Draw the figures to make objects. A practical guide for teachers and parents “Magic Figures. Introduction to school life
2. Three colors.
3.
4. Magic thread.
Purpose: development creative imagination, to find the similarity of the image of unclear outlines with real images and objects.
5. Unfinished drawing.
6. Wizards.
7. What the music told about.
Purpose: development of creative imagination.
8. Magic mosaic.
9. Let's help the artist.
10. Magic pictures.
11. Miraculous transformations.
12. Wonderful forest.
13. Changelings.
Purpose: development of creative imagination.
16. Draw together.
17. Magic tree.
18. Wax sculpture.
19. Living picture.
20. Combination.
21. Exercise "Points".
22. Blotography
23. Rounds
25. What does a circle look like.
Goal: development of creativity
Purpose: development of imagination.
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Creative games for the development of imagination in preschoolers in visual activity
1. What our palms look like
Purpose: development of imagination and attention.
Invite the children to dip their palm into the paint or circle their own palm (or two) with pencils and come up with, dream up “What could it be?” (tree, birds, butterfly, etc.). Offer to create a drawing based on the circled palms.
2. Three colors.
Purpose: development of artistic perception and imagination.
Invite the children to take three paints, in their opinion, the most suitable for each other, and fill the entire sheet with them in any way. What does the drawing look like?
3. The transformation of specks of paint (drawing technique - monotype).
Purpose: the development of creative imagination, to find the similarity of the image of vague outlines with real images and objects.
Offer to drop any paint or several colors of paints on the middle of the sheet or on half of the sheet, and fold the sheet in half, smooth, unfold. Various blots turned out, children need to see in their blot what it looks like or who it is.
4. Magic thread.
Purpose: the development of creative imagination, to find the similarity of the image of vague outlines with real images and objects.
In the presence of children, dip a thread 30-40 cm long in ink and put it on a sheet of paper, arbitrarily folding. Put another sheet on top of the thread and press it to the bottom sheet. Pull out the thread while holding the sheets. A trace will remain on the paper from the thread, the children are invited to identify and give a name to the resulting image.
5. Unfinished drawing.
Purpose: development of creative imagination.
Children are given sheets with the image of unfinished objects. It is proposed to finish the object and tell about your drawing.
6. Wizards.
Purpose: development of emotionality and creative imagination.
Without a preliminary conversation, invite the children to use pencils to turn two completely identical figures depicted on a sheet into an evil and good wizard. Next, propose to come up with what the “evil” wizard did badly and how the “good” wizard defeated him.
7. What the music told about.
Purpose: development of creative imagination.
Classical music sounds. Children are invited to close their eyes and imagine what the music is about, and then draw their ideas and talk about them.
8. Magic mosaic.
Purpose: to develop the ability of children to create objects in their imagination, based on a schematic representation of the details of these objects.
Sets of geometric shapes cut out of thick cardboard (the same for each child) are used: several circles, squares, triangles, rectangles of different sizes. The teacher distributes sets and says that this is a magical mosaic from which you can add a lot of interesting things. To do this, you need different figures, whoever wants to, attach to each other so that some kind of image is obtained. Suggest a competition: who can add more from their mosaic various items and come up with a story about one or more items.
9. Let's help the artist.
Purpose: to develop the ability of children to imagine objects based on the scheme given to them.
Material: A large piece of paper attached to a blackboard with a sketch of a person drawn on it. Colored pencils or paints. The teacher says that one artist did not have time to finish the picture and asked the guys to help him finish the picture. Together with the teacher, the children discuss what and what color is better to draw. The most interesting proposals are embodied in the picture. Gradually, the scheme is completed, turning into a drawing. Then invite the children to come up with a story about a drawn person.
10. Magic pictures.
Purpose: to develop the ability to imagine objects and situations based on schematic representations of individual details of objects.
The children are given sheets of paper. On each sheet is a schematic representation of some details of objects, different lines or geometric shapes. Each image is located on the sheet so that there is free space for drawing the picture. Children use colored pencils, wax crayons, felt-tip pens or paints.
Each figure, line depicted on a piece of paper, children can turn into a picture that they want. To do this, you need to add anything to the figure (line). At the end of the drawing, the children compose stories based on their paintings (in the younger preschool age the teacher gives only a colorless outline of a geometric figure, and in the senior - geometric figures pasted from colored paper)
11. Miraculous transformations.
Purpose: to develop the ability of children to create objects and situations in their imagination based on visual models.
The teacher gives the children pictures with images of substitute objects, each has three strips of different lengths, three circles of different colors. Children are invited to look at the pictures, come up with what they mean, draw the corresponding picture on their sheet with colored pencils (you can have several). The teacher analyzes the finished drawings together with the children: notes their correspondence to the depicted substitute objects (in shape, color, size, quantity), originality of content and composition.
12. Wonderful forest.
Purpose: to develop the imagination, to create situations in the imagination based on their schematic representation.
Children are given identical sheets, several trees are drawn on them, and unfinished, unformed images are located in different places. The teacher offers to draw a forest full of miracles with colored pencils and tell a fairy tale about it. Unfinished images can be turned into real or fictional objects.
For the task, you can use material on other topics: “Wonderful Sea”, “Wonderful Glade”, “Wonderful Park” and others.
13. Changelings.
Purpose: to develop imagination, create images of objects in the imagination based on the perception of schematic images of individual details of these objects.
Children are given sets of 4 identical cards, on the cards there are abstract schematic images. Task for children: each card can be turned into any picture. Stick the card on a piece of paper and draw whatever you want with colored pencils to make a picture. Then take another card, stick it on the next sheet, draw again, but on the other side of the card, that is, turn the figure into another picture. You can flip the card and sheet of paper as you want when drawing! Thus, you can turn a card with the same figure into different pictures. The game continues until all the children finish drawing the figures. Then the children talk about their drawings.
14. Fabulous animal (plant).
Purpose: development of creative imagination.
Invite the children to come up with and draw a fantastic animal or plant that does not look like a real one. Having drawn a picture, each child talks about what he has drawn, comes up with a name for the picture. Other children are looking for features of real animals (plants) in his drawing.
15. Guess what I have in mind and finish it
Each of the children conceives his image (but does not talk about it). The first child starts and only draws one element. The next one should imagine what it could be, what the friend wanted to draw, and continue the drawing, adding one element to it as well. In the course of work, it is often necessary to rebuild the originally conceived image.
This task is very difficult, but it helps to build the most important components of the imagination, and also teaches children to work together, negotiate and compromise.
When children in the course of training have already acquired the skills of “completing”, reconstructing and creating new images, classes can be complicated by pre-performing tasks in groups of not 2, but 4 people.
16. Draw together.
A sheet of large format paper is fixed on the table. The sheet is divided into 4 "fields" (taking into account the number of participants in the work). The children are invited to create a composition on this topic (“Our City”, “Summer Vacation”, etc.).
Each child begins to draw in his field. Then, at the signal of an adult, everyone moves to the adjacent field. You need to understand what your friend wants to draw, and continue his drawing. In this joint work, the actualization and restructuring of images takes place, taking into account a given topic.
In the first lessons, children are guided by the creation of realistic images. Then elements of fantasy are gradually introduced into the task - for example, real contour images are proposed to be painted in fantastic, invented colors (a cow is green, the sun is blue, etc.).
17. Magic tree.
It is proposed to draw a magical tree, which should be unlike any known trees, in addition, some unusual things may be on the branches.
Such tasks activate past experience, arouse interest, give vent to the emotions of children. In the process of joint actions, children learn to understand each other, an atmosphere of trust and interest is created, and this is one of the main conditions conducive to creativity.
18. Wax sculpture.
The group is divided into two teams. One team is "clay", the other is "sculptors". On command, the sculptors begin to sculpt from clay. Until the end of the game, each participant must remain in the position in which the "sculptor" left him.
19. Living picture.
A leader is selected from a group of children. The rest of the children create the plot at their discretion. Having created a plot scene, its participants freeze until the driver guesses the picture.
20. Combination.
The child is asked to come up with and draw as many objects as possible using geometric shapes: a circle, a semicircle, a triangle, a rectangle, a square.
21. Exercise "Points".
Show the child with an example how you can connect the dots to make a drawing. Now invite him to try to draw something by connecting the dots. Using all the points every time is not necessary.
22. Blotography
A game to break creative imagination and holistic perception
Equipment needed: paint, brush, paper.
Put a blot of any color (or several colors) in the middle of the sheet. Fold the sheet in half, blot inside. Expand it. You get wonderful pictures. Dry the sheet. What does it look like? Draw the details.
23. Rounds
Necessary equipment: circles, squares, triangles drawn on whatman paper.
Have your child draw the details. For example, to the circle - long ears, mustaches, eyes, nose, teeth; got a bunny! To the square of the arrow - you get a clock. To the triangle, the tail is a cheerful carrot. There are many options (circle - ball, ball, apple, fairy bird, etc.). Give the installation to the child - the image is not repeated.
24. Transformation of blots (a technique for inflating paint drops using a cocktail tube).
Purpose: development of imagination, breathing.
Drop a few drops of paint of the same color or different colors on a piece of paper. Using a cocktail tube, inflate the drops in different directions. What do blobs look like? Finish the received images. Come up with a title for the picture.
25. What does a circle look like.
Goal: development of creativity
The child is given a sheet of paper with an outline of circles (from 3 to 10) depending on the age of the child. It is necessary to finish the circles without repeating the image. The more diverse the images, the higher the level of creativity.
26. Draw half of the figure.
Purpose: development of imagination.
The child is offered a sheet of paper with a drawn half of some geometric figure. You need to guess which geometric figure is hidden in the picture, draw the other half of the figure. Look at the figure, think about what the whole geometric figure looks like, finish drawing to get an image of an object. For finishing, offer children a variety of visual material: paints, pencils, wax crayons, markers, felt-tip pens.
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1 1 Mathematics 0 Homework 1. Task 1. Draw your figures under "my" ones, but so that there are more "your" figures than mine. Find a pattern and complete the drawing.
2 2 Task 2. Color. Find a pattern and draw the missing figures in the empty "windows".
3 Task 3. Think and draw what the squares might look like. 3
4 Task 4. 4
5 5 Task 5.Solve examples along the number line. Try to make up examples yourself using the number line. Task 6. Find a pattern and draw the missing figures in the empty cells.
6 Task 7. Connect the numbers from 1 to 20 in order. 6
7 7 Math 0 Homework 3 Assignment 1 Color the vases of the same shape with the same color. Make the drawings look the same.
8 8 Group by common feature: Task 2 Color the short scarves blue color, and the lengths are red.
9 9 Color the narrow ribbons blue and the wide ribbons red. Task 3 Which ball is extra? Find multiple solutions. Task 4 Solve problems with the help of a picture. a) Nina and Zoya competed. Nina jumped further than Zoya. Who didn't jump as far as Nina? b) Anton and Veronika borrowed books from the library. Veronica's book was thicker than Anton's. Who had fewer pages in the book? c) Andrey is stronger than Grisha, and Grisha is stronger than Misha. Who is the strongest?
10 10 Task 5 Color the turrets in all possible ways so that each turret is painted in all three different colors and the options are not repeated. Task 6 Arrange the anguish and write the numbers in the houses so that the sum of the numbers on each floor is equal to the number in the attic. Solve examples. Draw the missing dots and write the missing digits inside houses in such a way
11 Task 7 11
12 12 Math 0 Homework 5 Task 1 Draw the answers. Think and solve your problem. Check. Find and fix bugs. Is there an equality? Have the figures been grouped correctly? Same beads?
13 13 Task 2 Draw to make a couple. Color the same objects with the same color.
14 14 Task 3 Solve examples, follow the number line. Task 4. What does each figure resemble? Draw it to get a picture. Connect objects of the same shape with lines of different colors. The kid gave Carlson three identical cakes. What figures are underdrawn? Draw them and color the cakes the same way.
15 Task 5 a) The boy Petya likes ice cream more than nuts, and nuts more than oranges. What does he like more ice cream or oranges? 15 b) A saucepan holds more water than a kettle, and a kettle holds more water than a jug. Where is more water placed in a pot or jug? c) Once a worm, a bicycle and an airplane began to compete, which of them is faster. It turned out that a worm is faster than a bicycle, and a bicycle is faster than an airplane. Who do you think is faster: a worm or a plane? d) Think of your own problem and ask your parents to write it down. Draw a picture for your problem. Picture: Task:
16 Task 6 Solve addition examples. Draw the answers. 16
17 Task 7 Make up tasks according to the pictures and insert the correct numbers in the boxes. 17
18 18 Mathematics 0. Homework 7 Task 1. Find a pattern and put dots in the empty squares. Task 2. What is superfluous? Color the rings of the disassembled pyramid. Color the rings of the assembled pyramid.
19 19 Who is behind whom? Task 3. Put a sign + or - Task 4. Divide all the flags into groups by color and make equal. What other parts can these flags be broken into?
20 20 Task 5. How many triangles? Count and write the answer. Task 6. Settled houses with numbers.
21 21 Task 7. Place figures in empty cells so that there are no identical figures in each row and each column. Task 8. Anton, Lucas and Misha live on different floors. Anton lives above Lucas, and Lucas lives above Misha. Who lives above all, and who lives below all? Nina, Zoya and Veronica went to the skating rink. Two girls were wearing hats and one was wearing a scarf. Zoya and Veronica put on different things. Nina and Zoya too. What did each girl wear?
22 22 Task 8. Solve subtraction problems and write down the solutions. There were eight apples on the apple tree. Five of them were broken. How much is left? There were 9 books on the shelf. Plato took two books. How many books are left on the shelf? There were 6 cups on the table. My mother removed four cups. How many cups are left on the table?
23 23 Mathematics 0. Homework 9. Task 1. Color with these three colors so that the coloring methods are different. Pay attention to how we begin to paint over the first square (yellow) and how you can change the next two colors (red and blue). Color the triangles to the left of the circle red and those to the right of the circle blue. Divide into groups and make equalities.
24 24 Task 2. Complete the equalities. Draw equalities according to the numerical condition. Make the drawings look the same. Task 3. We planted 9 birches, and between them one bush. How many bushes? Draw. The wheel has 8 spokes. How many gaps between them? Draw. The doctor prescribed Masha 6 tablets and ordered her to take one every hour. After how many hours will all the pills be taken.
25 Task 4. Solve examples for subtraction. Draw the answers. 25
26 Task 5. This is the boy Anton. He wants to give the girls, Nina and Zoya, a balloon each. Color the balloons so that Anton has a red balloon in his right hand and a blue one in his left. Guess where, Nina and where is Zoya? Nina is holding an apple in her right hand (paint it green). Zoe has an apple in her left hand (paint it red). Sign the girls' names. 26
27 27 Task 6. Go through the mazes.
28 28 Task 7. Color.
29 29 Mathematics 0. Homework 11. Task 1. Fill in the empty squares. Task 2. The wings of this butterfly are almost the same. Find seven differences.
30 30 Task 3. Fill in the empty squares. What numbers should be on Christmas decorations? Task 4. Which number reached the finish line first?
31 31 Task 5. How many bunnies hid? Task 6. Solve the examples and write the letters on the tablet. Read what happened. Task 7. Color the beads.
32 32 Task 8. Calculate and color. Task 9. One fish was removed from the aquarium. What?
33 Quest
34 34 Mathematics 0. Homework 13 Task 1. Connect following the pattern. Write and solve examples based on the pictures. Task 2. What has changed?
35 35 Task 3. Find a pattern and draw the missing figures in the empty cells. Task 4. Help the bunny get home.
36 36 Task 5. Insert a “+” or “-” sign instead of an asterisk. What do you notice? Divide apples on plates different ways and make expressions. Task 5. Where is which pyramid? Task 6. Solve letter examples.
37 37 Look at the pictures. Solve the addition examples and write down the answers. Solve the examples yourself.
38 38 Task 7. Draw the figures so that images of objects are obtained. What happened? Task 8. Compose tasks from pictures. Write down their decisions and answers.
39 Task 9. Symmetry. In which pictures dotted line is the axis of symmetry. Write yes or no under the pictures. 39
40 40 Mathematics 0. Homework 15 Task 1. By what criteria were the figures divided? Compose and write equalities. Task 2. Solve examples.
41 41 Task 3. Solve the examples and make up the missing equalities. Task 5. Draw the missing dots on the dominoes. Task 6. Solve examples.
42 Task 7. Compare. 42
43 43 Task 8. Color all the figures following the rule. Draw the figures.
1 Mathematics 0 Homework 1. Task 1. Draw your figures under "my" ones, but so that there are more "your" figures than mine. Find a pattern and complete the drawing. 2 Task 2. Find a pattern
1 Mathematics 0 Homework 0 Task 1 In each picture, find an extra element. Why is he redundant? Find some answers. Task 2 We repeat the composition of the number 7. Break the circles in each oval into red
1 Mathematics 0. Homework 17. Task 1. Compare and fill in the empty boxes according to the sample. Task 2. Perform the actions and find in each equality the parts and the whole. 2 Task 3. Compile equalities according to
1 Mathematics 0. Classwork 17 Task 1. Repeat the cone, cylinder, ball Consider a parallelepiped, cube, pyramid Task 2. Task 3. Match the number with the picture. 2 Task 4. Look at the pictures. Count
1 Mathematics 0. Homework 16. Task 1. Which house is lost? Task 2. What is superfluous? Why? Task 3 Fill in the "bags" while fulfilling all the conditions. Put the signs right. Task 4. Fill in
1 Mathematics 0. Classwork 16 Task 1. Repeat the cone, cylinder, ball Consider a parallelepiped, cube, pyramid Task 2. Task 3. Match the number with the picture. 2 Task 4. Look at the pictures. Count
1 Math 0 Classwork 0 Assignment 1 What is more vases or flowers? How much? Try to make sure that they are the same number. Which vase is different from the others? (Find all 4 answers) Quest
1 Mathematics 0 Task 1. Look at the example and compare. Homework 17. Compare. Continue. 2 Task 2. How can you subtract 3 units from the number 5? From number 4? Write. Replace the asterisks with + or.
Lesson INTERCEPT AND ITS PARTS Mark two points in the notebook, M and K, and connect them along the ruler. What figure turned out Make a segment in two sticks a and b. What equalities can be made in a b Segment and its
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Municipal budgetary educational institution " secondary school 2 Navashino "Summary of a lesson in mathematics" Commutative property of addition "Completed by: S. E. Markova, primary school teacher
Attention. Task 1. "Find the details of the rug" Select and circle the appropriate parts of the rug instead of the missing ones. (if the child does not know how to write numbers, enter the numbers of the circled pictures for him) Task 2. “Find
Errors in the calculation Errors in the definition 1, 2 Errors in the definition and number of figures Incorrect choice of sign< >= Incorrect construction of the line Errors in the definition and intersection points Defined
Evaluation materials in mathematics grades 1-4 Assessment of the performance of the final work grade 1 end of the academic year Mathematics Task 1 Purpose: To identify the ability to analyze the condition of the proposed task, including
The practical guide is designed to work with children 5-7 years old both in the classroom for the development of mathematical concepts, and in free time provided for a child in preschool educational institutions. The manual is included in the cycle "Mathematical Steps". It presents a system of practical exercises, the implementation of which contributes to the expansion of knowledge, skills and abilities, as well as the development of attention, thinking, the ability to purposeful mental activity, the ability to understand and independently perform learning task. It can be used by teachers, tutors and parents in preparing children for school.
GEOMETRIC FIGURES.
Draw lines to make circles. Continue the row.
Name the items. Color them. On what geometric figure they're alike?
Guess a riddle:
I'm round, funny, stubborn, Play with me, my friend. Don't put it on the barrel!
(Roly-poly.)
Draw a tumbler as shown in the picture.
How many circles is the tumbler drawn from? Write Draw the circles so that you get objects.
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Publication date: 03/23/2017 06:50 UTC
- Development of interest and ability to read in children 6-7 years old, Educational and methodological guide to the workbook "I'm starting to read", Kolesnikova E.V., 2016
- The development of sound-letter analysis in children 5-6 years old, Educational and methodological guide to the workbook "From A to Z", Kolesnikova E.V., 2016
- The development of phonemic hearing in children 4-5 years old, Educational and methodological guide to the workbook "From word to sound", Kolesnikova E.V., 2016
- The development of sound culture of speech in children 3-4 years old, Educational and methodological guide to the workbook "One - a word, two - a word", Kolesnikova E.V., 2015
The following tutorials and books:
- I already consider, Workbook for children 6-7 years old, Kolesnikova E.V.
- I count up to 20, Workbook for completing tasks on the book "Mathematics for children 6-7 years old", Kolesnikova E.V., 2008
2.Design.
TOPIC. Perception of spatial relationships.
Draw circles so that you get different objects.
PERCEPTION OF SPATIALRELATIONSHIPS
Where is the tree drawn? (In the middle.)
Where is the crow sitting? (On the tree.)
In which direction is the bear going? (Left.)
Where is the bunny? (In the lower right corner.)
Where are the clouds? (Upstairs.)
Where do mushrooms grow? (In the lower left corner.)
Where is the sun drawn? (In the upper left corner.)
The game "Find the hidden number card
didactic purpose. Formation of spatial representations in children.
Means of education. Cards with numbers.
One of them turns to face the blackboard, the other on one of the tables in the classroom hides a card with a number so that its corner is visible. The person standing at the blackboard is invited to turn to face the class and guess where the hidden card is.
The teacher helps the student, who guesses the number, indicating the direction of movement: go forward, turn left, then right, go around the table, etc.
The rest of the children in the class also play: they show a green circle if the student is moving correctly, and a red circle if it is wrong. The teacher then calls another student. The game is repeated. The winner is the one who will correctly move in the indicated direction.
3. Development of speech.
Lesson 4.
Goals and objectives of the lesson:
1. Teach children to divide words into syllables.
2. Develop fine motor skills.
3. Design according to the sample.
Equipment: pictures with animals.
Course progress.
Organizing time.
Speech and breathing exercises.
1. Development of articular motor skills. Horse game. The game "pipe",
"Bagel" (activation of the muscles of the tongue).
2. Breathing exercise.
3. Work on the tongue twister. (Speak clearly and quickly.)
tsy-tsy-tsy, tsy-tsy-tsy-
Hares, windmills, chicks.
Shi-shi-shi, shi-shi-shi-
The reeds whisper something.
She-she-she, she-she-she-
This is a duck in the reeds.
III. Repetition (Suggestions).
Teacher: What does the offer consist of? (From words).
What are the words? (long and short)
Words are divided into syllables. For example, the word "mom". This word has two syllables. The word "house" has one syllable, and the word "car" has three syllables. Now determine for yourself how many syllables are in these words:
School, book, board, flower, window, chair, nose, eyes, street.
IV. The game "Live words".
The hedgehog carries an apple. /___________ ______________ ____________.
Children choose a word from a sentence.
Exercise: put the words in order to make a sentence.
Squirrel dries mushrooms. (The teacher whispers the words in the child's ear). Children pronounce the words out loud and line up in a sentence.
V. Work on the topic: "Division of words into syllables."
Teacher: All words are divided into syllables. We will learn to divide words into syllables.
Palm/ ________ /__________ Aspen/ /_____/ .
Exercise: designing schemes (development of fine motor skills).
Teacher: How are these words called in one word? (trees ) .
The game "Choose the scheme."
Fox Cow
_________/_________ ________/_________/___________
hare goat
________/___________ _________/_________
________
Exercise: change the word "hedgehog" so that the word consists of two syllables
(Hedgehog).
- What groups can these animals be divided into?
The game "Tell me a word."
Cunning cheat
red head,
Fluffy tail - beauty.
Who is this ? (Fox _______/______) .
Make everyone around cry
Although he is not a fighter, but (onion _________).
Quietly the snow is falling
White snow, shaggy,
We'll clear the snow and ice
In the yard (with a shovel/ / /____) .
V. Patter.
The hedgehog and the Christmas tree have needles. (Loudly, clearly and quickly pronounce the words).
VI. Work in a notebook.
Exercise: Color the circle so that it shows that movement is prohibited.
What light can you cross the street? Continue the pattern. __.__.__.__
Homework: Color the circles.
4.Physical culture.
Topic. Correct posture. Finger gymnastics.
1. Introductory part.
Guys, in order to take care of our health, it is important for all of us to know how it works and how it lives. We already know that exercise helps our body look beautiful and slim. Stand in pairs, feel the groove on each other's back - an even chain. This is the spine. It divides the back into two halves - left and right. Sit down at the desks. Look at each other as you sit at your desk. Our fairy-tale heroes brought drawings depicting two students (the teacher attaches the drawings to the blackboard). How do you think these students are different?
One student has the correct posture, and the other has the wrong one. Which student do we like best? The first one is more attractive to us, because it is more pleasant to look at
a person with a beautiful figure and correct posture. Our fairy-tale heroes have prepared for us the rules for proper seating at a desk (table).
Rules for seating at a desk:
Sit straight. Tilt your head slightly forward. Lean on the back of a chair and slide your palm between your chest and the edge of the table. If the palm passes freely, then you are sitting correctly.
Sit straight, not deviating either to the left or to the right.
Keep a notebook or book from your eyes at a distance equal to from your elbow to your fingertips, which you can always check yourself.
Hands on the table lie freely and calmly.
Feet are on the floor evenly and confidently.
If the student gets used to following these rules, he will be less tired when doing learning tasks, will make fewer errors and inaccuracies. Due to poor posture, vision can be severely impaired and you will have to wear glasses. And now our fairy-tale heroes have prepared pictures for us for the game "Who will collect the picture faster?".
Try to collect images of schoolchildren from the individual details of the picture, and then we will determine which of them has the correct posture. The students complete the task.
2. Finger gymnastics.
Children alternately touch the thumb of the same hand with the fingertips of each hand. With the fingertips of one hand, the children alternately touch the fingertips of the other hand. 3
3.Complex of general developmental exercises.
Four steps hands to the sides and up, four steps - to the sides and down.
The arms are bent at the elbows, palms down. Walking with knees high.
Hands behind the back. Walking, turning the body in the direction of the forward leg.
Walking lunges, swinging arms wide.
Jumping on both legs moving forward.
Running is the main form of athletics. Do you like watching sports on TV? We want to run like famous athletes. The main mistakes when running.
11. Main part
1. Completion of educational tasks.
Let's jump like a frog
Jumping champion.
After the jump - another jump,
Let's jump higher, my friend! (Jumping.)
2. The game "Frogs in the tub."
On an old tub
frogs danced,
green ears,
Eyes on top.
I approached them
They are in the water - plop!
And there's nothing more
Tell me about them.
(V. Stepanov)
Small hoops are laid out on the floor of the playground according to the number of participants in the game. Each player is next to a hoop. The teacher reads the text of the poem. At this time, frog children jump around their hoop. With the word: "floppy", they jump inside the hoop. This text can be spoken by children not participating in the game.
At the end of the poem, the teacher, passing by the players, says: "Hey, green frogs, get out of the tub." With these words, the players leave the circle, begin to jump around it again. At the signal of the teacher of the “bumps”, they must have time to take their places again. The teacher also tries to find a hoop for himself. The one left without a seat is considered the loser.
III. Final part
1. The mobile game "Make a figure."
At the signal of the teacher, all students scatter around the site (additional boundaries are negotiated). On the next signal, all the players stop at the place where the team found them and take a pose. The teacher notes those whose figures he liked (turned out to be the most successful). The game is on repeat
times (you can assign, choose a driver who will determine whose figure is better).
2. Summing up. Class competition for the student with the best posture. Walking in a column one at a time.
6th day DATE:
1. Getting to know school life.
TOPIC: INTRODUCTION OF THE SIGN "CHORUS"
Tasks: show children two possible forms of response: individual and group; introduce the signs "I" and "Chorus".
Equipment: ball, signs "I" and "Chorus", orders, children's drawings on the theme "What I love."
Lesson progress
ORGANIZING TIME
Teacher. Hello children! What an unusual start to today's lesson! Why did I say so? Because today all the children said hello in school! Then I will do something unusual now: the children of the “Solnyshko” group sit down; children sit down
group "Chamomile"; children of the "Luck" group sit down; the children of the "Shoe" group sit down; the children of the Butterfly group sit down.
What did you notice? Indeed, our lesson today begins in a completely school-like way: quietly, calmly. And this means that we will have enough time to do one of the favorite children's activities in the lesson: guessing riddles.
CREATING A PROBLEM SITUATION
The teacher makes riddles and provokes children to noisy answers.
U. Treats young children,
Heals birds and animals
Looking through his glasses
Good doctor...
(Aibolit)
Together with Carlson
Jumped from rooftops
Our naughty...
(Baby)
She is beautiful and sweet
Her name is from the word "ash".
(Cinderella)
Why do you guys think my mood is so bad?
Children. We made noise.
W. And why did it happen?
E. Everyone knew the answer, but with a raised hand, the teacher can only ask a few. Everyone wanted to answer.
U. What to do? How are the students doing?
Children discuss in groups the situation andthey come to the conclusion that at school it is sometimes required to answer all together, that is, in chorus.
The teacher introduces the signs "Chorus" and "I".
EXERCISE IN APPLICATION OF THE SIGNS "CHOIR" AND "I"
U. Now I will ask you questions and show you one of these signs. Watch carefully when you need to answer in chorus, and when to raise your hand and answer one at a time.
The teacher asks questions and shows one of the signs.
What was the name of the fairy-tale hero whom the grandmother and grandfather made from dough? (Sign "Chorus".) Is it true that Kolobok was able to get away from both the Hare and the Bear? (Sign "Chorus".)
- What fairytale heroes you know? (Sign "I".) Is it true that the giraffe has the longest neck? (Sign "Chorus".)
The teacher shows the drawing.
- Name this hero in chorus! How did you know to answer in chorus? I didn't show you any badge. How careful you are! Indeed, if you carefully listen to the task, you can determine exactly how to answer: in chorus or one at a time.
INTRODUCTION OF THE ORDER OF ATTENTION
U. In the forest school, students are always given the Order of Attention for attention. Let's play and determine who is the most attentive. I will ask a question to each group and throw a ball. If the question has to be answered in chorus, you squat and answer the question, then I won't be able to throw the ball to anyone. If I ask a question and it needs to be answered by one person, I throw the ball to someone who knows the answer and shows me with a sign that he is ready to answer.
Who knows what time of year it is? Say in chorus: how many months are there in a year? Who knows why birds fly to warmer climes in autumn? Who wants to get to know the Romashka group better today?
WORKING WITH DRAWINGS ON THE TOPIC "WHAT I LOVE"
The teacher distributes the drawings to the children of each group and invites the children to go to the blackboard one by one. Children guess what is drawn.
U. Which of the guys in the class likes the same thing that is shown in the pictures? See how many friends you can have to play with!
Summary of the lesson
U. What did you learn at school today? How useful is the new school rule? What new things did you learn about each other?
2.Design.
TOPIC. Orientation in space.
Counting from 0 to 10, from 10 to 0.
The game "What's wrong?"
The game "Aerobatics"
didactic purpose. Consolidation of the concepts of "up", "down", "right", "left", " from right to left", "from left to right".
Means of education. Airplane drawing. Table 8 from the manual "Examples of the relationship between quantities."
The teacher acts as a pilot. His plane (drawing) performs different figures, changing directions of movement, and student pilots determine the change in route and, at the signal of the teacher (wave of the hand), indicate it in chorus, using the words “up”, “down”, “right”, “left”, "right to left", "left to right" (in relation to children).
didactic purpose. Formation of spatial representations.
Game content. One of the players becomes the back to class, the other asks to indicate where the voice came from: behind, to the left of him or to the right, and then to say whose voice he heard. The teacher silently shows with his hand who should loudly, slowly pronounce any sound, word, sentence. This game can be played in the forest, in the park, square, on the school playground
3. Development of speech.
Goals and objectives of the lesson:
1. Teach children to recognize sounds that are different in duration.
2. Develop fine motor skills of the fingers.
3.Design from memory, sample.
Equipment: pictures with animals, snowflakes, sticks, plasticine.
Course progress.
Organizing time.
Speech and breathing exercises.
1. Development of articular motor skills The game "Cheerful tongue". The game "The wind blows". (Activation of the muscles of the tongue).
III.
Repetition of syllables. The game "Live syllables".
Teacher: Can you name it in one word? (Birds).
chicken magpie sparrow duck goose
Which bird is missing? Why? (Goose).
Change the word "goose" so that it has two syllables (gu-si), of three syllables (gosling).
IV.
Patter.(Helps to pronounce words correctly and clearly).
Three magpies chattering
Chattered on the hill.
These assignments may reflect the characteristics creative process every child. On a half of a landscape sheet of paper, 6 circles of the same size are drawn (diameter 2.5 cm). Children are invited to think about what each circle can be and draw.
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Preview:
TEST "DRAW A CIRCLE"
The task of drawing circles was chosen as a test task (for children 6-8 years old, 1st year of study in a circle). The choice of the diagnostic task was dictated by the following considerations: it is part of a planned program aimed at the development of children's fine arts and, in this regard, stimulates Creative skills children and gives children the opportunity to implement the experience they already have. Tasks should reflect the characteristics of the creative process of each child. On a half of a landscape sheet of paper, 6 circles of the same size are drawn (diameter 2.5 cm). Children are invited to think about what each circle can be and draw.
The results of the tasks performed by children are evaluated according to a 3-point system.
Grade 3 (high level) is put to those children who endow with original figurative content mainly without repeating one or a close sample.
Grade 2 (average level) is put to those children who endow all or almost all circles with figurative content, but allow almost literal repetition (for example, a flower or a muzzle) or decorate circles with very simple objects that are often found in life (ball, ball, sun, etc.) .
Grade 1 (low level) is put to those who could not endow all circles with a figurative solution, the task is not completed to the end and carelessly.
Of course, the accepted assessment is very simple and does not allow a sufficiently accurate and versatile characterization of the levels of intellectual and aesthetic development of children. This technique is so simple that it can be used by any teacher and this will allow you to see how effective their work is in teaching children visual activity and developing their creativity. Here, not only the originality of the figurative solution is evaluated, but also the quality of the drawing (the variety of colors, the thoroughness of the execution of the image: whether the characteristic details are drawn or the child was limited only to the transfer of the general form). The technique of drawing and painting is also taken into account.
To determine the levels of development of the visual skills and abilities of children and their creative manifestations, I was guided by the criteria developed by T.S. Komarova.
1. criterion: the content of the rendered image, its components, their diversity;
2. criterion: form transfer (simple or complex forms, transferred accurately or distortedly);
3. criterion: the structure of the object (parts are located, true or not);
4. criterion: color (colors are bright or pale, warm or cold);
5. criterion: the nature of the lines (strong or weak pressure, coloring with small or large strokes).
To check the extent to which the child has mastered a particular skill, I conduct a control examination 2 times a year. This allows you to assess the dynamics of the child's development, plan further work, taking into account extra classes to develop the necessary skills.
