Final qualifying work on the topic: "The formation of spatial representations in children of seven years of age." Formation of spatial representations in children of senior preschool age with TNR by means of didactic games and exercises. Need
41. The system of work on the formation spatial representations at preschoolers.
Work system(T. A. Museyibova) on the development of spatial representations in preschoolers includes:
1) orientation "on oneself"; mastering the "scheme of one's own body";
2) orientation "on external objects"; selection of various sides of objects: front, back, top, bottom, side;
3) development and application of the verbal reference system in the main spatial directions: forward - backward, up - down, right - left;
4) determination of the location of objects in space “from oneself”, when the starting point of reference is fixed on the subject himself;
5) determination of one’s own position in space (“standing points”) relative to various objects, while the reference point is localized on another person or on some object;
6) determination of the spatial placement of objects relative to each other;
7) determination of the spatial arrangement of objects when oriented on a plane, i.e. in two-dimensional space; determination of their placement relative to each other and in relation to the plane on which they are placed.
Work on the formation of spatial representations in children includes orientation in 3D(main spatial directions) and two-dimensional(on a sheet of paper) spaces e. The main thing here is to carry out carefully selected, gradually becoming more complex according to the linear-concentric principle of exercises, tasks-assignments, tasks-games with and without objects.
Work on the development of spatial representations in children is carried out in different directions, with gradual complication of tasks. This is expressed (according to T. A. Museyibova):
a) in a gradual increase in the number of different options for spatial relationships between objects that children get acquainted with;
b) in increasing the accuracy of distinguishing them by children and designating them with the appropriate terms;
c) in the transition from simple recognition to independent reproduction of spatial relationships on objects, including between the subject and the objects surrounding him;
d) in the transition from orientation in a specially organized didactic environment to orientation in the surrounding space;
e) in changing the ways of orientation in the spatial arrangement of objects (from practical fitting or correlation of objects with the starting point of reference to a visual assessment of their location at a distance);
f) in the transition from direct perception and effective reproduction of spatial relations to understanding their logic and semantics;
g) in an increase in the degree of generalization of children's knowledge about specific spatial relationships;
h) in the transition from determining the location of an object relative to another object to determining their location relative to each other.
These are the main stages of teaching preschool children in the section "Orientation in space" of the program for the development of elementary mathematical representations.
42. Methodology for the formation of orientation in space in different age groups.
Program JUNIOR GROUP offers to teach children distinguish spatial directions from oneself: front (forward) - behind (back), left (left) - right (right).
The basis for distinguishing spatial directions serves children clearly distinguishing parts of their bodies and defining sides on themselves. So, the concept of "ahead" in children is associated with their face, and "behind" (behind) - with their backs. Given this, at the beginning of the school year it is important to check whether the kids know how to focus on themselves, whether they know the names of body parts and faces.
While washing or dressing, the teacher, speaking at ease with the children, calls the parts of the body and face: “Wash your nose, ears, chin, rub your forehead”, “Put a scarf on your head”, “Tie a scarf around your neck”. It is important to encourage the kids themselves to name parts of the body and face. If the children are not well oriented, you can conduct didactic games "Bathing the Doll", "Putting the Doll to Sleep", "Let's Dress the Doll". It is important that during these games the attention of children should be focused not only on the processes of washing and dressing themselves; emphasis should be placed on distinguishing and naming parts of the body and face. The child is offered to wash the doll's breast, back, shoulders, etc.
children at the same time exercise in distinguishing paired mutually-reverse directions: top - bottom, front - back, left - right (left - right), since the formation of ideas about one of them is based on the formation of ideas about the other. Especially makes it difficult for kids to distinguish between right and left hands. Difficulties are eliminated if the educator constantly associates the naming of the hand with the actions it performs, and above all, characteristic of each hand. The kids should name in which hand they hold the spoon, and in which they hold the bread, in which hand they have a pencil, brush, and with which hand they hold the paper.
The exercise in distinguishing and naming hands is associated with the performance of other actions.. For example, in music and physical education classes, the teacher offers the children to take a blue flag in their right hand, and a green flag in their left, or take a long ribbon in their right hand, and a short one in their left, asks the kids to say in which hand they have this or that object.
In the process of learning to distinguish and name the right and left hands great attention is paid to the development of the ability to identify different sides of oneself: head - above, legs - below; right leg, left leg; right ear, left ear, etc. this work held both individually and with small subgroups of children. The teacher asks them to touch their knees with their hands and guess which leg they have is right and which is left. Toddlers will learn that the left leg is on the side where left hand, and the right one is where the right hand is. Similarly, children guess which cheek is right and which is left. When conducting exercises, children should not be seated opposite each other, in a circle or in corners, because in this case the homogeneity in the perception of space is disturbed. All children and the teacher must sit or stand facing the same direction. The duration of the exercises does not exceed 3-5 minutes.
Based on these skills children, you can start teach them to indicate spatial directions from themselves: forward, backward, left, right. For example, the teacher asks the children to take the flags (or rattles) and stretch their arms out to the sides. At some point, the attention of the kids is focused on the fact that they have a blue flag in their right hand, and they point to their right side; holding a green flag in their left hand, they point to their left. At the direction of the teacher, the children point the flags down, up, left, right. They are taught to lean forward by the word, raise their hands up, lower them down, etc. The games “Hide and seek”, “Where did you throw the ball?” Are used. Such exercise games should be repeated 6-8 times, they are given approximately 4-5 minutes.
In the younger group, children receive the first skills of orientation on the sheet plane. In the classroom, they are taught to place objects on the sheet at the top and bottom, on the upper and lower strips, left and right, lay out objects in a row in order from left to right.
Showing techniques for depicting objects in drawing class, the teacher calls hand direction: from top to bottom, from left to right, etc. The children themselves are encouraged to name the direction of action or the location of objects on the plane: "How do you lay out the circles?" ("From left to right.") "Where are more circles?" ("Downstairs.") "Where is less?" ("Up".)
IN THE MIDDLE GROUP the child must learn determine where an object is located in relation to it up, down, front, back, left, right. basis of distinction spatial directions serves distinguishing body parts, determining sides on oneself. At the beginning of the school year, they find out to what extent children are able to focus on themselves, and consolidate this skill.
Much attention is paid exercises in distinguishing left and right hands, since orientation in left and right is given to children given age with known labor; reinforce the ability to point with a hand (flag, wand) forward, backward, up, down, left, right.
Determination of the spatial arrangement of objects relative to themselves.
Having taught children to orient themselves, indicate directions forward, backward, etc., you can go to the exercises in determining the location of objects from yourself(in front, in front of, behind, left, right, above, below). At first, children are asked to determine the location of only 2 toys or things that are in opposite directions from them: front, back, right, left. Later, the number of items is increased to 4. Items are first placed at a small distance from the child. Gradually increase the distance.
After the child determines the location of objects, it is useful to invite him to turn to the left or right (by 90 °), and later around (by 180 °). In the future, this will allow children to understand relativity in determining the location of objects from oneself. The child turned to the left, and Cheburashka now sits in front of him (in front), and not to his left. The most effective are exercises related to movements, moving children.
Exercises in determining the spatial arrangement of objects spend as in the classroom and in everyday life. Great importance is attached use didactic games : "Guess what is where", "Who left and where was he standing?" and etc.
Teaching the ability to move in the indicated direction.
After children have acquired the ability to distinguish and name the main spatial directions, their learn to move in a specified direction.
To do this, it is advisable to first use game "Where will you go, what will you find?".
Its purpose- to exercise the children in effective discrimination and designation of the main spatial directions.
Organization of the situation. The teacher, in the absence of children, hides toys in different places in the room, taking into account the expected location of the child (in front, behind, left, right). For example, he hides a bear behind a screen in front, and puts a nesting doll on the back of the shelf, etc. Explains the task: "Today you will learn how to find hidden toys." Calling the child, he says: "If you go forward - you will find a bear, if you go back - you will find a nesting doll. Where do you want to go and what will you find there?" The child must choose a direction, name it and go in that direction. Having found a toy, he says which toy and where he found it. ("I went back and found a nesting doll on the shelf.")
Note. At first, the child is offered to choose a direction only from 2 paired directions offered to him (forward - backward, left - right), and later - from 4. Gradually increase the number of toys located on each side. The task can be offered to 2 children at the same time.
Representations "closer", "farther", "near", "far" the children receive performing certain actions with toys and items. "Whose ball rolled farthest? Who threw the snowball farthest?" - such questions draw children's attention to the distance. They gradually learn the meaning of the words closer, farther, close, far. In the classroom spend several special exercises to refine the view data.
Development of orientation on a sheet of paper, on the surface of the table.
In the middle group, much attention is paid to the development of children in mathematics classes. orientation on a sheet of paper, on the plane of the table. From the first lesson, they are asked to find the top and bottom strips of the score card, to lay out a certain number of objects at the top and bottom or left and right.
Special exercises are carried out in order to teach children to identify and designate the spatial arrangement of geometric shapes on the table, to recreate the arrangement. Consider the sample in a certain order. First, the children name the figure located in the center (in the middle), and then above and below or to the left and right of it; in the appropriate order they reproduce the pattern. Tables are used, which show from 3 to 5 geometric shapes. Exercises are carried out both frontally and with subgroups of children.
To consolidate the ability to navigate on a plane, determine the relative position of pictures on the left, right or in the middle, top and bottom use games like "Paired pictures". The child must first describe how the 3 toys are located on the card, and then find a steam room.
The use of life situations for the development of orientation in space.
For the development of orientation in space, along with special exercises, various life situations are widely used. Orientation in spatial directions - an indispensable component of any practical action.
Great opportunities for appropriate exercises provide physical culture and music lessons, morning exercises and outdoor games. A clear orientation in space determines the correct performance of motor exercises. The teacher constantly indicates the direction of movement (action): "Turn to the left (right), raise your hands up!" Etc.
Words denoting spatial directions should not be replaced by naming subject landmarks ("Turn to the window", etc.).
CHILDREN 5-6 YEARS reinforce the ability to distinguish between the left and right hand, determine the direction of the location of objects in relation to themselves: above, below, in front, behind, left, right. For this purpose, use game exercises recommended for children of the middle group: "Guess who is where!", "Guess what is where!", "Indicate where the bell rings", etc. They can be carried out both in mathematics classes and in games .
As in the middle group, children exercise in distinguishing opposite directions, but things get harder. This is expressed in the fact that increase the number of items (from 2 to 6), the location of which the child is asked to determine, as well as the distance between the child and objects. Children gradually learn to determine the direction of the location of any objects that are at a considerable distance from them.
Children are taught not only determine in which direction from them are objects, but also to create these situations on their own: "Stand so that Anya is in front, and Zhenya is behind you!", "Stand so that there is a table to your left and a board to your right."
Development of the ability to move in the indicated direction.
AT senior group Great attention is paid to consolidating and improving the ability to move in the indicated direction, change the direction of movement while walking, running.
In music and physical education classes educator uses adverbs and prepositions to accurately indicate the direction of movement: up, down, forward, back, left (left), right (right), next to, between, opposite, behind, in front of, in, on, before, etc. Based on the ability of children to focus on themselves, he teaches them to make movements in the indicated direction.
Of great importance use of a certain system of games with rules- didactic and mobile. Games are held in mathematics, physical education, music and outside classes, mainly for a walk. At the beginning of the year, you can offer the game "Where will you go and what will you find?".
In the older group, this game is played in a more complex version. Children make a choice from 4 directions, the task is simultaneously performed by several people. Then the games "Find the object", "Find the flag", "Journey", "Scouts" are carried out. The game action here is also the search for a hidden toy (thing). But now the child is offered to change direction in the process of active movement, for example, go to the table, turn right, go to the window, turn left, go to the corner of the room and find a hidden toy there.
In the beginning, playing these games, teacher gives instructions during the action: "Go to the table ... Turn right ... Go to the window ... Turn left ...", etc. He makes each indication when the previous one has already been completed, and the name of the object should follow after the child has already changed the direction of movement, otherwise the children are guided only by the object, and not by the indicated direction.
It is advisable to limit the holding of such games to a small area, and as children gain experience, the area can be increased to the size of the entire group room or area. Gradually increase the number of orientation tasks and change the order of their proposal. If at first the children determine only paired directions: forward - backward, right - left, then later the directions are indicated in any order: forward - right, right - back, etc.
To teach children the rules of behavior of a pedestrian on the street associated with the ability to navigate in the directions to the right and left, recommend games"You will pass the street correctly - in new house if you come, you make a mistake - you will stay in the old one", "If you pass correctly - you will take another flag", "Pass the package". The task in these games is that each child correctly walks along the sidewalk, keeping to its right side, or, crossing the street, looks first to the left, and having reached the middle of the street, to the right.
Useful exercises in reproducing the direction of movement with closed eyes based on the test move in the games "Feed the horse", "Knock-knock the drum", "Find your badge". These games are similar, so we will describe the latter as an example.
Models of geometric shapes are placed along the wall. First, the driver with open eyes approaches the figure that the teacher named, and then with eyes closed returns to the wall with the models and finds the right one by touch.
When orienting in space, children develop speed and clarity of reaction to a sound signal.(games "Yakov, where are you?", "Blindfolds with a bell", "Where does the voice come from?"). It is important to teach children, acting as directed, to distinguish between directions of movement. For this purpose, the games "Knock-knock on the drum", "Feed the horse" (in a modified version) are recommended. Children with their eyes closed move towards the object, following the instructions of the teacher: "Take 2 steps forward, turn left, take 3 steps", etc. The number of tasks is initially limited to 2-3, and later their number can be increased to 4-5.
Children's interest in more complex tasks, requiring a clear distinction between the main spatial directions, created by replacing toys.
Establishing spatial relationships between objects.
Equally important is the training of children 5-6 years old to the ability determine the position of an object in relation to another object(“To the right of the matryoshka is a pyramid, and to the left is a bear, behind the nesting doll is a tumbler”), as well as their position among the surrounding objects (“I am standing behind a chair, between the windows, behind Natasha,” etc.).
Ability to navigate from another subject is based on the ability to focus on oneself. Children must learn to mentally imagine themselves in the position of the object. In this regard, they are first exercised in determining the direction of the position of objects from themselves (when turning by 90 and 180 °: the table was in front, the child turned - and the table was on the right). Next, children are taught to determine the sides of each other's bodies, for example, where is their right and where is their left hand, then the sides of the torso of a doll, bear, etc. (Keep in mind that it is much easier for a child to imagine himself in the position of any animate object than an inanimate one.)
Solving this problem dedicate part 4-5 lessons in mathematics and native language.
Classes are built like this: first, the teacher shows certain spatial relationships on toys or things (in front, in front, behind, behind, left, right; in, on, above, under, because of; near, opposite, towards, between) and designates them with exact words, then he changes the location of objects or replaces one or another object, and each time the children indicate their position in relation to each other.
Finally, children, following the instructions of the teacher, create the appropriate situations themselves, and also look for them in the environment. They offer the games "Where is what?", "Assignments", "Hide and Seek", "What has changed?". (“Lena was ahead of Nina, and now she is behind Nina.”) The teacher (and later one of the children) hides, swaps toys, things. The leading child tells where and what is standing, what has changed, how the toys are arranged, where the children hid, etc.
You can conduct tabletop theater exercises. The characters of the theater (kittens, puppies, etc.) hide behind objects, change places, and the children describe where each of them is.
Game play is very beneficial"Find the same picture." The material for it is pictures that depict the same objects (for example, a house, a Christmas tree, a birch, a fence, a bench) in different spatial relationships. A pair is made up of pictures with the same arrangement of drawings of objects. Exercises with pictures are carried out, for example, like this: each of the players receives one picture. Paired pictures remain with the host. The host takes one of his pictures and shows it, asking: "Who has the same one?" The one who accurately indicates the spatial relationships between the objects that are drawn on it receives a paired picture.
Looking at any pictures, illustrations with children in the book, it is necessary to teach them to comprehend the position of each object and its relationship with other objects. This allows you to reveal the semantic relationships that connect objects to each other.
Planar orientation.
In the older group, children should learn to navigate freely, i.e. . in two-dimensional space.
At the beginning of the school year in math classes for children learn to place objects in a specified direction: top to bottom or bottom to top, left to right or right to left. Much attention is paid to the consistent selection, description and reproduction of the relative position of geometric shapes in relation to each other.
Further development of orientation on the plane serves to educate children ability to find middle (center) of a sheet of paper or table, top and bottom, left and right edges of the sheet, top left and right, bottom left and right corners of the sheet.
This work is dedicated the main part of 3-4 lessons. At the first lesson, the teacher demonstrates a table and gives a sample description of the location of objects in relation to the sheet. Children describe and reproduce the pattern. Later, they are taught to act on instructions, and the model is shown after the task is completed. Now it serves as a means of self-control. After completing the task, the children describe how many of which figures and where they placed. Starting from the second or third lesson, the teacher suggests that they first repeat the task, and then complete it.
Children should use exact words to indicate the position of objects in relation to the sheet, floor, site. In mathematics classes, children get their first ideas about certain spatial connections and relationships. Assimilation of them occurs in different types of practical activities of children (for example, visual).
IN THE PREPARATORY GROUP FOR SCHOOL children by the time they enter school freely navigate in the direction of movement, in the spatial relations between them and objects, as well as between objects. Of great importance development of the ability to navigate on the plane. All work must be built based on the allocation of paired opposite concepts: "left - right", "forward - back", etc.
It is especially important to ensure effective mastery of spatial orientation by children. They must not only determine directions and relationships between objects, but also be able to use this knowledge: move in the specified direction, position and move objects, etc.
Highlighted spatial connections and relationships should reflected in speech with the help of prepositions and adverbs: in, on, under, above, in front of, behind, behind, in front, above, below, above, below, next to each other, between, opposite, left, right, upper, lower, etc.
If children are poorly oriented in the main spatial directions(front, rear, left, right, etc.) gradually increase their knowledge. First of all, it is necessary to consolidate the ability to distinguish between the right and left hands and, on this basis, determine the directions to the right and left. In the course of performing certain actions by children, it is necessary to focus their attention on what and with which hand they are doing for just a few seconds.
In determining and reproducing spatial directions children constantly exercise in physical education and music classes. They are instructed to take this or that object in their right or left hand, turn or lean forward, backward, right, left, etc., change the direction of movement while walking, running. At some point, their attention is focused on the execution of the movement in the indicated direction.
Children like mindfulness exercises, in which they make movements in the indicated direction, for example: "Turn to the right", "Touch your left ear with your right hand", etc.
Great attention in working with children b-7 years old continue to devote to the development of the ability to move in the indicated direction, change direction movements while walking and running. For this purpose, use system of didactic and outdoor games.
The complexity of this type of exercise is expressed as follows: increase the number of directions in which children are guided in the course of movement; increase the orientation area; complicate the conditions for completing tasks: children move with their eyes closed, orient themselves at a fast pace of movement (on the run). So, in the outdoor games "Hares and the Wolf" and "Carp and Pike", children, on a signal, run away from the wolf or pike and hide in the houses. Hidden is the bunny or crucian whose house (chair, box, cube) turned out to be located in accordance with the task of the teacher: in front or behind, to the left or right of the child.
To develop the ability to navigate in the environment closest to the kindergarten are held special exercises: "How to get to the store (to the bakery, etc.)", "Road to the post office (to the pharmacy)", "Road to school". They allow children to develop spatial imagination, the ability to present a "picture of the path." The child tells, for example, where the post office is located, along which street and in which direction you need to go to it, where to make a turn, etc. The teacher, together with the children, evaluates the correctness of what was said. Children can be given instructions to take someone or the whole group to a specified place.
Guys continue learn to highlight noticeable subject landmarks, establish spatial relationships between them, the direction of movement from one object to another.
In the older group, the children were taught the ability to determine the position of an object in relation to another object (“To the right of the nesting doll is a pyramid, and to the left is a bear, behind the nesting doll is a tumbler”), as well as their position among the surrounding objects (“I am standing behind a chair, between the windows , behind Natasha"). Now they must learn to mentally place themselves in a position, which occupies an object. To this end, they give exercises to determine the direction of the position of an object from themselves when turning 90 and 180 ° (the matryoshka was in front; the child turned and she was on the right, etc.).
Children learn to determine where the right hand is in front of them and where the left hand is., determine sides of the torso dolls, bears etc. Conduct game exercises similar to those used in the older group: "Where is what?", "Instruction", "Hide and seek" and "What has changed?". (“Vera was ahead of Lena, and now she is behind Lena.”) The tasks are complicated by increasing the number of objects, changing their location, expanding the orientation area. At the same time, the requirements for the speed of determination are increased, elements of competition are introduced.
Important so that the children not only named, but also explained the spatial arrangement of objects, establish causal, investigative and other relationships, which are hidden behind externally presented spatial relationships between objects. Both when determining the location of objects, and when looking at pictures and illustrations, children should be aware of what lies behind these spatial relationships. For example, the pictures show children standing in a circle, in pairs, against each other, etc. You have to guess what they are going to do or what they are doing. "Who is the boy looking at? How did you guess? Yes, the boy is looking up."
For teaching children ability to use terms denoting spatial relationships, word games "On the contrary", "Complete the sentence" are recommended. For example, the teacher begins the sentence: “Seryozha threw the ball ... (up); Olya put the top hat ... (on the right), and Ira put the cube ... (on the left); Our hall fits ... (above), and the kitchen ... (at the bottom)". The child to whom they threw the handkerchief answers. In the process of looking at pictures, drawing, designing, making objects, when moving indoors and outdoors, the teacher encourages the children to use words that reflect spatial relationships. As a result, children's ideas about spatial relationships take on a generalizing character.
It is useful to use tasks for ingenuity, for example: "A man was walking to the city, and 4 acquaintances were walking towards him. How many people were going to the city?" Much attention in mathematics classes is given to exercises in orientation on the plane of the sheet, that is, in two-dimensional space. Strengthen the ability to find the middle, center, top and bottom of the sheet, right and left, top and bottom corners, right and left side of a sheet of paper. For example, they give such tasks: "Count 5 red circles and put them in the upper right corner, and 3 blue ones in the lower left corner." It is important that, after completing the task, the children talk about both the quantity and the location of certain items.
Great benefits bring visual dictations. Children lay out geometric figures(sticks, toys) on a sheet of paper in accordance with the sample in a certain position. Tasks gradually complicate: increase the number of figures, change the nature of their location. First, the children examine, describe and reproduce the pattern, later they create a pattern from dictation, and, finally, they independently create a pattern and describe it. They use the games "Who will remember?", "Towns", "Who will succeed?", "Pair cards"
Time, its properties, features of perception by preschoolers.
Time is a form of existence of matter; the duration and sequence of existence of objects and their properties. Time- the same objectively existing reality, like space.
Time Properties
- Time is fluid. Not a single, even the smallest particle of time, can be perceived immediately, “at once”, but only sequentially: the beginning, and then the end.
- Time is irreversible. We can return from that place of space from which we left, but we cannot return the time that has passed (S.L. Rubinshtein).
Sasha S., 4.5 years old: - Sasha, it's time to get up! - Give me 5 more minutes to lie down! (5 minutes have passed). - Sasha, get up, 5 minutes have already passed! - And now in the opposite direction!
- There are no visual forms.
- There is no special analyzer. Time is known indirectly, through movement and rhythm. life processes or with a watch. For a mature person, the perception of time is the result of the activity of a number of analyzers, united in a single original system, acting as a single whole. The child does not have this coherence in the work of analyzers.
- The perception of time is easily distorted.
- The designation of temporary relationships is changeable. What was "tomorrow" becomes "today" after the night, and in a day - yesterday. Words denoting time intervals that are constantly moving have a relative meaning (Now already tomorrow or still today?)
Perception of time- reflection in the human mind of the duration, sequence, speed and frequency of processes, phenomena, actions.
The basis of time perception is sensory perception. However, in order to correctly navigate in time, it is necessary to know the generally accepted standards of time. Time is perceived by a complex of analyzers (especially motor ones).
Features of the perception of time by children
For a child, a reflection of time - a much more difficult task than the perception of space. This is due primarily to the very nature of time as an object of knowledge and its role in the lives of children.
Difficulties, related with children's perception of time, are determined characteristic features of time (properties) as an objective reality (A.A. Lyublinskaya).
Causes of time perception difficulties:
1. Irreversibility of time: it is impossible to return the past;
2. Fluidity of time:
3. Lack of visual forms of time.
Preschool children time perceived indirectly, through a certain activity, through the alternation of events and constantly recurring phenomena.
Stages of development of time perception
Stage 1 (0 - 2 years). Time is perceived on the basis of sensory experience and is associated with the specific activities of children (alternating sleep, feeding, wakefulness). This conditioned reflex at the time is one of the earliest in a child's life.
Stage 2 (2 - 4 years). Children are capable reflect categories of time in speech. However, they are still do not own past and future forms, they confuse relative tense adverbs (first, then, yesterday, tomorrow, soon, long ago). Time intervals are perceived by children as concrete objects (objectification of time).
Children 2-4 years old are guided in time based on purely household indicators. Children under 4 years of age perceive time through their own activities and through bright events or phenomena.
If their life is subject to a certain regime, then they easily single out morning (“we haven’t had breakfast yet”), evening (“they will come for us soon”), night (“everyone is sleeping”). Soon, more objective natural phenomena are added to these indicators. In the speech of the child, verbs of the past and future tense appear.
Stage 3 (4 - 6 years). Children actively reflect temporary categories in speech, but, worse assimilate temporary terms expressing duration and subsequence events. They perceive time according to the activities of other people, according to objective natural phenomena.
Stage 4 (after 6 years). Children are oriented according to generally accepted standards of time(by the hour).
For a very long time, children do not understand the objective movement of time, its independence from the will and actions of people..
Therefore, correctly using some designations of time, the child essentially does not understand the reality behind them (A.A. Lyublinskaya):
Mom, when is my birthday? - Two days later. How many times do I have to go to bed? - Three times. Boy 4.4 went to bed, “snored” three times and announced that it was his birthday.
Dad, why did you come? Is it already evening?
Mom, today is Saturday (actually Friday). - Why? Because we're going to grandma's.
Preschool children do not see the logic of temporary relationships(A.A. Lyublinskaya).
In their stories, they often grossly violate the sequence of events, bringing to the fore the most significant moments of their life. In their speech, there is a mixture of various temporary terms, their confusion (first-then, earlier-later, long-soon, yesterday-today-tomorrow, parts of the day, days of the week, months of the year):
Are we going to the village yesterday?
Why don't you eat soup? - And I ate it tomorrow, in the garden.
What Monday, Thursday or Friday is today?
I ate even then.
An indicator of children's interest in time is their questions (T.D. Richterman).
The results of T.D. Richterman's research made it possible to outline the classification of children's questions according to motivation and content (66 children were studied). The vast majority of these issues are observed from the end of the 4th year of life (when a selective attitude towards the world is manifested).
At the heart of questions about time is the interest, but he varies in nature and level of development:
1. emotional interest directed at some event, phenomenon, object: “When will summer come? I want to pick berries,
2. emotional interest directed to the time itself: “After Saturday will there be Sunday? - Yes. “And you said we’re going to visit?”
3. cognitive interest regarding the nature of the development of phenomena: “What will happen if you boil eggs for 5 minutes? And if it takes longer?”, “When the sun goes out?”, “Who was born earlier, you or me?”, “Will I still be small?”, “The earth has always been? Even when no people were born?”
4. cognitive interest aimed at the knowledge of time itself: "Today is tomorrow, and now today?"
5. cognitive interest, characterized by the child's desire to penetrate into the essence of the phenomenon: "Why, when the day ends, the day comes?".
Thus, it is seen that:
the child begins to realize that some events quickly come and go quickly, the onset of others must be expected; at the beginning of the 3rd year of life, verbs of the future tense appear in speech
temporary adverbs appear: now, now, yesterday, then, tomorrow, soon, long ago, etc.
the child begins to realize that events can go sequentially
the question "What time is it?" and when?" (to 2.7-2.9)
interest is transferred from events closely related to the child himself, to time associated with the next of kin, then to a wider range of objects.
The nature of children's ideas about time is closely related With:
Understanding the properties of time
Mastering time concepts
The ability to navigate in time according to natural phenomena
Understanding time frames
The ability to tell time by the clock.
Formation of spatial representations in children preschool age.
The consultation is intended for teachers of preschool educational institutions.
The problem of orientation in space and the formation of correct spatial representations and concepts is one of the most relevant in the field of psychology, pedagogy and methodology, since orientation in space underlies cognitive activity person.
Space in philosophical sense denotes an objective reality independent of our consciousness and reflected by it. Space is one of the forms of existence of matter.
It is known that a person does not have a special spatial analyzer. The perception of space is a complex intermodal association formed from the interaction of various analyzers of the external and internal environment of the organism. The activity of one analyzer is always correlated with the activity of other analyzers participating in spatial orientation and forming a complex systemic mechanism.
An important feature of the development of the perception of space is the gradual accumulation of spatial representations, the mastery of special experience accumulated by the previous generation. By the age of three, a child should develop a systemic mechanism for spatial orientation.
A. A. Lyublinskaya distinguishes three categories of acquired knowledge about space:
1) a reflection of the remoteness of an object and its location, 2) orientation in the directions of space, 3) a reflection of the spatial relationships between objects.
With the help of speech, the specialization of the spatial signal occurs - the distance allocated by the child from life situation whether or not the child is familiar with the room, yard, and other open spaces.
The mastering of space and spatial relations between objects by children is comprehended by the child as a result of teaching him by adults.
The foundations for the development of orientation in space are laid in early childhood. In the first months of life, an orienting reflex to sound plays a significant role - a reflex that expands the field of vision and motor activity baby. Later, the formation of spatial orientation is associated with the subject-practical mastering of spatial directions by children, starting with their own body and the immediate environment, and then with the verbal frame of reference. Already at two years old, with normal speech development, children have an awareness of the grammatical relationships between words, and by the age of three, the formation and development grammatical structure speech contributes to the generalization and arbitrary use of knowledge about space.
At the first stage, which includes practical awareness schemes of one's own body, it is necessary to differentiate children's ideas about the upper and lower parts body, frontal and lateral sides of the body, its right and left parts. Children are taught to name parts of their body, body parts of other children, dolls.
In the third year, teachers should give children ideas about the spatial arrangement of body parts: the head is above and the legs are below; one hand is right and the other is left; chest in front and back in back. At this age, children should freely navigate in a group room, know the location of toys, find their bed in the bedroom, and a locker for clothes in the locker room.
The teacher can play didactic games with the children: “Show where your head, legs, back are ..”, “Show where the doll has a head, legs, arms, chest, back”, “We will dress the doll for a walk”, “We bathe doll”, “Find the same size toy”.
Particular attention should be paid to the child's distinction between the right and left sides "on himself". To help remember the right and left arms and legs, call them as often as possible to the child: “Dasha holds the spoon correctly in her right hand” or “We put shoes on the right leg”, “Touch with your right hand, touch with your left hand”.
At the age of 3-4 years, one must continue to learn to distinguish between the right and left arms and legs, upper and lower, front and back parts of the body. Play the following games: “Stomp with your right (left) foot”, “Take the toy in your left (right) hand”, “Put the watch on your left hand”, “Show the right pocket”, “Listen to how it beats your heart”, “Button the top button”, “Put the toy on your left”, “Button the top button”, “Put the toy on the right, left”, etc.
Please note that the child's speech should not contain inaccurate words: “that, this”, instead of: “right, left”, etc.
Having formed in children an idea of the scheme of their own body, you can proceed to the second stage - the formation of spatial ideas about the relationship of external objects and the body, as well as external objects among themselves. Sine qua non The effectiveness of this process is the reflection of the relevant ideas in speech, the assimilation of spatial concepts by the child.
The child must find and place toys and objects in the immediate space around him (right - left, top - bottom, front - back). In games, children learn to determine the location of toys, objects, other children (far and close in relation to themselves). At this age, children should find and place toys in the group room according to the verbal instructions of the teacher, for example: “Take the pyramid from the closet. Put the doll on the sofa. Put the matryoshka on the top shelf
In the middle group, children consolidate their knowledge and learn to verbally indicate the location of objects in the nearest space with a reference point from themselves: “The door is behind me. Closet to my left. The table is to my right. Children's ideas about the size of objects are expanding: more - less, longer - shorter, the longest - the shortest, etc. After fixing the speech designation of the leading hand and the corresponding side of the body, non-verbal and verbal differentiation of the right and left parts of the body and face is carried out. In a game situation, more difficult tasks for cross-orientation in the body scheme can be offered. The game "Confusion" will help consolidate this knowledge: touch your right ear with your left hand, your left knee with your right hand, etc.
In mathematics classes, children learn to arrange objects on a strip from left to right, on a sheet of paper: left, right, top, bottom, middle. Children model the simplest spatial relationships from cubes, a building material.
Teachers are encouraged to play didactic games and exercises with children: “Tell me how the toys are”, “Go fast, slowly”, “Who is to your left, to your right”, “Put the toy where I say”, “Whose ball rolled further” . The game "Monkeys" will help children fix the names of the parts of the face: forehead, mouth, upper and lower eyelids, chin, etc.
Repeated exercises in the location of sounding objects are necessary both for memorizing spatial terms - right - left, front - behind, top - bottom - and to improve the ability to localize sounds in the surrounding space. Ask the child: “Which side did the car drive from you?”, “Where did the ball roll?”, “Where does the butterfly fly?”, “In which direction does the bird sing?” etc.
At senior preschool age, spatially oriented types of practical activity, during which children develop appropriate orientations, ideas and concepts, are the construction and visual activity. During such classes, children perform tasks according to the teacher's verbal instructions containing spatial characteristics, teach them to navigate the space of a sheet of paper of various formats and sizes. In the process of drawing on a free topic, children are explained that the depicted objects are not scattered across a sheet of paper, but are interconnected by spatial relationships: “A person cannot be higher than a house, and the sun cannot be lower than a flower; an object depicted in the distance is drawn small, and near - large, etc. The child learns to place depicted objects on the sheet space in certain spatial relationships and to arbitrarily build a coordinate system of the depicted space.
Children of senior preschool age for a long time own a vertical line better than a horizontal one: they lack the necessary coordination of visual representations with hand movements. To develop such skills, it is advisable to offer tasks for painting, hatching, tracing an image along a contour or a dotted line. As one of the varieties graphic exercises you can use the method of copying the sample given on an unlined sheet or a sheet in a cage.
Motor skills are closely related to spatial orientation, and musculoskeletal sensations and balance sensations complement each other and play important role in the formation of ideas about space; therefore, special attention should be paid to outdoor games, both on walks and in physical education classes. In the course of games and exercises, the concepts must be fixed: “right hand - right side - right - right”, “left hand - left-hand side- from left to left.
To improve the ability to navigate in the directions of space and awareness of their relativity, it is necessary to offer children to determine these directions in various conditions perception: in the starting position; when rotated 90 degrees; when rotated 180 degrees.
Spatial orientation develops most successfully in the course of didactic and outdoor games, in a specially created game situation with the activity of the child himself. To do this, Lego technologies are widely used.
The use of various educational games, the LEGO constructor increases interest in classes, creates game motivation and a positive emotional background. It is important that during the lessons the teacher, explaining to the children the sequence of actions, follow his speech, accurately and correctly use spatial concepts, clearly reflect in his speech the spatial relationship of the elements of the craft. It is desirable that the teacher more often ask the child himself to talk about what he is doing now and what he will do later. A competent teacher will not allow unqualified help to a child, for example: “Look, we are leading this line this way, and this one this way.” The teacher needs to verbalize the process: “We start to draw a line from the corner. First, we draw a line down, three cells long, and then to the right, two cells long, and so on. Hearing a clear instruction from an adult with the exact use of terms, the child is better aware of the spatial arrangement of the lines on the sheet, the spatial relationship of the lines to each other. Gradually, the child develops the correct copying strategy, the habit of carefully analyzing and copying the sample, comparing the resulting image with the sample. Didactic games and exercises will help the teacher to solve the problems of teaching: "Collect the scattered snowmen", "Collect the Cinderella's carriage", "Aladdin's carpet - the plane has torn". When performing the “Christmas Trees” exercise, children are invited to successively paint over or shade with a green pencil the most tall tree, then the tree that was drawn last, between the highest and the lowest.
To copy a sample, you can use game situations“Let's draw a house for Nif - Nif”, “Help me make a key for Pinocchio”, etc.
The game "Find the treasure" will teach the child to navigate in space, turn right and left. At the first stages of the game, the teacher, standing in front of the child, can hold signs indicating the direction of the road.
The games "Tangram", "Columbus egg" teach children to accurately copy the model of the teacher and spatial orientation.
For successful orientation in space, it is important to teach the child to listen carefully to adults and follow their instructions accurately. The game "Surprises" will help with this, when the child, after listening to your instructions, will find the object. For example: “Go ahead to the house. Turn left. Take three steps. Turn back, walk to the bench, and there you will find a surprise.
At this age, it is necessary to teach the child to navigate with the help of space schemes, a path plan. For these purposes, play games:
“Find the object”, “Find the tree in the yard marked on the diagram”, “Find the objects in the yard drawn on the plan”, “Arrange the toys on the table according to the diagram”, “Place the toys according to the diagram on the shelves and in the closet”.
Schemes of space and path should be simple and understandable to the child. Make images on a diagram or plan with clear contour lines, a black felt-tip pen, with a minimum amount of detail, including in the drawing elements that convey the main features of objects.
Purposeful and complex work contributes not only to the practical development of space, but also develops the conceptual and communicative functions of speech. Children learn to actively use spatial terms and prepositions and adverbs denoting spatial relationships: IN, ON, UNDER, OVER, BEFORE, FOR, BETWEEN, NEAR, NEAR, etc.
The more successfully children master the tasks of orientation in space in preschool childhood, the less problematic their learning will become in the first grade.
From birth, the baby learns to feel, perceive, feel and understand the world. Orientation in space for preschoolers is one of the regular links in development. It is very important to help the child master this stage to the fullest and avoid mistakes, because the perception of oneself in the world will depend on this.
Should not be underestimated this concept, it leads to the harmonious development and interaction of the child with the surrounding reality. Parents should understand what tasks they and the child face, and it is also necessary to take into account that for each age they vary significantly and become more complicated. To help parents, there are special programs and techniques that are aimed at developing spatial representations in preschool children. With their help, you can choose the best exercises and tasks, which you can then use to develop your baby.
To begin with, the parents themselves must imagine what the spatial representations of preschoolers include.
When it comes to preschool age, it means a child from 3 to 7 years old. A three-year-old baby should already be actively taught the position of the sides, namely, finding the right and left sides. This will later become one of the foundations of verbal designation in the orientation of objects relative to other things or the child himself.
Peculiarities spatial orientation include views such as:
- distance estimation;
- sizes of objects;
- the forms of things;
- the relative position of objects relative to each other;
- remoteness of objects relative to the child himself or other objects.
The kid needs to be helped to understand spatial relationships and be able to verbally designate them by the end of the preschool period. That is, he must learn to correctly state and explain any location of various objects and, of course, himself. The formation of spatial representations in preschoolers is one of the most important tasks, this knowledge will significantly affect the mastery of school skills. Mistakes can lead to difficulty in understanding school curriculum. Today's program for children lower grades significantly complicated not only by the addition of new objects and concepts, but also by the presentation of the material itself, where perception plays an important role.
The development of coordination in preschool children plays an important role in the perception of oneself in space. It is worth starting to learn spatial representations with infancy.
Here's how it goes.
Development of coordination as the basis of spatial perception
In order for the child to begin to form ideas about surrounding reality, initially it should be taught to feel and help develop good coordination. To do this, starting from infancy, exercises on balls are carried out with the kids.
The most effective is the joint swimming of mother and child, where tasks are given in verbal and verbal form. The kid is asked to swim to his mother, dive, get a toy from the bottom, and so on. For this, there are special programs and trainers who know all the specifics of how to deal with children on the water. In addition, even simple tossing the baby up gives him certain feelings and perceptions of himself relative to an adult.
As soon as the child begins elementary movement, it is worth starting direct teaching. Parents must always speak and explain what is where. You can show while walking various items and visually demonstrate their remoteness relative to the baby. It is important not only to give the child verbal designations, but also to allow him to carry out actions. If the baby does not walk yet, then the mother can help him reach the permitted objects. With the onset of a period when he begins to walk on his own, it is necessary to strengthen coordination. There are many ways and methods that will be useful in this matter.
Development fine motor skills- this is where to start. To date, a large number of programs and benefits have been developed that will help parents develop their baby. Scientists have proven that sensorimotor development children of primary preschool age has an impact on mental capacity child.
You can develop motor skills, senses of perception and sensations with the help of ordinary auxiliary materials - various cereals, pieces of different to the touch fabric, paper, foil and much more.
Coordination exercises
The simplest exercises for developing coordination of movements in young children are the following exercises:
- Make sure your baby is comfortable workplace. Next, 2 plastic or wooden bowls are placed in front of him, one of them is filled with cereals, the second is empty. The kid is offered to move all the cereal with a spoon into an empty bowl. The child will try to develop the clarity of movement and realize that this object changes location with its help.
- Based on the first exercise, other classes are conducted, with more complex tasks. Cereals in one of the containers must be mixed or, for example, peas or nuts should be added to the semolina. The child is asked to sort all the items into different containers.
- Children love to play with water. There are many such exercises that will help to form certain skills. Pouring water from a full glass into an empty one, playing with objects of different density and mass on the water will be interesting for the child. It is entertaining to observe and understand how the pebble sinks and is at the bottom, and the light plastic ball remains on the surface.
These are the simplest and easiest tasks that you can give your baby at home, then his development will be boring and interesting.
The sensorimotor development of preschool children involves more complex tasks. Creativity can also be used in this process. Working with plasticine, dough, drawing with cereals, weaving with beads also contribute to the development of motor skills and fine coordination of movements.
The formation of spatial concepts in a preschooler
With the onset of preschool age, children begin a sensitive period for the development of cognitive activity. Intellectual ability will largely depend on the development of the child. He learns the world through object-manipulative activity. In other words, he needs to pick up, feel the object and make with it the object certain actions. The task of parents is to provide children with the opportunity to observe and experiment. These conditions are important for the full and harmonious development. Many teachers argue that it is worth teaching children the concepts of spatial orientation according to certain patterns:
- relative to the body;
- regarding the time or point of the report;
- regarding items.
For example, work according to the scheme regarding the body consists in teaching such representations as:
- in front of face;
- behind the back;
- at the top is the head;
- below are the legs;
- where is the right arm, leg, ear;
- where is the left arm, leg, ear.
If the child is well oriented relative to his body, then in the future there will be no problems in mastering knowledge.
After the child has learned the location of objects relative to his body, it is necessary to move on to the development of a visual assessment of the location of objects. Visual motor coordination in preschoolers develops more effectively with the help of visual examples.
Understanding spatio-motor connections
Parents should help the child learn to feel and understand the location of objects relative to the reference point. In their elementary understanding, to begin with, we take again own body. To determine where the wall is, the baby must touch it with his back and then give a description. If the object is on the side, then a touch with the hand will be necessary here. This is how experience and knowledge will accumulate until a certain time, until the child learns to mentally build a general spatial picture and give it a verbal description.
Spatio-temporal representations in preschoolers are best to be developed from the age of 3. The first thing a baby should be taught is the seasons and the concepts of “morning”, “day”, “evening”, “night”.
Important! With children of preschool age, only game techniques are still in effect. All methods are based on the game form of learning. Visual instructions, elaborations and repetitions, encouraging words - all this is part of the learning process.
Closer to 6-7 years, you need to complicate the program and add auditory dictations. This is when a child is asked to place one or another geometric figure or object on a piece of paper in a certain place. Today, in this form, diagnostics of spatial-orientational knowledge can be carried out.
When starting classes, it is worth deciding which method of forming spatial representations will be taken as the basis. You can use a clean program, or you can supplement it with exercises from other programs. Almost all of them are based on didactic and interactive games.
For the development of motor coordination, it is worth paying attention to games both in a confined space and in an open area:
- Perfectly form representations on the terrain of the game of hide and seek. You can introduce pedagogical elements, leaving signs on a particular section of the area in the form of letters or geometric shapes.
- Games with a reporting point. These are relay races and quests, ball games, which will not only help develop the necessary understanding, but also serve as a physical and emotional development.
- For the development of motor coordination, games for passing an obstacle course are suitable. Alternatively, to enable the hearing organs to work, the player's eyes are closed and they are led along the lane, announcing where and how the obstacles are located. The game of blind man's hide and seek with the use of a bell is excellent for these purposes.
It is worthwhile to start teaching the child without haste basic knowledge. Parents need to devote every day to these skills certain time. This can be done during joint games, walking on the street, swimming in the bathroom or watching passers-by through the window.
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Formation
spatial and temporal representations
in older preschoolers with speech disorders
INTRODUCTION
Games and exercises aimed at developing and clarifying temporal representations contribute not only to the development of temporal representations in older preschoolers, but also to the improvement of the lexical and grammatical component of speech. The child's vocabulary is enriched with new concepts related to time.
When working on the development of time concepts, the following concepts are considered: day, week, yesterday, today and tomorrow, fast - slowly, seasons, months, family, age and roles in the family, concepts that determine the sequence of events ("after", "before" , "now", "later", etc.)
In older preschool age, ideas about parts of the day. For this purpose, you can use the following game exercises:
"Finish the sentence":
We have breakfast in the morning and lunch...
The sun shines during the day, and the moon - ...
We sleep at night, and we do exercises ...
"Tell me about your daily routine"
“In the morning I get up and do my exercises”
“I go for a walk during the day.” Etc.
To clarify the temporary concepts of "today", "tomorrow", "yesterday" we also use verbal didactic games and game exercises, for example "Continue!"
"AT music hall we went ... "(yesterday)
“We had a lesson in mathematics ...” (today)
“We will draw ...” (tomorrow) Etc.
To clarify concepts "fast slow" also use the exercise Finish the sentence"(suggested pairs of words)
The tortoise crawls ... and the hare jumps ...
The pedestrian walks... and the car goes...
The beetle flies... and the caterpillar crawls...
The train is moving... and the car...
When meeting with the days of the week we explain to the children that the day, which people usually call the word day, is replaced by one another and has its own names, 7 days make up a week. The sequence of days of each week is always the same: Monday, Tuesday, etc. Let us dwell on some means of developing temporal ideas in older preschoolers. In order for children to better learn the names of the days of the week, their sequence, in practice, children should be introduced to the origin of the names of the days. For example, Monday is the first day of the week, Tuesday is the second, Wednesday is the average, Thursday is the fourth, Friday is the fifth, Saturday is the end of the week, Sunday is the day off. Due to the fact that time is difficult for preschoolers to perceive, a color and digital model of the week should be used. To consolidate and clarify knowledge about the days of the week, the following games and exercises are held:
"Show the corresponding number" The teacher calls a specific day of the week, the children must show the corresponding number (Monday - number 1, Thursday - number 4, etc.)
"Live Week" Seven children are called to the board for the game, they are counted in order, circles of different colors are given in their hands, indicating the days of the week. Children line up in such a sequence as the days of the week go in order. For example, the first child with a yellow circle in their hands, indicating the first day of the week - Monday, etc., numbers or words can be used.
"Name the Neighbors" The teacher offers to name the nearby days of the week for the named day (Wednesday - Tuesday and Thursday, etc.)
"Finish sentences" The teacher reads the sentences and offers to insert the missing names of the days of the week.
If today is Monday, then tomorrow will be...
If today is Thursday, then tomorrow will be...
If today is Saturday, then tomorrow will be...
If today is Friday, then yesterday was...
If today is Tuesday, then yesterday was...
"Insert missing words into sentences" The teacher reads the sentences and offers to fill in the missing words.
Cinderella sewed a dress from Monday to Wednesday. So she worked…days.
Pinocchio and Pierrot performed at the theater from Thursday to Sunday. So they performed ... days.
Dunno went on a campaign and walked for four days. He left on Tuesday, and ended his trip to ...
Chipolino dug the bed for three days. He started work on Wednesday, and finished it on ...
Naf-Naf was building a house. From Monday to Thursday he erected walls. And over the next two days, he made the roof. How many days did Naf-Naf build the walls? What day of the week did Naf-Naf finish making the roof? How many days did the house take to build?
"Calculate the day of the week" The teacher reads the sentence and offers to calculate the corresponding day of the week.
If you add two more to today, then Sunday will come. What day of the week is this?
If two days are taken away from tomorrow, then it was ... Etc.
When meeting with seasons you can use the model of the seasons:
- each season has its own color: in winter everything is covered in snow - a white circle, summer is beautiful - a red circle, etc. each season has its own type of activity: in winter, children sculpt snowman or play snowballs, hang birdhouses in spring, swim and sunbathe in the summer, etc.
"Guess what time the year is coming speech" The teacher reads small text, children determine the time of the year by content.
The weather today is bad. It's cold outside. duet strong wind it's been raining almost all day. Leaves are falling from the trees. (autumn)
There is snow all around. People are dressed in warm clothes. Children go skiing and sledding. (winter)
"When does it happen?"(riddles about the seasons)
"Make a Picture" The teacher offers to draw a picture depicting natural phenomena characteristic of a particular season.
Explain the meaning of the proverbs about the seasons.
Spring rain never fails.
Spring is red with flowers, and autumn with pies.
What is born in the summer will come in handy in the winter.
Prepare a sleigh in summer, a cart in winter.
A summer day in a winter week.
Summer with sheaves, autumn with pies.
Sun for summer, winter for frost.
To reinforce ideas about months you can use the following exercise:
"Guess what month?" After listening to the text, guess what months it says.
All children go to school this month.
This month marks the end of autumn.
From this month winter begins.
This month we celebrate Women's Day.
This month is the middle of summer.
The shortest month of the year...
The shortest light days in... Etc.
Time concepts such as minute can be demonstrated by hourglass and stopwatch. We invite the children to lay out any patterns from the sticks for 1 minute, following the one-minute hourglass. Children tell how many and what patterns they managed to fold in 1 minute. Can
Draw sticks on checkered paper in lines for 1 minute;
Cut the paper into strips (along the marked lines), and then count who managed to cut how many strips;
Dress (undress) the doll for 1 minute, and then tell how many things they managed to remove from the doll in 1 minute;
Next, the children are invited to determine the time already without an hourglass. It is explained to the children that they themselves will finish the work when it seems that 1 minute is over. Then it is checked who correctly guesses when the minute ends.
Great importance is attached to the verbal report of children on the amount of work performed for a certain period of time. for example: "In 1 minute you can cut 7 (or 8) squares." Subsequently, this helps children more accurately correlate the amount of work and duration.
Familiarization of children with the duration of 3- and 5-minute intervals was carried out according to the same principle.
When getting acquainted with the clock, children can be offered the following tasks: draw a dial; name in order of number; show the hour (minute) hand; if the minute hand is on the number 12, and the hour hand is on 1, then the time is ...; if it's half past four, where will the hour and minute hands be?
To consolidate ideas about different temporal concepts, we use the following didactic games and exercises:
"Insert missing number" Seasons… Parts of the day… Days of the week… Months in the year… In each season of the months… In the hour… minutes.
"Vice versa" Children complete the phrase started by the teacher, select words of the opposite meaning (morning - evening, first - then, quickly - slowly, etc.), determine which is longer: a day or a week, a week or a month, a month or a year.
"Shorter - Longer": a week or a month, 5 hours or a day, 7 days or a week, 20 months or one year?
"Find the extra word"
Yesterday, tomorrow, Tuesday, the day after tomorrow;
Tuesday, Friday, yesterday, Wednesday, Saturday;
Winter, September, spring, summer.
"Continue row"
Morning day - ….;
Winter spring -….;
December - January - ... ..
"Answer the questions":
Dasha went to Kindergarten all winter, spring and summer, and Seryozha - whole year. Which of them went to the garden less time?
Galya does not go to kindergarten for 5 days, and Serezha for one week. Which of the children did not go to the garden for more time?
Older preschoolers form and clarify concepts of periods of human age(infancy, childhood, youth, youth, maturity, old age), about relationships and roles in the family (son, daughter, father, mother, grandmother, grandfather, etc.) Here you can offer the following games and exercises:
"Tell about your family" The child is invited to talk about his family according to the plan, using words and expressions: “ mother's son"," Grandma's grandson "; " father's daughter”, “grandfather’s granddaughter”; "sister", "brother", "uncle", "aunt", "relatives". In case of difficulty, the child should be asked leading questions.
What is your name?
How old are you?
When and where were you born?
List who is in your family?
Do you have brothers and sisters?
What are the names of your parents, grandparents, sisters, brothers?
Who is older mom or grandma? you or brother? uncle or grandfather? Etc.
Children can be asked to figure out what the concept means " genealogical tree”, talk with parents and relatives about the past of your family, about your ancestors, make your own family tree with the help of your parents. If possible, use the family archive (photos, letters, drawings, postcards, family albums, etc.).
"Order the photos" Find photos of relatives in infancy, childhood, adolescence, youth, in adulthood, in old age. Arrange photos in order in an album.
"Answer the questions".
Anya is 5 years old, and Tim is 4 years younger than her. How old is Tim?
This is Vasya and Natasha. Vasya is 15 years old, and Natasha is 4 years old. Who is younger? Who is older? How old was Natasha last year? How old will be next year Vasya?
Dasha is 12 years old, and Nadia is 5 years older than her. How old is Nadia?
All measures of time (minute, hour, day, week, month, year) represent a certain system of time standards, where each measure is made up of the units of the previous one and serves as the basis for constructing the next one. Therefore, the acquaintance of children with the units of time measurement should be carried out in a strict system and sequence, where knowledge of some time intervals, the possibility of their definition and measurement would serve as the basis for familiarization with the following and reveal to children the essential characteristics of time: its fluidity, continuity, irreversibility.
Reading the books “Twelve Months”, V. Kaverin “Hourglass”, E. Schwartz “The Tale of Lost Time”, V. Dahl “The Old Man-Year-Old” contributes to the rapid memorization of temporal representations.
In the process of getting acquainted with the temporal representations of older preschoolers, you can use musical works, for example, the album “Seasons”.
Thus, the development of temporal representations in older preschoolers with speech disorders will be facilitated by various didactic means(models, didactic games and exercises, small folklore genres, musical works, etc.), which are used in the process of education in kindergarten and in the family.
BIBLIOGRAPHY
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Games with children: learning to navigate in space and distinguish between right and left, up and down, in front and behind. Learning to navigate on a sheet of paper. We get acquainted with the plan and map.
Many children, even quite large ones, often confuse the words “right” and “left”. How to teach a child to distinguish between right and left? What to do if the child constantly confuses where his left hand is and where his right hand is? What games can help us? How to deal with children different ages at home? The answers to these questions are in the article.
In fact, it is not so difficult to teach a child to distinguish between "right" and "left" on one condition - the regularity of games on this topic for about a month - a maximum of two months. Regularly means about 4 times a week for 5-7 minutes of play. And even better - daily for 3-5 minutes. Daily fun five-minute mini-games guarantee a reliable result in enough short time. In addition to games, you need a constant friendly reminder while drawing, playing, sculpting, designing, dressing for a walk about which hand does what and how it helps us. In the game, the baby quickly remembers where is the right and where is the left and stops getting confused.
The approximate age at which a baby can learn the differences between these two concepts and begin to use them without errors is the fifth year of life. But the baby hears the words "right" and "left" from its very birth. And already at the age of three he shows where his right hand is, and where left handle.
The youngest children learn to navigate in space “on themselves”, on their body: above is where the head is, below is where the legs are, forward is where the face is, back is where the back is, to the right is where the right hand is, to the left is where the left hand is.
At first, you will be able to see gestures helping them in children. For example, a child, trying to determine where it is - "behind", touches the object with his back. Or to determine where his right hand is, he starts to move it. In the future, instead of movement, only a glance appears in the right side or a subtle gesture. And after that, the baby, just hearing the word "left", "right", "forward", "back", understands it without gestures.
When we play games with children that help them learn to navigate in space, we will definitely introduce the kids not to one concept (only “right hand”), but to pairs of words: left and right, above and below, in front and behind. For example, when we teach to distinguish between the right and left hand, we explain it like this: “You are holding a spoon with your right hand, where do you have it? What does the left hand do? She is holding bread. Or while painting: “You have a brush in your right hand. Where is your right hand. Where is the left one? What is she holding? And the left one holds a piece of paper on which you draw. That is, we mention both hands at once.
Games with children at home: learning to navigate in space
Games with the smallest: getting to know the space
Tra-ta-ta
The smallest children hear the words "left" and "right" in their mother's pestles and nursery rhymes, in their mother's massage with songs from which they get joy.
Tra-ta-ta, tra-ta-ta,
Grandpa caught the cat
Grandma is a cat
For the left leg!
At the words “left leg”, the mother gently shakes the baby’s left leg and strokes it. After that, we repeat the game, but we play with the right foot. So the baby gets to know his body.
Or another nursery rhyme - for older children who are already learning to walk and "dance" and stomp their feet to the song.
Stomp, leg
Right, a little!
Top-top-top-top-top - top (stomp-step over with the right foot).
Stomp left -
Mom said!
Top-top-top-top-top - top (stomp - step over with the left foot)
Hey baby, dance!
Your legs are good! (bouncing or springs)
For older children, you can use poems and make movements for them.
When dressing a child, you can say lines from this poem by Elena Blaginina: “Here they are - boots! This is from the left foot! This is from the right foot! and ask the child: “Give me the left hand. And now the right hand":
E.Blaginina
I can dress
If I want to.
me and little brother
I will teach you how to dress.Here are the boots.
This one is on the left foot
This one is on the right foot.If it rains,
Let's put on boots.
This one is from the right foot
This one is from the left foot.That's how good!
Up down
First of all, we introduce young children to the words “Up” - “down” (the bird flew up the tree - up! The ball fell down - bang! On the swing we swing up - down, up - down), forward - back (run to me, I catch up ). And only then the child will be able to master the words "right" and "left".
Can be done with kids simple application, which will teach you to navigate not only in the room, but also on a sheet of paper. For example, make a handkerchief or napkin for a doll or other toy.
Make a pattern on a handkerchief
You will need a set of geometric shapes cut out of colored paper: for example, four red triangles and red circles. Or another set: one green circle, four green triangles and one green rectangle.
Show your child the pattern of the appliqué handkerchief you made. Let the child's favorite toy ask the baby to help her and give her exactly the same handkerchief.
Consider carefully the sample with the baby: circle the figure on the sample with the baby’s finger: are they round or are there corners? If there are corners, how many are there - three corners or four corners? What is it called? Name the shapes - this is a circle, and this is a square. Describe in words how the figures are arranged. for example: “Look, there is a circle in the middle, and squares in the corners. So we will do it! Arrange the figurines on your handkerchief"
Most simple ornaments consist of 2 figures (for example, a circle and squares are glued on one rug, napkin or handkerchief). More complex - from three different geometric shapes. First, the baby lays out the figures on his handkerchief, and only then sticks.
When the handkerchief is ready, give it solemnly to the toy, let it say “Thank you” to the baby, rejoice with him.
Attention! It is important! The kid should never see that his drawing or application is thrown away after the game! If he makes his own napkin for the doll, then the doll herself must take the application from him, put it on her toy table like a napkin, put the toy dishes, admire what beautiful table became with this napkin. Say that he will invite guests and show them a new napkin. Thank the kid. Only then will your child be interested in working with you in the future.
Get to know Mosaic
In the most simple games with mosaics, we can also begin to introduce the child to space and teach him to navigate in it.
Game 1. Show the baby the details of the mosaic (a magnetic mosaic with geometric multi-colored shapes or any other mosaic for kids will do). Show your child the blue details - let it be rain. Rain drip-drip-drip-drip - dripping on the roof, on the window, on the trees. Let the child make it rain on the playing field of blue pieces and learn to fill the entire mosaic playing field with details evenly. What a rain we've got! It is important that the baby has the parts all over the playing field, and not put them in a bunch somewhere in the center or on the side.
Next time, try to decompose other details, having figured out what it will be. White details can be flying snowflakes. And the yellow ones autumn leaves. Red ones - candies on the table, and large details - balloons that fly into the sky. Many small multi-colored details can be fireworks in the sky.
It is not so easy for a child to put parts on a mosaic - show him how to first take the part with two or three fingers and then press it with his palm to magnetic field so that the figure "sticks".
Game 2. In the following games, introduce your baby to the concepts of "above" and "below". Together with your child, make a “river” from all the blue details at the bottom of the playing field. To do this, lay out a wide strip of parts of blue color. Run a child’s finger along it - “a river flows”, the river is long - long. You can make "grass" next to the individual green details - just like we did the rain.
And then make the sun at the top of the playing field by collecting the yellow details in a circle. Additionally, you can collect clouds of white details next to the sun.
What's up? Sun. What's below? River and grass. So the baby begins to understand the words "above" and "below" in relation to the picture, a sheet of paper, the playing field of the game.
Game 3. AT next game with a mosaic, let our leaves fly - where do they fly? Up or down? Let's blow on them - the wind blows! Where did my leaf go? Up. Where did yours go? Way down!
When the baby grows up, our leaves will also fly to the right or left. Where did your leaf go? Right! And now mine will fly to the left. I will blow on him. Here! Already flying!
In this very simple game, the kid begins to navigate on the plane, to understand where is the top and where is the bottom, to see the limitation of the playing field by its sides (right and left).
Games for children 3-5 years old: learning to distinguish between "right" and "left" and not only
Around the fourth year of life, the baby already distinguishes and names his right and left hands. And at 4-5 years old, the child learns to determine the direction in relation to himself. It is still difficult for him to understand that the person who is standing opposite has “left” where he has “right”. He can determine the direction only "from himself." Therefore, in all games with children 4-5 years old, an adult stands in the same way as a child (facing in one direction) - showing and prompting at first.
Find a toy
Option 1. Ask the baby to go out the door and hide the toy. When he enters the room, tell him the way to the toy. An approximate path can be told like this: “Go straight to the table, turn right at the table (the child does). Walk five steps. And now one step back, turn left (the child performs). Walk two steps. Seek!" In the first games three year old baby you can give one or two teams, let's give a four-year-old no more than 2-3 teams. Then you can increase the number of teams to 5 or even more.
When the child masters this game, complicate it. In the second version of the game, the baby needs to name the direction in which he is going. Here's how it's done.
Option 2. Cut out arrows of different colors from colored paper or colored cardboard and lay them on the floor. Tell your child, “Go where the red arrow is pointing, walk three steps. Where do you need to go? (the child names the direction: left, right, straight or back). “And then go where the blue arrow points. Where is she taking you? (the child calls - to the right or to the left. forward or backward) Walk 2 steps. Now look!
When the baby gets used to the name different directions then switch roles with your child. Let him hide the toy, and you will look for it. It is very difficult for children to give instructions. Therefore, help the baby with questions: “And then where should I go - which arrow? BUT! The yellow arrow means to the right. How many steps to take? etc.
This game can be played on behalf of fairy tale hero: for example, Carlson hid a toy, and you need to find it. Or the Old Woman Shapoklyak hid Cheburashka's favorite toy, and we are helping him find it. You can also play differently with any child's favorite hero who will give commands (for example, boys love to be given commands by their favorite heroes - warriors).
Catchers with cams
This game can be played both at home and on the road. Sit your baby on your lap or sit next to him at the table. Put your fists on the table (on your feet if you are sitting on the couch) and ask the child to put his fists.
And now let's play! We ask the baby, where is his right hand, and where is his left? If your baby is often mistaken, then you can put pictures - hints: next to the right hand is a picture with a spoon (in the right hand we hold a spoon), and next to the left hand is a picture with bread (and in the left hand we hold bread at this time) . If your baby is left-handed, then everything will be exactly the opposite.
We speak little rhyme and to the rhythm of the poem we knock with our fists:
We play with fists
Let's raise our hands quickly!
One two Three!
Left, run!
On the word “run”, the baby needs to quickly remove the left fist from the table, and you are trying to stain him - touch the left fist on the table.
The words in the rhyme change and it says either “left, run!”, then “right, run!”. The task of the child is to run away from you so that you never have time to hurt him.
If you use hint pictures, then you can gradually remove them - for example, first leave only a hint for the right hand, and then it will no longer be needed. The kid will begin to remove the desired fist without prompts - pictures.
Find a surprise!
Plant four toys in the center of the room so that you get a "cross". A child will stand in the center of this “cross” in the game (see picture). For example. the child will stand in the center, and in front of him there will be a bear, a bunny in the back, a car on the right, a train on the left (you can use any other toys that you have at home).
Hide a surprise under one of the toys (or in one of the toys). It could be Nice picture or a sticker, a note with a riddle, a wish or a rhyme, new riddle, interesting branch, figure, new letter, a set of beads, a small picture that you drew, an interesting task on a note, a pebble or a shell - anything.
Let the baby stand in the center of the room and in the center of the resulting "cross". You stand the same as he does - i.e. if the child looks at the window, then you look at the window. We start looking for our surprise. Some children, especially boys, like to look not for a surprise, but for a treasure. Then we are looking for treasure! We say the way to our treasure or surprise: “Turn to the right. Now turn left twice. Turn left twice again. And now three times to the right. Seek!" Children love to jump around in this game. Let them jump to health!
If the child correctly followed the commands, then at the end of the game he looks at the toy that hid the surprise for him. And finds it! If the baby incorrectly followed your commands, then he is looking for a surprise under the toy and ... does not find it. So, you have to try again. Again we stand facing the window and try. And finally we find it! Hooray!
Some children like to put the surprises received in the game in their box or box. Some are given to mothers or friends. But in any case, a surprise always brings joy to the baby! Even if I had to look for it three times.
Folk outdoor game "The ship is sailing!" - learn to distinguish between “right” and “left”, “up” and “down”, “forward” and “backward”
The game can be played with one child or with a group. First, the movements of the game are learned.
Here are some movements you can use in the game to distinguish between right and left directions:
- “Right turntable” is a rotation with the right hand (another option is with the right forearm) as if “starting the engine”.
- “Left turntable” is a rotation with the left hand (another option is with the left forearm) as if we start the engine with the left hand.
- > "Right stomp" - stomp with the right foot.
- "Left trample" - stomp with the left foot.
You can also come up with your own movements in which you need to distinguish between right and left (up and down, forward - backward or other directions).
How to play the game?
The leader peers into the distance and shouts: “The ship is sailing!”
Children ask: "Which ship?"
The host replies: “With the right turntable!”
Children perform a movement - they make a right turntable (rotate with their right hand).
Again, the driver peers into the distance and shouts: “The ship is sailing!”
Players ask "Which ship?"
The driver comes up with the name of the ship. For example, "With the left tramp and with the left turntable." Children perform movements: stomp with their left foot and twist with their left hand. In the first games, simple tasks are given, including one action, for example, "with the left tramp." In the future, you can give tasks with 2-3 actions: “with a right tramp and two turntables” or “with a right tramp and a left turntable” or “with two tramps and a left turntable”.
The task of the players (child or children) is not to make a mistake. As the kids get comfortable with the game, you can make it more difficult.
- We lay out 10 pencils on the floor (sticks, pebbles or any other items that will indicate steps). The kid correctly completed the task - goes forward one step (gets up near the next pebble or pencil). Wrong done - remains in place. The task is to reach you as a captain. As soon as the baby became the captain, you switch roles, and he comes up with which ship is sailing. Moreover, the child can come up with new movements that were not in the previous game.
- With a group of children, you can play the game like this. The kids are in a row. If someone makes a mistake, he takes a step back. If done correctly, then a step forward. The task is to reach the captain as quickly as possible. Whoever reaches the captain first will be the leader in the next game.
What changed?
You can play this game both with toys and with several children.
Playing with toys. Plant 5-7 toys on a table or sofa. They should sit with their back to the baby! It is important! It is necessary that the child and toys face the same direction and sit in a row.
Then ask the baby to turn away and close his eyes. Or you can cover the toys with an opaque scarf. And swap toys.
The kid opens his eyes - and ... what has changed? BUT! The doll sat to my right, and the bear to my left. And now it has become the other way around - now the doll is sitting on my left, and the bear is on the right.
Playing with children. The kids sit on the mat in a row. One kid - the leader closes his eyes. The rest quickly change places. Additionally, you can exchange something else or pick up items. The kid - the presenter opens his eyes and looks for what has changed: “Oh, Masha has a doll in her hands. And Natasha, on the contrary, had a ball in her hands. Now the ball is gone. Petya was sitting to my right, and now he is sitting to the left.
The boys are very fond of this game as a game of "scouts".
In the first games, make only 2 changes. Then the number of changes can be gradually increased.
From mobile games, you can move on to more complex games with geometric shapes that help you learn how to navigate on a plane (sheet of paper).
lay out the pattern
Ask your child to guess how Little Red Riding Hood embroidered the pattern for her grandmother on her handkerchief (you can use any of your child's favorite characters).
Take two identical square sheets of paper. This will be a playing field for you and for the child. And cut out paired identical shapes from colored cardboard - for example, a green square, a blue square, a red triangle, a yellow triangle, a green circle, a blue circle, etc. You will get two sets of identical shapes. Take one set for yourself and the other for your child. We will lay out different figures on the playing field.
Before playing, show your child how we will lay out the figures on a square - a handkerchief. Where is the top, where is the bottom, where is the right, where is the left.
Place a large sheet of cardboard or anything else in front of you to act as a partition. The partition is needed so that the child does not see your pattern. Lay out the pattern on your piece of paper. And after that, ask the baby to listen carefully to you and make the same pattern. An approximate pattern is shown in the picture: “At the top is a red triangle. Below is a yellow triangle. Right - where is your right hand? - blue circle. On the left is a green circle. In the middle is a blue rectangle. Happened? Let's watch".
Remove the divider and compare the two handkerchiefs. Correct inaccuracies if any.
With a more complex game, the child needs to take into account the location of the pieces. And then we say, for example, like this: “At the top is a red triangle. He looks with the corner up, and with the side in the middle / in the center.
In the future, when the baby masters the game, you can make him a driver.
And you can make another version of this game - more complex, when we do not directly say what kind of figure should be placed. And the kid himself chooses it from a set of figures: “Guess what Little Red Riding Hood embroidered at the top - this is not a square, not a circle. What's this? That's right, a triangle. Not yellow, not red, not blue, but which one? How did you guess - green! So what will be at the top of the handkerchief? Yes, green triangle!
If the child is having trouble finding his way around, help him. Draw on his playing field - a white square - a red line on top and a blue line on the bottom. On the right draw a spoon (the right hand is holding the spoon) and on the left draw a piece of bread (the left hand is holding the bread). And when you dictate - tell, then help with a hint: “Little Red Riding Hood embroidered a red square at the top. Where is it? Yes, where the red line is. And on the right, she embroidered a green triangle. Show me where the green triangle is? Here he is! And where is it on the right - where the spoon is drawn. There she is! Where is your right arm? So, where should the figurine be placed? Well done! A beautiful handkerchief will turn out!
In such a game, you need to constantly change the plot - then decorate with flags different shapes and a silhouette of a different color - a boat (instead of a square), then arrange multi-colored cups different size on the table (right - left, above - below), then help the hero write an encrypted letter (a rectangle - the background will indicate an envelope on which figures are laid out in a certain order), then make a flying carpet for Old Man Hottabych (lay out drawings on a rectangle). The plot of the game can be any and from any favorite fairy tale of the kid!
For a five-year-old child, you can complicate the task and in a different way - teach you to correctly name the corners: upper right corner, lower right corner, upper left corner, lower left corner. Then the pattern can turn out, for example, like this: “In the upper right corner there is a red triangle. And in the lower left corner - a red triangle. In the lower right corner is a yellow circle. And in the upper left corner - a yellow circle. And in the center is a blue rhombus.
Shop game
Another variation of the previous game is the store game. You make paired cards for the game (as shown in the previous picture) with different arrangements of pieces on the base square. These are our "carpets" or "handkerchiefs" or "napkins" that will be sold in the store. We need two identical sets - one from the seller, the other from the buyer.
The child-shopper chooses one card from his set - this is a “rug” (towel, scarf, napkin, etc.) that he wants to buy in the store. The kid must explain to the seller which carpet or napkin he wants to buy. So explain that the seller gave him exactly this item with just such a pattern. To do this, he needs to describe his “rug” very accurately: what is drawn in the middle, what is above, what is below, what is on the right, what is on the left.
The kid can choose the "rug" to buy. Or maybe, in another version of this game, a fairy-tale character will ask him to help and give him a picture with the image of the “rug” he needs.
Find the same picture.
To make the game, you will need stickers (sets of identical stickers) and cardboard. Cards are made of cardboard in the form of long rectangles, on which stickers are pasted in a different order: for example, teapot - dress - ball - girl. On another card: dress - duck - ball - girl. On the third: dress - teapot - ball - girl. On the fourth: a ball - a dress - a girl - a kettle. And so on. Two identical sets of cards are made for the game.
The task is to find a pair of identical pictures and explain why these pictures are a pair (the child can explain this way: “Here a dress is glued to the left, a kettle to the right of it, a ball to the right. And then a girl. And in this picture it’s exactly the same”). Children younger than 3 - 3.5 years old usually do not understand the meaning of such a game, because all the pictures have similar toys. They can say to any pictures that they are the same. By about 4 years old, the baby can already explain how the pictures differ - the location of the toys on them. By this age, the child can tell in words what he sees the differences.
housewarming
If you have a set of pictures of furniture, then you can play this picture game. Or you can play with toys and a doll room made from a big box.
There are three game options:
Option 1. More simple.
We tell the kid a story that the doll (hare, kangaroo, hippo or other toy) has a housewarming party. And he needs help to arrange the furniture. We agree with the child that where it will stand (next to the window, to the left of it, to the right of it, in front of the table, behind the chair, etc.). We draw a plan of the room. And then we fill it with furniture according to the drawn plan (for a kid of this age, 4-6 items indicated on the plan plus the designation of the window and door are enough). As soon as everything is ready - we celebrate the housewarming 🙂 - we invite toys to visit, who will congratulate us on the housewarming, treat ourselves to tea with sweets and give gifts to our toy hero ..
Option 2.
Already have ready plan room for our toys. He drew main friend our toy Toptyzhka (or someone else from the favorite toys of the baby). And we need help to "read" this plan and arrange all the items exactly according to the plan of the room. If the kid is wrong, then the toy tells him: “No, I don’t want that. Look, I wanted to put a big sofa here, not a round table. It is inconvenient to place a table here - how are we going to get out from behind it?
Option 3. Permutations.
Our toy decided to rearrange the furniture in the room because she bought a new piano or a new wardrobe or new table. And you need to help her - place these objects on the plan, check everything - whether it will fit here, whether it will be convenient, and then arrange the furniture in the room.
How to hold such a housewarming party and teach how to plan a room for children 3-4 years old, we already know from the article
Attention: in order to understand the plan, the child first needs to determine where he himself is in the room, where is the window, where is the door. And start from these landmarks, completing the task. Soon he himself will quickly understand how to "read" the plan, and will immediately look for the right place on the plan.
If you play with older children, then you can complicate the task - let there be up to 10-11 items in our room. A doll can buy more than one new item furniture, but two at once.
Games for children 6-7 years old
Children 6-7 years old can already be introduced to what a map is and how to read it and teach how to make it detailed map your way (how to visit a friend, grandmother, shop, kindergarten, playground, to the park).
What is a map and scale, your baby will learn from the TV show "Shishkin Forest" of the TV channel "My Joy". Happy viewing!
Together with your child, make a map of your yard, district, draw on it the way to kindergarten, to the store, to friends, to the kids club, to school.
And now a few more games for already grown up kids - future schoolchildren.
captain and ship
This game teaches to cooperate with each other, and at the same time reinforces the ability to navigate in space. In the game, the child will need to navigate with his eyes closed, according to the leader.
A couple is playing. One player is the captain. The other is a ship. Their common task is to cross the sea without a shipwreck. The sea will be our room. Chairs are placed in the middle of it - reefs. The task is to swim across our "sea" - not to touch the room with chairs - "reefs".
How to play? The player-ship is blindfolded. The captain leads the ship, giving him instructions: “Step to the right. Another step to the right. Back. More back. Small step to the left. Now 5 steps forward” and so on.
Hooray! Mission accomplished. Now you can switch roles :). Trying to pass the room - our sea - with your eyes closed, you will understand. how easy is that! And help your little captain with questions: “Where to go next? How many steps? Should I stop or go ahead?"
Reading the plan of the room with the help of a cheerful little man
A child of senior preschool age can already learn that the spatial relationships “right”, “left”, “forward”, “backward” change depending on the position of the person. For example, if you stand with your child facing each other, then your right the hand will be opposite left child's hands! And then for you "to the right" - it will be, for example, to the window. And for him "to the right" - it will be, on the contrary, to the door.
In order for the baby to learn this, we need a technique proposed by L.A. Wenger. Draw a picture with a cheerful little man (we draw a little man as if we were looking at him from above). Where the little man has a round nose - this is his face, he looks in this direction. You will also cut out two arrows from colored paper or colored cardboard - the handles of a little man: red and blue. The red arrow will represent the right hand, and the blue arrow will represent the left. You can make arrows of a different color, but the designation must be permanent. For example, you will have the right handle of a little man - it is always a brown arrow. And the left hand of the little man is always a green arrow.
Put our little man on the plan of the room, which the child is already familiar with from previous games. Let the baby look at the nose of the little man and decide where to attach the handles - arrows. Where will be the right, and where is the left hand of the little man? What will be ahead of the little man, and what will be behind?
Then put the little man in a different position on the floor plan. And invite the baby to attach arrows to it - pens and say that now the little man is in front, behind, to the right, to the left.
The most difficult thing is when the little man is facing the child. Let the child experiment, he will try to take different places in the room to solve this problem.
Find the treasure
In this game, the child will learn to navigate on a sheet of paper in a box.
How to make a playing field for the game?
To make the playing field, you will need sheets of paper in a cage. Each line or each column has its own symbol. You can draw a picture or sign letters or sign numbers, draw geometric shapes. In the picture you see approximate options for the playing field for children 6-7 years old.
For the first game, you need a simple playing field (5 by 5 cells). In the future, you can make a more complex playing field - 5 by 10 cells, or 10 by 10 cells).
How to play the game?
A pair of players is playing, they have the same playing field.
Leading - an adult marks on his playing field with a cross where the treasure is located.
A child who does not see the adult's playing field must find this treasure.
An adult says, for example, this way: “Find the sun (letter A, number 6, etc.) drawn on top. Now you need to go down - go down 3 cells. Put a point. Let's check. If you found a treasure, then from the mushroom, drawn on the side, you moved 7 cells to the right. We compare whether the child got into the right cell - and whether he found the treasure marked with a cross.
When the child learns to move around the playing field without errors, he is given a path of 2-3 steps, and then of 5-6 steps to the treasure. And he can also become a leader and "hide the treasure" for you.
Dictation
Option 1. This is not even a game, but a task for the child, which will help him learn to navigate freely on a sheet of paper. Give your child a square of paper and shapes of different colors and shapes. You don't show anything, you just tell where to put what. For example: “Take the green square and put it in the middle. Put 8 red triangles around so that they look at the square with their sharp corner. Place small yellow circles between the triangles. There will be a green rectangle in the upper left corner. There will also be a green rectangle in the lower right corner. Put yellow rectangles in the other two corners.” Then we look to see if the pattern is the same or not.
Option 2. The child sees the laid out pattern and must "photograph" it - that is, remember it. Usually, my children and I play photographers - we depict with our hands how we “take the camera”, “press” the button and “get a photo”. And we remember it. Then the sample of the pattern is removed, and the children lay out the pattern from memory. If the task is carried out in this version, then you need to use no more than 4-5 different shapes for the pattern.
If the pattern is laid out incorrectly, then you can offer the child to “fix the camera” and take the next photo without errors. Usually children happily agree and are happy to depict how they repair the camera and do not make mistakes in the next game :).
This task can be carried out in a playful way - try to pass a secret letter to the scouts, compose an enchanted telegram in magical forest for a fairy-tale character or come up with something else.
More games with prepositions for preschool children on the topic "Orientation in space" can be found in the articles:
And what games, poems, nursery rhymes, ideas have you used or are using to help kids learn to distinguish between “right” and “left”?
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