Summary of an open lesson on psychomotor skills
Topic: Orientation on a piece of paper
Goal: learn to navigate on a sheet of paper
Tasks:
Develop the ability to highlight angles on a sheet of paper, fine motor skills of fingers, active vocabulary
Teach the ability to move in a given direction
Correct attention, interpersonal relationships
Cultivate respect for each other and politeness
Progress of the lesson
Organizational moment
Hello guys.
Who will remember what we did in the last lesson? (children's answers)
Today we will learn to navigate on a piece of paper
Updating students' knowledge
Reading of a poem by V. Berestov followed by analysis.
A man stood at a fork in the road
Where is right, where is left - he could not understand.
But suddenly the student scratched his head
With the same hand with which I wrote,
And he threw the ball and flipped through the pages,
And he held a spoon and swept the floor,
"Victory!" - there was a jubilant cry:
Where is right and where is left the student recognized.
Questions:
1.What is this poem about?
2. Why do you need to know which side is which?
Explanation of a new topic
Let's remember where our right hand is. Pick her up.
Where is our left hand? Pick her up.
Do you know what the words above and below mean?
The teacher-psychologist clarifies these concepts:
At the top are those objects that are in the upper part, at a height. Name the objects that are at height.
Below are those objects that are at the bottom of something, under something. Name the objects that are below.
Do you know where the cent is?
Center is a place equally distant from the edges, ends, i.e. middle. Name the objects that are in the center.
In front of you is a white sheet of paper.
The leaf has edges. This is the right one, and this is the left one. Closer to you is the lower one, and further away from you is the upper one.
Look, there are still angles, let’s count how many there are.
Find the right side of the sheet. On the right side there is one and the other right corner. The corner at the top of the sheet is the upper right corner, and at the bottom of the sheet is the lower right corner.
Find the left side of the sheet. On the left side there is one and the other left corner. The corner at the top of the sheet is the upper left corner, and at the bottom of the sheet is the lower left corner.
We repeat the names and show them together with the children.
Physical education minute
There is a picture of a house on the board. This house is not simple, it is fabulous, forest animals will study in it.
I'll tell you a fairy tale now. Listen carefully and draw a house with a simple pencil on your sheet of paper in the place mentioned in the fairy tale.
Animals live in a dense forest. They have their own children. And the animals decided to build a forest school for them. They gathered at the edge of the forest and began to think about where to put it.
Bears suggested building in the lower left corner. The wolf wanted the school to be in the upper right corner. The fox insisted on building a school in the upper left corner, next to his hole. The hare asks to build in the lower right corner. The mouse intervened in the conversation. She said: “The school needs to be built in the center.” The animals listened to the mouse's advice and decided to build a school in the middle of the forest clearing. It's so convenient for everyone.
Well done guys!
Reinforcing the material learned
Now guys, we’ll see how you learned to navigate on a piece of paper and find the right place.
Assignment for independent work.
You need to put on the sheet what I’m about to say, and you’ll find out where to put it if you listen to me carefully.
Spring has come. The sun is shining brightly. Place the sun in the upper left corner.
The first flowers appeared. Place the flower in the lower left corner.
This makes us happy. Put a smile in the top right corner.
The birds have arrived. Place a bird in the middle of the sheet.
The grass is turning green. Draw it along the bottom edge
Clouds are floating across the sky. Place them along the top edge of the sheet.
Which corner is left free? There we sign the drawing.
Test yourself. Look how it should have turned out.
Bottom line
What did we do in class?
Did you like the games?
Evaluating the work of the class and each student.
Tasks:
1. To develop the ability to determine time using a clock with an accuracy of one hour;
2. Continue teaching how to solve logical problems;
3. Practice determining the location of objects on a sheet of paper;
4. Develop memory, attention, thinking.
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Preview:
Summary of a lesson in mathematics for the preparatory group “Orientation in time, in space, on a sheet of paper”
Tasks:
- To develop the ability to determine time using a clock with an accuracy of one hour;
- Continue learning to solve logical problems;
- Practice determining the location of objects on a sheet of paper;
- Develop memory, attention, thinking.
Progress of the lesson.
Voss: Guys, the postman brought us a letter from the president of the country of mathematics. Shall we read it?(Yes)
(The teacher reads the letter)
Hello guys! There's a problem in my country. Recently we were given a gift with a written name, but we did not have time to read the name of this gift because an eagle swooped down on it and took it away with it. And now we don’t know what kind of gift was given to us. He scattered the letters that made up the name of the gift all over our country, and to find out the name of the gift we need to collect all the letters, but we can’t do it without your help.
Voss: Well, guys, let's help the president?(YES)
Now we will go to the land of mathematics by transport, but what kind(child's name) He’ll draw for us now.(the child goes to the board and connects the dots by numbers, after which he should get a balloon)
Game exercise “Balloon”
Voss: We are in the land of mathematics. And here is the first task for you. You need to solve the riddle and answer the questions. Are you ready?(Yes)
There are exactly seven of these brothers, you all know them.
Every week they walk around each other. (Days of the week)
- How many days are there in a week?
- What day of the week is today?
- What day of the week will it be tomorrow?
- List the days of the week in order, starting with Monday.
- Name the working days of the week.
- Name the weekend days of the week.
Voss: What great fellows you are, and here is the first letter “U”.
Look, there are three trees in front of you, you need to place circles on them, I will tell you where, and you place them.
- Draw a circle on top of the first tree;
- Draw a circle to the right of the second tree;
- Draw a circle under the third tree;
- Draw a circle to the left of the fourth tree;
Voss: That's right, you completed this task quickly. Look, here is the second letter “K”
Guys, please guess one more riddle:
No legs, but I walk, no mouth, but I’ll say,
when to sleep, when to get up, when to start work. (watch)
That's right, it's a watch. What is the name of the circle on the clock?(clock face)
There are worksheets in front of you with the task. They show a clock. Look carefully and tell me what the artist forgot to draw on the clock?(arrows) Right. Now you and I will finish drawing them.
- On the first clock you need to draw arrows so that it turns out to be exactly 9 hours;
- On the second clock you need to draw arrows so that it turns out to be exactly 6 hours;
- On the third clock, draw arrows so that it turns out to be exactly 3 o’clock.
Vos: You did an excellent job with this task. Here's another letter "A" for you.
Now let's warm up and maybe get another letter with our hands.
We are getting higher and higher, reaching the roofs with our hands.
1, 2, 3 – raised, 3, 4 – hands down.
Voss: Okay. I just took out the fourth letter “Z”. Go to your workstations. On your table there are pieces of paper with pictures of balloons; for each balloon you need to draw a string according to my algorithm:
- The largest ball needs to be completed with a long rope;
- The smaller ball needs to draw a shorter rope;
- The small ball needs to be drawn shorter than the other balls.
Voss: And you handled this task deftly, well done. Here's another letter "K"
We have one last attentiveness task left. Whoever listens carefully will answer correctly.
- How many tails do two cats have?
- How many ears do two mice have?
- How many legs do two dogs have?
- How many legs does a chicken have?
- Grandmother Masha has a granddaughter Dasha, a cat, fluff, and a dog, Buddy. How many grandchildren does grandma have?
- The rooster laid an egg, who will get it?
- There are 4 bears and 5 rams in the zoo. How many wild animals are there in the zoo?
- 5 apples grew on a birch tree, 2 apples fell. How many apples are left on the birch tree?
Voss: How attentive you all are, you all answered correctly. Here's the last letter "A"
What kind of word did it turn out to be?(pointer)
Let's quickly write an answer to the president of mathematics that we have completed all the tasks and collected all the letters, we got the word “Pointer”
Full lesson
The insufficiency of spatial concepts in preschool children with ODD is manifested in a violation of the perception of their own body diagram. They find it difficult to understand prepositions and adverbs that reflect spatial relationships (under, above, about). Many of them have impaired perception of the holistic image of an object. Children with general speech underdevelopment make little use of prepositions in their speech that denote spatial relationships between objects, people and animals. Preschoolers with OHP view pictures primarily from right to left and from bottom to top. This fact indicates that children have a tendency to invert the vector of perception and fragmentation. Children have difficulty navigating the layout of a notebook sheet (skipping a certain number of lines or cells, keeping the margins, evenly filling the notebook sheet with text).
The purpose of GCD is to form primary ideas about oneself and the objects of the surrounding world (FSES DO).
According to the Federal State Educational Standards for Preschool Education, the primary tasks of preschool educational institutions are the development and education of preschool children, which determined the sequence of tasks for achieving the stated goal of the GCD:
Correctional and developmental:
- development of curiosity and cognitive motivation, formation of cognitive actions, development of imagination and creative activity;
- formation of generalized methods of examination through perceptual actions (saw, touched - learned);
- development of perception and cognitive processes, knowledge of the stability of one’s body, development of motor skills.
Correctional and educational:
- to cultivate in children emotional responsiveness and a desire to help young children;
Correctional educational:
- learn to navigate on a sheet of paper (right - left, top - bottom);
- consolidate the idea of the spatial location of the right and left hands.
This GCD summary is based on the requirements of the Federal State Educational Standard for Preschool Education, an approximate basic general education program for preschool education “From birth to school. / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.
The topic of the GCD is determined in accordance with the approximate basic general education program of preschool education, the model of the year, and the model of the month. ECD on the topic “Orientation on a piece of paper” is used in the senior group of a compensatory type for children with level III ODD in the first period of training, the month of October.
Preliminary work: in the joint activity of the teacher-defectologist, teacher-speech therapist, educator and children, use bracelets to mark the left hand.
Pedagogical technologies. The GCD material was selected in such a way that the implementation of the set goal was based on different analyzers of children:
- visual;
- motor;
- vestibular;
- cutaneous (tactile).
And also so that visual, tactile, vestibular sensations and ideas arise in children in the process of movement.
Active learning methods were widely used during ECD:
- problematic issues;
- situations of choice;
- accompaniment of movement with speech;
- reliance on children’s past experiences.
"Orientation on a sheet of paper"
For a child to successfully study at school, he must be free to navigate in space and master basic spatial concepts. Spatial concepts are necessary for teaching a child counting, writing, drawing, reading and many other disciplines, which are based on establishing relationships between objects and phenomena, their sequence, and therefore their spatial capabilities. The placement of points, headings, names of exercises, and the correct design of work for almost all young children represent a difficult moment in school life. Working in a notebook requires discipline.
In older preschool age, special attention should be paid to the development of orientation on a sheet of paper. First of all, explain to the child the meaning of the expressions: in the center, in the middle, on the left, on the right, top, bottom, left, right side, left (right) corner, left (right) bottom corner. To do this, you can conduct dictations.
Dictations
1. "Snowflakes are Falling"(developing the ability to distinguish between the top and bottom of a sheet.) Children place snowflakes made of paper on the top of the sheet. Then they take each snowflake and show where it falls (to the bottom of the sheet). They accompany their actions with the words: “from top to bottom.”
2. "Butterflies Are Flying" (development of the ability to distinguish between the top and bottom of a sheet). Perform the same as the first exercise. Based on the adult’s demonstration and his verbal instructions, and then only according to his verbal instructions, the children move the butterfly along a sheet of paper, commenting on their movements: “up - down”, “bottom up”.
3. "Airplane", "Car"(development of the ability to distinguish between the right and left sides of a sheet). The plane “runs up” along the runway, the car “drives” from the house to the garage. Children accompany their actions by indicating the direction of movement: “from left to right.”
4. “Decorate the Christmas tree.” There is a Christmas tree drawn on the sheet, but all the balls on it are white. It is necessary to color the balls according to the instructions of an adult. “In the center there is a blue ball, to the right of it is a yellow one, below is a red one, etc.”
Particularly useful (and children really like) are orientation tasks on a sheet of squared paper. You need to start with simple tasks: ask to circle a cell anywhere on the sheet, then circle the cells one after another to the end of the page, you get a line; circle the cells one by one down to the end of the page, you get a column. First, the child acts by imitation of an adult, then by verbal instructions. Use different elements in the ornaments: dots, sticks (vertical, horizontal, diagonal - one cell long). In complex patterns, the child learns to determine the pattern of pattern arrangement (alternation of elements). It is useful to get used to drawing continuous patterns without lifting your hand (preparation for continuous writing).
The next stage of work is drawing segments of different lengths (by hand, without a ruler). For example, from the starting point, draw a segment up three cells long, to the right five cells, etc. These are already elements of geometry and drawing!
Also useful are exercises in drawing geometric shapes (squares, rectangles, triangles), the sides of which must contain a certain number of cells. For example, draw a row of squares whose sides are equal to two squares, and a row of squares whose sides are four squares. Invite your child to count how many figures are in each line, how many figures are larger and why.
If the child confidently enough draws segments of different lengths and in different directions, you can move on to “auditory” dictations for sketching animals, toys, pieces of furniture, etc.
An example of such a dictation: Draw as I say: 4 cells up, 3 down, etc. Children are very happy when they see a positive result. Take your time to move on to more complex drawings. It is important that the child experiences positive emotions from the work, and then interest in such exercises will only grow.
And at the same stage, children independently redraw the same figure based on the model. The work point is marked by an adult. For all lexical topics, our group has examples of drawings based on cells.
The value of such exercises is undeniable: the ability to navigate a plane is consolidated, counting skills are improved, measuring activities are introduced - one cell is taken as a unit of measurement, knowledge about geometric shapes and their properties is clarified. In addition, the child develops determination, perseverance, and the desire to complete the task without mistakes, because otherwise there will be no result (the drawing will not work).
List of used literature
1. Zegebart G.M. Not just mazes. – M.: Genesis, 2011
2. Morgacheva I.N. Child in space. Preparing preschool children with general speech underdevelopment for learning to write through the development of spatial concepts. Methodical manual. – SPb.: “CHILDHOOD-PRESS”, 2009
3. Suntsova A.V., Kurdyukova S.V. We study space: left-right, up-down, near-far. – M.: Eksmo, 2010
4. Triger R.D. Preparing for Literacy: A Teacher's Guide. – Smolensk: Publishing house “Association XXI century”, 1998
Prepared by: Beschetnova O.V.
Techniques for teaching orientation on a sheet of paper.
At preschool age, the main formation of spatial concepts and ways of orienting children both in the surrounding space and on a plane occurs. The correctness and beauty of numbers, letters, completion of graphic tasks, etc. will depend on how the child navigates the notebook and cage. Therefore, it is very important to give children tasks that will develop visual-spatial orientation.
To teach a child to navigate on a sheet of paper, you should start by becoming familiar with the sheet itself.
What is this? (Sheet of paper)
-What shape is it? (Rectangular)
-This side is at the top and is called the top.
-This side is at the bottom and is called the bottom.
-This side is on the right and is called right.
-This side is on the left and is called left.
-This corner is located at the top left and is called the top left.
-This corner is located at the top right and is called - top right, etc.
To reinforce these concepts, you can invite your child to play the following games:
"Snowflakes are Falling"
Goal: to develop the ability to distinguish between the top and bottom of a sheet.
Children place snowflakes made of paper on the top of the sheet. Then they take each snowflake and show where it falls (to the bottom of the sheet). They accompany their actions with the words: “from top to bottom.”
"Butterflies Are Flying"
Goal: developing the ability to distinguish between the top and bottom of a sheet.
Perform the same as the first exercise. Based on the adult’s demonstration and his verbal instructions, and then only according to his verbal instructions, the children move the butterfly along a sheet of paper, commenting on their movements: “up - down”, “bottom up”.
"Airplane", "Car"
Target: development of the ability to distinguish between the right and left sides of a sheet.
The plane “runs up” along the runway, the car “drives” from the house to the garage. Children accompany their actions by indicating the direction of movement: “from left to right.”
"Flight in Space"
On a sheet of dark-colored paper (space), children move the circle (spaceship) in accordance with the indicated direction (route of the spaceship): from the middle (center) to the upper left corner, then to the lower right, etc.
Draw a square in the middle of the sheet.
To the right of it, draw a triangle.
Draw a circle below the triangle.
Place a dot to the left of the triangle.
Another option for complicating the work with these games is the subsequent “reading” of the resulting patterns. The child needs to be told where he placed which figures or how he drew the resulting pattern.
You can use another version of the dictation:
Children examine the finished composition of the ornament, analyze it and reproduce it from memory, using pre-prepared geometric shapes. For example, place a square in the center of the sheet, a circle at the top, an oval at the bottom, a triangle at the right edge, and a polygon at the left. Or: a blue circle in the center of the sheet, red in the upper left corner, green in the lower left, yellow in the upper right, black in the lower right.
Next game “Name your neighbors.” To do this, use a sheet of paper on which images of various objects are randomly located.
Option 1: an adult asks to find an image of an object and determine:
What is shown to the right of it?
- What is drawn under it?
- What is at the top right of the given object? etc.
Option 2: an adult asks to name or show the object(s) that are:
In the upper right corner,
- along the underside of the sheet,
- in the center of the sheet, etc.
"Graphic dictation". On a sheet of checkered paper, children, in accordance with the adult’s instructions, draw lines: “One square to the right, two down, three to the right, two up.” Dictation figures should be simple at first and then gradually become more complex.
It is advisable to either draw graphic dictations at the same time as the children on your sheet, or offer the correct sample for comparison after drawing. Comparison and analysis of the resulting drawing will help children develop criticality towards the results of their activities and self-analysis.
"Cell". Children are asked to circle a cell anywhere on the sheet, then circle the cells one after another to the end of the page, the result is line; circle the cells one by one down to the end of the page, it turns out column. First, children act by imitation of an adult, then by verbal instructions.
Use different elements in the ornaments: dots, sticks (vertical, horizontal, diagonal - one cell long). In complex patterns, children learn to determine the pattern of pattern arrangement (alternation of elements). It is useful to get used to drawing continuous patterns without lifting your hand (preparation for continuous writing).
Another type of task: "Drawing in Cells"
You can also fix colors and scores: find the top left cell and draw a blue circle in it, step down 4 cells and draw a yellow triangle, step back 3 cells to the right and draw a green square, step down 5 cells and draw a red square, step back to the right from the green square 7 cells and draw a black circle, step back 3 cells down from the black circle and draw a blue triangle, etc. Tasks and colors can be any.
“Repeat the drawing.” After the child has mastered the orientation on the sheet, you can offer him a sample drawing and ask him to repeat exactly the same drawing.
“Finish the second half.” Children are offered a sample with one half of the drawing completed, and they need to complete the drawing by completing the second part. The child traces the finished side of the drawing and completes the opposite.
“Continue the row.” In this game, the child has the beginning of a row with an image on a piece of paper, and he needs to continue the row to the end..
At first, the child is offered the simplest images, and then they become more complex: several colors are introduced, several elements, an upper and lower image, elements that need to be completed without taking his hand off the sheet. Etc. You can make it more difficult and conduct the lesson for a while using an hourglass. Then the child himself checks how much he has done correctly and develops self-control.
These games promote the development of memory, speech, imagination; development of skills of orientation on a sheet of paper and in a notebook; form elementary mathematical concepts, perseverance and patience.
