Homework for parents. Tasks for fixing lexical topics in the corner for parents Vocabulary homework for parents
Parent meeting: "Homework!"
Goals: to reveal the ideas of parents about the organization of educational work of children at home;
to acquaint parents with the hygiene requirements for preparing homework; give recommendations to parents on how to develop self-control skills in children, the ability to work independently.
PROCEDURE OF THE MEETING
I. Introduction to the topic of the meeting
Once upon a time there was Little Red Riding Hood, so pretty and smart that she was the best in the world. Her mother loved her without memory, and her grandmother even more. Once Little Red Riding Hood went to her grandmother. She walks through the forest, picking flowers, listening to grasshoppers, and suddenly she remembered, but she hadn’t done her homework, and the sun was setting in the evening ...
Task for parents: continue the tale by making 1-2 sentences in a chain.
I I. Introductory speech by the class teacher
Studying at school, doing homework is a serious job. Everyone knows what homework is. It happens that a third-grader is as busy as an adult. Several generations of schoolchildren call homework "homework". "Homework" is what prevents poor children from breathing freely after school is over. Why do so many generations of teachers insist on doing homework, and why do so many generations of unfortunate schoolchildren with the same constancy try to avoid this "bitter fate"?
Read the epigraph to our meeting. Our task is to teach the child to work correctly, without harming health, because study is the main work of the student.
Homework performs various functions.
One of the main functions is leveling the knowledge and skills of the child, his skills in the event that he was sick for a long time or missed a lot or did not learn some rather complicated topic.
The second function of homework is to stimulate the student's cognitive interest, the desire to know as much as possible about the subject or topic. In this case, differentiated homework assignments play a colossal, positive role.
The third function of homework is development of the student's independence, his perseverance and responsibility for the educational task being performed.
II I. The game "Scatter of opinions"
Cards are distributed with the beginning of the sentence, and parents must continue it.
Our child has a special place where he ...
Deals independently with…
Cooking hard...
We help your child with homework. This help
lies in…
When a child learns lessons, we ...
If the child did his homework carelessly, then ...
I V. Survey results
The problem through the eyes of students
Exhibition of drawings on the theme: “Quiet! I do my homework!"
(An exhibition of children's drawings is arranged on the board)
Student survey results
Questionnaire for students:
Do you have a special place at home where you constantly do your homework (underline)?
Yes
Not
2. How long do you do homework (underline)?
1 hour;
2 hours;
3 hours or more.
3. What subjects can you easily handle on your own (list):
_____________________________________________________________________________
4. What subjects do you have difficulty preparing (write): ______________________
5. When you find it difficult to do your homework, do your parents help you?
(underline)?
Yes
Not
6. What do your parents do when you come home from school with a bad grade?
7. Does it happen that you don't do your homework at all?
Questionnaire for parents
DEAR PARENTS!
1. Do you help your child with homework?
What is it?
2. What time does your child go to school?
3. What subjects are given to him easier, in which he has difficulty?
4. Does the child always have an entry in the diary about the presence of homework?
5. How long does it take on average to complete written assignments ______;
oral assignments ___ .
V. Pedagogical situation
One day, the following conversation arose among the parents: “My Petya sits at lessons for 3-4 hours. So diligent, so hardworking. If only he had kept this effort until the 10th grade.”
Taking advantage of the invitation of Petya's mother, the teacher watched how Petya teaches lessons.
Petya took a job. He sits at the table, so he works ... But no, it turns out. That's where the compasses and the pencil went, it immediately turned out that there was no necessary entry in the diary, and we had to find out from a friend what was asked in mathematics, and the textbook itself was not in place. And the minutes are running ... But now everything was found, clarified, prepared, the boy went deep into work ... Suddenly he wanted to drink water, and a minute later it turned out that paper was needed for a draft ...
It took more than 20 minutes to build up, more than two hours were spent preparing lessons. Peter during this time:
Twice he got up from the table and went to the kitchen to drink water;
Once I got up and turned on the TV to see if the cartoon program had started;
Twice, looking up from work, he listened to the conversation of adults in the next room;
Once I took out an album with stamps from the table and leafed through it.
But now the work is done. For another 10 minutes, Petya aimlessly shifts textbooks and notebooks from place to place ...
So, it turned out that out of more than two hours spent by Petya, only 1 hour 27 minutes was used properly, as much as it should be for a 3rd grade student.
This pattern is often typical. Almost half of primary school students spend more time preparing homework than expected.
And how is it with you, dear parents?
VI. Tips for parents
What can you advise parents if their child cannot "sit" at the lessons?
The mode of the day plays an important role in organizing the educational work of the student. Special studies conducted in the primary grades have shown that those who study well have a fixed time for preparing lessons, and they stick to it. And, on the contrary, among the weak students there are many who do not have a permanent time allotted for studying.
The cultivation of the habit of systematic work begins with the establishment of a firm regime of study, without which success in learning cannot be achieved. The daily routine should not change depending on the number of lessons, on the fact that an interesting film is shown on TV or guests have come to the house. The child should sit down for lessons not only at the same time, but also at a permanent workplace.
Everything on the table should be in its place. A well-known specialist in the scientific organization of labor A.K. Gastev argued that if the workplace is in perfect order, then this is already half the battle. And the student's workplace should be such that, by its very appearance, it tunes in to work, arouses a desire to do educational work.
You should also always have a stack of paper on hand so that there is no need to tear pages out of your notebook. Near the table, it is desirable to hang (at arm's length) a shelf with textbooks, dictionaries, reference books and other necessary books. Before my eyes - a calendar and a schedule of lessons.
If housing and material conditions do not allow providing the student with a separate desk and bookshelf, then it is still necessary to provide the child with some permanent place so that he can keep his books and notebooks there.
First of all, you need to pay attention to the environment in which the child does homework. Stuffiness and noise reduce speed and efficiency by 3 times and accelerate fatigue by the same amount. The concentration of attention is best affected by the temperature in the room. The optimum concentration is reached at a temperature of 18-22 o.
Often parents ask such a question, with what subject is it better to start preparing lessons, from difficult or easy? It is best to teach him to independently determine the difficulties of the work performed and decide for himself which subject to start doing homework with. If the student is included in the work immediately, it is advisable for him to do the most difficult lessons first and move on to the easier ones. If he draws in slowly, then he should start with the easier ones and only gradually move on to the difficult ones.
It is best to start doing homework 1 hour or 1.5 hours after returning from school in order to have time to take a break from classes. If the child is busy with some other business (for example, attends circles, sections), then you can sit down later. But in any case, you can not postpone it for the evening.
The duration of the child's work on preparing homework should be as follows:
Up to 1 hour - in the first class;
Up to 1.5 hours - in the second;
Up to 2 hours - in the third and fourth grade.
These standards are set by the Ministry of Education.
To successfully complete the task, a clear rhythm of classes is necessary. For example, after 25 minutes of training, you should take a break for 5 to 10 minutes, during which you should perform some physical exercises.
The student should be educated in the habit of rigorous and systematic preparation of lessons. The habit of practicing, and practicing conscientiously, should become second nature to the growing little man. No matter how the good weather outside the window beckons, no matter how interesting the program is on TV, no matter what guests come, in short, no matter what happens - the lessons must always be done, and done well. There is no justification for unprepared lessons and there cannot be - this must be made clear to the student from the very first days of classes.
Do your homework at the right time;
before starting to study, check the readiness of the workplace;
when starting work, concentrate, think about where you will start;
try to solve all the difficulties yourself;
find out about the task in the diary or bookmarks in the textbook;
forgot the rule, try to remember, check yourself in the textbook;
start self-study in a certain order, for example: Russian, mathematics, reading.
Written assignments:
repeat the textbook, learn the definitions, rules associated with the implementation of this work;
after completing the written task, carefully check what is written;
correct mistakes carefully, in accordance with the recommendations of the teacher.
Oral assignments:
look at what is given, think about where to start doing the task;
read the assignment from the textbook;
highlight the main parts, the main ideas of the text;
read the task again
make a reading plan;
tell the plan
repeat the story;
watch the intonation, the pace of speech;
do not rush, speak clearly, clearly,
To solve problems:
read the task carefully, if you do not understand the content, read it again, think;
repeat the conditions of the problem and its questions;
think about what is known from the condition of the problem, and what needs to be found;
think about what you need to know first, what later, in order to answer the question of the task;
think about how you plan to solve the problem; solve the problem;
check the progress of the solution, the answer.
To complete tasks in the Russian language:
read the task carefully;
think about what rules you can use in its implementation;
if you are not sure whether you know the rule exactly, find it in the textbook and repeat it again;
while completing the task, check the rules;
check the work;
If you find an error, correct it carefully.
For reading assignments:
read the text;
if you come across incomprehensible words, find out their meaning (from the elders, in the dictionary);
if there were difficulties in reading the text, read it again;
read the whole text, think about its content, retell it.
Write-off rules:
read the sentence, read each word syllable by syllable as it is written;
write off, dictating to yourself in syllables;
check what was written off: read the word in the notebook and the same word in the book
V II . Practical work (group work)(SLIDE 15)
Task number 1
Our eldest child at one time went to an extended day group. Lessons there did somehow, well, academic performance was appropriate. Therefore, she severely punished the youngest: do not do homework without us. I come after 6 pm, we have dinner and sit down for lessons. I sit nearby, if necessary, I suggest or make me redo it.
Questions:
Should a child wait for a parent to complete homework?
What do you think, should homework be done first in draft form, and then in a notebook?
Task number 2 (SLIDE 16)
My wife and I immediately agreed: let Svetlana study herself as best she can. I don't even look at notebooks. The wife is sometimes interested. But we believe, since the student is Sveta, then let her solve her educational problems herself. What he does not understand, he will ask the guys, the teacher, and only the mark - what he earns, he will receive. He gets a deuce, which means he won’t go for a walk, but how else?
Questions:
How do you assess the behavior of parents?
Do you need help with your child's learning activities?
If the child receives a deuce, what will be your actions?
VI II. Summary of the meeting.
Parents who almost immediately give their children the opportunity to exercise complete independence in preparing lessons are just as wrong as those who overprotect their child. Some adults say to the child: “The lessons are given to you, not to me, so you do it!”
Others kindly ask: “Well, what did they ask us today?” - and open textbooks and notebooks. In the first case, there is resentment at the indifference of relatives to such important school matters and the quality of the tasks performed suffers, and in the second, irresponsibility is formed, confidence that everything will be done well and without much effort.
Of course, parents should be interested in establishing the process of preparing homework.
Practical material
Keyword Method
This method can help the child in the study of a large amount of text.
1. Key words are the most important words in a paragraph. When you remember the key words, you immediately remember what is said in the right part of the text.
2. When reading a paragraph, one or two key (most important) words are selected. After that, the selected words are written in the desired sequence and a question is posed for each word that connects it with the corresponding part of the text. Then the two keywords must be connected using questions. The result is a chain. It needs to be written down and learned. Retelling the given text, they rely on this chain.
Method "5P"
This method was developed by American psychologists. In their opinion, the "5 P" method allows you to focus on the most important thing in the text being studied and helps you remember it better. This method is recommended for use when preparing oral assignments.
1P- look at the text (fluently);
2P - think up questions for him;
ZP - mark the most important places with a pencil;
4P- retell the text (using keywords);
5P - review the text again.
parent meeting decision
Teach your child to do their homework on their own and evaluate the results of their activities correctly.
Use prepared memos for the most rational construction of children's work on preparing lessons.
Help children with serious difficulties in doing homework.
Don't skimp on praise. Always praise the performer, and criticize only the performance.
Set realistic learning goals with your child.
IX. Knot for memory
Handouts are distributed at the end of the meeting.
memo "Let's sit down for lessons"
Sit down for lessons always at the same time.
Ventilate the room 10 minutes before class starts.
Turn off the radio, TV. The room where you work should be quiet.
Check the class schedule for tomorrow. Check if all tasks are recorded in the diary.
Get your writing materials ready for class.
Remove everything from the table.
It's time to get started. Sit comfortably, open your textbook...
memo “How to teach a child to be independent in preparing lessons?”
Start with the subject that is easiest for the child, and do not answer any question addressed to you until the task is completed. See if there are oversights, offer to look for them yourself. Try to avoid the word "error". Don't make fun "mistakes" their children.
Maths . Hang the multiplication table above the bed and learn from it to multiply and divide at once. Get ahead of the school, learn the whole table. Tasks learn to read and present. If the child cannot cope with the task, show how to do it using an example of a similar task.
Reading. Once the child reads by himself. Then he retells what he read to you. If he inaccurately retells some place, let him read it again. So we get away from meaningless repetitions. Be sure to read books aloud at night with your child, in turn, and where possible, by roles.
Russian language . In case of difficulties, do all the tasks aloud, but do not write letters or words in the textbook. When writing, the child remembers everything again. Leave the room until he completes the task, do not stand behind him.
The world - not only in the book. Write out additional magazines. Make interesting clippings from there and select texts. This will come in handy in 5th grade.
Memo control on homework
Dear parents! When supervising homework, show tolerance and respect for the personality of your child:
Do not compare his skills with the skills of other children.
Do not shout, it is better to determine the reason for the child's lack of ability to perform a given exercise.
Create conditions for the successful completion of homework by the child.
Do not try to do homework for your son or daughter, it will do them a disservice.
Encourage perseverance and display of character in achieving the goal.
Require your child to carefully read the instructions for completing educational tasks, formulating questions.
Teach him to study in detail the contents of the textbook, reference materials, rules and instructions.
Develop his attention and attentiveness when doing homework.
Praise your child for timely and well-done homework.
Demonstrate his achievements in front of other family members, brothers and sisters.
In order to make it easier for your child to do homework, buy him encyclopedias, dictionaries and reference books on various subjects, reference books on information media.
Form the habit of finishing what you start, even if you have to sacrifice something.
Buy your child logic games that contribute to the formation of perseverance, patience and responsibility.
Don't dismiss your child's questions. By doing this, you exacerbate the problems associated with preparing homework.
x. Reflection
Parents express their wishes to each other for the new school year.
Thank you for your attention!
1. Ask the child to name what time of year it is, what month.
Help your child remember the names autumn months.
2. Help your child remember the signs of autumn:
It has become cold, strong winds are blowing, cold drizzling rains are falling.
The leaves on the trees turn red, turn yellow and fall off.
- Falling leaves have begun.
- The insects are gone.
- Birds gather in flocks and fly south.
The days have become shorter and the nights longer.
- Harvests are being harvested from the fields and orchards.
“People are getting warmer.
- The children went to school.
3. Explain to the child the meaning of the word "falling leaves". Ask the child to pronounce this word in syllables.
4. Pick up a few with your child plot pictures about autumn, stick them in a notebook, help the child come up with sentences for them, write them down under the pictures.
5. Help the child find leaves of maple, oak, birch, poplar, aspen, mountain ash on a walk; consider them.
Help the child draw the leaves in the notebook, sign them.
The child must distinguish between them.
6. Play with your child the game “From what tree leaf, twig?
Birch leaf - birch;
Birch branch - birch, etc.
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Interesting article)
What should be the atmosphere of home lessons, and how should it differ from school? First of all, classes at home should be free from school tension, the child can get up and move around as he wants. The parent in the role of teacher does not grade. At home, you can not know, not be able to, not understand, not have time, make mistakes - no one will put a deuce, will not make an entry in the diary.
Valuelessness gives rise to an atmosphere of freedom, tranquility, creativity, security, in which you can learn new things in a situation of support and faith in success, and not stress. It is in such an atmosphere that the child develops and intensifies interest in new knowledge and skills, and not the desire to get a good grade at any cost.
Another plus: homework can be organized taking into account the individual characteristics of the child's performance. Some children are characterized by the so-called episodic performance, in which the child can keep his attention on learning tasks for 7-10 minutes, and then get distracted, giving his nervous system time to recover. A five-minute break for rest - and the student is ready to continue studying. At school, there is no way to provide such breaks for each student, and at home, parents for their own child can organize an individual training regime that takes into account the peaks and troughs of his performance. An individual approach is especially useful for those children who have difficulty getting used to school, as well as those who are hyperactive or too anxious.
If you decide to help your child with homework, you should be patient and imaginative in order to turn classes not into a painful procedure, but into an exciting way of communication and learning that brings real pleasure and benefit to the child and you. Imagine that you are going on a difficult journey together from the point “I can’t, I don’t know, I can’t” to the point “I can, I know, I can!”. Moreover, the main role does not belong to you - you only accompany a brave little traveler, however, observing, guiding, helping is much more difficult and responsible than doing it yourself. Therefore, you will need more endurance, strength, confidence in success than a child. To facilitate your mission, below we present the basic rules for organizing individual assistance to a child at home, which can really benefit him, and not harm him.
Rules for joint homework:
1. Do homework with your child, not instead of him. In any case, the responsibility for their implementation remains with the student, and not with the parents. Try to convince the child that conscientious preparation of lessons makes it much easier to complete class assignments, that at home you can find out everything that he could not ask at school and practice without hesitation in what is still not working out. Find other arguments that are important specifically for your child - for example, if it is important for him to be successful with classmates, say that a well-learned lesson will allow you to show off your knowledge at school.
2. Do with your child only what is given at school. Do not overload the student with additional tasks. Remember, the child is at school for 6-7 hours, and then his "work day" continues when he does his homework. The life of a child should not consist of one mental activity! A child is an integral being, and movement, communication, work and creativity are important for its full development.
3. Whatever marks the child receives, he is still ready to study - support him in this with your praise and approval. It is important that the child believes that you continue to love him, regardless of the grades received in school. Rejoice every time you notice in his eyes an interest in knowledge, even when performing simple tasks. Remember, a person likes what he gets. Ask your child tasks and questions according to their abilities. Even a small success, increased by parental attention and approval, inspires, kindles interest, gives rise to a desire to solve more complex educational problems.
4. Limit the time for preparing lessons in general and the time you work together. Agree with the child that you will work together for 1-1.5 hours, but with full dedication. Doing lessons for two or more hours exhausts the child's strength, as a result, he associates mental work only with negative emotions. Limiting time together teaches your child to appreciate your support and help.
5. Eliminate negative evaluative statements from your speech. Such phrases in no way stimulate the mental activity of the child, but significantly worsen his emotional state. As a rule, they are pronounced under the influence of the emotions of irritation, resentment, neglect, fear, anger, and sometimes hatred accumulated during the lessons. If you decide to help the child, leave all your affairs and worries for a predetermined time. Otherwise, a situation arises when the prospect of doing a more attractive business leads to the fact that an adult becomes sorry for "wasting precious time" on teaching a child ("I would already do this time"), and as a result, offensive (and by no means conducive to increasing mental activity) the words: "Well, couldn't it have been done right the first time"", "This is wrong, think again!"
Sometimes adults will use phrases like the following when communicating with a child: “You just don’t want to think!”, “You are very inattentive,” or “If you try so hard, you will never get anything more than a deuce!” These are the so-called formulas of direct suggestion, which can be recognized by the words often used in them: "always", "never", "again", "all the time", "forever". Sometimes they contain negative characteristics of the child: "You are inattentive", "You are lazy", "You are a whiner". Parents can also show the child his unattractive (due to today's failures in school) future. Needless to say, such phrases should, if possible, be excluded from the parental repertoire of communication with the child.
6. If a child has made a mistake, then an adult should help him find it and correct it. Your goal is to simplify the task for the child, build him such a new mini-task that will be within his power and help him understand the reason for the mistake. For example, if a child adds 27 and 15 to get 32, you ask him: "What will be 17 and 15?". Having received the answer in the new problem - 32, the child stumbles upon a contradiction: 15 is added to different numbers, but the answer is the same! So it leads him to discover the error.
7. Do your homework with your child at a pace that is comfortable for him. . If you rush and rush, it will only create a nervous environment that is not conducive to mental work, but is unlikely to increase the speed of execution. Appeals: "More attentively", "Do not be distracted!" will also be of no use. The child is distracted because his nervous system needs time to recover. If the child continues to exercise under duress, he will get tired much faster. Noticing signs of fatigue (the child drops a pencil or pen, not being hungry asks for food or drink, asks abstract questions, picks up foreign objects, etc.), give him the opportunity to be distracted from classes for 5-7 minutes, then re-engage in studying proccess.
8. Do not set several diverse tasks for the child at the same time . For example, sit up straight, write nicely, think fast. Constant torpedoing with commands-orders: "Stand up", "Don't twitch your leg!", "Don't bite your lips!", "Write evenly" - leads to the exact opposite result: the child is immediately distracted, and it is difficult for him to concentrate again. Select for yourself that main task (read and understand the text, understand the solution to the problem, correctly rewrite the exercise, etc.), and move the rest to another time.
Homework assignments of junior schoolchildren can be divided into the following main types according to the methods of implementation: written, textual, mathematical, mnemonic.
Written assignments include rewriting an exercise or solving a problem in a notebook. Moreover, it is necessary to separate the letter from the direct decision. The writing process itself is quite laborious for a younger student. His sensations can be compared with the sensations of a person who writes with a pen that is constantly changing its length. The writing process requires the student to constantly adapt, and therefore the child cannot do written work for a long time, which means that the number of exercises performed does not improve the quality of writing.
Parents can help improve their child's handwriting by:
1. Looking into a student's notebooks, each time find beautifully written letters, lines, pages and praise for them.
2. You can work on the beauty of handwriting by placing tracing paper on the pages of copybooks and tracing the letters.
3. Do not force your child to write in a continuous letter if you see that it is difficult for him. Let him, after writing each letter, tear off the pen from the sheet, this method will greatly facilitate the writing process for the child.
4. During tasks where writing plays a secondary role, never criticize the quality of the child's handwriting.
Text tasks include the task of reading and retelling the text. It happens that younger students, when they see a large, in their opinion, text, refuse to read it at all. This happens especially often with children who have insufficient reading technique and, as a result, dislike for the subject. The reasons for a negative attitude to reading may be difficulties in mastering the skill of reading, low reading grades, lack of family tradition of interest in books, etc. The younger school age provides parents with another chance to instill a love of reading. Those children who read a lot tend to have fewer problems in school. What can parents do to interest a younger student in a book? First of all, one should remember the significant influence of the family atmosphere on the formation of a person's aspirations. If there are a lot of books in the house, if it is customary in the family to read and discuss what they have read, most likely, the child will be indifferent to books. You can introduce reading aloud into the family way.
Sometimes parents, realizing that the child has learned to read, speak. "Now read it yourself." At the same time, adults lose sight of the fact that even for fast-reading children, the process of reading is quite difficult. When a child reads aloud, he tries to read loudly, clearly, expressively, quickly. There is not much strength left to understand the whole meaning of what is read. And there is no way to enjoy it at all. Therefore, the process of reading is closely associated in the representation of the student with unpleasant emotions, and the love of books disappears without a trace.
To keep the smoldering flame of interest in reading , you need to continue to read aloud to the child those books that attract him with their plot, colorful design, modern or heroic characters. At the same time, parents should not forget about the most important task of primary school age - improving reading technique. The school does not pay due attention to this problem, although good school performance is impossible without a high reading technique.
To teach your child to read quickly and easily.
1. Make reading a necessary life skill for your child. Leave him short notes, write letters, make various lists: products to buy, things to take on a hike, books to read.
2. Organize filmstrips at home. An old overhead projector is a good helper in this matter. Slow frame transitions, short, easy-to-read captions are all you need to support your reading technique.
3. Offer the child a text to read only when you have already read it to him. It is much easier and more interesting (!) to read a familiar text to a student than a completely unfamiliar one. The joy of knowing what you are reading is a great help in the process of improving your reading technique.
4. Use the technique of parallel reading: an adult reads the text aloud, and the child follows him - to himself, moving his finger along the lines. Thus, situations of checking and evaluating the quality of children's reading with the accompanying anxiety, stiffness, and tension are eliminated.
5. An interesting technique for training the reading skill "Secret Letter". Even those children who are disgusted with reading are engaged in it with pleasure. On a large sheet of paper, an adult writes a word in large letters using a white candle. It is clear that what you have written will not be visible on a white sheet. Now the child is invited to paint over the entire sheet with different colors using paints and a brush so that there is no unpainted space left. The moment when white letters suddenly appear on a colored background is invariably illuminated by the feeling of joyful surprise of the child. So the process of reading and pleasant emotions are firmly connected in the mind of the student, and the words read in such an unusual way are well remembered.
6. Play word and letter games for your family. Such an exciting training will help the child to easily navigate in the space of letters and words, quickly read familiar words, replenish the baggage of words, and ultimately improve reading technique.
It is much easier to prepare text homework not only for those students who have a high reading technique, but also for those who know certain techniques for working with texts. Below we list some of these techniques so that you can help your child master them. Your help may last until he feels the benefits of using them and gets used to them.
1. To assimilate the text of any content, use the technique of dividing into parts, the number of which should not exceed 6-7. Highlight the main idea in each of them, come up with a name. You can draw a small schematic icon for each part - a pictogram, with the help of which the main idea of this part is easily remembered.
2. The pictogram method is also well suited for memorizing verses. Read one quatrain, memorize it, think up and draw a pictogram suitable for each line. Check how you memorized the quatrain and move on to the next one. Each time, working with the next quatrain, remember all the previous ones. Of course, if you forgot something, you can always use the text and peep.
3. When preparing a text for retelling, clearly formulate the first phrase. Repeat it several times in order to remember it well. Now you do not have to think long before you start retelling. You know the beginning of the retelling well. This simple technique allows you to give confidence to the student, set the right pace of speech and make a favorable impression, which is also important.
4. When working with texts of humanitarian content (literature, history), use the method of highlighting important information. Draw a table with the following columns: "People", "Events", "Dates", "Difficult words". Reading the text, gradually fill in the table. Then repeat what you read based on the information in the table. This technique helps the student to highlight and better remember the part of the text that is difficult for him.
5. When working with text of any content, use the method of control questions. Let both the child and the adult, after reading the text, come up with a few questions about it and prepare answers to them. Then they exchange questions and control the answers to them. If necessary, the questioner can supplement the answerer or help him.
When doing math tasks children may have difficulty understanding the meaning of the task. In this case, parents can offer the student to draw pictures and diagrams for tasks (especially since some programs provide for drawing up a diagram), play out their content using various objects and toys. When solving problems, explaining them to a child, you can use the method of reducing to a contradiction. If a child has made a mistake, then, as we noted above, an adult should simplify the task so that its solution does not cause difficulties.
Sometimes parents believe that in order for a child to learn how to solve problems, they need to solve a huge number of them. But today a child can solve a dozen of them with grief in half, and tomorrow he will stumble on the very first similar one. This means that he does not know the solution algorithm, does not understand how the values of the problem are related to each other. In this case, it is important to teach the child to recognize what is known and what needs to be learned in the task, and also to teach how to determine whether there is enough data to solve the problem - the child does not always understand that the task may "miss something" . If your little student is having difficulty with mathematics, be patient: it is quite possible that he will not be able to understand what specific calculations (addition or subtraction, multiplication or division) he has to do right away. For a child, the very word "task" can inspire fear, because of which he no longer sees a condition, a question, and even less a way to solve it.
So that the child is not afraid of tasks, ask him to solve them in everyday situations ("How many pairs of shoes will be in the corridor when dad returns from work? And when will you go for a walk?" or "How many apples do you need to buy for three days, if each of us Will he eat one apple a day?"). Be sure to encourage the child, if you do not immediately succeed in deciding correctly, do not be upset (and even more so do not show grief to the child) - it means that your task is still difficult. Situations in which the child finds himself in the position of a buyer often help to master practical problem-solving skills (“How much money do you need to take to buy bread and milk? I will give you 50 rubles. How much change do you have to give back?”). And do not hesitate: sooner or later, all your efforts will bear fruit.
In elementary school, most of the home lessons are mnemonic tasks aimed at memorizing information. Students need to memorize letters and numbers, laws and rules, poems and prose, words with difficult spellings and foreign words. If a child uses only one, the most common technique for memorization - repetition, then this will inevitably bring boredom to learning. Parents can help students learn interesting memory games .
Homework for adults. To teach your child letters (Russian or English), numbers, addition or multiplication tables, foreign words or words of the Russian language with difficult spellings, introduce him to the game "Smart Couples". This game - a modification of the famous educational game "Paired Pictures" - develops the visual memory and attention of children, captivating even the most restless. Its undoubted advantage is that it presents the same difficulty for adults and children, that is, parents will have to work hard to provide worthy resistance to children.
Prepare 4x4 cm cards in advance. Do not forget that there should be two cards of the same type. The cards are shuffled and laid out on the table in several rows with the same side up. Players take turns turning over two cards each. If two cards come across with the same inscription, then the player takes them for himself and makes a move again. If the cards turn out to be with different inscriptions, the player shows them to all the players and returns them to their place. The one with the most pictures wins.
A technique known since antiquity is the placement of information that you need to remember throughout your home. For example, your child must learn the multiplication table. Together with him, you write the corresponding examples on separate cards and paste them on
throughout his apartment in the most unexpected places: on the closet in the bedroom, on the refrigerator, in the bathroom on the mirror, in the toilet, in the hallway. Make 7-9 cards first and leave them hanging for a week - 10 days. Then you can play a fun and rewarding game with your child. You ask him the question: "How much is 3 x 4?", and he not only gives the answer, but also remembers where the corresponding card hangs, and then removes it. So you will collect all the examples scattered around your apartment and hang up new cards with the multiplication table.
For memorizing the rules, laws, formulas in the school environment, there have long been various funny ways. Surely you know a funny nursery rhyme that helps you remember the sequence of case names: "Ivan gave birth to a girl, ordered to drag a diaper", in which the first letters stand for nominative, genitive, dative, accusative, instrumental and prepositional cases. Such funny ways help to keep information in our memory for a very long time. Collect them, look for new ones, invent them yourself, tell your children about them.
Parents of schoolchildren often have a hard time doing homework with their children. Firstly, it is not always possible to persuade the child to take the lessons on time, and secondly, after a working day, when you need to have time to redo household chores, it is not always possible to carve out enough time to solve math problems or memorize rules of the Russian language .
Of course, elementary school students require the most time and attention, but high school students sometimes need the help of their parents.
Today we will talk about how to do homework with children correctly so that this process does not tire you and the child and goes without conflicts.
Rest after school
Before starting homework, the child needs to take a break from school.
Walk after schools required! If your child does not attend afterschool, where the teacher takes the children outside, linger after school in the schoolyard, let your child run a little with classmates (so to speak, “clear his head”) before continuing to “nibble on the granite of science”. The minimum walk time is half an hour, but an hour and a half is better.
Then, after returning home, having lunch and a little rest, you can take up the lessons.
Children are different
Few of the parents have children without talking to sit down for lessons and do them neatly and correctly. Most students tend to fall into two categories. Some you won't make me sit down for lessons , others try to do everything at once and quickly, so that later they can play calmly with a clear conscience. The second option is certainly better, but in a hurry, the material is not always absorbed well. In both cases, the intervention of parents or relatives is necessary.
If the child does not want to sit down for lessons, you will have to introduce certain rules that must be clearly followed. It is good when a child observes the daily routine, but it is not always easy and convenient, so learn to negotiate with him calmly, but tough. For example, let him play or watch TV until a certain time, and then immediately start exercising.
At the same time, if your son or daughter is watching their favorite show, do not turn off the TV in the middle. But remind him that he will have less time for lessons (and, accordingly, for games after).
Small hurries are a little easier, but you will have to make sure that the child does not make mistakes. It is better to ask him to do the work on a draft, then check and allow him to rewrite it in a notebook. If an error is found in a clean copy, teach how to correct it beautifully. If there are few mistakes, do not force the child to rewrite the entire work.
How much to do lessons
According to psychologists, the best time for homework is from 15:00 to 18:00. Mandatory breaks for 5-10 minutes every 30-40 minutes, especially for younger students. This is necessary to rest the eyes, arms and back. It is useful for a child to do some physical exercises, eat a piece of chocolate or fruit.
It is desirable that it takes no more than 1.5-2 hours to complete homework.
It is better to start with the most difficult tasks, for example, with the Russian language or mathematics, and learn oral subjects later.
How to help your child with homework
The main goal of parents is to teach the child to work independently! If the child does not learn to do homework himself, sooner or later he may simply stop doing them, or you will have to spend your time almost every day and sit next to him instead of resting after work and household chores.
Of course, it is necessary to devote time to the child, but it is better to spend it on a more pleasant pastime together. What to do?
At first, you will have to help the child, especially the elementary school student. Helping your child, teach him how to use charts and tables, and draw math problems with which difficulties most often arise on paper. Buy him beautiful encyclopedias and books on historical subjects.
From the very first days, give the child the opportunity to think independently, do not rush to help him with the decision and suggest the answer. You may have to sit next to him at first, but it is better if you are busy with your own business, and the baby will call you as difficulties arise. If there are none, be sure to check the finished work and point out any errors.
Older guys (ideally from grade 2) should work independently and no longer invite you to their place, but come up and ask if something is not clear
Unfortunately, there are few children who do their homework well and attentively. If your child is like this, you can loosen control, in other cases, be sure to check assignments - both written and oral.
It's no secret that high school students sometimes do not do their homework or do only the main ones, according to which they will take exams . What can you do? If a teenager is generally good at learning, do not bring him to conflict, learn to trust him and let him choose for himself what to do and what not.
Your control is necessary when only triples and deuces live in his diary. Try to find out the reason: does he not want to study or just does not understand? Maybe he needs extra classes in the subject?
***
In any case, remember that the grades in the diary do not always tell what the child's life will be like after school. Often former excellent students live from paycheck to paycheck, and losers become successful people. The main thing is to raise a kind and decent person, to preserve his health and your warm relationships!
Nouns passenger, bus, trolleybus, minibus, driver, conductor, handrail, saloon, rails, carriage driver, taxi, minibus, electric locomotive, driver, conductor, wagon, compartment, vestibule, platform, station, station, plane, airbus, rocket, building, wings, propeller, landing gear, parachute, nozzle, airfield, pilot, stewardess, ship, boat, yacht, sail, pier, pier, oars, deck, cabin, mast, stranded, anchor, subway, escalator, ticket office, tunnel.
Adjectives: cargo, passenger, washing (cars), rescue (circle), ground, underground, air, water (transport), motor, sailing, rowing, underwater (boats), rubber, iron (wheel), paved (road).
Verbs: depart-arrive, fly-arrive, take off-land, sail off-moor, enter-exit, sit down-get up, give-raise (anchor), give-remove (end), start, row, skip (passengers), yield (place), go around.
Adverbs: fast-slow, high-low, front-back, quiet-loud, calm, polite, left-right, right-left.
Tasks
Exercise 1.
To introduce him to such modes of transport as land, air, water and underground.
Ground transport- these are trucks and cars, buses, trolleybuses, trams, trains, electric trains; the main parts of the car: cab, body, wheels, headlights, motor, steering wheel, brakes.
Air Transport- airplanes, helicopters, rockets; their parts: body, cockpit, passenger compartment, wings, landing gear, propeller.
Water transport- ships, boats, yachts, boats - underwater, motor, sailing, rowing; parts of the ship: deck, cabins, wheelhouse, etc.
Underground transport- underground. Subway lines are laid in tunnels underground. You can go down and up to the station using a moving staircase - an escalator. Metro - high-speed transport.
Task 2.
To consolidate the child's knowledge of transport and traffic, ask the following questions: “What cars transport goods, people? At what traffic light can you cross the street?
Task 3. Didactic games
Match actions to items
Train (what does it do?) - rides on rails; plane (what does it do?) - ...; steamboat (what does it do?) - tram (what does it do?) - ...; trolleybus (what does it do?) - ...; helicopter (what is it doing?) - ...; bicycle (what does it do?) - ...
"One is Many"(fixing in the speech of children of the plural of nouns)
Airplane - airplanes; car - ... (scooter, tram, bus, trolleybus, rocket, bicycle, helicopter, ship, wagon, driver, cabin, anchor, etc.).
"Who controls what?"
The pilot controls the plane, the driver controls the bus, the captain controls the ship ... (train, tram, subway car).
"The Fourth Extra"(development of logical thinking).
Listen and say which word is superfluous here and why?
Steamboat, boat, airplane, sailboat (the child’s intended answer is: “Airplane, because it is air transport, and the steamboat, boat and sailboat are water transport).
- Car, tram, bus, ship.
- Steamboat, boat, plane, sailboat.
- Car, tram, trolleybus, metro.
- Plane, helicopter, rocket, bike.
"What common?"
At the bus and trolleybus - they move on asphalt, rubber wheels, the driver is behind the wheel; trolleybuses and trams run on electricity; at the plane and helicopter - ...; bikes and motorcycles...
Recalculation of different modes of transport(coordination of the numeral with the noun)
Cardinal numbers: one plane, two planes, three planes, four planes, five planes, six planes, etc.; one bus, two buses, three buses, four buses, five buses, six buses, etc.
Task 4.Solve riddles about transport
- A fairy-tale bird flies, and inside the people sit, talking among themselves. ( Airplane)
- A black horse runs, dragging a lot behind it. ( Locomotive)
- Crowded, noisy, young - the city rumbles underground. ( Underground)
Task 5. Proverbs and sayings
- Big ship - big voyage.
- The cart does not go ahead of the horse.
Dear parents!
"Fruit »
When you get home from the grocery store, review the groceries you bought with your child. Invite him to set aside fruits separately and name them. Ask the child to tell about the external signs of these fruits (size, color, shape).
It is advisable to use as often as possible in your speech words denoting generalizing concepts: “products”, “fruits”, “vegetables”, “foodstuffs”.
helps children develop attention, spatial orientation, the ability to distinguish between prepositions FOR, FROM, IN, ON, UNDER.
Ask your child to help you arrange the food and invite him to do the following actions with them:
– Please put bananasON THE table.
– Get itFROM cupboard red plate.
– put bananasAT red plate. Etc.
helps the development of volitional efforts of children, auditory memory and attention.
Invite your child to play a word memory game with you. You give him 6 - 8 names of foods or fruits/vegetables (milk, apple, banana, tomato, turnip, cheese, bread, pear or:peach, apple, banana, orange, lemon, pear ) and ask them to repeat them.
Then invite the child to switch roles. Let him call you 6 - 8 names of fruits, vegetables, food, and you memorize and repeat them.
Didactic game "What? Which? Which? What kind?" develops the ability to form possessive adjectives, select definitions for the named subject and coordinate adjectives with nouns:
Apple juice (so what is it?) - apple juice.
Peach jam (so what is it?) - peach jam.
Banana (what?) - yellow, long, dirty, tasty, ....
Apple (what?) - round, juicy, clean, red, ....
Dear parents!
We bring to your attention a developing didactic material to familiarize children with a lexical topic.
"Forest. Trees »
During a joint walk, talk with your child about trees and shrubs, about the forest, about the benefits it brings to people and wild animals. Ask if he knows the names of the trees and have him list them.
Consider the external structure of the tree (trunk, branches, leaves, seeds and fruits, etc.).
Draw the attention of the child to the beauty of autumn nature, to the change in the color of the leaves at this time of the year.
Have your child answer the following questions:
– How is a tree different from a shrub?
– What is the difference between spruce and pine?
– What do a bush and a tree have in common?
Didactic game "Name the leaf" (develops the ability to form relative adjectives):
birch leaf - (what kind of leaf is it?)birch ;
oak leaf - (what kind of leaf is it?)oak ;
aspen leaf - ...;
poplar leaf - ...;
rowan leaf - .... etc.
While walkingask the child to find leaves from different trees and determine from which trees they flew. And also - to find and collect leaves of the same color (in shape), decomposing them into separate piles.
Dear parents!
We bring to your attention a developing didactic material to familiarize children with a lexical topic.
"Autumn is the season »
During a walk together in a city or park, ask your child what time of year it is and what it is called. Pay attention to the autumn weather changes (it has become colder, the wind is blowing, cold rain is often falling); to changes in nature (how the appearance of trees, grasses, flowers has changed). Together with the child, find and name 2-4 signs of autumn in the forest, on the streets of the city, in the yard, in the park, in the forest, by the pond.
Ask your child about what happens in the life of insects, animals and birds with the onset of autumn. Suggest to remember names 3 X – 5 ti migratory birds and answer the question: “Why are they called that?”.
Didactic exercise "Name what (what, what, what)?"
(develops the ability to select signs (adjectives) to the subject).
Autumn (what?) - golden, rainy, cold... .
Rain (what?) - ....
The sky in autumn (what?) - ....
Autumn leaves (what?) - ....
Didactic game "Whose? Whose? Whose?" (develops the ability to select and coordinate nouns with the pronouns "my", "mine", "mine").
Whose hat? - This is my hat.
Whose scarf? - This is my scarf.
Whose boots? - These are my boots. Etc.
Didactic game "Big - small"
Leaf - leaf, leaf.
Cloud - ... ....
Grass - … … .
Cloud - … … .
Bird - … … .
Sun - … … .
Umbrella - ... ... etc.
Dear parents!
We bring to your attention a developing
"Tableware »
Returning home from kindergarten, you can examine with your child the items of utensils that are in your home. Invite him to name the items of dishes and their components (for the pan: lid, spout, bottom, handle, walls). Ask the child to tell about the external signs of the dishes (color, shape, size).
It is advisable to use as often as possible in your speech the words denoting the names of the items of dishes, and the term itself of the generalizing concept - "utensils".
As a group, we played the following games with the children.
Didactic game "Assignment"
Ask your child to help you and invite him to perform the following actions with objects:
– Please bring me a big red plastic cup and put it on the table (in the closet, etc.).
(Do the same with other dishes).
Didactic game "What lies where?" (develops auditory perception, thinking, attention, speech).
The bread is inbreadbasket.
Sugar is in...(sugar bowl).
Salt is poured into...(salt shaker).
The oil was put into...(butter can).
Tea is brewed in...(teapot).
Sweets are in...(candy box). Etc.
( develops the ability to coordinate adjectives with nouns, select definitions for the named subject, form relative adjectives):
Knife (what?) -iron, sharp, dirty, blue, ... .
Plate (what?) -big, deep, clean, beautiful, … .
A glass of glass (so what is it?) -glass goblet.
Plastic plate (so what is it?) -plastic plate.
Didactic game "Without what can not be?" (develops attention, thinking, the ability to coordinate words in a sentence).
An adult shows a piece of dishes and begins a sentence, and the child ends it by adding / pronouncing the name of the indicated part of this dish):
There is no kettle without...(spout/walls/bottom/handles/lids).
There is no grater without...(holes).
There is no pan without...(lids/handles/walls/bottom).
There is no frying pan without...(bottom/walls/handles/lids).
There is no knife without...(blades/handles) etc.
Dear parents!
We bring to your attention
didactic material on a lexical topic
« Winter is the season »
During a joint walk around the city or park, you can talk with your childabout the coming season - about winter. Draw his attention to the winter changes in nature (it became cold, during the night the puddles freeze and become covered with ice; it often snows, but sometimes with rain, how the appearance of the trees has changed).
While walking, it is useful to note and observe the changes in people's clothing.
In the group, the children and I played the following games.
Didactic game "Say kindly" , which develops in a child the ability to form nouns with the help of diminutive suffixes:
Snow - snow, snowball.
Snowman - … … .
Scarf - … … .
Sled - … … .
Wind - ... ... etc.
Didactic game "Pick up a sign" (develops the child's ability
select and coordinate adjectives with nouns):
Snowflakes (what?) - light, shiny, beautiful, ....
Didactic game "Whose? Whose? Whose?" ( develops the child's skillscoordinate nouns with the pronouns "my", "mine", "mine", "mine"):
Whose snowman is this? This is my snowman.
Whose snowman is this? This is my snowman.
Whose sled is this? - These are my sleds.
Similarly with other words on the winter theme.
Didactic game "What is snowy?" (develops the ability to select objects (nouns) to a sign (adjective) and coordinate them with each other):
Snowy - lump, snowdrift, house, person ...;
Snowy - ...;
Snowy - ... .
Dear parents!
We bring to your attention
didactic material on a lexical topic
« Wild animals »
How nice it is to go to the children's library with your child and choose books (fairy tales, poems, stories, riddles) about the wild animals of our forests! Upon returning, it is interesting for the whole family to familiarize themselves with their content, carefully examine the illustrations in them, remember the names of animal body parts and their number (4 e paws; 2 a ear, ...; one n tail, ... etc.). Ask the child to explain: "Why are these animals called wild?"; and dad to talk about “What benefit (and what harm) do wild animals bring to people?”.
Invite everyone to play the following games together:
Didactic game "Remember and repeat" helps the development of volitional efforts of children, auditory memory, attention.
Invite your child to play a word memory game with you. First you call him 6 - 9 names of wild animals (3 times in the same sequence -squirrel, fox, bear, mouse, wolf, elk ) and then ask the child to repeat the names of the animals that he remembered.
(Together with the names of wild animals in the game, you can also use the names of other items:hare, house, snow, wolf, forest, mouse, carrot, tail ).
Then switch roles with your child!
Didactic game "What? Which?" develops the child's ability to coordinate adjectives with nouns and select definitions for the named animal.
Hedgehog (what?) -small, prickly, fast, cautious, dangerous , … .
Fox (what?) -sly, fluffy, red , … .
Elk - … … . Boar - … … . Wolf - … … . Squirrel - … … . Hare - … … .
Bear - … … . Mouse - … … .
Didactic game "Name it, make no mistake!" contributes to the child's ability to form the names of cubs of wild animals using diminutive suffixes.
Mother -Fox , and the cub(s) -fox (foxes).
Mother -squirrel , and the cub(s) -squirrel (squirrels).
Wolf – … . Hare - … . Bear - … . Hedgehog - ...; Elk -… . etc.
Didactic game "Whose tail? Whose paw? Whose ears? develops the ability to form possessive adjectives.
The facilitator shows a picture depicting any part of the body of a wild animal (or its whole image) and asks a question:
Whose paw is this? - Itwolf, hare, fox paw. Whose tail? - Itwolf, hare, fox tail. Whose ears are these? - Itwolf, hare, fox ears. Etc.
Dear parents!
We bring to your attention
didactic material on a lexical topic
« Transport »
How nice it is to walk along the streets of your native city with your child! During the walk, observe with your child the movement of various vehicles and ask if he knows its types (land, water, air); what two groups can land transport (passenger and freight) be divided into and why is it called that. And during a trip on the bus, remember the professions of people associated with work in transport (chauffeur / driver, conductor, controller, car mechanic ...).
During the walk, talk with your child about the rules of the road; look at the traffic light together and draw the child's attention to its color signals. Ask your son/daughter if he/she remembers which color signal to cross the street and when to stop in front of the road.
Invite your child to play the following didactic games:
"Who's in control?" (develops the ability to coordinate words in a phrase):
Driving a car - driver, driver.
The aircraft is controlled – … ;
The train is controlled by - ...;
The ship is controlled by - ...;
"Without what can not be?" (contributes to the fixing of machine components/parts):
What can't an airplane be without? - An airplane cannot exist without landing gear.
What can't a truck be without? Boats? car? ship? Bicycle? Raft? Helicopter? etc.
"Say kindly" (develops the ability to form nouns using diminutive suffixes):
A machine is a machine, a machine.
Airplane - ..., ship - ..., boat - ..., locomotive - ..., bicycle - ..., helicopter - ..., truck - ... etc.
"Pick a Sign"
Train (what?) - long, cargo, passenger, clean, beautiful, green, iron, powerful, fast.
Minibus taxi (what?) - fast, convenient, yellow, ..., .... Car (what?) - ..., .... Bicycle (what?) - ..., ....
Boat (what?) - ..., .... Balloon (what?) - ..., .... Aircraft (what?) - ..., ... etc.
Dear parents!
You can familiarize yourself with the content of games and exercises on lexical topics
« clothing » (for children 4-5 years old)
"Clothing. Hats" (for children 5-6 years old)
Walking through the streets of the city or returning home from kindergarten, you can talk with your child about the season - autumn and draw his attention to the seasonal changes that have occurred in nature. Suggest answering the question: Why, in his opinion, does a person change clothes depending on the season? And at home, together with the child, you can consider and compare summer and autumn clothes and their details.
“What does the dress have? (trousers, jackets, etc.)"
– jacket: collar, pockets, buttons, sleeves, belt, hood;(4 – 6 years old)
– trousers: trouser leg / leg, belt, pockets, zipper;(4 – 6 years old)
– at the hat: brim, crown, visor;(5 – 6 years old)
"Say kindly" (develops the ability to form nouns using diminutive suffixes):(4 – 6 years old)
Shirt - shirt, shirt, shirt.
Dress - ..., socks - ...,
T-shirt - ..., hat - ...,
jacket - ..., trousers - ...,
hat - ..., hat with earflaps - ... etc.
"Pick a Sign" (develops the ability to select and coordinate adjectives with a noun):(4 – 6 years old)
Hat (what?) - red, warm, autumn, knitted, fur, rubber, light, comfortable, beautiful. ….
Socks (what?) - brown, woolen, short, dirty, ... .
Scarf (what?) - long, short, blue, green, knitted, ....
Coat (what?) - autumn, warm, fashionable, yellow, clean, ...
"Greedy" (develops the ability to select and coordinate nouns with pronouns MY, MY, MY, MY):
Mine is a T-shirt, shirt, pajamas, .... Mine is a hat, shirt, scarf, jacket, ... .
Mine is a scarf, sweater, belt, sock, ... . Mine is a scarf, sock, jumper, scarf, ... .
Mine are socks, jackets, shirts, ... . Mine are socks, jackets, hats, scarves, shirts, ... .
Mine is a coat, dress, ... .(45 years) Mine is a coat, dress, ... .(5 – 6 years old)
Dear parents!
on a lexical topic
« Shoes »
Walking through the streets of the city, you can talk with your child about the season - late autumn, drawing his attention to the seasonal changes that have occurred in nature and people's shoes / clothes.
As an excursion, you can visit shops with a child that sell shoes, carefully examining the details of the shoes with him.
"What does the boot have?" (contributes to the fixing of components / parts of garments):
– The boot has: sole, heel, shaft, heel, toe, tongue, laces(for children 4-5 years old).
– The boot has: sole, heel, shaft, toe, heel / back / back, tongue, insole, welt, laces, zipper / Velcro(for children 5-6 years old) .
"Whose? Whose? Whose?" (develops the ability to coordinate nouns with pronouns MY, MY, MY):
Whose shoes are these? These are MY shoes.
Whose shoes are these? These are MY shoes.
Whose boot is this? - This is MY boot. and etc.(for children 4-5 years old)
"Greedy" (develops the ability to select the names of shoes for the pronouns MY, MY):
MY - shoes, sneakers, felt boots, boots, ... .
MY - scarf, boot, shoes, suit, boot, ... . etc.(for children 4 - 6 years old)
"Pick a Sign" (develops the ability to coordinate adjectives with a noun):
Shoe (what?) - red, fashionable, feminine, comfortable, beautiful, ... .
Boots (what?) - brown, rubber, high, dirty, ... .
Felt boots (what?) - high, warm, winter, gray, .... etc.(for children 4 - 6 years old)
Dear parents!
You can familiarize yourself with the content of games and exercises
on a lexical topic « House. Furniture »
Returning from kindergarten or from a walk, you can draw the attention of the child to the house in which you live: what color is it, how many floors, are there balconies, how many entrances, etc. Offer to name the parts of the house known to him (roof, walls, door, window, balcony, entrance, floor, elevator ...). In the apartment, you can examine with the child home furniture designed for the bedroom, living room, kitchen, hallway and remember the names of the pieces of furniture, their components (the table has a lid / tabletop, legs; the chair has a back, seat, legs, the cabinet has a door /door, handle, drawer, walls, bottom, etc.).
Game "Pick a Sign" , developing in a child the ability to coordinate adjectives with a noun:(for children 4 - 6 years old)
Chair (what?) - comfortable, high / low, broken, blue, ....
Bed (what?) - soft, wide, narrow, clean, tucked, ....
Table (what?) - kitchen, low / high, written, white, ....
Game "Order" , developing auditory memory in a preschooler, attention, spatial orientation, discrimination of prepositions ON, FOR, UNDER, IN(for children 4-6 years old).
Invite your child to help you accurately perform the following actions with objects:
– Please take a yellow pillow from the sofa, take it to the kitchen and put it on a chair (behind the sofa, under the table, in the closet, etc.).
Do the same with another object or toy and with other pieces of furniture.
Game "Riddles and riddles" helps develop logical thinking, auditory perception and imagination in children(for children 4 - 6 years old) .
It would be interesting to go with a child to the library and together choose a book with riddles about pieces of furniture, about the house? And at home, carefully consider the illustrations in it; invite him to try to guess riddles about the house, about the items (details) of furniture and draw riddles.
Dear parents!
You can familiarize yourself with the content of games and exercises on lexical topics
"Food » (5 – 6 years old) and "Winter is the season" (45 years)
During a joint walk around the city or park, you can talk with your child about the coming season - about winter. Draw his attention to the winter changes in nature (it became cold, during the night the puddles freeze and become covered with ice; it often snows, but sometimes with rain, how the appearance of the trees has changed). While walking, it is useful to note the changes in people's clothing.(for children 4-5 years old) .
When you return home from the grocery store, you can review the food items that you bought together with your child. Invite him to name famous food products and their types (meat, confectionery, bakery, fish, dairy).
Try as often as possible to use in your speech words denoting the names of food products, their types and the term itself of the generalizing concept - “food products”(for children 5-6 years old) .
Game "Order" (develops attention, spatial orientation, the ability to distinguish between prepositions FOR, IN, UNDER, WITH, ON).
Invite your child to help you sort out your purchases by doing the following with the items:
– We need a red deep plate for fruit, which is in the kitchen in the closet. Can you bring it? Help me arrange the fruits on it beautifully! What fruits did we buy? Can you name them? (Similarly to do with other items of utensils and food bought in the store)(for children 5-6 years old) .
The game "Does it happen or not?" (for children 4-5 years old) .
Etc.
Didactic game "What? Which?" ((for children 4 - 6 years old) .
Snow (what?) - white, fluffy, clean, cold, ....
Christmas tree (what?) - green, prickly, high, ....
Dumplings (what?) - meat, tasty, hot, ....
Cottage cheese (what?) - fresh, healthy, white, crumbly, ....Etc.
Dear parents!
You can familiarize yourself with the content of games and exercises on a lexical topic
"Winter is the season »
you can talk with your child about the coming season - winter. Draw his attention to the winter changes in nature (it became cold, during the night the puddles freeze and become covered with ice; it often snows, how the appearance of the trees has changed). While walking, it is useful to note the changes in people's clothing.Invite the child to find and name 4-5 signs of winter in the forest, on the streets of the city, in the yard, in the park, in the forest, by the pond.
Notice the changes in people's clothing.
Ask your child about what happens in the life of animals and birds with the onset of winter. Suggest to remember the names of 5 ti wintering
birds and answer the question: “Why are they called that?”.
The game "Does it happen or not?" (develops auditory perception, thinking, attention, speech)(for children 4-5 years old) .
In winter, migratory birds come from the south.
Going out with a sled into the street, we take an umbrella with us.
In winter the whole land is covered with snow.
The snowman will surely melt during the day.
In winter, nightingales sing their songs on the branches of trees.Etc.
Didactic game "What? Which?" (develops the ability to coordinate adjectives with nouns, select definitions for the named subject):(for children 4 - 6 years old) .
Snow (what?) - white, fluffy, clean, cold, ....
Christmas tree (what?) - green, prickly, high, ....
Snowflakes (what?) - cold, fragile, sparkling, ....
Winter sky (what?) - low, gray, gloomy, ....Etc.
"Say kindly" (develops the ability to form nouns using diminutive suffixes):(4 – 6 years old)
Snow - snow, snowball.
Winter - ..., tree - ...,
snowman - ..., snowdrift - ...,
sled - ..., snowball - ....Etc.
Dear parents!
You can familiarize yourself with the content of games and exercises on a lexical topic
"Wintering Birds » (for children 4 - 6 years old)
During a joint walk around the city or parkyou can consider the encountered wintering birds, pay attention to which birds often fly into the yard; remember their names; body parts of a bird (head, beak, wings, torso, paws, tail, neck, feathers);
habitats; what they eat and why they are called hibernators. It will be instructive and interesting to visit the children's library, where you can find many illustrated books about wintering birds, and at home, together with your child, carefully examine and read them.
You can make a feeder together with your child and hang it on the street (in your yard), having previously talked about caring for birds, about the need to help feathered friends in winter.
Game "Pick a Sign" (develops the ability to coordinate adjectives with nouns, select definitions for the named subject):(for children 4 - 6 years old) .
Tit (what?) - small, nimble, yellow-breasted, restless, feathered, wintering, etc.
Similarly: dove, sparrow, magpie, woodpecker, crow, owl.
The game "The Fourth Extra" (develops logical thinking, the ability to classify birds according to characteristic features):(for children 4 - 6 years old) .
Tit, sparrow, rook, crow.(for children 4 - 6 years old) .
Sparrow, titmouse, crow, nuthatch.(for children 5-6 years old) .
Woodpecker, dove, owl, starling.(for children 4 - 6 years old) .
Owl, dove, sparrow, magpie.(for children 5-6 years old) .
Magpie, crane, bullfinch, raven.(for children 4 - 6 years old) .
"Say kindly" (develops the ability to form nouns using diminutive suffixes): (for children 4 - 6 years old)
Owl is an owl.
Dove - ..., sparrow - ...,
tit - ..., jay - ... etc.
Dear parents!
You can familiarize yourself with the content of games and exercises on a lexical topic
"New Year »
While walking around the city togetheryou can talk with your child about the upcoming winter holiday - the New Year; pay attention to the festive New Year's decoration of the streets and parks of the city. It is advisable to tell the child the story of Santa Claus: Good Santa Claus, who lives in the winter forest, is one of the youngest heroes of Russian fairy tales. The time of his birth is the nineteenth century. It was then that the custom was established in Russia to give children gifts brought by Santa Claus on New Year's Eve. Later, the Snow Maiden appeared. Most recently, our Santa Claus settled in the city of Veliky Ustyug, which is almost 800 years old. Many countries in the world, everywhere celebrate the New Year in their own way, but in all countries this holiday is the most favorite among both adults and children.
Game "Questions and answers" (develops the grammatical structure of speech):
Invite the child to draw Christmas toys in the album: blue balls, multi-colored flags and answer the questions:
What's this? - ... (These are blue balloons and colorful flags. )
There is nothing? - ... (No blue balloons and colorful flags )
What are you happy about? - ... (I rejoice in blue balloons and multi-colored flags )
See what? - ... (I see blue balloons and colorful flags )
Satisfied with what? - ... (Satisfied with blue balloons and colorful flags )
What are you talking about? - ... (I'm talking about blue balloons and colorful flags )
Didactic game "One - many" (develops the ability to form the plural of nouns in the nominative case):
There is one ball in the box, and balls are hanging on the Christmas tree.
There is a star at the top of the tree, and stars in the sky.
And so on about all the toys that decorate the Christmas tree.
"Say kindly" (develops the ability to form singular and plural nouns using diminutive suffixes):
Ball -ball, balls .
Star -asterisk, stars .
Bead -bead, beads .
Flashlight -flashlight, flashlights .
Flag - flag, flags, flags, flags.Etc.
