Didactic game “What’s extra?”
Author: Khalikova Elena Valerievna, teacher of the first category
Place of work: MBDOU "Kindergarten No. 31 of Leninogorsk"
A didactic game is presented in the form of cards with images of animals and birds. The game can be used by teachers, speech therapists, as well as parents. In individual and work and subgroups with children from 3 to 7 years old.
Target:
Strengthen knowledge about animals and birds. Arouse interest in the living world.
Tasks:
Develop abstract imaginative thinking and visual memory.
Develop mental abilities, ability to classify.
Expand children's horizons.
Cultivate a love for animals and birds, a desire to take care of them.
Progress of the game:
The teacher invites the children to look at the pictures and determine what is superfluous. Explain your choice.
Cards "Find the odd one out?"
1. Pets. (crocodile)
2. Wild animals. (horse)
3. Who was born from an egg? (frog)
4. Mammals. (tit)
5. Birds that don't fly. (pigeon)
The crocodile looks green
He will not let himself be offended.
Crocodile is a dangerous predator
Be careful with him, buddy.(crocodile)
- But! - we said to the horse
And they rushed off without looking back.
The mane curls in the wind.
Here is the house. Horse, whoa!(horse)
She grew up and grew a tail,
She wore a dark dress.
She grew up and became green,
I swapped the tail for oars.(frog)
With a yellow breast it flies -
What kind of bird is this?
How elegant is her appearance!
Her name is tit!(tit)
Gray, furry,
Wild, domestic
Variegated and white,
A symbol of peace in general everything!(pigeon)
OPTION 1.
Source: Zabramnaya S. D. "From diagnosis to development." - /Materials for the psychological and pedagogical study of children in preschool institutions M.: New School, 1998 - 144 p.
Objectives of the study
Analytical-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is studied. Ability to make generalizations. Logical validity and purposefulness. Clarity of presentation. Using help.
Equipment
Three drawings of varying complexity.
In the figure (APPENDIX 1) there are three squares, each with four figures, one of which does not fit according to one characteristic (size, color, shape). Offered to children from 5 years old.
In the figure (APPENDIX 2) there are three squares, each with four objects: three from one generic group, and the fourth from another generic group. Offered to children from 6 years old.
In the figure (APPENDIX 3) there are three squares, each with four word-concepts, one of which does not fit. Offered to children from 7 years old.
Procedure
APPLICATIONS 1, 2, 3 are offered in turn.
When working with APPENDIX 1, the instruction is: “Tell me what doesn’t fit here?”
When working with APPENDIX 2, they first ask you to name what is drawn, and then ask: “What doesn’t fit here?” Help: “There are three objects (pictures) that are somewhat the same, but one doesn’t fit. Which one?”
When working with APPENDIX 3, the researcher himself reads the words, and then asks the child to name the word that does not fit the others. If the answer is correct, they are asked to explain the choice.
Analysis of results
Children with normal mental development understand the purpose of the task and independently identify the feature that distinguishes the figure from the rest. Give a verbal justification for the principle of identifying a figure. When working with pictures, they are also able to make independent generalizations and justify the selection of an inappropriate picture. When highlighting concept words, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age varies among children. Some immediately identify essential signs, others pay attention to secondary signs. This indicates insufficient formation of the higher levels of generalization. However, in children with normal mental development there are no cases of inadequate performance of this task.
Children are mentally retarded do not understand instructions and do not complete tasks independently. By the age of 6-7 years, they visually distinguish size and color, but find it difficult to make verbal generalizations even with leading questions. The task (APPENDIX 3) is not available to them at this age.
Children with mental retardation understand the instructions and complete the tasks (APPENDIX 1). The task (APPENDIX 2) to establish clan groups and justify them is difficult. Organizational assistance is effective. Work with the selection of words and concepts (APPENDIX 3) is carried out with leading questions, repeated readings, and clarifications. Children have difficulty explaining the principle of selection. They have the greatest difficulties with verbal justification.
ANNEX 1.
APPENDIX 2.
APPENDIX3.
OPTION 2.
Source: Nemov R. S. "Psychology in 3 volumes." - M.: VLADOS, 1995. - Volume 3, page 148.
This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative and logical thinking, mental operations of analysis and generalization in a child. In the method, children are presented with a series of pictures (APPENDIX 4), which present different objects, accompanied by the following instructions:
“In each of these pictures, one of the four objects depicted in it is the odd one out. Look carefully at the pictures and determine which item is superfluous and why.”
3 minutes are allotted to solve the problem.
Evaluation of results
10
points- the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are extra.
8
—9 points- the child correctly solved the problem in a time from 1 minute to 1.5 minutes.
6
—7 points— the child completed the task in 1.5 to 2.0 minutes.
4
-5 points— the child solved the problem in a time from 2.0 to 2.5 minutes.
2
—3 points- the child solved the problem in a time from 2.5 minutes to 3 minutes.
0—1
point- the child did not complete the task in 3 minutes.
Conclusions about the level of development
10
points- very tall
8
—9 points- high
4
—7 points- average
2
—3 points- short
0 - 1 point - very low
APPENDIX 4 A.
APPENDIX 4 B. Additional materials for the “What’s extra?” method
OPTION 3.
Source: Almanac of psychological tests - M.: KSP, 1996 - 400 p.
To conduct the study, you will need forms of the “Exclusion of Superfluous” technique, which allows you to assess the subject’s ability to generalize and identify essential features. The technique consists of series, each series contains 4 words. (2 options offered). The experimenter must have a stopwatch and a protocol for recording responses.
Material: A form with a printed series of four to five words.
Instructions and progress: I present the form to the subject and say: “Here, on each line, five (four) words are written, of which four (three) can be combined into one group and given a name, and one word does not belong to this group. He needs to be found and eliminated (crossed out).”
Form for verbal version
OPTION 1.
1. Table, chair, bed, floor, closet.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pliers, saw, nail, axe.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, be indignant, be indignant, understand.
16. Success, failure, luck, winning, peace of mind.
17. Brave, courageous, determined, angry, courageous.
18. Football, volleyball, hockey, swimming, basketball.
19. Robbery, theft, earthquake, arson, assault
20. Pencil, pen, drawing pen, felt-tip pen, ink.;
OPTION 2.
1) book, briefcase, suitcase, wallet;
2) stove, kerosene stove, candle, electric stove;
3) watch, glasses, scales, thermometer;
4) boat, car, motorcycle, bicycle;
5) plane, nail, bee, fan;
6) butterfly, caliper, scales, scissors;
7) wood, whatnot, broom, fork;
8) grandfather, teacher, father, mother;
9) frost, dust, rain, dew;
10) water, wind, coal, grass;
11) apple, book, fur coat, rose;
12) milk, cream, cheese, bread;
13) birch, pine, berry, oak;
14) minute, second, hour, evening;
15) Vasily, Fedor, Semyon, Ivanov.
INTERPRETATION:
SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION
Number of points |
Characteristics of problem solving |
|
The subject correctly and independently names the generic concept to designate: |
||
| 5 --- |
---- 5 |
|
First he names the generic concept incorrectly, then he corrects the mistake: |
||
| 4 --- |
---- 4 |
1) to designate objects (words) combined into one group; 2) to designate an “extra” object (word). |
Independently gives a descriptive characteristic of the generic concept to denote: |
||
| 2,5 --- |
--- 2,5 |
1) Objects (words) combined into one group; 2) an “extra” object (word). |
The same, but using the researcher to indicate: |
||
| 1 --- |
--- 1 |
2) an “extra” object (word). |
Cannot define a generic concept and does not know how to use help to designate |
||
| 0 --- |
--- 0 |
1) objects (words) combined into one group; 2) an “extra” object (word). |
If the subject copes with the first three to four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision or choose a name for a group of objects, then we can draw a conclusion about his intellectual
insufficiency.
If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects are somehow involved), then this is an indicator of concrete thinking, the inability to build generalizations based on essential characteristics.
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Tatiana Guseva
Didactic game “What’s extra?” for children 6–7 years old on the lexical topic “Food”
Didactic game"What superfluous?» designed for children 6 -7 years old
(preparatory group)
Relevance: I believe that this manual is relevant for the development of children skills
combine objects according to purpose and reason.
Target: development of logical thinking, perception and attention.
Tasks:
1. Strengthen the ability to compare, generalize, analyze, and make simple conclusions.
2. Strengthen the ability to construct an answer through reasoning.
1 slide - Game name
Slide 2 - Explanatory note
Slides 3-6 - Contents didactic game
Slide 7 - Assignment "Cooking compote"
Educator shows the children a slide showing Food necessary for preparing compote.
There is one item on the task slide extra. Children are asked to look carefully and determine what is drawn superfluous, explain why. food product disappears and the answer slide opens.
Slide 8 - Answer to the task "Cooking compote"
Slide 9 - Assignment "Cooking soup"
The slide shows Food, essential for
making soup, one of excess products.
If answered correctly, unnecessary food product disappears and
The slide answer opens.
Slide 10 - Answer to the task "Cooking soup"
Slide 11 - Assignment "Making a salad"
The slide shows Food, essential for
preparing a salad, one of excess products.
If answered correctly, unnecessary food product disappears and
The slide answer opens.
Slide 12 - Answer to the task "Making a salad"
Slide 13 - Assignment “Making pancakes”
The slide shows Food, essential for
making pancakes, one of excess products.
If answered correctly, unnecessary food product disappears and
The slide answer opens.
Slide 14 - Answer to the task “Making pancakes”
Slide 15 - Assignment “We bake a cake”
The slide shows Food, essential for
making a cake, one of excess products.
If answered correctly, unnecessary food product disappears and
The slide answer opens.
Slide 16 - Answer to the task “We bake a cake”
Slide 17 - Assignment "Brewing tea"
The slide shows Food, essential for
making tea, one of excess products.
If answered correctly, unnecessary food product disappears and
The slide answer opens.
Slide 18 - Answer to the task "Brewing tea"
The speech therapist names the words and asks the children to name the “extra” word, and then explain why this word is “extra.”
a) “Extra” word among nouns.
Doll, sand, spinning top, bucket, ball.
Table, wardrobe, carpet, chair, sofa.
Coat, hat, scarf, boots, hat.
Plum, apple, tomato, apricot, pear.
Wolf, dog, lynx, fox, hare.
Horse, cow, deer, ram, pig.
Rose, tulip, bean, cornflower, poppy.
Bus, combine harvester, tram, bicycle, motorcycle.
Winter, April, spring, autumn, summer.
Mom, girlfriend, dad, son, grandmother.
Sea, lake, river, bridge, pond.
Circle, square, pencil, triangle, rectangle.
Nikolai, Sasha, Ivanov, Misha, Peter.
Moscow, Novgorod, square, Petersburg, Pskov.
Hammer, axe, spoon, saw, pliers.
Ilya, Fedor, Petrov, Andrey, Zhenya.
Cheese, bread, ice cream, butter, cottage cheese.
Bottle, jar, frying pan, jug, glass.
Milk, cream, cheese, lard, sour cream.
House, barn, hut, hut, building.
Birch, pine, tree, oak, spruce.
Book, album, notepad, paints, notebook.
Brush, pencil, sheet, paint, painting.
Cake, briefcase, bag, backpack, suitcase.
Month, day, year, sky, hour.
Nest, bark, anthill, chicken coop, den.
Hammer, nail, axe, pliers, chisel.
Minute, second, hour, evening, day.
Robbery, theft, earthquake, arson, assault.
b) An “extra” word among adjectives.
Sad, sorrowful, dejected, deep.
Brave, loud, daring, daring.
Weak, brittle, long, fragile.
Strong, distant, durable, reliable.
Decrepit, old, worn out, small, dilapidated.
Bold, courageous, courageous, angry, determined.
Deep, shallow, high, light, low.
c) An “extra” word among verbs.
Think, go, reflect, think.
He rushed, listened, rushed, pounced.
Hate, despise, punish.
Arrived, arrived, ran away, rolled in.
He came, he greeted, he looked, he appeared.
Ran out, came in, flew out, jumped out.
Poured it, poured it, poured it out.
He ran up, entered, approached.
Sort the pictures by similarity.
A vertical row of pictures is displayed on the board: a sheep (or ram), a tree, a cow, ears of corn.
Children are given pictures: sweater, hat, woolen mittens (or gloves), scarf (to the picture “sheep”); table, wooden rake, wooden gate (or fence), chair (to the picture “tree”); bottle of milk, butter, cheese, ice cream (to the picture “cow”); bread, loaf, bagel, bagel (to the picture “ears”. Each child has 1-2 pictures.
The speech therapist invites the children to put their picture next to one of the 4 pictures on the board and explain why he put it that way.
Game “Pair to Pair” (choose words by analogy).
The speech therapist suggests choosing words so that similar pairs of words are obtained, and then explaining how these pairs are similar.
Cucumber is a vegetable, chamomile is (earth, flower, flower bed).
Tomato – vegetable garden, apple – (fence, garden, pear).
Clock - time, thermometer - (bed, temperature, window).
Car – motor, boat – (sail, water, deck).
Table - tablecloth, floor - (furniture, boards, carpet).
Hammer – nail, knife – (board, bread, box).
Suit - fabric, house - (fence, bricks, stairs).
A chair is a tree, a bun is (table, ear of corn, knife).
Window – house, eye – (mouth, glasses, face).
Telephone - ear, TV - (radio, antenna, eye).
Hat - head, boot - (brush, boy, leg).
Wool – sheep, milk – (cheese, cow, cat).
Nail – hammer, screw – (screwdriver, screw, board).
Pen – pencil case, notebook – (book, desk, briefcase).
Cat - kitten, chicken - (duck, rooster, chicken).
Tram - trolleybus, table - (book, chair, tree).
Chicken - rooster, cat - (kitten, cat, milk).
Car - driver, plane - (driver, pilot, sky).
Reading – letter, counting – (task, number, question).
Listen to the words. Which of these represent vegetables?
Lettuce, nettle, carrots.
Onions, turnips, plantain, dill.
Garlic, radish, rose, rutabaga.
Currants, zucchini, parsley, cucumbers.
Tomato, sorrel, beets, cabbage.
Potato, apple, strawberry, chamomile.
Listen to the words. Which ones represent domestic animals?
Fox, wolf, dog, hare.
Horse, calf, elk, bear.
Squirrel, cat, rooster.
Donkey, roe deer, lynx, tiger.
Barn, cow, goat, sheep.
Rabbit, otter, puppy, parrot.
Listen to the words. Which ones represent transport?
Truck, subway, plane, bench.
Bus, road, helicopter, passenger.
Train, compartment, steamship, anchor.
Tram, driver, trolleybus.
9. Guess what the fourth word will be (semantic series):
Electricity - switch, water - ...
Nail - hammer, screw - ...
Good - better, slow -...
School - training, hospital - ...
Coat - button, shoe - ...
A person is a child, a dog is...
Bird is a nest, man is...
A bird is an egg, a plant is...
The house is the roof, the book is...
Square - cube, circle - ...
Fire is fire, water is...
Grain - barn, money - ...
Clothes – naked, shoes –…
Rubber - tire, steel - ...
Morning - night, winter -...
Words for reference: screwdriver, cover, ball, seed, slower, flood, bank (or wallet), faucet, barefoot, treatment, puppy, rim, house, lace, autumn.
10. Where and for what can you use the item that I will name:
For example, BUTTON: 1) to attach paper to the board;
2) can be thrown out the window to give a signal;
3) scrap metal;
4) draw a small circle (circle);
5) put on the table, etc.
Nail - ..., shoe - ..., tomato - ..., lace - ..., blanket - ....
Choose the correct answer.
There are 7, 12, 16, 24 months in a year.
The father is older than the son (sometimes, often, always, never).
A tree always has (leaves, roots, fruits, flowers).
Winter month (November, March, February, June).
Always hot (iron, heating pad, boiling water, steam).
Game "Name the parts."
There are two options:
a) according to the picture;
b) by submission.
The speech therapist calls the word, asks to imagine this object (or animal) and name its parts.
For example: CAT – body, head, paws, claws, tail, nose, ears, eyes, whiskers, fur.
Truck - ..., house - ..., tree - ....
Guess the object by the names of its parts.
Body, cabin, wheel, steering wheel, headlights, doors (truck).
Trunk, branches, twigs, leaves, bark, roots (tree).
Bottom, roof, walls, handles (pan).
Deck, cabin, anchor, stern, bow (ship).
Entrance, floor, staircase, apartment, attic (house).
Wings, cockpit, tail, engine (airplane).
Eyes, forehead, nose, mouth, eyebrows, cheeks (face).
Sleeves, collar, cuffs (shirt).
Head, torso, legs, tail, udder (cow).
Floor, walls, ceiling (room).
Window sill, frame, glass (window).
Explain what the objects have in common.
Two items: cucumber, tomato - (vegetables);
chamomile, tulip – (flowers);
elephant, ant - (animals).
Three objects: ball, sun, ball;
plate, vase, cup;
leaf, grass, crocodile.
Guess the generalizing word based on functional characteristics, on the situation in which the object called this word is most often found.
For example: They grow in a garden bed and are used in food (vegetables).
They grow on a tree in the garden, very tasty and sweet.
How can we call in one word what we put on our body, head, and legs?
Guessing the name of an object from a description of its differential features.
For example: What is this? Vegetable, round, red, tasty.
Guessing riddles from pictures using epithets (several pictures are offered, from which you need to choose the ones you need).
For example:
I am tall, thin, spotted (giraffe).
I'm short, fat and gray (hippopotamus).
I am small, gray, with a long tail (mouse).
I am formidable, big, with a long mane (lion).
I am humpbacked, with a long neck and thin legs (camel).
Choose two words from three words - “enemy”.
Friend, sadness, enemy.
Tall, big, low.
Night, day, day.
Long, big, short.
Joy, joyful, sadness.
Big, low, small.
Raise, lower, take.
White, long, black.
Give, sell, take.
Heavy, long, light.
Buy, sell, give away.
Short, small, long.
Talk, walk, be silent.
Good, light, bad.
