflection.
	Visiting Salves	Znayka - Hero of the book N. Nosov "Adventures of Link and His friends"	Development. Speed \u200b\u200bof reaction, thinking, visual memory, imagination, rhythm feelings, reflection.
	We read letters.	Summary Popular works, their main characters: Alladin, Vini-Pooh, Balda. Nutcracker. Baron Münhhausen.	Development of attention, thinking, imagination, fantasy, reflection.
	Dress up a Christmas tree.	Traditional Christmas decorations.	Development of attention, visual memory, thinking, design abilities, feelings of rhyme, imagination, reflection.
	"Cool" tasks.	What is "name-turning", "Fairy Tale-" Vinaigrette ". How to portray a non-existent animal.	Development of attention, auditory memory, thinking, including non-standard, reflection.
	And again "funny" tasks	Comic description of the fairytale hero. How to portray a portrait of a non-existent person.	Development of attention, auditory memory, logical thinking, including non-standard, orientation in space, imagination, reflection.
	Pets.	The role of pets in human life.	Development of attention, thinking, visual and auditory memory, imagination, expansion of the vocabulary, reflection.
	Chain entertaining tasks.		Development of attention, thinking, orientation in space, design abilities, feelings of rhyme, visual memory, reflection.
	About stars.	Sun-Star Solar system. The number of stars in the universe. Meteors and meteorites.	Development of attention, thinking, memory, orientation in space, imagination, fantasy, reflection.
	Expensive good.	The meaning of the concepts of "good" and "evil" on the examples literary works. Character qualities symbolizing good.	Development of attention, memory, thinking, speech, reflection.
	To be healthy.	The main components of a healthy lifestyle. Story on the face of an inanimate subject	. Development of attention, thinking, orientation in space, memory, speech, imagination, fantasy, reflection.
	Slankin exam.		Development of attention, thinking, visual memory, logical thinking, speed of reaction, imagination, design abilities, reflection.
	Collection of jigsaw puzzles.		Development of attention, thinking, semantic and visual memory, logical thinking, speed of reaction, imagination, feelings of rhythm and rhyme, reflection.
	Famous kids. Thumbelina.	Thumbelina heroine fairy tale G.-H. Andersen origin named Thumbelina. Short content fairy tales.	Development of attention, orientation in space, thinking, imagination, fantasy, reflection.
	Bouquet for mermaid.	Brief content of fairy tales G.-H. Andersen "Mermaid". Reservoirs. Marine life.	Development of attention, auditory and figurative memory, non-standard thinking.
	Matching assorted.	The meaning of the word "assorted"	Development of attention, thinking, visual memory, reflection.
	Verbal fun.	A variety of games with words.	Development of attention, non-standard thinking, design abilities, reflection.
	"Speaking" puzzles.	A variety of puzzles.	Development of attention, thinking, memory, imagination, reflection.
	Fishing fish	Attributes fishing, features of fishing as a type of rest.	Development of attention, thinking, memory, imagination, speech, reflection.
	Fishing continues.	Features of fishing as a type of rest.	Development of attention, thinking, orientation in space, semantic memory, rhythm and rhyme feelings, vocabulary expansion, reflection.
	Menigas.	A variety of riddles based games.	Development of attention, imagination, feelings of rhyme, thinking, reflection.
	Paint friends.	Interesting information from the life of birds: nightingale, tit, parrot,	Development of memory, thinking, including non-standard, memory, imagination, reflection.
	Fabulous tasks.		Development of the speed of reaction, attention, thinking, imagination, speech, reflection.
	Fabulous tasks again and again.	Men's mysterious bivalka.	Development of attention, thinking, design abilities, imagination, reflection.

By the end of the course, students should be able to:

Find and establish patterns in the location of items, to hold logical series in accordance with the specified principle;

Find the principle of grouping items, give a generalized name to these groups;

Call several options to exclude an excess object among homogeneous groups;

Find similarities and differences in objects (in color, form. Size);

Independently solve various kinds of puzzles (rebuses, cryptograms, etc.);

Pick up rhymes to words;

With the help of the teacher, to navigate in space, operating with the concepts of "Up Decoral to the left". "Down the defects to the right", "down the defects on the right left";

Use the techniques of theatricalization: to play uncomplicated situations, "reincarnate" into an inanimate subject, using gestures, facial expressions, plastic and other acting abilities;

Express the words of feelings that the hero of the work is experiencing.

Literature.

• 1.Mishchenkova L.V. - 36 classes for future honors: Cognitive abilities (6-7 years) / Toolkit, 1 class. - M.: Iszating growth. - 198 s.

Explanatory note

Working programm The extracurricular activities "Development of cognitive abilities" for grade 3 are developed on the basis of the author's program "Development of cognitive abilities", the author O. Kholovoy, 2009, the educational and methodological complex of the course "Development of cognitive abilities":

GOALS AND OBJECTIVES

Purpose: Development of the cognitive abilities of the system based on the system

educational classes.

Tasks:

1) the development of thinking in the process of forming the main techniques of thought

activities: analysis, synthesis, comparisons, generalizations, classification, skill

allocate the main thing, to prove and refute, make simple conclusions;

2) the development of mental cognitive processes: different species memory

attention, visual perception, imagination;

3) the development of language culture and the formation of speech skills: clearly and clearly state

your thoughts, give definitions of concepts, build conclusions, argued

prove their point of view;

4) skill formation creative thinking and the development of the ability to solve

non-standard tasks; 5) development cognitive activity and independent mental activity

trainees;

6) the formation and development of communicative skills: the ability to communicate and

interact in the team, work in pairs, groups, respect the opinion of others

objectively assess their work and the activities of classmates;

7) Formation of skills to apply the knowledge and skills in the process

studying school disciplines and practical activities.

General characteristics.

The program is based on the principle of a variety of creative search tasks. At the same time, the following two aspects of diversity perform the main aspects: in terms of maintenance and complexity of tasks. The main time in the classroom occupies an independent decision of the children of search tasks. Due to this, good conditions appear for the formation of independence in the actions, the ability to control themselves in complex situations. At each lesson, it is necessary to carry out a collective discussion of the problem of the problem

a certain species. Due to this, children are formed important quality

activities and behavior as awareness of own actions, self-control, the ability to report in the steps performed when solving problems.

The program uses tasks of different complexity, and weak children may feel

confidence in your abilities, since for them you can choose the tasks that they can

successful. Classes are constructed in such a way that one type of activity is replaced.

other. This allows you to make the work of children dynamic, saturated and less tedious due to frequent switching from one type of activity to another.

This program creates conditions for development in children of cognitive interests,

forms the desire of a child to reflection and search, causes his feeling

confidence in your abilities, in the possibilities of your intelligence. During classes, there is a formation in children of developed forms of self-consciousness and self-control, they disappear fear of erroneous steps, anxiety and unreasonable concern are reduced. Students achieve significant success in their development, they study a lot and these skills are used in academic workWhat leads to success in school activities. And this means that interest in learning.

This program has attempted to create a system of learning tasks and tasks,

aimed at the development of cognitive processes in junior schoolchildren with a view to

strengthening their mathematical development that includes the ability to observe, compare, to generalize, find regularities, building the simplest assumptions; Check them, draw conclusions, illustrate them on examples.

Course content

The construction of the course is based on the principle of a variety of creative search tasks. For

these are the main two aspects of diversity: in content and

complexity of tasks.

Development of perception. Development of auditory, tactile sensations. Formation I.

development of spatial representations. Development ability to navigate in the space of the sheet. Development of phonderatic hearing. Development of time perception, speech, shape, colors, movements. Formation of skills of correct and accurate perception of objects and phenomena.

Training exercises and didactic games on the development of perception and

observation.

Memory development. Memory diagnostics. Development of visual, hearing, figurative, semantic memory. Training exercises for the development of accuracy and speed of memorization, increasing the amount of memory, the quality of the material reproduction.

Development. Diagnosis of arbitrary attention. Training exercises on the development of ability to switch, distribute attention, increasing volume

sustainability, concentration of attention.

Development of thinking. The formation of the ability to find and highlight the signs of different

objects, phenomena, recognize the subject on its signs, give a description of objects, phenomena in accordance with their signs. The formation of the ability to allocate the main and significant, ability to compare items, allocate similarities and differences, detect patterns. The formation of basic mental operations: analysis, synthesis, comparisons, classification, generalizations, the ability to allocate the main and significant on the basis of developing tasks and exercises, by solving the logical tasks and conducting didactic games.

Speech development. Development of sustainable speech, the ability to describe what was found with

the help of senses. Enrichment and activation of vocabulary of students. Development of skills

make up riddles, small stories, descriptions, compose fairy tales. The formation of the ability to give simple definitions concepts.

Description of the course of the course in extracurricular activities

The program is implemented within the framework of the social direction of extracurricular activities and on the basis of the program of spiritual and moral development and upbringingand also aims to implement educational tasks.

Purchasing planning was drawn up for 34 working weeks from the calculation of 1 hour per week (only 34 hours) to 45 minutes.

Value orientations

The content of spiritual and moral development and upbringing are values \u200b\u200bstored in cultural, ethnic, family and other sociocultural traditions and transmitted from generation to generation.

Traditional sources of morality are:

patriotism - Love for the Motherland, His Territory, His Piece, Service Fatherland;

social Solidarity - freedom personal and national; respect and confidence in people, institutions of the state and civil society; Justice, equality, mercy, honor, dignity;

civinency - debt to the Fatherland, Legal State, Civil Society, Law and Law, Polycultural World, Freedom of conscience and religion, care for the welfare of society;

a family - love and loyalty, care, help and support, equality, health, wealth, respect for parents, (care for senior and younger, care for the continuation of the kind;

personality - self-development and improvement, meaning of life, internal harmony, self-esteem, dignity, love for life and humanity, wisdom, ability to personality and moral choice;

labor and creativity - respect for work, creativity and creation, purposefulness and perseverance, hard work;

the science - value of knowledge, desire for knowledge and truth, the scientific picture of the world;

traditional religions - ideas about faith, spirituality, human religious life, the values \u200b\u200bof religious worldview, tolerance, formed on the basis of interfaith dialogue;

art and literature - beauty, harmony, human spiritual world, moral choice, meaning of life, aesthetic development;

nature - Evolution, native land, protected nature, planet Earth, environmental consciousness;

humanity - World around the world, diversity and respect of cultures and peoples, human progress, international cooperation.

Personal, MetaPered and Subsection

In the process of mastering the materials of the facultative, the student receives knowledge of the nature of relationships with other people, which becomes a prerequisite for the upbringing of a benevolent and caring attitude towards people, emotional responsiveness, empathy, sympathy, tolerance, forming the moral consciousness of the younger schoolboy.

Getting acquainted with the moral content of proverbs about good, labor, teaching, younger students are beginning to be aware of the basic humanistic values, the nature of the relationship between people, the need for a careful attitude towards people and subjects of their labor. Discussion of fairy tales, their staging; Discussion of works fiction - All this is aimed at raising the initial ethical ideas of the student (concepts of good and evil, the meaning of the "words of politeness", the rules of polite behavior and their motivation), the development of their emotional perception.

The system of questions and tasks, which is diagnostic in nature, allows you to solve the tasks of self-assessment and self-test, repeat, clarify and form initial moral ideas, to acquaint with moral concepts (for example, "What is a good act?", "What kind of moral choice made the hero?", " What can be advised in this situation? How to change it? ", Is it so in real life?").

For mastering meta-delicent results (comparison, analysis, synthesis, generalization, classification of transitional features, the establishment of analogy and causal relationships) in the course materials contain exercises, contributing to the intensification of intellectual activity of students. They are invited to establish the compliance of the actions of the moral rules; compare, compare the heroes, their behavior; Classify material by different bases (identify groups of proverbs on the topic - about good, hard work, attitude to study); Compare illustrations with text to determine the emotional state of the heroes.

In order to form a communicative Wood (maintaining the dialogue, recognition of the possibility of the existence of various points of view and the right of everyone to have its own; the expression of its opinion and the argument of its point of view; a respectful perception of other points of view) in materials for classes are presented to the tasks that are forming them. Thus, collective discussions are organized with students, the "open" type issues are offered, for example: "Why? .. How? ..", which help children express their point of view, listen to the opinion of classmates, i.e. Work collectively or in groups, pairs, as well as tasks for choosing a response, an alternative solution, etc.

The use of fiction and work in the library helps learners to learn to use various ways to search for information in the library, the Internet. Task Theme allows students to learn how to work in library space in order to solve information and communicative tasks. To the 4th grade students can well navigate in school Library, find the necessary information on moral topics with various directories.

Expected program implementation results

General education skills, skills and ways of activity

Cognitive aspect

The formation and development of various types of memory, attention, imagination.

Formation and development of general educational skills and skills.

Formation overall ability Search and find new solutions unusual

ways to achieve the desired result, new approaches to consideration

the proposed situation.

Developing aspect

Speech development.

The development of thinking during the assimilation of such techniques of mental activity as

ability to analyze, compare, synthesize, generalize, allocate the main thing

prove and refute.

Development of the sensory sphere.

Development of the motor sphere.

Raising aspect

Education system moral interpersonal relationship (form "

concept ").

Basic principles of material distribution:

1) Systemity - tasks are arranged in a certain order;

2) the principle of "spiral" - every 7 tasks are repeated;

3) the principle "from simple to complex" - the tasks are gradually complicated;

4) an increase in material volume;

5) increasing the task execution pace;

6) shift different species Activities.

Thus, the main purpose of training is achieved - expansion of the zone

the nearest child's development and a consistent translation of it in

direct asset, that is, in the area of \u200b\u200bcurrent development.

Requirements for personal, metap loom and subject results.

As a result of the study of the program, students will receive the possibility of forming:

Personal results:

MetaPrequent Results:

Regulatory Wood:

Determine and formulate the goal of activities with the help of a teacher.

workbook.

Learn to distinguish true, performed task from incorrect.

the activities of comrades.

Cognitive Wood:

Navigate in your knowledge system: to distinguish a new one, from the already known with

the help of the teacher.

Recycle the information obtained: draw conclusions as a result of the joint work of the whole class.

schemes).

Communicative Wood:

Subject results:

To assess the effectiveness of RPS classes, you can use the following

indicators:

independently;

an indirect indicator of the effectiveness of these classes may be raising

Personal, MetaPered and Subject Program Development Results

Personal results Course study is the formation of the following skills:

Define and express under the guidance of the teacher the simplest common to all

people rules of behavior in collaboration (ethical standards).

In the situations offered by the teacher, communication and cooperation situations, relying on the general

for all simple rules behavior, make a choice, with the support of others

participants of the group and teacher, how to do.

The metap loose results of the course study are the formation of the following

universal training actions (Wood).

Regulatory URU: Determine and formulate the goal of activities with the help of a teacher.

Press the sequence of actions.

Learn to express your assumption (version) based on working with illustration

workbook.

Learn to work on the plan proposed by the teacher.

Learn to distinguish true to the task of incorrect.

Learn together with the teacher and other students to give an emotional assessment

the activities of comrades.

Cognitive Wood:

Navigate in your knowledge system: to distinguish a new one from the already known with

the help of the teacher.

Do a preliminary selection of sources of information: navigate

tutorial (on turn, in the table of contents, in the dictionary).

Get new knowledge: find answers to questions using a textbook

life experience and information received from the teacher.

Recycle the information obtained: draw conclusions as a result of joint

the work of the whole class.

Recycle the information obtained: compare and group such

mathematical objects, such as numbers, numerical expressions, equality, inequality,

flat geometric figures.

Transform information from one form to another: make mathematical

stories and tasks based on the simplest mathematical models (subject,

drawings, schematic drawings, schemes); find and formulate problem solving

with the help of simple models (subject, drawings, schematic drawings,

schemes).

Communicative Wood:

Convey your position to others: make out your thoughts in oral and written

speech (at the level of one sentence or small text).

Listen and understand the speech of others.

Together to negotiate about the rules of communication and behavior at school and follow them.

Learn to perform various roles in the group (leader, artist, criticism).

Subject results are the formation of the following skills.

describe signs of objects and recognize objects on their signs;

allocate essential signs of objects;

compare between themselves objects, phenomena;

generalize, make simple conclusions;

classify phenomena, items;

determine the sequence of events;

judge about opposite phenomena;

give definitions of one or another concepts;

identify relationships between the objects of type "Rod" - "View";

identify functional relationships between concepts;

to identify regularities and conduct analogies.

Control and evaluation of planned results

The basis of the study of the program is the value guidelines, the achievement of which

determined by educational results. Educational results extracurricular

activated on three levels.

The first level of results is the acquisition of social knowledge schoolboy (about

social norms, the device of society, about socially approved and disrupted forms of behavior in society, etc.), primary understanding of social reality and

everyday life. To achieve this level of results, the student's interaction with its teachers is of particular importance as significant for him by positive carriers.

social knowledge and everyday experience.

The second level of results - getting a schoolboy experience experience and positive

relations K. basic values Societies (man, family, fatherland, nature, peace, knowledge, labor, culture), the value attitude towards social reality in general.

To achieve this level of results, the interaction is of particular importance

schoolchildren among themselves at class, school, that is, in a secure, friendly

prosocious environment. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of the acquired social knowledge,

starts them to appreciate (or rejects).

The third level of results - getting a schoolboy experience independent

public action. Only in independent social action, action in

open society, outside the friendly school environment, for others, often

unfamiliar people who are not at all positively tuned to him, young

a person really becomes (and not just learns about how to become a social

as a leader, a citizen free person. It is in the experience of independent

the courage is purchased, that willingness to a act, without which the existence of a citizen and civil society is unthinkable.

Final control in forms

Testing;

Practical works;

Creative work of students;

Control tasks.

Self-esteem and self-control definition of the student of the borders of his "Knowledge -

ignorance ", your potential opportunities, as well as awareness of those problems

which will be solved in the course of carrying out activities.

Meaningful control and evaluation of learning results

provides for identification of individual dynamics of quality assimilation

item and does not allow him to compare it with other children. results

checks are fixed in the test sheet of the teacher. As part of the accumulation

systems, creating a portfolio.

To assess the effectiveness of classes, you can use the following indicators:

the degree of assistance provided by the teacher of students when performing tasks:

than the help of the teacher less, the higher the independence of the students and, therefore,

above the developing effect of classes;

behavior of students in classes: liveliness, activity, interest

schoolchildren provide positive results of classes;

results of test tasks and tasks from the contest of erudites, with

the execution of which is detected whether students with these tasks are coping

independently; An indirect indicator of the effectiveness of these classes may be raising

academic performance on different school disciplines, as well as observations of teachers for

the work of students in other lessons (increasing activity, efficiency,

care, improving mental activity).

Also an indicator of the effectiveness of classes at the RPS course are the data that the teacher throughout the year classes listed into the table at the beginning and end of the year, tracing the dynamics of the development of cognitive abilities of children.

Training and Methodical Program

In the working notebooks included specially selected non-standard tasks,

aimed at the development of cognitive processes in younger students. In the process

the execution of each of them is the development of almost all cognitive processes, but each

once it focuses on some of them. All tasks can be divided into

several groups:

tasks for the development of attention.

tasks for the development of memory.

tasks for improving imagination.

tasks on

Job development tasks

The tasks of this group include various labyrinths and a number of games aimed at development: random attention of children, scope of attention, its sustainability,

switching and distribution. Performing such tasks contributes to the formation

vital skills: purposefully focus, search for the right path, looking back, and sometimes returning back, find the shortest path, solving two tenders.

MEMORY RESOURCES

In the working notebooks included exercises for improving the auditory and visual

memory. Participating in games, schoolchildren learn to use their memory and apply

special techniques that facilitate memorization. As a result, students are comprehended and

differently retain various terms and definitions in memory. At the same time in children

the volume of visual and hearing memorization increases, the sense memory, perception and observation develops, is laid the foundation for rational use Force and time.

Tasks for the development and improvement of imagination

The development of imagination is based mainly on a geometric material:

doring the simple compositions of geometric bodies or lines, not

depicting nothing concrete to any image;

select the shape of the desired form to restore the whole;

drawing up unicuristic figures (figures that need to be drawn without tearing

pencil from paper and without conducting one and the same line twice);

select a pair of identical figures of a complex configuration;

selection of the total figure of the specified figures in order to detect disguised

drawing;

dividing the shape into several specified figures and the construction of a given figure from

several parts that are selected from a variety of data;

folding and translating matches in order to compile the specified figures

It also includes work with iRographs (words are written by letters, the location of which

reminds the image of the subject in question) and numerics (subject

depicts with numbers).

Tasks developing thinking

The priority direction of training in elementary school is the development of thinking. To this end, the working notebooks provide assignments that allow for accessible children.

the material and on their life experience is to build the right judgments and conduct evidence without the prior theoretical development of the laws and rules themselves

logic. In the process of performing such exercises, children learn to compare various

objects, perform simple types of analysis and synthesis, establish links between concepts, learn to combine and plan. A tasks aimed at creating skills to perform algorithmic prescriptions are also offered.

Bibliography

for teacher:

O. Kholodova Young clever and cleverware (informatics, logic, mathematics).

Methodological manual for teacher. - M.: Growth - Book, 2011.

for students:

O. Kholodova Young clever and cleverware (informatics, logic, mathematics). Working

notebook in 2 parts. - M.: Growth - Book, 2011.

Internet resources:

http: www.viku.rdf.ru.

http: www.rusedu.ru.

http: //www.edus.

Thematic planning

Section topic

Clock

Introduction

Memory development

Development of imagination

Development of perception

Development of attention

Development of thinking

TOTAL

Purchasing planning

room

date

Subject

Identification of the level of development, attention, perception, imagination,

memory and thinking at the beginning of the school year.

Development of attention concentration. Solution of logical tasks.

Development of attention concentration.

ability to reason.

Training of visual memory.

Logic tasks for the development of analytical abilities.

talk

Development of spatial imagination. Work with matches.

Development of logical thinking. Logic development tasks

ability to reason.

analytical abilities.

Training attention. Logical tasks for the development of ability

talk

Hearing workout. Logic tasks for the development of analytical abilities

Search for laws. Logic tasks for the development of analytical

abilities.

Development of logical thinking.

Solution of logical and creative search tasks.

Development of attention concentration. Logic development tasks

ability to reason.

Training attention. Logic tasks for the development of analytical

abilities.

Hearing workout. Logic development tasks

ability to reason.

analytical abilities.

Search for laws. Logical tasks for the development of ability

talk

Development of spatial imagination. Work with matches

Development of logical thinking

Training concentration of attention. Logic development tasks

analytical abilities.

Training attention Logic tasks for the development of analytical

abilities.

Hearing workout. Logic development tasks

ability to reason.

Training of visual memory. Logic development tasks

analytical abilities.

Search for laws.

Development of spatial imagination. Work with matches

Development of logical thinking.

Development of attention concentration. Logic development tasks

the ability to reason and analyze.

Training attention. Logic tasks for the development of logical

abilities.

Hearing workout. Logic tasks for the development of skills

arguing and analyze

Training of visual memory. Logic development tasks

analytical abilities.

Search for laws. Logic tasks for the development of skills

arguance and analyze.

The main feature of the region of Europe and activity in it "Third Sectors" - NGO - is primarily its story, which provided the theoretical, and then the practical basis of the foundations of a democratic society in action. The emergence of the third sector in Europe is closely related to theoretical philosophical models of civil society. The formation of the definition of civil society, its potential and functions, largely predetermined the functions of the third sector in it.

Considering the main tendencies of the education of civil society philosophy in Europe, one can allocate the following authors, for which the concept of civil society was determined by several different components. So, G. Hegel allocated in civil society, above all, his moral qualities, I considered it the main function of the basis of the moral appearance of the government and the state as a whole. For K. Marx, civil society was the basis for the support of the bourgeoisie. In the definition of A. Gramist Antonio Gramsci, civil society is the "ethical content of the state," arenal protection of societies against the market and the state. 1 opposing the state and society to each other, he to some extent brought up mutual distrust, especially the society and political parties to each other.

Municipal budgetary educational institution

secondary school № ..

Considered: Approve:

Methodical Board Director of MBSOSOV № ..

___________ «______» _____ 2014 «______» __________ 2014

Additional secondary program

___________________________________________________________________

Age of students 7 years

Number of hours per year 33h

Pedagogue implementing a program

Kushkin Alexander Sergeevna

Review

on the program additional education children "Development of cognitive abilities teacher's teacher Alexandra Sergeevna, teachersmunicipal budgetary general education institution general education school № ... Cities of Surgut. Association "Development of cognitive abilities" it is a form of additional education, through which this program is implemented.The course "Development of cognitive abilities" is one of the basic courses based on the system approach. The course is designed for teaching in the 1st 4th grade of elementary school. The spiritual and moral approach in education contributes to the expansion of the reader's space, the implementation of differentiated learning and the development of the individual capabilities of each child, to educate the student-reader. Optional classes will help solve problems of emotional creative, literary, intellectual Development Child, as well as problems of moral and ethical education, as reading for a child - and work, and creativity, and new discoveries, and pleasure, and self-education. A distinctive feature of the program is the development of cognitive abilities through the tasks of not an educational nature, so serious work takes the form of gaming activities. After all, it is the game that helps younger schoolchildren easily and quickly absorb educational materialBy providing a beneficial effect on the development and personality-motivational sphere. But at the same time systematic execution these tasks are preparing students to participate in intellectual marathons and competitions.Continuity creates the necessary conditions for the internal integrity and completion of the course "Development of cognitive abilities" in primary school. This is the relevance of the program.

The author puts forward a goal: development and correction of informative processes of junior schoolchildren in order to improve the perception, processing and assimilation of software material, increasing the level of teachability of children by means of comprehensively developed tasks of the educational and methodological kit "Developing tasks. Tests, games, exercises.

The novelty of this program is that it builds a single line of classes on the targeted development of the cognitive sector of the child, starting from grade 1 and ending with 4th grade.

To implement the purpose in the program, the following tasks are set:

Training:

Developing:

Development of fast response.

Educational:

The program indicates the expected result, as well as regulatory- legal and scientific methodical Providing programs. The program is designed for 4 years of implementation, the age of children: 7-10 years; 1 hour per week,33 hours a year . There is a program content.

The program contains the following sections:

1. Passport Additional secondary program.

2. Explanatory note.

3.Matic planning.

4. List of references used.

This program meets modern development requirements. educational programs; Structure withstand. The program is acceptable to work in the system of additional education MBOU SOSH No.. Corresponds to its specifics. The program can be recommended for use in school practice.

Deputy Director for UTI _________

Explanatory note

Working program for the development of cognitive abilities is based on the following regulatory documents:

decree of the city administration dated 05/16/2013 No. 3171 "On the plan of priority events until 2014 on the implementation of the most important provisions of the National Action Strategy for Children for 2012-2017 in the city of Surgut";

resolution of the administration of the city of Surgut dated 24.02.2012 No. 1113 "On approval of departmental targeted programs of the Education Department for 2012-2014" (as amended from 05.07.2012 No. 5058);

resolution of the administration of the city of Surgut dated November 30, 2012 No. 9202 "On approval of departmental target programs of the Education Department for 2013-2015" (as amended from 04.09.2013 No. 6360, from 06.02.2014 No. 868);

resolution of the city administration dated December 13, 2013 No. 8993 "On approval of the municipal program" Development of education of the city of Surgut for 2014-2016 "(as amended from 04/30/2014 No. 2896, from 06.20.2014 No. 1721);

resolution of the city administration dated December 21, 2012 No. 9837 "On approval of the quality standard of the municipal service" Additional education in the institutions of additional education of children "provided municipal institutions additional education of children, subordinated by the Department of Education of the Administration of the City Administration (as amended from 24.03.2014 No. 1941, of June 24, 2014 No. 4178);

Regulations of information interaction on accounting of employment general educational institutions in the municipal system of additional education of children;

resolution of the city administration of 11/21/2013 No. 8483 "On the calendar plan of events for students and pedagogical workers educational organizations subordinate to the Department of Education, for 2014 ";

resolution of the city administration dated 22.17.2014 № 5089 "On a calendar plan of events for students, pupils and pedagogical workers of educational organizations subordinate to the Department of Education, for 2015";

order of the Department of Education of the City Administration "On the Organization and Implementation of Educational Activities on Additional Communications Programs in 2014-2015 educational organizationsSubmitting the Department of Education "(project).

Passport of an additional secondary program

MBOU SOSH№ ...

The name of the program

Development of cognitive abilities

Food program

Spiritual moral

FULL NAME. Teacher implementing an additional general education program

Kushkin Alexander Sergeevna

Year of development

2012

Where, when and by whom an additional secondary program is approved

Methodical Council ___________

Information and Reviews

Head of the Methodological School Council

purpose

The purpose of the program - This is the development and correction of the cognitive processes of junior schoolchildren in order to improve the perception, processing and assimilation of the software, increasing the level of teachability of children by means of comprehensively developed tasks of the educational set "Developing tasks. Tests, games, exercises.

Novelty This program is that it builds a single line of classes on the targeted development of the cognitive sphere of the child, starting from grade 1 and ending with 4th grade.

Tasks

Training:

The formation of commonactive skills (operational analysis, comparison, generalization operations, the allocation of essential signs and patterns, flexibility of mental processes);

Deepening and expanding students' knowledge on the basis of interests and the specifics of their abilities.

Developing:

Formation and development of logical thinking;

Attention development (stability, concentration, expansion volume, switching, etc.);

Development of memory (the formation of memorization skills, stability, development of semantic memory);

Development of spatial perception and sensor coordination;

Development of psychological prerequisites academic activities (Skill Copy Sample, the ability to listen and hear the teacher, i.e. the ability to obey the verbal instructions of the teacher; the ability to take into account the specified system of requirements in its work);

Development of speech and vocabulary of students;

Development of fast response.

Educational:

Formation of positive motivation to the teaching.

The formation of adequate self-esteem, an objective relationship of a child to himself and its qualities;

The formation of the skill to work in the group

The course of developing classes is aimed at solving the tasks and intellectual and personality development of younger students.

Expected program development results

As a result of training under this program, students must learn:

Logically, using the techniques of analysis, comparisons, generalizations, classification, systematization;

Increase the speed and flexibility of thinking

Allocate essential features and patterns of objects;

Compare objects, concepts;

Generalize and classify concepts, objects, phenomena;

Identify relationships between concepts or communication between phenomena and concepts;

Concentrate, switch your attention;

Develop your memory;

Improve the level of spatial intelligence, visual and motor coordination;

Be able to copy, distinguish between colors, be able to analyze and hold the visual image;

Independently perform tasks;

Exercise self-control, evaluate yourself, search and correct your mistakes;- solve logic tasks on the development of analytical abilities and ability to argue;- find several ways to solve problems;

Work in the group.

Program implementation period

Program implementationcalculated for four years, the informative processes of the child are developing throughout its training in elementary school.

All tasks can be divided into several directions:

Tasks for the development of attention;

Tasks for the development of memory;

Tasks for the development of spatial perception, visual and motor coordination, skills to copy the sample;

Tasks for the development of thinking;

Tasks for the development of speech, enrichment of the vocabulary stock.

Number of hours a week / year

Number of hours a week - 1ch

Number of hours per year - 33 h

Age of students

7 years

Forms of classes

The technique provides for classes in various forms: group, steam room, individual. It is possible to work on this set on the electives, in the extended day groups, separate exercises the teacher can use as additional material To the lessons of Russian language and mathematics, in the preparation of students to the Olympiads and Quiz. This manual can be recommended to parents who pay attention to the intellectual and logical development of children.

Classes are held during the school year once a week 30-35 minutes (in grade 1).

Methodical support

Training - Methodical Course Complex:

Young clever and cleverware: tasks for the development of cognitive abilities (6-7 years). Methodological manual 1 class / O.A. Cholodova. - M.: Rostkniga, 2008

Young clever and cleverware: tasks for the development of cognitive abilities (6-7 years): working notebooks in 2 parts / O.A. Cholodova. - M.: Publisher Growth, 2011.

Forms of summing up

Assessment of the success of the conducted correctional and developing work is determined by:

- The degree of assistance provided by the teacher of students in fulfilling the tasks: what the teacher's help is less, the higher the independence of students and, therefore, the higher developing effect of classes;

– the behavior of students in classes: liveliness, activity, the interest of schoolchildren provide positive results of classes;

– results of the tasks in different contests: "Kangaroo", "Russian Bear", intellectual marathons, etc., when performing which it is detected, whether students with these tasks are coping with themselves and how efficiently;

– an indirect indicator of the effectiveness of these classes may be an increase in academic performance on various school disciplines, as well as observations of teachers at the work of students in other lessons (increasing activity, performance, attentiveness, improvement of mental activity);

Reviews of teachers, educators of the GPA, parents.

Terms of implementation of the program (equipment, equipment, special premises, ICT, etc.)

To conduct classes on the RPS, it is assumed to use the educational and methodological set "Young clever and smartm: tasks for the development of cognitive abilities" OA Cold, consisting of:

two workbooks for students on a printed basis;

Young clever and cleverware: Tasks for the development of cognitive abilities: Workbooks for grade 1 No. 1, 2 / O.A. Chill. - M.: Rostkniga, 2011

programs and methodical guidelines for the teacher;

Young clever and cleverware: tasks for the development of cognitive abilities / Methodical manual, grade 1. + Course program "RPS". - M.: Rostkniga, 2011

Explanatory note

on the implementation of an educational and thematic plan

for 2014/2015 academic year

The educational and thematic plan (hereinafter - the UTP) is compiled in accordance with the program "Development of cognitive abilities", DesignedO.A. Cold I. recommended for saleDepartment of Education

and the youth policy of the Khanty-Mansiysk Autonomous Okrug - Ugra from 1.06. 2012 №4696 / 12 "On the organization of extracurricular activities".

Food additional general education programs–

Type of educational activity - spiritually moral.

purpose (for this year of learning) -this is the development and correction of the cognitive processes of younger schoolchildren in order to improve the perception, processing and assimilation of software material, increasing the level of teachability of children by means of comprehensively developed tasks of the educational and methodological kit "Developing tasks. Tests, games, exercises.

Tasks(for this year of study):

Training:

The formation of commonactive skills (operational analysis, comparison, generalization operations, the allocation of essential signs and patterns, flexibility of mental processes);

Deepening and expanding students' knowledge on the basis of interests and the specifics of their abilities.

Developing:

Formation and development of logical thinking;

Attention development (stability, concentration, expansion volume, switching, etc.);

Development of memory (the formation of memorization skills, stability, development of semantic memory);

Development of spatial perception and sensor coordination;

The development of psychological prerequisites of mastering academic activities (skills to copy the sample, the ability to listen and hear the teacher, i.e. the ability to obey the verbal instructions of the teacher; the ability to take into account in their work as a given system of requirements);

Development of speech and vocabulary of students;

Development of fast response.

Educational:

Formation of positive motivation to the teaching.

The formation of adequate self-esteem, an objective relationship of a child to himself and its qualities;

The formation of the skill to work in the group

The course of developing classes is aimed at solving the tasks and intellectual and personality development of younger students.

Information certificate about the features of the implementation of the UTP in 2014/2015 academic year:

The total implementation of the source program (number of years)

4g.

Year of study (first, second, etc.)

1g.

Age of students

7l.

The number of students in the group in the current school year

25h.

Number of hours per week

1ch.

Total number of hours per year

33h.

Expected results for the current school year:

1. Regulatory universal educational actions:

Identify and formulate the goal of activities with the help of a teacher;

Pronounce a sequence of actions;

Learn to express your assumption (version) based on working with the illustration of the working notebook;

Work on the proposed plan;

Learn to distinguish true to the task of incorrect;

Learn together with the teacher and other students to give an emotional assessment of the activities of comrades.

2. Cognitive :

Navigate in your knowledge system: to distinguish a new one from the already known with the help of a teacher;

Extract new knowledge: to find answers to questions using available subject training knowledge, their own life experience and information received from the teacher;

Recycle the information obtained: draw conclusions as a result of joint work of the whole class;

Recycle the information obtained: to compare and group such mathematical objects as numbers, numerical expressions, equality, inequalities, flat geometric shapes;

Transform information from one form to another: make mathematical stories and tasks based on the simplest mathematical models (subject, drawings, schematic patterns, schemes);

Find and formulate solving the problem with the simplest models (subject, drawings, schematic patterns, schemes).

3. Communicative universal learning actions :

Be able to convey your position to others: draw up your thoughts and written speech (at the level of one sentence or small text);

Listen and understand the speech of others;

Jointly negotiate about the rules of communication and behavior in school and follow them;

Learn to perform various roles in the group (leader, artist, criticism).

Subject universal learning actions:

Describe signs of objects and recognize objects on their signs;

Allocate essential signs of objects;

Compare between themselves objects, phenomena;

Generalize, make simple conclusions;

Classify phenomena, items;

Determine the sequence of events;

Judge about opposite phenomena;

Give definitions of one or another concepts;

Identify relationships between the objects of type "Rod" - "View";

Identify functional relationships between concepts;

To identify regularities and conduct analogies.

Educational and thematic plan

for 2014/2015 academic year

Number of hours

Theoretical part

Practical part

Total hours

Training attention

Hearing memory training

Exercise of visual memory

Improving imagination

Development of logical thinking

TOTAL: 33 hours

Calendar-thematic planning

for the group (1 GO)

P / P.

Name section

Name of the subject of classes

Number of hours

Leading date (plan)

Date of classes (fact)

Identification of the level of development of children

Introductory occupation.

Identification of the level of development of children

Development of the concentration of attention

Development of the concentration of attention

Training attention

Hearing memory training

Exercise of visual memory

Learning search for regularities

Improving imagination

Training attention

Development of logical thinking

Development of the concentration of attention

Training attention

Hearing memory training

Exercise of visual memory

Hearing memory training

Learning search for regularities

Improving imagination

Development of logical thinking

Development of the concentration of attention

Exercise of visual memory

Training attention

Hearing memory training

Exercise of visual memory

Learning search for regularities

Learning search for regularities

Improving imagination

Development of logical thinking

Development of the concentration of attention

Training attention

Hearing memory training

Improving imagination

Exercise of visual memory

Learning search for regularities

Improving imagination

Development of logical thinking

Development of logical thinking

Development of the concentration of attention

Training attention

Search for laws

Identification of the level of development of cognitive processes