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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, to make it easier to find a common language.
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 advantageous 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: we give a small child a designer 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: a few family members or friends (adults and children) and bowls of sweet porridge (this 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. Their own opinion about 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 leadership qualities are definitely inherent in him - 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 the perception of colors is objective and universal, but color preferences are subjective, reflect the psychological state of the subject, and 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 their upbringing: teaching a left-hander to actively use the right hand is wrong, as this 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 a spatula, points to the right thing, reaches for a treat or takes 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.
- 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.
- Despite the apparent disorder, the child over a certain period gained all the elements he needed, as if following a special diet.
- 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
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 the individual characteristics of the development of abilities. 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. Familiarity with typical test tasks will help them avoid excessive emotional stress or confusion during such tests, called the “surprise effect”, 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 depicted in the sample 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 the difference between an old person and a young one?
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 is taken into account how many objects out of their total number are 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:
The more active the child perceives the world around him, the faster and more successfully he develops. It is believed that the period of intensive sensory development is from three to six years.
Sensory development 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, the normal mental development of 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 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 by 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 ability of the child to establish the similarities and differences of objects according to 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 common properties (a chair, table, sofa - this is 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 of a child's elementary mathematical knowledge about the number, number, counting operations, geometric shapes, sizes, spatial arrangement of objects,
- 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 your 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 (settlement), 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). | * | |||
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:
Entries are 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. Colour.
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. The 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 subject.
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?
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);
Specify representation about the forms of geometric shapes - a triangle, a circle, an oval, a square, a rectangle;
Development tasks:
To develop children's speech, observation, mental activity and the ability to 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 class. 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 attentively pictures and select geometric shapes that resemble these vegetables.
Children:
Green cabbage, round in shape, large.
Carrots are orange in 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 beautiful 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 offer 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 lessons: 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 class.
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 expand children's ideas about the danger 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.
