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Sometimes it’s hard for adults to understand what’s going on in the minds of kids. Therefore, we have put together tests that will help parents determine the type of thinking and character traits of the child in order to find mutual language became easier.

1. Marshmallow test (from 4-5 years and older)

Another name for the test - delayed gratification test. It helps to understand what type of thinking is closer to the baby - strategic or tactical. The strategist is ready to refuse a less favorable offer today if tomorrow the possible benefit from the consent increases. The tactician does not wait for tomorrow and works with what he has today.

What you need: treats, a table, a chair and a room where nothing can distract the child's attention (without toys, phones and TVs).

What to do: on the table in front of the child is a treat (marshmallow, candy, chocolate bar or small cake). We explain to the child that this sweet is offered to him and he can eat it as soon as he is alone in the room. But if he resists the temptation and waits 10 minutes, we will come back with another surprise, and then he will get twice as much. If there is no treat on the table by the time the adult returns, he will not receive the second.

What to look for: some children eat the sweet right away. Many struggle with temptation to the last: covering their eyes with their hands, pulling their hair, playing with treats to divert their thoughts. But in the end, they eat dessert. These are tactics. A third of children wait for the return of an adult and receive a double reward. These are strategists.

2. Games with a color constructor and coloring books (from 3 to 7 years old)

The test helps to recognize the traits of an introvert or extrovert in a child.

What you need: for small children it is better to choose a color designer with large details, for children from 5 years old - children's coloring and pencils or felt-tip pens.

What to do: give little child constructor and offer to assemble a house. It doesn't matter what form it takes. Let's give the little architect complete freedom!

We give a coloring book and felt-tip pens to an older child and explain that there is no need to rush. Coloring the drawing should be at a comfortable pace and the way he wants. The colors that he chooses to paint this or that part of the picture do not matter.

What to look for: if a child assembled a house from colored parts, we note whether there is an order in choosing a color. If during the construction he folded the cubes, combining each other in color, or each part of the house has its own color, then we have a child with the features of an introvert. He pays attention not to the form itself, but to its content and signs of details.

If the child got the coloring, we look at how carefully he painted over the drawing. If the details of the picture are painted over within the area, without going beyond the lines, then we have an introvert.

3. Test with salty and sweet porridge

The test helps to determine what type of behavior in society is typical for a child: to agree with the majority, avoiding conflict, or to defend one's own position - a trait that speaks of leadership qualities.

What you need: several family members or friends (adults and children) and plates of sweet porridge(it is important!).

adults and children sit down at the table and eat porridge. They notice aloud that the porridge is too salty, it is impossible to eat it. At this point, it is important to draw the attention of the child to what is happening. Each of those present, in turn, once again visually tastes the porridge and confirms that it is too salty. Then it's the child's turn. We ask him the same question: does it seem to him that the porridge is salty? Children for whom it is important to maintain peace within the team, who are not ready to "play against the rules", will answer that porridge is salty. They perceive this situation as a kind of game where the rules have suddenly changed. And in order to keep up with others, they follow the new rules, even if they seem unclear to them. Personal opinion the taste of porridge is not so important for them compared to the ability to "continue the game in the company." Suppose the child answers that his porridge is sweet, we try the porridge from his plate and confirm the previous one: "The porridge is salty." If the child continues to defend his own point of view, then he definitely has leadership skills- it is not so important for him what others think about him, but the fact that he will express an idea that seems right to him.

4. Luscher test with flowers

Thanks to this test, in 5 minutes you can analyze the personality of a child based on his choice of colors. The test was developed by the Swiss psychologist Max Luscher, who believed that color perception is objective and universal, but color preferences are subjective, reflect psychological condition the subject, determine personality traits.

What to do and what to pay attention to: enough and pass the test with the child. An adult asks a question, a child points to a color. At the end, the result appears on the site.

5. Test "Right-handed or left-handed"

It is easy to determine which hand is active in a child - right or left, as early as 2 years old. In right-handers, the figurative-motor hemisphere is located on the right, and the logical - on the left. Lefties are the opposite. Knowing this, it is possible to determine in what types of activities it is easier for a child to realize himself. Every second of us is left-handed and right-handed at the same time. Such people are called ambidexters. Determining the dominant hand in a child helps parents in educating: teach the left-hander to use actively right hand wrong, as it negatively affects the development of the child. Left-handers often choose the profession of artists, artists, writers.

Option for the youngest children:

We pay attention to which hand the child uses more often: holds the spatula, points to the right thing reaching for a treat or picking up a toy.

Options for children from 3 years:

• We propose to collect the fingers in the castle. Above is the thumb of the hand that is active.
• Pay attention to which hand the child unscrews the bottle cap - this is the dominant hand.
• Ask the child to cross his arms over his chest. The hand that is on top is the active hand.

1. Children who independently chose their menu from among simple dishes in this way developed very well. None of them gained excess weight or became thin.
2. Despite the apparent disorder, the child over a certain period gained all the elements he needed, as if following a special diet.
3. On different days and even times of the day, the child's appetite changed. But this did not affect the final result. One of the kids ate only vegetables for a couple of days, and then suddenly became interested in meat or fish. The share of this or that product could also change: at some point the child wanted a lot of milk, immediately after that, for a while, he could seem to forget about it. Thus, the child's brain independently determined, depending on the needs of the body, what to eat. Clara Davis repeated the same experiment with older children, separately studying the behavior of absolutely healthy and sick children, but the results were similar.

What to do and what to pay attention to: the experiment can be easily repeated at home, dividing the diet by type of food: vegetables, meat, fish, fruits, black bread, cereals, dairy products, baby juices and tea. A child can, together with an adult, make up a diet for 1-2 days in advance. Some scholars note the importance of selecting products based on seasonality. For example, in June, offer a child strawberries among fruits, and in August - melon or watermelon.

Models: Samira Yunusova, Alir Vagapov
Photographer: Roman Zakharchenko

In the conditions of life modern society great importance acquires psychological and pedagogical diagnostics of the development of children.

Concept and role

In order to find an individual approach to the child, to know his strengths and weaknesses, to most effectively teach and educate both at home and in educational institutions, in time to provide psychological help need to diagnose the child. This involves a comprehensive study psychological features, assessment of personality, forecast of further development.

Research types

There are many types of diagnostics. For ease of use, they are usually classified according to various criteria.

The most functional classification is the allocation of species depending on the subject of study:

• Personality diagnostics - the definition of temperament, the type of self-esteem.
• Diagnostics emotional sphere. The ability to control oneself, feelings, attitude to moral standards are being studied.
• Diagnostics of the cognitive sphere is a diagnostics of the development of children in intellectual terms, a study mental ability, the study of lateral preferences (definition of the leading hand, leading eye, etc.).
• behavioral diagnostics.

But even this division is very arbitrary, since often a complex diagnosis of a child takes place, when a comprehensive examination and assessment of the developmental features of all or several areas takes place.

For practice, the classification by type is also interesting. nervous activity(diagnosis of attention, thinking, memory, speech, learning skills). It is carried out depending on the age of primary school age).

Methodology

Very diverse and each of them depends on the type of research. At present, group methods are already losing their significance, giving way to individual testing. But in order for the diagnosis of the child to be successful, it is important to choose the right tool that will be used in the future. In practice, psychologists most often use the following set of tools:

• Observation - the study of the mental properties of the child in normal conditions. This is the observation of behavior, play, interaction with others.
• Conversation - gives an idea of ​​the child as a result of establishing contact and direct communication.
• The method of studying the results of children's activities is the analysis of drawings, crafts.
• Experimental method - involves the study of the actions of the subject in specially created, simulated conditions.
• Tests for children are the most common method widely used by psychologists today.

Test method

It can be called complex complex method diagnostics, since during testing a wide range of tools for studying and observing the behavior of the test person, analysis of the results of his activities and experimental conditions are used. Therefore, tests for children are different types- tests-questionnaires, tests-tasks, tests-actions.

Questionnaire tests are often used in personality diagnostics; a questionnaire works well in determining the type of temperament. Task tests are usually aimed at studying the emotional and intellectual sphere and are especially relevant when diagnostics are needed. Action tests are used in the study of behavior.

Personality diagnostics

Diagnosis of a child on the subject of constitutional personality traits: temperament, poise, mobility of nervous processes, etc. has importance, as it carries answers to many questions in the behavior of the child. The features of the four main types of temperament are most clearly manifested precisely in childhood, and with the correct application of the program for diagnosing children, they are easily amenable to pedagogical correction.

Of course, when determining the type, the questionnaire is also offered to his parents. For older children, independent tests with questions are also acceptable. An analysis of the answers obtained as a result of testing allows us to call the child a choleric, sanguine, phlegmatic or melancholic.

Test "Transfer of cubes"

In the process of research, a different number of cubes are placed on a spatula of small sizes and the child is given the task to carry the cubes approximately three meters away and return with them back. Then put this burden on the table so that not a single cube falls. The spatula must be held in one hand.

According to the test results, balance is assessed (what behavior the child demonstrates in case of failure, whether he expresses dissatisfaction), ability to work (how long the child succeeds in completing the task), mobility of nervous processes (how quickly the child understands and accepts the task, whether he adapts to work, is distracted ).

Program for determining the type of self-assessment: test "Ladder"

To find out how a child evaluates himself, a very common test allows the child to be given a drawing depicting a ladder of seven steps, where the middle step is larger than the others. The child is explained that on the top three steps there are good children, and the best children are at the very top, on the seventh step. Bad children are located on the bottom three, on the lowest - the worst. On the middle step are children who cannot be classified as either bad or good. The test-taker must mark his place on this ladder and explain why he placed himself there. When the child chooses a step, he is asked to tell if he really is like that or wants to be like that? If he really considers himself to be such, let him mark the step on which he would like to stand. Let him choose where his mother would place him.

The test allows you to find out how the child evaluates his personal qualities, as well as his opinion about how he appears to others (mother).

At the end of the test, the psychologist makes the following conclusions:

• Self-esteem is inadequately high - the child instantly positions himself at the very top as an indisputable fact, without explanation, without hesitation.
• Self-esteem is too high - he thinks and chooses the very top, talking about some shortcomings, but explaining this by factors beyond his control.
• Self-esteem is adequate - after thinking, marks himself on the second or third step, explaining his choice.
• Self-esteem is underestimated - places himself on one of the lower steps without argument.

Diagnostics of the emotional sphere

Diagnosis of a child is impossible without an examination of the emotional-volitional sphere. In preschoolers, it is predominant over the intellectual sphere. The world is known more through the senses than the mind.

Diagnosis of 6-year-old children is very important and informative for parents (caregivers). Since at this age such feelings as anxiety, fears, embarrassment appear, for six-year-olds, the environment in which the examination is carried out, the personality of the tester is of great importance.

Test "Cactus"

Have your child draw a cactus on a piece of paper. Don't help or suggest. It is advisable to answer any questions evasively: "Think a little, you will succeed." Do not give your vision and do not express your ideas.

The drawing will tell about the emotional. Examine the result in detail:

• The size and position of the painted flower in space indicates how the child defines himself in the world around him. A large flower in the center of the leaf indicates self-centeredness and leadership qualities. The small cactus painted below speaks of the artist's insecure, dependent personality.
• Jagged lines, strong pressure on the pencil give out an impulsive child.
• The prickly cactus represents aggressiveness. The more needles, the longer they stick out of the flower, the higher the degree of aggressiveness of the child.
• A cactus planted in a flower pot will be drawn by "home" children seeking family protection.
• A cactus growing in the desert indicates a feeling of loneliness.

Intelligence Diagnostics

Task tests are mainly used in the study of the intellectual sphere. In this aspect, the subjects of the survey are attention, memory, analytical thinking, fine motor skills, learning skills.

Test "Inclusion in a row"

Take apart a six-seat nesting doll in the presence of a child and put six twins, differing in size, in a row in size. Then remove one of them and equalize the distance between the remaining ones. Invite the child to find her place in the row. Upon successful completion of the task, complicate the test: remove two nesting dolls from the row.

The test is aimed at assessing the level of the cognitive-orientational sphere, orientation to the value.

Test "Classification of pictures"

You have two groups of pictures in your hands. Eight depict dishes, eight - clothes. Show the child a card with a picture of a spoon and put it on the table. Now - a card with a picture of a jacket, put it on the table at some distance from the spoon. The spoon and the jacket are arranged in such a way that it is possible to continue the row from one and the other picture.

After that in different order show the child pictures of dishes or clothes with a request to put the next card in the right row. Do not correct if the clothes are in the wrong group. At the end of the test, ask the subject to explain why he arranged the cards in such a way.

aim this test is to identify the skill to generalize according to essential feature, visual-figurative thinking is studied.

Test "Search for the season"

The child is presented with four pictures depicting the seasons, and they are offered to show where spring is, where winter is, etc. and explain by what signs he guessed.

The test reveals the formation of ideas about the seasons.

Test "Find differences"

Two plot pictures are placed in front of the test subject, similar at first glance, but upon closer examination, they have a number of differences.

The child looks for and names the differences. The test examines attention and the ability to compare.

Test "What happened first, and what then?"

The psychologist shows four plot pictures. On one, the boy is digging a hole, on the second, he is pouring seeds into the hole, on the third, he is watering the sprouts, on the fourth, he is admiring the flowers. The child is asked to place the pictures in order. The test reveals the ability to determine the sequence of events.

School readiness

The study of mental abilities becomes especially relevant when a diagnosis of a child's readiness for school is required.

Readiness to study at school implies the presence of certain skills and the necessary level of development of thinking, memory and attention.

Test "Exclusion from the series or who is superfluous?"

Presenting a row of four objects (images of objects), the child is asked to find the extra one and explain why. When the test subject excludes an airplane from a series that includes a truck, a car, an airplane and a cart, ask him to justify his answer, ask what one word can be used to name all the objects, what type of transport the extra one belongs to, and which the rest.

The test reveals the ability to group objects according to the main feature, the level of formation of ideas about the world around.

Test "Find exactly the same"

The picture shows seven almost identical umbrellas, and two of them are absolutely identical. The difference between the rest is insignificant - different specks on the fabric of the umbrella. The child must independently and quickly find two identical umbrellas. The test checks the level of development of attention.

Test "Remember all items"

The child is offered 9 pictures to study. He must memorize them within 15-20 seconds. Then, turning away, he should name at least seven or eight objects. The test shows the level of memory development.

Elena Boburova
Lesson in mathematics "Properties of objects"

Target: form children's ideas about the properties of objects.

Educational tasks:

form representation about the similarities and differences between items;

Unite items in groups(in similar terms) and separate from the group items, differing in any sign;

Pin representation of children about the properties of objects(color, shape, size);

Clarify representation about forms geometric shapes- triangle, circle, oval, square, rectangle;

Development tasks:

Develop children's speech, observation, mental activity the ability to both express and justify their judgments;

Develop auditory and visual attention, the ability to reason

Educational tasks:

Cultivate interest in mathematics;

To cultivate the desire to help others, the ability to work in a team;

vocabulary work: Enrichment with adjectives;

Activation: Surprise, properties, similarities, differences, signboard;

Methods and techniques: modeling a game situation in order to formulate a problem and create motivation, problematic issues, the use of didactic aids, technical means.

Material for the lesson: a toy - a hare, models of vegetables, planar vegetables, geometric shapes, a basket, flowers, planar autumn leaves, toys, dishes, bakery products, pictures "shoes", "clothes", "furniture".

Technical equipment: Multimedia projector, screen, laptop, presentation « Item properties» , presentation of physical education minutes "Herringbone".

Lesson progress

I. caregiver: Guys, look, guests have come to us. Let's greet them and give them a good mood (blowing the mood from the palm).

Today we have an unusual occupation. I have prepared a surprise for you, but you can reach it if you complete all my tasks.

A very famous hero came to visit us. And what kind of hero, you will find out if you complete the first task.

In front of you on the table is a piece of paper with dots and numbers on it. Connect the numbers in order, and you will find out what kind of hero came to visit us (Children do the task).

Well done! You guessed it right - it's a bunny.

II. Children move to the carpet, sit in a circle.

caregiver:

Who knows what time of year it is?

Children: Autumn.

caregiver: And what work is done in the autumn in the garden?

Children: In autumn, people in the gardens harvest vegetables, in the gardens they gather fruits.

caregiver: Our bunny also decided to harvest vegetables. What did he put in the basket? (Children put dummies in a basket).

What color is cabbage?

Children: Green.

What shape is cabbage?

Children: Round.

What color are carrots?

Children: Orange

What shape are carrots?

Children: Carrot looks like a triangle.

caregiver: Where do carrots and cabbage grow?

Children: cabbage on the ground, carrots in the ground.

caregiver: Why didn't you put the flowers in the basket? They also grow in the garden.

Children: These are flowers, and the bunny is picking vegetables.

caregiver Q: Why is there an apple?

Children A: An apple is a fruit, not a vegetable.

caregiver: And on what basis did you choose these items? Because they are tasty, juicy, large?

Children: No, these are vegetables, they grow in the garden.

caregiver: Well done, you coped with this task.

III. Children go to the table (pictures depicting vegetables, geometric shapes on the table).

caregiver: Arrange the pictures. What is shown in these pictures?

Children: Vegetables.

caregiver: What kind properties distinguish them from each other?

Children: Color, size, shape.

caregiver: Consider carefully pictures and select geometric shapes that resemble these vegetables.

Children:

Green cabbage, round in shape, large.

Carrot orange color, shaped like a triangle.

The turnip is yellow, small and round.

caregiver A: Why didn't you put a square.

Children: There are no vegetables similar to a square.

IV. (Physical training is being held)

v. caregiver: Guys, you have learned to find among different items similarities and differences. Let's continue the journey with the bunny, go to the forest. I will give you a few riddles, and I think you will immediately guess what they are about. (The task is displayed as a presentation).

Under the bushes, under the sheets

We hid in the grass.

Look for us in the forest yourself.

We won't call you: "Ay!" (Mushrooms, berries).

caregiver:

one). Name the berries shown in the first picture (Raspberry, rowan, strawberry).

What berries do you still know? Which of them grow in the forest, in the garden?

What berries grow only in the forest?

Who will be born in a hat? (Mushrooms)

Name the mushrooms in the picture. (White, fox, fly agaric)

What do they have in common? (Each mushroom has a stem and a cap. They all grow in the forest).

And what mushroom is superfluous here and why? (Amanita is a poisonous mushroom, inedible, and the rest are edible).

And who among you knows how and for whom the fly agaric is useful? (children's answers).

2). A beauty butterfly, a centipede caterpillar, a rope snake, a worker ant and a bee gathered in the clearing - restless wings. They got into an argument: which of them is superfluous in this clearing? Help resolve this dispute.

Children:extra snake: all the rest are insects.

caregiver: What do they have in common?

Children: They are all animals, live in the forest.

VI. caregiver: Now we will take the Hare around our city and look into the shops.

Together with the children we move around the group, placed in different places items(toys, dishes, furniture, shoes, clothes) and signs are hung, but they are confused. Children are considering items and guess the name of the stores, change the signs in places.

(Then they sit down at the tables)

caregiver: Which stores sell items that are shown in the pictures?

Children: Toys in store "Toys" and the flowers in the store "Flowers"

caregiver: What we can suggest goodbye Zaichenko?

Children: Flowers.

caregiver: Name these flowers and circle them with a red pencil, and circle the toys with a blue pencil. (Children do the last task).

Outcome classes: The hare was very glad to meet you. He really liked your answers and stories about what grows and who lives in the forest.

What are the names of the vegetables and what shape do they look like. He is also happy with your gifts. Thanks for the interesting occupation.

Related publications:

Synopsis of an individual corrective-developing lesson-travel "Properties of objects: color, shape" Purpose: to consolidate and clarify the child's ideas about the properties of objects: color, shape. Tasks: - correctional - educational: to continue.

Summary of the GCD for the 2nd junior group on life safety "In the world of dangerous objects" PROGRAM OBJECTIVES: To increase children's understanding of the dangers that may arise at home, in kindergarten. Clarify children's knowledge about.

Program content: - introduce children to the concepts of stone, wood. - introduce the concepts of heavy, light, rough, smooth, sinking-not.

Synopsis of morning rhythmic gymnastics No. 2 (without items) Date: November 5, 2014. Equipment: audio recording. Tasks: Educational - raising interest in physical activity and.

Study Signs and Properties of Items, start with absolutely nothing mathematical concepts. Any objects have signs and properties. What is a sign of an object?
Item attribute This is the distinguishing property of an object. For example: a green car - a car - is an object, and green is its sign, a property that distinguishes it from other similar objects (for example, from a red car).

You yourself do not notice how in everyday life and on the street, you are constantly talking and discussing the properties of various objects with your child. For example, your baby is playing with a designer and holding a rectangular part of the designer in his hand, yellow color made of plastic. Or he sits on a square stool made of wood.

We are adults, helping the child to understand and understand all the signs and properties of the objects around us, explaining the different categories - color, shape, size, origin, purpose, material of manufacture and other signs by which objects can be classified.

And how can we give the child the opportunity to actively manipulate the features of objects?
Today, an interesting game that I found in the computer game “Magic Fairies. Back to school soon."

The game looks like a wooden cabinet, which has three shelves: top, bottom and middle shelves.

Set of flowers in pots. Flowers are divided into three categories: color, size, direction.
The printed finished material can be glued onto cardboard.

Carefully cut the flower pots, you can cut them into square cards or carefully cut along the line of the flower (see photo). So that the items of the game do not quickly deteriorate, I glued them with wide adhesive tape on both sides. Pots with flowers have become smooth and the paint will not peel off from them.

How to play the game Signs and Properties of objects.

Game 1: Size learning game. Have the child put all the large flowers on the top shelf, the small flowers on the bottom shelf, and the medium flowers on the middle shelf.

Game 2: The next task is to study color. Ask the child to put on the bottom shelf - blue flowers, on the top - red flowers and on the middle - yellow flowers.

Game 3: Tasks for the study of the Left side and the Right side. Ask the child to put on the bottom shelf - flowers that face to the right, on the middle shelf - flowers that face to the left, and on the top shelf - flowers that face straight (up).

With such wonderful cards in your hands, you can play indefinitely.

Game 4: The older the baby becomes, it will be possible to complicate the task. You can develop memory. You name the task once and do not repeat it again. The child must put the flowers in pots on the correct shelf and indicate the correct sign.

Game 5: You can use flowers in pots in other logic games. For example, continue the row.
For example, the first flower is the largest, then there is a small flower, then again a large one. Guess which flower will be next.

Download the image of a locker and a set of flowers in pots and play games for learning the Signs and Properties of objects.

Find out what else a child should know and be able to do at this age.

SIGNS OF OBJECTS

Target: study of the characteristics of an object (color, shape, size, material, taste, name, etc.)

Tasks : educational:

Repeat the signs of objects;

Learn to group objects according to some criteria.

developing:

Develop attention, observation, memory;

To promote the development of creative and logical thinking.

Educational:

To bring up in the child a creative perception of the world;

Create conditions for the formation of a culture of work;

To cultivate diligence, culture of speech and communication, independence.

Equipment: a ball, a set of simple objects that are heterogeneous in material (for example, wooden and plastic rulers); pictures that show items with a common name (dishes, clothes, plants, etc.), you can use pictures of children's loto.

During the lesson, signs of the subjects considered in the assignments are written on the board.

During the classes

Organizing time.

Rules for working in a notebook:

Records are being made with a simple pencil;

It is necessary to color the tasks with colored pencils;

Tasks with an asterisk are optional.

II. Learning new material.

1. Signs of objects. Color.

Guys, let's look at the world around us. We are surrounded by all kinds of objects, things, as well as living beings. All of them are different and each has its own characteristics, i.e. properties.What are the characteristics of objects? (color, shape, material, size, weight, etc.)

Let's look at the color of the subject. Almost all objects have color.

What are the objects by color? There are objects that do not have color, i.e. colorless.

What color is glass, water, ice? (colorless )

A game. "Name a Color":

the teacher names the object by throwing the ball to the student. The student returns the ball to the teacher with the answer, what color is the named object.

Examples: coal is black, tomato is red, orange is orange, grass is green, snow is white, sun is yellow, etc.

Pupils pass the ball along the chain (the one who answered says the next word)

Exercise 1

A) green tree - green frog

B) gray elephant - gray mouse

B) red squirrel - red fox

D) yellow chicken - yellow lemon

D) a red tomato is a red car.

Students must connect objects of the same color with a line. To do this, paint objects whose color is known in nature. The color of the car is determined last, after the children try to match the colored objects in pairs. Only the red tomato has no pair. So the cars must be red.

2. Signs of objects. The form.

I propose to consider the shape of objects, explaining that the objects around us have a complex shape, therefore we will study only simple forms, i.e. geometric shapes.Students must name the shapes of geometric shapes: round, triangular, etc.

The game "What is this shape?"

The teacher suggests any form to the class and invites the children to name as many objects of this form as possible.

Circle - plate, watch, compass, wheel

Square - cube, box

The student who last named the object of this form wins.

*Are there objects that do not have a form?

(if there is no answer, I ask what form water has, milk has, air has).

Conclusion: liquid bodies and gases have no shape.

Task 2

Students must determine the shape of the object (the called student calls it) and draw an object of the same shape. (through a survey to identify and discuss all possible options).

For example: the box is rectangular, you can draw a rectangular envelope or a flag.

The coin is round, you can draw a sun, an apple, a pear, a mirror, etc.

The kite is triangular, you can draw a triangular flag, a pyramid mountain, etc.

Physical pausegame "Dwarfs - Giants"

On the command "Dwarfs" the children squat, on the command "Giants" they stand up. The teacher also performs all the actions together with the students, but after a while you need to start making mistakes.

Teams are given in a breakdown and at a different pace.

You can arrange a competition: students who make a mistake sit at a desk, so there will be a winner.

Signs of objects. Size.

Each item has its own size. The dimensions of objects can be measured with a ruler and other instruments. But often they simply say about the size: large, small, medium, very large, very small.

Task 3 on cards (on your own)

The students should compare the balls by size and color them in the required way. You can evaluate 2-3 works.

Signs of objects. Material.

We continue to describe the features of objects. Very often it is required to say what an object is made of, i.e. name its material.

We name various objects, and the students name the material from which it is made.

A pencil is wooden, a notebook is paper, a coin is metal, a pen is plastic, a light bulb is glass.

Task 4

Students determine the material of the next object, and then look for an object from the same material and connect them with a colored line.

Answers: a light bulb - a glass, a notebook - an envelope, a nail - a saw, a house - a pencil.

What other signs can objects have?

What are the items by weight? (light, heavy, very heavy)

What items are to your liking?

You can remind children of objects: lemon (sour), honey (sweet), salt (salty), pepper and garlic (bitter).

5. Common name of objects.

And each item has a howling name, for example, a wardrobe, a house, a cup, a dress. But an object can also have a common name that denotes a whole group of objects. And this group includes this item.

Task "Give a common name"

I show pictures with similar objects. Children should give these objects a common name, such as "vegetables".

I list homogeneous objects, and the student comes up with a common name. For example, shark, pike, crucian carp - fish; rose, chamomile, tulip - flowers.

Task 5

Pupils must determine on what basis, that is, the property, the objects are combined into one group, and sign this common sign.

Answers: by color: blue objects

Shape: Rectangular

Material: wooden objects

Name: toys.

Game "Find extra"

The teacher agrees with the class which items he will list (for example, fruits). Further, in the process of naming the next object, the children either sit quietly or clap their hands.

Example: apple, orange, bun, pear, watermelon, pumpkin, banana, apricot, cucumber.

Task 6

Children must determine by what sign or according to what pattern the objects are collected in a group, and perform the required action, preserving this feature or pattern.

Children should notice that:

All items in this group are red - so the bucket is also red

All items from this group are rectangular, except for the table, which means it is superfluous

Children should say out loud the pattern small medium large, small, medium large.

All objects in this group are metal, which means that you need to draw a metal object.

This group has the common name "dishes", but the iron is superfluous.

The task is similar to point 3, but is solved in 2 stages: we determine the shape of the figure: triangle - square, triangle - square. We determine its color: red - yellow - green.

Task 7 (on your own).

Students must find and circle groups of objects that have a common feature. The children take turns naming their groups. It is desirable to listen to as many different answers as possible.

III. Lesson results.

What new did you learn about the features of the subject?