Knowledge of the world around and the development of creative abilities in children. Knowledge of the world around

Organization: SBEI DO CRTDU "Presnya"

Location: Moscow

Non-subjective reality is everything that a person sees, hears, touches around him, all the things that surround him, and everything that also remains invisible to him, to his senses and various devices. Here is something “invisible” hiding in the “emptiness” of space. Apparently, this “emptiness” can still be conceived. It hides the foundation of the universe, from which microparticles are born. And a person constantly interacts with this absolute basis, moreover, he himself and all living beings, all microparticles are just, apparently, fluctuations of this “emptiness”, which is capable of transmitting information through itself according to the principle “here and at once”. And our innate apparatus, with the help of which we cognize the world around us, still constantly interacts with this basis, it draws from it what we understand by the words “psychic energy”. It is that, in the words of poetry, the pure "unclouded source" of the first matter, which still has neither the properties of mass, nor the properties of electric charge, nor spin, and it nourishes our "ability to know" the world through trials of error, as well as our thinking, and gives it a certain quality and power.

From my practice, I was convinced that we polarize this “emptiness” with any of our movement, breathing. And it's also good when this polarization occurs according to the principle of harmony, according to the laws of dialectics and quantum mechanics. Even when we draw a drawing with a pencil on paper, this “something”, drawn with a stylus, pieces of carbon, also interacts invisible to the eye with “empty” space. But before our actions and our drawings, our thought on the principle of "here and at once" already indicated what we want to make visible in the world, it polarized "emptiness", it thought "here and at once", and one more thing must be added the word "everywhere", a picture of our various movements. If we polarize "emptiness" according to the laws of harmony and dialectics, then this means: we think. Thinking is the polarization of "empty" space according to the laws of harmony and dialectics, where stable pictures of this polarization alternate with changeable pictures taken either in our mental representation or on paper. Meaningful thinking comes to us from this “emptiness” polarized by us, behind which lies the foundation of the universe, in which we believe. It instantly changes the states (spins) of quantum fields and atoms of the substance of the brain, which these fields radiate in the form of waves. This we know from experience. This is how the polarization of the “emptiness” acts on the material-field structures of a person. So behind the “emptiness”, scientists saw not only the medium from which microparticles are born, endowed with mass, but also what they called “torsion fields” (that is, the vortices of this “emptiness”), capable of instantly transferring information to any distance, without transferring this rough massive matter.

First, it is necessary to understand what the innate apparatus for reflecting the world represents, interacting with what else is hidden behind the words “empty” space. What is the “ability to cognize”, how is it connected with the work of the apparatus of thinking and reflecting the world that is genetically innate in a person? And how this apparatus makes it possible to actually approach not only an adult or a child, but also any other living being to a diverse non-subjective reality. And what is this subjective reality in himself, in a person, a child or any other being? Isn't it just an aspect objective reality, hiding itself there, in the “emptiness”, and related to the weak field structures of a person that radiates from his brain and heart? And what we believe in may then turn out to be that already in the future we will know better and better, and now it appears to us as that transcendental possibility on the basis of which we can build our predictive knowledge from ideas and conjectures?

Modern physicists have been looking for the luminiferous ether since the last century. We all know from school about the mixed results in the experiments of Michelson and Morley. The very ether along which the waves of light move, and which Rene Descartes put forward as the basis of the universe for the role of the primary matter, can also turn out to be the basis of what everyone designates with the words “psychic energy”. Or, at least, the ether may contain aspects of what is meant by these words. Our thinking "I", its "ability to know the world", are directly related to the basis of the universe, to the primary matter, moreover, they are rooted there and grow from there.

But it is necessary, first of all, to distinguish the very “ability to know” through trial and error from all other cognitive abilities that ensure its functioning, such as memory, for example, and attention. I think everyone understands that attention is realized through the sphere of thinking. It is connected with the concentration of genetic radiations at the place where people are able to think "their thought" (self-reflection) as a dynamic object. This process can take place at any point in space, both in the substance of the brain and outside it: in the fields that the brain radiates. The work of memory is also connected with the correlation of what is outside of us: memorization is read from there by something, some kind of magnetic head, with what is imprinted through the organs of perception (eyes, ears, etc.) in the substance of the brain. What then, besides the material, the organ of perception of the world does attention and memory have, if their work goes beyond the brain and, in general, can proceed at any point in space, even infinitely remote from the living being (animal, plant, virus) itself? Is it possible for a child or an adult to form an organ for perceiving and processing information not from a substance, but from a field? We are talking about the field organ of thought that we think, through which we instantly receive meaningful information, which we constantly superimpose on what we read, see, hear or touch. And if we follow the text with our eyes, “run” along it at a finite speed, then we do not track the alternation of stable and changeable polarizations in our wave organ of thinking, changes in which we only think, but do not see. If we “rise” above the text, then through the sphere of our thinking organ, and in the mental representation of this field organ through the “construction of thinking”, we instantly receive information about the meaning of the text. Through the "construction of thinking" one can imagine, and therefore also visualize the work of this organ invisible to the eye.

From my pedagogical practice, I discovered that in children and in general in any living beings there is a field thinking environment outside the brain, but working in correlation with their brain matter, and, consequently, also with their organs of hearing, vision and others. From the point of view of biochemistry, memory is formed in the neurons of the brain, in the cytoplasm. And from the point of view of my psychophysics, thinking, attention, memorization and recollection also proceed in the subtlest (without mass, electric charge or spin) structures of the physical vacuum. Otherwise, in the “emptiness”, which is capable of instantly transferring information to any point in space by its all-penetrating frame, without transferring the substance itself and field quanta. The transfer of information itself is due to the fact that the field quanta and the microparticles that emitted them instantly correlate their quantum states with each other, and, consequently, also information about the orientation of the spin moments of these quanta, or in other words, the polarizations of "empty" space, associated with spin or built-in magnetic moments. Semantic information about objects outside world is formed in a person or an animal due to the polarization of the “emptiness”, due to which the primary torsion component appears in it. It, as a component of "emptiness", is all-penetrating according to the principle "here and immediately everywhere and everywhere". We are talking here about the "emptiness" from which all quantum fields and microparticles are born, along which various wave processes run, associated with the propagation of light or gravity. This information is not related to human emotions, but it can be distorted by them, since emotions are nothing but biochemistry that can affect the laser radiation of chromosomes in a person. This is not what we read in the form of words, but what we comprehend as a whole, what forms our correct understanding of the text behind the words, behind the phrases of words.

Even Alexander Gavrilovich Gurvich established from experiments that the nuclei of cells, including the brain, radiate. Today we know that this is coherent polarized laser light. I believe that these radiations ensure the connection of the brain substance, the radiating nuclei of the neurons of a living being, with the finest structures of the physical vacuum or “emptiness”, from where it draws what we understand by the words “psychic energy” for its work. And behind the disclosure of the secret of what is behind the word "emptiness" is the correct understanding of a person about: what is "psychic energy", what is "original matter".

The “ability to know” the world through trial and error is a generic concept associated with the holistic work of the material-field structures of a person and any living creature, with the functioning of “cognitive abilities” in them, which have some specific differences and features: thinking and consciousness, attention and memory, and others. In life, we form in ourselves through trials of error a certain material-field process that cognizes the world, and in this process we also find some features inherent in it. From my teaching practice, I realized that if a person strengthens and correctly builds the work of the wave organ of thinking according to the laws of harmony and dialectics, then at the same time he will gradually improve his psychophysics: both attention and memory, as well as biochemical processes in the cells of the body. I'm not talking about the fact that the strengthening of this field organ and tuning will lead to the fact that a person of the torsion component of quantum fields that emit the nuclei of his cells will also penetrate walls that are opaque to light and instantly transmit thoughts over long distances.

When I polarize the “empty” space with something (with my drawing, hand movement, breathing), then torsion fields and their quanta (tornons and torsion) are formed in it, through them the integral semantic thinking of a person is formed. Thinking about your thinking (or “being with your thought”), these fields can be formed intentionally according to the laws of harmony and dialectics, and, consequently, you can strengthen your field organ of thinking, and at the same time, your entire body, regulate the launch there, power and time of flow of all biochemistry.

If we talk about torsion fields, about physical vacuum, about “emptiness”, then these structures and their complex functioning have always eluded being known both by metric science and unambiguous logic objectively. But, I think that their study can be approached from the side of thinking that underlies human subjectivity, for example, and with the help of psychological experience, otherwise through “a person’s thinking about the structure and form of the world of his thought.” It is also possible to model the sphere of human thinking using the structures of intuitionistic mathematics. Here, multi-valued variable non-metric logics that change their measurements (Grotendieck's schemes?), which can capture the processes of development and self-organization in the living world of nature, and in the world of thought, can help with diversity and mobility. One of the variants of such mathematics I came up with for myself.

And so that there is no confusion, all cognitive abilities, “the ability to know the world” must be associated with material carriers in which they are structured and “live”. And they “live” not only in the substance of the body, but also in quantum fields that interact with the physical vacuum or with the “empty” space, behind which there is an understanding of what “psychic energy” is. Therefore, my research work lies in the field of what is today called "psychophysics", I invariably in my experience and in my reasoning trace the connection of the human psyche with its physics or biochemistry, as necessary. The human psyche, in my opinion, is endowed with semantic subtle structures of “emptiness”. Yes, today it is not only the sphere of human beliefs, but also the sphere of serious realistic experience. Today, we are all beginning to touch the understanding of what is the first matter from which the whole world was formed, and what is the “psychic energy” that nourishes the brain substance of a person.

In order for all the cognitive abilities of the child to become more complex and properly formed, for a start it is necessary to separate his thinking “I”, his field organ of thinking, from sensations and teach him to think this subtlest organ in the semantic field of self-reflection in the space of ideas independently of themselves. And the absolutism of the thinking "I" and its connection with something higher, which is formed in the child, must be understood as this complete independence, in which all opposites find their non-contradictory unity. In this absolute independence, nothing subjective can be separated from anything objective. And then, for example, symbolic constructions that model the meanings of words and phrases in the texts of books can also be considered such subjective formations, with the help of which all people can also control the objective processes that occur behind them, the same polarization of light in the human aura. Because the space of meanings is the space where thought itself is formed and structured objectively, as a subtle physical process, where unity is achieved through self-reflection, where thought is able to think itself.

The space of meanings (which means to be in unity with thought) is the space of self-reflection, taken in the space of human ideas. There we are able to present our thought as a living self-organizing and self-developing object. This, in my opinion, is the highest form of symmetry and stability. If you like, this is a way of orientation in the world and life, where the reference point is the sphere of pure, polluted by the "emptiness" of the physical vacuum, thinking. And that is why, because of words, but in fact because of meanings, especially when they are distorted or broken, and together with them they cut off what is still understood by the words “fabric of psychic energy”, people are offended by each other or even they may start fighting and arguing with each other.

Therefore, it is necessary to answer not for the words, but for the meanings of the words. Because all words are only products of thinking, but not thinking in itself. And thinking itself lives in the space of “representation of reflection”. It is because of its action through the “denial of negation” that meanings are born that are associated with real subtle content, and in them the conceivable is conceived as existing in itself. So breaking the meanings of words, we break the energy of thinking, and words at the same time, to put it in an allegory: scatter like dry leaves, devoid of that tree, its root system that feeds them, and from which they grow and are still invented by us, if it comes to, for example, about sublime poetry.

All cognitive abilities (attention, memory, thinking, consciousness, and others), one way or another, by the quality of their work are connected with the work of one quantum-wave field organ of thinking, working in correlation with the substance of brain cells, and how the edges of one diamond make it, this field organ, a diamond in the human soul. And this very poetic allegory was born in me in order to express in simple language just one thought: by developing our wave organ of thinking, and with it also our “ability to know” the world through trial and error, we will develop all our cognitive ability in general. And we are talking here not only about attention, memory, thinking and other abilities of the mind, but also about such abilities that are waiting for their development in a person in his evolutionary future. For example, instantaneous transmission of thought at a distance and “vision” by thinking through an obstacle that is opaque to the optics of the eye, as well as the creation, for example, of protection at the level of the finest matter, the existence of which we only guess today or believe in it. And all this is the prerogative of the pedagogy of the future, which is already knocking at our door today. A person who does not see with his mind the coming evolutionary changes may find himself on the brink of an abyss.

It is necessary to define more clearly: what is human subjectivity. What do we mean by it? Is this what I write or draw on paper? Also, understanding that human subjectivity is also rooted in the subtle objective processes of shaping, you begin to accept for yourself the smearing, fuzziness and relativity of breaking the world with the help of such concepts as objective and subjective. That is, there are boundaries, crossing which the mind is not able to separate the subjective and the objective. This is the realm of the Absolute, the realm of the unknown. If we consider the Absolute as the environment where our thinking organ lives is not an invention, but a possible thing, then what was previously considered subjective, as science itself develops, becomes the subject of objective consideration. We need the Absolute in order to raise our “thinking self” above the world of gross matter in order to adjust and develop our cognitive abilities. How to make sure that your thinking "I" is not controlled by the things that surround you? How to make your thinking "I", thanks to faith in the Absolute independent? How can positive science accept the idea of the Absolute into its cognitive space? How to make sure that science, where it sees "absolute nothing", sees "something", which is needed for its adjustment and strengthening of the cognitive abilities of a person, functioning as a single whole. The science of human thinking must accept for itself the existence of the Absolute as a kind of supersymmetry with respect to any improvements and changes in the world that a person makes and connect the work of his field organ of thinking and the whole body as a whole with this higher symmetry. These questions, apparently, can be solved, as I believe, within the framework of considering how the strengthening of the field organ of human thinking through adjustment according to the laws of harmony and dialectics of the polarizations of light in this organ also leads to clarification of the “ability to know” the world through trial and error, leads to a clearer functioning of all cognitive abilities. And how, in this case, the whole biophysics of a person at the cellular level becomes more complicated, or rather, his psychophysics. The science of thinking must accept that the human psyche is not some kind of subjectivity, but something objective, but so far poorly understood and working according to the laws of quantum mechanics. Mind, intelligence, attention, memory and thinking are real things related to aspects of the quantum world.

The Absolute, on the other hand, is an object of intuitive speculation, in which one can believe, and its structure and dynamics can also be clarified by analogy with living nature (without knowing, to think about It). And precisely because we are able to believe, we are "able to know" the world through trial and error. If there was no faith in the Absolute, then the human mind would not have a “foothold”, there would be no possibility to know the world around. Moreover, I believe that faith in the Absolute and a dialogue with "Him Himself" are a prerequisite for the development of all cognitive abilities: mind and reason, attention and memory, thinking and consciousness, and others. Which is closely related to strengthening and tuning the "ability to know" the world through trial and error. Just as the strings on the fretboard of a guitar are tuned from its nut, in the same way all the “strings” of thinking, which are physically laser light beams of neuron nuclei, are tuned and actuated with the help of subjective constructions drawn on paper or taken in the semantic space of thinking reflection. These constructions model the dynamics of the Absolute, from which, as from a certain “threshold”, functioning according to the laws of harmony and dialectics, the material-field cognitive apparatus of a person and the harmonious well-coordinated work of the rays of his mind are tuned. Where the Absolute lives, poetry is born there, He is a kind of “long-talking silence”, from which the music of the world is born. If we speak not in the language of poetry, but in a scientific language, then there, in the unexplored environment of the Absolute, our quantum-wave field organ of thinking exists, indirectly manifesting itself already at the level visible by devices through the polarization of light in the human aura.

Yes, today's science must admit that the mind, in addition to the external side, has an internal side, and this internal side is associated with experience in the microcosm, in the world where the laws of quantum mechanics work. If the external mind can contain a priori principles that are not derived from the experience of the external, for example, Newton's laws, taken in the form of theorems, then for the internal mind, quantum experience is directly related to itself. And, moreover, the “inner mind” itself exists in the microcosm as a field subtle organ, which follows from the psychological experience. If, however, science is built holistically from the Absolute, here one must take into account those boundaries beyond which what was subjective becomes a real instrument for controlling objective processes. And as from some kind of supersymmetry regarding transitions from the outside of a thing to its own inside, we will derive from the poetry of the Absolute, from faith in Him, all that science that does not accept the “inner mind” as an objective truth. Science ordinary will obey the poetry of the Absolute.

It must also be said that the archetypes discovered by Jung in the human psyche, as real processes of self-organization at the level of subtle matter, are born precisely in the wave organ of human thinking. It can also be said that Jung, exploring dreams, for the first time "felt" them in the soul, in the human psyche, as real formations, but did not understand that they are formed in the wave organ of human thinking, because he considered the psyche separately from the physics of the body and brain, apart from its radiations. Behind the archetypes is the work of one field organ of thought and Carl Gustav Jung did not see this.

Yes, not in vain, and not without reason, he considered various archetypes as real formations in the psyche. And I would add - in psychophysics. Carl Jung vaguely guessed that the psyche “has under it” real material processes. I'm talking about the wave organ of thinking, which, being born under the action of laser radiation emanating from DNA molecules in the brain cells, forms in the subtle essence of the Absolute, in vacuum, in the "emptiness" of space (that is, in the bowels of the primordial matter), granular endowed with universal laws of development field "self-organizing formations". It is them, as I believe, that Carl Jung called archetypes and parts of a holistic psyche that we are not aware of. And therefore, for me, the archetype is a holistic field formation, a process in the wave organ of thinking, most likely directly related, as Levi-Strauss believed, to the morphology of the brain (the wave organ of thinking is also responsible for shaping in the human body). And it must also be said that if the archetype of the unconscious occupied a dominant position in the human psyche, then in Jung it was called the archetype of the Self. In my opinion, the archetype also acts as an attractor (attraction - attraction) and therefore performs the function of “capturing the psyche” of a person, his “thinking self”, and involving him in the process of cognition itself, as Jung said: in “the process of individuation and disclosure of the archetype of the Self ". But behind the archetype of the Self, he would still have to find a quantum-wave field organ of thinking, which, unfortunately, he did not do. And I must add: here there is a direct connection between the process of individuation and, in my opinion, what is called in Christianity "the sacrament of the Eucharist" (that is, with repentance and worship), with what in art or science is associated with the discovery of something new. , with prediction or foresight. From the point of view of my psychobiophysics, this process is also connected with how we “raise” our quantum-wave thinking organ “above” gross matter, and make it not tied to the things around us. And it goes without saying that archetypes cannot be identified with any symbols. After all, an archetype is by no means a symbol that we draw on paper or somehow mentally represent in our imagination. But with the help of subjective symbolic constructions, we can control what we call "inner mind" or archetypes, real formations in human psychophysics, functioning according to the laws of quantum mechanics. And, therefore, we can control our “ability to know” the world through trial and error.

It is necessary to speak not just about an archetype, but about a subtle archetypal field formation in the faintly luminous aura of the human brain. This formation is genetically conditioned by its entire ancestral history, and, consequently, by its entire and its ancestors by centuries of evolution, associated, in particular, with the evolution of their “ability to know” the world through trial and error, which, apparently, is determined by the quality of this field formation, its relative power and mobility. They can also be formed, and they can also be controlled with the help of special “thinking structures”. I called them optical-torsion lenses.

Yes, the light fields emitted by the nuclei of cells are captured by torsion fields, but they are created by the subjective symbolic "constructs of thinking" of a person when they interact with the "emptiness". What is this capture and what is this attraction? Capture is understood as the fact that the quantum state of the human light field changes instantly in a jump "everywhere and at once" both in the cells and in the fields that they radiate. How the energy state of an electron in an atom changes. Therefore, there is no “capture” as such, in its usual sense, there is the presence of many possible states that exist simultaneously. Thought, we can turn on or turn off any of these possible quantum states, which, one way or another, will affect the power and quality of the processes taking place in our biophysics. All these states exist "here, everywhere and at once" at the same time. This is how we think through the Absolute, through the framework of “emptiness”. This is one of its properties. We do not know everything about the properties of the Absolute, therefore, in some of its parts, it remains a sphere of hypothetical knowledge for science, and an object of belief for religion.

As long as our various creeds and a priori forms of cognition improve, our wave organ of thinking and our “ability to know” the world also improve along with them. If not, and all of them (creeds or a priori forms of cognition) are used as ready-made forms, then there can be no talk of improving the “ability to know” and related cognitive abilities. That is why we need an ongoing dialogue with the Absolute and the clarification of all its forms and structure. Now I understand that in itself the wave organ of thinking (I'm talking about field organics), on which, like gloves on the hand, the symbols of faith, a priori forms of cognition are "put on", is not something so immutable. This structured field organic tissue in the aura is what has already arisen within nature, due to the interaction of laser radiation of the genetic apparatus with objects, as well as phenomena and, accordingly, the laws of the world. And improving various a priori forms of cognition, all symbols of faith, as well as finding by analogy the relationship between them, we thereby still improve our quantum-wave field organ of thinking, our heart and our brain through the Absolute. And all this happens just as the foot adapts to the soil or the fins of a fish to the water, but at the field level of being. Then the Absolute becomes the basis from which we will be able to derive knowledge about the whole world.

Brief rationale for the POSSIBILITY OF LOVE.

All cognitive abilities (attention, memory, thinking, consciousness, and others) of a person are formed through his “ability to know” the world through trial and error.

In nature, we see the color adaptation of animals to the environment. Doesn't a person form in himself his “ability to cognize” the surrounding world in the same way as an animal forms in itself the ability to paint itself in exactly the color that allows it to successfully survive in its environment? What makes any of us invisible and incomprehensible to other people in our cognitive environment, like a grasshopper against a background of green grass? So, the basis of the ability of cognition is the ability to adapt what and to what? - The wave organ of thinking to the objects and phenomena of the surrounding world, and in the educational and cognitive environment and to the educational material. And such an adaptation as a quantum dynamic process at the field level is nothing but a rhythmically changing polarization of light in the wave organ of thinking. If we learn to manage it, then we will form in ourselves the ability to cognize the world around us through active adaptation to all its objects and phenomena. And so, with the “ability to know”, all other cognitive abilities (attention, memory) will develop and form. In other words, cognitive abilities are the content of a general form, and the “ability to know” itself is a form that has a specific content. This form just limits and “cuts out” in space and time at the field level the field organ of human thinking.

If a person has developed the “ability to know” the world around him through trial and error, then the ability to love this world through its knowledge is also developed in him. It is through cognition that we kindle a feeling in our heart, and through this very feeling we activate our cognition, we also give it a certain power and quality.

Just as a horse's hoof is adapted to steppe soil, so our material-field nervous apparatus is adapted to reflect and process complex information coming from the outside world. The wave organ of thinking and the brain, interacting at the quantum-wave field level with the outside world, received their expedient and preserving function of a person in the process of his long ancestral development. But if we all want to continue to develop the “ability to know” the infinite world, then we must also not lose sight of this nowhere and never-ending process of the formation and formation of this ability of ours, including the ability associated with it, for example, to recognize thoughts. another man.

Adapting to the external environment, the brain does not directly interact with it. The “gasket” between the brain and the environment is precisely the wave organ of human thinking, partly consisting of an electromagnetic field, plasma and a structured vacuum. I don't know why those (Popper, Lorentz and others) who are engaged in evolutionary epistemology did not think of such a simple idea? And all the symbols of faith and a priori forms of knowledge are only put on this field organ of thinking, just like a shirt is put on the human body. And there are simple experiments that show that our thinking also "lives" outside the cranium, where the brain is located.

Here it should be noted that in the wave organ of thinking (after all, it is a complex formation in itself) there are three main components: torsion, light and plasma. The sphere of torsion fields is all-penetrating, responsible for shaping, spreading instantly. Also in the wave organ of thinking there are: the sphere of coherent polarized laser light, the sphere of electronic and nuclear (atomic nuclei, neutrons, protons) radiation. Which components of field thinking and what exactly they are responsible for, should be repeatedly rechecked experimentally.

So, if we want to develop and form in ourselves our “ability to cognize” the world around us, then we must train the wave organ of thinking through the adaptation of its own laser radiation, for example, to the texts of the books that we read, to breathing and any movements of the arms and legs that we do. Through adaptive training of the semantic organ of any of our thoughts, we will be able to coordinate the work of our cognitive abilities, such as attention, intention, memory, and others. Then they will begin to work not in discord, but in concert with each other.

The very “ability to know” is related to how well a person has formed his wave organ of thinking. And how much all human light rays work independently and regardless of anything: neither from the weather, nor from human emotions; how mobile and clearly they change their polarization and do not “stick” to surrounding things.

Literature:

Bondarenko Yu. G. Teaching "π", or "golden ratio" of natural intelligence. M., 2016.
Garyaev P.P. Linguistic-wave genome. Theory and practice. Kyiv, 2009.
14 books of Living Ethics. The third book Community especially. Riga, 1991. Where is it said about the "construction of thinking".
Lorenz K. The reverse side of the mirror. M., 1998.
Lorenz K. Evolution and a priori. Bulletin of Moscow State University. Philosophy. 1994, No. 5.
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evolutionary theory of knowledge. Bulletin of Moscow State University. Philosophy. 1994, No. 5.

Ryazanov GV Path to new meanings. M., 1993.
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Vollmer G. Mesocosmos and objective knowledge. See Bulletin of Moscow State University. Philosophy. 1994, No. 6 and 1995, No. 1.
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Summary: Knowledge of the world around and the development of creative abilities in children. Stimulation of the cognitive abilities of the child. Programs and methods for developing a child's interest in creativity.

Currently, there are many programs aimed at developing the creative abilities of students. Let's stop at one of them. The program "Discovery of the World" was developed by Doctor of Psychology Professor L. I. Aidarova. The purpose of this program is to form a holistic picture of the world among students by providing the child with the opportunity for active creative activity in three areas of human practice: cognitive, ethical and aesthetic.

The program provides for the development of children's creative abilities, both general and special.

The program is designed for the initial period of education: it is designed for children 7-9 years old. Three main topics are considered in the learning process: "How the world works", "A person's place in the world", "What a person can do in the world".

The programs are interconnected not only in content, but also methodically, which makes it possible, starting from the first year of study, to put the child in an active position of a creator, a researcher. Children learn to work individually and collectively. In the course of training, the child himself must actively join the creative process and begin to create a play, a newspaper, etc.

The child needs to be helped to build a holistic picture of the world, in which cognitive and aesthetic aspects are synthesized, as well as moral norms of relations between people. This requires a learning activity in which all these aspects are integrated.

The named program provides the ability for literary creativity and drawing, construction and improvisation, dramatic art, etc.

We will describe the method of work for only one section of this program, which is called "Hello World!".

This is a fairly large section, requiring approximately 90-100 hours to complete.

STAGES OF WORK.

Preliminary stage.

The first task at this stage is to draw portraits of your mothers and give them verbal or short written descriptions.

The second task: draw a portrait and characterize your dad, yourself and your friend.

The third task: draw the whole family, as well as a playful portrait of yourself and your friend.

In conclusion, it is proposed to draw a portrait of your favorite teacher and give him a description. Drawings, as well as oral and written compositions, serve as an indicator of the initial level of development of children participating in the learning experiment.

Opening with children the word "peace".

Children need to learn two concepts: "peace" as everything that surrounds us, and "peace" as the absence of war. For these two concepts in most languages there are two words, while in Russian these concepts are contained in one word world.

The teacher asks the children to explain what the world is, what they represent when they say the word world. Children are invited to draw and then explain what they think about the meaning of this word.

This program is used in many children's groups. In 1999, it was also used in the Korean school in Moscow. An analysis of the answers of both Russian and Korean students showed a great variety and individuality of answers. So, for one student, the concept of "world" includes the cosmos and a large whirlwind in it. The second child considered it important to show that there are many houses on earth, among which he pointed out banks and office buildings. The third world is depicted as geographic map different countries. One of the Korean students in the center of the picture has an awning with a Korean flag under which people sleep, and one person nearby is digging for gold, looking for treasures, etc.

It is characteristic that in all the drawings there is an image of the sun, sky, a person, trees and a house as something that is included in the concept of "world". At the same time, the children's drawings testify to how different the students were. After that, the children, together with the experimenter, discuss the drawings and conclude that our huge world can exist if there is no war in it, that is, when there is peace between people. The teacher draws the attention of the children to the fact that in Russian these two concepts of the world are denoted by one word world.

The children's drawings become the first page in the "Book of Discoveries" that the children have been creating since this first lesson.

The work of children together with the teacher on the creation of the "Book of Discoveries" has the following meaning: firstly, children begin to master not a reproductive, but a productive, creative position. In this case, we are talking about the development of the author's position by children. Secondly, young schoolchildren simultaneously act as artists - designers of their book. This ensures the possibility of integrating the cognitive and artistic position of children.

Discovering the meaning of the word "hello".

The work begins with the teacher asking the children to think and explain what the word "hello" means. Together with the children, the teacher finds out that the word "hello" means a wish for life and health. From this wish begins the wish of a good attitude towards everything that surrounds a person. This is a moral position that becomes the main leitmotif of the program, running through almost all of its topics.

During this activity, the children create the second page in their "Book of Discoveries". It becomes a common panel-application created by children. Children cut out the sun, and its rays are depicted in the form of their hands. These rays "hello" with everything that is in the world. Each child, at his own request, draws near his ray the creature with whom he wants to greet first of all. For one, this is his mother, for another - his dog, for the third - a bird, etc.

The one whom the child chose first of all to wish him health again points to the individual peculiarity of each student who participated in the creation of this collective panel.

Since language development is one of the central and determining ones in the overall mental development of the child, special attention is paid to working on the meanings of words in the classroom. To this end, already from the first lesson, the creation of a two-, trilingual (for example, English-French-Russian) dictionary of new concepts begins, which are being worked on. In this lesson, the second word hello after the already recorded word world is introduced into this dictionary.

Acquaintance with the concept of "many worlds" and their relationship with each other.

Classes are devoted to the discovery of many worlds that are part of our big world. In their first drawings, the children depicted various worlds: the world of stars, animals, insects, mountains, etc. The teacher discusses with the children why the world of animals, birds, the world of the sea can be distinguished into special worlds. It turns out that each of them is arranged in its own way and lives according to its own laws.

Then the teacher poses the following question: are the worlds that we have drawn connected with each other? This issue becomes a topic for discussion in the next session.

The next lesson, the purpose of which is to start discovering with the children the connections that exist in the world, is built in the form of an educational game "The Black Witch and representatives of different worlds". This game is held so that the children themselves try to prove the need for the interconnection of different worlds.

The teacher (experimenter) takes on the role of the "Black Sorceress", and each student chooses the role of one of the representatives of any world: the world of birds, flowers, animals, fish. Before the game starts, the teacher puts and writes questions on the board: are all the worlds connected? Do they need each other? Under the dictation of the children, the worlds that have already been recorded in the "Book of Discoveries" are quickly sketched on the board.

The game begins as follows: "Black Witch" - the teacher puts on a black cloak, black glasses and black gloves. She has black stars made of black paper. She says that she can destroy any of the worlds, such as the world of water. Children who have assumed the role of representatives of other worlds must prove the connection of their world with the world of water. If they prove this connection, then in this case the Sorceress loses one of the black stars and thereby her strength decreases. If she loses all the stars, then she must die, and all worlds can live in peace. So in the process of playing, children prove the interconnection of the worlds and their mutual necessity.

For children to understand the interconnection of the worlds and to consolidate this concept, the connections between the worlds are drawn on the board and in the "Book of Discoveries".

Discovering with children the purpose of a person in the world.

Among many worlds, children also drew the world of man. The next cycle of classes is devoted to the discovery of who a person can be.

This problem is written on the board and as the heading of the next page of the Book of Revelations. Based on the knowledge of children about what people do, what professions a person can have, students make the following discovery: a person can be a researcher, an artist (in the broad sense of the word: an artist and a sculptor, a painter and a clown in a circus, etc. ), as well as helper, friend and protector. After clarifying together with the children three possible positions for a person in relation to the world (to be a researcher, an artist, an assistant), the children sketch this in the form of a simple diagram. This scheme is very important at first for setting before the children, and then by themselves, tasks of three kinds: cognitive, artistic, and moral. Based on this scheme, the children themselves will then learn to set such tasks in different situations.

In order for children to master open positions (“Who can a person be?”), they are given the task to independently or together with their parents establish and draw a family tree of professions in their families. After completing this work and entering the genealogical professions in the families of children in the "Book of Discoveries", the teacher specifically discusses with the children that some professions can combine several positions, for example, researcher and assistant (doctor, teacher, etc.), artist and an assistant (artist, builder, etc.). Children make this discovery through their own examples.

Work on the topic "Who can be a person?" develops in the following task: children are invited to independently take on the role of little journalists and conduct interviews with adults working in their school, i.e. identify the professions of those people who work with them. Children take on the role of journalists, small photojournalists with pleasure and usually successfully cope with the task.

The result of this work should be the release of a special newspaper about the people of their school. Performing this task, children act in two positions: researchers and graphic designers. Children master the same positions, continuing to work on the design of their "Book of Discoveries". In addition, it must be emphasized that tasks like the one described, i.e. related to conducting interviews with school staff provide material for developing children's ability to communicate with both peers and adults.

The discovery together with children of many worlds and possible positions of a person in relation to the world around him allows us to turn to the construction of the next series of lessons, in which students move on to mastering the position of a researcher, artist and assistant on the material of different worlds: the world of fish, mountains, space, etc. d.

But before moving on to these tasks, the teacher should devote one session to an analysis of the meaning of the word discovery. Children must understand that different actions and facts can stand behind the word discovery: a physical action (you can open a window, a door, a jar), an activity related to the discovery of the unknown: a new island in the ocean, a new star, etc. The third meaning is to be open to another person, to open one's soul to others. In their dictionary, children write down their discovery: the various meanings of the word discovery.

In the Book of Discoveries, children draw possible meanings for the word discovery.

At the end of the lesson, together with the children, it is concluded that if a person is open to the world, benevolent, then the world and everyone in it can also go towards this person and open up to him. If a person is closed, gloomy, closed to others, then others will not want to open up to him and go towards him.

After that, the teacher (experimenter) organizes a small game "Good and Evil". One of the children is appointed leader. The facilitator names something that is kind to children and cannot harm them in any way. To this, the children open their arms wide, showing that they are open to this kindness and accept it. And vice versa, the host calls something evil, dangerous (for example, war, hatred, deceit, stone, fire - something that can kill or injure a person), to which the children close their hands, squat, shrink into a ball, showing that they they do not want to let in evil, unkind.

TRAVEL TO DIFFERENT WORLDS.

After that, a whole series of classes is carried out in a playful way, like imaginary journeys around the world. The experimenter, together with the children, proposes to make "journeys" to the world of mountains, then to the world of the sea, to fish, then to the world of birds, after that to the world of animals. A special "journey" is also organized to the world of flowers and insects.

During these games, children more and more master the positions of the researcher, artist and assistant. Reliance on the scheme allows children to learn how to compare different kinds of tasks: cognitive, artistic and moral. At the end of each such "journey" (to the world of flowers, animals), a small "symposium" or "conference" is organized, where children act as researchers with small messages or reports about what they learned about representatives of the world they visited. Parents can also participate in such "conferences". Children prepare the material for their "reports" for several days, while the "journey" to one or another world continued.

To prepare their small reports-messages, children learn to use various kinds of children's encyclopedias, reference books, atlases of animals, plants, relevant books, and sometimes textbooks for older classes. To start teaching children to use different books as reference books, as well as to develop in them the ability to summarize what they have learned in the form of a small "report" - these are the main tasks that are solved when organizing such classes.

The position of the artist during these travels is worked out through the creation of drawings, collective panels by children, the composition of poems and fairy tales about the inhabitants of one or another world. Let us especially note that in the conditions of work in a special studio, the teacher, if he considers it necessary, gives the children certain knowledge about how to draw landscapes, still lifes, portraits, etc.

When traveling to different worlds the position of an assistant is discussed together with the teacher (experimenter), who poses such problems for the children: how and in what way a person can help this (named specifically) world.

The next few sessions are dedicated to further discovering with children how all the worlds that are part of this huge world in which we all live are interconnected. These classes are aimed at developing the cognitive abilities of children.

Mastering the position of the researcher continues when children receive this type of assignment from the teacher: explain whether many worlds are connected to each other over the course of one day, one year, and throughout life from birth to end. This is discussed in the topics: "Rhythms in the Universe" (the cycle of one day, year and the cycle, or circle, of human life); "Worlds made by hands and not made by hands".

Children are invited to answer the question about what happens during the day when the sun is at its zenith, and then gradually lowers and sets below the horizon. Students comment on what happens in nature during the day from sunrise to night. To understand the cycle of the year, the teacher "turns" children into grains or seeds. Children show with movements how these grains begin to germinate in early spring with the sun, then gain strength, begin to ear in summer, and by autumn the ears give new grains, which, if they fall into the ground next spring, again germinate with new shoots. Children draw what happens during the year.

Referring to the cycle of human life, the teacher turns the students into babies who have just been born, and then the children dramatize the main stages of human life: they crawl like babies, pick up books and go to school, here they are - young people, then they become mothers and fathers , and by the end of the circle they leave, like all living things, leaving their children and grandchildren to live on.

These lessons, in which children take an active part, are sufficient to conclude together with the teacher that everything in the world is connected: the sun, plants, people, animals; everything is subject to the rhythm and cycle of nature.

A number of tasks are devoted to the formation of the child's research position in relation to how the world of nature and the world created by man are interconnected. In other words, children are confronted with the question of non-man-made and man-made worlds and their interconnection.

Role-playing game "Journey into space".

After traveling to different worlds and discovering the diverse connections between them, the teacher, together with the children, returns to the problem "Who can a person be?". The children are asked the question: what can be the cause of a person's joy? In other words, together with the children it becomes clear what meaning can have for the person himself and other people what he does, and to whom it can be useful and even bring joy.

To consolidate the basic concepts, the clarification of which was devoted to the previous classes, the game "Journey into Space" is organized. This game is connected with the discovery of the world of stars, which, like other worlds, was sketched in the general picture of the worlds.

The game "Journey into Space" continues for 10-11 lessons, during which further work is underway to set and solve cognitive, artistic and, where possible, tasks that have a moral content.

At the very beginning of this cycle of classes, all children become members of the space crew. "Space rocket" is built from tables and chairs, which are usually used for classroom work. All participants in the flight are dressed in imaginary spacesuits, each has its own "transistor" (a cube, a pencil case, a box with an "antenna") for constant communication with the Earth. At the head of this crew there is a commander, whose role is assumed by the experimenter (teacher).

All crew members have notebooks for writing and sketching during the flight into space. The crew leader, together with his assistants, makes sure that his students have food and water during a long journey. Anyone who wants this is allowed to take their favorite thing or toy with them from the Earth.

On the eve of the flight into space, children are invited to choose a role for themselves during the flight: to be a researcher of the universe, an artist or an assistant. Depending on the chosen role, each student either brings or names the things that he may need during the trip. Those children who have taken on the role of future explorers usually cite the following as essentials: space clothing, a map, a camera, a helmet, gloves, far-sight goggles, special lamps, a flag. Artists call paints, drawing paper, colored pencils, paper clips. Assistants consider it necessary to take with them food, a balloon of air, a blanket, weapons, in order to protect themselves from terrible monsters that can be found on other planets.

After the rocket has taken off from the Earth, the experimenter turns on space music. All members of the crew are looking out of the "window" at the receding Earth, and they are invited to sketch it from the rocket. During the flight, the crew commander begins to tell and draw on a special board (chalkboard) how our solar system works: which planets surround the Sun and where among them is the place of our planet Earth. The ship's commander tells or answers children's questions about how planets differ from stars, what is the Milky Way, star rain, etc.

The game continues the next day. When night falls, all astronauts, except for the commander and his assistants, are invited to sleep. The crew falls asleep for a few minutes. In space, as the commander explains, time is different and therefore not a few minutes, but several years pass. When the astronauts wake up, everyone tells what dream he had.

The nature of the dreams told by children provides material about the individual characteristics of each child.

"Flying" in space also gives the experimenter the opportunity to tell the children in an accessible form about the possibility of different number systems: 1 hour on Earth can be equal to one year in flight. The children are given the task: how old is each member of the crew at this time of year? Children answer: "18 years. - And after another 10 hours of flight? - 28 years." "And how many hours does it take to fly for everyone to be 80 years old?" Children count.

Then the ship commander invites everyone to become artists and draw three portraits of themselves: what would you be like at 8 years old on Earth, what would you look like during our trip at 18 years old, and what would you be like at 80 years old. Children enjoy drawing their self-portraits at different ages. While the children are drawing, they are told what kind of calendars are on Earth. different peoples.

The next lesson is landing on an unfamiliar planet and meeting with aliens. This lesson takes the form of a dramatization game. Crew members are looking for ways to communicate with the inhabitants of an unfamiliar planet with facial expressions, gestures, that is, in all possible ways. Earthlings are trying to explain to the aliens who they are, where they came from and invite the aliens to join their crew, but they do not agree.

After the earthlings get back into the rocket and continue their flight, they are invited to sketch what those they met in space looked like. Usually, the drawings of children are very diverse: some have aliens with three legs and one eye, others - in the form geometric shapes, but with eyes, for the third - in the form of robots, for the fourth, the space inhabitants have a human appearance, for the fifth "cosmonauts" they were like a soul or smoke, etc.

After approaching the fireball - the Sun (the ship's commander specifically tells his crew about the very high temperature of the sun), the rocket turns around and moves back towards the Earth, towards the house.

These activities allow children to become familiar with general view with the structure of the solar system and a number of major constellations. They participate in raising the question of what is stellar rain, magnetic storms, the Milky Way, etc. This information, which children usually receive in high school in special astronomy lessons, here can act as a preliminary step for the development of the cognitive abilities of younger students.

The organization of classes in the form of a game allows you to set tasks for children not only cognitive and artistic, but also the corresponding positions "we are helpers and friends." Each child brings home something different as a gift from outer space: some - a star stone, others - paintings, others - jewelry for mothers (earrings in the form of stars, a necklace made of gold paper, etc.).

During the trip, work continues on the "Book of Discoveries", as well as sketches and brief notes of children in their logbooks.

Opening the world at home.

The next cycle of classes is devoted to a special and close world for children at home. Not being able to describe this cycle of lessons in such detail, as was done in the case of "Journey into Space", we will name only the main topics that can be offered to children for discussion in connection with the world at home.

The first problem: what is a house and who has a house? Children usually come to the conclusion that every living creature should have its own home: birds and animals, different insects - beetles, butterflies, mosquitoes, spiders, ants, etc. They explain that living creatures need a home to protect their children from bad weather and enemies that can kill little grasshoppers, bunnies, cubs, etc. Children describe and draw houses that different animals have.

Then questions are posed to the children: what can a person's house be like and how does it differ from the houses of other living beings? Are the houses of people of different nations the same in different parts of the world? Together with the teacher, the children discuss and sketch in their "Book of Discoveries" different types of human houses in the north and in Africa, where it is hot; in the desert, where the hot sands; in forests or mountains. Students draw and write down what must certainly be included in the architecture of a human house.

The theme "World at home" allows you to discover together with children some more things that can have great aesthetic and moral meaning. In particular, this is a question about the past and traditions in every home. Thus, one lesson is devoted to discussing that every house keeps antiques that can tell a lot about the past of each family. In the next lesson, children can arrange a small "museum" by bringing and stacking on specially shifted desks antiques and books that belonged to their grandparents, great-grandparents and great-grandparents.

Sketching these things in the "Book of Discoveries" and restoring (on the basis of previously collected material) the genealogy of professions in each family, the children, together with the teacher, come to the conclusion that the things of each house keep a history of one kind or another.

Then the children can be asked to do another little research: find out the family tree of names in their family and find out why he (the child) got this name and what it means. The history of the names of the children of the class, recreated by the children themselves, will make it possible to treat names as that special material that, among other things, has an aesthetic meaning (the beauty of a name from the point of view of its sound).

REASONS FOR HUMAN JOY.

The last cycle of classes is devoted to the formulation of moral tasks. The experimenter (teacher) poses a problem for the children: what can be the cause of joy for a person? Usually children give the following answers: a person has joy when he receives gifts - toys, books, new clothes, doll, etc. The second reason for joy, according to children, is when the whole family is together: “when we go on vacation together”, “when no one is sick”, “when there is no war and everyone at home and dad was not taken to war”, etc.

Such answers allow the experimenter to lead the children to the conclusion that a person's joy happens even when everyone is healthy and the whole family is together. After this conclusion, the teacher says that the reason for a person’s joy can be a kind and good deed that he does for another person: help him or give something. "Have you ever been like this?" he addresses the children.

Children begin to remember and give their own examples of how they prepared and gave gifts to someone, how they helped those who had difficulty doing something: "help clean the house", "help mom wash the dishes and cook dinner", "draw as a gift, a drawing and embroider a napkin with colored threads", "leave the most delicious little brother", etc.

After that, the children discuss the question: what kind of people are considered heroes or are famous in the country and around the world, what good have they done for others, why are streets and squares named after them, and sometimes their names appear on world maps?

These conversations about famous and unfamous people allow us to come to the conclusion together with the children that a person can experience great joy when he does something necessary and kind for others. At this time, the children sketch the last page in their "Book of Discoveries", where each in his own way depicts what can be a cause of joy for a person.

The first joy that children portray is the joy of receiving a variety of gifts.
The second - when everything is safe and the whole family is together.
The third joy is when a person does something good or kind for others.

At the end of the conversation, the teacher draws the attention of the children to the general scheme "Who can a person be?" and asks: “How is what we just said about joy related to what a person does on earth?” Children again name the professions of people known to them (cook, doctor, rocket scientist, builder, teacher, geologist, journalist, salesman, etc.) and make a general conclusion that a person should not destroy, but help everything that surrounds him.

It is clear that for the moral development of children, their orientation only to the formulation of ethical problems is clearly not enough. Here it is necessary to organize the concrete activity of the children themselves, which would require them to real help and concern for others. As far as we know, in some experimental classes in Russia that work under the Hello World program, the system moral education specially developed. So, in the city of Ivanovo, second-graders and third-graders of experimental classes constantly help elderly people from a nursing home. In Uglich, the children of the experimental classes were working with children from the orphanage. Children work organized in Moscow different ages, suggesting active assistance of the elders to the younger ones, etc.

If you think about the question of what should include preschool education, then classic learning skills come to mind: reading, writing, parenting, speech development and fine motor skills. The list can be very long and contain a large number of different skills and knowledge. But few people think that all these skills are part of one broader skill - knowledge of the world around us.

How does a child learn about the world around him?

Endowed from birth with the ability to hear, see, feel, the child eagerly swallows information and learns the secrets of the world hidden from him. It is sometimes difficult for adults to understand and adapt to the fact that everything is new to a child. What seems mundane or even boring can seem like an incredible adventure to a child. It is important not to miss this opportunity and maintain interest in discoveries for a long time.

Every day, looking at the same object, the child studies it from different angles. Appearance, tactile qualities, over time, the child begins to look for how this object interacts with others. Tries to find out what sounds are obtained when exposed to different objects, what they taste like.

The main things in the life of a child under 6 years old are two types of pastime. Game and activity aimed at extracting new knowledge.

These two types of cognition largely determine how much a child will be able to prepare for school and adult life in the preschool period. The game is inextricably linked with the activity of understanding the world, and all classes should take place in the form of a game. But such a connection does not mean that each child's play should be filled with a meaning that is visible to an adult. The child should be able to express his inner urges by an independent manifestation of play activity.

The impact of early age on the future life and character of the child is significant. It is very important for parents to figure out what and how to do in order to help the baby feel comfortable and comprehend the world without fear and insecurity.

The basis for understanding the processes occurring with the child lies in understanding:

how the child perceives information;
and how it becomes the knowledge that we use without thinking.

Basic tools of perception

Every healthy child is endowed from birth with five strong and most complete tools for his perception of the world around him.

Hearing;
Vision;
Touch;
Smell;
Taste.

It is these five instruments that become the bridge between the world and the child. Using various mechanisms for cognition, thanks to these tools, the full development of a new person is stimulated.

In order to help the child master all the necessary skills, parents must understand what mechanisms the child uses.

Mechanisms of cognition of the surrounding world

The primary mechanism that the child uses immediately after birth is sensory perception. The newborn is not yet aware, but hears, sees and feels everything that happens around him.

Thanks to this mechanism, he makes the first impression of the surrounding objects, remembers his feelings and forms the basic experience. This experience activates the mechanism of observation. A child who is not yet able to move in space gains new experience by comparing and noting the difference in the world around him.

The desire to explore new aspects of life encourages the child to develop physically and strive to learn new skills that will allow him to reach new horizons. Thus, the child begins to move and explore objects that were previously inaccessible to him. The world is filled with a huge variety of new sensations and experiences.

The accumulation of a large amount of knowledge stimulates logical thinking to process constantly incoming knowledge. The inclusion of logic encourages the baby to experiment and model, using what has been learned previously to gain new knowledge.

Already with the first experience from experiments, the mechanism of comprehending the world begins to work in the child's head with the help of additional means, technical devices and tools of activity.

Thus, from the first sounds, sensations and pictures, the child moves to a full-fledged study of the environment. A child capable of using the five mechanisms can understand a large amount of information, and with the help of parents, process it faster and better.

Summary: Knowledge of the world and the development of creative abilities in children. Stimulation of the cognitive abilities of the child. Programs and methods for developing a child's interest in creativity. Currently, there are many programs aimed at developing the creative abilities of students. Let's stop at one of them. The program "Discovery of the World" was developed by Doctor of Psychology Professor L. I. Aidarova. The purpose of this program is to form a holistic picture of the world among students by providing the child with the opportunity for active creative activity in three areas of human practice: cognitive, ethical and aesthetic. The program provides for the development of children's creative abilities, both general and special. The program is intended for the initial period education: it is designed for children 7-9 years old. In the learning process, three main topics are considered: “How the world works”, “A person’s place in the world”, “What a person can do in the world.” The programs are interconnected not only in content, but also methodically, which makes it possible, starting from the first year of study , put the child in an active position of the creator, researcher. Children learn to work individually and collectively. In the course of education, the child must actively engage in the creative process and begin to create a play, a newspaper, etc. The child must be helped to build a holistic picture of the world in which cognitive and aesthetic aspects are synthesized, as well as moral norms of relations between people. This requires a learning activity in which all these aspects are integrated.

The named program provides the ability for literary creativity and drawing, construction and improvisation, dramatic art, etc.

Let us describe the method of work for only one section of this program, which is called "Hello World!".

This is a fairly large section, requiring approximately 90-100 hours to complete.

Stages of work

preliminary stage

The first task at this stage is to draw portraits of your mothers and give them verbal or short written descriptions.

The second task: draw a portrait and characterize your dad, yourself and your friend.

The third task: draw the whole family, as well as a playful portrait of yourself and your friend.

Opening with children the word "peace"

This program is used in many children's groups. In 1999, it was also used in the Korean school in Moscow. An analysis of the answers of both Russian and Korean students showed a great variety and individuality of answers. So, for one student, the concept of "world" includes the cosmos and a large whirlwind in it. The second child considered it important to show that there are many houses on earth, among which he pointed out banks and office buildings. The third world is depicted as a geographical map of different countries. One of the Korean students in the center of the drawing has an awning with a Korean flag under which people sleep, and one person nearby is digging for gold, looking for treasures, etc.

Children's drawings become the first page in the "Book of Discoveries" that children have begun to create from this first lesson.

Discovering the meaning of the word "hello"

The one whom the child chose first of all to wish him health again points to the individual peculiarity of each student who participated in the creation of this collective panel.

Acquaintance with the concept of "many worlds" and their relationship with each other

Then the teacher poses the following question: are the worlds that we have drawn connected with each other? This issue becomes a topic for discussion in the next session.

The next lesson, the purpose of which is to start discovering with the children the connections that exist in the world, is built in the form of an educational game "The Black Witch and representatives of different worlds." This game is held so that the children themselves try to prove the need for the interconnection of different worlds.

For children to understand the interconnection of the worlds and to consolidate this concept, the connections between the worlds are drawn on the board and in the "Book of Discoveries".

Discovery with children of the destiny of man in the world

Among many worlds, children also drew the world of man. The next cycle of classes is devoted to the discovery of who a person can be.

But before moving on to these tasks, the teacher should devote one session to an analysis of the meaning of the word discovery. Children must understand that different actions and facts can stand behind the word discovery: a physical action (you can open a window, a door, a jar), an activity related to the discovery of the unknown: a new island in the ocean, a new star, etc. The third meaning is to be open to another person, to open your soul to others. In their dictionary, children write down their discovery: the various meanings of the word discovery.

In the Book of Discoveries, children draw possible meanings for the word discovery.

Travel to different worlds

After that, a whole series of classes is carried out in a playful way, like imaginary journeys around the world. The experimenter, together with the children, suggests making “journeys” to the world of mountains, then to the world of the sea, to fish, then to the world of birds, after that to the world of animals. A special "journey" is also organized into the world of flowers and insects.

During these games, children more and more master the positions of the researcher, artist and assistant. Reliance on the scheme allows children to learn how to compare different kinds of tasks: cognitive, artistic and moral. At the end of each such “journey” (to the world of flowers, animals), a small “symposium” or “conference” is organized, where children act as researchers with small messages or reports about what they learned about the representatives of the world they visited. Parents can also participate in such “conferences”. Children prepare the material for their "reports" for several days, while the "journey" to one or another world continued.

When “traveling” to different worlds, the assistant’s position is discussed together with the teacher (experimenter), who poses such problems for the children: how and in what way a person can help this (named specifically) world.

Mastering the position of the researcher continues when children receive this type of assignment from the teacher: explain whether many worlds are connected to each other over the course of one day, one year, and throughout life from birth to end. This is discussed in the topics: "Rhythms in the Universe" (the cycle of one day, year and cycle, or circle, of human life); "Worlds man-made and not made by hands".

Turning to the cycle of human life, the teacher turns the students into babies who have just been born, and then the children dramatize the main stages of human life: they crawl like babies, pick up books and go to school, here they are - young people, then they become mothers and fathers , and by the end of the circle they leave, like all living things, leaving their children and grandchildren to live on.

Role-playing game "Journey into space"

After traveling to different worlds and discovering the diverse connections between them, the teacher, together with the children, returns to the problem “Who can a person be?”. The children are asked the question: what can be the cause of a person's joy? In other words, together with the children it becomes clear what meaning can have for the person himself and other people what he does, and to whom it can be useful and even bring joy.

The game "Journey into Space" continues for 10-11 lessons, during which further work is underway to set and solve cognitive, artistic and, where possible, tasks that have a moral content.

After the rocket has taken off from the Earth, the experimenter turns on space music. All crew members look out of the "porthole" at the receding Earth, and they are invited to sketch it from the rocket. During the flight, the crew commander begins to tell and draw on a special board (chalkboard) how our solar system works: which planets surround the Sun and where among them is the place of our planet Earth. The ship's commander tells or answers children's questions about how planets differ from stars, what is the Milky Way, star rain, etc.

The nature of the dreams told by children provides material about the individual characteristics of each child.

"Flying" in space also gives the experimenter the opportunity to tell the children in an accessible form about the possibility of different number systems: 1 hour on Earth can be equal to one year in flight. The children are given the task: how old is each member of the crew at this time of year? Children answer: “18 years old. - And after another 10 hours of flight? - 28 years". “And how many hours does it take to fly for everyone to be 80 years old?” Children count.

After the earthlings get back into the rocket and continue their flight, they are invited to sketch what those they met in space looked like. Usually, the drawings of children are very diverse: some have aliens with three legs and one eye, others have the form of geometric shapes, but with eyes, others have the form of robots, the fourth have space inhabitants have a human appearance, the fifth have “cosmonauts” were like a soul or smoke, etc.

After approaching the fireball - the Sun (the commander of the ship specifically tells his crew about the very high temperature of the sun), the rocket turns around and moves back towards the Earth, towards the house.

Such classes allow children to be introduced in general terms to the structure of the solar system and a number of major constellations. They participate in raising the question of what is stellar rain, magnetic storms, the Milky Way, etc. This information, which children usually receive in high school in special astronomy lessons, here can act as a preliminary step for the development of the cognitive abilities of younger students.

The organization of classes in the form of a game allows you to set tasks for children not only cognitive and artistic, but also the corresponding positions “we are helpers and friends”. Each child brings home something of his own as a gift from outer space: some - a star stone, others - paintings, others - jewelry for mothers (earrings in the form of stars, a necklace made of gold paper, etc.).

During the trip, work continues on the "Book of Discoveries", as well as sketches and brief notes of children in their logbooks.

Opening the world at home

The next cycle of classes is devoted to a special and close world for children at home. Not being able to describe this cycle of lessons in such detail, as was done in the case of Journey into Space, we will name only the main topics that can be offered to children for discussion in connection with the world at home.

The first problem: what is a house and who has a house? Children usually come to the conclusion that every living creature should have its own home: birds and animals, various insects - beetles, butterflies, mosquitoes, spiders, ants, etc. They explain that living creatures need a home to protect their children from bad weather and enemies that can kill little grasshoppers, bunnies, cubs, etc. Children describe and draw houses that different animals have.

Then questions are posed to the children: what can a person's house be like and how does it differ from the houses of other living beings? Are the houses of people of different nations the same in different parts of the world? Together with the teacher, the children discuss and draw in their "Book of Discoveries" different types of human houses in the north and in Africa, where it is hot; in the desert, where the hot sands; in forests or mountains. Students draw and write down what must certainly be included in the architecture of a human house.

The theme "World at home" allows you to discover together with children some more things that can have great aesthetic and moral meaning. In particular, this is a question about the past and traditions in every home. Thus, one lesson is devoted to discussing that every house keeps antiques that can tell a lot about the past of each family. In the next lesson, children can arrange a small “museum” by bringing and stacking antiques and books that belonged to their grandparents, great-grandparents on specially shifted desks.

Causes of human joy

The last cycle of classes is devoted to the formulation of moral tasks. The experimenter (teacher) poses a problem for the children: what can be the cause of joy for a person? Usually children give the following answers: a person has joy when he receives gifts - toys, books, new clothes, a doll, etc. The second reason for joy, according to children, is when the whole family is together: “when we go on vacation together”, “when no one is sick”, “when there is no war and everyone at home and dad was not taken to war”, etc.

Children begin to remember and give their own examples of how they prepared and gave gifts to someone, how they helped those who had difficulty doing something: “help clean the house”, “help mom wash the dishes and cook dinner”, “draw as a gift, a drawing and embroider a napkin with colored threads”, “leave the most delicious little brother”, etc.

At the end of the conversation, the teacher draws the attention of the children to the general scheme “Who can a person be?” and asks: “How is what we just said about joy related to what a person does on earth?” Children again name the professions of people known to them (cook, doctor, rocket scientist, builder, teacher, geologist, journalist, salesman, etc.) and make a general conclusion that a person should not destroy, but help everything that surrounds him.

It is clear that for the moral development of children, their orientation only to the formulation of ethical problems is clearly not enough. Here it is necessary to organize the concrete activities of the children themselves, which would require them to provide real help and concern for others. As far as we know, in certain experimental classes in Russia that work under the Hello World program, the system of moral education was developed on purpose. So, in the city of Ivanovo, second-graders and third-graders of experimental classes constantly help elderly people from a nursing home. In Uglich, the children of the experimental classes were working with children from the orphanage. In Moscow, the work of children of different ages is organized, which involves the active assistance of the elders to the younger ones, and so on.

Games for the formation of ideas about the world around children

1. Find a color. The players become in a circle. The host commands: "Touch the yellow, one, two, three!" Players as quickly as possible try to take hold of the thing (object, part of the body) of the other participants in the circle. The last one is out of the game. The host repeats the command again, but with a new color. The last one left wins. 2. We are looking for a treasure.

Learning to navigate in space with the help of a plan.

First, together with the baby, draw a plan of the room. Explain everything to the child in detail: instead of a table, chair, sofa, there will be figures similar to them. Check with your child if you forgot anything. "Is there a window? And the door? and the TV? What figure shall we depict? Be sure to clarify that this is a view of the room from above. And now - the most interesting. We take a toy or some kind of treat, the baby goes into another room or turns away, and you hide the “treasure” somewhere in the room. Put a bright cross on the plan and invite the child to find the treasure. At the beginning, search for the treasure together, keeping the plan in mind and repeating where everything is. When this game is easy for a child, complicate it. Draw a plan of the apartment, courtyard, and in the summer in the country - a site plan.

3. I know ten names.

You can play together with a child and a small company. The game uses a ball. They sit in a circle. Players throw the ball to each other with the words:

- I …
- I know…
Ten (seven, five...)
- Names of ... trees! (birds, flowers, professions, fruits, animals, fish, cities…)
And then, everyone in turn should name the names of what was asked:
- Linden - one!
- Birch - two!
- Maple - three! ...
The one who could not answer in turn - gives a phantom.
As a rule, in such a game, children quickly memorize all the names and over time the number of names increases.

4. Architects and builders.

Probably everyone in the house has some kind of building designer. As a rule, children quickly lose interest in cubes. You can again interest the child in designing if you offer the game "Architects". First, explain to the kid who the architects are.

Then make several drawings of buildings with your child. Of course, you need to use those elements of the designer that you have (you can simply circle the details of the designer on paper). When the drawings of future buildings are ready, invite the child to make a building according to the drawing.

Options:

1. You build - the child then makes a drawing of the finished building.
2. The child makes a drawing - you build.
3. One makes several buildings and makes a blueprint for one of the buildings. The task is to find the building according to the drawing.
4. Make a drawing and build on it with errors. Invite the child to find the mistakes.

For children 3-4 years old, in the drawings we make a “front view” or “top view”.
Older children can be given drawings in different projections. Of course, first you need to explain and show what it is.

5. What does it smell like?

Prepare items with a specific smell - soap, shoe polish, garlic, lemon, etc.
With children under 4 years old, it is worth considering all the items in advance, discussing what is edible, sniffing together and trying to determine the smell - sour, bitter, sweet, pleasant - unpleasant, edible - inedible.
Then blindfold the child and offer to identify each item by smell.
For a laugh, you can offer to smell some clothes. For example, daddy's socks. :-)

6. Fair. (3-6 years old)

Children stand in a circle. They are "sellers". Hands are held behind the back, in the hands of small objects of different colors - red, orange, green, blue, yellow, purple, etc. You can use cubes, balls or pre-prepared cardboard mugs. There is a child in the center of the circle. He is the buyer. The children all together pronounce the words, under which the child-shopper turns around himself, stretching his hand forward, like an arrow:

"Vanya, Vanya, spin around,
Show all the guys
And how sweet are you
Tell us quickly! Stop!"

At the last word, the child stops. The one pointed to by the “arrow” asks the “buyer”:
- Anything for the soul? All goods are good!
The host "makes an order":
- I want fruit! (or vegetable, berry, flower).

Now the child who "takes the order" must offer a fruit whose color matches the toy hidden behind his back.
“You have a pear on you,” the seller says and holds out a yellow cube.

The purpose of the game is clear - we consolidate the knowledge of vegetables, fruits, berries, flowers. We develop thinking, attention, speed of reaction.

The course of the game can be different - changing the buyer after a certain number of purchases or scoring points for each correct answer (not recommended for children under 6 years old). You can play together with the child, taking turns portraying the buyer and the seller.

7. Seasons.

The game takes time to prepare the attributes, but it's worth it.

Choose colorful pictures according to the seasons, reproductions of pictures from old magazines are very good. Stick them on one inside cardboard folder. Glue a sheet of velvet paper on the second side.

You will also need a large number of small pictures that can be divided according to the seasons. Pictures with rain, snowflakes, rainbows, flowers, mushrooms, twigs without leaves, with buds, with green and yellow leaves; bird nest with eggs, chicks, pictures of different clothes. In general, pictures of everything that can be clearly divided by season.

Of course, for a 2-year-old baby, pictures are offered simpler than for a five-year-old.
Glue all these pictures on velvet paper (velvet outside).
First, simply lay out the pictures according to the seasons, explaining to the child why this or that picture is suitable for this particular time of the year.

Over time, complicate the tasks - lay out the pictures on velvet (velvet paper so that the pictures do not slip), knowingly making a few mistakes. For example, add a picture of a bird's nest with eggs and strawberries to an autumn landscape. Have your child look for mistakes. Then invite the child to think of the same problem for you.

What do children think about nature? Formation of children's ideas about the world around

Children's thinking is not based on logic or facts. If a child is asked why the sun shines, they can tell a story about a man who threw a lit match into the sky and that is how the sun appeared. Young children think that the oceans, trees, space, mountains and other natural phenomena were created by man. The child may ask, “Why did they make the mountains so high? Why did they take Switzerland so far?" When the blizzard ended, one boy said, "People seem to have run out of snowflakes." Little kids think inanimate objects or natural phenomena may feel and act just as they do. One boy, looking into his toy bucket after the rain, said: “Guess what the rain brought me. He brought me some water. What a nice rain." Another boy, sitting on a bicycle after a long break, remarked with surprise: “Look, my bicycle has become smaller!” Often children blame objects for their misfortunes: “The ugly chair hit me!” The child could not catch the ball during the game and attributed his failure to the toy: “He flew too crookedly.” For a small child, most objects are alive. The pencil is alive because it writes, the cloud because it moves. Children love fairy tales so much because they often talk about talking objects and animals, about trees that can walk and sing. To find out what your child thinks about the world around him, listen to his explanations of various natural phenomena and ask him questions like: How do you think the stars got into the sky? Why do you think worms crawl? If the child asks you a question, first try to find out what he himself thinks about this, and then give your answer. Most likely, his assumptions will surprise you a lot, and the baby will be delighted that his thoughts are interesting to his parents. Keep asking your child questions and you will notice how the answers will change as they get older.

You will probably be tempted to correct his naive notions. Remember, sometimes it's better to take the child's point of view, and other times give your own explanation if you think the child is ready to understand it. Do not be surprised if the baby listens carefully to your explanation, and then, on occasion, retells his own. This is typical for children under five or six years of age. They prefer to believe in their own view of the world than to adopt someone else's.

Children's spring (we study the seasons)

The teacher and journalist Elena Litvyak writes in a book about her small school: “At Ushinsky I found a surprisingly capacious concept” children's year". Turns out it's for kids. all year round- this is a completely different period of time than for adults, differently arranged and flowing at its own speed. At the moment of transition from one season to another, children become completely unrecognizable. It can be seen with the naked eye how changing nature changes in children. Not allegorically, but quite realistically, in the spring, boyish blood boils to the beat of the flow of birch sap. Brilliant puddles, warm clay mass champing under boots, the sun reflected in the broken mirror of March puddles. Children chirp and squeak. They now look more like puppies and sparrows than like exemplary students. Children still want to learn, to discover the world for themselves, only in a different way, in different forms and circumstances than in winter. You can explore the depth and perimeter of puddles, the internal structure of a kidney, collect spring smells (at least ten!), come up with arithmetic problems on living material, write and read the names of spring trees, choosing epithets-adjectives and personifications-verbs for them, read excerpts from the classics , wander on the water ... And I’m not even talking about essays on spring topics. How wonderful and simple it is to go out into the yard with a reproduction of Savrasov's "Rooks", to stand and listen to how real, not painted birds scream. How the snow melts in the heat(For children from 3 years old)

Material. A large plastic container, such as is usually used for toys, this time filled with snow; multi-colored plastic molds, scoops, cars; mittens.

Presentation. You looked through the spring window with your baby and found that the paths that were covered with snow yesterday have turned black today. You can't drive over them on a sled. What happened? Dad goes outside and fills a big plastic container with snow. It turns out a sandbox, but only from snow. He brings it home and puts it, for example, in the kitchen. Place sandbox toys in the snow and invite your child to play with them. Of course, he will immediately crawl into the snow with his bare hands and involuntarily feel how cold the snow is, and when the hands become wet, he will find that the snow is melting, "becoming wet." If you put on gloves, then they will get wet from the snow. It will take about two hours for the snow in the container to finally melt and turn into water. During this time, the kid will have lunch and sleep, and when he finds cold water instead of snow in the container, there will be no end to his surprise and delight. Here you can again go outside and draw his attention to the spring streams at the edge of the road. Spring! It's warm and the snow is melting!

Seeds (for children from 3 years old)

And yet the most magical child spring seems to be a story with seeds. Here is a small seed, so tiny that it is barely visible on the palm of your hand. And suddenly, once - and it germinates, a green sprout appears, and then a whole large stalk! And here's what's interesting: all this happens with any seed: a yellow and flat cucumber, a round orange tomato or a black cabbage. Everything is great! But in the autumn it turned out that these were seeds of completely different plants and they did not give the fruits that were expected. Before planting seeds in the ground, we will learn to distinguish between their varieties.

Material. Box with four compartments. The first contains cards with green borders depicting vegetables such as cabbage, cucumber, tomato, carrot and onion. Three seeds of each variety are attached at the bottom of each picture. Cards are usually laminated for durability. We will consider them control. The second compartment of the box contains transparent cards, also with a green border (the color code of plants), but the seeds of these vegetables are laminated in them. If you look at them above the control charts, the seeds can be easily compared. In the third and fourth compartments of the box are cards with seed labels, printed in block letters for children who can already read, or small pictures of vegetables for those who can't read yet.

Goals. Straight: correctly lay out the labels for transparent cards with seeds. Indirect: comparison and analysis of an object and a picture, acquaintance with the language of botany - a science that studies plants, development of concentration, coordination of movements, accuracy, refinement of vision.

Presentation. A child and an adult put a box of material on the work table and open it. The adult invites the child to look at the control cards with the image of vegetables, name the vegetables and arrange the cards in a horizontal row on the table. The child does it on his own. Then the adult invites him to pick up transparent cards with seeds and, each time comparing the seeds on two cards, lay out the transparent cards under the control cards. Then, “signatures” (with words or pictures) are taken from the box and laid out over the control cards.

For several seconds, an adult and a child look at the picture that has turned out on the table, as if they remember it. Then the control cards are turned over, and the "signatures" are shuffled. The kid tries to lay out the "signatures" over the cards with seeds again. At the same time, he can easily check himself by turning over the control card.

bulbs in water(for children from 4 years old)

Material. A tray with 3-4 transparent glasses on it; 3-4 large bulbs of hyacinths, tulips or ordinary onions (garlic); jug with water.

The child puts the material on the table, pours water from the jug into glasses, and then carefully lowers each onion into the neck of the glass. The bulb must not fall into the water. When everything is ready, the tray with glasses is exposed to the light, and the observation of the bulbs begins (the appearance of roots, stem, leaves, flowering is monitored).

Knowledge of the world around

1. What should be taken into account when organizing activities for a frequently ill child?

To everyone who has the good fortune to raise an older child preschool age It is well known that one of the most characteristic features of preschoolers is curiosity. The child seeks to know the world in all its diversity. So, for example, on a walk, he tries to touch the branches of trees, pet a cat or dog, play in the sandbox.

Children constantly ask questions and want answers to them at the same moment, and parents, if they do not want to nullify the cognitive activity of their child, need to give answers to them. A big mistake is also made by those parents who tell the child: "Don't touch the sand - you'll get dirty!" or “Don’t pet the dog! She'll bite!" and, bringing him home, they put him at the computer so that the child plays computer games, or in front of the TV - to watch some kind of educational program for children; load him with verbal information, "revealing" for him all the secrets of the world. However, such methods of cognition of the world around the preschooler do not correspond to his age characteristics. All this flow of cognitive information is not assimilated by him, tk. not processed emotionally.

Parents need to know that the cognitive representations of a preschooler about objects and phenomena of the surrounding world should be formed systematically, gradually. Introducing the child to the variety of objects and phenomena of the world around him, it is necessary that he study their different aspects, and also learn to establish their relationship with each other. So, for example, studying the world of nature, the child learns the world of animate and inanimate nature. In turn, the study of the world of wildlife implies the study of plants and animals; further - the living conditions of plants (animals); their significance for the life of other living organisms, and, conversely, the significance of other living organisms for plants (animals); their meaning for a person; ways of human care for plants (animals), etc.

The main thing that adults should remember when organizing work on the knowledge of the world around a preschool child is that their task is not to stuff him with knowledge about objects and phenomena, but to equip him with ways of knowing the world around him, to awaken his cognitive activity. And for this, first of all, it is necessary to develop cognitive mental processes (memory, attention, thinking, perception, imagination).

The possibilities of getting acquainted with the world around children of senior preschool age in a family are presented in the table.

Table. Opportunities to get acquainted with the world around children of senior preschool age in a family setting

Naz. subject. block	figurative representations	Practical skills
"World of Nature"	· About seasonal phenomena in the world of inanimate and living nature, about the characteristic features of the seasons; The times and months of the year, their sequence (change of year cycle, the concepts of "year", "new year", " old year”, “all year round”); days of the week, their sequence (replacement of the weekly cycle, weekends and holidays); about space (Earth and space, etc.); · about object-figurative symbolism (on the example of figurative-symbolic and conditional-schematic designations of seasonal phenomena in the world of inanimate and living nature, attributes of the four seasons); about the color characteristics of each of the four seasons; about arrows as pointers of the way, direction of movement	1. Form the mechanisms of sensorimotor perception, analysis and differentiation of information: a) analysis of the properties of objects of the surrounding world: the ability to carry out an elementary (external) analysis of the essential properties, qualities, attributes of objects and a causal analysis of the internal properties of objects and phenomena; Establishment on this basis of elementary cause-and-effect relationships between various objects and phenomena of the surrounding world; b) perception and analysis of information: the ability to perceive and analyze information (verbal, sign-symbolic, figurative-motor); Ability to translate information - sign-symbolic - into verbal (decoding (decoding) of signs and symbols) and verbal - into sign-symbolic (coding, encryption) information using sign-symbolic means - ready-made and independently developed); - figurative-motor - into verbal (decoding of motor images) and verbal - into figurative-motor (creation of motor images for the purpose of transmitting information); - sign-symbolic - into figurative-motor (transmission of sign-symbolic information in figurative-motor form, i.e. through expressive forms of movements) and figurative-motor - into sign-symbolic (deciphering motor images and their subsequent transmission using sign-symbolic means); the ability to carry out the exteriorization of mental actions (i.e. the ability to verbalize cognitive representations and the results of the transformations of the received information carried out in the mind, as well as to implement them in practical activities; the ability to carry out independent reasoning, draw conclusions, formulate conclusions; c) action according to instructions: the ability to act in accordance with playback. and samos. analyzed external instruction (verbal, sign-symbolic, figurative-motor); d) control of activity: the ability to carry out self - and mutual control. intellectual and cognitive activity. 2. To develop cognitive mental processes (attention, perception, memory, thinking, imagination): knowing arbitrariness. Psycho. processes (attention, perception, memory); According to the age norm, the components of cognitive mental processes are formed, which characterize the success of their development (these components are indicators of the development of cognitive functions): - perception (properties of perception: objectivity, integrity, constancy, selectivity, meaningfulness); - attention (basic qualities of attention: concentration, volume, distribution, stability, switching); memory (components of memory productivity: volume, speed, accuracy, duration, readiness); - thinking (logical operations: analysis, synthesis, comparison, classification, seriation, generalization, substitution, abstraction; qualities of the mind: self-sufficiency, criticality, depth, flexibility, inquisitiveness); - imagination (techniques of creative imagination: schematization, or "visual analogies"; hyperbolization, or "exaggeration-understatement", emphasis, or sharpening, typification)
"World of Objects"	· Objects of the surrounding world (toys, furniture, books, materials, products, clothes, etc.), their diversity; sensory properties, qualities, signs; functional purpose; professions of people (working in the immediate environment); space (functional purpose of different rooms and premises of the apartment, the immediate environment of the house); arrows as pointers of the way, direction of movement; Attributes of the profession and special clothing as a sign-symbolic way of designating this profession - on the example of the professions of a cook or a nurse
“Deat. people in different seasons, holidays"	Human activity in different seasons; seasonal holidays (autumn fair, New Year, Christmas, Maslenitsa, Spring and Labor Day, Victory Day)
"Man is a social being"	About yourself (birthday, season corresponding to the birthday; position in the family); about man as a social being: - family: its structure and social purpose, family relations, rights and obligations of family members; - society. orientation of a person's professional activity; - diversity of people: gender, age, nationality; - the advantage of collective activity in comparison with individual activity (primarily on the example of labor and artistic and creative activity)

The main thing that parents and other adults should remember is that the formation of figurative ideas in children about the world around them of practical skills and abilities of intellectual and cognitive activity should not be an end in itself, but a means of preparing the future first grader for school.

What should adults strive for if they want to ensure the full intellectual and cognitive development of a child of senior preschool age?

1. To form cognitive ideas in children: about the variety of objects and phenomena of the world around, about time, about space, about oneself, about a person as a social being, about sign-symbolic means.
2. To form the ability to analyze the properties of objects in the surrounding world, i.e. carry out elementary (external) analysis and analysis of cause-and-effect relationships (causal); perceive and analyze information; act according to instructions; to control intellectual and cognitive activity, to achieve success in its implementation.
3. Development of cognitive mental processes (attention, perception, memory, thinking, imagination).

Attention - the focus and concentration of human consciousness on certain objects while distracting from others.

It is necessary to develop different types of attention.

In children of older preschool age, along with involuntary attention, it is necessary to develop voluntary attention. Involuntary attention is not associated with the participation of the will, and voluntary attention necessarily includes volitional regulation.

The main qualities of attention should also be developed:

concentration - the degree of concentration of attention on the object;

volume - the number of objects that can be covered by attention at the same time;

switching - intentional transfer of attention from one object to another (consciousness distinguishes switching from distraction);

distribution - the ability to keep several objects in the field of attention at the same time;

stability - the duration of focusing on an object.

Perception is a form of a holistic mental reflection of objects or phenomena with their direct impact on the senses.

The following properties of perception should be developed:

selectivity - the quality of perception, determined by the orientation or experience of the individual;

constancy - the relative constancy of the images of objects, in particular their shape, color, size when the conditions of perception change;

objectivity - the assignment of information received from the outside world to the objects of this world;

integrity - a feature of perception, which consists in reflecting objects in the totality of their properties with a direct impact on the senses;

meaningfulness - a feature of perception, which consists in understanding the essence of the perceived object and attributing it on this basis to one or another class of objects.

Memory is a form of mental reflection, which consists in fixing, preserving and subsequent reproduction of past experience.

It is necessary to develop different types of memory:

involuntary - memorization without special installation;

arbitrary - memory based on memorization with a special setting.

The productivity of the child's memory should also be developed, which is characterized by the volume and speed of memorization of the material, the duration of storage, readiness and accuracy of reproduction.

Thinking is the most generalized and mediated form of mental reflection, establishing connections and relationships between cognizable objects.

It is necessary to develop such qualities of the mind as independence, criticality, depth, flexibility, inquisitiveness. With a child of older preschool age, in work on the knowledge of the world around, attention should be paid to developing the ability to think independently and critically, to penetrate into the essence of objects and phenomena, to be inquisitive, which largely ensures the productivity of mental activity.

In addition, it is necessary to develop and improve the following mental logical operations:

analysis - a mental operation of dividing a complex object into its constituent parts or characteristics;

synthesis - a mental operation that allows one to move from parts to the whole in a single analytical-synthetic process of thinking;

comparison - a mental operation based on establishing similarities and differences between objects;

seriation - a logical technique for sequentially arranging material in order based on certain features;

generalization - a mental union of objects and phenomena according to their common and essential features;

abstraction (distraction) - a mental operation based on the allocation of essential properties and relationships of the subject and abstraction from others, non-essential;

classification - a mental operation of combining objects into a group according to one or another given basis;

substitution - replacement of a real-life object or object of the surrounding world with another object or sign, symbol.

Imagination is a form of mental reflection, which consists in creating images based on previously formed ideas.

In older preschool children, it is necessary to develop the following techniques of creative imagination:

agglutination - the creation of new images based on the "gluing" of parts, existing images and ideas;

accentuation - the creation of new images by emphasizing certain features. It can manifest itself as a decrease, or an increase, or as a change in the proportions of individual sides of the image, or as their repeated repetition;

hyperbolization is characterized by an increase or decrease in the subject, as well as a change in individual parts;

schematization - the merging of individual representations merge, smoothing out differences, clearly highlighting similarities;

typification - highlighting the essential, repeating in homogeneous images.

In the process of cognition of the surrounding world, the tasks of the cognitive (cognitive) development of children of older preschool age are mainly solved, regardless of whether the child develops normally or experiences certain developmental difficulties (for example, social uncertainty).

1. Development, expansion and consolidation of figurative representations of children - is carried out due to:
- The use of a variety of material (specific objects characterized by color, shape, texture, size, weight, etc.; subject and plot pictures; seasonal landscapes; signs and symbols that contribute to the processes of decoding and encoding (encrypting and decrypting) information; photographic images etc.);
- competent selection of musical works, artistic word;
- rational organization of the developing object-spatial environment at home.

When working with frequently ill children, special attention should be paid to solving this problem, because as a result of numerous absences due to illness in such children, as a rule, there are significant gaps in knowledge on the topics studied in an educational institution. When forming figurative ideas about certain objects or phenomena of the surrounding world in frequently ill children, it is necessary to rely as much as possible on their practical experience. In addition, when working with such children, one should use objects and materials that evoke vivid emotions in them, stimulate their cognitive interest and research activity.

2. The formation of social and communicative speech skills in children - occurs in the course of carrying out practical activities together with other children (drawing up pictures from blanks, classifying natural material, etc.).

The formation of social and communicative speech skills and abilities in children is equally important for normally developing children, and for children with certain developmental features (for example, often ill); This task of cognitive development is most fully and successfully implemented in the conditions of a pre-school educational institution. In a family, intellectual and cognitive activity is carried out, as a rule, in an individual form, therefore, parents need to include the child in interaction with other children at every opportunity (organize dynamic games of cognitive content during a walk, children observe objects and phenomena of the world around them, etc. .).

A somatically weakened child, who often misses classes in a preschool institution due to illness, as a rule, experiences a lack of communication with peers and adults, therefore, it is important for parents in the family when organizing the process of learning about the world around the child to create favorable conditions for developing his ability to understand emotional states and own and other people's desires; formation of the ability to express one's emotional states and desires in specific situations of communication in socially acceptable ways (movement, voice, verbal description).

3. Development of the ability to understand and generate speech instructions to achieve a positive result in the activity - is carried out:
- when formulating by adults the task set before the child;
- when explaining to adults how to complete tasks;
- when formulating leading and clarifying questions (depending on the difficulties that the child experiences when performing a specific task);
- when a child actively searches for an answer to a question posed by an adult or a peer;
- when the child formulates conclusions independently.

The ability to understand and generate verbal instructions is of great importance in working with frequently ill children, because. contributes to the development of communication skills and abilities of such a child, the confident fulfillment of the task by him, i.e. provides a situation of success when a frequently ill child performs intellectual and cognitive activities.

4. The development of the ability to assimilate verbal instructions-comments - occurs:
- when organizing cognitive mini-conversations with children on the topic under study in a question-answer form;
- in the process of performing actions (practical and motor) according to the verbal instructions of an adult.

The ability of a frequently ill child to assimilate speech instructions-comments stimulates his cognitive activity, contributes to the expansion of figurative ideas about objects and phenomena of the surrounding world. A clear knowledge of how to complete a task makes it possible to fill in the gaps in knowledge and skills that are insufficiently formed in such a child due to frequent illnesses.

5. The development of the ability to think in images - is provided:
- through the activities of children with specially designed game didactic aids that clearly illustrate in a figurative and symbolic form the content of cognitive information perceived by children;
- in the process of observing children for various phenomena of the surrounding world.

The ability of a frequently ill child to think in images creates conditions for enriching his figurative ideas about objects and phenomena of the world around him, developing the ability to analyze visual (visual) information, and stimulates his cognitive activity.

6. The development of the ability for creative self-expression - occurs in the process:
- choice of preferred visual materials in the preparation of seasonal landscapes, their creative combination;
- choice of the preferred image and expressive means of its creation in tasks and exercises for figurative transformation;
- · independent development of sign-symbolic designations of various objects and phenomena of the surrounding world.

The ability of a frequently ill child to express himself creatively adds to his self-confidence, contributes to the development of his communication skills, which helps such a child overcome shyness, stiffness that may arise as a result of a lack of communication with peers.

7. The development of the ability to listen and hear the interlocutor, take the initiative in communication, express one's opinion - is carried out in the process
Collective discussion of the problem, search for a way out of the problem situation;
children expressing their assumptions, putting forward specific hypotheses.

The solution of this problem creates conditions for overcoming self-doubt, shyness, often characteristic of frequently ill children, developing their communication skills, and increasing cognitive activity.

Also, work on the knowledge of the surrounding world by children of senior preschool age, regardless of whether the child develops normally or experiences certain developmental difficulties (for example, somatic weakness in frequently ill children), is aimed at solving the following tasks of socio-emotional development.

1. The formation of social and communicative skills in children is carried out:
- in the process of constant communication and interaction of the child with peers (on walks, during family holidays etc.);
- in the course of joint performance of various tasks of an adult;
- · in game exercises involving figurative transformation into various objects of the surrounding world (animals, plants, transport, etc.), as well as imitation of labor processes, ways of moving living organisms and other actions and phenomena.

Just like the implementation of cognitive development tasks, the formation of social and communicative speech skills and abilities in children is equally important both for normally developing children and for children with certain developmental features (especially those who are often ill) (substantiation of relevance and description of ways to implement tasks of socio-emotional development, see above).

2. The formation of the ability to use gestures as non-verbal means of communication - is provided through the use of pointing gestures - when explaining the direction of movement; warning gestures indicating the need for silence; gestures of pleasure.

The use of gestures as non-verbal means of communication enriches the experience of interaction of a frequently ill child with other people in specific situations of communication, creates conditions for successful communicative interaction with peers and adults, develops the ability to find socially acceptable ways of communication.

3. The development of the ability to express one's mood, feelings, compare, find analogies with them in nature, in the animal and plant world - is carried out through:
- Perception of visual and illustrative material that reflects various phenomena in the world of animate and inanimate nature, and the subsequent expression of one's emotional attitude towards them in speech, drawing, movement;
- · figurative transformations into various objects of the surrounding world (butterflies, flowers, leaves, etc.) and imitation of various natural phenomena (snow, blizzard, leaf fall, etc.).

In the case of frequently ill children, the solution of this problem helps to enrich the experience of such a child's interaction with other people, expands his figurative representations, develops figurative perception, the ability to establish associations.

4. The development of forms of confident behavior is taking place:
- when formulating conclusions independently, when expressing one's opinion;
- the child's interactions with peers.

The solution of this problem helps to increase the self-esteem of a frequently ill child, creates conditions for his successful work in a team.

5. The formation of the ability to act in accordance with one's desires and preferences in situations of choice - is carried out when the child interacts with peers, namely:
- when drawing up pictures from blanks chosen by children;
- · when children independently choose the image of an object for figurative transformation and means of expression to create this image.

The ability of a frequently ill child to act in accordance with his desires and preferences in situations of choice develops his independence, self-confidence, and the ability to defend his point of view.

In a family, intellectual and cognitive activity is carried out, as a rule, in an individual form, therefore, parents need to include the child in interaction with other children at every opportunity (organize dynamic games of cognitive content during a walk, children observe objects and phenomena of the world around them, etc. .).

Work on the knowledge of the surrounding world by children of senior preschool age (both normally developing and often ill) contributes to the solution of the following tasks of bodily-motor (physical) development.

1. The development of the ability to navigate in two-dimensional space (on the plane of the sheet) is provided:
- · by referring to game didactic aids ("Calendar of Nature", "Circle of the Seasons", etc.);
- · in the course of drawing up seasonal landscapes using ready-made blanks.

The formation of the ability to navigate in a two-dimensional space contributes to the development of the ability of a frequently ill child to perceive information encrypted with the help of signs, symbols, images; development of thinking; activates his cognitive activity.

2. Development of the ability to navigate in three-dimensional space (in real world) - carried out:
- by placing game material in different parts of the room;
- in the process of moving around the room, apartment and familiar territory (yard, street, road to kindergarten) according to landmarks - visual (objective and sign-symbolic: arrows, rules traffic, symbols, etc.) and auditory (orientation to the sound source).

The ability of a frequently ill child to navigate in three-dimensional space ensures his confident orientation in the world around him. However, the development of this skill due to active movement in the room in frequently ill children will be difficult (during illness, they spend a lot of time in bed, which minimizes their motor activity), so adults need to use any suitable opportunity (on a walk, during going to the clinic, etc.) in order to teach the child to navigate well in three-dimensional space.

3. Formation of ideas about the body scheme - occurs when expressive and imitative movements are performed. On the basis of real orientation in space, a frequently ill child develops spatial thinking and becomes able to cognize the environment.
4. Development of the ability to implement graphic motor compositions - occurs:
- in the process of practical manipulation of objects of various shapes, sizes, textures, functional purposes;
- · in practical activities with diversified materials.

The development of the skills of graphic movements ensures the success of the often ill children in artistic and creative activities, and subsequently (in primary school) - the formation of writing skills.

5. The development of physical qualities and the formation of a culture of movements - is implemented in the course of:
- practical manipulations with objects of different textures, colors, shapes, sizes;
- Orientation in three-dimensional space according to visual, auditory landmarks;
- dynamic educational games.

The development of motor qualities in frequently ill children is complicated by their general somatic weakness, so parents should use any suitable opportunity for this (at home, on a walk, during an excursion, going to the store, etc.). However, the main thing that parents should remember when developing the physical qualities of somatically weakened children is that such children are shown a sparing motor regimen.

2. How can you organize the activities of a frequently ill child at home?

Work on the knowledge of the world around us by sickly children in a family is organized mainly in an individual form, which allows, taking into account the characteristics of the physical and mental development of such children, to implement a personality-oriented approach to them, namely: to fill in the gaps in the knowledge of a child who has not attended classes in preschool educational institution due to illness; identify his cognitive interests; in the process of learning the world around such a child, take into account the degree of his fatigue and the level of working capacity; always give him the opportunity to express his answer, judgment.

Cognition by children of older preschool age (both normally developing and having certain developmental difficulties, for example, often ill) of the world around them in a family can be organized in the following forms:

cognitive conversations on the topic under study (conducted using a variety of visual and illustrative material, musical accompaniment, artistic word, developmental tasks and exercises);

excursions (to nature and to various urban and rural sites);

observations (on walks and excursions, on hikes: the changes taking place in the world of animate and inanimate nature, in people's lives at different times of the year, etc.);

experimental activity (game experimentation and experiments with objects and materials);

gaming activities (educational games: desktop-printed, dynamic, verbal; theatrical and director's games);

artistic word (poems, riddles, proverbs, short educational stories and fairy tales, incantations, nursery rhymes, signs, etc.);

children's cognitive literature (children's encyclopedias);

problem-search situations;

labor activity (labor in nature and household work).

Each of these forms has its own specifics.

1. Cognitive conversations conducted by parents with children are organized on a topic studied in a lesson in a pre-school educational institution (if the children attend a pre-school educational institution). They must be accompanied by the use of an artistic word of the appropriate content: poems, short stories, riddles, proverbs, sayings, incantations, folk signs and other folklore material, as well as visual and illustrative material: photographs, subject and plot pictures, realistic images of objects, diagrams, drawings, signs, reproductions of works of fine art, etc.

In cognitive conversations, an adult should use different types of questions: suggestive, clarifying, generalizing, etc.

To achieve the best effect in the work on the knowledge of the world around a frequently ill child of older preschool age, an adult should pay attention to the questions asked by the child, which can generally be divided into four groups:

questions of subject content (who? what?);
Questions aimed at studying the way of action (how?);
questions establishing the location (where? from where?);
· questions of causal content (why? what if?).

Most cognitive conversations with children of senior preschool age in a family setting should be organized, first of all, in their free time, during excursions into nature and after them - based on the results of observations.

2. On excursions, all kinds of children's perceptions can be activated to the maximum extent. Thus, the richness of the colors of nature activates the visual perception of the child. The sound saturation of the space (especially in the forest, in the meadow, in the field, by the river, etc.) stimulates auditory perception. On excursions, the child is given a lot of freedom of activity. He can jump in the grass, on the sand, throw pebbles, touch plants, etc., which greatly activates his tactile perception. Thus, sensory development is stimulated, on the basis of which thought processes, imagination arise in a frequently ill child, and aesthetic feelings are formed.

In addition, providing a frequently ill child with freedom of activity contributes to the manifestation of his creative activity and independence. Nature stimulates the inquisitive mind of the child, his curiosity, putting before him questions to which he seeks to find answers. He begins to better navigate the world around him; discover existing connections and dependencies; to assimilate some patterns that exist between various objects and phenomena of the surrounding world.

Each observation of nature greatly enriches the speech of a frequently ill child. Many new words appear in it - the names of the objects themselves, phenomena, their signs, changes that occur with them. The child seeks to express impressions from perceived objects in speech.

It is especially important for parents to conduct excursions in work with sickly children (the emotional tone of a sickly child increases; his cognitive activity is stimulated; an adult is given a great opportunity to fill in the gaps in the child's knowledge about objects and phenomena of the world around him). However, when conducting excursions, one should not forget about the rapid fatigue of a somatically weakened child and the need for him to observe a sparing motor regimen.

3. Observation is complex view mental activity, including various sensory and mental processes, in which the unity of the sensual and the rational is manifested. Observation can be considered as the result of meaningful perception - visual, auditory, tactile, kinesthetic, olfactory, etc., during which the mental activity of a frequently ill child develops.

For children of older preschool age, as a rule, long-term observations are organized. Children of this age discover a fairly deep knowledge of objects and phenomena of the world around them. They develop the ability to notice changes, compare, draw conclusions, generalize, classify what is necessary condition their understanding of temporal, causal and other relationships between objects and phenomena. Observations in natural conditions contribute to the development of these skills, as well as the development of curiosity, aesthetic and moral feelings.

By organizing observations, an adult should stimulate the cognitive activity of children (especially those who are often ill), the emergence of questions in them, the desire to find answers to them.

4. In the process of learning about the world around children of preschool age in a family environment, experimental activities should also be used. The main advantage of this method is that it gives children real ideas about the various aspects of the object being studied, about its relationship with other objects and with the environment. In the process of experimental activity, the child's memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, and generalization. The need to report on what he saw, to formulate the discovered patterns and conclusions stimulates the development of speech. The consequence is not only familiarization of a frequently ill child with new facts, but also the accumulation of a fund of mental techniques and operations, which are considered as mental skills.

It is impossible not to note the positive influence of experimental activities on the emotional sphere of the child, especially those who are often ill; to develop his creative abilities; on the formation of his labor skills and general health promotion.

5. The game activity of children improves the quality of their assimilation of cognitive material; contributes to the consolidation, systematization and activation of previously acquired knowledge. In games, a variety of didactic tasks are solved: to distinguish objects by features, group, generalize, classify; describe an object and phenomenon and find by description; establish a sequence of stages of development, etc.

When working with somatically weakened, often ill children, parents are recommended to use games for the development of cognitive mental processes (attention, perception, memory, thinking, imagination).

6. In Everyday life when introducing children (both normally developing and somatically weakened often ill) to the outside world, it is recommended that parents use work with an artistic word (reading poems, short stories, guessing riddles, etc. about the studied objects and phenomena of the surrounding world).

The artistic word in a fascinating, often fabulous, form introduces the child into the world of objects and phenomena being studied, teaches them to understand and take care of them. Artistic images act not only as a source of clarification, deepening of the child's knowledge. They are a strong factor in emotional impact; a means of revitalizing and deepening the figurative representations received in a lesson in kindergarten, on an excursion, on a walk, in the process of cognitive conversation.

A child who often misses classes in a pre-school educational institution due to frequent illness as a result of general somatic weakness will draw information from books that will help fill in possible gaps in his knowledge. If, however, a frequently ill child does not attend an educational institution at all, the significance of the artistic word as a means of his intellectual and cognitive development increases even more.

7. Older preschoolers, including those who are often ill, get acquainted with children's educational literature with great interest. It includes books of a cognitive nature, such as various types of encyclopedias. When a child is introduced to the content and design of encyclopedias, it becomes possible to show him how such books are compiled, pay attention to the peculiarity of studying and collecting materials, selecting illustrations and offering what is feasible for a child of older preschool age. research work compiling mini-encyclopedias on various topics.

Acquaintance with children's cognitive literature, along with reading a literary word, helps to form and expand the figurative representations of an often ill child on topics studied in the classroom, if he does not attend an educational institution due to illness.

8. The creation of a problem situation, its awareness, the process of resolution occur in the joint activity of an adult and children. In a joint search aimed at solving a problematic task, an adult provides assistance in the form of general guidelines, clarifications, private problem-search questions of a leading, and sometimes prompting nature. Cognitive activity is accompanied by heuristic conversation. In it, an adult poses questions that encourage a frequently ill child to compare, compare certain facts based on observations, previously acquired knowledge, and come to conclusions and assumptions through reasoning. He freely expresses his thoughts, doubts, and if his peers participate in such a conversation, he follows the answers of his comrades, he is convinced of the correctness or erroneousness of each other's judgments. Such a conversation gives the search activity the character of a collective acquisition of knowledge. The questions that arise testify to the activity of thinking of a frequently ill child.

When creating problem-search situations, the search for a solution is significantly activated if preschoolers directly perceive objects, phenomena or perform practical actions with them to find the unknown.

Problem-search situations are most widely used in the process of cognition of the world around, helping frequently ill children to reveal cause-and-effect relationships, which is one of the most profound forms of mental search. The “discovery” of each reason for such a child is always a step towards deeper knowledge: from the perception of the external properties of objects, phenomena, he proceeds to understanding the essential, important, necessary in them.

9. In the process of cognition by children (including those who are often ill) of the world around them in work outside of classes, it is necessary to organize labor in nature and household work in order to activate, consolidate and systematize the acquired knowledge.

So, for example, in the process of observing plants and animals, the child learns that their growth and development depend not only on the presence of objective conditions - sunlight, heat, moisture, soil (for plants), but also on care. To master a frequently ill child with certain skills and abilities to care for plants and animals, work is organized in nature with elements of experimentation (for example, the germination of bulbs, plant seeds, etc. with a view to subsequent monitoring of their growth and development).

In the conditions of family education, it is necessary to work to familiarize the child with the work of adults in protecting nature, growing food crops and caring for animals. The child (and especially the frequently ill) should be involved in providing all possible assistance in this. It is necessary to show and tell children how people take care of pets, organize bird feeding in winter. It is necessary to involve frequently ill children in labor activities to care for plants and animals in the group.

It is important that a frequently ill child realizes the significance of his work, sees its results.

When organizing the work activity of somatically weakened, often ill children, one should remember about their rapid fatigue and the need for them to observe a sparing motor regimen and present an optimal physical load for them.

In addition, in the process of children's knowledge of the world around them, parents are encouraged to use musical accompaniment. In this case, music can be used in the following ways:

as a background for children's activities (quiet, calm music of an emotionally neutral nature is used);
as musical accompaniment of intellectual and cognitive activity (music is used that corresponds to the nature of the activity, its pace and content);
as a means of providing "emotional immersion" in the topic, in the content of the phenomenon being studied (music is used that causes a certain mood, generating certain images and associations);
as a means of stimulating the generation of certain associations when performing tasks for figurative reincarnation and in the process of “emotional immersion” in the topic being studied (“music of water”, “sounds of the autumn forest”, etc.).

The use of musical accompaniment in a family setting is especially important in organizing the cognitive activity of frequently ill children, since music helps to increase the emotional tone of such a child, creates a positive emotional mood for intellectual and cognitive activity.

The organization in the family of the process of the full development of cognitive activity of both normally developing children and children with certain developmental difficulties (for example, somatic weakness) should be carefully thought out by an adult.

1. To communicate cognitive information to children, you can use (at the discretion of an adult):

Conducting cognitive conversations on the topic under study using a variety of visual and illustrative material, musical accompaniment, artistic expression (poems, riddles, proverbs, short informative stories and fairy tales, incantations, nursery rhymes, signs, etc.), developing tasks and exercises.

The use of a rich video sequence, an artistic word enriches the figurative representations of a frequently ill child, which contributes to a more successful implementation of his intellectual and cognitive activity; musical accompaniment activates the attention of a frequently ill child, contributes to an increase in such a child's emotional tone, creates a favorable emotional mood for the implementation of intellectual and cognitive activity.

The use of verbal instructions (stating instructions, commentary instructions and interpretation instructions) helps to increase the cognitive activity of a frequently ill child.

The use of figurative-motor and non-verbal means of communication (facial expressions, gestures - pointing, warning, figurative) creates the conditions for the formation of communicative skills and abilities in a frequently ill child.

Demonstration of visual material, visual samples (a detailed video sequence on the topic under study, which may include: reproductions of paintings, photographs, subject and plot pictures, symbolic images, etc.). The specifics of using this method of working with frequently ill children is discussed above.

2. When children carry out cognitive activities, the following can be used:

Examination by children of various items used in educational games organized by parents in a family environment (toys, autumn fruits, snow and ice, fruits, clothing and dishes, etc.).

Practical manipulations and games-experiments of children with a variety of materials used in educational games (natural, textile, junk, construction).

Experimental experimentation with natural material (snow, ice, water, clay, sand, earth, etc.).

All these methods provide activation of tactile perception, which expands figurative representations and enriches the experience of knowing the world around a sickly child; in the end, favorable conditions are created for a full-fledged perception of the world around them.

Observations of the studied objects and phenomena of the surrounding world, the work of adults, etc. create conditions for the expansion of figurative and cognitive representations in frequently ill children, which facilitates their intellectual and cognitive activity, creates conditions for confident orientation in the world around them.

Dynamic games of cognitive content, which involve:

movement of children around the room (apartment) (according to the verbal instructions of an adult, with an orientation to the sound source and with a visual orientation to objects and sign-symbolic designations of movement landmarks);

imitation of movements, actions (imitation of the movements of living organisms living in different environments; imitation of the actions of people of different professions, etc.);

transmission through movement characteristic features studied objects and phenomena of the surrounding world (leaf fall, snowfall, snowstorm, etc.);

placement of children who are in a playful way, in a certain part of the space of the room;

performing breathing exercises (inhaling the aroma of fruits, imitation of breathing in frosty air, etc.).

The use of dynamic games of cognitive content, the implementation of breathing exercises helps to relieve nervous tension; a frequently ill child receives motor unloading and emotional discharge; his emotional tone rises, a positive attitude is created for the implementation of intellectual and cognitive activity. However, when working with frequently ill children, it should be remembered that such children, due to their general somatic weakness, are contraindicated in excessive physical activity. This category of children shows a sparing motor regimen.

Joint discussion with an adult (if possible - with peers), discussion of information, formulation of conclusions, summing up; self- and mutual control of intellectual and cognitive activity create favorable conditions for establishing social contacts with adults and peers by a frequently ill child; contribute to the formation of his communication skills and abilities.

3. In order to increase the cognitive activity of children, an adult (at his discretion) can use:

Different types of questions (leading, clarifying, summarizing, etc.) of an adult, aimed at activating and generalizing the cognitive representations of frequently ill children; on the formation of the ability to reason independently, to establish the simplest cause-and-effect relationships and patterns, to draw conclusions.

Comparative analysis studied objects of the surrounding world with visual support for visibility:

- objects (their sensory properties, qualities, features; functional purpose; materials from which these objects are made);
- objects of wildlife (living conditions of animals and plants, mode of movement, habitat, etc.);
- objects of inanimate nature (properties of water in different states of aggregation - snow, ice, water, steam; properties and methods of using solid and bulk materials - sand, soil, stones, etc.).

The lack of specific ideas about the objects of the surrounding world, which is very often found in somatically weakened children, will prevent them from forming generalized ideas. Therefore, when developing this skill, it is necessary to rely as much as possible on the practical experience available to such children. Thus, the logical operations "analysis", "synthesis", "comparison", "seriation", "classification" and "generalization" are improved.

· Classification and generalization of game material, subject pictures for various reasons (pets / wild animals; furniture for the bedroom, kitchen, living room; winter / summer / off-season clothes, etc.).

A frequently ill child develops logical operations (analysis, synthesis, comparison, classification, generalization).

· The creation of problematic situations (for example, "Trouble in the winter forest": the inhabitants of the forest mixed up their winter dwellings) stimulates the cognitive activity of a frequently ill child.
· Placement of game material in different parts of the room (apartment) creates conditions for improving the orientation of frequently ill children in three-dimensional space (in the real world).
4. An increase in the emotional activity of children is ensured by:
- · Using game motivations (for example, "Let's write a letter to residents of hot countries about the cold winter in Russia").
- Use of surprise moments (for example, a parcel under the tree).
- · The use of game and fairy-tale characters (Cosmonaut, puppy Tyavka, etc.).

These methods of work evoke bright positive emotions in frequently ill children, create a positive emotional mood for the upcoming intellectual and cognitive activity.

Use of musical accompaniment.
· The use of a literary word (poems, riddles, proverbs, short stories, cognitive tales, incantations, nursery rhymes, signs, etc.).

The specifics of using these methods of working with frequently ill children are discussed above.

Giving the child the opportunity to make an independent choice (materials, methods of action, etc.); encouraging children for attention and observation, goodwill, cooperation - all this is very important in working with frequently ill children, because increases the confidence of such children in their own abilities.

When introducing children of older preschool age to seasonal changes in the world of wildlife and inanimate nature in a family setting, it is recommended to use (at the discretion of adults):

Demonstration of visual and illustrative material (video series "Seasons", "Trees in Winter", family photo album, etc.).

Different types of adult questions (leading, clarifying, generalizing, etc.) about the changes that have occurred in nature and in people's lives with the advent of a particular season. (The questions of an adult are aimed at activating and generalizing the cognitive ideas of children, at developing the ability to reason independently, establish the simplest cause-and-effect relationships and patterns, and draw conclusions.)

External instructions of various types: verbal (for example, asking an adult to point at a bird with a finger), figurative-motor (for example, imitation of the process of obtaining food by wintering birds by showing an adult) and sign-symbolic (for example, moving children in space with visual support on arrows ).

Drawing up pictures from blanks (on the theme "Winter in central Russia and in hot countries", drawing up a spring picture, drawing up seasonal landscapes, etc.).

Orientation in the three-dimensional space of a room (apartment) according to various landmarks: visual (objective - images of various objects of the surrounding world, toys and other objects; sign-symbolic - traces of humans and animals, arrows, branches, stones, conditional schematic symbols of movement landmarks, etc. .d.); auditory (orientation to the source of sound - music, trampling and clapping, branches crunching, etc.); by smell (of fruits, flowers, trees, etc.).

Providing children with cognitive information about changes in animate and inanimate nature in connection with the change of seasons, about the studied natural objects and phenomena (the organization of cognitive conversations is accompanied by a demonstration of the corresponding visually illustrated material, reading a literary word, sounding thematic musical works).

The use of non-verbal means of communication (gestures - pointing, warning, figurative; facial expressions).

Creation of game situations (search for a toy in the space of a room, search for an image of a bird, etc.).

Practical manipulations and games-experiments of children with various materials (water, snow, ice, cotton wool, etc.).

Creation of problematic situations (for example, "Trouble in the winter forest": the inhabitants of the forest mixed up their winter dwellings).

Experimental experimentation with natural materials (water, snow, ice, etc.) in order to learn their properties, with “winter” visual materials, with “gifts of Autumn”.

Examination of various materials (paper, yarn, fabric of different textures, etc.).

Comparative analysis of various objects of the surrounding world and their images (traces of various types, structural features of various animals, climatic conditions, flora and fauna of hot countries, the Far North and central Russia, etc.).

Classification and generalization of game material, subject pictures for various reasons given by external instructions (domestic / wild animals, coniferous / deciduous trees, laying out natural material - acorns, cones, twigs, berries, birch bark - to the corresponding images of trees, etc.) .

Observation of objects and phenomena characteristic of each season (leaf fall, autumn sky, blizzard, snowfall, drops, melting snow, etc.).

Use of natural material (branches of different trees, spruce and pine cones, etc.).

Dynamic games of cognitive content, which can be organized as:

- imitation by movements of natural phenomena characteristic of a particular season (leaf fall, snowfall, strong wind, etc.); movements of various animals (bear, hedgehog, badger), etc.;
- transmission through movement of the characteristic features of the studied natural objects (plant growth, gait and habits of animals, etc.).

When getting acquainted with the objective world surrounding a person, his work activity, with a person as the creator of his objective environment in a family, it is advisable to use:

Providing children with cognitive information (about folk crafts, about materials for building houses in different countries etc.).
Different types of adult questions (leading, clarifying, summarizing, etc.) aimed at clarifying the functional purpose of the premises, objects of the immediate environment, clothing, dishes, etc. (Questions contribute to the activation and generalization of children's cognitive ideas, the formation of the ability to reason independently, establish the simplest cause-and-effect relationships and patterns, and draw conclusions.)
Instructions of different types:
- - figurative-motor (showing adults movements characteristic of people of different professions, etc.);
- - sign-symbolic (orientation in the space of the room (apartment) along the arrows);
- - speech (when moving around the room (apartment), etc.).
· Classification and generalization of game material, subject pictures for various reasons given by external instructions (furniture, toys, food, dishes, etc.).
· Demonstration of visual material (video sequence of various houses, etc.).
· Inspection of gaming handouts (toys, dishes, etc.).
· Comparative analysis of the studied objects (Russian sledges and northern sleds, seasonal clothes, furniture for different rooms, etc.).
Dynamic games of cognitive content:
- practical actions with game material (books, toys, games, visual materials, etc.) placed in different parts of the room (apartment) space, their collection and placement in a given place;
- imitation by movements of the actions of the driver, pedestrians, sentry, photographer, various types of urban transport, etc.

When getting acquainted with human activities in different seasons, with seasonal, holidays in a family setting, you can use:

· Game experimenting with water, ice and snow to identify their properties and qualities that must be taken into account when organizing winter games and fun.
· Dynamic games of cognitive content (imitation of movements characteristic of various sports and winter activities).
· Different types of adult questions (leading, clarifying, summarizing, etc.) about people's work in different seasons, about seasonal holidays.
· Providing educational information about the need to feed wintering birds, how to help wintering birds, etc.
· Practical manipulations with objects that differ in different sensory properties and qualities (dishes of different shapes, colors, sizes, textures).
Classification and generalization of game material, subject pictures for various reasons given by external instructions (for example, things for women, for men and for children in a shopping center in a game situation of choosing a gift for the Defenders of the Fatherland Day).

In the process of working in the direction of "Man - a social being" in a family, it is advisable to use:

· Communication of cognitive information about the cooking process by the cook for other people; about family structure; about the distribution of responsibilities in the family; on the organization of family leisure, etc.
· Demonstration of visual material (pictures depicting certain culinary dishes, dolls or planar images of family members, play equipment and attributes specific to different rooms of the apartment, etc.).
Practical manipulations with game material of different shapes, textures, different colors, sizes, functional purposes (items necessary for cleaning an apartment - a broom, a rag, a bucket, etc.) while simulating the actions of family members engaged in one or another business (washing dishes, laundry, ironing, etc.).
· Dynamic games of cognitive content (imitation of actions, for example, family vacations: reading books, drawing, walking; the older sister helps her brother dress for a walk, etc.).
· Different types of adult questions (leading, clarifying, summarizing, etc.) about the family, about the process of cooking by a cook for other people, aimed at activating and generalizing the cognitive ideas of children.

In a family setting, as far as possible (on walks, when a child meets peers), it is also necessary to use the following techniques aimed at developing the cognitive activity of frequently ill children and developing their ability to carry out collective intellectual and cognitive activity:

collective discussion of the problem;
Encouragement of children for their attention and observation;
· Creation of conditions for joint reasoning, collective formulation of conclusions.
3. What materials can be used to organize the activities of a frequently ill child at home?

the world around preschool selectivity

The organization of the process of full-fledged cognitive development of older preschool children (both normally developing and those with certain developmental difficulties, for example, those who are often ill) requires the use, if possible, of the widest possible range of the most diverse materials in a family environment. (If some of the materials suggested below are not available, it's okay.)

Below is a complete list of recommended materials. Some of them can be made independently, some can be purchased in stores; children's educational literature is now publicly available. The principles of making some game didactic aids can be explained to parents by teachers of a pre-school educational institution or gleaned from numerous methodological literature. Children collect and prepare natural material together with their parents.

When introducing children to seasonal changes in the world of wildlife and inanimate nature, it is recommended to use the following materials:

· Fabulous and game characters(Old Man-Yearman, Guests from Hot Countries, wintering birds, wild and domestic animals, etc.).

Their use in the process of children's knowledge of the world around them in a family environment helps to consolidate the figurative ideas that frequently ill children have about seasonal changes in the world of inanimate and living nature, about the characteristic features of the seasons; ensures the development of their figurative vision, the ability to establish associations (analogues in form, color, figurative content, etc.).

Game didactic aids of a sign-symbolic nature (globe, geographical map, Calendar of Nature, cards with a figurative-symbolic designation of seasonal phenomena, game cards with sign-symbolic images of the stages of growth and development of a plant), aimed at forming in frequently ill children figurative representations of topic being studied.

When working with these materials, the distribution and concentration of attention, visual memory, visual orientation in space, the ability to think in images, logical operations (analysis and comparison, substitution, abstraction) are developed in frequently ill children; the skills of sign-symbolic decoding - encoding (decoding - encryption) of information are formed; the ability to navigate in two-dimensional and three-dimensional space is improved.

· Reproductions of works of fine art (video series "The Seasons", "Trees in Winter", etc., photographic images of the nature of the Far North, the nature of hot countries, etc.), which are a means of activating the cognitive experience of frequently ill children and their figurative representations of seasonal phenomena in animate and inanimate nature.
· Natural material (spruce and pine cones, berries, branches of different trees, etc.).

The use of this material contributes to the formation in frequently ill children of figurative ideas about seasonal changes in wildlife and inanimate nature. The development of concentration and distribution of attention is ensured when orienting in three-dimensional space according to visual landmarks (toys, pictures, etc.).

· Materials necessary for the organization of artistic and creative activities (gouache, water containers, cotton swabs, foam rubber swabs) when working with game didactic aids, in the manufacture of multi-colored ice floes and performing other tasks.

When working with these materials, frequently ill children develop concentration of attention; the skills of graphic movements in the vertical direction are formed, as well as the ability to navigate the plane.

· Materials necessary for play experimentation (water, snow, ice, cotton wool, etc.), used to expand figurative representations, enrich the experience of knowing the world around sick children; development of cognitive activity.
· Toys, dolls or images (planar, voluminous, semi-volumetric) used to expand in frequently ill children figurative ideas about seasonal changes in wildlife and inanimate nature. The ability to navigate in three-dimensional space (in the real world) with visual reference to object landmarks (toys, dolls or images) is being formed. The distribution of attention and logical operations (analysis, comparison, classification) are developing.

· Game and fairy-tale characters (policeman, astronaut, etc.).

Their use contributes to the consolidation of the figurative ideas of frequently ill children about the objects of the world around them (toys, furniture, books, art materials, food, clothing, etc.), their sensory properties, qualities, features, functional purpose; about the attributes of people's professions (for example, the professions of a cook, an astronaut) and tools. Figurative vision develops, the ability to establish associations (analogues in form, color, figurative content, etc.).

· Reproductions of works of fine art (reproductions of works by Russian artists on everyday and historical themes, where traditional clothes and household items of the Russian people are brightly reproduced), photographs of city streets, images of houses of various types, etc.

The use of this material contributes to the formation in children of figurative ideas about the objects of the world (clothes, dishes, toys, etc.). Provides the development of the distribution and concentration of attention when orienting in three-dimensional space (in the real world) according to visual landmarks.

Game didactic aids of a sign-symbolic nature (pictures with sign-symbolic designations of different rooms of the apartment (bathroom, kitchen, bedroom, etc.), plan of the apartment, cards with figurative-symbolic designations of the labor process for cooking food, etc. .). When working with these materials, the distribution and concentration of attention, visual memory, visual orientation in space, the ability to think in images, logical operations (analysis, comparison, substitution, abstraction) develop. Skills are being formed for the implementation of sign-symbolic decoding - encoding (decoding - encryption) of information. Improved ability to navigate in two-dimensional and three-dimensional space.
· Materials that introduce children to the professions of people (for example, the profession of a cook: a variety of products and utensils used in the cooking process, culinary dishes, etc.). They are used in tasks aimed at forming in frequently ill children figurative ideas about the diversity of the subject environment, about the attributes of the profession and tools (for example, the professions of a cook and a sentry). The ability to analyze the properties of objects, compare, classify and generalize according to significant features. Logical operations (comparison, generalization, analysis, classification) are being developed.
Items of traditional Russian clothing and utensils, attributes folk holidays and fairs (bells, wooden spoons, rattles, etc.). They are necessary for the formation of figurative ideas about folk arts and crafts, about seasonal holidays in often ill children.
Object images (cars of various types: ambulance, fire engine, police, clothes for men, women, children's clothes, dishes of various types). They are used to expand the figurative representations of the objects of the surrounding world that are often ill children.
· Toys, dolls or images (flat, 3D, semi-3D), medals. They are used to expand figurative representations in frequently ill children on the topics “Apartment, furniture”, “People's houses”, “Our city”, etc. Develops attention, memory, the ability to establish associations (analogies in shape, color, figurative content, etc.). etc.), the ability to navigate in three-dimensional space with visual reference to object landmarks (toys, dolls or images). The distribution of attention and logical operations (analysis, comparison, classification) are developing.

When introducing children to human activities in different seasons, holidays, you can use the following materials:

· Game didactic aids of a sign-symbolic nature (linear-graphic images of snow-covered trees, graphic images of wintering birds, etc.). They are used in game situations aimed at expanding the figurative and cognitive representations that are often ill children (for example, about how a person takes care of wintering birds, trees).
· Reproductions of works of fine art (illustrative material about the Nizhny Novgorod fair, a family album (photographs of family members, relatives). They are a means of enhancing the cognitive experience of frequently ill children and their figurative ideas about various holidays.
Materials necessary for play experimentation (water, snow, ice, cotton wool, etc.) Used to identify the properties and qualities of these materials, which must be taken into account when organizing winter games and fun. Provide enrichment of the experience of knowing the world around sick children.
· Tools of labor of people (shovels, buckets, brooms, rakes, etc.). They are used to simulate the labor activities of people in different seasons (for example, cleaning autumn streets), to generalize figurative ideas about people's activities in autumn. Contribute to the formation in frequently ill children of the ability to use their cognitive experience in their own practical activities.

· Realistic images of people of different genders, ages, nationalities, professions. They are used to expand the figurative ideas of people who are often ill about the professions of people, their attributes.
Attributes for organizing role-playing games (for example, for a game on the theme "In the kitchen": a dressing gown, a scarf, an apron, dummies of products, etc.). The figurative representations available in frequently ill children are generalized, the development of the logical operation "substitution" is provided.
· Dolls or planar images of family members used to form in frequently ill children figurative ideas about the distribution of responsibilities in the family.
Toy furniture, utensils, attributes (kitchen and necessary for cleaning the apartment), sports equipment (designed for the implementation of practical actions by frequently ill children, during which they form ideas about the functions of family members, about the distribution of responsibilities in the family and the organization of family leisure ).

When introducing children to seasonal changes in the world of wildlife and inanimate nature, the following materials can be used:

Character toys: Elephant, Hippo, Cow, Lion, Raven, Giraffe, Goat, Horse, Rooster, Goat-boy, Goat-baby, She-bear, Bear-cub, Monkey, Crocodile, Fedya monkey, Tiger cub, Chicken, Cat, Squirrel, Teddy bear-2, Raccoon, Horse, Hare, constructor "Africa"; Animal Farm set.
· Lotto games: “Autumn in the forest”, “Spring. Seasons”, “Autumn. Seasons”, “Winter. Seasons”, “Birds. Issue 2”, “Adventures at the Zoo”, “Couples. Issue. 3”, “Pick up a picture”, “Feathers”, “World around”.
· Toys - subjects of operation: wheelchair "Bee".
· Game space markers: constructor "Farm".
· For games on mental competence: dominoes "Fruits-berries", dominoes "Turnip", dominoes "Animals", dominoes "Animals".
· Objects for research activities: Weather Calendar; lotto "Butterflies", "Vegetables", "Fruits", "Birds", "Tree Leaves", "Pets", "Sea Animals", "Forest Community"; shadow lotto "Birds"; "Where is whose house?"
· Figurative and symbolic material: educational games “What for what?”, “Animals. Issue. 1"; cubes "Animals"; lotto "Plant and fauna", "The world around", "Pick up a picture", "What from what", "Moms and children".
· Developing games: "Big - small", "Dolphin", "Hedgehog-lacing", "Tree-lacing", "Big Crab", "Crocodile", "Medusa", "Teremok", "Duck".
Board-printed games: "Seasons", "Contours", "Color", "Who lives where", "Who lives in a house", "Wildlife".

When introducing children to the objective world surrounding a person, his work activity, with a person as the creator of his objective environment, it is advisable to use the following materials:

· Toys - objects of operation: musical steering wheel "Chief", set of dishes "Rest", carpentry set, car "Ambulance", telephone, boat, boat, Rudder-2, set of dishes in a blister, set of dishes "Breakfast", aircraft; boat, music phone, “Closed” jeep, tractor-bulldozer, fire engine, onboard car, tractor-excavator, “Small Kitchen” set of dishes, jeep, scales, “Vasilek” dump truck, “Tea” set of dishes, dump truck, stroller , Safari Jeep, Store, Supermarket, Doctor's Case, Isabella Kitchen, Margarita Kitchen, Police Car, Helmet Workshop, Twinnie Kitchen, Ironing Board with Iron, Excavator, Tiny Truck with Trailer, Crane "Space", "Kazachok" van, "Big Truck", "Space" truck, bulldozer, "Grasshopper" hay truck, "Ant" truck, "Krokha" truck, dump truck with trailer, workshop on cart, doctor's cart, cart for cleaning, a dryer with cutlery, a dinner set with a saucepan, a coffee set with a coffee pot, a box for toys.
Game space markers: Farm construction kit, doll buffet, wardrobe, kitchen with sounds, table and washing machine, two-story doll house, Cartoon House house, bed, doll house with furniture, princess hairdresser, kitchen stove, kitchen "Korina", rural cuisine.
· Polyfunctional materials: constructor "Builder", constructor "Architect".
· Lotto games: "Walking around the city", "Pick up a picture".
· For games on mental competence: dominoes "Transport", dominoes "Toys", dominoes "Road signs".
· Objects for research activities: "Lotto of Cautions".
· Figurative and symbolic material: educational games "What for what?", "Tools", "Products"; cubes "Machines"; lotto "The world around", "Dishes", "Bathroom".
· Developing games: "Big house".
Board-printed games: "Contours", "Color", "Who lives in the house".

When introducing children to human activities in different seasons, holidays, it is recommended to use the following materials:

Character toys: Pear, Onion, Tomato, Strawberry.

Toys - objects of operation: a large children's bucket, a fruit basket.

For skill games: Easter slide.

Lotto games: “Couples. Issue. 1".

For games on mental competence: dominoes "Fruit-berries", dominoes "Turnip".

Objects for research activities: lotto "Vegetables", "Fruits"; Russian musical noise instruments with painting.

Figurative and symbolic material: educational game "Sequence of actions".

Educational games: "Tree-lacing", "Basket-lacing".

In the process of working in the direction "Man - a social being" it is advisable to use the following materials:

Character toys: doll-gloves Masha, Mouse, Grandmother, Grandfather, Hen Ryaba, Dog Bug.

Toys - objects of operation: Inna-9, Inna-15, Lena-8, Alice-10, Alyonushka-3, Baby doll, Olya-13, Ella-6, Inna-mother, Olya-4. Alice-14, Zhenya, Lada-2, Dimka, Gerda-1, Inna-8, Olya-8, Ryaba Hen, Wolf and seven kids; set of dishes "Rest"; a boat, a set of dishes in a blister, a set of dishes "Breakfast", an airplane, a table for caring for a doll; a fire engine, a set of dishes "Kitchen small", scales, a set of dishes "Tea", a stroller, a shop, a supermarket; doctor's suitcase, Isabella's kitchen, Margarita's kitchen, police car, workshop with helmet, Twinnie's kitchen, ironing board with iron, excavator, Krokha truck with trailer, Space crane, Cossack van, car Big Truck, Space Truck, Bulldozer, Ant Truck, Tiny Truck, Dump Truck with Trailer, Trolley Workshop, Doctor's Trolley, Cleaning Trolley, Toy Box.

Game space markers: a house with sounds, a doll bench, a kitchen with sounds, a doll house, a cradle, a table and a washing machine, a two-story doll house, a cartoon house, a house for dolls with furniture, a princess hairdresser, a kitchen stove, a kitchen "Korina", rural cuisine.

Polyfunctional materials: constructor "Builder", constructor "Architect".

Lotto games: "Rules of the road."

For games on mental competence: "Dominoes of feelings", dominoes "Road signs".

Objects for research activities: Lotto "Studying your body", Lotto "Daily routine", Lotto "We are on duty", Lotto "Pets"; "Lotto of Cautions", didactic hours.

Figurative and symbolic material: cubes of "Machine"; educational games "All about time", "Bathroom".

Functional and play furniture: play furniture-transformer for dolls.

Board game: "Professions".

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