Games for the development of perception in preschoolers. Features of perception of the child in early childhood. What it is
Although children's perception begins to develop from the moment they are born, by the end of the first year of life it is still not perfect. However, it is the perception of the child that underlies all his behavior and prevails over other mental processes.
Peculiarities of perception of a child in early childhood
A kid at this age is not yet able to make a systematic examination of an object with an analysis of its properties. Most often, the child perceives one most pronounced property of the object and, according to it, identifies the object.
Although a child of 1-2 years old is able to recognize animals in the drawings, this does not mean that he compares them with real objects. Rather, he perceives them as separate, independent things.
For a child, the spatial orientation of the image is not important: he can look at the book upside down, absolutely not embarrassed by this. This proves that he recognizes objects by any one sign, discarding the rest.
During the very beginning of manipulating objects for the baby, the shape and size of the object matters, its color is a secondary feature. The child equally recognizes objects both painted and unpainted. He is absolutely not embarrassed by the unnatural coloring of objects. However, this does not indicate the absence of this age, but indicates that he does not perceive them as signs of the subject.
Another type of baby's actions is gun actions. The child makes attempts to get a toy with a stick, constantly picking up the size of the stick.
In the 2nd year, the child has measurements of objects. He no longer tries on each ring of the pyramid or the required length of the stick, but does it “by eye”, that is, the comparison of objects “goes inside”.
In the 3rd year of life, the child accurately selects objects according to the model according to any of the properties (color, shape, size). However, if there are a lot of objects, or they consist of many details, colors, then this will cause difficulty for the baby.
A child of this age is given a good mastery of actions to determine the size, color, shape. But if you offer him something new, then his perception will be inaccurate, which may confuse some parents. For example, a child distinguishes colors well, even not very contrasting ones, but he is offered two cubes - blue and red - and they are given one more blue and they are offered to choose the same one from the two and put it on the sample. The kid is likely to put the blocks on top of each other regardless of the color, since the task is unfamiliar to him, and he understands it as a simple "overlapping" of the blocks.
Paper games
Goals: enriching the sensory experience, getting to know the various properties of paper.
"Paper Snowballs"
Equipment and materials: sheets of thin paper.
Description of the game. Show how to make lumps from sheets of thin paper. Then offer them toss, catch, beat with the palm of your hand.
"Secrets in Paper"
Equipment and materials: sheets of paper, small objects, toys.
Game description. Wrap the toy in a sheet of paper, and offer the child to unfold it and find the toy there. The game can be diversified by wrapping the toy different ways: in the form of a bag, candy, boxes, in several layers of paper.
"Paper Toys"
Equipment and materials: sheets of multi-colored soft paper.
Game description. Invite the child to make lumps of paper different shapes. Show how various figures (origami) can be made from paper: an airplane, a boat, a spinner.
Dice games
Goals: learn to correlate sizes, select suitable parts, control the result; master the techniques of planar design.
Note. Before organizing games-classes with cubes, you should give the child the opportunity to play freely with them: pick up, move, throw, put on top of each other, etc. Then you need to show that various buildings can be built from the cubes: a tower, a wall , house, path.
"Houses made of cubes"
Equipment and materials: a set of dice.
Game description. Offer to build a house for a small doll, dog. Put the cube on the cube, on top - the roof, then ask the child to build a house for the toy on their own.
"Car Garage"
Equipment and materials: set of cubes.
Game description. Build a garage for a small car, invite the child to build the same, but larger.
"Pictures from cubes"
Equipment and materials: sets of cubes with subject and plot pictures.
Game description. Invite the child to consider a sample picture, then offer to assemble the same from the cubes.
Note. Sets of 4 dice should be offered first, then sets of 6 or more.
"Collect a flower"
Equipment and materials: a sheet of paper with a flower outline drawn on it, consisting of details; cardboard parts corresponding to the contour.
Game description. Invite the child to assemble a picture by imposing cardboard parts on a sample.
Note. When the child has mastered the techniques of planar design, invite him to independently compose figures and whole compositions from the proposed details.
"Houses for Dolls"
Equipment and materials: small and large dolls, large and small cubes.
Game progress
Adult. Let's build a house for the dolls. Little doll - small house, and a bigger doll - a big house. Where is our little doll?
The child chooses a baby.
Adult. That's right, this doll is small. We will build a house for her out of small cubes. Let's select all the small cubes.
An adult helps the child pick up the cubes and build a house. This may be the most simple building in the shape of the letter "P".
Adult. Let's see if the doll will fit in this house. Pupsik does not fit! Build him a bigger house.
An adult offers to build a house out of large cubes for a large doll.
Note. You can build from cubes that differ in color or material, for example, a red house is for a cockerel, and yellow is for a squirrel; from wooden cubes- a booth for a dog, and from plastic - a mink for a fox.
"Ladder"
Equipment and materials: cubes different sizes, board.
Description of the game. Build a slide on a table or on the floor by placing a board on a large cube. Invite the child to build a ladder of cubes of different sizes so that the little doll can climb up the hill along it. Together with the child, put the cubes in ascending order. Invite the child to help the doll climb the ladder and slide down the hill.
Mosaic games
Goals: develop fine motor skills, purposefulness; enrich the sensory experience; learn to select details by color, pattern.
Note. children early age mosaic sets consisting of large elements should be offered.
"Assemble the Mosaic"
Equipment and materials: mosaic set.
Description of the game. Consider a sample with your child (a house, a flower, a simple geometric pattern) and offer to assemble the same picture from mosaic elements. Help the child select the elements necessary for color and shape and make an image out of them.
"Hen and Chicks"
Equipment and materials: a box with a mosaic containing six yellow and one white elements.
- Ryabushka hen, where did you go?
- To the river.
- Ryabushka hen, what did you go for?
- For water.
- Ryabushka chicken, why do you need some water?
- Water the chickens.
- Ryabushka chicken, how do your children ask for a drink?
- “Pee-pee-pee-pee!”
Show a white mosaic element and say: “We will have a chicken white color". Demonstrate the yellow mosaic and explain: “ Yellow color there will be chickens. Insert a white mosaic into the hole in the panel, remind once again that the chicken will be white, and place one yellow mosaic after the white mosaic, recalling that chickens are of this color. Then give the child a box with a mosaic and offer to find another chicken. Place it next to the mother hen. If the child is uncertain about the task, help him and ask him to find 2-3 more chickens. After all the chicks have been found and placed in single file behind the hen, ask the child to repeat the task on their own. If the child makes mistakes during the task, you can tell him: “Look, are all your chickens the same? What color is a chicken? etc.
Games with different objects
Goals: learn to distinguish the sizes and colors of objects, control the result.
"Which ball is bigger?"
Equipment and materials: large and small balls randomly mixed.
Description of the game. Stand at a distance of 3-5 m from the child and ask him to bring the biggest ball. If he completed the task correctly, he must be praised. If the child made a mistake, explain the mistake: circle the ball with the child’s hand, saying at the same time whether it is a big ball or a small one.
Then mix the balls again and ask the child to bring the smallest ball.
"Big and small"
Equipment and materials: beads of the same shape and color (four - 2 cm in diameter and four - 1 cm in diameter); thin cords or threads with ends waxed or pre-dipped in glue; doll, basket
Description of the game. Show a beautiful doll and tell that she came to visit and brought something in a basket. Put the doll on the table and, taking out the box from the basket, show the child that there are large and small beads and a thread. Say that the doll asks to make beautiful beads for her. Show that beads can be strung in different ways: first, take a large bead and string it on a thread, then a small one, then a large one again. Invite the child to collect beads for the doll, stringing large and small beads alternately. If you alternate the beads the other way around, that is, first take a small one and then a large one, it will be more difficult for the child to cope with the task, because he is primarily attracted to large beads. When the beads are ready, show them to the doll.
Note. You should help the child to thread the thread through the hole, remind the alternation of different beads: “First a large bead, then a small one, again a large one and a small one. Don't rush, look carefully."
During independent play, the child is given various cords and objects for stringing (for example, rings from pyramids). You can use coils, and instead of cords - jump ropes with a handle removed from one side.
"Circle, square"
Equipment and materials: five cardboard circles and squares of the same color.
Description of the game. Five circles and five squares are randomly mixed on the table. Tell the child that different figures lie there: “This one is a square, and this one is a circle.” Having shown the squares, say that he will put them in one direction, and the other figures (circles) in the other direction. Then show a square (circle) and ask the child: “Where do we have such a figure?” Superimposing a square on a square (circle on a circle), show the child that these figures are the same. Invite the child to lay out the figures himself.
Then show in which direction some figures (squares) lie, in which - others (circles), and offer the child from common material choose any figure and put it to the same. To check whether the task was completed correctly, ask the child to impose his figure on another.
"Orders"
Equipment and materials: big and small toy dogs, car, red and blue balls, big and small cups, matryoshka.
Description of the game. Show the child toys and objects, offer to name them, tell what color and size they are.
Give the following tasks: give a big dog a drink of tea from a large cup (if the child makes a mistake, the dog, showing his displeasure, “growls” or “turns away”; other toys behave the same way with mistakes);
Put the nesting doll next to the red ball;
Give a small dog a blue ball;
Dance with the doll;
Take a small dog and put it on the carpet;
Place the big dog next to the small one.
At the end of the lesson, ask the child to help put away the toys and objects used in the game.
"Cut Pictures"
Equipment and materials: two identical subject pictures, one of which is cut into two (three) parts.
Description of the game. Show the child two (three) parts of the picture and ask: "Make the whole picture." If the child cannot correctly connect the parts of the picture, you need to show him the whole picture and offer to assemble the same from the parts. If after that the child does not cope with the task, put a part of the split picture on the whole and ask the child to add the second part. Then invite the child to complete the task on their own.
"Construction from sticks"
Equipment and materials: four or six flat sticks of the same color.
Description of the game. Build a “hammer” or “house” figure out of sticks and invite the child: “Build it like mine.” If the child cannot lay out the figure for the show, ask them to complete the imitation task: “Look and do as I do.” Then again invite the child to complete the task according to the model.
GAMES,
DEVELOPING ATTENTION
AND AUDIO PERCEPTION
From the very birth, a child is surrounded by many sounds: the sound of wind and rain, the rustle of leaves, the barking of dogs, the signals of cars, music, the speech of people...
But all these auditory impressions are perceived by the baby unconsciously, merging with other, more important signals for him. The child still does not know how to control his hearing, sometimes he simply does not notice sounds, cannot compare and evaluate them by loudness, strength, timbre.
The ability to focus on sound is a very important feature of a person. Without it, one cannot learn to listen and understand speech, the main means of communication.
In order for a child to learn to pronounce sounds clearly and clearly, pronounce words clearly, use his voice correctly (speak expressively, where necessary, change the volume and speed of speech), he must learn to strainhearing, pick up and distinguish sounds.
This ability does not arise by itself, even if the child has a keen hearing by nature. It must be developed from the first years of life. The best way to do this is in the game.
The purpose of the games given in this chapter is to open a special world of sounds for the baby, to make them attractive and meaningful, talking about something important. Listening to the words, playing with them, the child forms his ear, improves diction, trying to bring the sound of his speech closer to what he hears from others.
In these games, the baby learns to distinguish between the "sound" of familiar objects, the voices of animals, birds and people. This requires from the child not only active perception, but also a good memory, advanced thinking and elementary musical ear.
WHO WILL HEAR WHAT?
GOAL: The development of auditory attention, replenishment of the active dictionary, the development of phrasal speech.
MATERIAL: Screen, various sounding objects: a bell, a hammer, a rattle with pebbles or peas, a trumpet, a bell, a tambourine, etc.
PROCEDURE OF THE GAME: An adult behind the screen knocks with a hammer, rings a bell, knocks on a tambourine, etc. and invites the children to guess what object made the sound. Sounds should be clear and contrast so that the child can guess them.
DISCOVER BY SOUND
GOAL:The development of auditory attention and phrasal speech.
MATERIAL: Various toys and objects that can produce characteristic sounds (book, paper, spoon, pipe, drum, etc.)
PROCEDURE OF THE GAME: The child sits with his back to an adult who makes noises and sounds with various objects. If the child guesses what produced the sound, he raises his hand and tells the adult about it without turning around.
Noises can be produced in a variety of ways: throwing a spoon, ball, paper on the floor; hitting an object with an object, leafing through a book, tearing or crumpling paper, etc.
For each correct answer, the child is rewarded with colored chips or small stars.
GUESS WHAT TO DO
PURPOSE: To develop in children the ability to switch auditory attention. Development of coordination of movements, the ability to correlate their actions with the sound of a tambourine.
MATERIAL:Tambourine, two flags. PROCEDURE OF THE GAME: The child has two flags in his hands. If an adult rings the tambourine loudly, the child raises the flags up and waves them, and if the tambourine sounds softly, lowers the flags down.
An adult is watching correct posture, children and precise execution of movements. Alternate loud and. the quiet sound of a tambourine is needed no more than 4 times so that the child can easily perform the exercise.
WHO IS CAREFUL?
PURPOSE: Development of hearing acuity, the ability to correctly perceive verbal instructions, regardless of the strength of the voice in which it is pronounced.
material:Doll, teddy bear, car.
HODgames:The child sits at a distance of 2-3 m from the adult, and there are toys on the table. An adult warns the child: “Now I will give you tasks, I will speak in a whisper, so you need to sit quietly so that you can hear. Be careful!” Then he says:
- Take the bear and put it in the car.
- Take the bear out of the car.
- Put the doll in the car.
- Ride the doll in the car.
The child must hear, understand and follow these commands. Tasks should be given short and simple, and pronounce them quietly, but very clearly.
SUN OR RAIN?
goal: The development in children of the ability to switch auditory attention, to perform actions according to the different sound of the tambourine.
material:Tambourine, pictures depicting children walking in the bright sun and rain (children run under a canopy).
COURSE OF THE LESSON: An adult says to the child: “Now we will go for a walk. There is no rain, the weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring a tambourine, and it will be more fun for you to walk to its sounds. If it starts to rain, I will knock on a tambourine, and you, having heard a knock, run into the house. Listen carefully when the tambourine rings and when I knock on it.
The adult repeats the game, changing the sound of the tambourine 3-4 times.
RUN ON SOCKS
GOAL: Development of auditory attention, coordination and sense of rhythm.
MATERIAL: Tambourine (tambourine).
PROCEDURE OF THE LESSON: An adult knocks on a tambourine quietly, loudly and very loudly. According to the sound of the tambourine, the child performs movements: to a quiet sound he walks on his toes, to a loud one - at full step, to a louder one - runs.
WHERE DID YOU CALL?
PURPOSE: Development of the focus of auditory attention, the ability to determine the direction of sound, orientation in space.
material:Bell.
PROCEDURE OF THE LESSON: The child closes his eyes, and the adult quietly stands away from the child (left, right, behind) and rings the bell. The child, without opening his eyes, must indicate with his hand the direction from which the sound comes. If he points correctly, the adult says: “Right!” The child opens his eyes, the adult raises and shows the bell. If the child is wrong, he guesses again. The game is repeated 4-5 times.
It is necessary to ensure that the child does not open his eyes during the game. Indicating the direction of the sound, he must turn to face the place from which the sound is heard. You don't have to call very loudly.
GUESS WHAT I PLAY?
goal:The development of the stability of auditory attention, the ability to distinguish the instrument by ear by its sound.
material:Musical toys: drum, harmonica, tambourine, organ, pipe and others.
Course of the lesson: The adult shows the child in turn musical instruments and asks for their names. If the child does not know, the adult names the instruments and introduces them to their sound. The child listens and examines the instruments.
When the adult is convinced that the child has learned the names of the instruments and remembered their sound, the toys are removed behind the screen. The adult repeats the game on different instruments there, and the child tries to guess by the sound "whose song is heard." If the child can easily cope with the task, it can be complicated.
HERONS AND SPROWS
goal:Development of the ability to determine the tempo of the tambourine, teaching the child to perform actions according to the tempo of the tambourine.
material:Tambourine, two pictures (a walking heron, a galloping sparrow)
PROCEDURE OF THE GAME: An adult shows the child a picture with a heron and says: “The heron has long legs, she walks importantly, slowly, as a tambourine will sound now.” An adult slowly knocks on a tambourine, and children imitate the slow gait of herons.
Then the adult shows a picture of a jumping sparrow and says that the sparrow jumps as fast as the tambourine sounds now. He quickly knocks on a tambourine, and the child jumps like a sparrow. Then the adult changes the tempo of the sound of the tambourine, and the child accordingly walks like a heron or jumps like a sparrow.
The sound of the tambourine changes 4-5 times.
DO WHAT I SAY
PURPOSE: Formation of the ability to listen to the task to the end, comprehend it and perform appropriate actions. Distinguish actions that are opposite in meaning (climb up - go down).
material:Cubes, two nesting dolls, two dolls in dresses of different colors, a bowl of water, a bed, a car.
PROCEDURE OF THE GAME: An adult builds a ladder of blocks. At its base and on the upper step, he puts a matryoshka doll (you can take any other small figures). Then the adult asks the child: “Help the nesting doll down the ladder!” If the child does everything right, they praise him and ask him to tell how the nesting doll went down the ladder (jump-jump-jump). The child is given the following tasks:
- ask some water to wash the doll in a red dress (the child finds the doll and washes it with water from the basin, saying: “Water, water, wash the doll’s face!”);
- help the matryoshka climb the stairs (an adult teaches the child to accompany the rise of the nesting doll with the words: up, up ... and above);
- put the doll in a green dress in a crib and rock it (the child and the adult sing together: “Ah, ah, lyuli, the children all fell asleep”);
- ride the nesting doll, which is on the ladder, in a car (the child rolls and says: “Forward - back, forward - back”).
You can come up with other tasks. If the child is distracted and does not listen to the end of the task, it is repeated again.
WHO TELLS?
goal:Strengthening the child's ability to distinguish vegetables and fruits in appearance, the development of auditory attention.
material:Fruits and vegetables on a tray (apple, cucumber, carrot, etc.)
PROCEDURE OF THE GAME: Several people take part. Everyone takes one item from the tray and calls it: “I have an apple! I have a carrot! I have a big cucumber! And I have a small cucumber!” (An adult suggests that a small cucumber can be called a "cucumber", and the children repeat the new word.)
The adult places one of the children next to him and with his back to the others. (Fruits and vegetables are again on the tray.) One of the children comes to the table, takes a fruit or vegetable from the tray and says: “I took and hold an apple in my hand.” Then he puts it on the tray and returns to its place. “Guess who was holding the apple in his hand and told you about it?” the adult asks. If the child recognizes a comrade by voice, everyone clap their hands, and the recognized one takes the place of the driver. If the child makes a mistake, then he leads again.
SNOW
GOAL:The development of the child's ability to understand the instructions of an adult, to perform the appropriate movements, to use prepositions in speech.
MATERIAL: White handkerchiefs.
GAME progress: An adult reads a poem by A. Barto:
Snow, snow is spinning, The whole street is white! We gathered in a circle, spun like a snowball!
An adult, while reading, makes circular movements with his hands and spins. Then he invites the child to turn into a snowflake: he puts it on his head or gives him a white handkerchief. He reads the poem again, and the child repeats the movements of the snowflake after the adult.
After reading the poem, the adult hides the snowflake child (behind the closet, under the table or behind the door) and asks: “Where did the white snowflake fly?” The child replies: "Behind the closet!" Again, the adult hides the snowflake and asks where it flew into. Each child answers a question using
relevant suggestions.
The poem is read 3-4 times, the same amount of "hiding a snowflake."
Perception
perception operations.
The following operations of perception are distinguished: detection, distinction, identification, recognition.
Discovery is the initial phase of the perception process. At this stage, an answer is given to the question: "Is there an object?".
Discrimination, or perception itself, leads to the formation of a perceptual image. For example, when we perceive an object, almost all of our senses are activated. The visual analyzer helps to perceive color, shape, size. The taste analyzer allows you to feel the taste. The tactile analyzer makes it possible to judge the hardness of an object, etc.
Discrimination leads to the formation of the image of the object.
Identification, or comparison, is the identification of a directly perceived object with an image stored in memory.
Identification - the last stage - assignment this object to the class of objects previously perceived.
Types of perception.
- According to the leading analyzer:
- visual perception;
- auditory perception;
- olfactory perception;
- tactile perception;
- taste perception;
- kinesthetic perception.
- According to the degree of purposefulness of perception:
- arbitrary perception, when there is a perception of the goal;
- involuntary perception, when there is no purpose to perceive something.
- Reflection objects:
- the perception of space is a reflection of the remoteness of the object, its shape, volume, size;
- the perception of time is a reflection of time periods (duration, sequence of events);
human perception ( appearance, character traits). - development visual perception colors - distinction, naming, classification;
Development of visual and tactile perception of forms - distinction, naming, classification;
Development of visual and tactile perception of size - distinction, naming, classification, comparison by size;
The development of visual perception and the formation and development of spatial orientation - understanding, naming, orientation;
Development of visual and tactile perception of the texture of objects - distinction, naming and classification;
Development of taste sensitivity.
The work was carried out in different types of activities:
During the special didactic games and exercises on sensory perception, aimed at developing the perception of spatial and qualitative properties of objects and the formation of perceptual actions. These games are held both separately and as a separate element of the lesson.
During games and exercises aimed at developing the child social perception. These games are reflected in the social development section, which is aimed at the perception of a person, his actions, movements, including expressive and mimic, the perception of himself and his peers around him.
Task for the development of attention: the development of volume, stability, distribution, switching, concentration of attention, the development of voluntary attention.
Task for the development of perception: development of the properties of perception, meaningfulness, generalization, integrity, constancy, volume; development simple species perceptions: sizes, shapes, colors, perception of space, time, movement.
The development of perception as an intellectual process, which is based on an active search for features necessary to form the image of an object.
1. Didactic games aimed at developing the ability to distinguish colors.
"Run to me!"
Game progress: There are blue, red, yellow, green flags in the vase. Children take one at a time, the teacher - four flags (of all colors).
The teacher invites the children to look at the flags, wave them. (Then the children complete the task shown by the teacher.)
Put the flags on your knees. Raise the blue (red, yellow, green) flags. (Children who hold the flags of the named color raise them.)
Now I will name the flags of one or another color. First look at my flag, then at your flag, and if their colors match, then run to me.
Children sit on chairs. The teacher moves away for a certain distance, raises one flag (holds the rest behind his back) and calls its color, then gives the command: “Red flags, run to me!” Children run up to him, raise the flags, checking whether they completed the task correctly, wave them and sit down. The teacher sequentially calls the flags of all colors, and at the end of the game raises all four flags. All the children run up to him, waving flags and dancing.
Complication: the teacher raises two flags.
"Arrow, arrow, circle"
(a simplified version of the Color Lotto game).
Purpose: to exercise children in the ability to match colors, to contribute to the consolidation of knowledge and the color system.
Game progress: Children sit on chairs around the table, at the corners of which there are flags (red, blue, yellow, green). In the center of the table is a disk with an arrow, around which circles of four colors are laid out. Educator (twisting the arrow).
Arrow, arrow, circle
Show yourself to all the circles!
And how sweet are you
Tell us quickly
Stop!
Takes the circle indicated by the arrow and places it next to the flag of the corresponding color. Children repeat game actions.
"Open Your House"
Purpose: to exercise children in the ability to match colors, to contribute to the consolidation of knowledge and the color system.
Game progress: Children sit on chairs. Taped to the back of each chair is a circle of yellow, red, green, or of blue color. Keys of the same colors cut out of paper are laid out on the table.
Educator.
Children, stand up and see what color your house (circle) is. (Children name the color.) Go to the table and choose a key of the same color for your house.
What key did you take? (The child names the color.)
After all the keys are sorted out, the children lock the houses (they say “chik-chik”) and go for a walk.
Teacher: One, two, three, four, five,
The children went out for a walk. (They walk around the chairs.)
They knocked, (They knock on the floor with their fists.)
Circling, (Circling.)
They jumped and frolicked. (They jump.)
The kid walked
It's time for everyone to go home.
They approach their chairs, unlock the house (they say chik-chik) and sit down. When the game is repeated, the teacher changes the chairs.
"Collect drops in a glass"
Purpose: to exercise children in the ability to match colors, to contribute to the consolidation of knowledge and the color system.
Game progress: In front of the children, cut-out colored circles of different colors are laid out on the table. An adult puts one drop of a different color into each glass, pronouncing his actions: “I will put a drop of blue in this glass, we will collect a full glass of identical droplets.” Six colors of the spectrum are used.
"Fold the Pyramid"
Purpose: to exercise children in the ability to match colors, to contribute to the consolidation of knowledge and the color system.
Game progress:
Option 1
Four pyramids of different colors have all the rings removed and put on a tray. Each child collects a pyramid certain color.
Option 2
The child, at the request of the teacher, selects desired color paper pyramid rings. Laying out the pyramid, he tries to independently name the color of the rings.
"Pick up the ball"
Purpose: to exercise children in the ability to match colors, to contribute to the consolidation of knowledge and the color system.
Game progress:
Guys we have a holiday today, good mood let's decorate our group. Take each flag (cut out of colored cardboard). Now pick up a balloon similar in color to your flag. Name the color of your balloon and flag. Let's decorate the group.
"Balloons"
Purpose: to exercise children in the selection of the six colors of the spectrum according to the sample.
Vocabulary: The names of the six colors of the spectrum - red, orange, yellow, green, blue, violet.
Game progress:
Children we have air balloons different colors and threads of the same colors. Now strings will appear on the flannelograph (places six stripes vertically at equal distances in a spectral sequence, naming their colors). And now we will tie a ball of the same color to each thread. Children take turns tying the balloons and name the color of each.
"Hide the mouse"
Purpose: to consolidate children's ideas about six colors.
Game progress: the teacher puts houses for the mouse on the table (sheets of paper in six colors, in the middle there is a window with a drawn mouse). You see mice peeking through the windows. To hide the mouse, you need to close the window with a door - a square of the same color as the house, otherwise the cat will come, see where the window is, open it and eat the mouse. First, the child is offered one house, then, complicating it, 2-3 houses at the same time.
"Pick by color"
Purpose: to consolidate ideas about six colors. Teaches children to highlight colors, distracting from other signs of objects.
Game progress: Children, we will play a game. You have mats made of multi-colored cells. See what toys you have. Match the color of the toy to each cell of the rug, put the toy on such a cell so that it hides on it. If the toy is of a different color, it will be visible.
"Live Domino"
Purpose: to continue to introduce children to the six colors of the spectrum and their names. Learn to compare objects by color by applying them to each other.
Game progress: The teacher ties ribbons of various colors in the form of bracelets to the hands of the children and invites everyone to quickly build a circle so that for each child the color of the ribbon tied on one hand matches the color of the ribbon of a friend standing on one side or the other.
"Water Color"
Purpose: to form in children an idea of \u200b\u200bdifferent shades of color according to lightness. Vocabulary: light, dark, lighter, darker.
Option 1
Game progress: Educator: “Today we will paint the water, we will get red water different shades. Water in jars is colorless, and we will make it colored. See how I will paint the water: I take the paint on the brush, dip the brush halfway, now I rinse it in one jar. I got a light red water. And in another jar I will put more paint: I will dip the brush completely in the paint, rinse it, pick up the paint again and rinse it again in the same jar. It also turned out red water, but already dark.
Option 2
Game progress: The game is played in the same way as in Option 1, only six colors of paint are now distributed.
"Decorate the Christmas Tree"
Purpose: to teach children to group shades in two shades of each of the six colors, select them according to the word denoting the color.
Game progress: Children have silhouette images Christmas decorations. A tablet with the image of a Christmas tree is placed on the easel.
The teacher names some color and those of the children who have a toy of this color hang it on the Christmas tree.
"Who has what dress?"
Purpose: to teach children to select objects according to the word denoting color, to group shades of the same color tone.
Game progress: The teacher shows the children a doll, the children name what color her dress is.
"Pick up items of similar color"
Purpose: to exercise children in matching and grouping objects by color.
Game progress: Option 1
Toys are placed on two tables. The teacher gives each participant an object or toy of one of the colors of the spectrum. Each child must match all the toys of the same color. After completing the task, the children change toys, and the game is repeated again.
Option 2
Children form pairs. The teacher distributes to each pair of playing sheets of paper on which various images of different colors are painted with paints. Having determined what color the image is on the sheet, the children go to the table, on which pictures with multi-colored objects lie interspersed, and select the necessary cards.
"Collect a flower - seven-flower"
Game progress: The teacher lays out circles of six colors. The child picks up the petals according to the color of the middle.
"Help the fish"
Purpose: Purpose: to exercise children in the ability to match colors, to contribute to the consolidation of knowledge and the color system.
Game progress: The child lays out the fish kids according to the color of their mother fish.
"Fold the Rainbow"
Purpose: to exercise children in the ability to match colors, to contribute to the consolidation of knowledge and the color system.
Game progress: The child collects a rainbow of colored arcs cut in half, following the model of the teacher and names the colors. If the child cannot name the color, the adult is responsible for it.
"Pick a Pair"
Game progress: Color lotto in drawings is used for the game. An adult lays out pictures in front of the child and asks them to pick them up in pairs of the same color.
"Which balloons flew away?"
Purpose: to exercise children in comparing objects by color.
Material: Color lotto with flags and balls.
Game progress: The teacher lays out flags in a row, the child selects balls of similar color.
"Color Carousel"
Purpose: to exercise children in comparing objects by color.
Material: Circle with the image of objects, colored squares (turn the color down and lay out on the table)
Course of the lesson: Each participant chooses a square and a sector on the circle. If he matches the color of the object in the picture in his sector, then he performs some task: he names objects of the same color, collects a flower of the same color. He chooses the task himself. If the square does not match the color of the object of the sector, then the choice is made by another participant in the game. The first person to complete all tasks wins. The number of tasks can be discussed before the start of the game. The first choice is made by the one on whom the counter stops: “Rainbow, arc, arc! Choose me soon!"
"Guess what color the clothes are"
Purpose: to exercise children in the ability to match colors, to contribute to the consolidation of knowledge and the color system.
Game progress: Children sit in a circle on chairs, one seat is free. The adult says: “The seat next to me on the right is free. I want a girl in a red dress (a boy in a blue shirt, etc.) to take it.”
"Find objects of the same color"
Purpose: to exercise children in the ability to match colors, to contribute to the consolidation of knowledge and the color system.
Game progress: Adult says: “When I get back, everyone should have something red (yellow, brown, blue, purple, etc.).” The leader leaves, the children look for objects of the named color in the group. The driver returns and checks whether the task has been completed correctly. Game replay
Didactic game "Find a toy"
Target: to develop the perception, as well as the attention of children 4 - 5 years of age.
Game progress:
Several toys can be placed in the room so that they are not conspicuous. The host, and it can be both an adult and a child, having chosen a toy, begins to tell what it is, what it can do, what color, what shape, what size. Participants in the game can ask questions, and then go in search of this toy. The one who finds the toy becomes the leader himself. The new leader describes the properties of the already given toy. The game continues until all the children have passed through the role of the leader.
2 Didactic games. Form
Didactic game "Make a picture"
Target: develop perception in children 3 - 5 years of age.
Equipment: simple pictures depicting apples, cucumbers, nesting dolls. One picture is whole, the other is cut into 3 parts.
Game progress:
Invite the child to assemble the cut picture according to the model.
For children 5-6 years old, the following task can be offered:
a) collect more complex pictures;
b) take two identical postcards, one of which is left as a standard, and the other is cut into 4-5 parts, then, after mixing them, assemble according to the model;
c) for a child, you can complicate the task by asking them to add pictures from memory, without a standard.
Didactic game "White sheet"
Target: to develop the perception of the shape of objects in children 3-5 years of age, as well as to develop fine motor skills of the hands.
Equipment: a sheet of paper with drawn figures, part of which is painted over in green, a set of figures in white, identical to the figures on a sheet of paper.
Game progress:
Invite the children to cover the green figures on a sheet of paper with white figures. At correct location figures as a result should be White list paper.
For children 5 years old, it can be somewhat complicated by placing the figures pasted on a piece of cardboard in a linen bag. And then we ask the child to find the necessary “patch” by touch to close this or that green figure.
Didactic game "Know the subject"
Target: develop the perception of color, shape and size in children 4-6 years old.
Equipment: geometric cards.
Game progress:
The child is given tasks aimed at differentiating the signs of color, size, shape:
a) Give the bear a circle, give the doll a triangle, give the bunny a square. Put the square on the window. Put the circle on the sofa. Put a red circle, a blue square, bring a green triangle.
b) Gather all the circles, separate blue circles, green circles, yellow circles, red circles.
c) Show triangles, then select blue triangles, green triangles, yellow triangles, red triangles.
d) Collect all the squares, choose blue squares, yellow squares, green squares.
e) Show small circles (small triangles, small squares).
f) Collect large circles (squares, triangles).
g) Show green big squares, small blue circles, big red triangles, small green squares.
Didactic game "Find the same object"
Target: to develop the perception of form in children 4-6 years old.
Equipment: pictures depicting a lamp standard and a few more drawings of lamps of various shapes.
Game progress:
The child is offered pictures, among which he must find the same as the standard. The task is limited in time, only 30 seconds are given to study the pictures. After that, the child must answer.
For children 4 years old, you can leave the standard in front of your eyes, for older children, the standard should simply be covered with a sheet of white paper. This option will allow developing not only the perception of the child, but also memory, and attention.
They offer the child to carefully look at the lamp. Among other lamps, find the same one.
Didactic game "Colors"
Target: develop children's color perception school age.
Game progress:
Invite the child to name 5 objects of a certain color (blue, red, yellow, brown, black, green, etc.) in 1 minute. Repeat items are not allowed.
The teacher can also organize a game with a group of children. One of the guys who cannot name 5 items of the named color in 1 minute leaves the game, and the winner is given the right to become the leader and suggest a color for finding items.
Didactic game "Who is more observant"
Target: develop the perception of form in preschool children.
Game progress:
Invite the child to name 5 objects of a certain shape (round, rectangular, square, oval) in 1 minute. Repeat items are not allowed.
The teacher can also organize a game with a group of children. Each child must take turns naming objects of the named form, so many objects of one form or another will be listed, which contributes to the development of each child.
One of the guys who cannot name 5 objects of the desired shape in 1 minute leaves the game. The winner is given the right to propose the name of the form of the object for further play.
Didactic game "Tell about animals"
Target: to develop the structural perception of preschool children.
Equipment: a sheet of paper with a squirrel, a cat, a lynx, a duck, an owl drawn on it.
Game progress:
Within 5 seconds, show the children a sheet of paper with drawn animals.
Ask the children to name what is drawn and talk about the features and differences of these animals.
Game "Geometric Lotto"
Purpose: to teach children to compare the shape of the depicted object with geometric shapes and select objects according to the geometric image.
The teacher examines the proposed material with the children. Children name shapes and objects. Then, at the direction of the teacher, they select cards with the image of objects of the desired shape for their geometric patterns. The teacher helps the children to correctly name the shape of objects (round, square, triangular)
D / and "Find out who is drawn."
Purpose: to teach children to project a three-dimensional object onto a plane, to recognize the human body from a contour and silhouette image, to consolidate the ability to name and show the main parts of the body, their spatial position.
Equipment: a large sheet of drawing paper, a black marker.
The child is placed on a drawing paper, his body is outlined with a marker, then the child gets up. Further, the teacher, together with the children, consider the contour image of the body. After that, you can offer to consider the silhouette image various people on cards.
D / and "Draw on a stencil."
Purpose: to consolidate the ability to stencil a person's image, trace a line, highlight the main parts of the body, their shape, size, spatial position, improve motor memory.
Equipment: stencils with the image of a person, sheets of paper, felt-tip pens.
D / and "Make a whole out of parts."
Purpose: to teach children to compose a whole image from its parts, to fix the spatial position, to develop a holistic perception.
Equipment: a sheet of drawing paper with an outline image of the child's body already drawn, cut into pieces (by body parts).
D / and "Stick, stick, cucumber ...".
Purpose: to teach how to make a schematic image of a person from counting sticks, to fix the names of body parts, their spatial position.
Equipment: a set of counting sticks, sample.
D / and "Find in the picture."
Purpose: to consolidate the ability to distinguish the image of a person from a variety of other objects, fix the gaze on the image, recognize and call it a word.
Equipment: plot picture.
D / and "Wonderful bag".
Purpose: to consolidate knowledge about different types of toys, their shape, size; to develop the ability to visually examine them, highlight the main parts, supplement visual information with representations obtained by various analyzers.
Equipment: fabric bag, toys (dog, doll, pyramid, car, spinning top, etc.).
D / and "My cheerful sonorous ball."
Purpose: to teach to call a word and understand the speed qualities (fast, slow) of the ball, to fix the name of the form.
D / and "Pick up the silhouette to the subject."
Purpose: to teach to correlate a natural object and its silhouette image; activate fixation, localization, develop visual memory.
Equipment: various toys and their silhouette image on the cards.
D / and "Make an object out of a mosaic."
Purpose: to consolidate the ability to compose images of toys, to improve the ability to work on a model: visually highlight parts of an object, their location, size, color, etc., correlate the image on the sample with your own.
Equipment: button mosaic, sample images of toys (ball, flag, house, boat, etc.)
D / and "Let's dress the doll"
Purpose: to teach children to recognize and name items of clothing, to practically act with them, obtaining additional information through a tactile analyzer, to highlight parts of clothing (sleeve, pocket, button, collar, etc.), to determine the color, shape, size, spatial position of the parts (right sleeve, left sleeve, top button, etc.).
Equipment: items of natural and doll clothes (T-shirt, shorts, dress, socks, coat, hat, scarf, etc.), doll.
D / and "Pick up the threads for the dress."
Purpose: to consolidate the ability to correlate the color silhouette of the dress with the color of the threads, to develop the ability to recognize and name the colors of the spectrum (red, yellow, green, blue, black, white).
D / I "Compose from parts."
Purpose: to consolidate the ability to make a whole object from parts, fix the name of the parts (sleeve, collar, pocket, etc.), their shape, spatial position.
Equipment: cut pictures depicting items of clothing.
"Find your clothes among others."
Purpose: to teach children to recognize and name their clothes by color, size, size, style, to consolidate the ability to visually examine objects, fix their eyes on them.
Equipment: stencils with the image of animals, felt-tip pens, a piece of paper.
D / and "Simpose color - on the contour image."
Purpose: to consolidate the ability to recognize animals by their color planar image, correlate it with a contour image, teach the technique of overlay, develop a bifoveal fusion of two images into one.
Equipment: cards with color and outline images of domestic animals (horse, cow, cat, dog, pig, etc.).
D / and "Cut pictures".
Purpose: to improve the skill of composing a whole image from parts, to fix the names of the parts, their shape, size, spatial position.
Equipment: cards with the image of pets, cut into 3-4 parts
3. Games for the recognition of non-speech sounds.
1. "Where did you call?"
Children sit in groups different places rooms, in each group some sounding instrument. The leader is chosen. He is offered to close his eyes, guess where they called, and show the direction with his hand. If the child correctly indicates the direction, the teacher says: "It's time" - and the leader opens his eyes. The one who called, gets up and shows a bell or a pipe. If the driver indicates the direction incorrectly, he leads again until he guesses correctly.
- "Say what you hear."
The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the chirping of birds, the signal of a car, the rustle of a falling leaf, etc.). The game is good to play on a walk.
- "Quiet - loud!"
The teacher knocks the tambourine quietly, then loudly and very loudly. According to the sound of the tambourine, the children perform movements: to a quiet sound they walk on their toes, to a loud full step, to a louder one they run. Who makes a mistake, he becomes at the end of the column. The most attentive will be ahead.
- "The mother hen and the chicks".
A hen (child) sits at the table. Chickens sit around the table. The chickens have cards on which is drawn different number chickens.
Each child knows how many chickens are on his card. The mother hen knocks on the table, and the chickens listen. If, for example, she knocks 3 times, the child who has three chickens on the card should squeak 3 times (pee-pee-pee).
- "Who will hear what?"
The teacher behind the screen knocks with a hammer, rings the bell, etc., and the children must guess what object produced the sound. Sounds should be clear and contrasting.
- "Seller and Buyer"
One child is a salesperson. In front of him are two boxes (then their number can be increased to four or five), in each different kind products, for example, peas, millet, flour, etc. The buyer enters the store, greets him and asks for cereals to be released to him. The seller offers to find her. The buyer must determine by ear in which box the cereal he needs or other required product is in. The teacher, having previously introduced the children to the products, puts them in a box, shakes each one and gives the children the opportunity to listen to the sound made by each product.
- Find a toy.
a) The children stand in a circle. The teacher shows a toy that they will hide. The leading child either leaves the room, or steps aside and turns away, and at this time the teacher hides a toy behind one of the children. At the signal "It's time", the driver goes to the children, who quietly clap their hands. As the driver approaches the child who has the toy hidden, the children clap louder; if they move away, the clapping subsides.
b) Children sit on chairs in a semicircle. One child drives (he goes to another room or turns away). The teacher hides the doll. At a signal, the driver enters, and the children say to him:
Doll Tanya ran away
Vova, Vova, look,
When you find her, then boldly dance With our Tanya.
If the driver is in the place where the doll is hidden, the children clap their hands loudly, if they move away, the claps subside.
The child finds the doll and dances with it, all the children clap their hands.
- ‘"Meet the guests!"
The teacher announces to the children that guests will come to them now: parsley, a bunny and a bear. He singles out three guys who go behind the screen and change clothes there. Parsley gets a cap with bells, a hare - a hat with long ears, and a bear - a bear's hat. teacher
warns the kids that the bear will come with a rattle, the parsley with a drum, and the bunny with a balalaika. Children must guess by the sound which guest is coming. Before going out to the children, the animals make sounds behind the screen, each on his own instrument. Children have to guess who is coming. When all the guests have arrived, the kids stand in a circle, and the parsley, bear and bunny dance as best they can. Then new guests are chosen and the game is repeated. When repeating the game, you can give guests other sounding toys.
- "Sun or Rain"
The teacher says to the children: “Now we will go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You are walking, and I will ring a tambourine, it will be fun for you to walk to its sounds. If it starts to rain, I'll start banging my tambourines. And you, having heard, should quickly go to the house. Listen carefully as I play."
The teacher conducts the game, changing the sound of the tambourine 3-4 times.
- “ Learn by sound."
The players sit with their backs to the leader. It makes noises and sounds different subjects. Anyone who guesses what the leader is making noise with raises his hand and, without turning around, tells him about it.
You can make different noises: throw a spoon, an eraser, a piece of cardboard, a pin, a ball, etc. on the floor; hitting an object against an object, leafing through a book, crumpling paper, tearing it, tearing material, washing hands, sweeping, planing, cutting, etc.
II. Exercises.
- The exercise is aimed at distinguishing the maximum reduced sound complex by timbre. The adult invites the child to turn away and guess which of the children called him.
At the beginning, the child is called by name, then (to complicate) they say a short AU.
- An adult invites the child to remember the fairy tale "Three Bears". Then, changing the pitch of his voice, he asks to guess who is speaking: Mikhailo Ivanovich (low voice), Nastasya Petrovna (medium-pitched voice) or Mishutka (high-pitched voice).
The same lines:
"Who was sitting in my chair?"
"Who ate from my cup 9"
"Who slept in my bed?"
"Who was in our house?" etc. are pronounced alternately in a voice of different pitch, in three versions.
- The adult offers the child to determine whether the sounding object is far or close, and then to reproduce the sound complexes in a voice of different strength (loud, quiet).
Children shout: AU (loud), AU (quiet). The dog barks: AB (loudly), AB-AB (quietly). A cat meows, a cow bellows, a rooster sings, a hen clucks, a frog croaks, a crow croaks, a sheep bleats, etc.
14. An adult pronounces the same sound with a change in its character, timbre and emotional coloring, and then asks the child to reproduce the sample.
A - crying, screaming girl
A - shows the throat to the doctor
A - the singer sings
A - shakes the baby
A - the girl pricked herself with a needle
Oh - mom was surprised
Oh - grandma groans
Oh - sings singerO - stretching dad
Oh - shouts the hunter in the forest
U - the steamboat is buzzing
U - sounds like a flute
U - the boy is crying
15. The exercise is aimed at changing the sound complex in terms of height and strength. An adult invites the child to say, for example - “meow”: loudly (the cat is nearby and asks for food); quiet (cat outside the door); high voice ( little kitty); low voice(old cat). Similarly, you need to change the sound parameters when playing the following onomatopoeia; and go - go, mu, woof, qua, be, ku - ku, etc.
Target: To acquaint parents with games and exercises that contribute to the prevention of visual impairment and vision correction in children.
Tasks: Establish partnerships with each child's family; to unite and direct the efforts of parents for the development and strengthening of vision in children; to introduce them to the forms of games and exercises.
Master class plan.
- Greetings.
- "This is interesting" message.
- Recommendations of ophthalmologists.
- Games and exercises (exhibition of simulators).
- Showing and performing exercises with parents "Gymnastics for
eyes "(a set of exercises).
- Testing.
- Presentation on the topic "Correction - pedagogical work for the development of visual
perception in children with visual impairments
1. Greetings
Good afternoon dear parents! We are glad to welcome you to our master class. You know that our group is attended by visually impaired children. We want to introduce you to the work we do with children. We will also be happy to provide you with sets of exercises, games and show you how to use them correctly. The importance of play in the life of a preschooler is difficult to overestimate, first of all, play is the leading activity in preschool age. Through play, the child learns the world learning to live in this world. The game satisfies children's curiosity, involves the child in the active development of the world around, helps to master the ways of knowing the connections between objects and phenomena. Besides, the game, as a pedagogical phenomenon, is a means of education, a method of teaching, a form of organization of activities, a means corrections.
Therefore, during the day, at all regime moments, we carry out games, exercises, gymnastics for the eyes, which helps to strengthen the eye muscles. I offer you interesting information.
2. Message "This is interesting"
Statistics show that over the past 5 years, the level of eye diseases and pathologies among children has increased by 1.5 times. This is primarily due to the workload caused by working on a computer, violation of sanitary norms of consecration, malnutrition, as well as environmental degradation.
In addition to the annual examination, parents should carefully look at the child - his behavior may indicate emerging vision problems. If the baby squints when looking at distant objects, if he leans low over the table when he draws or reads, often stumbles and drops objects, tries to sit closer to the TV, constantly tilts his head to one side, reaches for a distant object, and taking it in his hands loses to he is interested, if his eyes are often watery, then this indicates the need to visit an ophthalmologist.
In addition, the child should be tested regularly, about once every three months, at home: one eye of the baby should be covered with a thick sheet of paper or cardboard and asked to draw something, paint a picture or assemble a mosaic. Then the same thing needs to be done, covering the other eye.
A child with normal vision should cope with the task. There is another effective test, though it is suitable for children who can read. The baby needs to be brought to bookcase at a distance from which good vision, should easily read the title of each indicated book - first with one eye, then with the other. It is also advisable to select several books with a plain cover and ask for a color - this is necessary in order to make sure that he distinguishes colors, that is, does not suffer from color blindness.
And one more nuance. Even if the next visit to the optometrist showed that the child's eyes are healthy, this does not guarantee that this will always be the case. The child's body is very fragile, it needs support, so at the next consultation you can discuss with the ophthalmologist the intake of vitamins for the eyes, for example, based on blueberries. Such drugs strengthen the visual system and help keep vision sharp.
It is important to remember that the treatment of any eye diseases and pathologies will be much more effective if impending vision problems are noticed in time.
Parents are now passionate about the early education of children and introduce the child to reading too early, but they definitely need to keep in mind that if a child has poorly developed accommodation by the age of seven, and they are already starting to read, myopia threatens.
Watch TV and play computer games have become an increasingly common pastime for children of all ages. But on medical advice Preschoolers can watch TV for no more than half an hour a day and at a distance of at least 3 meters.
The room must have low light You can't watch in total darkness. Starting from school age, you can watch for an hour, but it is better with breaks. When looking at the screen, you need to keep your head straight, and not to the side.
When watching a movie, have your eyes move around the entire screen instead of staring at any particular part. During long scenes or between films, gently close your eyes for a short time to rest your eyes, relax your muscles, and strengthen your retinal nerves. It is necessary for parents to observe these rules themselves and teach their children.
If a child is assigned glasses, he must not only read and watch TV with glasses, but wear them all the time. Preschoolers are assigned glasses mainly for permanent wear.
As far as computers are concerned, three years communication with him should be excluded. From three to seven years, you can spend no more than 15 minutes in front of the display, and no more than twice a week. And at the same time, the distance to the screen should be at least 60-70 cm.
Lead to the development of myopia:
1. Poor illumination of the workplace, especially with artificial lighting.
2. Unsuitable or poorly adapted study furniture. It is especially important that in a home environment, the dimensions of the furniture also correspond to the growth of children.
3. Incorrect seating of children while reading and writing - the most important factor development of myopia. Bad habit reading and writing with the head tilted, hunched over, tilted to the side, lying down, in uncomfortable positions contributes to the weakening of vision.
4. The development of myopia is more common with wrong mode day, alternating study and rest.
Parents share their experiences of raising children. They are also said to be concerned that many children have vision problems. They support our work and want to help their children. I offer them games and exercises that help correct vision.
4. Games and exercises
Dear parents, at home, playing with children, you can solve several problems at once - communication with children and the development of their vision. Organize a game. Most likely, the child will not have an interest in the game if you do not specifically organize it. Therefore, strive to ensure that any action is played out, included in some interesting plot. For example, in front of a child, there are not just rattling boxes, but grains are hidden there, with which you need to feed hungry chickens. You can draw chickens or find the appropriate toys. Let the child find the solution himself. Each game is educational in nature and serves to achieve a specific goal. In order for the goal to be achieved, and the lesson to be useful, give the child maximum independence. Do not do the task for him, let him come to right decision. To help you, I present a set of games and exercises that you can use. I also suggest playing.
Games. "Clothespins"
Attach the clothespins to the cardboard circle to make a "sun" or "flower". You can arrange a toy in the form of a hedgehog, in which clothespins play the role of needles. Offer to remove all clothespins and then attach them back. You can stick numbers on the cardboard and invite the child to attach as many clothespins as the number on the cardboard. If there are a lot of clothespins, they are of different colors, then the children themselves can come up with a lot of crafts. The game develops fine motor skills of hands, visual-motor coordination.
"Buttons"
Mix several sets of buttons and have your child sort them. The game develops visual attention, perception. Fold the buttons in piles (turrets). Compete with the child whose stack is higher. The game develops hand-eye coordination and motor skills. Place a wide variety of buttons on the table. Ask the child to choose all the red ones; all small; all buttons with two holes, etc. The game develops visual attention.
"Compare Pictures"
All children love to look for differences in two seemingly identical images. This fun from our childhood also develops visual attention well, as well as observation.
"Curly tables"
You can find on sale or make your own tables, in the cells of which different figures are drawn at random. The task of the child is to draw a certain simple sign in each of the figures (in a circle - a dot, in a square - a diagonal line, etc.). This game develops the ability to switch visual attention.
"Where, whose house?"
Draw or stick on some animals and houses for them. From each animal to the house, draw ornate paths of different colors. Let the child determine who has which house without dragging a finger along the lines. If this is difficult, then at first you can allow the use of a finger or pencil, but eventually remove it. This exercise develops the functions of tracing the eyes along the line, develops visual attention.
"Corrector"
For this game, you will need text from a magazine or newspaper, printed in a fairly large font. Have your child cross out (underline or circle) each letter "o". Then be sure to check, count the errors and write down the result. When doing this exercise every day, always change the letters. When this task becomes easy for the child, complicate it by suggesting that all the letters "o" be crossed out, and the letters "s" circled. It will be more interesting for a child if an adult performs the same task on his text.
"Counting"
On a large sheet of paper, randomly write the numbers from 1 to 10. Ask the child to find all the numbers in order. To complicate the task, numbers can be drawn different colors and different sizes. The game develops visual attention.
Exercises.
v Move your gaze horizontally to the left as far as it will go, hold for 2 seconds, look to the right as far as it will go, hold for 2 seconds, return your eyes to their original position, repeat the cycle as many times as necessary.
* Move your gaze vertically up to the stop, hold for 2 seconds, look down as far as it will go, hold for 2 seconds, return your eyes to their original position, repeat the cycle as many times as necessary.
* Move your eyes diagonally to the left - up to the stop, hold for 2 seconds, look diagonally to the right - down to the stop, hold for 2 seconds, return your eyes to their original position, repeat the cycle as many times as necessary.
* Move your eyes diagonally to the right - up to the stop, hold for 2 seconds, look diagonally to the left - down to the stop, hold for 2 seconds, return your eyes to their original position, repeat the cycle as many times as necessary.
* Bring your eyes up and to the nose, so as to see the bridge of the nose, hold for 2 seconds, move your eyes down, bringing them to the nose, so as to see its tip, hold for 2 seconds, return your eyes to their original position. Repeat the cycle as many times as needed.
* Place forefinger in front of the eyes at arm's length. Slowly bring it closer to the bridge of the nose, constantly fixing your eyes on its tip, then, without taking your eyes off the fingertip, slowly move your finger to its original position. Repeat the cycle as many times as needed.
* Move your eyes from a near object to a distant one and vice versa. To do this, we have “bees”, “circles”, “balls”, “butterflies”, they should be at eye level at a distance of 25 cm.
* Close your eyes tightly. Maintain this position for 3-5 seconds, then open your eyes for 3-5 seconds. Repeat the cycle as many times as needed.
5. Consultation on the topic "Gymnastics for the eyes"
The child's body is very susceptible to all kinds of influences, it is in childhood that the development of vision should be given Special attention. Important for the protection of children's vision is proper organization activities at home. At home, children love to draw, sculpt, and at an older age, read, write, play with the designer. But we must remember that the total duration of classes during the day should not exceed 40 minutes at the age of 3 to 5 years, and one hour at 6-7 years. It is desirable that children study both in the morning and in the afternoon, and that between these classes there is time for active games and stay on fresh air. The same type of activities associated with eye strain should be interrupted every 10-15 minutes to rest the eyes.
Prevention of incorrect visual habits in a child begins as early as 2-3 years. Children are taught to blink periodically, not to stoop, they are not given the opportunity to look intently, they are asked to change their gaze from near to distant objects and back more often.
It is very important to teach your child to watch TV and play on the computer correctly. Duration for preschoolers and junior schoolchildren should not exceed half an hour. Optimal distance to the TV screen from 2 to 5 m. The computer monitor screen should be at arm's length (40 cm). At the same time, it is necessary to sit not on the side, but directly in front of the screen. The room should be natural or artificial lighting. It is important that light from other sources does not fall on the eyes.
Despite the growing popularity of "educational" games, one should remember the sense of proportion, the duration of such games is no more than 20 minutes at a time and more than 60 minutes for the whole day. TV viewing, video games and computer games are prohibited for children under three years of age.
Adults should consider the following:
From 1.5 years old, the child should hold the book at a distance of 20-25 cm from the eyes;
When drawing, do not obscure the light source with your hand;
The room where the child spends most of the time should be well lit.
Improve blood circulation in the vessels of the organs of vision;
Relieve eye fatigue after reading or working with fine details.
1. Look into the distance for 1-2 minutes, looking away from objects;
2. Blink your eyes - 20 times;
3. Give a "jump with your eyes from the stairs" - look up and quickly look down -
To relieve eye strain while working at a computer:
1. Every 1-2 hours switch vision: look into the distance for 5-10 minutes.
2.Close your eyes to rest for 1-2 minutes.
Exercise for tired eyes:
1. Inhale deeply, closing your eyes as tightly as possible. Tighten the muscles of the neck, face, head. Hold your breath for 2-3 seconds, then exhale quickly, opening your eyes wide as you exhale. Repeat 5 times.
2. Close your eyes, massage the brow ridges and the lower parts of the eye sockets in a circular motion from the nose to the temples.
3.Close your eyes, relax your eyebrows. Roll your eyeballs from left to right and right to left. Repeat 10 times.
4.Put thumb hands at a distance of 25-30 cm from the eyes, look with two eyes at the end of the finger for 3-5 seconds, close one eye for 3-5 seconds, then look again with two eyes, close the other eye. Repeat 10 times.
5. Place your fingertips on your temples, squeezing them lightly. Blink quickly and lightly 10 times. Close your eyes and relax by taking 2-3 deep breaths. Repeat 3 times.
Each of these sets of exercises for the eyes will take no more than 5 minutes. And the benefits you will receive cannot be overestimated.
The simplest rest for the eyes is to close them for a more or less long period of time and mentally imagine something pleasant. This method serves as a means of first aid, and it must be resorted to in the first place.
In our group, simulators for vision correction were purchased and manufactured. Now I suggest that you familiarize yourself with them and try to perform a few exercises. These simulators help to strengthen the eye muscles, relieve tension from the eyes. We use the gymnastics performed in the presentation.
Parents share their impressions of exercise on simulators.
In conclusion, I suggest that you get tested and find out about the state of your vision.
6. Test for nearsightedness or farsightedness
Look at this picture with each eye in turn. If the symbols seem clearer to you on a red background, then there is a high possibility of myopia. And if on green, then we can assume that you have farsightedness.
Astigmatism test
Astigmatism test
To perform the test, move 2-4 steps away from the monitor, close one eye and look at the drawing (then do the test for the other eye). If it seems to you that some of the lines are darker than others, or, conversely, more blurry, you need to consult an ophthalmologist.
Amsler test
This test allows you to identify one of the eye diseases - the pathology of the central part of the retina ("yellow spot").
The drawing should be about 30 cm from your eyes. Close one eye with your hand, and look at the black dot in the center for a few seconds with the other. Then repeat the same for the second eye. If all grid lines are even and there are no curvatures or gray spots, then your central retinal area is normal.
And I, dear parents, I want to give you the following advice:
During the first twelve years of a child's life, his organs of vision are intensively developing. During this period, the eyes are especially susceptible negative influence numerous factors, such as increased loads (computer, reading, TV), injuries, infections, unfavorable ecology, and many others.
How can the developing child's body be helped to resist such influence of the external environment and prevent visual impairment in the baby?
* Any physical activity helps the baby's eyes work better. Make your child run, jump, play outdoor games more. Playing sports will also benefit him.
* Be sure to watch the posture of the child. After all, if a child sits with a “crooked” back, the blood supply to the brain is disrupted, which, in turn, provokes vision problems.
* Do not allow the child to sit in front of the TV or computer for a long time without looking up. At the same time, remember that it is best to sit in front of the screen not on the side, but directly opposite. It is also impossible to watch TV in a dark room, as the eye will be forced to constantly change focus and strain, adapting to the light. This can lead to quite unpleasant consequences.
* And one more important point: for training the baby's eyesight, it is useful to play with bright, moving toys that spin, jump and ride.
* Do regular eye exercises with your child. Turn it into a daily exciting game!
Thank you for participating!
