I.V. Bagramyan, Moscow

The path of growing up a person is quite thorny. For a child, the first school of life is his family, which represents the whole world. In the family, the child learns to love, endure, rejoice, sympathize and many other important feelings. In the conditions of the family, an emotional and moral experience inherent only to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and activities. The priority in raising a child belongs to the family (M.I. Rosenova, 2011, 2015) .

decluttering

Much has been written about how important it is to be able to let go, to complete the old, obsolete. Otherwise, they say, the new will not come (the place is occupied), and there will be no energy. Why do we nod when we read such cleaning-motivating articles, but everything still remains in place? We find thousands of reasons to postpone what is deferred for throwing away. Or not to start sorting out rubble and storerooms at all. And we already habitually scold ourselves: “I’m completely cluttered up, we need to pull ourselves together.”
To be able to easily and confidently throw away unnecessary things becomes a mandatory program of a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “the right way” - and the better we can hear ourselves, the happier we live. And the more right it is for us. So, let's see if it's really necessary for you personally to declutter.

The art of communicating with parents

Parents often like to teach their children, even when they are old enough. They interfere with their personal life, advise, condemn ... It comes to the point that children do not want to see their parents, because they are tired of their moralizing.

What to do?

Acceptance of shortcomings. Children must understand that it will not be possible to re-educate their parents, they will not change, no matter how much you would like it. When you come to terms with their shortcomings, it will be easier for you to communicate with them. You just stop expecting a different relationship than before.

How to prevent change

When people create a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners in a legal relationship. In a word, the number of faithful and unfaithful people is distributed 50 to 50.

Before talking about how to save a marriage from cheating, it is important to understand

Egorova Tatyana Anatolyevna
Development of mental functions of children 6 years old.

Mental functions are formed in children 6 years in the learning process, joint activities child with an adult.

Learning and activity are inseparable, they become a source of development of the child's psyche. How older child, the more activities he masters. Different types activities have different effects on development.

Changes in the formation, occurring at each age stage, are due to the leading activity.

In preschool childhood, a long and complex process of mastering speech is completed. The language for the child becomes really native. Developing the sound side of speech, the child ceases to recognize the wrong word, he hears and speaks correctly. To the end before school age completes the process of phonemic development.

The vocabulary is growing. However, some children the stock turns out to be larger, for others it is less, which depends on the conditions of their life, how much close adults communicate with them.

Developing grammatical structure of speech. Children learn the structure of the word and the construction of the phrase. Baby, that's right, catch the meaning "adult words", although he applies them in a peculiar way. The words created by the child himself are always recognizable, sometimes original. Children's ability to independent word formation is called word creation.

Assimilation by the child of the grammatical forms of the language, the acquisition of vocabulary, allows him to move on to contextual speech. The child can already retell a story or a fairy tale, describe a picture, convey his impressions of what he saw.

The use of new forms of speech, the transition to deployed statements are due to new tasks of communication. Full communication with other children gets it at this time, it becomes an important factor speech development. Continues develop communication with adults. Dialogues become more complicated, the child learns to ask questions on abstract topics, to think aloud.

Perception in preschool age loses its original effective character, emotional processes are differentiated. Perception becomes meaningful, purposeful, analyzing. It highlights an arbitrary action - observation, consideration, search. significant impact on development Perception is rendered by the fact that the child begins to use the name of qualities, signs. Naming certain properties of objects and phenomena, he singles out these properties for himself; naming objects, he separates them from others, determining their state, connections or actions with them - he sees and understands real relationship between them.

In preschoolers, perception and thinking are closely related, which indicates visual-figurative thinking, which is most characteristic of this age.

main line development thinking - the transition from visual - effective to visual - figurative and at the end of the period - to verbal thinking.

The preschooler thinks figuratively, he has not yet acquired the adult logic of reasoning.

At preschool age, in favorable conditions, when a child solves an understandable, interesting problem, and at the same time observes facts accessible to his understanding, he can reason logically correctly.

Preschool childhood is the age most favorable for memory development.

At younger preschoolers memory is involuntary. In middle age, arbitrary memory begins to form. At the age of six, children are capable of arbitrary memorization, they are able to accept and independently set a task and control its implementation when memorizing both visual and verbal material. It is much easier to remember visual images than verbal reasoning.

At preschool age, memory is included in the process of personality formation.

As you can see, the source mental development child 6 years old becomes learning and activity. Leading activity is due to a change in the formation mental functions and personality of the child occurring at each age stage.

Related publications:

Comprehensive examination of speech and non-verbal mental functions Comprehensive examination of speech and non-speech mental functions I. Study of sound pronunciation. Determine the nature of the disturbance of sounds.

Consultation for parents "Development of mental processes of future schoolchildren" Many questions worry parents about the intellectual preparation of children, the development of mental operations, memory, attention, and thinking.

The work of the educator in the senior correctional group with children with disabilities on the formation of higher mental functions. The work of the educator in the senior correctional group with children with disabilities on the formation of higher mental functions. Defect of some analyzer.

Development and correction of mental processes (memory) according to the fairy tale "Gingerbread Man" (preparatory group) Development and correction of psycho. processes (memory) according to the fairy tale "Kolobok" preparatory group Tasks: correction of perception, memory, attention.

The development of non-verbal mental functions as a factor in the prevention of violations of written and oral speech Unfortunately, among students primary school violations of oral and written speech are becoming increasingly widespread. Slow absorption.

school age"
higher mental functions(HPF) are specific mental functions of a person. These include: memory, attention, thinking, perception, imagination and speech. The well-known Russian psychologist, Lev Semyonovich Vygotsky, wrote: “The highest mental function appears on the stage twice: once as an external, interpsychic (i.e., a function shared between a child and an adult), and the second - as an internal, intrapsychic (i.e. . a function belonging to the child itself)”. Small child is not yet able to focus attention for a long time, remember and correctly pronounce the names of certain objects, etc., therefore, the role of an adult in this period is to be an intermediary between the baby and the outside world. So, the adult acts as the main mental functions of the child, reminding him of the names of phenomena and objects, concentrating his attention, developing thinking and speech. Then, in the process of growing up, the child gradually inherits social experience and becomes able to use it independently. Thus, from Vygotsky's point of view, the process of development is the process of transition from the social to the individual.

It should be noted that the process of development of higher mental functions begins long before the child enters school, even in infancy. Young children learn all the time: in the game, on a walk, watching their parents, etc.

However, there are certain phases in a child's development when they are particularly receptive to learning and creativity. Such periods in the life of the baby are called sensitive (literally "sensitive"). Traditionally, these periods include the process of child development from 0 to 7 years. In domestic psychology and pedagogy, this period is considered the most productive in terms of the child's assimilation of social experience and the acquisition of new knowledge. At this stage, the foundation is laid not only for the behavioral and emotional-volitional, but also for the cognitive sphere of a person's personality.

So, now let's talk about the main exercises and technologies used by teachers in the development of higher mental functions in children of preschool and primary school age. Here are short examples from daily practice.

Thinking.

Mental operations include the processes of generalization, analysis, synthesis and abstraction. Accordingly, different methods are used for the development of each of the operations.

Generalization.

Purpose: to teach the baby to find common signs of an object.

A number of cards are laid out in front of the child, which depict objects united according to one common feature (for example, a series: “apple, banana, pear, plum”). The kid is asked to name all these objects in one word (in this case it is “fruit”) and explain your answer.

Analysis and synthesis.

Purpose: to teach the child to exclude unnecessary and combine objects according to their characteristics.

Option 1. The student is asked to find an image of an extra object among the proposed cards and explain his choice (for example, the series: “skirt, boots, trousers, coat”; the extra one is “boots”, because these are shoes, and everything else is clothes).

It should be emphasized that the child's answer must be complete and detailed. The child should not guess, but meaningfully make his choice and be able to justify it.

Option 2. A form with the image of different animals is presented to the student. The child is explained that if the animal is shod in boots, then this is 1, if not shod, then this is 0 (for example, a cat in boots = 1, and a cat without boots = 0, etc.). Next, the teacher points to each picture in turn and asks the child to name only a number (1 or 0).

Abstraction.

Purpose: to teach the baby to find indirect signs.

A form with the image of animals is presented in front of the child: “a cow, an elephant, a fox, a bear, a tiger”. Then the baby is asked to combine them with other animals whose names begin with the same letter: “rat, dog, lion, mouse, seal” (the correct answer in this case is the following: “cow-rat, elephant-dog, fox-lion, bear-mouse, tiger-seal). The student must be asked to justify his choice, because. children often ignore the instructions and link the pictures according to some other signs (for example, according to the principle big-small, good-evil, wild animal-pet, etc.). If the child does not understand the instruction, it should be repeated again and give an example.

Memory.

Memory is divided into short-term and long-term. To train short-term memory, for example, a student is presented orally with a series of words (usually 10 words), which he must remember and reproduce immediately after presentation in random order.

To train long-term memory, you can, for example, read a series of words several times (so that the child remembers them properly) and ask him to reproduce all the words in 15-40 minutes. The task can be complicated by asking the child to reproduce all the words in order.

Norms for elementary school student 10 words are considered. For a preschooler - 7-8 words.

An excellent exercise for the development of memory was and remains reading literature. After reading, it is necessary to discuss the plot of a fairy tale or story with the child, ask them to evaluate the characters, ask questions on the test, etc. You can also ask the child to draw a favorite episode from the book, mold the main characters from plasticine, etc.

Attention.

A large printed text (not very long) is presented in front of the child. Then the kid is asked to circle all the letters “A” in the text with a red pencil in a circle, all the letters “B” with a blue pencil in a square, all the letters “C” with a green pencil in a triangle. You can also present a form with letters printed in random order and ask to cross out certain of them (you need to note the time - 3 minutes).

You can also ask the child to continue the pattern in a notebook in a cage (or draw exactly the same picture next to it). After the pattern is finished, you can ask the child to color each cell in the picture with a different color, etc.

Speech.

Unfortunately, today more and more children come to school with severe speech and writing impairments.

First of all, it should be understood that for the harmonious development of speech with a child, it is necessary to communicate. When talking with a child, try to use the full name of phenomena and objects: do not abbreviate them, do not use “slang” in your own speech, do not distort sounds (for example, not “fotik”, but “camera”; not “shop”, but “ shop", etc.). By pronouncing the words clearly and completely, you enrich the child's vocabulary, correctly form sound pronunciation.

An excellent exercise for the development of speech will be reading together (especially old folk tales), telling poems, sayings, tongue twisters.

Perception and imagination.

The best exercise for the development of these mental functions is reading fiction and creative and aesthetic activities. Visiting children's performances, exhibitions, concerts, home needlework, modeling, crafts, drawing - all this perfectly develops the child's perception and imagination.

State budgetary educational institution School №1413

Seminar

on the topic:

"Features of the development of higher mental functions

in children 3-7 years old "

Compiled by: Teacher-defectologist

Yarkovenko Galina Yurievna

3-4 YEARS ( junior group)

years preschool childhood are years of intense mental development and the emergence of new, previously absent mental features. The leading need of a child of this age is the need for communication, respect, recognition of the child's independence. Leading activity -game. During this period, there is a transition from a manipulative game to a role-playing game.

Perception. The leading cognitive function is perception. The value of perception in the life of a preschooler is very great, since it creates the foundation for the development of thinking, contributes to the development of speech, memory, attention, and imagination. At primary school age, these processes will occupy leading positions, especially logical thinking, and perception will perform a service function, although it will continue to develop. A well-developed perception can manifest itself in the form of a child's observation, his ability to notice the features of objects and phenomena, details, features that an adult will not notice. In the process of learning, perception will be improved and honed in the process of coordinated work aimed at developing thinking, imagination, and speech. The perception of a younger preschooler 3-4 years old is of an objective nature, that is, the properties of an object, for example, color, shape, taste, size, etc., are not separated from the object by the child. He sees them together with the object, considers them inseparably belonging to him. During perception, he does not see all the characteristics of the object, but only the most striking, and sometimes even one, and by it he distinguishes the object from others. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual qualities, to comprehend the variety of properties. This develops his ability to separate properties from an object, to notice similar qualities in different objects and different in one.

Attention. The ability of children to control their attention is very limited. It is still difficult to direct the child's attention to an object with verbal directions. Switching his attention from object to object often requires repeated instruction. The amount of attention from two objects at the beginning of the year increases to four by the end of the year. The child can hold active attention for 7-8 minutes. Attention is mainly involuntary, its stability depends on the nature of the activity. The stability of attention is negatively affected by the impulsiveness of the child's behavior, the desire to immediately get the object they like, answer, do something.

Memory. Memory processes remain involuntary. Recognition still prevails. The amount of memory essentially depends on whether the material is linked into a semantic whole or is scattered. Children of this age at the beginning of the year can memorize two objects with the help of visual-figurative, as well as auditory verbal memory, by the end of the year - up to four objects[ibid].

The child remembers well everything that is of vital interest to him, causes a strong emotional response. The information that he sees and hears many times is firmly assimilated. Motor memory is well developed: it is better to remember what was associated with one's own movement.

Thinking. At the age of three or four, the child, however imperfectly, tries to analyze what he sees around him; compare objects with each other and draw conclusions about their interdependencies. In everyday life and in the classroom, as a result of observing the environment, accompanied by explanations from an adult, children gradually gain an elementary idea of ​​​​the nature and life of people. The child himself seeks to explain what he sees around. True, it is sometimes difficult to understand him, because, for example, he often takes the consequence for the cause of the fact.

Compare, analyze younger preschoolers in a visual-effective plan. But some children are already beginning to show the ability to solve problems based on representation. Children can compare objects by color and shape, highlight differences in other ways. They can generalize objects by color (it's all red), shape (it's all round), size (it's all small).

In the fourth year of life, children somewhat more often than before use generic concepts such astoys, clothes, fruits, vegetables, animals, dishes, include in each of them a larger number of specific items. However, the relationship of the general to the particular and the particular to the general is understood by the child in a peculiar way. So, for example, the wordsdishes, vegetables are for him only collective names for groups of objects, and not abstract concepts, as is the case with more developed thinking.

Imagination. In the fourth year of life, the child's imagination is still poorly developed. A baby can be easily persuaded to act with objects, transforming them (for example, using a stick as a thermometer), but the elements of “active” imagination, when the child is fascinated by the image itself and the ability to act independently in an imaginary situation, are just beginning to form and manifest[ibid].

In younger preschoolers, an idea is often born after an action has been completed. And if it is formulated before the start of activity, it is very unstable. The idea is easily destroyed or lost in the course of its implementation, for example, when encountering difficulties or when the situation changes. The very emergence of an idea occurs spontaneously, under the influence of a situation, an object, a short-term emotional experience. Toddlers still do not know how to direct their imagination. In children of 3-4 years old, only elements of preliminary planning of a game or productive activities are observed.

4-5 years old (middle group)

Development mental processes

The development of children of middle preschool age (4-5 years) is most clearly characterized by increasing arbitrariness, premeditation, and purposefulness of mental processes, which indicates an increase in the participation of will in the processes of perception, memory, and attention.

Perception. At this age, the child masters the methods of active knowledge of the properties of objects: measurement, comparison by imposing, applying objects to each other, etc. In the process of cognition, the child gets acquainted with various properties of the surrounding world: color, shape, size, objects, characteristics of time, space, taste, smell, sound, surface quality. He learns to perceive their manifestations, to distinguish shades and features, masters the methods of detection, remembers the names. During this period, ideas about the main geometric shapes(square, circle, triangle, oval, rectangle and polygon); about the seven colors of the spectrum, white and black; about the parameters of the value (length, width, height, thickness); about space (far, close, deep, shallow, there, here, above, below); about time (morning, afternoon, evening, night, season, hours, minutes, etc.); about the special properties of objects and phenomena (sound, taste, smell, temperature, surface quality, etc.).

Attention. Increased attention span. The child is available concentrated activity for 15-20 minutes. When performing any action, he is able to keep a simple condition in memory.

In order for a preschooler to learn to voluntarily control his attention, he must be asked to think aloud more. If a child of 4-5 years old is asked to constantly name aloud what he should keep in the sphere of his attention, then he will be able to arbitrarily keep his attention on certain objects and their individual details and properties for quite a long time.

Memory. At this age, the processes of first voluntary recall and then deliberate memorization begin to develop. Having decided to remember something, the child can now use some actions for this, such as repetition. By the end of the fifth year of life, there are independent attempts to elementary systematize the material in order to memorize it.

Arbitrary memorization and recall are facilitated if the motivation for these actions is clear and emotionally close to the child (for example, remember what toys are needed for the game, learn the poem “as a gift to mom”, etc.).

It is very important that the child, with the help of an adult, comprehend what he memorizes. Meaningful material is remembered even when the goal is not to remember it. Meaningless elements are easily remembered only if the material attracts children with its rhythm, or, like counting rhymes, woven into the game, becomes necessary for its implementation.

The amount of memory gradually increases, and the child of the fifth year of life more clearly reproduces what he remembers. So, retelling a fairy tale, he tries to accurately convey not only the main events, but also secondary details, direct and author's speech. Children remember up to 7-8 names of objects. Arbitrary memorization begins to take shape: children are able to accept a memorization task, remember instructions from adults, can learn a short poem, etc.

Thinking. Imaginative thinking begins to develop. Children are already able to use simple schematic images to solve simple problems. They can build according to the scheme, solve labyrinth problems. Anticipation develops. Children can tell what will happen as a result of the interaction of objects based on their spatial arrangement. However, at the same time, it is difficult for them to take the position of another observer and, on the internal plane, make a mental transformation of the image. For children of this age, the well-known phenomena of J. Piaget are especially characteristic: the preservation of quantity, volume and size. For example, if a child is presented with three black circles made of paper and seven white ones and asked: “Which circles are more black or white?”, Most will answer that there are more white ones. But if you ask: “Which is more - white or paper?”, The answer will be the same - more white. Thinking as a whole and the simpler processes that make it up (analysis, synthesis, comparison, generalization, classification) cannot be considered in isolation from the general content of the child's activity, from the conditions of his life and upbringing.

Problem solving can occur in visual-effective, visual-figurative and verbal plans. In children 4-5 years old, visual-figurative thinking prevails, and the main task of the teacher is to form a variety of specific submissions. But we should not forget that human thinking is also the ability to generalize, therefore it is also necessary to teach children to generalize. A child of this age is able to analyze objects simultaneously in two ways: color and shape, color and material, etc. He can compare objects by color, shape, size, smell, taste and other properties, finding differences and similarities. By the age of 5, a child can assemble a picture from four parts without relying on a sample and from six parts using a sample. Can generalize concepts related to the following categories: fruits, vegetables, clothes, shoes, furniture, utensils, transport.

Imagination. The imagination continues to develop. Its features such as originality and arbitrariness are formed. Children can independently come up with a short fairy tale on a given topic.

5-6 years old (senior group)

Development of mental processes

At the senior preschool age, the cognitive task for the child becomes cognitive (it is necessary to master knowledge!), and not a play one. He has a desire to show his skills, ingenuity. Memory, attention, thinking, imagination, perception continue to develop actively.

Perception. The perception of color, shape and size, the structure of objects continues to improve; systematization of children's ideas. They distinguish and name not only the primary colors and their shades by lightness, but also intermediate color shades; the shape of rectangles, ovals, triangles. They perceive the size of objects, easily line up - in ascending or descending order - up to ten different objects.

Attention. The stability of attention increases, the ability to distribute and switch it develops. There is a transition from involuntary to voluntary attention. The volume of attention at the beginning of the year is 5-6 objects, by the end of the year- 6-7.

Memory. At the age of 5-6 years, arbitrary memory begins to form. The child is able to memorize 5-6 objects with the help of figurative-visual memory. The volume of auditory verbal memory is 5-6 words.

Thinking. At the senior preschool age figurative thinking continues to develop. Children are able not only to solve the problem visually, but also to transform the object in their mind, etc. The development of thinking is accompanied by the development of mental means (schematized and complex ideas develop, ideas about the cyclical nature of changes).

In addition, the ability to generalize is improved, which is the basis of verbal-logical thinking. J. Piaget showed that at preschool age, children still lack ideas about classes of objects. Objects are grouped according to features that can change. However, the operations of logical addition and multiplication of classes are beginning to take shape. Thus, older preschoolers, when grouping objects, can take into account two features. An example is a task: children are asked to choose the most dissimilar object from a group that includes two circles (large and small) and two squares (large and small). In this case, circles and squares differ in color. If you point to any of the figures, and ask the child to name the most unlike it, you can be sure that he is able to take into account two signs, that is, perform logical multiplication. As shown in studies by Russian psychologists, children of older preschool age are able to reason, giving adequate causal explanations, if the analyzed relationships do not go beyond their visual experience.

Imagination. The age of five is characterized by the flowering of fantasy. The child's imagination is especially vividly manifested in the game, where he acts very enthusiastically.

The development of imagination at the senior preschool age makes it possible for children to compose quite original and consistently unfolding stories. The development of the imagination becomes successful as a result of special work to activate it. Otherwise, this process may not result in a high level.

6-7 years old (preparatory group)

Development of mental processes

Perception continues to develop. However, even in children of this age, errors can occur in cases where several different signs must be taken into account simultaneously.

Attention. Increased attention span- 20-25 minutes, attention span is 7-8 items. The child may see dual images.

Memory. By the end of the preschool period (6-7 years), the child develops arbitrary forms of mental activity. He already knows how to consider objects, can conduct purposeful observation, voluntary attention arises, and as a result, elements appear. arbitrary memory. Arbitrary memory manifests itself in situations where the child independently sets a goal: to remember and remember. It can be said with certainty that the development of arbitrary memory begins from the moment when the child independently singled out the task for memorization. The desire of the child to remember should be encouraged in every possible way, this is the key to the successful development of not only memory, but also other cognitive abilities: perception, attention, thinking, imagination. The appearance of arbitrary memory contributes to the development of cultural (mediated) memory - the most productive form of memorization. The first steps of this (ideally endless) path are determined by the peculiarities of the material being remembered: brightness, accessibility, unusualness, visibility, etc. Subsequently, the child is able to strengthen his memory using techniques such as classification, grouping. During this period, psychologists and educators can purposefully teach preschoolers the techniques of classification and grouping for the purpose of memorization.

Thinking. The leader is still visual-figurative thinking, but by the end of preschool age, verbal-logical thinking begins to form. It suggests development of the ability to operate with words, to understand the logic of reasoning. And here the help of adults will definitely be required, since the illogicality of children's reasoning when comparing, for example, the size and number of objects is known. At preschool age, the development of concepts begins. Completely verbal-logical, conceptual, or abstract, thinking is formed by adolescence.

An older preschooler can establish causal relationships, find solutions to problem situations. Can make exceptions based on all learned generalizations, build a series of 6-8 consecutive pictures.

Imagination. The older preschool and younger school ages are characterized by the activation of the function of the imagination - at first recreating (allowing more early age represent fabulous images), and then creative (due to which a fundamentally new image is created). This period is sensitive for the development of fantasy.

Material Description: I bring to your attention an article containing a number of psychological and pedagogical exercises for the development and correction of higher mental functions (HMF) in children of preschool and primary school age. This material will be useful for educational psychologists, speech therapists and defectologists of preschool educational institutions and GBOU secondary schools, as well as specialists from early development centers.

The development of higher mental functions in children of preschool and primary school age

Higher mental functions (HMF) are specific mental functions of a person. These include: memory, attention, thinking, perception, imagination and speech. The well-known Russian psychologist, Lev Semyonovich Vygotsky, wrote: “The highest mental function appears on the stage twice: once as an external, interpsychic (i.e., a function shared between a child and an adult), and the second - as an internal, intrapsychic (i.e. . a function belonging to the child itself)”. A small child is not yet able to focus attention for a long time, remember and correctly pronounce the names of certain objects, etc., therefore, the role of an adult in this period is to be an intermediary between the baby and the outside world. So, the adult acts as the main mental functions of the child, reminding him of the names of phenomena and objects, concentrating his attention, developing thinking and speech. Then, in the process of growing up, the child gradually inherits social experience and becomes able to use it independently. Thus, from Vygotsky's point of view, the process of development is a process of transition from the social to the individual.

It should be noted that the process of development of higher mental functions begins long before the child enters school, even in infancy. Young children learn all the time: in the game, on a walk, watching their parents, etc.

However, there are certain phases in a child's development when they are particularly receptive to learning and creativity. Such periods in the life of the baby are called sensitive (literally "sensitive"). Traditionally, these periods include the process of child development from 0 to 7 years. In domestic psychology and pedagogy, this period is considered the most productive in terms of the child's assimilation of social experience and the acquisition of new knowledge. At this stage, the foundation is laid not only for the behavioral and emotional-volitional, but also for the cognitive sphere of a person's personality.

So, now let's talk about the main exercises and technologies used by teachers in the development of higher mental functions in children of preschool and primary school age. Here are short examples from daily practice.

Thinking.

Mental operations include the processes of generalization, analysis, synthesis and abstraction. Accordingly, different methods are used for the development of each of the operations.

Generalization.

Purpose: to teach the baby to find common signs of an object.

A number of cards are laid out in front of the child, which depict objects united according to one common feature (for example, a series: “apple, banana, pear, plum”). The kid is asked to name all these items in one word (in this case, it is “fruits”) and explain his answer.

Analysis and synthesis.

Purpose: to teach the child to exclude unnecessary and combine objects according to their characteristics.

Option 1. The student is asked to find an image of an extra object among the proposed cards and explain his choice (for example, the series: “skirt, boots, trousers, coat”; the extra one is “boots”, because these are shoes, and everything else is clothes).

It should be emphasized that the child's answer must be complete and detailed. The child should not guess, but meaningfully make his choice and be able to justify it.

Option 2. A form with the image of different animals is presented to the student. The child is explained that if the animal is shod in boots, then this is 1, if not shod, then this is 0 (for example, a cat in boots = 1, and a cat without boots = 0, etc.). Next, the teacher points to each picture in turn and asks the child to name only a number (1 or 0).

Abstraction.

Purpose: to teach the baby to find indirect signs.

A form with the image of animals is presented in front of the child: “a cow, an elephant, a fox, a bear, a tiger”. Then the baby is asked to combine them with other animals whose names begin with the same letter: “rat, dog, lion, mouse, seal” (the correct answer in this case is the following: “cow-rat, elephant-dog, fox-lion, bear-mouse, tiger-seal). The student must be asked to justify his choice, because. children often ignore the instructions and link the pictures according to some other signs (for example, according to the principle big-small, good-evil, wild animal-pet, etc.). If the child does not understand the instruction, it should be repeated again and give an example.

Memory.

Memory is divided into short-term and long-term. To train short-term memory, for example, a student is presented orally with a series of words (usually 10 words), which he must remember and reproduce immediately after presentation in random order.

To train long-term memory, you can, for example, read a series of words several times (so that the child remembers them properly) and ask him to reproduce all the words in 15-40 minutes. The task can be complicated by asking the child to reproduce all the words in order.

The norm for a younger student is the reproduction of 10 words. For a preschooler - 7-8 words.

An excellent exercise for the development of memory was and remains reading literature. After reading, it is necessary to discuss the plot of a fairy tale or story with the child, ask them to evaluate the characters, ask questions on the test, etc. You can also ask the child to draw a favorite episode from the book, mold the main characters from plasticine, etc.

Attention.

A large printed text (not very long) is presented in front of the child. Then the kid is asked to circle all the letters “A” in the text with a red pencil in a circle, all the letters “B” in a blue pencil in a square, all the letters “C” in a green pencil in a triangle. You can also present a form with letters printed in random order and ask to cross out certain of them (you need to note the time - 3 minutes).

You can also ask the child to continue the pattern in a notebook in a cage (or draw exactly the same picture next to it). After the pattern is finished, you can ask the child to color each cell in the picture with a different color, etc.

Speech.

Unfortunately, today more and more children come to school with severe speech and writing impairments.

First of all, it should be understood that for the harmonious development of speech with a child, it is necessary to communicate. When talking with a child, try to use the full name of phenomena and objects: do not abbreviate them, do not use “slang” in your own speech, do not distort sounds (for example, not “fotik”, but “camera”; not “shop”, but “ shop", etc.). By pronouncing the words clearly and completely, you enrich the child's vocabulary, correctly form sound pronunciation.

An excellent exercise for the development of speech will be reading together (especially old folk tales), reciting poems, sayings, and tongue twisters.

Perception and imagination.

The best exercise for the development of these mental functions is reading fiction and creative and aesthetic activities. Visiting children's performances, exhibitions, concerts, home needlework, modeling, crafts, drawing - all this perfectly develops the child's perception and imagination.