Description of the presentation by individual slides:
1 slide
Slide description:
Teacher-psychologist: Filatova Irina Nikolaevna Games for the development of visual memory in children 3-4 years old.
2 slide
Slide description:
Children love everyone, especially those who love and caress them. Lev Nikolaevich Tolstoy Carlson got naughty. ◈ How to play: place 3-4 toys on the table. Invite your child to look at them for one minute and remember their location. Then mix the toys, saying that it was Carlson who got naughty: he mixed everything and flew away. But he promised to return. The child must put all the toys back in the same place as they were at the beginning. ◈ We consolidate: you can play this game every day for 5-10 minutes, changing toys. ◈ Making it more difficult: if the child copes with the task, then you can increase the number of toys to 6-8 pieces. You can remove them from the table 1-2 pieces at a time.
3 slide
Slide description:
Game “Remember” Place 5-6 object pictures in front of the child (for example: apple, ball, basket, car, leaf, carrot). The child examines them and names them. After 2 minutes you remove them. The child must list everything he remembers. Most likely, he will miss something, but don’t be upset and praise the child anyway. This will encourage him to play many more times. Do you want your child to remember all the pictures? Come up with a story with him in which they will all be involved. For example: an apple and carrots are being transported by car. Leaves and cake were placed in the basket. We fix: you can play this game at any free time, using any pictures cut out from old magazines.
4 slide
Slide description:
Love childhood; encourage his games, his fun, his sweet instinct. Who among you has not sometimes regretted this age, when there is always laughter on your lips, and always peace in your soul? Jean-Jacques Rousseau Game "Hide and Seek" Required equipment: 4-6 plastic cups of yogurt or sour cream. How to play: in front of the child, place any small toy or bean, button, etc. under one of the inverted cups. After 15 seconds, ask the child to find the cup with the toy. At first he will pick up all the cups in a row, after a while he will find the toy, making only two attempts. And then he will definitely immediately pick up the glass under which the toy lies. Don't rush, he will succeed. We fix it: while walking, you can put 1-2 pebbles under the inverted molds. Let's complicate it: increase the number of cups and hidden toys. You can change roles, let the child hide the toys, you look for them. And if you don’t find them, the child will be happy to help you.
5 slide
Slide description:
You will never be able to create wise men if you kill naughty children. Jean-Jacques Rousseau “The Wonderful Bag” Place several objects with different properties in a linen bag, for example, a matchbox, a button, a cube, a ball of thread. The child needs to determine by touch what these objects are. For better memorization, young children can put things into a bag on their own. Older kids are given bags with items inside.
6 slide
Slide description:
Game “Pattern of Buttons” Required equipment: buttons, counting sticks. ◈ How to play: make a simple pattern out of buttons. Give your child time to look at it, then cover the image with a piece of paper. Invite your child to lay out the same pattern. If he finds it difficult, then help him. ◈ Open your pattern and compare both images. Don't forget to praise your child. ◈ We fix: you can also lay out patterns from counting sticks on the table, on the floor, paying attention to how they alternate in color. For example, one red, one blue, etc.
7 slide
Slide description:
Game “Repeat” ◈ How to play: draw a simple pattern, for example: wavy line, broken line, wavy, broken line, etc. The child should look at the pattern for 1-2 minutes, then you hide the picture, and the child from memory draws exactly the same. ◈ Fastening: change patterns. For example: two wavy lines, one broken line, two wavy lines, one broken line, etc. ◈ Making it more difficult: build a house from cubes: the base is a cube, the walls are cubes of different colors, the prism is the roof. Cover your house with something, for example, a newspaper, and the child will build one from memory. A parent who tries to change his child without starting with himself is not only wasting his time, but is taking a very cruel risk. (V. Levi)
8 slide
Slide description:
Presentation for classes in the senior, preparatory group of kindergarten. Acquaintance with the most famous and age-appropriate museums of St. Petersburg. Purpose of the lesson: introducing preschoolers to the history and culture of their hometown. At the end of the presentation there are questions to check the degree of mastery of the material.
Summary of a drawing lesson with children of the senior group “Still Life”
Job objectives:
1. Develop children’s abilities for visual arts (sense of color, composition)
2. Encourage children to independently convey images, using the means of expression available to them (color, shape)
3. Continue to introduce children to painting genres.
4. Continue to develop fantasy and imagination.
Materials: multimedia presentation, wax crayons, sheets of paper, fruit or fruit replicas.
Progress of the lesson:
The teacher and the children examine the brought fruits.
What shape, what color, how it feels.
The teacher invites the children to listen to one story that happened with these fruits and includes a presentation.
“Once upon a time there were four friends - Apple, Apricot and two sisters Plum. But one day there was a quarrel between them because each decided that he was the most beautiful and the most delicious.
“I am the most beautiful,” said Apple and walked away from his friends. “No, I’m the most beautiful,” said the apricot and also stepped aside. “No, no, we are the most delicious, the most elegant and the sweetest,” the Plums shouted, but no one heard them, because the friends ran away in different directions. But then Orange came to them and said that each of them was beautiful and tasty in its own way. Orange reconciled friends.”
The teacher invites the children to draw a fragment of this story (two fruits together, one to the side, three together, etc.)
After the children finish drawing, the teacher asks the children the name of the picture that depicts flowers, fruits, vegetables, and dishes.
After the children’s answers, he sums it up: “Yes, still life is correct. Today we all painted a still life. Look how different they turned out, despite the fact that we depicted the same fruits. It all depends on how we arrange objects on a sheet of paper. It's called composition"
The teacher invites the children to come up with their own story with fruits at home and draw a fragment from it.
Target audience: for preschoolers
Presentation for an extracurricular activity for a preschool class. Objectives of the event: to develop children's knowledge of ordinal counting within 10 (forward and backward counting). To consolidate and generalize children's knowledge about the properties of geometric shapes. Develop the ability to compare numbers. Improve children's ability to navigate in space. Develop attention, thinking, fine motor skills. Cultivate an interest in mathematics and a desire to work in a team.
Target audience: for preschoolers
This presentation provides material about spring fires. They talk about the dangers of burning grass and the consequences of fires. The material is provided in a clear, accessible language for preschool children.
Target audience: for preschoolers
The multimedia didactic manual “MUSICAL COUNTRY GUESS” is an interactive musical and didactic game for the development of auditory perception in children of senior preschool age (5-7 years).
Dasha the traveler from the cartoon of the same name welcomes the children and informs them that today they are going on a journey through the musical country “Guessing Game” with the help of a magic map.
Purpose of the game: to activate children's auditory perception.
- develop the ability to distinguish by ear the nature of music, genres of music, timbres of musical instruments;
- develop the ability to independently make decisions and choices;
- arouse interest in the process of music perception.
It can be used by music directors, teachers both in music classes and during subgroup and individual lessons, as well as by parents.
Target audience: for preschoolers
The interactive coloring book “Find the Number” is intended for children of senior preschool age and 1st grade students. The resource was created with the aim of consolidating knowledge of numbers, developing attention, memory and perseverance. The resource can be used during individual or frontal work at the stage of consolidating knowledge in mathematics lessons and at extracurricular activities. Consists of 13 slides, the transition to the next slide is carried out only if the answer is correct. The work was done in Microsoft Office Power Point 2007.
Target audience: for preschoolers
The presentation is designed for children of older preschool age (5-6 years old). This presentation is used as additional material on the development of logical relationships in children in joint work with a teacher or parents. The goal of the game is to teach children to classify geometric shapes according to two characteristics simultaneously (size, shape), to identify those figures that correspond to these characteristics
Description of the presentation by individual slides:
1 slide
Slide description:
Presentation. Topic: “Educational games for preschool children.” The presentation was prepared by: teacher of GBDOU No. 52 of the Kirov district of St. Petersburg Ustinova Natalya Nikolaevna, consultation for teachers.
2 slide
Slide description:
Preschool age is the most fertile age for enriching a child’s vocabulary, development of thinking and memory. Such games do not require much effort from adults; you just need the desire to be with the child for some time, not only by the fact of their presence, but with all your heart, with all your thoughts. And if these games also develop the child and teach him something new, then that’s great!
3 slide
Slide description:
"Magic Country" What is it? A game of make-believe. The game “Magic Land” develops abstract thinking, teaches you to think freely, and avoid clichés and stereotypes. It should be noted that this game is close to the hearts of many adults, because it is an excellent reason to dream out loud, without fear of being accused of frivolity. In addition, this game allows you to tell your child about your wishes in a correct, playful, completely non-edifying manner, and it allows the child to more easily voice their grievances and fears by talking about an ideal magical land.
4 slide
Slide description:
How to play? Invite your child to come up with a magical land. To do this, everyone speaks out in turn, starting the phrase in the same way: “In this magical land...” Preschoolers starting from 3.5–4 years old willingly play “Fairy Land”. When practicing “imagining,” children often modernize the rules themselves, making them more complex, and do an excellent job!
5 slide
Slide description:
“Verbal Fun” What is it? Games with words not only expand a child’s vocabulary, introduce him to such language phenomena as synonyms, antonyms, epithets, and teach him to transform words using linguistic means. The main goal of these games is to let the child feel the joy of mastering words, which comes after the first pangs of creativity, when the right, exact word is difficult to find.
6 slide
Slide description:
How to play? Invite your child to become a little mouse, for whom everything around him is huge. And when you tell the mouse: “There are a lot of berries in the forest. “I saw strawberries,” the mouse must answer: “And I saw strawberries!” “The girl has beautiful eyes” - “She has eyes!” and so on. Then the child turns into an elephant, for whom everything is small. And now the shoe has become a shoe, the house has become a house, the river has become a rivulet. Next time the child can become the wizard Perevertkin. For older children, it is quite possible to gradually introduce a linguistic term and give the wizard the name Antonym.
Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.
The role of play in the development of a child The role of play in the development of a child Recently, scientists have been searching (Z.M. Boguslavskaya, O.M. Dyachenko, A.K. Bondarenko, N.E. Veraksa, E.O. Smirnova, Z.A. Mikhailova and others) are moving towards creating a series of games for the full development of children's intelligence, which are characterized by flexibility, initiative of thought processes, and the transfer of formed mental actions to new content. These games often have no fixed rules. On the contrary, children are faced with the need to choose ways to solve a problem. The authors more often call the proposed games educational, rather than traditionally didactic. Play studies in recent decades have shown that children who play a lot and intensely show success in the following areas: 1. In the emotional sphere - better understanding, experiencing and processing of feelings; children cope better with negative experiences, disappointments and failures; aggressiveness is less pronounced; higher ability to withstand “emotional overload”; increased overall psychological stability; greater satisfaction; a more balanced ratio of the basic feelings of fear, joy, sadness, anger; 2. In the communication sphere, children listen to their partner better; increased readiness for cooperation; better recognize the rules of interaction; increased sensitivity to injustice; increased ability to form friendships; 3. In the motor sphere - a higher ability to react quickly; improved eye-hand coordination; more differentiated gross and fine motor skills; better sense of body balance; more highly developed volitionality; 4. In the cognitive sphere - children show higher development of logical thinking; higher ability to concentrate; better memory; more differentiated and developed speech; developed imagination; better understanding of figures, numbers, letters and other signs.
CLASSIFICATION OF GAMES OF PRESCHOOL CHILDREN (according to E.V. Zworygina and S.L. Novoselova) Games that arise on the initiative of children Experimental games Games with natural objects Games with toys Games with animals Story-based amateur games Story-representative Story-role-playing Director's Theatrical Games , arising on the initiative of an adult Educational games Plot-didactic Mobile Musical-didactic Educational Leisure games Intellectual Games-fun, entertainment Theatrical Festive-carnival Computer Folk games Ritual games Family Seasonal Cult Training games Intellectual Sensorimotor Adaptive Leisure games Rumbles Quiet games Fun games
Types of game material for games with rules: 1) material for games on physical competence (movement, dexterity), 2) material for games of chance (chance), 3) material for games on mental development. For games for physical development, these are materials (objects, sets of objects) that support effective action according to the rule. Examples of such materials include balls, throwing bags, sets of pins, ring throwers, etc. For games of luck (chance), there are specially created board games such as “goose” and “lotto” with a wide variety of thematic content. The subject support of games with rules for mental development are also board games: children's dominoes (with pictures), as well as checkers, chess, backgammon, etc., which are no different from “adult” games. It should be borne in mind that there are many traditional games with rules for preschoolers that do not have a substantive basis and are regulated only by verbal agreement. These can be outdoor games (for example, “tag”), as well as a large class of games for mental development, so-called verbal games - for exercising attention, memory, combinatorics (for example, the game “Don’t say yes and no”, “Loading the steamer” and so on.).
Game as the leading activity of preschool children CHARACTERISTICS OF STORY-LOTED AMATEUR GAME The basis of plot-role-playing game is an imaginary or imaginary situation. A characteristic feature is the independence of children. Through the game, the child embodies his views and ideas. Children reflect their attitude towards the event that they are acting out. CHARACTERISTICS OF STORY-LOCKED AMATEUR ACTIVITY GAME. The basis of the plot. - role-playing game - an imaginary or imaginary situation. A characteristic feature is the independence of children. Through the game, the child embodies his views, ideas. Children reflect their attitude towards the event that they are acting out. PREREQUISITES OF STORY-ROLE-PLAYING The first stage is an introductory game. The adult organizes the child’s object-based play activity using various toys and objects The second stage is a display game. The child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with its help. The third stage is a plot-display game. Children actively reflect the impressions received in everyday life. PREREQUISITES OF STORY-ROLE PLAY The first stage is introductory game An adult organizes the child’s object-based play activities using a variety of toys and objects. The second stage is a display game. The child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with its help. The third stage is a plot-display game. Children actively reflect the impressions received in everyday life. life
Game as the leading activity of preschool children FORMATION OF RELATIONSHIPS IN STORY-ROLE PLAY (A.P. Usova) The level of disorganized behavior that leads to the destruction of the games of other children The level of solitary games, at which the child does not interact with other children, but also does not prevents them from playing The level of side-by-side games, when children can play together, but each acts in accordance with their own game goal The level of short-term communication, in which the child subordinates his actions to a common plan for some time The level of long-term communication, in which interaction occurs based on interest to the content of the game The level of constant interaction based on common interests, selective sympathies FORMATION OF RELATIONSHIPS IN STORY-ROLE PLAY GAME (A.P. Usova) The level of disorganized behavior that leads to the destruction of the games of other children The level of single games at which the child does not interact with other children, but does not prevent them from playing. The level of games nearby, when children can play together, but each acts in accordance with their play goal. The level of short-term communication, in which the child for some time subordinates his actions to the general plan. The level of long-term communication, at in which interaction occurs based on interest in the content of the game Level of constant interaction based on common interests, selective sympathies
Game as a leading activity for preschool children COMPONENTS OF STORY-ROLE PLAY Plot of the game The sphere of reality that is reproduced by children, a reflection of certain actions, events from life and the activities of others Content of the game What is reproduced by the child as the central and characteristic moment of activity and relationships between adults in their everyday, work and social activities Role and play position in which the child identifies himself with any character in the plot and acts in accordance with ideas about this character COMPONENTS OF PLOT - ROLE PLAY Plot of the game Sphere of reality that is reproduced by children, a reflection of certain actions , events from the life and activities of others Content of the game What is reproduced by the child as a central and characteristic moment of activity and relationships between adults in their everyday, work and social activities Role and play position in which the child identifies himself with any character in the plot and acts in accordance with the ideas about this character
Game as a leading activity for preschool children Thematic amateur game as an activity makes a number of demands on the child that contribute to the formation of mental new formations: Action in the imaginary plane contributes to the development of the symbolic function of thinking The presence of an imaginary situation contributes to the formation of a plan of ideas The game is aimed at reproducing human relationships, therefore, it contributes to developing the child’s ability to navigate them in a certain way. The need to coordinate play actions contributes to the formation of real relationships between playing children
Game as a leading activity for preschool children Method of guiding role-playing games N.Ya. Mikhailenko and N.A. Korotkova The third principle: at each age stage, when developing gaming skills, it is necessary to orient children both to the implementation of a gaming action and to explaining its meaning to partners. The third principle: at each age stage, when developing gaming skills, it is necessary to orient children both to the implementation game action, and to explain its meaning to partners First principle: in order for children to master gaming skills, the teacher must play with them First principle: in order for children to master gaming skills, the teacher must play with them Second principle: on At each age stage, the game unfolds in a special way, so that children “discover” and assimilate a new, more complex way of constructing the game. Second principle: at each age stage, the game unfolds in a special way, so that children “discover” and assimilate a new, more complex way game building 10
Play as a leading activity for preschool children A comprehensive method for guiding play E.V. Zvorygina, S.L. Novoselova Complex method of game management E.V. Zvorygina, S.L. Novoselova 4. Activation of problematic communication between an adult and children 3. Developmental object-based play environment 2. Transfer of gaming culture to a child (educational games, leisure games, folk games) 1. Enrichment of children with knowledge and experience of activities 11
For children, play, which is commonly called a “childhood companion,” constitutes the main content of life, is a leading activity, and is closely intertwined with work and learning. All aspects of the personality are involved in the game: the child moves, speaks, perceives, thinks; During the game, all his mental processes are actively working: thinking, imagination, memory, emotional and volitional manifestations are intensified. The game acts as an important means of education.
A presentation for parents “The Role of Play in the Development of Preschool Children” was prepared for a parent meeting in the senior group, to familiarize parents with the favorite games of children in kindergarten and to stimulate parental interest in joint gaming activities with their own child.
Download:
Preview:
To use presentation previews, create a Google account and log in to it: https://accounts.google.com
Slide captions:
The role of play in the development of preschool children.
“A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.” Sukhomlinsky V.A. The game for a child is a “time machine”: it gives him the opportunity to live the life that he will have in many years. What is a game?
Didactic games. To enrich knowledge and develop observation, memory, attention, and logical thinking.
Outdoor games. Helps improve children's health and develop movement.
Construction games. Games with sand, cubes, and special building materials develop children’s constructive abilities and serve as a kind of preparation for mastering later labor skills.
Role-playing games. And games in which children imitate the household, work and social activities of adults, for example, games kindergarten, hospital, daughters and mothers, store, railway. Story-based games, in addition to their cognitive purpose, develop children's initiative, creativity, and observation.
Musical toys. Musical toys promote the development of speech breathing and hearing.
Theater toys. Bi-babo dolls, finger theater, table theater - these toys develop speech, imagination, and teach the child to take on a role.
In play, a child acquires new knowledge and refines existing knowledge, activates his vocabulary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, and the ability to yield. The beginnings of collectivism are formed in him. In play, a child depicts what he has seen and experienced; he masters the experience of human activity. The game develops an attitude towards people and life; a positive attitude in games helps to maintain a cheerful mood. Adults, playing together with children, enjoy themselves and bring great joy to the children. The significance and importance of play in the life and development of a child.
Let's play with our children as often as possible. Remember, play is an excellent source of strengthening a child’s physical, spiritual and emotional well-being. Discover the world with your child!
See you again!
On the topic: methodological developments, presentations and notes
Consultation "The role of play in the development of preschool children. What toys do children need?!"
Consultation Topic: "The role of play in the development of preschool children. What toys do children need?!" Educator: Popova T.A. WHAT TOYS CHILDREN SHOULD BUY 1. Plot-shaped, depicting people...
The presentation provides information about the characteristics of age-related crises that occur during preschool childhood. Describes recommendations for overcoming problems that may arise in...
Presentation “The importance of finger games for the development of preschool children”
Consultation for parents on the topic “The importance of finger games for the development of preschool children”...