Each age is characterized by the development of certain practical skills, and there is no need to force the child to do something ahead of time. What skills should be developed in preschool? What qualities should be instilled from an early age? How to help a child easily adapt to modern society? In this article, you will find answers to all these questions and learn how to develop practical skills in children. preschool age.
Practical skills- automated human actions based on skills acquired on personal experience(walking, talking, writing, etc.). Without practical skills, which are acquired mainly in the process of imitating adults, a full life and adaptation of the child to social conditions. That is why it is very important that parents not only tell the child how to do this or that correctly, but also show everything by their own example.
Note that each age is characterized by the development of certain practical skills, and there is no need to force the child to do something ahead of time. What skills should be developed in preschool? What qualities should be instilled from an early age? How to help a child easily adapt to modern society? In this article, you will find answers to all these questions and learn how to to form practical skills in preschool children.
So, what practical skills need to be formed in preschoolers?
Communication skills
Communication is the main tool that forms a personality and contributes to its implementation in society. The ability to communicate in various situations, understand the interlocutor and demonstrate the flexibility of behavior - these are the tasks that children of this age face.
Active helpers for preschool children formation of communication skills parents and educators present.
Ways to develop communication skills:
- Stimulate a healthy interest in the surrounding interlocutors (children and adults).
- Find solutions to conflict situations.
- Cope with negative emotions in unsuccessful communication.
- Look for opportunities for constant contact with the children's team.
One of the leading activities of this age is the game. In it, children learn to communicate and obey the general rules of the game. In such fun, the corrective role is assigned to the educator. Under his guidance, children learn to plan and discuss their actions, to come to common results.
Labor skills
The formation of a labor skill at preschool age contributes to the formation of a person in society. It starts with family relations and labor assignments. Self-service and household tasks build independence in children. The child must first learn to perform some element of the work, and then the whole process. At the same time, tasks should be appropriate for the age of the child.
If the baby does not want to work - do not force. Show him the importance of work by personal example. Do not punish with labor, otherwise the child will associate it with something bad. Let the permission to work be the very long-awaited reward.
Development of labor skill takes place in the children's group. This is where physical and volitional efforts are formed. In the children's group, the teacher helps to form the following activities:
- work organization;
- collection of everything necessary for labor;
- cleaning the workplace at the end of classes;
- cleaning tools and distributing them in places.
In older groups, all stages of work are divided between participants in labor activity. The ability to negotiate, the distribution of roles, assistance, coordination of joint activities, advice and comments - these are the main skills that form a working personality.
Cultural and hygienic skills
These skills include daily activities that form the basis of life. A large role in this is given to imitation of the activities of parents. Cultural and hygienic skills start with the basics:
- hand hygiene after walking and before eating;
- water procedures and brushing teeth in the morning and evening;
- rinsing the mouth after eating;
- neatness of clothes;
- order among the toys in the room;
- food culture.
To teach a child to perform all these elementary actions on his own is the task of every family. Thus, it is formed: perseverance, organization, endurance, independence, discipline.
motor skills
Formation of motor skills is carried out sequentially: knowledge of how to perform a movement turns into skill and subsequently into a habit. To solve the problem of developing motor skills, it is advisable to use a game or imitation.
Stages of formation:
- Performing exercises with the help of a teacher.
- Independent implementation of tasks with the help of special items (balls, gymnastic sticks, ladders, etc.)
- visual orientation.
Physical qualities (dexterity, strength, skill, flexibility, endurance) are the components of the concept of motor skills.
Social skills
At each stage of a child's growth, the formation of social and everyday skills:
- Newborn - smile, laughter, facial expressions, gestures, onomatopoeia.
- Toddler (2 years old) - understanding the words "don't" and "should", fulfilling elementary instructions from adults.
- Child (3 years old) - communication according to the situation, helping adults, striving for a positive assessment.
- Junior preschooler (4-5 years old) - partnerships with peers, cognitive communication with adults, development of self-esteem, flexibility of behavior.
- Senior preschoolers (6 years old) - performing complex household duties and small social assignments.
Joint walks, preparation for the holidays, household tasks - all this includes children in an active family and social life. The task of adults is to explain such concepts as politeness, kindness, understanding of loved ones, care.
Graphomotor skills
A child's readiness for school is determined by the degree of development fine motor skills. It stimulates the development of the connectedness of speech, attention, memory and logical reasoning.
Formation of graphomotor skills starts from infancy. Finger massage is performed for children up to a year. Poetic texts with exercises are applicable for kids 1-3 years old. The ability to fasten buttons, small buttons, locks and tie shoelaces contributes to the development of finger motor skills at a younger preschool age. Coordination of movement and the development of fine motor skills through teaching the elements of writing is carried out at the age of 6 years and is a preparation for school.
Stages of formation:
- 1-2 years - holding two objects in one hand, flipping through a book, picking up a pyramid;
- 2-3 years - stringing objects, playing with clay and sand, opening boxes and lids, drawing with fingers;
- 3-5 years - folding paper, drawing with crayons, lacing shoes, modeling with plasticine;
- 5-6 years - improvement of fine motor skills.
Visual perception and coordination, as well as graphic activity contribute to the formation of writing skills.
creative skills
Development of creative thinking and individual approach to solving various situations promote creative skills. They are personalized for each child. When the first signs appear, it is necessary to create favorable conditions for their development.
There are many developmental methods:
Games. They must take into account age features child and carry out useful functions (designer, mosaic).
The world. This includes stories about plants and animals, answers to the baby's questions, a description of the surrounding things on the street and in the house, an explanation of elementary processes.
Modeling. You can start with the simplest tasks: balls, sticks and rings, gradually moving on to more complex elements.
Drawing. Study shape and color together, use a wide variety of materials (paints, pencils, felt-tip pens, etc.).
Music. Lullabies for the night, children's songs and classical music will help the development of imaginative thinking and memory.
An incentive for creative skill development is a personal example and regular praise of parents.
general characteristics learning activities preschooler.
Educational activity is the first type of learning, directly and directly aimed at mastering knowledge and skills. Educational activity does not follow directly from a variety of children's games and is not a game, but is formed under direct pedagogical influence.
Practice shows that children at preschool age need to be taught so that they can master the information and skills that are important for their proper development at this stage and prepare for school.
Educational activity requires a special psychological attitude of the child. More than all other activities, it is based on the development of a child's cognitive attitude to reality.
Speaking of education as a special means of influencing children, we associate the results of its educational influence not only with certain knowledge and skills that children can acquire, but also with the assimilation of the method of acquiring them; not only with the fact that in this case the child will have better developed attention, perception, memory, but with the fact that all these individual mental qualities will give a more generalized expression of a certain type of activity (learning).
Structure of educational activity.
The analysis of educational activity, carried out by D.F. Elkonin, V.V. Davydov, showed that it has its own specific structure, namely
learning task
Learning activities
Control
The central place in the structure of educational activity belongs to the educational task. A learning task should not be understood as a task that a child must complete in class. The learning objective is the goal. The essence of the goal lies in mastering a generalized method of action that will help to perform similar tasks, to solve problems of this type. The main attention is paid to the development of the ability to convey the essential features of the subject.
Learning activities with the help of which learning tasks are solved consist of many different operations. In order for children to master educational actions, they must first be performed with the full deployment of all operations. At first, operations are performed either materially - with the help of any objects, or materialized - using images, their iconic substitutes.
Formation of elements of educational activity.
Conditions necessary for the development of educational activities of a preschooler.
The formation of educational activities, even with well-constructed training, is a long process. At preschool age, the prerequisites for educational activity are laid, and its individual elements are formed.
At the younger preschool age in the classroom, it is necessary to form in children the ability to set the goal of their own activity (at the stage of 2-3 years), to teach the development of various methods of activity (at the stage of 3-4 years). After 4 years, the activity acquires a clear focus on the final result. The teacher teaches children to listen to explanations, to complete the task without interfering with each other; maintains interest in the content of classes, encourages effort, activity. All this is very important for further development educational activity.
At the senior preschool age, the child develops the following elements of educational activity:
The ability to determine the goal of the upcoming activity and ways to achieve it, to achieve results;
Self-control, which manifests itself when comparing the result obtained with the sample;
The ability to exercise arbitrary control over the course of activities in the process of obtaining intermediate results;
Ability to plan activities, focusing on its results.
The activity of the teacher is aimed at organizing the process of active assimilation of knowledge, skills and abilities. Preliminary preparation of the lesson is important here (planning, providing material and subject equipment, creating a favorable emotional environment)
The ability to act according to the model is the first step in the formation of educational activities of preschoolers, mastered before children learn to listen and follow instructions. In the first period, it is important to visually show the children the path offered to them, as well as successfully completed work. To do this, the learning process is supplemented either by an analysis of children's work, which is carried out by the educator, or, even better and more effective for children, by a visual comparison of the work performed by each child with a sample. A sample is placed on a separate table and the children are invited to place near it those works where “the same” is done.
The development of the ability to act according to the model is closely related to the ability to evaluate one's own work and the work of other children. Usova notes that children very thoughtfully and with great interest compare their work with the model and almost never make mistakes in its assessment, often noticing even subtle discrepancies.
Developing the ability to listen and follow instructions. Learning activity is formed through active work, and not rote memorization and playback. This is helped by setting mental tasks for children, the solution of which directs them to master knowledge and skills.
An important stage in the development of educational activity is the emergence of self-control in the child, i.e. the ability to compare his actions and words with what he is taught.
Akhremenkova I. Z. teacher-defectologist
The child begins to control himself, his work, guided by the explanation and demonstration given to him. Such self-control is the basis for the development in children of attentiveness to the very process of work. You can often observe that before starting to draw, the child pauses to build and only then gets down to business. Self-control causes significant changes in the way children act, in their psyche. Now children not only listen to instructions, but also hear, guided by them in their work. The ability to listen in children is associated with a purely external organization, due to correctly organized educational work in kindergarten. The ability to hear deeply captures the personality of the child and is associated with the reactions of the adult - the child asks questions, asks to retell something, etc.
An important structural element in the formation of the educational activity of preschoolers is teaching them to work in a team.
The educational activity of preschoolers has the following features:
* it is formed in the process of gaming activity;
* has a structure consisting of elements: the ability to act according to the model, the ability to listen and follow instructions, the ability to evaluate how one's work. and the work of other children; positive emotional attitude to intellectual activity; habitual ways of self-control and self-assessment of this activity; ability to work in a team.
All elements of educational activity formed in the kindergarten will be in demand by the school: in solving problematic problems, independently mastering the material, in performing subject, external speech, mental actions; in self-assessment of their results.
— the formation of individual elements of educational activities in kindergarten should be carried out systematically and purposefully;
- children should learn to act according to the proposed model in drawing and modeling classes;
- in kindergarten, the child must learn to work according to instructions, to show independence;
- children should be taught to hear and understand the words and demands of an adult addressed to them, to encourage independence, attentiveness, concentration in work, which leads to the formation of self-control;
- preschoolers who are used to playing in a team of peers should learn to coordinate their actions with their comrades, listen to advice, and help each other;
- it is important to instill in children the desire to learn new things, interest in learning, in school.
All this is an indispensable condition for the personal readiness of the child to schooling.
CONTINUITY: PRESCHOOL EDUCATIONAL INSTITUTION AND PRIMARY SCHOOL
Morozova Irina Mikhailovna
senior teacher,
MBDOU DSKV No. 24 p. Soviet,
MO Yeysk district
2. “Being ready for school does not mean being able to read, write and count. To be ready for school means to be ready to learn all this.”
Adoption of new Federal State Educational Standards(FGOS) is an important stage in the continuity of kindergarten and school.
The task of the Federal State Educational Standard is to teach children to learn independently
In the context of modernization and innovative development, initiative, the ability to think creatively and find non-standard solutions, and the willingness to learn throughout life become the most important qualities of a person. In practice, in the educational process, such qualities as the ability to act according to a model, obedience, acceptance of someone else's opinion are often valued. This contradiction makes us realize once again thatcontinuity between preschool and primary levels of education is considered on present stage as one of the conditions continuing education child.
3. School and kindergarten - two adjacent links in the education system. Success in school education largely depends on the quality of knowledge and skills formed in preschool childhood, on the level of development of cognitive interests and cognitive activity child, i.e. from the development of his mental faculties.
The kindergarten teacher, and then the elementary school teacher, is faced with the task of early disclosure and formation of students' interests and abilities for scientific research, project activities.
4. Theoretical justifications : GEF DOW
Activity and personal approaches
GEF primary school
System-activity approach
Content continuity can be expressed as follows:only through activity a person masters new experience, can learn independently, and this happens most successfully on the basis of those types of activity that he already possesses. In kindergarten, the leading activity is a game - like modeling relationships and events real life, and in elementary school there is a gradual transition to learning activities.
5. 6. Along with the increase in the variability of the forms and methods of teaching, in particular with the advent of various teaching models, signs ofdisagreementsand weakening continuity at various levels of education.And if at the level of goals, objectives and principles there is consistency, then at the level of methods, means and forms it is often absent.
7. (Results of mastering the program) The main changes in preschool education are related to the fact that the emphasis is shifting from knowledge, skills and abilities to the social and normative age characteristics of the child's possible achievements, because the specificity of preschool childhood does not allow requiring a child of preschool age to achieve specific educational results, which necessitates determining the results of mastering educational program in the form of targets.
Targets at the completion stage preschool education set the requirements that pre-school education must fulfill - the formation of children's motivation to study at school, emotional readiness for it, the ability to act both independently and together with others, the development of curiosity, creative activity and receptivity to the world, initiative, the formation of various knowledge. It is these qualities that teachers of the first stage of education want to see in the future first-grader.
Distinctive feature GEF elementary school is hisactivity character , putting main goal student personality development. The education system also refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the wording of the standard indicates the real types of activities that the student must master by the end primary education. Requirements for learning outcomes are formulated in the form of personal, meta-subject and subject results. An integral part of the core of the Standard is universal learning activities - these are “general educational skills”, “general methods of activity”, “above-subject actions”, etc.
8. The continuity between the preschool and school levels of education should not be understood only as the preparation of children for learning.The task of teachers: to carefully get acquainted with the forms and methods of work in educational institutions, this will help first-graders quickly adapt to new conditions. Therefore, recognizing that the basis of a child's success, especially in conditions of continuous education,examines the competence of the child in various activities and in the field of relationships, in the system of modern educationcontinuity of goals and objectives should receive a logical continuation in agreementpedagogical approaches and technologies that will contribute to the formation of the declared competencies of pupils and students of elementary school.
9. Therefore, the tasks of the continuity of kindergarten and school are:
Development of curiosity;
Development of the ability to independently solve creative problems;
Formation of creative imagination aimed at intellectual and personal development child;
Development of communication skills (the ability to communicate with adults and peers).
10. In the short term, it is necessary to develop a flexible system of methodological work in educational institutions (both at school and in kindergarten), which helps to increase the professional competence of teachers in the use of pedagogical approaches and technologies that contribute to the formation of UUD and the competencies of pupils and students of educational institutions, in pre-school and primary education. The main drawback in the implementation of this activity in practice is the lack of consistency in its organization and the low level of motivation of teaching staff. educational institutions in its implementation.
11. To work on the implementation of continuity in the development of personal, meta-subject and subject competencies of preschoolers and schoolchildren, the following parameters should be distinguished:
1. Continuity in the goals and content of education and upbringing.
2. Continuity in the forms and methods of educational work.
3. Continuity of pedagogical requirements and conditions of education
children.
What are these directions?
1. Alignment of goals at preschool and primary school levels.
2. Enriching the content of education in elementary school and kindergarten.
3. Improving the forms of organization and teaching methods in preschool and elementary school.
12. Through all the directions listed above, it is clearly traced:
– work with children;
– work with parents.
13. Let's share our experience of cooperation with MBOU secondary school No. 17 p. SovietMethodological work may include the study of methods and forms of organization educational process through:
– mutual visitation open classes in preschool and lessons in elementary school,so withNovember 23 to 27, the kindergarten took part in the subject methodical week with an open screening organized educational activities: Formation of elementary mathematical representations and Development of speech, with the invitation of the teacher primary school MBOU secondary school No. 17 p. Sovetsky Parkhomenko Anna Anatolyevna. It was interesting to watch the work of children who counted with interest and diligence, solved problems, singled out sounds in words, divided them into syllables, made sentences, texts. Each child wanted to show what he can do and, of course, to please the future teacher.
Participation in joint teachers' councils, workshops, joint MOs of creative groups of educators and elementary school teachers is organized.
schools based on educational institutions;
14. Working with children can include:
– organization of excursions to the school for children of senior preschool age;
An important interaction between the kindergarten and the school is the attendance of the school of the future first-grader by children and educators. preparatory groups. After classes, teachershave the opportunity, together with teachers, to discuss pressing problems andadjust their activities, borrow the positive experience of teachers, which makes it possible to improve methodsteaching children.
Another important, in our opinion, area of work between the kindergarten and the school is the organization of joint holidays, exhibitions, participation in project activities and other interesting events.
Pupils of the school come to visit with a show of fairy tales, remade in a new way, in front of the children.
The guys meet not only with an entertainment program, but also with an educational one - such as the “Literary Quiz”.
Such meetings activate curiosity, creativity, develop a positive interest of preschoolers in school life, introduce them to the educational space of schools.Childrenopen up, open up joint activities . They have a desire to go to school, to become students of the 1st grade. Future first-graders learn from schoolchildren ways of behavior, manners of speaking, free communication, and schoolchildren show concern for younger comrades, and this contributes to the development of communicative universal educational activities.
15. An important area of work between kindergarten and elementary school is work with parents. In the kindergarten there are corners for parents with tips for future first graders. Parent meetings are held.
Also working with parents involves:
round tables, discussion meetings,
consultations with teachers of preschool educational institutions and schools; meetings of parents with future teachers;
open days;
questioning, testing of parents;
16. In conclusion, I would like to say that only such an interest on both sides can truly solve the problems of the continuity of preschool and primary education, making the transition from kindergarten to primary school painless and successful for a child.
The positive result of the interaction was felt by our teachers of the first grades.
Children learn the program well, because elementary skills of educational activity are formed: the ability to listen and understand the teacher's explanation; act according to his instructions, bring the work to the end. The level of their preparation corresponds to the requirements for first-graders, children successfully pass adaptation period when starting school. Most importantly, they have motives for learning: attitude to learning as an important socially significant matter, the desire to acquire knowledge, interest in certain academic subjects.
Thank you for your attention!
The child is going to be a first grader. This event in most parents causes not only (and sometimes not so much) joyful emotions, but also makes you worry: how will everything turn out for the child? Is it easy to get into school life? How to help a child with the least problems to enter a new stage of life for him, what can each of you do now?
The most important goal of primary education is the formation of learning activities. Educational activity is a conscious activity for the assimilation of knowledge, skills and abilities, for mastering the basics of science. It develops gradually, its formation occurs throughout the entire period of education in elementary school. At the same time, attention should be paid to the creation of prerequisites for the formation of educational activities already at the senior preschool age. Creation of prerequisites for the formation of educational activities provides for:
Enough high level arbitrariness;
the ability to plan and control their own actions;
high level of activity and initiative;
independence in work;
the ability to assess the correctness of their own work. As you can see, the tasks are not easy. How to solve them successfully?
Let's focus on the most important successful learning qualities of the child - his activity and independence.
In the formation of activity and independence, however strange it may seem at first glance, the nature of your relationship with your child plays a leading role. In order to form in a preschooler the ability to independently seek an answer to a question posed, it is important to positively evaluate any, even not correct, but independently found answer, a solution to some problem. It is necessary to praise the child for the very attempt to act independently. If the work is not done correctly or the answer is not correct, you can fix it together later. If every time, trying to do some work on his own and not achieving the desired result, the child hears reproaches, then in the end he will stop showing initiative, will wait for your help, stop relying on his own strength, which will lead to lowering his self-esteem. Let the child argue, proving his point of view, his view on the performance of some work. Even if he is wrong, in every possible way encourage such disputes, skillfully manage them, teach the child to defend his opinion and come to the right decision together.
On the contrary, the low activity, lack of initiative of the child should cause anxiety. In the future, such children often and quickly lose interest in learning, and contacts with classmates are disrupted. The main task of the parents of such children is to welcome any manifestation of initiative on their part, more often to encourage, praise, reduce the level of their guardianship, assign simple but constant household duties to the child and encourage him for their fulfillment.
The next necessary prerequisite for learning activity is ability to plan one's actions. The most convenient for this are various types of design, modeling, application, work with the designer (modern children are especially fond of small Lego sets). Discuss the upcoming work with the child, find out the order of his actions, amend his plan by consulting with him, asking his opinion. The same applies to the child's performance of some of your household chores. Teach him: before you do the work, you need to think about how you will do it, where it is better to start.
It is important to learn at this age and self control, self esteem: check your work, compare it with a sample, evaluate, see shortcomings, find errors and correct them. It is very difficult! Without your support, your patient help, a preschooler cannot cope with this, because at this age the child is not always able to adequately assess the results of his activities (most often this assessment is overestimated).
Seek advice from your child's teachers more often. Do not be shy and do not forget to ask, be interested in how the child behaves in the classroom, whether he manages to complete the task together with everyone, whether he is active, whether he is engaged with a desire, how independent (how often the teacher has to help him), how he relates to praise or blame. The opinion of educators is very important, because they observe your child throughout the day. Do not be offended if the feedback about the child's work in the classroom is not always positive, but try to figure out the reasons together, find out what explanation the teacher gives to this, listen to the opinion of a specialist. And then, at home, try to build your work with the child, your communication with him in such a way as to help him overcome all difficulties.
For example, educators note that the child works slowly, does not keep up with all the children, he needs to spend more time than his peers, but the work is always done accurately and correctly. How to proceed in this case? Everyone has a very different pace of work, and this must be constantly remembered. If such a child is rushed, the result will be just the opposite, and in addition, you can form in him a state of constant anxiety, lack of confidence in his abilities. Do not forget to praise the child for Good work, note that you would like it to work a little faster, advise what the child can do for this, where he loses time. Next time, try to put a clock in front of your child, offer to play the game “Overtake a Minute”, do the same operation several times, each time noticing the time spent, rejoice with your child if the time is reduced. Celebrate any, even the slightest successes - this will instill confidence in your child. Praise him every time he manages to do some housework not only well, but also quickly. Thus, by paying special attention to this problem, gradually you will accustom the child to work faster.
To reduce problems when entering school, teach a preschooler properly organize your workplace . Each child has his own corner in an apartment or house: this is a table at which he works, or a place where his toys and books are located. Teach him to keep these places in order, clean up toys after play, make his bed (don't think that he is small for this job - in kindergarten he does a great job), hang up his clothes, arrange his books on the shelf, after work to close and put plasticine, album, paints in place, pour out water, wipe the table. It's no secret that some of you periodically or regularly do this work for your child: to save time, for reasons of accuracy ("The child still won't do it like me") and simply because it's routine ("Child never does that). But the habit will not come by itself, which means, most likely, in the future it will be difficult for you to ensure that your first grader himself, when collecting a portfolio, puts his notebooks in a folder, and a pen in a pencil case. The absence of the habit of organizing and cleaning the workplace will invariably affect the learning process.
Closely related to the previous and the following task - development of the ability to bring the work started to the end. First of all, we are talking about those types of work that require mental or physical effort from the child, are not very interesting to the child, but are important, for example, from the point of view of his preparation for school. Such types of work include hatching or graphic dictation. Do not load the child with an unbearable amount of work, discuss this issue with him: let him shade only one figure today, but carefully and to the end, and tomorrow he will try to shade two figures. Needless to say, it is necessary to teach the child to complete other, more attractive work.
Those parents should also think about it, whose children do not immediately hear the words addressed to them, who have to repeat their requests several times before they are heard and fulfilled. Do not deviate from your words (“It’s easier to do it yourself, it will turn out faster”), get your way. Try one day to do the same in response to his request, ask later if he liked this attitude, try to explain that you, too, are unpleasant about his behavior. Gradually teach your child to hear and fulfill your requirements, requests the first time. Ability to listen and hear, act according to the instructions of an adult - the necessary conditions for successful schooling.
By forming and consolidating the above-mentioned skills and abilities in a child before entering school, you will thereby facilitate, make the process of entering school life more successful and painless.
GAMES AND EXERCISES FOR SKILL BUILDING
SELF-CONTROL AND SELF-REGULATION IN CHILDREN
SENIOR PRESCHOOL AGE
Self control is integral part any type of human activity and is aimed at preventing possible or detecting errors that have already been made. In other words, with the help of self-control, a person every time realizes the correctness of his actions, including in the game, study and work.
Here are some exercises for developing self-control skills in children.
Do the same game. Options for tasks in this game can be different. For example, an adult puts a pyramid on the table, the rings of which are put on in ascending order of their size (from top to bottom). The child is invited to collect the same pyramid.
You can offer to add simple patterns or drawings from geometric shapes, for example:
A square of triangles according to a given pattern;
Christmas tree from triangles;
a pattern of different geometric shapes;
composition of different geometric shapes.
Can be decomposed geometric figures in the given order.
Tasks are easily modified. For example, a task with a pyramid: an adult puts a pyramid with five rings various colors typed in a specific order. The toy is already well known to the child, only the collection is now based on a sequence of colors (regardless of the size of the rings) - you need to assemble the pyramid in accordance with the sample. Then the task becomes more difficult. For example, an adult gives a child a card with drawn unfilled circles and offers to paint them over, focusing on the sample: 5 - red, 4 - blue, 3 - yellow, 2 - brown, 1 - black.
The game "Keep the word a secret." The adult says to the child: “Now we will play such a game. I will call you different words, and you will repeat them clearly after me. But remember one condition: the names of the colors are our secret, they cannot be repeated. Instead, when faced with the name of a flower, you should silently clap your hands once.” An approximate list of words: window, chair, chamomile, toffee, millet, shoulder, closet, cornflower, book, etc. The main task of this exercise is to teach the child to be guided by a given rule for a long time in the process of work, to “keep” it, as psychologists say. At the same time, it doesn’t matter which rule you choose - any will do.
Rule options:
1. You can not repeat words that begin with the sound [p].
2. You can not repeat words that begin with a vowel sound.
3. You can not repeat the names of animals. 4. You can not repeat the names of girls.
5. You can not repeat words consisting of two syllables, etc. When the child becomes good and constantly "keep" the rule, go to the game with the simultaneous use of two rules, for example:
1. You can not repeat the names of birds, you need to mark them with one clap.
2. You can not repeat the names of objects that have a round shape (or green color), it is necessary to mark them with two claps.
Enter an element of competition. Score one penalty point for each mistake. Record the result of the game and compare each subsequent one with the previous one. The child must make sure that the more he plays, given the rules, the better he gets. Remember to switch roles with your child.
Game "Can you do two things at once?"(for reading preschoolers). Do you think it is possible to read and write at the same time?
to yourself, and out loud? How else can you! See for yourself. Read the story to yourself, but say every second word out loud.
Reading rules can be changed:
1. Say out loud every third word.
2. Speak out loud the last word in a sentence.
3. Say aloud all proper names.
4. Say out loud all the words that begin, for example, with the sound [k].
If it is difficult for the child to cope with the task, help him by first underlining the words in the selected text that, according to the condition, will need to be spoken aloud.
The game "Watch your speech"(an analogue of the Russian folk word game "To the mistress"). The host says: “The lady bought a toilet. There are a hundred rubles in the toilet, buy whatever you want, don’t say yes and no, don’t buy black and white.” And he begins to ask "tricky" questions, trying to force the respondent to say forbidden words, for example:
Do you want to buy a black dress?
- I want to buy a green dress.
- Does green suit you?
- I just like green velvet.
- Will it be a ball gown?
- Ballroom.
- Does your green dress have to be long?
- Yes. (Ouch!)
Loss: it was necessary to say, for example, "of course."
This game, on the one hand, develops the ability to ask psychologically complex, "rainy" questions, and on the other hand, it develops the attention of the person answering the questions. You can simply agree on which words or parts of speech should not be spoken, and then ask a variety of questions. There should be many questions - this is a frank test of attention.
For example:
Have you had breakfast today?
Do you like your hairstyle?
Are you late for class today?
Are you left handed?
Do you love cinema?
Game "What has changed?" Small items (eraser, pencil, notebook, match, etc. in the amount of 10-15 pieces) are laid out on the table and covered with a newspaper. “Whoever wants to test his powers of observation first, please come to the table!” The player is offered to get acquainted with the location of objects within 30 seconds (count up to thirty); then he turns his back to the table, and at this time three or four objects are shifted to other places. Again, 30 seconds are given to inspect the items, after which they are again covered with a newspaper sheet. Now let's ask the player: "What has changed in the arrangement of objects, which of them have been moved
Don't think that answering this question will always be easy! Answers are scored. For each correctly indicated item, the player is credited with a gain of 1 point, but for each mistake, 1 point is removed from the number won. An error is considered when an object is named that has not been transferred to another place.
Let's mix our "collection", laying out the items in a different order, and call another player to the table. So one by one, all team members will pass the test.
The conditions of the game for everyone should be the same: if four items were swapped for the first player, then the same number is shifted for the rest. In this case, the best result is 4 points won. Everyone who pass the test with this result, we will consider the winners in the game.
Game-exercise "What has changed?" Game for training observation. It is best to play with several children. Everyone becomes in one line. An adult calls one child and offers to remember the appearance of each participant in the game. 1-2 minutes are given for this. After that, the baby turns away or goes into another room. The remaining participants in the game make minor changes to their costumes or hairstyles: you can pin a badge or, conversely, remove it, unfasten or fasten a button, undo a pigtail, etc., and also change places with each other. Then the driver should name those changes in the costumes of his comrades that he managed to notice.
Game-exercise "Find the difference" All kids love looking at pictures. You can combine the useful with the pleasant. Invite your child to look at pictures that show, for example, two giraffes (two gnomes, two kittens, two fish). At first glance, they are exactly the same. But, looking more closely, you can see that this is not the case. Let the child try to spot the differences. You can also pick up a few pictures with ridiculous content and ask the child to find inconsistencies.
Game-exercise "Top-clap". Game for the development of attention, memory. The leader pronounces phrases-concepts - correct and incorrect. If the expression is correct, the children clap, if it is incorrect, they stomp. For example: “It always snows in summer”, “The potatoes are eaten raw”, “The crow is a migratory bird”. The older the children, the more complex the phrase-concepts should be.
Exercises for the distribution of attention aimed at developing the child's ability to perform two different actions at the same time.
1. The child draws circles in a notebook and at the same time counts the claps with which an adult accompanies drawing. The time to complete the task is 1 minute. The number of circles and the counted number of strokes are counted. The more circles are drawn and the claps are counted correctly, the higher the score.
2. The task is similar to the previous one. Within a minute, you need to simultaneously draw with two hands: left - circles, right - triangles. At the end, the number of drawn triangles and circles is counted. In this case, triangles with "rounded" vertices are not considered, as well as circles with "corners". The child's task is to draw as many "correct" triangles and circles as possible.
3. Parents can invent tasks of this type themselves. It can be drawing and oral solution simple examples, writing down words and listening to a passage of a poem, etc. It is important to form in a child such a quality as noise immunity.
