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 your 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 your child to put blue flowers on the bottom shelf, red flowers on the top shelf, and yellow flowers on the middle shelf.
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.
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 characteristics, 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 capacity, 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 importance, 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 skills. 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 conduct a generalization on an essential basis, visual-figurative thinking is explored.
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.
The value of testing preschool children.
Testing of the child is necessary, at a minimum, for the following purposes:
firstly, to determine how much the level of its development corresponds to the norms that are typical for children of this age.
secondly, diagnostics is needed in order to find out individual characteristics ability development. Some of them may be well developed, and some not so well. The presence of certain insufficiently developed intellectual abilities in a child can cause serious difficulties in the process of subsequent education at school. With the help of tests, these "weak points" can be identified in advance, and appropriate adjustments can be made to intellectual training.
thirdly, tests can be useful in order to evaluate the effectiveness of the means and methods that you use for the mental development of the child.
And finally, fourthly, children need to be introduced to various tests so that they are thus prepared for the tests that will await them both when they enter school and at various stages of education in the future. Introduction to typical test tasks will help them avoid unnecessary emotional stress, or confusion, called the "surprise effect", to feel more confident and comfortable. Knowing these tests will allow them to equalize the chances with those who, for one reason or another, already have experience in testing.
STUDY OF THE PSYCHOLOGICAL READINESS OF A CHILD FOR SCHOOL TRAINING.
TESTS FOR STUDYING DIFFERENT PROPERTIES OF ATTENTION
Test:"Intertwined Lines"
Assessment of stability of attention.
Offer the child a drawing that shows 10 intertwined lines. Each line has its own number at the beginning (on the left) and at the end (on the right). However, these numbers do not match.
Ask your child to carefully follow each line from beginning to end. Do not use a pen, pencil or finger. The child calls out loud the number of the line on the left and then the number of this line on the right.
Record the time of the entire task, errors, failures in work, etc. Most children cope with this task in 1-2 minutes and with virtually no errors.
Test:"Rings"
Assessment of stability, distribution and switching of attention.
To conduct the test, you need a table with the image of rings that have gaps in different parts (it is desirable that the rings are approximately equal to lowercase letters and primer).
To assess the stability of attention, the child is asked to find and cross out rings with a gap in a strictly defined place as quickly as possible (for example, on the right).
In 2 minutes, the child looks through 10-11 lines. But on the first try, it makes a lot of mistakes. With further training, the errors become less and less, and the productivity of the activity improves.
The time spent on the task is 4 minutes.
Test:"Correction test"
Identification of the speed of distribution and switching of attention, eg o volume and stability, the child is offered a table with any figures. In the correction matrix with figures, the child looks through five lines and crosses out three different elements in different ways as quickly as possible. For example: a square is a cross line, a circle is a vertical line, and an asterisk is a cross.
The execution time of the task is fixed. Most children complete these tasks in 2-3 minutes.
This test can also be used to obtain information about the child's performance.
PERCEPTION TESTS
Test:"What's not finished?"
Assessment of the integrity of perception.
Show the child pictures of familiar objects, ask him to carefully look at each picture and name the missing detail (that is, say that it is not completed).
Fix the time of perception of all pictures and the correctness of identifying the missing features.
A good result for a child is if he finds all or almost all the missing details in 1.5-2 minutes.
Test:"Find a Square"
The test reveals the ability to differentiate perception.
The child is shown a drawing depicting 10 quadrangles, among which 5 are completely identical squares and 5 quadrangles that are slightly different from squares: the vertical sides are slightly longer than the horizontal ones, or vice versa, any of the corners of the quadrangle is smaller or larger than a right angle.
The child is invited to find and show all the same shapes (squares, in which all sides and angles are equal).
If a child can find all or almost all the squares, then this indicates that he has the ability for differentiated perception.
Test:"Paint the Fruit"
Determination of the ability of color perception.
The child is given drawings with black and white images of various fruits and colored pencils: he needs to paint over each fruit in the appropriate color.
Instead of fruits, there may be images of animals, vegetables, flowers, and other objects.
Usually children can easily cope with such tasks, but if the child does not succeed right away, continue to do similar exercises.
Test:"Write in circles" and "Reading word schemes"
Assessment of phonemic hearing.
Invite the child to write down a few words, but not in letters, but in circles. How many sounds in a word, so many circles.
For example, the word "soup" should be represented by three circles: 000. Check if the child understood the task correctly. After that, you can start researching.
Dictate words to the child, and he writes them in the form of circles on a piece of paper.
A set of words:
AU, HAND, JUICE, STAR, SPRING.
If the task is completed correctly, the entry should be as follows:
00, 0000, 000, 000000, 00000
If the child completed all the schemes or four of them, this is a good result.
Offer the child pictures on which animals are drawn (lion, squirrel, cow, elephant, cat) and the schemes of these words are written in the form of circles (according to the number of sounds in each word).
The task of the child is to determine which circles fit each word. For example, the word "wolf" corresponds to a pattern of four circles, and the word "house" - of three.
After making sure that the child understood the task, show him the fig. and ask them to connect the picture with the image of each animal with the circles that fit it with a line.
The child determines all connections correctly (one mistake is allowed).
TESTS FOR STUDYING DIFFERENT KINDS OF THINKING
Test:"Trace the Outline"
Evaluation of visual-effective thinking.
Invite the child to connect the shapes at the bottom of the picture with straight lines as it was done at the top.
The challenge is to do this as quickly and accurately as possible. All lines must be tried to be straight and to connect the corners of the figures accurately. It is also desirable that the contours of the figures be reproduced in the same places where they are shown in the drawings.
Accuracy, accuracy and speed of work are evaluated as a result of completing the task.
If the child spent less than 100 seconds to complete the entire task, if all the lines follow exactly the given contours, they are straight and exactly connect the corners of the figures, then the task is done very well and the child has a high level of development of visual-active thinking.
Test:"Extra item"
Evaluation of figurative-logical thinking - mental operations of analysis and generalization.
On fig. various objects are depicted: 4 on each card. 6 cards in total
Show your child the first(training) card and explain to him that of the objects drawn on the card, one is superfluous. Ask him to identify this extra item and say why it is sticky. After that, invite the child to think and say how the remaining 3 items can be called in one word.
If a child correctly finds an extra object and names a generalizing word on at least 4 cards, this is a good level of development of figurative-logical thinking.
Test:"Rabbits"
Evaluation of figurative-logical thinking.
Show the child a picture that depicts various absurdities, and ask him to carefully consider this picture and say what is drawn wrong. When the child names these ridiculous situations, ask him to explain why this is not so and how it should really be.
The entire task is given no more than 2 minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why it is wrong and how it really should be.
If a child discovers more than 8 absurdities, this is a good result of the development of figurative-logical thinking.
Test to assess verbal-logical thinking:
The child answers the following questions:
1. Which animal is bigger - a horse or a dog?
2. People have breakfast in the morning. And in the evening?
3. It is light outside during the day, but at night?
4. The sky is blue, but the grass?
5. Cherries, pears, plums, apples ... - what is this?
6. Why is the barrier lowered when the train is running?
7. What is Moscow, St. Petersburg, Khabarovsk?
8. What time is it? (The child is shown a clock and
Ask for a time.)
9. A small cow is a calf. A small dog and a small sheep - is it? ..
Who looks more like a dog - a cat or a chicken?
11. Why does a car need brakes?
12. How are hammer and ax similar to each other?
13. What do squirrels and cats have in common?
14. What is the difference between a nail and a screw?
15. What is football, high jump, tennis, swimming?
16. What types of transport do you know?
17. What is different an old man from young?
18. Why do people play sports?
19. Why is it considered bad if someone does not want to work?
20. Why do you need to stick stamps on the envelope?
Right answers:
1. More horse.
2. In the evening they have dinner.
3. Dark.
4. Green.
5. Fruits.
6. So that there is no collision between the train and the car.
7. Cities.
8. The correct answer is in hours and minutes. (A quarter past seven, five minutes to eight, etc.)
9. Puppy, lamb.
10. On a cat, since they have 4 legs, wool, tail, claws (it is enough to name at least one similarity).
Any answer that indicates the need to slow down the vehicle is considered correct.
These are tools.
These are animals that can climb trees, have paws, a tail, hair, etc.
The nail is smooth and the screw is threaded; the nail is driven in with a hammer, and the screw is screwed in.
Kinds of sports.
At least the child should name three modes of transport (bus, tram, subway, plane, etc.).
At least three essential features:”An old man walks slowly, with a cane, he has many wrinkles, he often gets sick, and so on.”.
To be healthy, strong, beautiful, etc.
There will be no money to buy food and clothes, pay for an apartment, etc.
That's how you pay for mailing a letter.
When analyzing the answers that the child gives, those that are reasonable enough and correspond to the meaning of the question are considered correct. A high level of development of verbal-logical thinking - if the child answered correctly 15 - 16 questions.
TESTS FOR STUDYING DIFFERENT PROPERTIES OF MEMORY
Test:"Pictures"
Assessment of visual memory - short-term. Show the child in turn 10 pictures, each of which depicts a familiar object. The time of demonstration of each picture is 1-2 seconds. After introducing the child to all ten pictures, ask them in turn to name the items that they remember. The order doesn't matter.
It takes into account how many items from their total number named by the child from memory; repetitions are not taken into account, as well as named items that were not in the pictures. Usually a child reproduces 7-8 items out of 10.
Test:"Memorize the Words"
O The evaluation of auditory memory is short-term.
Read the following 10 words to your child: table, notebook, clock, horse, brother, apple, dog, window, lamp, fire.
Ask him to repeat the words he memorized in any order.
The child repeats 5-6 words. This is an indicator of good short-term memory.
Test:"Remember Phrases"
Estimation of semantic memory.
Read to your child phrases such as:
1) It rains in autumn.
2) Children love to play.
3) Apple and pear trees grow in the garden
4) An airplane is flying in the sky.
5) The boy helps his grandmother.
Ask the child to repeat the phrases that he managed to remember. At the same time, the main thing is to convey the meaning of each phrase, it is not necessary to repeat it verbatim.
If the first time the child could not repeat all the phrases, read them again.
The child usually copes with this task after the 2nd or 3rd attempt.
Test to evaluate arbitrary figurative memory:
Show the child 8 cards with images of various objects that are familiar to him, and a card divided into 24 cells.
Each image on the card must correspond to 3 images on the card: one is identical, the second is different in some detail, the third is similar only in general silhouette. All three images must be in the same color.
They put a card in front of the child and say: "I will show you small cards, you remember what is drawn on them, and find the same picture on the big card." Time of demonstration of one card - 1-2 seconds.
The child basically copes with this task - shows an image identical or similar to the general silhouette on 6-7 cards.
Test:"Memorize Drawings"
O Evaluation of the volume of short-term visual memory.
The child is shown a drawing depicting different figures, they are asked to consider this drawing very carefully and remember the figures (there are 9 in total).
The time of demonstration of the first drawing is 30 seconds. After that, this picture is removed from the child's field of vision and a second picture is shown instead.
The experiment continues until the child recognizes all the images, but no longer than 1.5 minutes.
On average, children recognize at least 6-8 images in 1 minute.
Test to assess mechanical memory and the ability to meaningful memorization.
The child is read a pair of words (10), which he must try to remember.
Series BUT:
PLATE - SOUP
MAIL - LETTER
WINTER SNOW
BUNKA-FLOUR
PENCIL - PAPER
CAR - ROAD
CARTOON TV
LETTERS - BOOK
BOOT - FOOT
FISH-WATER
Then only the first words are read out, and the child calls paired words to them. Correctly reproduced pairs of words are counted. This is an indicator of semantic memory.
Serie B :
Other pairs of words are read out (10):
BOOK - WINDOW
HAND - cloud
FORK - CASE
PINE - THE SPOON
BACK - LAMP
COW - TABLE
BOX - FINGER
NUMBER - ROOF
KNIFE - SUMMER
BASKET - CANDLE
Again, the child repeats those words-pairs that he remembered.
The number of correctly reproduced words is counted. This is an indicator of mechanical memory.
Test:"Recognize the Shapes".
Assessment of recognition ability
The child is offered to look at the pictures, there are only 5 in a row. The picture on the far left is an example. It is necessary to determine and show which of the four following is similar to the first.
This is a training test, proceed to further work only when you are sure that the child understood the task.
The experiment is carried out until the child solves all 10 problems.
The result is considered good if the child coped with all tasks in 45-60 seconds. Pictures example:
Target: To consolidate the ability to identify and compare the properties of objects, to find a common property of a group of objects.
To form the ability to correlate flat geometric figures with space bodies. Develop logical thinking. Continue to teach to express your opinion and give examples. Cultivate motivation for learning
Organization of the lesson:
part 1 - sitting on chairs
Part 2 - standing in a circle (physical education minute)
part 3 - sitting on chairs
Part 4 - standing in a semicircle
part 5 - sitting on chairs
Materials for the lesson:
Demo- pictures with the image of a Pencil (series "Funny little men"), a landscape sheet of paper, pictures with the image of vegetables.
Dispensing- colored pencils (red, orange, yellow, green, blue, blue, purple), pieces of paper, sets of figures: 5 circles - red, yellow, green, orange and blue, 5 ovals, 5 squares, 5 triangles and 5 rectangles of those same flowers.
Lesson progress:
I Properties of objects - color. Colors of rainbow.
The teacher inserts colored pencils of all colors of the rainbow into the glass. The same cups with colored pencils are on the tables of children. The teacher shows a picture of a Pencil:
Educator:- Guys, our Cheerful Pencil told me amazing story! It turns out that pencils can talk and even brag. This pencil said (picks up a red pencil): "I can be poppy, fire, flag!"
The teacher draws a red line on a landscape sheet of paper attached to the board, and the children draw a red line on their pieces of paper. Then the teacher asks them to tell what the rest of the pencils boasted about.
Educator:- Guess what these pencils said?
Children voluntarily go to the board, choose a pencil and leave their own on a sheet attached to the board. The rest of the children draw lines in the same colors on their sheets. Sample responses from children:
Children:- Orange: "I'm an orange, a carrot!"
Children:- Yellow: "I am chicken, sun, turnip!"
Children:- Green: "I am the grass, the foliage, the whole forest!"
Children:- Blue: "I'm forget-me-not, sky, ice!"
Children:- Blue: "I am the ink, the sea, the cornflower!"
Children:- Violet: "I am plum, lilac, twilight, bluebell!"
The teacher thanks the children for their help and makes a riddle.
Educator:- Cheerful Pencil whispered one word to me. Guess what.
Through the fields, through the meadows
There was an elegant arc.
Children: Rainbow
Educator: Who knows the colors of the rainbow?
Children name: red, orange, yellow, green, blue, blue, purple. You can invite them to make a rainbow from strips of colored paper.
IIPhysical education "Guess whose voice?"
Children stand in a circle, in the center of which stands the driver blindfolded, hold hands and, walking in a circle, say in unison:
We all stood together in a circle,
They suddenly turned around
(everyone turns 180 degrees and goes in the opposite direction)
And how do we say: "Jump, jump, jump!" -
One of the children, at the direction of the teacher, repeats the last line, and the driver guesses who it is. If he did not guess, then he continues to be the driver, and if he guessed it, then the one who cast the voice becomes the driver. The game is repeated 2-3 times.
The role of the leader in the 2nd and 3rd rounds of the game is best entrusted to one of the children.
IIIComparison of objects on the basis of similarities and differences (color, shape, size, material, purpose, etc.).
1) Educator:- Consider pictures. What is in the first picture?
Children:- Doll and bears.
Educator:- Compare a doll and a bear: what do they have in common and how do they differ?
The teacher, if necessary, can start a comparison: the common purpose of the doll and the bear is toys; the same size; the common thing is that both the doll and the bear have ribbons, but they differ in that ... And the children name the signs of difference on their own.
Educator:-Compare balloon on which Dunno flies, and the ball: what do they have in common and how do they differ?
Children:-They have the same shape: both the ball and the balloon are shaped like a ball. And they differ in color: the ball is yellow and of blue color, and the balloon is yellow and red. They also differ in size: the ball is small, and the balloon is large. Their purpose is also different: the ball is a toy, and the balloon is an aircraft.
Educator:- Compare hedgehog and Christmas tree.
Children:-Spruce looks like a hedgehog: a hedgehog is in needles, a Christmas tree is also, and they “live” in the forest. They differ in size: a small hedgehog, a Christmas tree more hedgehog. They are also of different colors: the hedgehog is gray, and the Christmas tree is green. The hedgehog is an animal, the tree is a plant.
In more prepared groups, work can be organized as follows: each child chooses one of the pictures at will and talks about it, and the rest of the children complete it.
2) Educator:- Look at the picture. Why do you think a fox and a carrot are connected with a thread?
Children:- They are both orange color.
Educator:- Well done! Now take your “magic” pencils and connect objects of the same color with “magic strings”.
Children within 1 - 2 minutes draw lines on their own. Then they discuss aloud who completed the task.
Educator:- Tell me, what pictures did you connect? Why?
Sample responses from children:
Children:- Carrot and fox are orange.
Children:- I connected the chicken and the moon because they are yellow.
Children:- The tomato and the ladybug are red.
Children:- The frog and the apple are green.
The teacher helps the children correct their mistakes. In conclusion, it is important to praise those who tried: “Aizat did a great job - he drew all the lines correctly! Leah is also great - she found and corrected her mistake!
3) Children complete the task on their own.
Educator:- And now you have to find signs of difference and correct the mistakes of the Dunno artist.
Independent work can be carried out in the form of a competition game: who will find distinctive features faster and more. The winners receive prizes.
IV. Physical education "Look at both!"
Children line up no more than 7 - 10 people). The driver is chosen with the help of a counter or by appointment. He is invited to remember the order in which the children are. After the driver turns away, the children rebuild. The driver must determine what has changed and restore the broken order. The arrangement can be linear, circular, chaotic - depending on the level of complexity that the teacher wants to offer.
V. Strengthening the ability to highlight the properties of objects.
1)Conversation vegetables. Solving riddles.
Educator:- What vegetables do you know?
Educator: What is growing in your garden? for example, at the cottage)?
Educator: What vegetables are they talking about? How did you guess?
a) The red nose has grown into the ground,
And the green tail is outside.
We don't need a green tail
All you need is a red nose.
Children: Carrot
b) In the summer in the garden -
fresh, green,
And in winter in a barrel -
Yellow, salty.
Children: cucumbers
c) Round side, yellow side,
Sits on the garden bed.
He is rooted firmly into the ground.
What is this?
Children: turnip
d) He is big, like a soccer ball,
If ripe, everyone is happy.
It tastes so good!
What ball is this?
Children: Watermelon
Children explain by what signs they guessed what in question: by color, shape, size, taste, etc. Guessing pictures depicting vegetables are displayed on the flannelograph. You can arrange a "confusion": expose pictures with errors, and then parse them.
2) The game "What does it look like?".
On the flannelgraph - pictures of vegetables.
Educator:- Well done! You are very good at solving riddles. Now look carefully at the pictures and choose geometric shapes that resemble these vegetables.
Sample responses from children:
Children:- Carrots are orange, shaped like a triangle, - I will put orange (red) triangle.
Children:- The turnip is yellow and round. I choose the yellow circle. Etc.
Educator:- What did you like? What seemed difficult?
Educator:- Look: Dunno began to draw a pattern on the page below. Try to finish it at home.
The more actively the child perceives the world the faster and more successfully it develops. It is believed that the period of intensive sensory development is from three to six years.
sensory development- this is the development of perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space. Sensory development is characterized by a developmental orientation. Cognition begins with the perception of objects and phenomena of the surrounding world. All other forms of cognition - memorization, thinking, imagination - are built on the basis of images of perception. Therefore normal mental development children is impossible without relying on the full perception of objects. The level of intelligence of a child at preschool age, in turn, is interconnected with the level of sensory development. Communicating with adults, the baby eventually begins to navigate in various external manifestations, properties, in space and time. Playing with various objects, more and more accurately determine the shape, color, weight, etc. Listening to speech, highlight the different pronunciation of sounds, tempo. Sensory development also has independent significance, since full perception is also necessary for successful learning and for many activities.
Psychologists evaluate sensory and intellectual development according to the following skills:
- idea of the shape of objects - the child's ability to single out objects of a certain shape, group them according to shape, select objects that fit each other in shape. At an older age, the level of knowledge of the child about various geometric shapes and three-dimensional forms is also assessed,
- idea of the size of objects - the child's ability to correlate objects and their parts in size, build size ranges (from smaller to larger and vice versa), distinguish different measurements for objects (length, height, width, etc.) and use this knowledge during actions with objects
- idea of the color of objects - the child's ability to focus on the color of objects when performing various actions with them, the child's knowledge of the main colors and shades, understanding of the "part-whole" relationship - the level of development of the child's skills to divide the whole into parts (determine which figures the building consists of , highlight sounds in words, etc.) and make up a whole from parts (fold split pictures, etc.),
- understanding of spatial relationships - the child's ability to isolate an object from the environment based on its spatial position relative to other objects, to place objects (including parts of one object), based on knowledge of their position in space relative to each other (a bear behind a bunny, a dog next to bear, etc.), understanding of the relationship "similarity-difference" - the child's ability to establish the similarities and differences of objects by insignificant or essential features(for example, by color, shape, size, purpose, etc.),
- understanding of the "general-private" relationship - the child's ability to combine objects and phenomena into groups that have certain general properties(chair, table, sofa are furniture, etc.),
- understanding of cause-and-effect relationships - the child's ability to establish the cause of a particular phenomenon, action, determine the possible consequence of certain actions and arrange them in the appropriate order (puddles appeared because it rained, etc.),
- the amount of knowledge - is a necessary characteristic of thinking, as it shows the presence and level of development of a child's knowledge about objects and phenomena of the world,
- development of mathematical concepts - the presence and level of development in a child of elementary mathematical knowledge about the number, number, counting operations, geometric shapes, quantities, spatial arrangement items,
- temporary ideas - the level of development in a child of ideas about seasonal phenomena, the alternation of seasons, months, days of the week, parts of the day and the mode of the day, as well as the ability to determine time by the clock.
If a child has mastered most of the skills, then you can conclude that he is developing normally and harmoniously.
If, however, most of the normative skills the child has not yet mastered, then we can talk about a developmental lag to one degree or another. If you find a lag in the development of any function, you should not jump to conclusions, because. this, perhaps, is a natural temporary slowdown before the next "jump" in development. But on the other hand, a lag in several parameters, or even more so for a long time, can be a sign of a problem that is still hidden. And here an experienced specialist can conduct an additional examination and obtain important results.
If your child, along with the normative requirements for his age, has also mastered most of the skills corresponding to an older age, then this means that he is ahead of his peers in development in all or any individual indicators and lines of development.
If a delay or advance in development occurs partially and only in one or two areas, then we can talk about inharmonious development.
All the aids that you will need when working with the test, you can purchase in our store.
| Indicators of sensory and intellectual development of the child | Child's age | |||
|---|---|---|---|---|
| 3-4 years | 4-5 years | 5-6 years | 6-7 years old | |
| Selects objects by color and shade. (Get a set of 12 markers and ask your child to put caps that match the color on the markers. The child should choose at least 8 caps correctly.) | * | |||
| He knows eight colors, when drawing he uses not only colors, but also their shades. | * | |||
| Correctly names the shades of colors: blue, pink, purple, gray and others. | * | |||
| Knows and selects by name two geometric shapes out of three proposed. (Give the child figures cut out of cardboard - circles, squares, triangles (all 3 each). Ask him to find and give you a circle, square, triangle.) | * | |||
| Connects the halves of the figure to get a whole one. (Check with a square cut diagonally in two. Place the pieces 20 cm apart, flipping one of the pieces 180 degrees, and ask the child to fold the square. The child should fold the figure without any prompting.) | * | |||
| In addition to the basic geometric shapes, he defines and names new ones - a rhombus and an oval. | * | |||
| Correctly names simple and complex geometric shapes, indicates their main differences. | * | |||
| Able to compare objects by size, length, width, height. (Size: take 3 matryoshka dolls 3 cm apart. Ask: “Where is the big, small, medium?” Length: give the child 2 strips of paper of the same color and 2 cm wide each, 18 cm and 20 cm long. Ask which is longer, which is shorter Swap the strips and ask again Width: Give 2 strips of paper of the same color, each 15-20 cm long, 2 cm and 4 cm wide Ask which is wide and which is narrow Swap and repeat Height : ask the child what is higher - a table or a chair, and what is lower? What is higher - a table or a wardrobe? What is lower?) | * | |||
| Can arrange items in ascending and descending order. | * | |||
| He correctly orients himself in space, following verbal instructions using the prepositions "about", "next to", "for", "between", "after", "before". (Take any 7 toys and offer to play with you. Say: "Toys went to the store and stood in line. I will call who is where, and you put them in the right order. "For example: "Take a bunny, put a doll behind him , put a dog in front of the doll, put a bear between the bunny and the dog, etc.") | * | |||
| Focuses on the sides of his own body. (Ask the child to show where his right leg, left ear, right eye are.) | * | |||
| The child can name objects to the right and left of him. (Tell the child: "Tell me some object that is on your right. Now name the object that is on your left. What other object is on the right, on the left?") | * | |||
| The child is correctly oriented in the sides of the body of the interlocutor. (Ask the child to show where you have left hand, right eye, etc.) | * | |||
| Can name first name, last name, age and gender (correctly answers the questions: "Are you a boy or a girl? When you grow up, will you be a man or a woman?") | * | |||
| Can give his address: city ( locality), street, house and apartment number. | * | |||
| Can name your date of birth. (In response to the question: "When is your birthday?" the child names the correct date and month.) | * | |||
| Can it be true, up to a month, to answer the question: "How old will you be exactly in a year?" | * | |||
| Can correctly name the name and patronymic of two or more people close to him. (The child answers the question: "What is the name of your mom, dad, or someone close to adults?") | * | |||
| Can correctly name the profession or place of work of two or more people close to him. (The child answers the question: "Do you know where and by whom your mother, father, grandmother, grandfather, uncle work?") | * | |||
| To the request: “Name the four seasons,” the child names all the seasons in any order. Gives correct answers to the questions: "What season is it now? What time of the year does it snow? At what time of the year do the leaves turn yellow and fall?" | * | |||
| Knows the names of the months related to a particular season. (Correctly answers the questions: "What do you know about the summer months? Autumn? Spring? Winter?") | * | |||
| Knows which day of the week comes after and before the named one. Which day will come earlier and which later in the new week. He correctly orients himself in the concepts of "yesterday", "today", "tomorrow", etc. (Correctly answers the questions: "Today is Tuesday, what day was yesterday? Will it be tomorrow? Imagine that yesterday was Friday, what day is today?" Etc.) | * | |||
| Can explain why snow happens in winter and not in summer, what eyes and ears are for, what a postman, a doctor, a teacher do. | * | |||
| He selects words that are opposite in meaning: "Ice is cold, but fire ...", "It is light during the day, but at night ...". Correctly completes the sentence: "I wake up in the morning, and I go to bed ...". | * | |||
| Knows the names of at least 3-5 modes of transport. (Ask: "What modes of transport do you know?") | * | |||
| Knows the names of at least 5 species of animals. (Ask: "What animals do you know?") | * | |||
| Knows the names of wild animals, insects, fish. | * | |||
| Knows the names of baby animals. (Ask: "What is the name of a baby dog (cats, horses, pigs, cows, sheep, chickens)?" Incorrect names (dogs, horses) do not count.) | * | |||
| Knows the names of flowers and trees. | * | |||
| Knows the names of banknotes. | * | |||
| Knows the names of some cities, rivers, countries. | * | |||
| He has ideas about nature - about wild and domestic animals, predatory and herbivores, about wintering and migratory birds, about herbs, shrubs and trees, about garden and wild flowers, about the fruits of plants, about natural phenomena. | * | |||
| Has a store of geographical knowledge - about cities and countries, rivers, seas and lakes, about planets. Familiar with the professions of people, sports. | * | |||
| Can compare objects by essential features and pick up a generalizing word. (Ask the child: “What is in common between an apple and a pear?” (These are fruits.) “What is in common between a spoon and a fork?” (They are eaten, these are dishes, household items.) | * | |||
| Can compare objects according to essential features and exclude unnecessary ones. (Tell the child: “I’ll tell you the words now, and you will tell me which word is superfluous. Listen: car, bus, bicycle, subway, wheel. What is superfluous here?”) | * | |||
| He can name an object if he describes this object according to known features. (Based on the description, he recognizes the objects that he uses, names them or finds them in the pictures: “What do we eat?”, “What do we sew on buttons with?” Recognizes and names people by describing their functions: “Who drives the car?”, “Who treats people ?") | * | |||
| Can independently carry out the classification of objects on the basis of existing generalizations on one basis. (Take four pictures of each type of dishes and furniture. Ask the child to give you pictures of furniture.) | * | |||
| Can generalize 4-5 subjects by the method of elimination, names the components of generalizing concepts. (Among 20-30 different pictures, he finds 4-5 that can be combined, and indicates on what basis he combined them.) | * | |||
| Differentiates quantity regardless of form and size: generalizes by elimination, motivates. | * | |||
| Able to count straight. Knows the meanings of the words "many", "few", "one". | * | |||
| Can count items up to five. He can correctly count how many legs a dog has, five coins a penny. | * | |||
| Counts to ten, adds units, has the concept of dividing into equal parts. | * | * | ||
| Owns direct and reverse counting within 10, solves the simplest problems of addition and subtraction. | * | |||
| Arranges sequential pictures in order. | * | |||
| Can compose a story based on a series of plot pictures. The story can highlight cause-and-effect relationships. | * | |||
| Establishes cause and effect relationships. (A child can explain, for example, why a car needs brakes: slow down, stop. Why leaves rustle on trees: due to wind, air movement. Why it can smell like smoke: fire, fire, matches, food is burnt.) | * | |||
| Clearly establishes cause-and-effect relationships, highlights an essential link. | * | |||
| Finds differences in similar pictures. | * | |||
| Can find true and false in a picture ("What did the artist draw wrong?") | * | * | ||
| Among 10 toys or pictures, he finds from memory those 5 that you showed him before. (Show the child five pictures for 10 seconds, then mix them with the other five pictures and offer to find among all the pictures only those that were shown before.) | * | |||
| The child finds among the 20 pictures those 10 that you showed him before. | * | |||
| Focuses on a sheet of paper in a cage, performing the task according to the instructions. (Say: "Let's play like this now: I'll tell you how many cells and where to draw the line, and then we'll see what pattern you get. Put the pencil in the corner of any cell. Draw the line one cell to the right, one cell up, two cells to the right, one cell down, one cell to the right, two cells down, one cell to the left, one cell down, two cells to the left, one cell up, one cell to the left, two cells up. give the command after the child completes the previous one.) | * | |||
| Finds in a number of others an image that is different from the rest. (Draw in one color in one row icons of the same size: OOHO. Ask the child: "Which icon is different from the others?") | * | |||
| Correctly understands the true meaning of hidden statements. (Ask the child to explain what the expressions mean: “golden heart”, “golden head”, “golden hands”, “ears burn in the cold”, “burn with shame”, “the road is a spoon for dinner”, etc.) | * | |||
| Determines the time by a clock with arrows (or by a picture with their image). | * | |||
