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1 1 Mathematics 0 Homework 1. Task 1. Draw your figures under "my" ones, but so that there are more "your" figures than mine. Find a pattern and complete the drawing.
2 2 Task 2. Color. Find a pattern and draw the missing figures in the empty "windows".
3 Task 3. Think and draw what the squares might look like. 3
4 Task 4. 4
5 5 Task 5.Solve examples along the number line. Try to make up examples yourself using the number line. Task 6. Find a pattern and draw the missing figures in the empty cells.
6 Task 7. Connect the numbers from 1 to 20 in order. 6
7 7 Math 0 Homework 3 Assignment 1 Color the vases of the same shape with the same color. Make the drawings look the same.
8 8 Group by common ground: Task 2 Color the short scarves blue and the long scarves red.
9 9 Color the narrow ribbons blue and the wide ribbons red. Task 3 Which ball is extra? Find multiple solutions. Task 4 Solve problems with the help of a picture. a) Nina and Zoya competed. Nina jumped further than Zoya. Who didn't jump as far as Nina? b) Anton and Veronika borrowed books from the library. Veronica's book was thicker than Anton's. Who had fewer pages in the book? c) Andrey is stronger than Grisha, and Grisha is stronger than Misha. Who is the strongest?
10 10 Task 5 Color the turrets in all possible ways so that each turret is painted in all three different colors and the options are not repeated. Task 6 Arrange the anguish and write the numbers in the houses so that the sum of the numbers on each floor is equal to the number in the attic. Solve examples. Draw the missing dots and write the missing digits inside houses in such a way
11 Task 7 11
12 12 Math 0 Homework 5 Task 1 Draw the answers. Think and solve your problem. Check. Find and fix bugs. Is there an equality? Have the figures been grouped correctly? Same beads?
13 13 Task 2 Draw to make a couple. Color the same objects with the same color.
14 14 Task 3 Solve examples, follow the number line. Task 4. What does each figure resemble? Draw it to get a picture. Connect objects of the same shape with lines of different colors. The kid gave Carlson three identical cakes. What figures are underdrawn? Draw them and color the cakes the same way.
15 Task 5 a) The boy Petya likes ice cream more than nuts, and nuts more than oranges. What does he like more ice cream or oranges? 15 b) A saucepan holds more water than a kettle, and a kettle holds more water than a jug. Where is more water placed in a pot or jug? c) Once a worm, a bicycle and an airplane began to compete, which of them is faster. It turned out that a worm is faster than a bicycle, and a bicycle is faster than an airplane. Who do you think is faster: a worm or a plane? d) Think of your own problem and ask your parents to write it down. Draw a picture for your problem. Picture: Task:
16 Task 6 Solve addition examples. Draw the answers. 16
17 Task 7 Compose tasks from pictures and insert correct numbers into squares. 17
18 18 Mathematics 0. Homework 7 Task 1. Find a pattern and put dots in the empty squares. Task 2. What is superfluous? Color the rings of the disassembled pyramid. Color the rings of the assembled pyramid.
19 19 Who is behind whom? Task 3. Put a sign + or - Task 4. Divide all the flags into groups by color and make equal. What other parts can these flags be broken into?
20 20 Task 5. How many triangles? Count and write the answer. Task 6. Settled houses with numbers.
21 21 Task 7. Place figures in empty cells so that there are no identical figures in each row and each column. Task 8. Anton, Lucas and Misha live on different floors. Anton lives above Lucas, and Lucas lives above Misha. Who lives above all, and who lives below all? Nina, Zoya and Veronica went to the skating rink. Two girls were wearing hats and one was wearing a scarf. Zoya and Veronica put on different things. Nina and Zoya too. What did each girl wear?
22 22 Task 8. Solve subtraction problems and write down the solutions. There were eight apples on the apple tree. Five of them were broken. How much is left? There were 9 books on the shelf. Plato took two books. How many books are left on the shelf? There were 6 cups on the table. My mother removed four cups. How many cups are left on the table?
23 23 Mathematics 0. Homework 9. Task 1. Color with these three colors so that the coloring methods are different. Pay attention to how we begin to paint over the first square (yellow) and how you can change the next two colors (red and blue). Color the triangles to the left of the circle red and those to the right of the circle blue. Divide into groups and make equalities.
24 24 Task 2. Complete the equalities. Draw equalities according to the numerical condition. Make the drawings look the same. Task 3. We planted 9 birches, and between them one bush. How many bushes? Draw. The wheel has 8 spokes. How many gaps between them? Draw. The doctor prescribed Masha 6 tablets and ordered her to take one every hour. After how many hours will all the pills be taken.
25 Task 4. Solve examples for subtraction. Draw the answers. 25
26 Task 5. This is the boy Anton. He wants to give the girls, Nina and Zoya, a balloon each. Color the balloons so that right hand Anton had a red ball, and in the left - a blue one. Guess where, Nina and where is Zoya? Nina is holding an apple in her right hand (paint it green). Zoe has an apple in her left hand (paint it red). Sign the girls' names. 26
27 27 Task 6. Go through the mazes.
28 28 Task 7. Color.
29 29 Mathematics 0. Homework 11. Task 1. Fill in the empty squares. Task 2. The wings of this butterfly are almost the same. Find seven differences.
30 30 Task 3. Fill in the empty squares. What numbers should be Christmas decorations? Task 4. Which number reached the finish line first?
31 31 Task 5. How many bunnies hid? Task 6. Solve the examples and write the letters on the tablet. Read what happened. Task 7. Color the beads.
32 32 Task 8. Calculate and color. Task 9. One fish was removed from the aquarium. What?
33 Quest
34 34 Mathematics 0. Homework 13 Task 1. Connect following the pattern. Write and solve examples based on the pictures. Task 2. What has changed?
35 35 Task 3. Find a pattern and draw the missing figures in the empty cells. Task 4. Help the bunny get home.
36 36 Task 5. Insert a “+” or “-” sign instead of an asterisk. What do you notice? Arrange the apples on the plates in different ways and make expressions. Task 5. Where is which pyramid? Task 6. Solve letter examples.
37 37 Look at the pictures. Solve the addition examples and write down the answers. Solve the examples yourself.
38 38 Task 7. Draw the figures so that images of objects are obtained. What happened? Task 8. Compose tasks from pictures. Write down their decisions and answers.
39 Task 9. Symmetry. In which pictures dotted line is the axis of symmetry. Write yes or no under the pictures. 39
40 40 Mathematics 0. Homework 15 Task 1. By what criteria were the figures divided? Compose and write equalities. Task 2. Solve examples.
41 41 Task 3. Solve the examples and make up the missing equalities. Task 5. Draw the missing dots on the dominoes. Task 6. Solve examples.
42 Task 7. Compare. 42
43 43 Task 8. Color all the figures following the rule. Draw the figures.
1 Mathematics 0 Homework 1. Task 1. Draw your figures under "my" ones, but so that there are more "your" figures than mine. Find a pattern and complete the drawing. 2 Task 2. Find a pattern
1 Mathematics 0 Homework 0 Task 1 In each picture, find an extra element. Why is he redundant? Find some answers. Task 2 We repeat the composition of the number 7. Break the circles in each oval into red
1 Mathematics 0. Homework 17. Task 1. Compare and fill in the empty boxes according to the sample. Task 2. Perform the actions and find in each equality the parts and the whole. 2 Task 3. Compile equalities according to
1 Mathematics 0. Classwork 17 Task 1. Repeat the cone, cylinder, ball Consider a parallelepiped, cube, pyramid Task 2. Task 3. Match the number with the picture. 2 Task 4. Look at the pictures. Count
1 Mathematics 0. Homework 16. Task 1. Which house is lost? Task 2. What is superfluous? Why? Task 3 Fill in the "bags" while fulfilling all the conditions. Put the signs right. Task 4. Fill in
1 Mathematics 0. Classwork 16 Task 1. Repeat the cone, cylinder, ball Consider a parallelepiped, cube, pyramid Task 2. Task 3. Match the number with the picture. 2 Task 4. Look at the pictures. Count
1 Math 0 Classwork 0 Assignment 1 What is more vases or flowers? How much? Try to make sure that they are the same number. Which vase is different from the others? (Find all 4 answers) Quest
1 Mathematics 0 Task 1. Look at the example and compare. Homework 17. Compare. Continue. 2 Task 2. How can you subtract 3 units from the number 5? From number 4? Write. Replace the asterisks with + or.
Lesson INTERCEPT AND ITS PARTS Mark two points in the notebook, M and K, and connect them along the ruler. What figure turned out Make a segment in two sticks a and b. What equalities can be made in a b Segment and its
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2.Design.
TOPIC. Perception of spatial relationships.
Draw circles to make miscellaneous items.
PERCEPTION OF SPATIALRELATIONSHIPS
Where is the tree drawn? (In the middle.)
Where is the crow sitting? (On the tree.)
In which direction is the bear going? (Left.)
Where is the bunny? (In the lower right corner.)
Where are the clouds? (Upstairs.)
Where do mushrooms grow? (In the lower left corner.)
Where is the sun drawn? (In the upper left corner.)
The game "Find the hidden number card
didactic purpose. Formation of spatial representations in children.
Means of education. Cards with numbers.
One of them turns to face the blackboard, the other on one of the tables in the classroom hides a card with a number so that its corner is visible. The person standing at the blackboard is invited to turn to face the class and guess where the hidden card is.
The teacher helps the student, who guesses the number, indicating the direction of movement: go forward, turn left, then right, go around the table, etc.
The rest of the children in the class also play: they show a green circle if the student is moving correctly, and a red circle if it is wrong. The teacher then calls another student. The game is repeated. The winner is the one who will correctly move in the indicated direction.
3. Development of speech.
Lesson 4.
Goals and objectives of the lesson:
1. Teach children to divide words into syllables.
2. Develop fine motor skills.
3. Design according to the sample.
Equipment: pictures with animals.
Course progress.
Organizing time.
Speech and breathing exercises.
1. Development of articular motor skills. Horse game. The game "pipe",
"Bagel" (activation of the muscles of the tongue).
2. Breathing exercise.
3. Work on the tongue twister. (Speak clearly and quickly.)
tsy-tsy-tsy, tsy-tsy-tsy-
Hares, windmills, chicks.
Shi-shi-shi, shi-shi-shi-
The reeds whisper something.
She-she-she, she-she-she-
This is a duck in the reeds.
III. Repetition (Suggestions).
Teacher: What does the offer consist of? (From words).
What are the words? (long and short)
Words are divided into syllables. For example, the word "mom". This word has two syllables. The word "house" has one syllable, and the word "car" has three syllables. Now determine for yourself how many syllables are in these words:
School, book, board, flower, window, chair, nose, eyes, street.
IV. The game "Live words".
The hedgehog carries an apple. /___________ ______________ ____________.
Children choose a word from a sentence.
Exercise: put the words in order to make a sentence.
Squirrel dries mushrooms. (The teacher whispers the words in the child's ear). Children pronounce the words out loud and line up in a sentence.
V. Work on the topic: "Division of words into syllables."
Teacher: All words are divided into syllables. We will learn to divide words into syllables.
Palm/ ________ /__________ Aspen/ /_____/ .
Exercise: designing schemes (development of fine motor skills).
Teacher: How are these words called in one word? (trees ) .
The game "Choose the scheme."
Fox Cow
_________/_________ ________/_________/___________
hare goat
________/___________ _________/_________
________
Exercise: change the word "hedgehog" so that the word consists of two syllables
(Hedgehog).
- What groups can these animals be divided into?
The game "Tell me a word."
Cunning cheat
red head,
Fluffy tail - beauty.
Who is this ? (Fox _______/______) .
Make everyone around cry
Although he is not a fighter, but (onion _________).
Quietly the snow is falling
White snow, shaggy,
We'll clear the snow and ice
In the yard (with a shovel/ / /____) .
V. Patter.
The hedgehog and the Christmas tree have needles. (Loudly, clearly and quickly pronounce the words).
VI. Work in a notebook.
Exercise: Color the circle so that it shows that movement is prohibited.
What light can you cross the street? Continue the pattern. __.__.__.__
Homework: Color the circles.
4.Physical culture.
Topic. Correct posture. Finger gymnastics.
1. Introductory part.
Guys, in order to take care of our health, it is important for all of us to know how it works and how it lives. We already know that physical exercises help our body look beautiful and slim. Stand in pairs, feel the groove on each other's back - an even chain. This is the spine. It divides the back into two halves - left and right. Sit down at the desks. Look at each other as you sit at your desk. Our fairy-tale heroes brought drawings depicting two students (the teacher attaches the drawings to the blackboard). How do you think these students are different?
One student has the correct posture, and the other has the wrong one. Which student do we like best? The first one is more attractive to us, because it is more pleasant to look at
a person with a beautiful figure and correct posture. Our fairy-tale heroes have prepared for us the rules for proper seating at a desk (table).
Rules for seating at a desk:
Sit straight. Tilt your head slightly forward. Lean on the back of a chair and slide your palm between your chest and the edge of the table. If the palm passes freely, then you are sitting correctly.
Sit straight, not deviating either to the left or to the right.
Keep a notebook or book from your eyes at a distance equal to from your elbow to your fingertips, which you can always check yourself.
Hands on the table lie freely and calmly.
Feet are on the floor evenly and confidently.
If the student gets used to following these rules, he will be less tired when performing educational tasks, he will make fewer mistakes and inaccuracies. Due to poor posture, vision can be severely impaired and you will have to wear glasses. And now our fairy-tale heroes have prepared pictures for us for the game "Who will collect the picture faster?".
Try to collect images of schoolchildren from the individual details of the picture, and then we will determine which of them has the correct posture. The students complete the task.
2. Finger gymnastics.
Children alternately touch the thumb of the same hand with the fingertips of each hand. With the fingertips of one hand, the children alternately touch the fingertips of the other hand. 3
3.Complex of general developmental exercises.
Four steps hands to the sides and up, four steps - to the sides and down.
The arms are bent at the elbows, palms down. Walking with knees high.
Hands behind the back. Walking, turning the body in the direction of the forward leg.
Walking lunges, swinging arms wide.
Jumping on both legs moving forward.
Running is the main form of athletics. Do you like watching sports on TV? We want to run like famous athletes. The main mistakes when running.
11. Main part
1. Completion of educational tasks.
Let's jump like a frog
Jumping champion.
After the jump - another jump,
Let's jump higher, my friend! (Jumping.)
2. The game "Frogs in the tub."
On an old tub
frogs danced,
green ears,
Eyes on top.
I approached them
They are in the water - plop!
And there's nothing more
Tell me about them.
(V. Stepanov)
Small hoops are laid out on the floor of the playground according to the number of participants in the game. Each player is next to a hoop. The teacher reads the text of the poem. At this time, frog children jump around their hoop. With the word: "floppy", they jump inside the hoop. This text can be spoken by children not participating in the game.
At the end of the poem, the teacher, passing by the players, says: "Hey, green frogs, get out of the tub." With these words, the players leave the circle, begin to jump around it again. At the signal of the teacher of the “bumps”, they must have time to take their places again. The teacher also tries to find a hoop for himself. The one left without a seat is considered the loser.
III. Final part
1. The mobile game "Make a figure."
At the signal of the teacher, all students scatter around the site (additional boundaries are negotiated). On the next signal, all the players stop at the place where the team found them and take a pose. The teacher notes those whose figures he liked (turned out to be the most successful). The game is on repeat
times (you can assign, choose a driver who will determine whose figure is better).
2. Summing up. Class competition for the student with the best posture. Walking in a column one at a time.
6th day DATE:
1. Acquaintance with school life.
TOPIC: INTRODUCTION OF THE SIGN "CHORUS"
Tasks: show children two possible forms of response: individual and group; introduce the signs "I" and "Chorus".
Equipment: ball, signs "I" and "Chorus", orders, children's drawings on the theme "What I love."
Lesson progress
ORGANIZING TIME
Teacher. Hello children! What an unusual start to today's lesson! Why did I say so? Because today all the children said hello in school! Then I will do something unusual now: the children of the “Solnyshko” group sit down; children sit down
group "Chamomile"; children of the "Luck" group sit down; the children of the "Shoe" group sit down; the children of the Butterfly group sit down.
What did you notice? Indeed, our lesson today begins in a completely school-like way: quietly, calmly. And this means that we will have enough time to do one of the favorite children's activities in the lesson: guessing riddles.
CREATING A PROBLEM SITUATION
The teacher makes riddles and provokes children to noisy answers.
U. Treats young children,
Heals birds and animals
Looking through his glasses
Good doctor...
(Aibolit)
Together with Carlson
Jumped from rooftops
Our naughty...
(Baby)
She is beautiful and sweet
Her name is from the word "ash".
(Cinderella)
Why do you guys think my mood is so bad?
Children. We made noise.
W. And why did it happen?
E. Everyone knew the answer, but with a raised hand, the teacher can only ask a few. Everyone wanted to answer.
U. What to do? How are the students doing?
Children discuss in groups the situation andthey come to the conclusion that at school it is sometimes required to answer all together, that is, in chorus.
The teacher introduces the signs "Chorus" and "I".
EXERCISE IN APPLICATION OF THE SIGNS "CHOIR" AND "I"
U. Now I will ask you questions and show you one of these signs. Watch carefully when you need to answer in chorus, and when to raise your hand and answer one at a time.
The teacher asks questions and shows one of the signs.
What was the name of the fairy-tale hero whom the grandmother and grandfather made from dough? (Sign "Chorus".) Is it true that Kolobok was able to get away from both the Hare and the Bear? (Sign "Chorus".)
- What fairytale heroes you know? (Sign "I".) Is it true that the giraffe has the longest neck? (Sign "Chorus".)
The teacher shows the drawing.
- Name this hero in chorus! How did you know to answer in chorus? I didn't show you any badge. How careful you are! Indeed, if you carefully listen to the task, you can determine exactly how to answer: in chorus or one at a time.
INTRODUCTION OF THE ORDER OF ATTENTION
U. In the forest school, students are always given the Order of Attention for attention. Let's play and determine who is the most attentive. I will ask a question to each group and throw a ball. If the question has to be answered in chorus, you squat and answer the question, then I won't be able to throw the ball to anyone. If I ask a question and it needs to be answered by one person, I throw the ball to someone who knows the answer and shows me with a sign that he is ready to answer.
Who knows what time of year it is? Say in chorus: how many months are there in a year? Who knows why birds fly to warmer climes in autumn? Who wants to get to know the Romashka group better today?
WORKING WITH DRAWINGS ON THE TOPIC "WHAT I LOVE"
The teacher distributes the drawings to the children of each group and invites the children to go to the blackboard one by one. Children guess what is drawn.
U. Which of the guys in the class likes the same thing that is shown in the pictures? See how many friends you can have to play with!
Summary of the lesson
U. What did you learn at school today? How useful is the new school rule? What new things did you learn about each other?
2.Design.
TOPIC. Orientation in space.
Counting from 0 to 10, from 10 to 0.
The game "What's wrong?"
The game "Aerobatics"
didactic purpose. Consolidation of the concepts of "up", "down", "right", "left", "right to left", "left to right".
Means of education. Airplane drawing. Table 8 from the manual "Examples of the relationship between quantities."
The teacher acts as a pilot. His plane (drawing) performs different figures, changing directions of movement, and student pilots determine the change in route and, at the signal of the teacher (wave of the hand), indicate it in chorus, using the words “up”, “down”, “right”, “left”, "right to left", "left to right" (in relation to children).
didactic purpose. Formation of spatial representations.
Game content. One of the players becomes the back to class, the other asks to indicate where the voice came from: behind, to the left of him or to the right, and then to say whose voice he heard. The teacher silently shows with his hand who should loudly, slowly pronounce any sound, word, sentence. This game can be played in the forest, in the park, square, on the school playground
3. Development of speech.
Goals and objectives of the lesson:
1. Teach children to recognize sounds that are different in duration.
2. Develop fine motor skills of the fingers.
3.Design from memory, sample.
Equipment: pictures with animals, snowflakes, sticks, plasticine.
Course progress.
Organizing time.
Speech and breathing exercises.
1. Development of articular motor skills The game "Cheerful tongue". The game "The wind blows". (Activation of the muscles of the tongue).
III.
Repetition of syllables. The game "Live syllables".
Teacher: Can you name it in one word? (Birds).
chicken magpie sparrow duck goose
Which bird is missing? Why? (Goose).
Change the word "goose" so that it has two syllables (gu-si), of three syllables (gosling).
IV.
Patter.(Helps to pronounce words correctly and clearly).
Three magpies chattering
Chattered on the hill.
students elementary school
The proposed diagnostic approach is based on a combination of psychodiagnostic methods (mostly projective) with a clinical method. projective method is most adequate for the younger school age of children, since both the level of speech development and the degree of development of reflection, which is just beginning to take shape, do not allow the child to report in detail about his experiences and problems. In a conversation, you can learn about them only indirectly, but very fully and emotionally rich. internal conflicts children are expressed in a projective form, whether it is a game, drawing or writing stories. Projective techniques are used, based both on creating their own products of creativity - projective drawings: “Non-existent animal”, “My family” (or modification “Animal Family”), “Man ”, “My class”, “My teacher”, “The best and worst events in my life”, “What is the worst thing I dream about at night and what am I afraid of during the day”, a subtest of E.P. Torrens "Draw circles", "Pictogram", - and on the interpretation of ready-made stimulus material - compiling stories according to the proposed projective pictures: Apperceptive Apperception Test for Children (CAT); Test for the definition of cruelty in the family; School anxiety test.
Of all the methodological procedures, drawing is perhaps the most exciting activity for children, it quickly liberates the child and allows you to establish the necessary trusting contact with him. In our opinion, drawing most fully emotionally involves children of primary school age in the process of creating an image, in contrast to verbal methods (primarily questionnaires), when using which there is a high probability of obtaining a formal or socially desirable answer.
It should be noted that the projective method itself, emotionally involving the subject in the process of creativity, whether it be drawing or writing a story, has, in addition to research, also a psychotherapeutic function, since it affects the deep levels of human experience and makes it possible to emotionally respond in the process of creativity and his products the problems he has.
clinical method, aimed at an in-depth and intensive study of individuality, most fully meets the task of diagnosing to identify the causes of school difficulties, ways of their subjective comprehension and experience by each of the examined children. The main components of the clinical method - conversation and observation. Since the metaphorical language of the drawings is incomparably more complete than the verbal one, expresses the child's experiences and reveals his subconscious, it is better to build a conversation based on the images that the children used in their drawings. It is extremely important for a child that the language of his subjective world be treated with genuine seriousness and emotional inclusion. Such a position of the psychologist evokes in the child a reciprocal trust and openness, which is a necessary condition for the use of the clinical method.
Techniques
"Draw circles"
The method is a modified by the author version of one of the subtests of E.P. Torrensa ( short test creative thinking, 1995). Work is carried out with the whole class in the form of a competition. Subjects are presented with a piece of paper with ten circles on it and are asked to complete each circle as quickly as possible to a specific image: for example, draw an apple (using the space outside the circle) or a ball (using the space inside the circle). Children who want to draw with crayons or felt-tip pens can be allowed to use them. The time for completing the task should be limited from the moment when most of the children finish drawing all ten circles (10-20 minutes, depending on the age of the subjects). Children who quickly completed the task are offered additional forms with ten circles. The winners are those who completed the largest number of circles and who came up with the most original solutions.
Job processing involves counting total circles minus those solutions that were borrowed from the neighbors in the desk, about which the children must be warned in advance. You should especially count the number of repeated solutions, for example, only the letters of the alphabet.
This technique, the most emotionally neutral, was used at the beginning of the frontal examination of children. Extremely slow execution of the task, low efficiency, the presence of the same type of solutions are diagnostically significant indicators. So, the repetition of the same decision, “sticking” on one image (for example, several balls of different colors; only fruits; slightly different muzzles under different names: bunny, bear, mouse, pig, etc.; 3 -4 identical light bulbs) indicate rigidity of thinking and are characteristic of children with organic brain damage (minimal brain dysfunction). Low productivity, the desire to spy on the decision of the neighbors in the desk characterize children as intellectually passive, having, most often, poor academic performance. low total number completed circles with good creativity and independence in work indicates rather the peculiarities of temperament. Examples of task execution are shown in fig. 12.
After the test, you should discuss the results with the children, talk about the most unusual and most common solutions, and also show solutions that the children in this class did not guess, for example, letters or numbers, etc.
Drawing of a man
Traditionally, this test is used to analyze a person's self-attitude (Projective Psychology, 2000). The subject receives paper, a soft pencil, an eraser, colored pencils and the task of drawing a person. The questions of whom to draw should be answered: whomever you want. When the drawing is ready, you need to ask who is depicted on it, what this person is doing now, what is his mood, etc. When interpreting a drawing, graphic features (pressure, shading), the ratio of the parts of the figure, the nature of the details, the location on the surface are taken into account. sheet and other options.
According to our observations, at primary school age, a drawing of a person often expresses the image of “ideal! “I” of a child: boys draw invincible heroes of action films, emphasizing their physical strength and masculinity, for girls, a drawing of a princess with a lot of decorating details is typical.
In the proposed system of techniques, the drawing of a person occupies a special place also because it is used for! comparisons with other figures. For example, if in the drawing “My Family” the characters are depicted very schematically and it is impossible to determine whether this is an expression of hostility or the child simply lacks the necessary graphic skills, then in such cases a comparison with a drawing of a person will make it possible to draw the correct conclusion.
The test can be offered to the whole class after the “Draw Circles” technique has been carried out.
Drawing "Non-existent animal"
This test is best done individually. The child is invited, without using the images of fairy tales or cartoons, to come up with and draw an animal himself, which “no one has ever seen anywhere”, and call it a non-existent name (Rogov, 1996). When the child finishes drawing, the psychologist asks him about the lifestyle of the depicted creature, whether he has enemies, friends, etc.
This task removes the child's natural alertness at the first individual contact with a psychologist, since it does not require special knowledge, drawing skills , but only freedom of imagination, and children are easily included in it.
In addition, the drawing "Non-existent animal" allows you to determine the creativity of the child by whether the image of the creature is original or the image is borrowed from cartoons, books, is made up of separate parts of famous animals.
Family drawing
The child is asked to draw his family. In case of clarifying questions about whom to draw, the psychologist gives evasive answers. (Khomentauskas, 1987).
Diagnostically significant indicators of the drawing “My Family” are its composition, the correspondence of the depicted family to its real composition, the ratio of the size of the figures, their coloration and other features described in detail in the works of G.T. Homentauskas (Khomentauskas, 1989). This technique, according to his apt expression, allows you to see the family through the eyes of a child, that is, how the child perceives and experiences his place in the family, as well as the emotional relationships between its members.
The refusal of the child to perform this task is considered as an expression of the extreme unfavorability of relationships in the family, and in this case an indirect version of the methodology is proposed - drawing "Family of animals", in which the child is asked to portray such a family, where each of its members would be represented separate view animals and then talk about their way of life. Significant indicators of this pattern are the size of animals, their antagonism in nature, the degree of their aggressiveness, etc.
Good night! My daughter and I are currently having geometry classes. We repeat what we have learned so far. Alina learned the figures a long time ago. Periodically we pass the fixing material. There was a time when geometric tasks were simply passed: find, connect. But now I want to add a little fantasy to geometric figures. The following idea came to my mind (maybe someone else has it here, I didn’t look for it): I draw a certain figure through a stencil, but not completely. Alina should come up with her final stage.
For example: on this sheet, through a stencil, I drew a flower, a semicircle, 2 triangles, 2 circles together, a triangle with a straight line, not completely in circles. Why through a stencil? - it's just that the child will also draw through it, and this is very good for little fingers.
And here is how the daughter saw and presented these figures. The flower immediately "came" to her mind. She answered without hesitation. But the circles were drawn by hand. Over the semicircle began to think. She said that this is a ladybug sideways and she needs to finish drawing her head with paws, she also said that this is an eye. I began to ask leading questions, then Alina said that it was a fungus. On 2 yellow circles, Alina said - a caterpillar. Then they began to talk about birds and Baby drew a chicken. And for triangles, I was sure what the Christmas tree would say, but it wasn’t there: it’s a doll in a triangular dress !!! But we drew a Christmas tree when I asked about the trees. I finished the balls only in the completed triangle). And the house immediately said to the last figure.
We continue: the topmost figure in my mind is a cheburashka without arms and legs), then comes a bear without "handles", and a circle in a square is a clock without a dial (I saw these in the picture and depicted them))).
She immediately guessed Cheburashka with a bear, and on my "clock" she said - a washing machine !!!) I finished her joyful face, hair and a protruding tongue)))
At first, Alina said that it was a chicken))), she even began to prove it to me, since her daughter's triangular ear was associated with a beak. I had to paint over the ear and the whole elephant. Then Alina agreed that it was he who drew such a trunk))). And she named the fish.
I drew in the top row: 2 circles - a square - 2 circles. So Alina needs to finish the SQUARE! she did so.
Second row from top: triangle - trapezium - triangle. Alina completes the TRAPEZE, etc.
Printed assignments. Daughter did.
Alina painted everything in one color). I drew such rays in the sun))). I didn’t paint the circles in the second task, I counted them and wrote down the number.
These tasks can reflect the characteristics of the creative process of each child. On a half of a landscape sheet of paper, 6 circles of the same size are drawn (diameter 2.5 cm). Children are invited to think about what each circle can be and draw.
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TEST "DRAW A CIRCLE"
The task of drawing circles was chosen as a test task (for children 6-8 years old, 1st year of study in a circle). Choice diagnostic task was dictated by the following considerations: it is part of a planned program aimed at the development of children's fine arts and, in this regard, stimulates Creative skills children and gives children the opportunity to implement the experience they already have. Tasks should reflect the characteristics of the creative process of each child. On a half of a landscape sheet of paper, 6 circles of the same size are drawn (diameter 2.5 cm). Children are invited to think about what each circle can be and draw.
The results of the tasks performed by children are evaluated according to a 3-point system.
Grade 3 (high level) is put to those children who endow with original figurative content mainly without repeating one or a close sample.
Grade 2 (average level) is put to those children who endow all or almost all circles with figurative content, but allow almost literal repetition (for example, a flower or a muzzle) or decorate circles with very simple objects that are often found in life (ball, ball, sun, etc.) .
Grade 1 (low level) is put by those who could not endow all circles with a figurative solution, the task is not completed to the end and carelessly.
Of course, the accepted assessment is very simple and does not allow a sufficiently accurate and versatile characterization of the levels of intellectual and aesthetic development of children. This technique is so simple that it can be used by any teacher and this will allow you to see how effective their work in teaching children is. visual activity and development of their creativity. Here, not only the originality of the figurative solution is evaluated, but also the quality of the drawing (the variety of colors, the thoroughness of the execution of the image: whether the characteristic details are drawn or the child was limited only to the transfer of the general form). The technique of drawing and painting is also taken into account.
To determine the levels of development of the visual skills and abilities of children and their creative manifestations, I was guided by the criteria developed by T.S. Komarova.
1. criterion: the content of the rendered image, its components, their diversity;
2. criterion: form transfer (simple or complex forms, transferred accurately or distortedly);
3. criterion: the structure of the object (parts are located, true or not);
4. criterion: color (colors are bright or pale, warm or cold);
5. criterion: the nature of the lines (strong or weak pressure, coloring with small or large strokes).
To check the extent to which the child has mastered a particular skill, I conduct a control examination 2 times a year. This allows you to assess the dynamics of the child's development, plan further work, taking into account additional classes to form the necessary skills.
