Svetlana Koshatko
The role of didactic games in the physical and mental development preschoolers. Didactic game"Find the Extra"
Didactic game for the development of attention"Find the extra"
Target: development of thinking, visual attention, develop the ability to classify objects on an essential basis, to generalize.
Children are invited to consider the objects shown in the picture, name them, explain their purpose and find extra- closing it with a circle, accompanying your action with speech (I turned off the TV because it extra)
During didactic games, children learn to apply existing knowledge in various game conditions, activate a variety of mental processes and deliver emotional joy to children.
A game permeates the whole life of the child, it contributes physical and spiritual health, is a source of extensive information, a method of teaching and educating children. It creates conditions for development creativity, comprehensive child development.
There is a direct connection between emotional state baby and the intensity of its flow mental processes: thinking, speech, attention, memory. If in the game the child, acting with objects, actively manipulates his fingers, then the thought processes are activated, and vice versa, their intensity weakens if the child's hand is inactive. Therefore, games in which children operate: disassemble, assemble, sort, connect, separate parts, etc. With the help of such toys and games, pupils learn the world, get acquainted with the properties of objects, while they develop observation skills, ingenuity, dexterity, ingenuity, endurance, organization.
Games on development of attention
Preparing a child for school: games for the development of verbal logical thinking:
By the age of 6-7, a more intensive formation of verbal-logical thinking begins, which is associated with the use and transformation of concepts.
We offer games and exercises aimed at developing coherent speech, thinking, enriching lexical vocabulary preschoolers.
Exercises for the development of mental operations:
Game "Comparison of objects"
For comparison, offer the child the following pairs of words:
fly and butterfly caterpillar and snake
house and hut milk and snow
table and chairs orange and carrot
book and notebook airplane and bird
water and milk stone and brick
ax and hammer pond and river
city and village bag - wallet
The child must imagine what he will compare. Ask him questions: “Did you see the fly? And the butterfly? after such short questions about each word from the pair, ask the child to compare them. Again ask him questions: “Does it look like a fly and a butterfly? How are they similar? How are they different from each other?"
Review the child's responses. How many words did he successfully match? What is easier for a child: to look for similarities or differences?
A child of 6-7 years old should correctly make a comparison: highlight both similarities and differences, but not by random, insignificant features (for example, a hammer and an ax are in a barn), but by the main features.
Linguistic game to develop the speed of thinking:
Word ending game
Invite your child to play this game: you will start the word by saying the first syllable, and he will finish it. "Guess what I want to say: By ..." - this is how you start the game.
Suggested syllables:
If the child easily and quickly copes with the task, invite him to come up with (guess) not one word, but as many as he can.
Fix not only the correctness of the answers, but also the time, which is an indicator of the speed of thought processes, ingenuity, and speech activity.
Exercises for the development of thought processes of generalization, abstraction, highlighting essential features:
Game "Find the extra word."
Read a series of words to your child. Each series consists of 4 words; 3 words in each series can be combined according to their common feature, and one word differs from them and must be excluded.
Invite the child to identify the word that is "extra".
Old, decrepit, small, dilapidated
Brave, wicked, daring, courageous
Apple, plum, cucumber, pear
Milk, cottage cheese, sour cream, bread
Hour, minute, summer, second
Spoon, plate, saucepan, bag
Dress, sweater, hat, shirt
Book, TV, radio, tape recorder
Soap, broom, toothpaste, shampoo
Birch, oak, pine, strawberry
Thermometer, doctor, teacher, nurse
Game "Find the extra picture."
Pick up a series of pictures, among which every three pictures can be combined into a group by common ground, and the fourth is superfluous. Lay out the first four pictures in front of the child and offer to remove the extra picture. Ask: “Why do you think that. How similar are the pictures that you left?
Note whether the child highlights more significant signs, whether he correctly groups objects.
If you see that this operation is difficult for the child, then continue to patiently work with him, picking up another series of pictures. In addition to pictures, objects can also be used. The main thing is to interest the child in the game form of the task.
Mind Flexibility Exercises.
Invite the child to name as many words as possible denoting a concept.
Trees (birch, pine, spruce, cedar, mountain ash…)
Name the words for pets
Name words for wild animals
Name the words for land transport
Name the words for air transport
Name the words for water transport
Name words for vegetables
Name words for fruits
Name the words related to the variety (football, hockey ...)
Game "How can I use it?"
Offer the child a game: find the most more options for using an item.
For example, you name the word "pencil", and the child comes up with how you can use this item.
The child names the following options:
· Draw
Use like a wand
· Thermometer for dolls, etc.
The opposite game
You say a word, and the child says the opposite word.
For example:
Cheerful - sad
fast - slow
· Beautiful - ugly
Endurance - full
Thin - fat
Clever - stupid
heavy-light
Hard - soft
Rough - smooth
This game helps to expand the horizons and ingenuity of the child.
A useful exercise for the development of children's thinking is guessing riddles. Moreover, riddles well known to children do not carry any mental load. Riddles should make you think not only the child, but also the adult:
Two sables lie with their tails to each other. (BROWS)
Not on the floor, not on the ceiling, but looks both into the house and into the street (WINDOW)
Curl up - with a cat, turn around - from the track. (ROPE)
Exercise for the development of verbal-logical thinking:
Game "Define concepts"
The child is offered the following sets of words:
· Bicycle, button, book, raincoat, feathers;
Airplane, nail, newspaper, umbrella, fur, hero
Car, screw, magazine, boots, scales, coward
Ask the child to imagine a person who does not know the meaning of any of these words. Then you say, "Try to explain to this person what each word means."
Before your child tries to define a word, make sure he understands it. This can be done by asking, “Do you know this word?” or “Do you understand the meaning of this word?”
Help your child define each word, ask leading questions, but always let him answer first.
Pair analogies. Choose a word from the example.
“Choose a word for the word HOSPITAL that would fit the same way as the word SCHOOL fits the word STUDENT.”
Problem - solution Question - ...
Clock - time Thermometer - ...
Meadow - grass Forest - ...
Sea - water Sky - ...
Afternoon - lunch Evening - ...
House - brick Word - ...
Didactic game "What is superfluous?"
Author: Khalikova Elena Valerievna, teacher of the 1st category
Place of work: MBDOU " Kindergarten No. 31 of Leninogorsk"
A didactic game in the form of cards with images of animals and birds is presented. The game can be used by educators, speech therapists, as well as parents. In individual and work and subgroups with children from 3 to 7 years.
Target:
To consolidate knowledge about animals and birds. To arouse interest in the living world.
Tasks:
Develop abstract figurative thinking, visual memory.
Develop mental abilities, the ability to classify.
Expand children's horizons.
Cultivate love for animals and birds, the desire to take care of them.
Game progress:
The teacher invites the children to look at pictures with images and determine what is superfluous. Explain your choice.
Cards "Find the extra?"
1. Pets. (crocodile)
2. Wild animals. (horse)
3. Who was born from an egg? (frog)
4. Mammals. (tit)
5. Birds that don't fly. (pigeon)
Crocodile looks green
He will not let himself be offended.
Crocodile is a dangerous predator
Be careful with him, mate.(crocodile)
- But! we said to the horse
And they rushed off without looking back.
The mane curls in the wind.
Here is the house. Horse, whoa!(horse)
She grew up - she grew a tail,
She wore a dark dress.
She grew up - became green,
Tail changed to oars.(frog)
Flying with a yellow breast
What is this bird?
How beautiful is her look!
Call her - a tit!(tit)
gray, furry,
wild, domestic
Spotted and white
The symbol of the world in general is everything!(pigeon)
The speech therapist names the words and invites the children to name the “extra” word, and then explain why this word is “extra”.
a) "Superfluous" word among nouns.
Doll, sand, spinning top, bucket, ball.
Table, wardrobe, carpet, armchair, sofa.
Coat, hat, scarf, boots, hat.
Plum, apple, tomato, apricot, pear.
Wolf, dog, lynx, fox, hare.
Horse, cow, deer, ram, pig.
Rose, tulip, beans, cornflower, poppy.
Bus, combine, tram, bicycle, motorcycle.
Winter, April, spring, autumn, summer.
Mom, girlfriend, dad, son, grandmother.
Sea, lake, river, bridge, pond.
Circle, square, pencil, triangle, rectangle.
Nikolay, Sasha, Ivanov, Misha, Peter.
Moscow, Novgorod, square, Petersburg, Pskov.
Hammer, axe, spoon, saw, tongs.
Ilya, Fedor, Petrov, Andrey, Zhenya.
Cheese, bun, ice cream, butter, cottage cheese.
Bottle, jar, frying pan, jug, glass.
Milk, cream, cheese, lard, sour cream.
House, barn, hut, hut, building.
Birch, pine, tree, oak, spruce.
Book, album, notebook, paints, notebook.
Brush, pencil, sheet, paints, painting.
Cake, briefcase, bag, backpack, suitcase.
Month, day, year, sky, hour.
Nest, bark, anthill, chicken coop, lair.
Hammer, nail, axe, tongs, chisel.
Minute, second, hour, evening, day.
Robbery, theft, earthquake, arson, assault.
b) "Superfluous" word among adjectives.
Sad, mournful, dull, deep.
Brave, resounding, courageous, daring.
Weak, brittle, long, fragile.
Strong, distant, durable, reliable.
Decrepit, old, worn out, small, dilapidated.
Courageous, courageous, courageous, angry, resolute.
Deep, shallow, high, light, low.
c) "Superfluous" word among verbs.
Think, go, think, think.
Rushed, listened, rushed, pounced.
Hate, despise, punish.
Arrived, arrived, ran away, rolled.
He came, complained, looked, appeared.
Ran out, got in, got out, got out.
Poured, littered, poured.
He ran, entered, approached.
Arrange the pictures according to their similarity.
A vertical row of pictures is displayed on the board: a sheep (or a ram), a tree, a cow, ears of corn.
Pictures are given to children: a sweater, a hat, woolen mittens (or gloves), a scarf (to the picture "sheep"); table, wooden rake, wooden gate(or fence), chair (to the picture "tree"); bottle of milk, butter, cheese, ice cream (to the picture "cow"); bread, loaf, bagel, bagel (to the picture "ears". Each child has 1-2 pictures.
The speech therapist invites the children to put their picture to one of the 4 pictures on the board and explain why he put it that way.
The game "Pair to Pair" (pick up words by analogy).
The speech therapist offers to choose words so that they get similar pairs of words, and then explain how these pairs are similar.
Cucumber - a vegetable, chamomile - (earth, flower, flower bed).
Tomato - garden, apple - (fence, garden, pear).
Clock - time, thermometer - (bed, temperature, window).
Machine - motor, boat - (sail, water, deck).
Table - tablecloth, floor - (furniture, boards, carpet).
Hammer - nail, knife - (board, bread, box).
Suit - fabric, house - (fence, bricks, stairs).
Chair - tree, bun - (table, ear, knife).
Window - house, eye - (mouth, glasses, face).
Phone - ear, TV - (radio, antenna, eye).
Hat - head, boot - (brush, boy, leg).
Wool - sheep, milk - (cheese, cow, cat).
Nail - hammer, screw - (screwdriver, screw, board).
Pen - pencil case, notebook - (book, desk, briefcase).
Cat - kitten, chicken - (duck, rooster, chicken).
Tram - trolleybus, table - (book, chair, tree).
Chicken - rooster, cat - (kitten, cat, milk).
Car - driver, plane - (driver, pilot, sky).
Reading - letter, count - (task, number, question).
Listen to the words. Which of the following are vegetables?
Lettuce, nettle, carrot.
Onion, turnip, plantain, dill.
Garlic, radish, rose, swede.
Currants, zucchini, parsley, cucumbers.
Tomato, sorrel, beets, cabbage.
Potato, apple, strawberry, chamomile.
Listen to the words. Which of the following are pets?
Fox, wolf, dog, hare.
Horse, calf, elk, bear.
Squirrel, cat, rooster.
Donkey, roe deer, lynx, tiger.
Barn, cow, goat, sheep.
Rabbit, otter, puppy, parrot.
Listen to the words. Which of the following refers to transport?
Truck, subway, plane, bench.
Bus, road, helicopter, passenger.
Train, compartment, steamer, anchor.
Tram, driver, trolleybus.
9. Guess what the fourth word will be ( semantic series):
Electricity - switch, water - ...
A nail is a hammer, a screw is ...
Good - better, slowly - ...
School is teaching, hospital is...
Coat - button, boot - ...
Man is a child, dog is...
A bird is a nest, a man is ...
A bird is an egg, a plant is ...
The house is the roof, the book is...
Square - cube, circle - ...
Fire is fire, water is...
Grain is a barn, money is ...
Clothes - naked, shoes - ...
Rubber - tire, steel - ...
Morning - night, winter - ...
Reference words: screwdriver, cover, ball, seed, slower, flood, bank (or wallet), faucet, barefoot, treatment, puppy, rim, house, lace, autumn.
10. Where and for what it is possible to apply the subject, which I will name:
For example, BUTTON: 1) to attach paper to the board;
2) can be thrown out the window to give a signal;
3) to hand over in scrap metal;
4) draw a small circle (circle);
5) put on the table, etc.
Nail - ..., shoe - ..., tomato - ..., lace - ..., blanket - ....
Choose the correct answer.
Months in a year (7, 12, 16, 24).
The father is older than the son (sometimes, often, always, never).
A tree always has (leaves, roots, fruits, flowers).
Winter month (November, March, February, June).
Always hot (iron, heating pad, boiling water, steam).
Name the parts game.
There are two options:
a) according to the picture;
b) on presentation.
The speech therapist calls the word, suggests presenting this object (or animal) and naming its parts.
For example: CAT - body, head, paws, claws, tail, nose, ears, eyes, whiskers, wool.
Truck - ..., house - ..., tree - ....
Guess the object by the names of its parts.
Body, cab, wheel, steering wheel, lights, doors (truck).
Trunk, branches, branches, leaves, bark, roots (tree).
Bottom, roof, walls, handles (pan).
Deck, cabin, anchor, stern, bow (ship).
Entrance, floor, stairs, apartment, attic (house).
Wings, cockpit, tail, motor (aircraft).
Eyes, forehead, nose, mouth, eyebrows, cheeks (face).
Sleeves, collar, cuffs (shirt).
Head, body, legs, tail, udder (cow).
Floor, walls, ceiling (room).
Window sill, frame, glass (window).
Explain what the objects have in common.
Two items: cucumber, tomato - (vegetables);
chamomile, tulip - (flowers);
elephant, ant - (animals).
Three objects: ball, sun, ball;
plate, vase, cup;
leaf, grass, crocodile.
Guess the generalizing word according to functional features, according to the situation in which the object called by this word is most often located.
For example: Grow in a garden bed, used in food (vegetables).
Grow on a tree in the garden, very tasty and sweet.
How to call in one word what we put on the body, on the head, on the legs?
Guessing the name of an object by describing its differential features.
For example: What is this? Vegetable, round, red, delicious.
Guessing riddles from a picture using epithets (several pictures are offered, from which you need to choose the right ones).
For example:
I am tall, thin, spotted (giraffe).
I am short, fat and gray (hippo).
I am small, grey, with a long tail (mouse).
I am formidable, big, with a long mane (lion).
I'm humpbacked, with a long neck and thin legs(camel).
Choose from three words two words - "enemy".
Friend, sadness, enemy.
Tall, big, low.
Night, day, day.
Long, big, short.
Joy, joyful, sadness.
Big, low, small.
Raise, lower, take.
White, long, black.
Give, sell, take.
Heavy, long, light.
Buy, sell, give away.
Short, small, long.
Talk, go, be silent.
Good, light, bad.
OPTION 1.
Source: Zabramnaya SD "From diagnostics to development". - /Materials for the psychological and pedagogical study of children in preschool institutions M.: New school, 1998 - 144 p.
Research objectives
Analytic-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is investigated. Ability to make generalizations. Logical validity and purposefulness. Clarity of representations. Use of help.
Equipment
Three drawings of different complexity.
There are three squares in the figure (APPENDIX 1), each with four figures, one of which does not fit on one basis (size, color, shape). Offered to children from 5 years old.
In the figure (APPENDIX 2) there are three squares, each with four objects: three of one generic group, and the fourth of another generic group. Offered to children from 6 years old.
In the figure (APPENDIX 3) there are three squares, each with four words-concepts, one of which does not fit. Offered to children from 7 years old.
Procedure
APPENDICES 1, 2, 3 are offered alternately.
When working with APPENDIX 1, the instruction: "Tell me what does not fit here?".
When working with APPENDIX 2, they are first asked to name what is drawn, and then they ask: "What does not fit here?". Help: "There are three objects (pictures) here that are somehow the same, but one does not fit. Which one?".
When working with APPENDIX 3, the researcher reads the words himself, and then asks the child to name a word that does not fit the rest. If the answer is correct, they are asked to explain the choice.
Analysis of results
Children with normal mental development understand the purpose of the task and independently identify a feature that distinguishes the figure from the rest. They give a speech justification for the principle of highlighting a figure. In working with pictures, they are also able to make an independent generalization and justify the selection of an inappropriate picture. When highlighting words-concepts, re-reading is sometimes required. Leading questions are sufficient to correct execution. It must be borne in mind that the level of development of generalization at this age in children is different. Some immediately highlight the essential features, while others pay attention to side features. This indicates a lack of development higher levels generalizations. Nevertheless, in children with normal mental development, there are no cases of inadequate performance of this task.
Children are mentally retarded They do not understand instructions and do not complete tasks on their own. By the age of 6-7, they visually highlight the size, color, but find it difficult to give a speech generalization even with leading questions. The task (APPENDIX 3) is not available to them at this age.
Children with mental retardation understand the instructions, perform tasks (APPENDIX 1). The task (APPENDIX 2) to establish generic groups and their justification causes difficulties. Organizing assistance is effective. Work with the selection of words-concepts (APPENDIX 3) is carried out with leading questions, repeated readings, explanations. Children find it difficult to explain the principle of selection. They have the greatest difficulty in verbal substantiation.
APPENDIX 1.
APPENDIX 2
APPENDIX3.
OPTION 2.
Source: Nemov R.S. "Psychology in 3 volumes". - M.: VLADOS, 1995. - Volume 3, page 148.
This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In the methodology, children are offered a series of pictures (APPENDIX 4), which show different objects, accompanied by next instruction:
“In each of these pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous.
You have 3 minutes to solve the problem.
Evaluation of results
10
points- the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous.
8
-9 points- the child correctly solved the problem in time from 1 min to 1.5 min.
6
-7 points- the child coped with the task in 1.5 to 2.0 minutes.
4
-5 points- the child solved the problem in 2.0 to 2.5 minutes.
2
-3 points- the child solved the problem in 2.5 minutes to 3 minutes.
0—1
score- the child did not cope with the task in 3 minutes.
Conclusions about the level of development
10
points- very tall
8
-9 points- tall
4
-7 points- average
2
-3 points- short
0 - 1 point - very low
APPENDIX 4 A.
APPENDIX 4 B. Additional materials to the technique "What is superfluous?"
OPTION 3.
Source: Almanac psychological tests- M.: KSP, 1996 - 400 p.
To conduct the study, forms of the “Exclusion of the superfluous” methodology will be required, which allow assessing the ability of the subject to generalize and highlight essential features. The technique consists of series, in each series - 4 words. (2 options are offered). The experimenter must have a stopwatch and a protocol for recording responses.
Material: Form with printed series of four to five words.
Instruction and progress: I present the form to the subject and say: “Here, in each line, five (four) words are written, of which four (three) can be combined into one group and give it a name, and one word does not belong to this group. It needs to be found and eliminated (deleted).
Form for verbal version
1 OPTION.
1. Table, chair, bed, floor, wardrobe.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pincers, saw, nail, ax.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, resent, resent, understand.
16. Success, failure, luck, gain, peace.
17. Bold, brave, resolute, angry, courageous.
18. Football, volleyball, hockey, swimming, basketball.
19. Robbery, theft, earthquake, arson, assault
20. Pencil, pen, drawing pen, felt-tip pen, ink .;
OPTION 2.
1) book, briefcase, suitcase, wallet;
2) stove, kerosene stove, candle, electric stove;
3) watches, glasses, scales, thermometer;
4) boat, wheelbarrow, motorcycle, bicycle;
5) plane, nail, bee, fan;
6) butterfly, caliper, scales, scissors;
7) wood, whatnot, broom, fork;
8) grandfather, teacher, father, mother;
9) frost, dust, rain, dew;
10) water, wind, coal, grass;
11) apple, book, fur coat, rose;
12) milk, cream, cheese, bread;
13) birch, pine, berry, oak;
14) minute, second, hour, evening;
15) Vasily, Fedor, Semyon, Ivanov.
INTERPRETATION:
SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION
Number of points |
Characteristics of problem solving |
|
The subject correctly and independently names a generic concept to denote: |
||
| 5 --- |
---- 5 |
|
First, he names the generic concept incorrectly, then he corrects the mistake himself: |
||
| 4 --- |
---- 4 |
1) to designate objects (words) united in one group; 2) to designate an "extra" object (word). |
Independently gives a descriptive description of the generic concept to designate: |
||
| 2,5 --- |
--- 2,5 |
1) United in one group of objects (words); 2) an "extra" object (word). |
The same, but using explorer to denote: |
||
| 1 --- |
--- 1 |
2) an "extra" object (word). |
Can't define a generic concept and can't use help to designate |
||
| 0 --- |
--- 0 |
1) objects (words) combined into one group; 2) an "extra" object (word). |
If the subject copes with the first three to four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision, choose a name for a group of objects, then we can conclude that his intellectual
insufficiency.
If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects somehow participate), then this is an indicator of concrete thinking, inability to build generalizations according to essential features.
APPENDIX.
