Didactic material for classes in dow. Approximate plan of games and activities with didactic material in an early age group
Working programm
by subject Games – activities with didactic material
educational field Cognitive development
Second early (1 - 2 years)
(age group)
1 year of study
(program implementation period)
Compiled taking into account the main educational program preschool education of the municipal budgetary preschool educational institution "Kindergarten" in the village of Shchelyabozh.
Shchelyabozh
2015
Explanatory note
This work program of the municipal budgetary preschool educational institution "Kindergarten" in the village of Shchelyabozh has been developed in accordance with:
Federal Law of the Russian Federation datedDecember 29, 2012 No. 273-FZ “On education in the Russian Federation”;
Sanitary and epidemiological rules and regulations SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the structure, content and organization of the operating mode of preschool educational organizations”, approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26;
Federal state educational standard for preschool education, approved by order of the Ministry of Education of the Russian Federation dated October 17, 2013 No. 1155
Basiceducational program of preschool education MBDOU "Kindergarten" in the village of Shchelyabozh.
Target: Continue to enrich children's sensory experiences. Teach actions with objects: string rings on a rod, assemble a pyramid, open and close a nesting doll, put smaller objects into larger ones and take them out. Improve various actions with objects (open - close, string - remove, roll, stick, lace, apply), focusing on size (large - small), color. Learn to act with various educational toys.
Forms about educational activities : classes.
Volume of educational load : duration of classes no more than 10 minutes - 2 times a week; 8 classes per month; 72 lessons per year.
Thematic plan
Lesson topic
Planned results
Characteristics of the main types of activities of pupils
1-2
"Tubes."
Introduce children to the properties of cylindrical objects (put them on the side surface, show them, place them vertically). Learn to perform actions with objects that have a through hole (insert something, string something). Develop fine motor skills of fingers. Expand the child’s sensory experience when interacting with colorful objects.
Getting to know the subjects.
Inspection and actions with bushings and rod.
Independent work.
3-4
"Cubes".
Introduce children to the features of a cube (stable geometric figure, identical faces). Develop purposeful actions depending on the task at hand: lay out, shift, etc. On an emotional-sensual, indicative basis, give an idea of the properties of filled and empty containers.
Game situation “Take the cubes out of the box.”
Construction of simple buildings.
5-6
"Cap".
To acquaint children with the physical properties of conical objects (stability of the base, instability of the top, service of the object from the base to the top). Develop coordinated actions of the left and right hands when handling large caps: remove the top cap, clasping it with both palms at the base, make a loop-like movement up and down, and place the base on the table. Small-sized caps should be taught to grasp from the side with the thumb and four other fingers, as well as to perform the action of grasping with a pinch from above. Enrich children's sensory experience when acting with objects of different colors.
Examination and actions with the subject.
Game "The caps hid."
7-8
"Cylinder".
On an indicative, emotional and sensory basis, continue to introduce children to cylindrical objects (stable if placed on a base; mobile, rolling if placed on their side). Expand your understanding of the properties of hollow objects: they can hold smaller objects. Develop coordination of both hands. When working with a large cylinder, learn to place rounded palms on it, grasping it from the side; Smaller objects should be grasped with one hand (left or right) from the side or from above. Learn to perform actions with objects, taking into account their shape and size; to form accuracy and purposefulness of movements, according to the position of the object in space. Enrich sensory experience when acting with objects painted in different colors of the spectrum.
Playing out the situation “What’s on the table?”
Examination and actions with objects.
The game "The cylinders hid."
9-10
Large and small nesting dolls.
Continue to introduce the folk toy matryoshka. Pay attention to the different sizes of liners. Learn to find, at the request of an adult, objects that are identical in configuration, but different in size: small nesting dolls, large nesting dolls.
Game situation "Matryoshka".
Games with matryoshka dolls.
11-12
“Let’s assemble a pyramid of rings.”
Learn to perform the action by stringing it on a rod. Strengthen the ability to pick up a ring with your fingertips. Grasping it from above, or with your thumb and forefinger, cupping it from above.
Examination and actions with the ring.
Game "Let's assemble a pyramid from rings."
13-14
“Let’s assemble a pyramid of balls.”
Continue teaching children to perform the action of stringing balls onto a rod (turn the ball so that the through hole is visible, correlate it with the rod, lower it onto the rod). Develop coordinated hand movements by searching for the appropriate position of an object in space.
Examination and actions with balls and rods.
Game "Collect the balls onto the rod."
15-16
“Let’s assemble a pyramid from cubes.”
Strengthen the ability to string objects that have a through hole along the axis of symmetry. Develop spatial imagination, the ability to turn an object to the appropriate side, find its location in accordance with the stated practical task. Develop fine motor skills of the thumb, index and middle fingers, differentiated position of the thumb when grasping objects, and approximate hand actions.
Examination and actions with cubes and rods.
Game "Let's put the cubes on the rod."
17-18
"Cubes".
In the process of performing practical tasks with cubes, develop indicative and research activities, taking into account the shape of the object. Improve the insertion action.
Construction of a steam locomotive and a tower from cubes.
Putting cubes into boxes.
19-20
"Cubes".
Learn to recognize the physical properties of cube-shaped objects (they are stable, can be placed on a face, all faces are the same). On an indicative emotional-sensory basis, continue to introduce the properties of hollow objects: large ones can accommodate smaller ones.
Examination and actions with hollow cubes.
Independent work.
21-22
"Caps."
Introduce the features of hollow objects of different sizes: placing smaller ones on larger ones, covering smaller ones with larger ones. Develop motor skills and hand coordination, improve relatively fine movements of the tips of the thumb, index and middle fingers. Complete the task focusing on one property - the size of objects.
Actions with caps.
Game situation “The caps hid.”
23-24
"Bochata."
Learn to operate with collapsible toys consisting of two identical parts. Develop the eye, fine movements of the fingers, their tenacity, and strength. Learn to open a toy (turn, pull up and separate parts); close it (combining and connecting the upper and lower parts); select items by size.
Game situation “What is in the barrels?”
Examination and actions with objects.
25-26
"Magic box"
Strengthen the ability to operate with different objects that have a through hole. Be able to focus on the shape of the object (take the ball with your fingertips, rounding your palm; the ring - with the thumb and index or middle fingers; the sleeve - with the thumb, and index and middle fingers). Form spatial imagination when collecting pyramids of various volumetric geometric shapes.
Game situation “What’s in the box?”
Game "Let's assemble a pyramid."
27-28
"Herringbone."
Learn to act with objects in a certain sequence (for example, take a large object first, and then a small one). Develop approximate hand actions and the eye when performing tasks with homogeneous objects of various sizes.
Game situation "Herringbone".
Game "Let's collect a Christmas tree."
29-30
"Balls."
In the process of practical actions with objects, on an indicative emotional and sensory basis, consolidate ideas about the properties of the ball (round, unstable, rolls well).
Examination and actions with the ball and rolling tray.
Game "Let's roll the balls."
31-32
"Balloons".
Learn to perform actions with objects, taking into account their shape and position in space on an indicative emotional and sensory basis. Continue to develop the ability to put objects into appropriate containers, improve fine motor skills of the fingers, and coordinated hand actions.
Game situation “Box and balls”.
Game "Let's roll the balls."
33-34
"Cubes".
Continue to introduce the features of hollow objects of different sizes (the possibility of putting a smaller one into a larger one, covering a smaller one with a larger one, putting a smaller one on a larger one), develop motor skills and hand coordination, teach how to perform relatively subtle actions with your fingertips (inserting, overlaying, shifting, etc.) . consolidate practical experience of working with cubic objects, selecting objects with an orientation towards one property-quantity.
Examination of the cubes.
Game situation “What do we hear?”
Independent activity.
35-36
"Cast iron".
Continue to teach how to operate with collapsible toys consisting of two different parts. Improve relatively fine movements of the fingertips. Develop the ability to correlate parts of an object, taking into account their spatial position and functional purpose (for example, putting vegetables in a cast iron pot and covering it with a lid).
Game situation “What is on the table?”
Game "Let's Play Cast Iron".
37-38
"Rings".
Learn to operate with flat round objects. To consolidate practical experience in working with objects that have a through hole (you can string them, look into a through hole, insert a smaller object into a larger one, etc.). develop purposeful actions with objects, taking into account their properties (you can only string a ring, but a circle cannot, since the ring has a through hole, but the circle does not; but both the circle and the ring can be rolled). Develop the ability to act in a confined space, coordination of the right and left hands. When grasping flat objects, improve the differentiation of the thumb and four other fingers. Develop sensory experiences by offering brightly colored rings and circles to children.
Comparison of a ring and a circle.
Game situation “Let’s add a circle and rings.”
39-40
"Pyramids".
Strengthen the ability to act with objects in a certain sequence, focusing on their size, regardless of color.
Game situation "Pyramids".
Game "Let's assemble a pyramid."
41-42
"Cones - caps."
Strengthen the ability to act with hollow conical objects, focusing on their size: placing a smaller object on a larger object. Develop hand motor skills, coordinated actions, and relatively subtle movements of the fingertips. Continue to teach how to select objects based on one property - color.
Game situation “Let's collect caps” (you can collect cubes and cylinders).
43-44
"Matryoshka"
Continue to teach how to operate with prefabricated toys, consisting of two parts of the same type. Develop grip and strength in your fingertips. Learn to separate and connect parts of a nesting doll, performing these actions in a vertical direction.
Game situation “Guests - nesting dolls”.
Game "Big and small mushrooms."
45-46
"Mushrooms"
Develop the ability to act with objects, taking into account their shape, size, and position in space. Continue to teach how to perform tasks with homogeneous objects, focusing on one property (color or size).
Game situation “Let's collect mushrooms.”
Game "Big and small mushrooms".
47-48
"Balloons".
Game situation “Let’s assemble a pyramid of balls.”
We find balls with and without holes.
Free games.
49-50
"Bushes and cylinders."
Continue to teach how to operate with balls that have a through hole along the axis of symmetry (turn the ball with the corresponding side, find a through hole, correlate it with the rod, string the ball onto the rod). Develop purposeful actions with objects, taking into account their functional properties (for example, only a ball with a through hole can be threaded onto a rod). Learn to select objects according to the assigned task, stick to it while completing the task, and not be distracted by secondary, unrelated properties of objects. Develop the ability to act with your fingertips and coordinately perform relatively complex movements of the left and right hands.
Game situation “Let’s assemble a pyramid from bushings and cylinders.”
Free games.
51-52
"Cubes and balls."
Learn to choose objects based on shape and shape, and act with objects depending on their properties. Form active search actions, elements of experimentation and prediction of the result using three-dimensional geometric shapes.
Game situation “Box with cubes and balls.”
Game “What rolls, what doesn’t roll?”
53-54
"Towers of cubes and caps."
Strengthen practical skills in working with hollow objects. Learn to select objects based on one property - shape. Develop tentative research and practical activities; to form accuracy, dexterity, rationality and purposefulness of hand actions, subtle movements of the fingertips; improve your eye.
Game situation “Cones - sticks”.
Game "Building a tower from cones - caps."
Game situation "Cubes".
Game "Building a tower from cubes."
55-56
"Chicken and eggs."
Continue to teach how to operate with collapsible toys consisting of two parts of the same type; develop tenacity of the fingertips, the ability to separate and connect parts of the toy, performing actions in the horizontal direction.
Game situation “The hen laid an egg.”
Game situation "Chickens".
57-58
"Cubes".
Continue to teach how to select objects for stringing on a rod (find cubes with a through hole, turn them with the side on which the through hole is located, correlate it with the rod, string it on it).
Develop purposefulness of movements, indicative, searching actions of the hands, anticipating the completion of the assigned task. Improve fine motor skills of the fingers - grab the cube from above or from the side.
Game situation “Let’s assemble a pyramid of cubes.”
We find cubes with and without holes.
Free games.
59-60
"Cubes and balls."
Continue to develop the ability to select objects based on their shape. Stimulate active search actions, elements of experimentation and prediction of the result when working with three-dimensional geometric shapes. Learn to make a conscious, purposeful choice of objects depending on the task (for example, to create certain structures that are relatively stable, choose cubes).
Comparison of cubes and balls.
Game situation “Let’s build from cubes.”
61-62
"Caps."
To consolidate practical experience in operating with hollow objects. Learn to find the appropriate insert parts when assembling and laying out colored caps. Learn to perform actions with objects, focusing on two properties at the same time - color and size. Continue to develop fine motor skills of the fingers, coordinated, joint movements of the hands.
Game situation “Playing with caps.”
Game situation “Let's build a tower from caps.”
Game "Big and Little".
63-64
"Kegs."
Continue to teach how to operate with collapsible toys consisting of two identical parts; open the barrel by turning and pulling its upper part; choose similar objects by size: large, small; close the barrel, taking into account the ratio of the upper and lower parts.
Game situation "Kegs".
Game "Big and Small".
65-66
"Matryoshka"
Strengthen the ability to operate with objects of different sizes. Learn to choose objects based on two properties - size and color.
Review and comparison of nesting dolls.
Game “Take one like mine.”
67-68
"Pyramid".
Continue to develop the skill of operating with objects in a certain sequence. Continue to teach how to perform a task based on demonstration and verbal instructions from an adult; consolidate the ability to choose an object, focusing on size and taking into account the sequence of the large-small ratio; develop accuracy of movements, eye when performing correlating actions and determining the position of objects in space.
Game situation “Let’s disassemble and assemble the pyramid.”
69-70
"Cubes".
Strengthen practical skills in working with hollow cubic objects. Continue to learn how to find the appropriate insert parts, perform actions with objects, focusing on two properties at the same time - color and size. Improve finger motor skills when operating with angular objects.
Game situation “Playing with cubes.”
Game situation “Let's build a tower from cubes.”
Game "Big and Small".
71-72
"Matryoshka"
Continue to teach with a collapsible toy, consisting of parts of the same type, performing disconnection and connection, taking into account the relationship of their size and position in space.
Game situation “Matryoshka dolls have come to visit us.”
Game "Big and Small".
Logistics:
Educational and methodological kit (methodological aids, visual and didactic aids, kits for creativity, electronic educational resources).
Technical teaching aids (computer, projector, projector board).
Equipment, benefits.
Bibliography:
FROM BIRTH TO SCHOOL. Approximate basic educational program for preschool education (pilot version) / Edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. –3rd ed., rev. and additional - M.: MOSAIC-SYNTHESIS, 2015.
"Primary requirements
to developing didactic material."
The main task of the educator is to awaken interest in knowledge, and interest gradually develops the skills of assimilation of knowledge, then this process turns into the need for systematic mental activity.
As is known, a child exhibits special mental activity in the course of achieving a gaming goal, both in direct educational activities and in everyday life. Indeed, back in the middle of the 17th century, J. A. Komensky stated about children: “Let them be those ants who will always be busy; they roll, carry, drag, fold, shift something; you just need to help them so that everything that happens happens wisely and, when playing with them, even point out to them the forms of games.”
The games and activities that are offered to children are based mainly on the child’s actions with a variety of objects. For the development of perception, games are useful in which the child will have to compare objects by color, shape, size and find the same ones among them. Sometimes this requires not paying attention to other important features of objects, for example, their purpose.
Games aimed at developing attention will require careful examination and comparison of objects, identifying their similarities and differences. It is recommended to develop verbal memory in role-playing games, where memorizing words will become a necessary condition for the child to fulfill the role he has taken on. Other games are aimed at training visual memory. A large group of didactic games is aimed at developing the child’s thinking. For children, it is most appropriate to solve mental problems that require revealing the structure of objects and their relative spatial arrangement. The next group of games is aimed at developing the child’s creative abilities and stimulating his imagination. He will strive to notice different qualities of objects at the same time, look for various options for seeing the same thing or drawing. And finally, mathematical task games will help teach your child to identify quantitative relationships between objects.
When organizing games with your child, take a close look at him and evaluate his individual characteristics. If he copes with tasks quickly and easily, you can offer him more complex ones and, conversely, in case of difficulties, it is better to stay longer on simple ones. Under no circumstances should you force the completion of tasks or reproach him for not being able to do something, even if his peers do it easily.
It is important not only to teach a child something, but also to instill in him self-confidence, to develop the ability to defend his idea, his decision.
This is especially true for performing creative tasks, which usually have several solutions and do not require a strict assessment: “right or wrong.” You need to teach your child to accept criticism without offense and put forward new ideas.
And again, the individual characteristics of the child are important here. If he is brave and confident, you can begin to teach him to critically evaluate his answers. If you are shy or indecisive, it is better to first encourage him and support any initiative. If a child tends to quickly change tasks, getting away with the first answer he comes across, then it would be good to interest him in the task, teach him to find new details in it, saturating the familiar with new content. And vice versa, if, while completing a game task, a child “gets bogged down” in endless details, which prevents him from moving forward, it is better to help him choose one option, leaving everything unnecessary aside, to practice the ability to move from one idea to another, which is especially important when performing creative tasks.
When working with a child, remember that his actions are just beginning to become purposeful. It is still very difficult for him to follow the intended goal, he is easily distracted and moves from one activity to another. Fatigue sets in quickly. The child's attention can be focused on only a small number of objects at a time. Interest arises easily (especially when the child sees new and bright objects), but it also disappears easily. Therefore, if you want to organize educational games and activities, remember three rules:
Rule one: Do not give children toys that you will play with for constant use, so that they do not lose interest in them.
Rule two: While playing, children should not be distracted by foreign objects. Everything unnecessary needs to be removed from sight.
Rule three: Let the games be quite simple and very short. Even 5 minutes is enough! But always strive for the child to complete the job he started, and after that, change the game to a new one, and you will see that the child’s attention will come to life again.
Each game is a child’s communication with an adult, with other children; This is a school of cooperation in which he learns to both rejoice in the success of his peers and endure his own failures. Goodwill, support, a joyful atmosphere of fiction and fantasy - only in this case will our games be useful for the development of the child.
What is a didactic game?
A didactic game (educational game) is a type of activity in which children learn. A didactic game, like every game, is an independent type of activity that children engage in: it can be individual or collective.
Didactic material is a teacher’s tool and a tool for children’s cognitive activity.
It can be divided into the following groups: sets of visual didactic material; equipment for independent games and activities for children; manuals for educators: (textbooks, methodological literature, notes, collections of didactic games, etc.); educational books for children, printed notebooks.
Traditionally, a set of visual didactic material is divided into two types: demonstration (intended to be shown to the whole group of children) and handout (intended for one child to work on individually). The first includes: large toys, shelves for displaying objects, large flat images, flannelgraph, magnetic board, easel, chalk board, paintings, large tables, large models of geometric shapes, cards with numbers, large signs, measuring instruments (clocks, scales, abacus), calendars, slides, filmstrips, TSO, etc.
The second includes: small objects, small flat images, cards, sets of geometric figures in pencil cases, small numbers, counting sticks, punched cards, worksheets, notebooks, etc.
The following types of visibility are distinguished:
1. Natural visual aids(objects from the immediate environment (clothing, shoes, dishes, furniture), animals, plants, vegetables, fruits, etc., i.e. objects specially selected for the activity or objects and phenomena observed during walks and excursions.
2.Volume visual aids(dummies, models, layouts, geometric bodies).
3. Educational toys(dolls, doll furniture, dishes, toys depicting animals, birds, insects, etc.).
4Fine visual aids(subject and subject drawings (illustrations for fairy tales, stories, poems, reproductions of paintings, photographic materials, slides, films and video materials, posters), the use of new computer technologies (interactive whiteboards).
5.Graphic visual aids(tables, diagrams, plans).
6.Symbolic visual aids ( historical, geographical maps).
With the correct selection and methodically competent presentation of visuals, the teacher reveals to children various qualities and properties, distinctive and general features of the material being studied. In addition, and this is very important, the use of visual aids helps to maintain children’s interest in classes. This has a positive effect on the quality of their assimilation of educational material, and the effectiveness of learning increases.
There are a number of requirements for visual material. It must be appropriate for the age of the children; it should clearly express the features of the objects; visibility must be attractive, safe, stable, durable; be diverse.
Teaching aids must be stored separately from other items and toys.
Conditions for the effectiveness of using visualization in teaching children:
1. The visual display must be placed in such a way that every child can see it (i.e., in a well-lit place, at the level of the children’s eyes, against a contrasting background, at a distance sufficient for their visual perception).
2. For examination (visual, visual-tactile) clarity, children should be given enough time.
3. Children who need it must be given the opportunity during the lesson to get closer to the visual evidence being demonstrated, to carefully examine it, and examine it.
4. In some cases (for example, when introducing children to multifaceted plot images or objects of complex shapes), visualization should be introduced into the group before the start of the lesson so that the children can first examine it. After the end of the lesson, this visibility can remain in the group for some time.
5. When demonstrating new toys or objects unfamiliar to children, the teacher pays attention to the sequence of familiarization with their characteristic features, properties, and qualities.
6. The teacher must accompany the demonstration of clarity in a clear manner that is understandable to children of this age.
7. Equipment for independent games and activities is placed in the area of independent cognitive and gaming activities and is periodically updated. Children must have free access to it.
When working with preschool children, an explanatory and illustrative teaching method is often used. The main goal of this type of training is the transfer and assimilation of knowledge and its application in practice. The teacher strives to present the material using visual and illustrative materials. Therefore, preparing the material is a rather expensive and labor-intensive process. In addition, demonstration material for group classes offered by manufacturing companies does not always satisfy teachers in terms of content, quantity, quality, and price. That is why the computer once again acts as an assistant. When creating and demonstrating presentations intended for work with preschoolers, their age and individual characteristics should be taken into account.
·the background of the slides should not be too bright;
·images in presentation slides must be of high quality; fuzzy or blurry illustrations are not allowed;
·images must be large enough, clearly and clearly visible from any location;
·no more than 1-2 objects can be placed on each slide (objects mean pictures and text fragments);
· for successful assimilation of the content of the slide, the image should not be overloaded with unimportant details that clutter the picture and distract children’s attention from the main thing;
·scale relationships between parts of the illustration must be observed;
· it is necessary to take into account the proportionality of objects relative to each other when simultaneously placed on a slide (for example, a bumblebee is larger than a fly);
· if a song is used as musical accompaniment, it must correspond to the theme of the presentation;
· the final part of the presentation may contain a short video clip on the topic (for example, a cartoon) as a stimulating moment;
· changing slides should be done by clicking the mouse so that the teacher has the opportunity to control the presentation and stop it, if necessary, responding to children’s questions or other situations that prevent viewing the presentation;
· the total number of slides shown in a lesson with preschoolers should not exceed 8-10.
When delivering a presentation, it is very important to follow these rules:
·Make sure that the presentation is clearly visible to all students; viewing the presentation from a laptop is not allowed.
·accompany illustrative material with explanations from the teacher;
· strive to involve all senses in the process of perception: vision, hearing, touch;
· allocate time for physical education.
Application of information and computer technologies:
Helps improve the professional level of teachers, encourages them to look for new non-traditional forms and methods of teaching, and show creativity;
Helps increase children's interest in learning, activates cognitive activity, improves the quality of children's assimilation of program material;
Helps increase the level of pedagogical competence of parents, their awareness of the activities of the entire institution and the results of a particular child, cooperation between parents and teachers.
Interest in learning situations needs to be created based on the curiosity and mental activity of children through communication in the game.
The game benefits the overall development of the child: it stimulates his cognitive interests, activates intellectual and creative abilities, gives children the opportunity to assert themselves and realize themselves, and helps to compensate for the lack of communication.
In this regard, the organization of space and the use of children's furniture, toys and objects, physical education equipment and other equipment for groups in accordance with the goals of safety and psychological well-being of each child, amplification (enrichment) conditions for its development, which implies flexible and variable use of space, moving away from the outdated approach associated with rigid functional fixation of zones and corners. The organization of the environment in an educational institution is aimed at satisfying the needs and interests of the child himself, which gives him the opportunity to constantly feel like a full-fledged owner of toys, move freely around the group room, and have free access to the means of play, visual, and constructive activities.
One of the methods used to build an environment in groups of integrated education and upbringing for children with special needs is the method of three-level modeling, which involves building models and recreating a simulated situation in role-playing or creative games. The subject structure is modeled at three levels depending on the development of children. This approach allows the child to choose a method of action in the environment or to independently try an unfamiliar one that is appropriate to his level of development. The main task is to prevent the occurrence of negative emotions, protect against failure, and help you overcome ignorance on your own. Three-level modeling of the environment allows you to:
- a child with a low level of development can see a model for a visual, auditory and speech standard
- a child with an average level of development can independently choose a method of action and try something unfamiliar before.
- a child with a high level of development can create interesting models and develop them into creative improvisation.
To model developmental situations related to the development of a child’s speech, the environment must be expedient, convenient, informed, create an image of a particular process, and be attuned to an emotional mood. In groups for children with SLD, great attention must be paid to didactic materials and aids related to the development of the lexical and grammatical aspects of speech, the formation of a vocabulary and the syllabic structure of speech. Use the following kits:
- subject pictures on lexical topics (“Where did the bread come from”, “Vegetables”, “Fruits”, etc.);
- toys (shaped, sets);
- didactic games (“Loto”, “Dominoes”, “Read it”, etc.);
- pictures for training children in correct sound pronunciation, etc.
- aids for the development of thought processes (generalization, abstraction, analysis, synthesis) the ability to establish logical connections and relationships.
The child can lay out cards with answers in the form of a “road” through the forest, mountains, etc. Later, with the help of small plot toys, he plays out the situation. This creates conditions for the transition of a didactic game into a director's or theatrical one. Therefore, in groups it is possible to provide different types of theaters: finger theater, mitten theater, stand theater, planar images of objects, costumes for games - dramatizations. Such games influence the formation of all aspects of speech.
- Sets of pictures for writing stories (plot, subject, series of paintings) and special visual diagrams and models.
When organizing such work, it is necessary to provide children with a gentle visual regime. Forming a close relationship and wide interaction of all analyzers of all body systems, creating conditions for switching from visual to auditory and tactile attention. For this purpose, special additional means are used: visual and tactile supports, motor and visual models, various types of diagrams, exercises.
- literacy kits for children (didactic games, sound lines, alphabet in pictures, tables, etc.)
Materials and aids are stored in places accessible to children: on special shelves, in boxes and packs with characteristic symbolic images. A child can study while sitting on the floor or carpet, including various movements, so the main space of the speech-related developmental environment is occupied by a soft surface on which modules and furniture are placed. In addition to the horizontal plane (floor) vertical surfaces can be used (walls)- panels with hand-drawn works of children, which change periodically; airspaces (modules and crafts are suspended from the ceiling). Thus, all planes of the room will be involved. In groups for children with SLD, a quick response is expected to the changing needs and capabilities of pupils that are formed in the correctional and educational process, therefore the environment is characterized by mobility and variability. A characteristic feature of the three-level modeling of the subject-developmental and play environment of groups with TND is the “flow” of mini-environments from emotional-reflective to cultural-communicative. The child lives in the environment, and the environment is enlivened and transformed by the child. The creation of a three-level environment ensures the child’s psychological comfort, prevents the development of negative manifestations, and determines his creative activity. Therefore, the environment is not only a condition for the creative self-development of the child’s personality, a factor in cognitive and speech development, but also an indicator of the teacher’s professionalism.
Olga Vinogradova
Summary of a game-activity with didactic material for children of early preschool age “Tower of cubes”
Game-activity with didactic material for children of early preschool age
on the topic:« Turret made of cubes» .
Software tasks:
1. Strengthen gaming skills with didactic material(cubes) .
2. Fix the application method cube by cube.
3. Introduce the method of application cube to cube, forming a row.
4. Create interest in material.
5. Inspire joy from joint actions with an adult.
6. Cultivate positive relationships children at play.
Methodical techniques:
1. Surprise moment
2. Observation, demonstration, explanation
3. Game exercise.
4. Conversation.
5. Choral speaking.
6. Activity analysis children.
Materials: toy bunny, truck, cubes 2 and by quantity children to play.
Duration: 6-8 minutes.
Progress of the lesson:
(The adult sits down children on the carpet, sits down next to him and shows the toy hare that the truck brought and cubes. The teacher examines the truck with the children cubes and takes a few for himself).
Educator: “Look what I have cubes, beautiful, smooth. Yura (Misha, what is this in my hands? Cubes. Let's do it together let's say: « cubes» . Well done!”
Educator: "Look what I'll do with cubes. I will put them in a row. Like this. (puts cubes in a row) .
Educator: “And now I’m from I'll use cubes to build a tower. I'll take one cube, then another one, and I'll put it here. (shows). That's what it is I got the turret».
Educator: “Now I’ll distribute cubes, and you you will build the same ones yourself turrets».
(The teacher gives the children cubes, and asks to build turret according to the model, imposing cube by cube. If a child finds it difficult to complete a task on his own, an adult helps him).
Educator: “Well done, kids. Beautiful turrets were built. Now let's take our buildings apart and put them together cubes in the truck. Like this".
(The teacher explains and encourages children to collect material in the truck, accompanying all actions with clear phrases and words).
Educator: “Well done! And now that cubes we have everything in the truck, let's take the car by the rope and take our cubes for the bunny's house».
(The teacher asks children ride a car with blocks and the hare by the rope and that’s where the lesson ends).
Speech therapist: Vinogradova O. Yu.
Publications on the topic:
Summer is probably the most favorable time for children to play with natural materials. Firstly, children spend most of their time walking.
Program content: Goal: to develop in children the ability to correlate and distinguish objects by color. Objectives: to develop skills in children.
Summary of GCD for design in an early age group “Tower of two (three) red cubes” Integration of educational areas: “Cognitive development”, “Socio-communicative development”, “Speech development” Objectives: Cognitive.
Lesson with didactic material “Laying out homogeneous objects, sharply different in shape, into two groups” Goal: knowledge of the properties of the environment.
Summary of a design lesson in the first junior group “Tower made of cubes” Summary of a design lesson in the first junior group “Tower made of cubes” Educator: Radaeva Nina Petrovna Integration of educational.
Explanatory note Name of the game: “Non-boring seasons” Age group: middle group Purpose: Development of skills in coordinating ordinal ones.
Lesson outline (LES) Actions with didactic material early age group LESSON PLAN (NOD) ACTIONS WITH DIDACTICAL MATERIAL early age group Topic: Fun games using folk toys.
What are didactic materials? These are all kinds of materials designed to improve the learning process or development of children at school or kindergarten. Well, then in more detail about what teaching materials are for school, kindergarten and just classes.
What do they include?
Didactic materials include materials that competently complement learning:
- presentations;
- all kinds of cards;
- drawings;
- diagrams, tables;
- graphs, diagrams;
- contour maps.
For preschool institutions, these are simpler materials that are aimed at learning through play. At school, these are outline maps, textbooks, workbooks, collections of problems, things that make studying more interesting and effective.
Didactic materials help you complete the task independently. Schoolchildren also make such teaching aids with their own hands or together with a teacher.
With their help, it is easier to master the lesson and remember new information. Since during the lesson the child not only listens, but also looks at all kinds of examples, drawings, pictures.
Training is becoming more diverse. For a more visual understanding of the new material, the teacher can even show an interesting video or presentation. This is also didactic material. Students are interested in this presentation of material.
Didactic material is also used to consolidate the lesson learned and its further development.
Children learn different ways of presenting information and learn to work with them correctly and select important information.
Kinds
Let us examine in more detail what types of educational visual aids there are.
Educational institutions, together with teachers, choose for themselves which visual aids are necessary for the learning process. At the same time, clarity, age characteristics of children, and the degree of individuality are taken into account.
Various demo aids
Such aids include posters, tables, appendices to textbooks, and collections of problems. Such materials are also called handouts. Such manuals are often used by teachers both at school and in kindergarten. This is perhaps the most accessible material; you can also prepare it yourself. Making teaching aids with your own hands teaches children to respect the work of others and to treat teaching aids with care.
Handout
For young students, you can use unusual handouts in the form of a fan, with various inserts, a reversible version, with lacing. Such an interesting performance will definitely captivate the young student, and he will learn more new information.
Dummies, models, models of measuring instruments
All this applies to visual aids. With the help of such mockups, you can study how various devices work. For example, a globe is a kind of model of the earth. Or a model for studying the solar system.
Tables
This is also handout material, but visual materials in the form of tables are very diverse, so they are classified as a separate group. Tables exist for reference, training, educational, and testing. Information in tables is arranged in groups in the form of columns, various diagrams, and diagrams. Large tables are used as posters and hung on the wall.
Educational didactic materials (tables and graphs) come in several types:
- Reference - they contain frequently used information; such tables are usually placed like posters. For example, the periodic table in the chemistry classroom.
- Educational (such tables serve as additional material to the material being studied, for example, an image of the food chain, a visual image of the seasons).
- Instructional (such tables are used as samples, for example, for correct spelling).
- Training (for training and consolidation of the material covered, for example, for training mathematical skills).
- Information.
Images, various pictures
Images of objects, animals, cards with pictures or diagrams. For a more visual representation, the drawing can be made in a large format and used as a poster. Each subject has its own educational posters with images.
Electronic manuals
What are educational materials in electronic form? These are video lessons, various presentations, electronic audio and video books.
The most effective of all electronic aids are video lessons; by watching such material, most of the information is absorbed. With the help of a video lesson, the student can independently study the topic; this option is convenient if the student is ill or when learning remotely.
Such materials are supplemented with tables, diagrams, photographs, which makes the learning process more fun.
So, when using electronic materials, there is no need for a whole bunch of paper notes and visual aids, but naturally this does not replace them completely.
With distance learning, you have the opportunity to ask questions to the teacher online, do practical work and submit it for testing.
The presence of electronic materials in the modern world is necessary and plays a huge role in the learning process:
- the efficiency of mastering the material increases;
- searching for information takes less time;
- children are interested in learning the subject;
- You can study the lesson yourself;
- can be used for a large audience;
- it is possible to clearly explain new information.
Educational games
Let's consider another training option for which various didactic materials are used. These are educational games.
This element of learning is more often used in kindergarten or for younger schoolchildren.
What are didactic materials? During the game, the child receives a variety of information and learns new skills and knowledge. Play is a part of a child’s life, but in the process of properly selected entertainment, the young explorer will learn.
- The game brings the child pleasure from the process itself; the result is not important for him.
- Every game has rules, and the child learns them, remembers them, and thereby learns.
All games can be classified into groups:
- Role-playing games. Children act as a director and build the plot of the game themselves. This is great for developing imagination.
- Dramatization games. The child receives new impressions and emotions. They form expressive speech and emotional education.
- Games with construction sets, with the help of such simple objects, a child can create any shape; he perceives objects not as toys, but as images of adult objects. During the game, he acquires new knowledge and skills.
Little children play always and everywhere. This is the leading activity for preschoolers. Regardless of whether the child goes to kindergarten or not, he gains new knowledge, skills and abilities only through play. To ensure that the game not only pleases, but also educates the child, special manuals are created. Didactic games allow you to develop, educate and teach a child during his natural activities. To create an educational game, special developments are required, including didactic materials.
The importance of didactic material in kindergarten
The space in which children play should not only be comfortable, clean, bright, but also educational. In this, the teacher is supported by correctly selected didactic materials. They are designed to help the teacher develop the child’s abilities and teach something new. Such materials should fit organically into the interior of the group, complementing and expanding the teacher’s capabilities, creating an atmosphere in which the preschooler wants to play and learn new things.
Didactic materials are auxiliary materials used in the learning process
Didactics (ancient Greek διδακτικός “teaching”) is a branch of pedagogy and educational theory that studies the problems of teaching. Reveals the patterns of assimilation of knowledge, skills and abilities and the formation of beliefs, determines the volume and structure of the content of education.
Wikipedia
Purposes of using didactic materials
Didactic materials are elements of play and creativity, organically integrated into the child’s activities. Pyramids and towers made of cubes are also a kind of didactic material; you just need to join the child’s play, discussing with him the color, shape and size of the toys. Children develop very quickly, so each year has something different. When selecting or creating didactic material, pay attention to the age characteristics and basic needs of children. At different ages, the same didactic material can be used for different purposes.
The purposes of using didactic materials in preschool educational institutions may be the following:
- and tactile sensitivity;
- formation of ideas about the external properties of objects (shape, color, size, position in space);
- creating a positive emotional mood;
- development of cognitive processes (memory, attention, thinking);
- development of speech skills;
- teaching numeracy and literacy.
The development of fine motor skills is a priority when teaching younger preschoolers
The use of a variety of didactic materials in kindergarten classes helps to enhance the cognitive activity of preschoolers.
Main types of didactic material in preschool educational institutions
All didactic materials are divided into several types.
Subject-shaped aids
The subject material embodies the most general, essential characteristics of the objects being studied. Subject-shaped manuals, in turn, include natural and three-dimensional didactic materials:
With the help of this game model, preschoolers learn the rules of the road
The use of subject-based didactic material in classes at preschool educational institutions arouses keen interest and emotional response from students, increases cognitive motivation, and allows one to combine visual perception with tactile and kinesthetic ones. In addition, preschoolers develop the necessary skills and abilities, and the stability of voluntary attention increases.
Iconic didactic materials
Significant teaching aids are divided into:
- Figurative-symbolic visual aids are materials that allow children to remember the image of the object being studied as a whole and abstract from particulars.
- Such benefits include:
- subject and plot pictures,
- various cards,
- portraits,
- applications,
- photo,
- Conventionally symbolic didactic material is material that reveals or examines particulars or details according to one or more active characteristics.
Iconic didactic material can be designed as:
- material in pictures;
Working with object pictures develops the thinking of preschoolers
- handouts (includes an individual set for each student);
Bright handouts attract the attention of preschoolers
- demonstration material (stands, posters, multimedia presentations, etc.).
This demonstration guide will help preschoolers master the various characteristics of a melody.
Didactic material is intended for the practical activities of a preschooler and implies a certain degree of independence in completing a task.
Do-it-yourself didactic material for kindergarten
It is quite possible to make didactic materials for kindergarten yourself. The process of creating manuals includes a number of stages:
- The first step in creating visual material is to state the purpose. It is necessary to understand what exactly the developed didactic material will give to children, because the manual must correspond to the age of the students, be understandable and accessible.
- The second step is to select the topic within which the didactic material will be created. For example, in order for a child to learn the name of a color and relate it to a specific object (animal, fruit or object), posters or cards are created on the topic “Primary Colors”.
In this educational game, children remember colors and match them with animal shapes.
- Step three is to think over the concept of the benefit. At this stage of creating didactic material, we should decide what type of visual aid we are creating: cards, a stand, a poster, or perhaps an entire game.
- Step four is to select suitable materials to create a visual aid. There are a number of requirements for didactic materials used in preschool educational institutions:
- The material should be bright so that the child can easily remember what was depicted.
- The material should not be brittle or easily breakable. Young children feel the need to touch everything that interests them, because through touch they learn about the world.
- The material should be as safe as possible for preschoolers, even if they stuff it into their mouths (but this is best avoided).
- The materials used must be hypoallergenic. Preschoolers come to kindergarten with different health indicators, so all items presented for general use must be equally safe for all students.
- The material must withstand sanitary treatment (for example, cardboard or paper is covered with a special film or tape).
- The fifth step is the direct assembly of the material. When creating a visual aid, you need to remember that the information depicted or presented must characterize the world around you and correspond to reality. It is also important that the didactic material made is beautifully and neatly designed; this develops in the child a sense of beauty and the concept of neatness.
Teaching materials should be attractive and neatly designed
- The final step is timely planning for the use of the created didactic material.
Interesting ideas for making teaching materials for preschoolers with your own hands and their detailed description can be found in the article by Oksana Stol.
Do not try to immediately get your child to fully understand the topic. It’s better to go through the topic several times, using different didactic material, thereby reinforcing it.
Photo gallery: didactic materials for the development of fine motor skills
To make such a manual, you will need laces and large buttons. This didactic material develops in children the concepts of whole and part. Kids have fun making images from pieces of felt. Games with clothespins develop fine motor skills and color perception in younger preschoolers. This manual was created to develop children’s fine motor skills, thinking and handling the office
Photo gallery: didactic materials on mathematics
Games with paper clips develop counting skills. Such cards will help children remember numbers, as well as develop tactile sensitivity. This material can be used both to develop counting skills and to study basic colors.
Photo gallery: didactic materials on studying the world around us
A laptop is a homemade book with educational materials and games on a specific topic. With the help of this material, preschoolers study natural phenomena that occur during spring, and also master the concepts of time, actions and movements. With the help of such chips, you can study the composition of certain dishes. This manual helps children understand what the seasons are, when the seasons change and how nature changes. The purpose of this manual is to consolidate the concepts of one-many, big and small and learn the names of edible mushrooms
Related videos
The videos presented below contain a visual embodiment of ideas for creating teaching materials in kindergarten.
After familiarizing yourself with them, you can independently make interesting and useful gaming aids for preschoolers.
Video: DIY didactic games
Video: do-it-yourself didactic math games for kindergarten
Video: didactic materials for teaching literacy
Video: examples of didactic aids on the sensory development of children
Video: how to make a flannelgraph