Development of spatial concepts in preschool children. Development of spatial concepts in preschool children

Educational area: Cognitive development.

GCD type: Formation of elementary mathematical concepts.

Senior up school age SKG VII type MBDOU No. 30, Kyzyl.

Subject:"Fun tasks."

Tasks:

clarify and consolidate children’s spatial representations (“in front”, “behind”, “on”); clarify and generalize the concepts of “left”, “right”, “middle”; consolidate the correlation between the number of objects and the number; to develop the ability to navigate on a limited surface (sheet of paper, board).

Correctional and developmental: develop the ability to pronounce words and sentences clearly and clearly; develop visual perception, visual-effective thinking; develop gross and fine motor skills.

Correctional and educational: cultivate feelings of compassion and mutual assistance; improve the ability to listen to others carefully without interrupting the interlocutor; develop organization and independence; cultivate positive emotions and interest in the results of one’s activities.

Materials and equipment: tree, envelopes with tasks, toys squirrel, hare, fox, soft toy Krosh, stump, board, geometric figures, sheets of paper, arrows, su-jok balls, cards with numbers, Christmas trees for counting.

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Municipal budgetary preschool educational institution

Kindergarten No. 30

Summary of direct educational activities

"Visiting Krosh"

Prepared by a speech pathologist teacher

MBDOU No. 30 of the city of Kyzyl

Dembirel Venera Vyacheslavovna

Kyzyl 2014

Educational area:Cognitive development.

GCD type: Formation of elementary mathematical concepts.

Senior preschool age SKG VII type MBDOU No. 30, Kyzyl.

Topic: “Fun tasks.”

Tasks:

Correctional and educational:clarify and consolidate children’s spatial representations (“in front”, “behind”, “on”); clarify and generalize the concepts of “left”, “right”, “middle”; consolidate the correlation between the number of objects and the number; to develop the ability to navigate on a limited surface (sheet of paper, board).

Correctional and developmental:develop the ability to pronounce words and sentences clearly and clearly; develop visual perception, visual and effective thinking; develop gross and fine motor skills.

Correctional and educational:cultivate feelings of compassion and mutual assistance; improve the ability to listen to others carefully without interrupting the interlocutor; develop organization and independence; cultivate positive emotions and interest in the results of one’s activities.

Materials and equipment:tree, envelopes with tasks, toys squirrel, hare, fox, soft toy Krosh, stump, board, geometric shapes, sheets of paper, arrows, su-jok balls, cards with numbers, Christmas trees for counting.

Organizing time.

Defectologist: Look guys, many guests came to us today, the children said hello.

Children: Hello!

Suddenly there is a knock on the door.

Defectologist: Oh, someone's knocking on the door, let me see who's knocking there. Look guys who came to visit us.

Children: Krosh.

Defectologist: Look guys, how sad he is, let me find out why he is sad. Krosh says that he started studying in the first grade, but at school they give very difficult tasks and he cannot cope with the tasks. He asks us to help him. How about the kids, can we help?

Children: Yes!

Defectologist: But before we help Krosh, let's cheer him up. Repeat after me and do the exercise.

Good morning, smile soon

And today the whole day will be more fun.

We will stroke your forehead, nose, cheeks

We will be as beautiful as flowers in the garden.

Let's rub our palms harder and harder,

And let's clap more boldly.

Now look, what mood is Krosh in?

Children: cheerful, joyful.

Defectologist: Krosh says that you and I must follow the arrows. Let's see where our arrow lies. Here it is, where is it pointing?

Children: Go ahead.

Approaching the first task. There is a tree, an envelope hangs on the tree. There is an assignment in the envelope.

Task 1. “Who is where?”

Exercise: Find the animals, who is where.

Who was hiding behind the tree?

Who is sitting on a tree branch?

Who is sitting in front of the tree?

Children's answers:

A fox hid behind a tree.

A squirrel sits on a branch.

A hare sits in front of a tree.

Defectologist: Well done guys, you completed the task. Let's see which direction the next arrow points.

Children: To the right.

There is an envelope with a task on the stump.

Task 2. “Repeat the movements.”

Follow these steps:

Raise your right hand;

Raise your left hand;

Show your right eye with your right hand;

Show your left ear with your left hand;

Raise your right shoulder;

Stomp your left foot."

Defectologist: Well done guys, you did an excellent job with this task. Oh, look, there's an arrow to the right, let's see what's there.

Tables are arranged, on the tables are different geometric shapes and a sheet of paper. There is an envelope with the task attached to the board.

Task 3 “Place the figures in their places”

“Here’s your next task, see if you can handle it. You will find geometric shapes on the tables, you need to put them in their place.”

Defectologist: Sit down, children, at the tables, and let's get down to the task.

I attach a circle in the middle of a sheet of paper, a square to the left of the circle, and a triangle to the right.

Aydin, put a circle in the middle of the sheet to the left of the circle, a triangle to the right - a square.

Now, I put a square in the middle of the sheet, a circle on the left, and a triangle on the right.

Temir put a triangle in the middle, a square on the left, and a circle on the right.

Sasha, put a circle in the middle, a square on the left, and a triangle on the right.

Norbu, put a square in the middle, a triangle on the left, a circle on the right.

Defectologist: What a great fellow you are, and you successfully completed this task. Let's continue to see where the arrow takes us. Look here there is a basket, and there are balls in the basket. We have to play with these balls, sit down more comfortably.

Children take one ball at a time and sit on chairs.

Defectologist: Place the ball on your right palm, cover it with your left palm and repeat after me.

I roll the ball in circles(ball between palms)
I drive it back and forth(change of hands)
I will stroke their palm,(respectively)
It's like I'm sweeping up crumbs.(change of hands)
And I'll squeeze it a little(squeeze the ball)
How a cat squeezes its paw.(change of hands)
I'll press the ball with each finger(respectively)
And I’ll start with another river.(change of hands)

Defectologist: Well done everyone for completing the task. Oh, Krosh wants to tell me something. He says that he is a little tired and wants to rest. Let's play, stand in a circle.

Physical exercise.

The kids stood in a circle
And they smiled at each other.
They arch their backs,
Reed backs.
They stomped their feet,
Hands clapped.
Let's knock with your palm
We handle each other a little.
And then, then, then
We'll beat the breast a little.
Clap-clap here and there
And a little on the sides.
Hands clap
We're already on our feet.
We stroked our palms

Both arms and legs.

Defectologist: Now you and I have had a rest, and now we are going to continue helping Krosh solve tasks. Look guys, which way is the arrow pointing?

Children: To the right.

Defectologist: Here's our next task, let's see what we have in the envelope. We take one card at a time and go to our tables and complete the task.

Now, what is your number (Three), how many items should you post (three) and so on.

The defectologist opens the envelope, and there are cards with numbers; you need to find the corresponding number of objects. Children take one card at a time and each completes their task.

Defectologist: Well done guys and you did an excellent job with this task, let's go further along the arrow.

The arrow led them to a large envelope.

Bottom line.

Defectologist: I wonder what it is. Krosh says it’s a surprise for your help. Here are the coloring pages of Smeshariki. Thank you very much Krosh for the gift.

Guys, how did we help Krosh?

What tasks did you perform?

Which task did you like best?

Krosh says that he has learned everything and will try very, very hard at school. Now let's say goodbye to the guests and go to the group.

Children: Goodbye.

Bibliography.

1. Kasitsyna, M. A. Preschool mathematics: educational and practical. manual for teachers and parents / M. A. Kasitsyna, V. D. Smirnova. - M.: Gnom i D, 2001. - 96 p.

2. Peterson, L. G. Playing game. Practical course in mathematics for preschoolers: method, recommendations / L. G. Peterson, E. E. Kochemasova. - M.: Belass, 1998.- 160 p.

3. Tkachenko, T. A. Speech and motor skills / T. A. Tkachenko. - M.: Eksmo, 2007. - 224 p.

3. Development work methodology spatial representations in preschoolers.

The completeness of mastering knowledge about space and the ability to spatial orientation is ensured by the interaction of the motor-kinesthetic, visual and auditory analyzers during the performance of various types of child activities aimed at active cognition of the surrounding reality.

The development of spatial orientation and the idea of space occurs in close connection with the formation of a sense of the diagram of one’s body, with the expansion of children’s practical experience, with a change in the structure of object-game action associated with the further improvement of motor skills. Emerging spatial concepts are reflected and further developed in children’s object-game, visual, constructive and everyday activities.

Qualitative changes in the formation of spatial perception are associated with the development of speech in children, with their understanding and active use of verbal designations of spatial relationships, expressed by prepositions and adverbs.

Mastering knowledge about space presupposes the ability to identify and distinguish spatial features and relationships, the ability to correctly denote them verbally, and navigate spatial relationships when performing various labor operations based on spatial representations.

A major role in the development of spatial perception is played by design and modeling, and the inclusion of verbal symbols adequate to children’s actions in expressive speech.

The development of spatial orientation is carried out in several stages. At the first stage, the ability to respond with a predetermined motor action to a signal well known to the student is developed. For example, throwing a ball at the target indicated by the teacher using a light (sound) signal.

At the second stage, the ability to adjust motor action in accordance with changing performance conditions is developed. For example, throwing a ball at a target moving at different speeds. At the last stage, the ability to use exactly the motor action that best suits the suddenly arisen situation develops. To develop this ability, they resort to various moving and sports games.

The starting point in the work on the development of spatial orientation is children’s awareness of the diagram of their own body, determination of directions in space, orientation in the surrounding “small” space. Next, students practice determining the sequence of objects or their images (for example, a series of object pictures depicting fruits, animals, etc.), as well as graphic signs.

The development of orientation in the surrounding world can be carried out in the following sequence:

Determining the spatial arrangement of objects in relation to oneself;

Touch your left ear with your right hand; left hand to the right ear;

Place the brush on the outlined contour of the palm to define the hand.

Determination of the spatial relationships of objects located on the side:

Extend your right (left) arm to the side. List items

located on this side, i.e. right left);

Determination of spatial relationships between 2-3 objects

or images.

4. Didactic games and exercises for the section “Orientation in space.”

In class and in Everyday life Didactic games and game exercises are widely used. By organizing games outside of class, they consolidate, deepen and expand children’s mathematical understanding. In some cases, games carry the main educational load, for example, in developing spatial orientation.

Play is not only pleasure and joy for a child, which in itself is very important. With its help, you can develop the child’s attention, memory, thinking, imagination, i.e. those qualities that are necessary for later life. While playing, a child can acquire new knowledge, skills, abilities, and develop abilities, sometimes without realizing it. Didactic games of a mathematical nature allow not only to expand, but also to expand children’s knowledge about space. This is why educators should widely use didactic games and game exercises in the classroom and in everyday life.

Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of classes on the formation of elementary mathematical concepts is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as a learning task, an exercise aimed at performing specific task formation of ideas. In the younger group, especially at the beginning of the year, the entire lesson should be conducted in the form of a game. Didactic games are also appropriate at the end of a lesson in order to reproduce and consolidate what has been previously learned.

In developing children's mathematical understanding, a variety of didactic game exercises that are entertaining in form and content are widely used. They differ from typical educational tasks and exercises in the unusual setting of the problem (find, guess), and the unexpectedness of presenting it on behalf of some literary fairy-tale character (Pinocchio, Cheburashka). Game exercises should be distinguished from didactic games in structure, purpose, level of children's independence, and the role of the teacher. As a rule, they do not include all the structural elements of a didactic game ( didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities. In the younger group, regular educational exercises can be given a playful character and then used as a method of introducing children to new things. educational material. The teacher conducts the exercise (gives the task, controls the answer), while the children are less independent than in the didactic game. There are no elements of self-study in the exercise.

Children aged 5-6 years are taught the ability to distinguish between their left and right hands, to determine the direction of objects in relation to themselves: above, below, in front, behind, left, right. For this purpose, use game exercises recommended for children of the middle group: “Guess who is standing where!”, “Guess what is where!”, “Indicate where the bell is ringing,” etc. They can be carried out as in classes on mathematics and games.

As in middle group, children practice distinguishing opposite directions, but the tasks are made more difficult. This is expressed in the fact that they increase the number of objects (from 2 to 6), the location of which the child is asked to determine, as well as the distance between the child and the objects. Children gradually learn to determine the direction of the location of any objects located at a considerable distance from them.

Children are taught not only to determine in which direction objects are located from them, but also to independently create these situations: “Stand so that Anya is in front, and Zhenya is behind you!”, “Stand so that there is a table to your left, and on the right is a board.”

Development of the ability to move in the indicated direction. IN senior group great attention is paid to consolidating and improving the ability to move in the indicated direction, change the direction of movement while walking and running.

In music and physical education classes, the teacher uses adverbs and prepositions in speech to accurately indicate the direction of movement: up, down, forward, back, left (left), right (right), next to, between, opposite, behind, in front, in, on, before, etc. Based on the children’s ability to focus on themselves, he teaches them to make movements in the indicated direction.

The use of a certain system of games with rules - didactic and active - is of great importance. Games are played in mathematics, physical education, music classes and outside classes, mainly during a walk. At the beginning of the year, you can offer the game “Where will you go and what will you find?” In the older group, this game is played in more complex version. Children make a choice from 4 directions, the task is carried out simultaneously by several people. Then the games “Find the object”, “Find the flag”, “Journey”, “Scouts” are played. The game action here is also a search for a hidden toy (thing). But now the child is asked to change direction in the process of active movement, for example, walk to the table, turn right, walk to the window, turn left, walk to the corner of the room and find a hidden toy there.

At first, when conducting these games, the teacher gives instructions during the action: “Get to the table... Turn to the right... Go to the window... Turn to the left...”, etc. He makes each instruction when he has already the previous one is completed, and the naming of the object must follow after the child has already changed the direction of movement, otherwise children are oriented only to the object, and not to the indicated direction. It is advisable to limit such games to a small area, and as children gain experience, the area can be increased to the size of the entire group room or area. Gradually increase the number of orientation tasks and change the order in which they are offered. If at first children determine only paired directions: forward - back, right - left, then later they indicate the directions in any order: forward - right, right - back, etc.

In order for children to learn the rules of pedestrian behavior on the street, related to the ability to navigate in directions to the right and left, they recommend the games “If you pass the street correctly, you will come to a new house, if you make a mistake, you will stay in the old one,” “If you pass correctly, you will take another flag,” “Pass the package.” " The task in these games is for each child to walk correctly along the sidewalk, sticking to its right side, or, when crossing the street, look first to the left, and when reaching the middle of the street, look to the right.

Exercises in reproducing the direction of movement with closed eyes based on a trial move in the games “Feed the Horse”, “Knock on the Drum”, “Find Your Badge” are useful. These games are similar, so we will describe the last one as an example. Models of geometric shapes are placed along the wall. First, the driver, with his eyes open, approaches the figure that the teacher named, and then, with his eyes closed, he returns to the wall with the models and finds the right one by touch.
When orienting in space, children develop speed and clarity of reaction to a sound signal (games “Yakov, where are you?”, “Blind Man’s Bluff with a Bell”, “Where does the voice come from?”). It is important to teach children, acting as directed, to distinguish between directions of movement. For this purpose, the games “Knock-knock on the drum” and “Feed the horse” (in a modified version) are recommended. Children with their eyes closed move towards the object, following the teacher’s instructions: “Take 2 steps forward, turn left, take 3 steps,” etc. The number of tasks is initially limited to 2-3, and later their number can be increased to 4-5.

Children's interest in performing more complex tasks that require a clear distinction of the main spatial directions is created by replacing toys.

Establishing spatial relationships between objects. It is of no small importance to teach children 5-6 years old the ability to determine the position of an object in relation to another object (“To the right of the nesting doll is a pyramid, and to the left is a bear, behind the nesting doll is a tumbler”), as well as their position among surrounding objects (“I stand behind a chair, between the windows, behind Natasha”, etc.).

The ability to navigate from another object is based on the ability to navigate to oneself. Children must learn to mentally imagine themselves in the position of the object. In this regard, they are first trained in determining the direction of the position of objects from themselves (when turning 90 and 180°: the table was in front, the child turned - and the table was on the right). Next, children are taught to identify the sides of each other’s body, for example, where their right and left hand are, then the sides of the torso of a doll, a bear, etc. (Keep in mind that it is much easier for a child to imagine himself in the position of any animate object than an inanimate one.)

Part 4-5 lessons in mathematics and native language are devoted to solving this problem. Classes are structured like this: first, the teacher shows certain spatial relationships on toys or things (in front, in front, behind, behind, left, right; in, on, over, under, because of; next to, opposite, towards, between) and designates them in exact words, then changes the location of objects or replaces one or another object, and each time the children indicate their position in relation to each other. Finally, children, following the teacher’s instructions, create appropriate situations themselves and also look for them in the environment. They offer games “Where is what?”, “Errands”, “Hide and Seek”, “What has changed?”. (“Lena was in front of Nina, and now she is behind Nina.”) The teacher (and later one of the children) hides and swaps toys and things. The driving child tells where and what is located, what has changed, how the toys are arranged, where the children are hiding, etc. You can conduct tabletop theater exercises. Theater characters (kittens, puppies, etc.) hide behind objects, change places, and children describe where each of them is.

The game exercise “Find the same picture” brings great benefits. The material for it is pictures that depict the same objects (for example, a house, a Christmas tree, a birch tree, a fence, a bench) in different spatial relationships. A pair consists of pictures with the same arrangement of drawings of objects. Exercises with pictures are carried out, for example, like this: each of the players receives one picture. The paired pictures remain with the presenter. The presenter takes one of his pictures and shows it, asking: “Who has the same one?” The one who accurately identifies the spatial relationships between the objects depicted on it receives a paired picture.

When looking at any pictures or illustrations in a book with children, it is necessary to teach them to comprehend the position of each object and its relationship with other objects. This allows us to reveal semantic relationships that connect objects with each other.

Orientation on a plane. In the older group, children must learn to freely navigate on a plane, that is, in two-dimensional space. At the beginning of the school year, in math classes, children are taught to place objects in a specified direction: top to bottom or bottom to top, left to right or right to left. Much attention is paid to the consistent selection, description and reproduction of the relative position of geometric shapes in relation to each other.

Further development of orientation on a plane is taught to children in the ability to find the middle (center) of a sheet of paper or table, the top and bottom, left and right edges of the sheet, the top left and right, bottom left and right corners of the sheet. The main part of 3-4 lessons is devoted to this work. In the first lesson, the teacher demonstrates the table and gives a sample description of the location of objects in relation to the sheet. Children describe and reproduce the sample. Later they are taught to act as directed, and the example is shown after the task is completed. Now it serves as a means of self-control. After completing the task, children describe how many of which figures they placed and where. Starting from the second or third lesson, the teacher asks them to first repeat the task and then complete it.

Children must use precise words to indicate the position of objects in relation to the sheet, floor, area. In mathematics classes, children receive their first ideas about certain spatial connections and relationships. Their assimilation occurs in different types of practical activities of children (for example, visual arts).

Conclusion

Spatial representations are representations that reflect the spatial relationships of objects (size, shape, location, movement). The level of generalization and schematization of a spatial image depends both on the objects themselves, as well as on the tasks of the activity that is implemented by the individual and in which socially developed means of spatial analysis (drawings, diagrams, maps) are used.

The child’s ideas about space develop gradually. The fundamental stage in the structure of the formation of spatial representations is the child’s perception of his own body, which begins with the sensation of muscles, the sensation of the interaction of the body with external space, as well as the child’s interaction with adults. In the book of the remarkable domestic psychologist L.S. Vygotsky’s “Thinking and Speech” says that “a concept is formed when sensations are formed.

javascript:void(0)Between three and four years, the child begins to develop an idea of right and left, i.e. the bodily scheme is formed and matures. The process of formation of a child’s distinction between the right and left sides of his own body is completed at approximately six years of age. To understand whether a preschooler has formed ideas about right and left, to determine whether he confidently perceives the diagram of his own body, you need to ask him to show where his right hand is, left leg, left heel, right eye and the rest of the body (ear, cheek, elbow, knee, shoulder, etc.). Vaguely formed ideas from the right and left parts of the body often cause disorders of written speech (reading, writing).

The formation of spatial orientation is inextricably linked with the development of thinking and speech. Significant changes in the perception of space in a preschooler are observed with the appearance in his dictionary of words denoting the place, direction and spatial arrangement of objects. With the appearance in the preschooler’s active vocabulary of the words: left, right, forward, backward, close, far, the perception of space rises to a new, qualitatively higher level - spatial representations expand and deepen.

List of used literature:

1) M.K. Sai, E.I. Udaltsova “Mathematics in kindergarten” / Minsk “Narodnaya Asveta” 2000.

2) O.M. Dyachenko, E.L. Agayeva “What doesn’t happen in the world?” /Moscow “Enlightenment” 2001.

3) Z.A. Mikhailova “Game entertaining tasks for preschoolers” / Moscow “Enlightenment” 1995.

4) A.S. Metlina “Mathematics in kindergarten” / Moscow “Enlightenment” 1994.

To work on this problem. Children's orientation in space is spontaneous. Children's potential is not fully utilized. This is what determined the choice of the topic of our work: “Psychological and pedagogical foundations for the formation of spatial concepts in preschool children” with the aim of introducing it into the work of kindergarten. The purpose of the study is to identify pedagogical...

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Of course, among the changes that can be detected in the thinking of preschoolers and schoolchildren, it includes the study of the development of human thinking throughout the entire life course. 1.3 Features of the development of visual-figurative thinking in preschool children with impaired hearing The mental development of children with impaired hearing is based on the same patterns as in the norm. However...

Moscow State Regional University

Faculty of Special Pedagogy and Psychology

Development of spatial concepts in preschool children

(course work)

Moscow, 2011

Introduction

4 Games to establish spatial relationships between objects

5 Games for developing plane orientation

Conclusion

Bibliography

Introduction

From an early age, a child is faced with the need to navigate in space. With the help of adults, he learns the simplest ideas about this: left, right, above, below, in the center, above, below, between, clockwise, counterclockwise, in the same direction, in the opposite direction, etc. All these concepts contribute to the development of spatial imagination in children.

A child’s ability to imagine and predict what will happen in the near future in space lays the foundations for analysis and synthesis, logic and thinking.

Orientation in space has universal significance for all aspects of human activity, covering various aspects of its interaction with reality, and is the most important property of the human psyche.

Numerous philosophical, psychological and pedagogical studies reveal the exceptional role of mastering subject and social space in the child’s construction of a holistic picture of the world and awareness of his place in it. Permeating all areas of a child’s interaction with reality, orientation in space influences the development of his self-awareness, personality and, thus, is an integral part of the socialization process. The harmonious development of a child is impossible without the development of his ability to navigate in space.

Spatial representation in children is developed in various types of activities: in mathematics classes, art activities, in individual lessons, in music and physical education. Children also develop spatial concepts during routine processes: in morning exercises, while washing, dressing, eating, and in didactic and outdoor games. And also using everyday life.

The formation of spatial and temporal concepts characterizes the general development of a preschooler and his readiness to learn at school, which is one of the most important tasks in the education and upbringing of preschool children and ensures the holistic harmonious development of children. The success of mastering reading, writing, drawing and other forms largely depends on the level of formation of spatial representations. educational activities.

Therefore, I consider it urgent to develop in preschoolers adequate ways of perceiving space, full-fledged spatial concepts and strong spatial orientation skills; this task acts as a necessary element of preparing the child for school, which, in turn, is one of the most important tasks of preschool education.

The object of the study is the formation of spatial concepts in children.

The subject of the study is the process of formation of spatial concepts in children.

The purpose of the study is to identify pedagogical conditions formation of spatial concepts in children.

The implementation of this goal involves solving the following tasks:

Consider the main aspects of the concept of spatial orientation.

To identify features of the development of spatial orientation in preschool children.

To study didactic games and exercises for the development of spatial orientation in preschool children.

The practical significance of the work is that the research results can be used in practice educational work in kindergarten. Structure of the work - the study consists of an introduction, four chapters, a conclusion, and a list of references.

space orientation game preschooler

Chapter 1. Features of the development of spatial orientation in preschool children

1 Definition of spatial representations

Spatial representations are ideas about spatial and spatio-temporal properties and relationships: size, shape, relative location of objects, their translational or rotational motion, etc. Spatial representations are a necessary element of cognition and all practical human activity. Good development of spatial concepts is a necessary prerequisite for any practical, fine art, sports and many other types of activities.

Understanding the world around us is a complex process, and it begins with direct or indirect sensory knowledge. The experience of a person’s cognition of spatial relationships in an objective environment is very important. Spatial relations allow the child to master certain parts of speech and many adverbs. The main condition for orientation in space is active movement in it.

Spatial representations and perceptions are capacious concepts that reflect the versatility of the spatial characteristics of the objective world. The shape, volume, extent of objects in length, width and height, their location in space, spatial relationships and distances between objects, directions in space represent various spatial categories.

Various analyzers (kinesthetic, tactile, visual, auditory, olfactory) are involved in the formation of spatial representations and methods of orientation in space. But in young children, a special role belongs to the kinesthetic and visual analyzers.

Spatial orientation is carried out on the basis of direct perception of space and verbal designation of spatial categories (location, distance, spatial relationships between objects).

The concept of spatial orientation includes the assessment of distances, sizes, shapes, relative positions of objects and their position relative to the body of the orienteer.

In a narrower sense, the expression spatial orientation refers to orientation on the ground. In this sense, by orientation in space we mean:

a) determination of the “point of standing,” i.e., the location of the subject in relation to the objects surrounding him, for example: “I am to the right of the house,” etc.;

b) localization of surrounding objects relative to a person orienting himself in space, for example: “The closet is on the right, and the door is on the left of me”;

c) determining the spatial arrangement of objects relative to each other, i.e., the spatial relationships between them, for example: “A bear sits to the right of the doll, and a ball lies to the left of it.”

When moving, spatial orientation is necessary. Only under this condition can a person successfully move from one point in the area to another.

This orientation always requires solving three problems: setting a goal and choosing a route (choosing a direction); maintaining direction in movement and achieving goals.

The concept of “spatial orientation” is used to characterize a person’s ability to navigate not only on the ground, but also on himself, on another person (left hand, right hand), on various objects, in a limited space, for example on a sheet of paper. This process also involves active actions of the subject in space. Spatial relationships begin to develop very early, as teachers and psychologists noted in their works.

T.A. Museyibova noted that spatial relationships develop in a child in stages: at stage 1, children learn to navigate “on themselves”: identify various parts of the body, faces, including symmetrical ones; understand their correlation with different sides of your own body (front, back, above, below, right and left).

The ability to navigate “on oneself” serves as the basis for mastering orientation on other objects - stage 2; the ability to navigate the surrounding space not only “from oneself,” but also “from any objects.”

stage - the child masters the verbal system of reference in directions.

stage - application of the skills mastered by the child in the surrounding space, both in three dimensions and on a plane.

Orientation in space has universal significance for all aspects of human activity, covering various aspects of its interaction with reality, and is the most important property of the human psyche. Numerous philosophical, psychological and pedagogical studies reveal the exceptional role of mastering subject and social space in the child’s construction of a holistic picture of the world and awareness of his place in it. Permeating all areas of a child’s interaction with reality, orientation in space influences the development of his self-awareness, personality and, thus, is an integral part of the socialization process. The harmonious development of a child is impossible without the development of his ability to navigate in space. Researchers who have studied spatial concepts and orientation in space have found that their lack of development by the end of preschool age is one of the reasons causing difficulties in children mastering school skills.

The development of a child’s spatial concepts begins in the first months of life and is the most important indicator of his mental and sensorimotor development.

2 Perception of space by young children

Many studies have been devoted to studying the characteristics of the development of spatial perception in young children. They show that the perception of space occurs already when a child at the age of four to five weeks begins to fixate with his eyes an object at a distance of 1-1.5 m. The movement of the gaze behind moving objects is observed in children of two to four months. At the initial stage, the movement of the gaze consists of jerky movements, then the second phase of sliding continuous movements follows an object moving in space, which is observed in different children aged three to five months.

As the gaze fixation mechanism develops, differentiated movements of the head and body are formed, and the child’s very position in space changes. “At this age, object movements cause eye movements,” writes D.B. Elkonin. However, there is still no looking at or searching for the object. The search for an object occurs later on the basis of eye tracking of the movement of an object in space. Therefore, it is sometimes almost impossible to distinguish between tracking and searching. In the process of accumulation of sensorimotor experience, the ability to distinguish objects in space increases, and the differentiation of distances increases. Thus, a child of three months can follow an object at a distance of 4-7 m, and at ten months he can already follow an object moving in a circle. This process of seeing a moving object at different distances indicates that already in the first year of life the child begins to master the depth of space. Thus, the movement of an object becomes a source of sensory development and restructuring of sensory functions before the child himself moves towards the object.

Apparently, at first, space is perceived by the child as an undivided continuity. Movement distinguishes an object from the mass of the surrounding space. First, fixation of the gaze, then turning the head, moving the hands, etc. show that the moving thing becomes the object of the child’s attention, stimulating his own movements, which are intermittent.

Following the movement of an object in space develops: first it is perceived in the horizontal direction from the child, then, as a result of long-term exercises, the child learns to follow the movement of the object in the vertical direction, which expands his horizons and stimulates his own movements towards the object. Gradually, the movement of the object and the child himself begin to jointly develop sensory mechanisms.

With the development of the vertical position of the body and one’s own movement (walking), the child’s practical exploration of space significantly expands. Moving on his own, the child masters the distance of one object from another, making attempts that even resemble measuring distance. With walking, new sensations of overcoming space arise - a sense of balance, acceleration or deceleration of movement, which are combined with visual sensations.

Such a child’s practical mastery of space functionally transforms the entire structure of his spatial orientation. A new period begins in the development of the perception of space, spatial features and relationships of objects in the external world.

The accumulation of practical experience in mastering space allows one to gradually master the word that generalizes this experience. However, direct life experience still plays a leading role in the knowledge of spatial relationships and in the formation of ideas in early and early preschool age. It accumulates in a preschool child in a variety of activities (outdoor and construction games, visual arts, observations while walking, etc.). As it accumulates, the word begins to play an increasingly important role as a driving force in the formation of a systemic mechanism for the perception of space.

3 Features of children’s spatial orientation

Orientation in space requires the ability to use some kind of reference system. During early childhood, the child orients himself in space on the basis of the so-called preschool sensory frame of reference, that is, along the sides of his own body.

At preschool age, a child masters a verbal reference system in the main spatial directions: forward-backward, up-down, right-left. During schooling children master a new system of reference - along the sides of the horizon: north, south, west, east.

It has been established that the development of each subsequent reference system is based on a solid knowledge of the previous one. Thus, studies have convincingly shown the dependence of third- and fourth-grade students’ mastery of the sides of the horizon on their ability to differentiate the main spatial directions on a geographic map. North, for example, is initially associated in children with the spatial direction above, south with the spatial direction below, west with the direction to the left, and east with the location to the right. The differentiation of the main spatial directions of a small child is determined by the child’s level of orientation “on himself”, the degree of his mastery of the “scheme of his own body,” which in essence is a “sensory frame of reference” (T.A. Museyibova).

Later, another frame of reference is superimposed on it - verbal. This happens as a result of assigning the names pertaining to them to the directions that the child senses: up, down, forward, backward, right, left.

Studies have shown that the child correlates the distinguished directions primarily with certain parts of his own body. This is how connections are organized such as at the top - where the head is, and at the bottom - where the legs are, in front - where the face is, and behind - where the back is, to the right - where the right hand is, and to the left - where the left is. Orientation on one’s own body serves as the starting point for the child’s mastery of spatial directions.

Of the three paired groups of main directions corresponding to the different axes of the human body (frontal, vertical and sagittal), the upper one stands out first, which is apparently due to the predominantly vertical position of the child’s body. The identification of the lower direction, as the opposite side of the vertical axis, as well as the differentiation of paired groups of directions characteristic of the horizontal plane (forward - back and right - left), occurs later. Obviously, the accuracy of orientation on a horizontal plane in accordance with its characteristic groups of directions is a more difficult task for a preschooler than the differentiation of various planes (vertical and horizontal) of three-dimensional space.

Having mastered mainly groups of pairwise opposite directions, a small child still makes mistakes in the accuracy of discrimination within each group. This is convincingly evidenced by the facts of children's confusion of right with left, upper with lower, spatial direction forward with the opposite backward direction. Particular difficulties for preschoolers are the distinction between right and left, which is based on the process of differentiation between the right and left sides of the body.

In each of the pairs of spatial designations, first one is highlighted, for example, under, to the right, above, behind, and based on comparison with the first, the opposite ones are also realized: above, to the left, below, in front. Thus, the differentiation of one of the interconnected opposite spatial relationships is based on knowledge of the other, which means that in the teaching methodology it is necessary to simultaneously form mutually inverse spatial representations. All this indicates the duration and originality of the process of mastering by preschoolers a verbal frame of reference in the main spatial directions.

A child’s mastery of the ability to apply or use the reference system he has mastered when orienting himself in the surrounding space occurs in several stages.

Stage I begins with “practical trying on”, which is expressed in the real correlation of surrounding objects with the starting point of reference.

At stage II, a visual assessment of the location of objects located at some distance from the starting point appears. The role of the motor analyzer, whose participation in spatial discrimination gradually changes, is extremely important.

Initially, the entire complex of spatial-motor connections is presented in a very detailed manner. For example, a child leans his back against an object and only after that says that this object is located behind him; touches with his hand an object located on the side, and only then says on which side of it - on the right or on the left - this object is located, etc. In other words, the child practically correlates objects with a sensually given frame of reference, which are various sides of his own body.

Direct movement towards an object in order to establish contact proximity with it is replaced later by turning the body, and then pointing the hand in the desired direction. Then the broad pointing gesture is replaced by a less noticeable movement of the hand. The pointing gesture is replaced by a slight movement of the head and, finally, only a glance turned towards the identified object. Thus, from a practically effective method of spatial orientation, the child moves on to another method, which is based on a visual assessment of the spatial placement of objects relative to each other and the subject that determines them. The basis of this perception of space, as I.P. wrote. Pavlov, lies the experience of direct movement in it. Only through motor stimuli and, in connection with them, visual ones acquire their vital, or signaling, meaning.

4 Features of children’s orientation on the ground

With the development of spatial orientation, the nature of the reflection of the perceived space also changes and improves.

Perception of the external world, pointed out I.M. Sechenov, spatially dissected. Such dismemberment is “imposed” on our perception by the objective property of space - its three-dimensionality. Correlating objects located in space to different sides of his own body, a person, as it were, dismembers it along the main directions, i.e. perceives the surrounding space as a terrain, respectively divided into various zones: front, right-side, left-side and back, also right-side and left-side.

At first, the child considers objects located in front, behind, to the right or left of himself only those that are directly adjacent to the corresponding sides of his body or as close as possible to them. Consequently, the area in which the child orients himself is initially extremely limited. The orientation itself is carried out in this case in contact proximity, that is, in the literal sense of the words towards oneself and away from oneself.

At three years of age, children become able to visually assess the location of objects relative to the starting point. The boundaries of the reflected space seem to move away from the child himself, however, the definition of objects located in front, behind, right or left is associated with the idea of extremely narrow areas of space directly adjacent to the sagittal and frontal lines. These are like straight lines on the ground, running perpendicular to each side of the subject in which the reference point is fixed. The position of the object at an angle of 30-45° in the front - right, for example, zone is not determined by the child either as in front or as located on the right. “It’s not in front, but to the side,” children usually say in such cases, or: “It’s not on the right, but a little in front,” etc. The space, initially perceived diffusely, is now, as it were, divided into sections.

At five years old, the area of the areas allocated by the child: front, rear, right and left - gradually increases. The degree of their distance along one line or another (frontal or sagittal) is increasingly increasing. Now even distant objects are defined by the child as located in front or behind, to the right or left of him. The area of the selected areas from the sagittal and frontal lines gradually increases, and they seem to come closer together. Gradually, the child begins to perceive the area as a whole in its inextricable unity. Each section or zone is still absolutized and defined only as front, rear, right or left, which are initially strictly isolated from each other. The possibility of mutual transfers is excluded for now.

Later, the child identifies mainly two zones: either right and left, or front and back. In each of them, two more sections (or two sides) are distinguished: in the front, for example, zone - a section located in front on the right and in front on the left; in the rear - located at the rear right and rear left. If the right and left zones are selected, then the sections in them will be: the section located on the right in front and on the right behind; too - left in front and left behind. Intermediate points of space are now clearly indicated by the child: these are in front on the right and in front on the left, etc. A child of this age comprehends the dismemberment of the perceived single space in main directions. He identifies various zones and areas within each of them, while allowing for the possibility of mutual transition and some mobility of their boundaries. A study of the development of preschool children before training showed that the most top level Only a few children reach six or seven years of age. But with training, it becomes available to all children six years old.

5 Features of preschool children’s perception of the spatial arrangement of objects from themselves and from objects

The stages of spatial orientation on oneself, from oneself and from objects do not replace each other, but coexist, entering into complex dialectical relationships. It was already indicated above that orientation towards oneself is not only a certain step, but also an indispensable condition for orientation in the arrangement of objects both from oneself and from objects. When determining the location of objects, a person constantly correlates surrounding objects with his own coordinates. The child does this especially clearly in order to determine the right and left of the person standing opposite: the child, first of all, determines these sides on himself, then makes a mental turn of 180° and, taking a position opposite the person standing, determines his right and left sides . Only after this will the child be able to determine the spatial location to the right and left of the other person.

Therefore, orientation towards oneself is the initial one.

Orientation from oneself presupposes the ability to use a system when the reference point is the subject himself, and orientation from objects requires that the reference point be the object in relation to which the spatial arrangement of other objects is determined. To do this, you need to be able to isolate the different sides of this object: front, back, right, left, top, bottom.

The development of spatial orientation in the arrangement of objects on oneself, from oneself, from another object occurs during the preschool period. An indicator of its development in children can be a gradual transition from the child’s use of a system with a fixed reference point (on himself) to a system with a freely movable reference point (on other objects).

6 Features of preschool children’s perception of spatial relationships between objects

The development of perception and reflection of spatial relationships between objects in children of preschool age occurs in three stages.

At stage I, spatial relationships have not yet been identified by the child. He perceives the surrounding objects as “separates”, without realizing the spatial relationships that exist between them. If children at an early age have an amorphous, undifferentiated idea of space, then at preschool age the reflected space is discrete. Thus, many children aged three to five years identify various space groups objects as adequate based only on the sign of the commonality of the objects included in them. For example, two cards depict three identical objects that are located differently relative to each other. “The cards are the same,” says the child, “here is a bear and here is also a bear, here is a bunny and here, a matryoshka and here is a matryoshka...” The child sees the same objects, but he does not seem to notice the spatial relationships in the arrangement of these objects, and therefore does not see the difference between the cards.

This same feature of perception was pointed out above when, when reproducing sets using the technique of superposition, children were guided only by the image of objects, without noticing the spatial relationships between them; Therefore, the method of applying elements of one set to another turned out to be more difficult for children.

Stage II is characterized by the first attempts to perceive spatial relationships. A peculiar transition is made from the discrete nature of the perception of space to the reflection of spatial relations. However, the accuracy of estimating these relationships is still relative. For example, the distance of an object from the accepted reference point still makes it very difficult for the child; the spatial relationships of objects relatively close to each other are perceived by him as continuity. For example, when placing toys in a straight line or in a circle, the child presses them closely together. This manifests the child’s desire to establish contact proximity when placing objects side by side, one after another, opposite, etc. That is why, when reproducing a set using the technique of application, the child tries to reproduce not so much the quantity as the proximity of the elements to each other. His assessment of spatial relations is still very diffuse, although they themselves are no longer indifferent to him.

Stage III is characterized by further improvement of the perception of the spatial arrangement of objects. The definition of spatial relationships by means of contact proximity is replaced by a distant, visual assessment of these relationships. A major role in the correct assessment of the relationships between objects is played by the word, which contributes to their more accurate differentiation. Children's assimilation of the meaning of spatial prepositions and adverbs allows them to more accurately comprehend and evaluate the location of objects and the relationships between them.

Research and practical experience have shown children's great ability to recognize spatial relationships and develop the ability to independently designate the location of hidden objects among other objects, using spatial prepositions and adverbs.

Abstraction of spatial relationships between objects is a long and complex process, which is not completed by the end of preschool age, but continues to be improved in the conditions of school education.

A child’s cognition of the “scheme of his body” is the basis for his development of a verbal system of reference in the main spatial directions. This is what determines, at the initial stages, the proximity of location and direct contact between subject and object when determining their spatial relationships. The child transfers the “scheme of his body” to the object that serves as a fixed point of reference for him. This is why it is so important to teach a child to distinguish between the sides of objects (front, back, sides, etc.).

The role of the motor analyzer is great in the development of spatial orientation in children. Reliance on a complex of practical motor connections is gradually reduced. The child begins to develop a distant, visual assessment of the spatial arrangement of objects, which allows him to more and more accurately determine the location of an object and its relationship to himself and to other objects at any point in the area.

The general path of development in children of the process of orientation in space and its reflection is as follows: first - a diffuse, undifferentiated perception, against the background of which only individual objects stand out outside the spatial relationships between them, then, based on ideas about the main spatial directions, it begins to be fragmented along these main lines - vertical, frontal and sagittal, and the points on these lines, identified as located in front or behind, on the right or left, gradually move further and further away from the child. As the selected areas increase in length and width, they gradually close together, forming a general idea of the area as a single continuous, but already differentiated space. Each point on this area is now precisely localized and defined as located in front, or in front on the right, or in front on the left, etc. The child is approaching the perception of space as a whole in the unity of its continuity and discreteness (T.A. Museyibova).

Thus, orientation in space requires a person to be able to use some kind of reference system. Preschool age is the period of development of the verbal system of reference in the main spatial directions. A child’s cognition of the “scheme of his body” is the basis for his development of a verbal frame of reference.

With the acquisition of experience in spatial orientation, children begin to intellectualize externally expressed motor reactions. The process of their gradual collapse and transition to the plane of mental action is a manifestation of the general trend in the development of mental action from the materialized, practical.

A child’s cognition of space and orientation in it is a complex and lengthy process, and the development of children’s spatial concepts requires special training, which is provided for in the methodology.

The basis of such learning should be, first of all, the accumulation of sensory knowledge about the objects of the surrounding world in their spatial relationships.

Chapter 2. Formation of children's ideas about space with the help of didactic games and exercises

1 The role of play in the development of spatial concepts in children

A number of both domestic and foreign scientists and practitioners have dealt with the formation of children’s ideas about space: L.A. Wenger, R.K. Govorova, A.N. Davidchuk, O.M. Dyachenko, T.I. Erofeeva, V. Karazanu, T.V. Lavrentieva, A.M. Leushina, T. Museybova, V.P. Novikova, A.A. Stolyar, M.A. Fiedler et al.

As the main methodological techniques, they recommend observations and explanations of the placement of objects relative to each other, verbal and graphic designation of directions and orientation in space, exercises, didactic and outdoor games.

The system of work (T.A. Museybova) on the development of spatial concepts in preschoolers includes:

) orientation “on oneself”; mastering the “scheme of one’s own body”;

) orientation “on external objects”; highlighting different sides of objects: front, back, top, bottom, sides;

) development and application of a verbal reference system in the main spatial directions: forward - backward, up - down, right - left;

) determination of the location of objects in space “from oneself”, when the initial point of reference is fixed on the subject himself;

) determination of one’s own position in space (“standing point”) relative to various objects, the reference point in this case is localized on another person or on some object;

) determination of the spatial placement of objects relative to each other;

) determination of the spatial arrangement of objects when oriented on a plane, i.e. in two-dimensional space; determining their placement relative to each other and in relation to the plane on which they are located.

As an analysis of publications and practice of working with children shows, the most favorable conditions are created in specially organized games and activities, in didactic games and exercises.

Play is not only pleasure and joy for a child, which in itself is very important. With its help, you can develop the child’s attention, memory, thinking, imagination, i.e. those qualities that are necessary for later life. While playing, a child can acquire new knowledge, skills, abilities, and develop abilities, sometimes without realizing it. Didactic games of a mathematical nature allow not only to expand, but also to expand children’s knowledge about space. That is why in the classroom and in everyday life, educators should widely use didactic games and game exercises.

The role of play in a child’s life is invaluable; its inclusion in the pedagogical process is one of the ways to organize personal interaction between an adult and a child. To form spatial orientation in preschool children, the teacher must build his methodological work taking into account age and psychological characteristics children at every age stage. In addition, the learning process should facilitate children’s independent identification of basic properties and relationships and the development of children’s cognitive abilities. The most rational way to do this is to use games and game exercises.

Both foreign (F. Frebel, D. Dewey, O. Decroli, etc.) and domestic teachers (Blonsky P.P., Wenger L.A., Mikhailova Z.A.) dealt with issues of the theory and practice of using didactic games. , Sikorsky I.A., Tikheeva E.I. and many others).

When studying methodological techniques for developing spatial concepts in children, one must pay attention to the role of playful, entertaining exercises using didactic material (T.A. Museyibova).

Analysis of the available scientific and methodological literature allows us to identify several groups of such games and exercises.

Group I. Games and exercises to differentiate the main spatial directions in the process of active movement in space.

Group II. Games and exercises for orientation in space with eyes closed.

III group. Didactic games and exercises for recognizing the location of objects in the surrounding space and spatial relationships between them.

IV group. Games and exercises for orientation in two-dimensional space, i.e. on a plane, for example on a sheet of paper. Some authors (V.G. Nechaeva, O.I. Galkina, N.A. Senkevich, etc.) note the advisability of conducting so-called “visual dictations” with children of senior preschool age.

V group. Word games. They are specifically designed to activate spatial terminology and the speech of the children themselves.

The following stages of work can be distinguished, corresponding to the complication of spatial orientations in the content of didactic games and exercises: stage. Formation of spatial representations from a reference point “from oneself”: left, right, above, below, in front, behind. stage. Formation of spatial representations from the point of reference “from an object”, “from another person” stage. Formation of children’s skills to determine in a word the position of one or another object in relation to another. stage. Formation of skills to navigate in three-dimensional space in motion. stage. Formation of skills to navigate on a plane (orientation on a sheet of paper, i.e. in two-dimensional space).

When solving problems at each stage, it is necessary to pay attention to strengthening the ability to distinguish between left and right hands. When practicing distinguishing opposite directions, gradually complicate the tasks: increase the number of objects whose location is proposed to be determined, as well as the distance between the child and the objects. Children need to be taught not only to determine in which direction objects are located from them, but also to independently create these situations. By improving the ability to move in the indicated direction, you can suggest changing the direction of movement not only while walking, but also while running. During the learning process, pay attention to children’s mastery of the meaning of prepositions and adverbs that reflect spatial relationships.

2 Didactic exercises for the development of spatial concepts

Game exercises should be distinguished from didactic games in structure, purpose, level of children's independence, and the role of the teacher. As a rule, they do not include all the structural elements of a didactic game (didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities.

. "38 parrots"

The child is asked to remember a cartoon about a baby elephant, a monkey and a boa constrictor. Then you are asked to measure several objects or distances using different parts of your body. Following this, the child is given small objects (letters, numbers) and asked to arrange them so that there is a distance between them in his palm, and from each of them to the edge of the table - his index finger. It is recommended to offer as many options as possible for the location of objects (at the distance of the foot, from the knee to the heel, from the elbow to the hand, etc.).

. "Markers".

The child’s left hand is marked with a bracelet, bell, bright cloth, etc.

Each direction is fixed with a certain movement. For example: “up” - jump, “down” - crouch, “right” - jump with a turn to the right, “left” - jump with a turn to the left.

. "Mirror".

The exercise is performed either in pairs with a leader or two children. At the first stage, the exercise is performed in a sitting position on your knees and on your heels. First, the leader makes slow movements with one hand, then with the other, then with both. The child mirrors the movements of the leader. When the exercise is mastered, you can move to a standing position and use movements of the whole body.

. "TV".

This exercise is similar to the previous one, only the movements are repeated with the same hand that the leader shows (if the leader takes the left ear with his right hand, the child also takes the left ear with his right hand).

. "Find the treasure."

There is a toy or candy hidden in the room. The child must find it, focusing on the leader’s commands (the leader says: “take two steps forward, one to the right...”, etc.). The item found by the child is given to him.

Copying drawn figures of varying degrees of complexity.

In the younger group, ordinary educational exercises can be given a playful character and then used as a method of introducing children to new educational material. The teacher conducts the exercise (gives the task, controls the answer), while the children are less independent than in the didactic game. There are no elements of self-study in the exercise.

Game: “Guess who was guessed.”

Goal: To develop spatial orientation. Reinforce terms that define the spatial arrangement of objects.

To play you need 3 large toys. For example: doll, bear and hare.

The child sits in the center, toys are placed around. The teacher makes a wish for one toy and asks the child to guess which one. The address of the hidden toy, for example, is this: it sits on the side of you (or in front of you, or behind you). He must name the toy located in the indicated place. Then the teacher suggests changing places. Now the child will guess the address of the toy. In the future, you can introduce additional distinctions: right and left.

Game "Up and Down"

An adult names different objects that are below and above, alternating them. When naming an object, the child should point his finger up if the object is at the top, down if the object is at the bottom. For example: floor, sky, earth, grass, ceiling, chandelier, roof, birds, road, stones, stream, clouds, pit, sun, sand, mountains, sea, boots, head, knee, neck.

Game “On the contrary” (name the opposite concept)

Ball game. The adult says: - Above the window.

Child: - Under the window.

To the door - from the door. In the box - ... In front of the school - ... To the city - ... In front of the car - ... Far - ... High - ... Above - ... On the right - ... Etc.

Game "Shop"

Target. Learn to understand spatial relationships in a group of real objects, verbally indicate the location of objects on shelves.

Progress of the game. The child, acting as a seller, places toys on several shelves and says where and what is located.

As in the middle group, children practice distinguishing opposite directions, but the tasks are made more difficult. This is expressed in the fact that they increase the number of objects (from 2 to 6), the location of which the child is asked to determine, as well as the distance between the child and the objects. Children gradually learn to determine the direction of the location of any objects located at a considerable distance from them.

3 Games to develop the ability to move in the indicated direction

In the older group, much attention is paid to consolidating and improving the ability to move in the indicated direction, change the direction of movement while walking and running.

At the beginning of the year, you can offer the game “Where will you go and what will you find?”

In the older group, this game is played in a more complex version. Children make a choice from 4 directions, the task is carried out simultaneously by several people. Then the games “Find the object”, “Find the flag”, “Journey”, “Scouts” are played. The game action here is also a search for a hidden toy (thing). But now the child is asked to change direction in the process of active movement, for example, walk to the table, turn right, walk to the window, turn left, walk to the corner of the room and find a hidden toy there.

At first, when conducting these games, the teacher gives instructions during the action: “Get to the table... Turn to the right... Go to the window... Turn to the left...”, etc. He makes each instruction when he has already the previous one is completed, and the naming of the object must follow after the child has already changed the direction of movement, otherwise children are oriented only to the object, and not to the indicated direction. It is advisable to limit such games to a small area, and as children gain experience, the area can be increased to the size of the entire group room or area. Gradually increase the number of orientation tasks and change the order in which they are offered. If at the beginning children determine only paired directions: forward - back, right - left, then later they indicate the directions in any order: forward - right, right - back, etc.

To consolidate the ability to move in the indicated direction, games using diagrams are recommended.

Didactic game: “Find a toy.”

Goal: To develop spatial orientation. Form an idea of the causal dependence of figures.

Progress of the game: The teacher hides a certain toy in the group. The child has a group plan. The teacher places a chip on the plan in the place where the toy is hidden. The child’s task is to look at the plan and determine where to look for it. The child must learn to use the plan from anywhere in the room. To do this, he will first need to orient the plan. After this, it is easy to find the object marked on the plan in the group room.

Game “Where is the treasure hidden?”

Target. Develop spatially orienting reactions.

Equipment. You can use all kinds of “obstacles”: chairs, ottomans, cubes, etc. Map with route plan. Surprise.

On the site, in the room, an adult places obstacles: “rivers”, “mountains”, “ravines”, etc. Instructions: - Here is a map in front of us, on it there is a treasure marked with a cross and there is a description of how to find it. On our way we will encounter all sorts of obstacles that will need to be overcome. And if you follow the diagram exactly and complete the tasks correctly, we will definitely find the treasure. We’ll find out which one when we find it.”

Approximate description of the “map”: stand in the place indicated on the map - start. Take three steps forward and turn right, go around the “mountain” on the left side. Turn right and “swim across” the river. Walk forward four steps. Then turn left and take one step. Take two steps forward... etc. The game ends after the child finds a surprise treasure.

When orienting in space, children develop speed and clarity of reaction to a sound signal (games “Yakov, where are you?”, “Blind Man’s Bluff with a Bell”, “Where does the voice come from?”). It is important to teach children, acting as directed, to distinguish between directions of movement. For this purpose, the games “Knock-knock on the drum” and “Feed the horse” (in a modified version) are recommended. Children with their eyes closed move towards the object, following the teacher’s instructions: “Take 2 steps forward, turn left, take 3 steps,” etc. The number of tasks is initially limited to 2-3, and later their number is increased to 4-5.

Children's interest in performing more complex tasks that require a clear distinction of the main spatial directions is created by replacing toys.

2.4 Games to establish spatial relationships between objects

It is of no small importance to teach children 5-6 years old the ability to determine the position of an object in relation to another object (“To the right of the nesting doll is a pyramid, and to the left is a bear, behind the nesting doll is a tumbler”), as well as their position among surrounding objects (“I stand behind a chair, between the windows, behind Natasha”, etc.).

Part 4-5 of mathematics classes are devoted to solving this problem. Classes are structured like this: first, the teacher shows certain spatial relationships on toys or things (in front, in front, behind, behind, left, right; in, on, over, under, because of; next to, opposite, towards, between) and designates them in exact words, then changes the location of objects or replaces one or another object, and each time the children indicate their position in relation to each other. Finally, children, following the teacher’s instructions, create appropriate situations themselves and also look for them in the environment. They offer games “Where is what?”, “Errands”, “Hide and Seek”, “What has changed?”. (“Lena was in front of Nina, and now she is behind Nina.”) The teacher (and later one of the children) hides and swaps toys and things. The driving child tells where and what is located, what has changed, how the toys are arranged, where the children are hiding, etc. You can conduct tabletop theater exercises. Theater characters (kittens, puppies, etc.) hide behind objects, change places, and children describe where each of them is.

Game "Housewarming".

In this game, children use wall shelves for toys in the form of houses and small toys (animals). Each of the children in turn must “populate” the house according to the given instructions. For example, at the bottom of the apartment we got: a mouse, a kid goat and a monkey, with the kid goat on the left, and the monkey between the mouse and the kid, etc. It is advisable to play this game with a small subgroup of children (2-3 people). At first, the teacher acts as the leader; in the future, it is necessary to involve children - this will help consolidate and expand their active vocabulary.

2.5 Games for developing plane orientation

the ability to fix the location of a point on a sheet;

understanding the spatial relationships between different objects on a sheet;

ability to perform a variety of practical tasks when orienting on a plane;

the ability to independently characterize the spatial arrangement of objects on a sheet, using the appropriate terminology;

ability to navigate on a checkered sheet of paper.

In the older group, children must learn to freely navigate on a plane, that is, in two-dimensional space. At the beginning of the school year, in math classes, children are taught to place objects in a specified direction: top to bottom or bottom to top, left to right or right to left. Much attention is paid to the consistent selection, description and reproduction of the relative position of geometric shapes in relation to each other.

Game "Geometric dictation".

In front of the children is a sheet of paper and a set of geometric shapes. The teacher gives instructions, and the children must follow at a fast pace. For example, put a red square in the upper left corner, a yellow circle in the center of the sheet, etc. After completing the task, children can check the correctness of execution: the teacher has prepared in advance a sheet with drawn geometric figures according to the dictation.

Game "I'm driving a car."

In front of each child is a sheet of paper and a small car. Children, listening to the teacher's instructions, move the car in the right direction. For example, in the lower right corner of the sheet there is a garage, from there we will go along the bottom side of the sheet to the school. It is in the lower left corner, and after school we will go to the zoo, which is in the upper right corner, etc.

To identify knowledge and skills in spatial orientation in preschoolers, diagnostic methods are used:

"Head's tests" (Diagnostics of spatial representations of one's own body). This technique is aimed at studying the child’s orientation in the space of his own body. First, ideas are analyzed in relation to one's own face, then in relation to the body. The child is asked to evaluate what is on his face and what is the relative position of its individual parts.

Method “What is in front of me?” This technique is aimed at studying the orientation of the child’s own body in space. The child is asked to stand in the middle of the room and name the objects that he sees in front of him. Then the researcher turns the child 90 degrees to the right and asks him to again name the objects that he sees in front of him.

The “Arrangement of objects in the picture” technique includes 6 pictures, which are aimed at various studies of the child’s orientation in space using pictures as an example, aimed at studying whether the child understands issues related to spatial arrangement.

Thus, the best way to develop children's ideas about spatial relationships is through games and play exercises at different stages. Didactic games not only contribute to the generalization and consolidation of knowledge in the classroom and in everyday life, but are also a means of introducing new material, in particular, new ways of perceiving and forming full-fledged ideas about the world around us.

Chapter 3. Teaching children spatial orientation in physical education classes

One of the basic principles of child psychology is the proposition that various mental processes in a child can be formed by constructing directed learning and through the organization of his activities. It is recognized as obvious that a child’s motor activity represents the broadest opportunities for the development of spatial orientation in preschoolers as an important component of spatial concepts.

In the everyday life of children, there are many situations that give the teacher the opportunity to form spatial concepts in preschoolers. During specially organized physical education classes, special game exercises and short-term games are also used, aimed at developing spatial orientation. However, as many researchers and practitioners note, there is no sufficiently coherent system of classes for children to master spatial concepts in physical education classes, and the conditions for their formation have not been determined.

In teaching children spatial orientation in physical education classes, the initial task is for the child to master orientation on his own body. Orientation “on oneself” includes knowledge of individual parts of one’s body and face, including symmetrical ones (right or left arm, leg, etc.). It is formed at a young age, but it seems necessary to include it in classes in the older group, since some children confuse the right and left side. In addition, children must accumulate sufficient and varied practical experience in using their right and left hands. It is necessary to consolidate the differentiated nature first of such actions as holding a spoon, pencil, brush in the right hand; Hold a plate, sheet of paper, etc. with your left hand, and then encourage children to distinguish hands by name and name them independently. It is important to consolidate the connection between the name of the hand and the nature of the actions specific to each of them (what the child does with his right hand and left). During training exercises, both hands should be compared by name and nature of actions. Comparison speeds up the process of differentiation.

In outdoor play, you can not only develop and consolidate acquired spatial orientation skills, but also significantly expand them.

Outdoor games for orientation in space.

Game "Find and keep silent"

Children sit on chairs along the room. The teacher invites the children to stand up and turn to face the wall, closing their eyes. He himself takes a few steps back and hides several multi-colored flags in different places. To the words of the teacher: “Look for the flags!” the children go looking. The one who sees the flag does not raise it, but goes and tells the teacher in the ear where he lies and sits down.

Game “Find where it’s hidden!”

Children sit on one side of the playground. The teacher shows the children a toy or a flag that he will hide. The teacher invites the children to stand up and turn to the wall. The teacher himself takes a few steps away from the children and hides the flag, after which he says: “Look!” The children begin to search. Whoever finds the flag first has the right to hide it when the game is repeated. The game ends when 3 - 5 guys find the flag.

Game "Find the flag!"

Children sit on chairs with their eyes closed. The teacher hides the flags a few steps away from them. To the words of the teacher: “Look for the flags!” the children get up and go looking for them. The one who finds the flag takes it and sits down in his place. When all the flags have been found, the children walk around with the flags to the sounds of the teacher’s tambourine. The child who first found the flag leads the way. After walking, the game repeats.

Game "Find your house"

With the help of the teacher, the children are divided into groups, each group stands near a certain tree. These are their houses. At the teacher’s signal, the children scatter across the clearing in different directions. Then at the signal: “Find your house!” - children should gather in groups to the trees where they stood before the start of the game. The game can be played near trees that are well known to children. Before starting the game, the teacher draws the children’s attention to which tree they are standing by and asks them to name it. The game can be called "Find your tree."

Game "Where the bell rings?"

Children sit or stand on one side of the room. The teacher asks them to turn to the wall and not turn around. At this time, the nanny with the bell hides from them, for example, behind a closet. The teacher invites the children to listen to where the bell rings and find it. The children turn and follow the sound, find it, then gather around the teacher. Meanwhile, the nanny moves to another place - and the game repeats. Children should not look where the nanny is hiding. To do this, the teacher gathers them around him and diverts their attention. You must first ring the bell quietly, then louder. If you repeat the game many times, at the end of the year, you can instruct the child to hide and ring the bell.

Game "Find the flag"

Children sit on chairs on one side of the room, hall or playground. The teacher asks them to close their eyes, while at this time he places flags in different places in the room. Then he says, "Look for the flags." Children open their eyes, walk around the room, and search. Those who find the flag approach the teacher. When all the children have found a flag, the teacher invites them to walk around the room, then collects the flags again and lays them out. The game repeats itself. Instead of flags, there may be other small objects: cubes, plumes, rattles. There should be as many items as there are children. It is better if the flags or cubes are the same color, otherwise the child chooses the one he likes best, causing dissatisfaction among other children. Flags or objects should be laid out so that kids don’t have to look for them for too long and can easily get them.

Game "The Sea Is Troubled"

Any number of players can take part. The presenter turns away from the other participants and says:

The sea worries once, the sea worries twice, the sea worries three, the sea figure freezes in place!

At this moment, players must freeze in the position in which they find themselves. Whoever moves first takes the place of the leader or gives away a forfeit.

Ball games aimed at developing spatial orientation.

Game "Goalkeeper"

Goal: strengthening the child’s orientation in the right and left sides, developing reaction speed and accuracy of movement.

Progress of the game. The adult throws the ball to the child, while simultaneously warning the child where the ball should go. The child must make a goalie movement in the given direction.

Child: I’m called a goalkeeper for a reason: I will always catch the ball.

Teacher: One, two, three - There’s a ball on the right (left, straight), look!

Game “The ball is jumping on me - on my chest and on my back”

Goal: strengthening the child’s orientation in his own body and in space (right - left, front - back), strengthening the use of prepositions.

Progress of the game. Children perform tasks according to the teacher’s instructions:

Take your ball in your right hand,

Raise it above your head

And hold it in front of your chest.

Slowly place it on your left foot.

Hide it behind your back and touch the back of your head.

Change your hand and smile at others.

The ball touches the right shoulder

And it won’t be long before he returns.

From the right shin to the left foot,

Yes, on my stomach - I wouldn’t get confused.

Game “If we all stand in a circle, I’ll throw the ball to you, friend”

Goal: consolidation of orientation skills (right - left), development of dexterity, attention, verbal designation of action.

Progress of the game. Children stand in a circle at some distance from each other and throw the ball, saying: “I’m throwing the ball to the right, Lene. Lena, catch it!”, “I’m throwing the ball to the left, Sasha. Sasha, catch it!

Game “A clever fellow walks along a chain of rings”

Goal: development of dexterity, coordination of movements, orientation in space.

Equipment: a track of three to five hoops, balls.

Progress of the game. Children line up in a column opposite a path of hoops. Children are asked to walk the path, hitting each hoop with a ball:

I'm walking along hoops

I'll hit every hoop.

Possible various options: start with the first hoop; start with the last hoop; walk the path there and back; walk the path, hitting the ball to your right (left). Complication: hit the ball into the second, fifth hoop, etc.

A set of exercises for the legs with elements of self-massage.

Performed while sitting on a chair.

Option 1. Children roll the ball back and forth with their right and left feet alternately.

We'll stretch our legs ourselves,

Let's roll the ball with our feet.

Right foot here and there -

The left one always repeats everything.

Option 2. The ball is rolled forward and backward with both feet at the same time. In which direction are you rolling the ball?

We'll put both feet on the ball,

We'll make you ride back and forth

Option 3. The ball is rolled with both feet simultaneously in a circle. How do you roll the ball?

Draw a circle on the floor with a ball

Only with your feet - not your forehead, not your shoulder.

Game "Cats with a ball"

Starting position: kneeling (sitting on your heels). Rolling the ball around yourself to the right and left.

The ball is rolling around -

My cheerful, round friend.

Roll the ball to the right. Roll the ball to the left. In which direction are you rolling the ball?

Thus, expanding children’s spatial understanding in physical education classes seems to be a promising area of work that will contribute to more effective formation of spatial orientations and mastery of various types of movements.

Conclusion

Orientation in space has universal significance for all aspects of human activity, covering various aspects of its interaction with reality, and is the most important property of the human psyche. The development of a child’s spatial concepts begins in the first months of life and is the most important indicator of his mental and sensorimotor development.

Identifying the features of the development of spatial orientation in preschool children is not only theoretical, but also of great practical importance, since it is difficult to name at least one area of human activity where the ability to navigate in space would not play a significant role. This skill is a necessary condition for human social existence, a form of reflection of the surrounding world, a condition for successful cognition and active transformation of reality.

The development of orientation in space begins with differentiation of the spatial relationships of the child’s own body (identifies and names the right hand, left, paired parts of the body). Including words in the process of perception and mastering independent speech greatly contributes to the improvement of spatial relationships and directions.

A number of studies by domestic psychologists have shown that a child’s development occurs in his inherent activities (A.N. Leontyev, D.B. Elkonin, A.V. Zaporozhets). The most typical activities for preschoolers are: role-playing game and productive activities (drawing, designing, modeling, appliqué, etc.). All these types of activities have one common feature - orientation in space.

Without the child's spatial practical orientation in space, the formation of spatial ideas and concepts is impossible.

Analysis of psychological and pedagogical literature allows us to draw the following conclusions:

It is necessary to develop orientation in space in the process of targeted pedagogical guidance.

Orientation in space is characteristic of children's activities (play, constructive, visual), therefore, it is accessible to children.

The main condition for orientation in space is active movement in it.

“Orientation in space” is considered a complex problem, since psychologists and teachers have identified the features and content of this issue, but there is no clear idea of the technology.

Bibliography

1) M.K Sai, E.I. Udaltsova Mathematics in kindergarten / Minsk People's Asveta 2000.

) O.M. Dyachenko, E.L. Agayeva What doesn’t happen in the world? /Moscow Enlightenment 2001.

) BEHIND. Mikhailova Game entertaining tasks for preschoolers /Moscow Education 1995.

) A.S. Metlina Mathematics in kindergarten / Moscow Education 1994.

) A.A. Smolentseva Plot-didactic games with mathematical content /Moscow Education 2001.

) G.N. Godinai, E.G. Pilyugina Education and training of children of primary preschool age / Moscow Education 1998.

) Magazine Preschool education №8 1998.

) V.V. Danilova Mathematical training of children in preschool institutions / Moscow Education 1997.

) A.A. Joiner Formation of elementary mathematical concepts in preschool children /Moscow Education 2000.

) L.A. Leushina Formation of elementary mathematical concepts in preschool children /Moscow Education 2002.

) E.V. Serbina Mathematics for kids / Moscow Enlightenment 2000

) Arapova - Piskareva N.A. Formation of elementary mathematical concepts in kindergarten. Program and methodological recommendations. - M.: Mosaic - Synthesis, 2006.

) Erofeeva T.I. Mathematics for preschoolers: Book. for a kindergarten teacher garden / T.I. Erofeeva, L.N. Pavlova, V.P. Novikova. - M.: Education, 1992.

) Belyakova O.G. Development of orientation in space during physical education classes M.: MGPPU, 2006. - 320 p.

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Let's navigate the space!

Progress of the lesson:

Stage 1 - organizational

“Let's say hello to each other. Now I will turn to the one who is standing to my right, call him affectionately by name and say that I am glad to see him. He will turn to the neighbor on the right and do the same, and so on. Until the greeting reaches me.”

Stage 2 - motivational

“Today you guys will have an unusual activity. At the end, a small surprise awaits each of you, which I put in a box, we have yet to find it. Let's try to behave well and complete all tasks correctly. »

Stage 3 - practical

Exercise 1

I invite you to the table.

Let's look at the picture.

“Let’s remember the locations on a piece of paper. What's in the bottom left corner? In the top right! " etc.

We remember, let's play now.

Task 2

“The rules of the game are very simple. I will take turns describing the cards from my set. For example: “On my card, there is a circle at the top right, a square at the bottom right, a rectangle at the top left, a circle at the bottom left, and a triangle in the middle.” The players' task is to find a similar card based on the description. As soon as the cards match, they are put aside, and the leader moves on to the next one. The one who runs out of cards the fastest wins. »

“Well done! Guys, we completed the tasks and are waiting for our reward, but where is our box that I was talking about? Where do you think she could be in the room? "(The guys list the options, for example, under the table, to the right of the sofa, etc.) Here it is!

Stage 4 - final

And now you and I will line up to receive a surprise, but it will not be an easy formation. I will give you each a geometric figure; they are the same in shape, but not in size. Your task: line up from the largest figure to the smallest figure you come across!

Well done guys, you completed all the tasks, now you can each get your own surprise (for example, coloring pages).

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Project “Learning by Playing” (formation of spatial concepts in preschoolers)

Project topic: “Learning by playing” (formation of spatial concepts in preschoolers)

Project type: information-practice-oriented

Relevance of the project: From an early age, a child is faced with the need to navigate in space. With the help of adults, he learns the simplest ideas about this: left, right, above, below, in the center, above, below, between, clockwise, counterclockwise, in the same direction, in the opposite direction, etc. All these concepts contribute to the development of spatial imagination in children. A child’s ability to imagine and predict what will happen in the near future in space lays the foundations for analysis and synthesis, logic and thinking.

Orientation in space has universal significance for all aspects of human activity, covering various aspects of its interaction with reality, and is the most important property of the human psyche. Numerous philosophical, psychological and pedagogical studies reveal the exceptional role of mastering subject and social space in the child’s construction of a holistic picture of the world and awareness of his place in it. Permeating all areas of a child’s interaction with reality, orientation in space influences the development of his self-awareness, personality and, thus, is an integral part of the socialization process. Therefore, the harmonious development of a child is impossible without developing his ability to navigate in space. Researchers who studied spatial representations and orientation in space (B. G. Ananyev, M. V. Vovchik-Blakitnaya, A. A. Lyublinskaya, T. A. Museyibova, F. N. Shemyakin, etc.) found that their lack of formation to the end of preschool age is one of the reasons causing difficulties in children mastering school skills.

Thus, in light of these data, it seems relevant to develop in preschool children adequate ways of perceiving space, full-fledged spatial representations and strong spatial orientation skills; this task acts as a necessary element of preparing a child for school, which, in turn, is one of the most important tasks of preschool education.

The goal of the project: the formation of spatial concepts in children of senior preschool age. Project objectives:

1. To study the problems of forming the concept of spatial orientation in preschool children;

2. Highlight the didactic features of the formation of spatial orientation in older preschoolers.

3. Conduct research on the development of spatial concepts in preschool children;

4. Develop a system of activities aimed at developing orientation in space. Hypothesis: it is assumed that purposeful activity (specially organized classes, independent and joint) increases the efficiency of the formation of spatial concepts in older preschoolers.

During the implementation of the project, preschoolers will develop spatial concepts in the process of practical activities.

Project participants: children of senior preschool age, teachers, parents.

Project duration: long-term (2 years)

Materials and equipment: DVD player, computer, printer, illustrations, coloring books corresponding to the theme of the project, visual materials, models, musical instruments, educational games; educational literature, etc.

Main forms of project implementation:

The developmental environment involves a complex psychological and pedagogical influence and integration of various types of children's activities:

GCD: cognitive development(speech development, FEMP, construction, artistic aesthetic development(application, visual arts, music, physical development (physical education, fitness, choreography);

In specially organized activities (dynamic exercises, finger gymnastics, exercises using game moments, special games, etc.);

Outside of classes (play, walk, routine moments: washing, hardening procedures, dressing, exercises, etc.);

Working with educational literature;

In joint activities with parents.

Such an environment will allow one to form and consolidate the ability to practically differentiate spatial relationships in various situations and generalize the results of differentiation using appropriate terminologies. It is especially important to stimulate the child’s transfer of knowledge from a specially organized didactic environment into a real-life environment.

Project implementation stages:

Stage 1 – preparatory;

Stage 2 – main (practical);

Stage 3 – final

Project implementation

Stages Planned activities Dates Responsible person

Preparatory stage

Research stage 1. Study:

a) theoretical experience in developing spatial concepts in preschoolers by T. A. Museyibova, N. Ya. Semago;

b) study of methodological literature on the topic of the project

c) Selection of diagnostic techniques

d) drawing up a work plan for the project. August teacher

2. Working with parents:

Consultation: “The role of playing with a ball in the development of spatial orientation in preschoolers with speech disorders”;

Consultation: “Little words are my friends.” September – October Teacher

Teacher speech therapist

3. Identifying the level of development of children

“Study of the formation of spatial representations”, processing of the obtained data. September Teacher

4. Developmental environment

a) Replenishment and acquisition of allowances for the implementation of this project.

b) Production and acquisition teaching aids, games

c) A. Smetankin electronic manual “Healthy mathematics: left - right, top - bottom.” "One is many"

“Long and short, big and small”, etc.” September – May Teachers, parents

5. Development of the “Learning by Playing” project, creation of a system of work on the formation of spatial concepts in preschoolers. September October

Basic (practical)

Basic

Working with teachers.

Consultations: “Development of spatial orientation in preschoolers”

“The role of games in the formation of spatial concepts: left, right, above, below, in front, behind, far, close.”

“The use of ICT in the formation of spatial representations” (according to the method of A. Smetankin). September - May Teachers

Working with parents.

1. Consultation: “Journey to the land of small words.”

2. Creative workshop “Little words live next to us” ( joint creativity children and parents) November - May Teachers, children,

parents

Work with children

Conducting a series of classes on the formation of spatial concepts in children at an older age level

Usage:

1. Educational computer games for preschoolers:

"Games for Tigers"

"Healthy Mathematics"

"The Adventures of Logoshi" and others.

2. A series of games in PowerPoint for the development of graphic skills in preschoolers, developed by preschool teachers.

3. Thematic slide presentations on lexical topics.

4. Story-based creative games:

"Let's play a fairy tale"; "Sand Games"

5. Productive activity of children in directly organized activities according to “Graphics”.

6. Quiz “Magic Glade of Little Words.” September - May Educators, teacher - speech therapist,

physical education instructor,

Final Identification of the level of development of children

(“Study of the formation of spatial representations”) May Educators

Analysis of the implemented system of interaction between teachers, parents, and children on the formation of spatial concepts in preschoolers May - June Educator

Creating a presentation based on the results of the project. June Teacher

Adjustment of the activity plan. July -

August Teacher

Expected Result project activities:

Development of understanding of spatial relationships between objects associated with the assimilation of many prepositions and adverbs (above, below, right, left, in front, behind, above, under, behind, in, on, between, opposite, etc.)

Awareness of spatial terms and their appearance in the child’s active vocabulary improves the grammatical structure of his oral speech, and subsequently written

The ability to spatio-temporally process information, which will allow you to compose a story based on a picture or a series of pictures, master writing, reading, mathematical operations, understanding the conditions of problems, etc.

Good spatial orientation is also required from children by the streets of a big city with a stream of moving cars, underground passages, where for safety reasons it is necessary to accurately and timely respond to the fast pace of street life and traffic lights.

Products of project activities: presentation in Microsoft Power Point format of the project.

Literature:

1. Garkusha Yu. F. Pedagogical examination of preschool children / Yu. F. Garkusha. M.: Scientific and Practical Center “Correction”, 1992. – 63 p.

2. Morgacheva I. N. Child in space. Preparing preschoolers with SLD for learning to write through the development of spatial concepts. Publisher: Childhood-Press; 2009

3. Museyibova T. A. Mathematical training of children in preschool institutions. Tutorial for students of pedagogical institutes. Moscow “Pro-illumination” 1987

4. Semago N. Ya. Methodology for the formation of spatial representations in preschool children. M. "Iris PRESS" 2007

5. Semago N. Ya. Formation of spatial concepts in children. Pre-school and primary school age: Methodological manual and set of demonstration materials. – M.: Iris-press, 2005. (Library of educational psychologist)

6. Smetankin A. “Healthy mathematics” JSC “Biosvyaz” 2009

7. Yatzel O. S. Learning to correctly use prepositions in speech. Moscow 2005

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Development of spatial concepts as an integral sensory-perceptual ability in mentally retarded preschool children

To assess the level of development of children with intellectual disabilities, the level of formation of spatial representations is of great importance, since orientation in space is a holistic sensory-perceptual ability. To determine the nature of the lag in the formation of spatial concepts and methods for overcoming it, it is necessary to proceed from data on the characteristics of these concepts in preschool children with mild mental retardation. The formation of spatial concepts in such preschoolers is disrupted in all directions. These children, even at the age of 4-5 years, are not oriented in the spatial arrangement of parts of their own body, they experience difficulties in identifying spatial relationships between several objects in a visual way, cannot complete a task following verbal instructions, do not understand and inadequately use spatial designations. Preschoolers with intellectual disabilities do not take into account the spatial characteristics of objects and do not know how to use the “search” effective test. Perception, the level of development of which plays a crucial role in the formation of spatial concepts in such children, is characterized by slowness and fragmentation. Attention and concentration, identification and grouping according to various criteria suffer. In children of senior preschool age with intellectual disabilities, there is a gap between the visual and verbal components of spatial analysis due to underdevelopment of mental and speech processes. Lack of visual-motor coordination, inability to act with one and two hands under the control of vision also negatively affect the formation of spatial concepts in cognitive, practical and everyday activities.

The lack of formation of spatial concepts by the end of preschool age is one of the reasons for the difficulty in children mastering school skills (especially reading and writing). Thus, the formation of spatial concepts in preschoolers with intellectual disabilities is one of the important tasks of correctional work, since they are one of the basic functions included in any type of activity and a necessary element of preparing a child for school education.

The formation of spatial representations should take into account the complex structure of the formation of orientation in space, its development, which is directly related to the development of the child’s thinking, speech and activity. Corrective and developmental work on the formation of spatial concepts is also part of the work on the formation of elementary mathematical concepts and consists of directions that involve complicating tasks and integrating the content of the directions among themselves for the optimal solution of the problem, which ensures the principle of repetition, gradualism and systematic formation of ideas. Let us dwell in more detail on the content of these areas of correctional and developmental work.

1. Formation in a preschooler with intellectual disabilities of ideas about the form, relativity of the size of objects (volume, length, weight, determination of these properties in real objects, mastery of sensory standards.

It is necessary to begin work with a gradual acquaintance with three-dimensional geometric shapes, teaching children to identify and highlight, first by one, and then by two characteristics. To do this, an analysis is carried out of the presence of color and size of each figure, comparing it with the sample. The implementation of a practical action is accompanied by speech, which includes questions, incentives, messages, that is, all types of communicative statements.

Through comparison and comparison, concepts such as “big-small”, “wide-narrow”, “low-high” are formed. Effective technique is the use of different types didactic exercises, where children learn to compare objects by size, shape, and compare their work with a model; learn to understand that every object can be divided into parts and assembled into a whole. A relationship is established between individual parts, parts and the whole. When working in this direction, it is good to use didactic games not only for highlighting by a given property, but also for its negation (“find a figure that is not blue or a cube”).

Introduce the choice of geometric shapes and figures according to the sample. Learn to select and correlate geometric shapes and figures according to a model (choose from a set of elements of different shapes and colors);

Select appropriate planar geometric shapes for real objects, learn to explain your choice. Match geometric shapes with corresponding real objects;

Learn to name geometric shapes and three-dimensional figures in accordance with the requirements of the “Design” section;

Group by shape according to 2 samples, regardless of functionality, texture, color, etc. Learn to notice what is wrong, explain what is corrected;

Conduct exercises on selecting three-dimensional objects from a larger number, different in shape and functional features, to standard objects (sphere, cube, parallelepiped);

Find flat images of objects in the shape of a circle, oval, triangle, rectangle, square using a sample - standard and name;

Look at pictures to determine the shape of the objects depicted.

Magnitude

Pay attention to size as a significant feature of objects, as well as the relativity of size. Compare objects by size (same in color and shape, same in shape and different in color);

Group items. Geometric shapes and three-dimensional figures in size and color. Select appropriate objects and toys to the standard form;

Combine identical (in color, shape, size) objects into sets (circles, cubes of the same color, etc.);

Combine into sets objects that are identical in 2 characteristics (shape and size, color and size);

Compare objects by overlapping and applying along the length, explain the result of the comparison (“this one is longer, this one is shorter, this one is equal”).

Understand and use in speech the words “long - longer”, “high - higher”, “low - lower”;

Group objects and geometric shapes according to 3 dimensions (without a sample, by length, width, height;

Learn to measure the length, width, height of objects using conventional standards.

2. Form ideas about directions in space, sideliness in yourself and your interlocutor, formalizing this in speech, understanding specularity, direction of sides, developing the ability to navigate in space.

Learn to move in the space of a room by imitation and verbal request;

Learn to understand words denoting directions of movement and carry out actions according to instructions;

Learn to show directions of movement, determine the location of objects and their changes when performing different movements;

Perform various actions with real and imaginary objects, determine their location;

Reflect in words the main directions;

Use exercises to memorize and reproduce combinations of figures (visual dictation);

Reproduce different arrangements of three-dimensional and planar figures based on the model (as well as with a delay of 5-10 seconds);

Recreate geometric shapes and drawing diagrams using reference points. Use graphic images (drawings) to contain and solve problems;

Carry out images of simple objects according to verbal instructions, placing them in the space of the sheet in accordance with the task;

Introduce some types of lines (straight, broken, wavy). Draw these lines according to the model and verbal assignment.

3. Development of ideas about the spatial relationships of objects among themselves. The difficulties here lie not only in the insufficient development of perception in preschoolers with intellectual disabilities (inaccuracy, slowness, fragmentation), but also in understanding logical and grammatical structures associated with the use of prepositions and adverbs.

Learn to determine the position of another relative to yourself (“Now Petya is on my right, and now he is in front”);

Do exercises with real and imaginary objects, move them in space around yourself and around another object;

Determine the place where one child stands relative to another;

Learn to verbally indicate the location of one object relative to another;

Learn to use the necessary terms and functional parts of speech;

Exercise in analyzing the spatial relationships of parts of one object;

Teach modeling of spatial relationships between two objects using a model and a word, assigning corresponding names;

Learn to name the location of other objects relative to yourself when turning 90, 180, 360 degrees;

Use building parts to consolidate and remember the names of three-dimensional figures and their location relative to each other.

In conclusion, we note that the proposed correctional and developmental work contributes to the development of spatial concepts in preschoolers with intellectual disabilities, since children develop the ideas necessary to solve substantive, practical and mental problems, develop mental functions, and enrich their speech.

Literature

1. Baryaeva L. B., Gavrilushkina O. P., Zarin A. P., Sokolova N. D. Education and training program for preschoolers with intellectual disabilities. – St. Petersburg, 2001.

2. Gavrilushkina O. P. Teaching design in preschool institutions for mentally retarded children. – M., 1991.

3. Ekzhanova E. A., Strebeleva E. A. Correctional and developmental training and education. – M., 2001.

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Games and exercises to develop spatial concepts

in children of older preschool age.

The ability to perceive space and spatial concepts are not given to the child initially; they are the result of a complex and long process of ontogenetic development, in turn determining the formation of higher mental processes, writing, reading. Preschool age is a period of intensive development of spatial concepts.

Violations of optical-spatial concepts in children have a negative impact on speech and cognitive activity, and negatively affect the child’s learning process, especially on his mastery of spelling and correct writing skills. The role of spatial representation in the development of children's speech is very important.

The basis for the development of speech is the clarification of real connections, relationships between objects and phenomena of the surrounding reality. By designating objects, signs, actions of objects, relationships between them with the help of words and their connections, children master language not only as a means of communication, but also as a tool of thinking.

The formation of spatial representations is associated with the use of different systems of orientation in space (visible and imaginary). The basic most natural, ontogenetically earlier and fixed by all human experience system of orientation is the body diagram.

At 4 years old, a child should be able to show his right arm (leg), left arm (leg); show objects that are above, below, in front, behind, left, right).

At 5 years old, a child should be able to show the right eye, left eye, right ear, left ear; show objects that are above, below, in front, behind).

At 6 years old, a child should be able to show his left eye with his right hand, and his right ear with his left hand; show objects that are at the top, bottom, in front, behind, bottom left, top right, top left, bottom right).

1. Game techniques aimed at developing orientation in one’s own body.

1. Exercise: “The ball bounces across my chest and back.”

Goal: consolidation of knowledge of body parts and orientation in space (right - left, front - back), consolidation of the use of prepositions.

Progress of the game: Children perform tasks according to the instructions of an adult.

Adult:

Take your ball in your right hand,

Raise it above your head

And hold it in front of your chest.

Slowly place it on your left foot.

Hide it behind your back and touch the back of your head.

Change your hand and smile at us.

The ball touches the right shoulder

And it won’t be long before he returns.

From the right knee to the left foot,

Just don't let me get confused.

2. Exercise: “Parts of the body.”

Goal: development of orientation in one’s own body, consolidation and clarification of the names of body parts.

Progress of the game: One of the players touches some part of his neighbor’s body, for example, his left hand. He says: “This is my left hand.” The person who starts the game agrees or refutes the neighbor’s answer. The game continues in a circle.

3. Exercise: “Identify by the trail.”

Hand and foot prints are drawn on the piece of paper in different directions. It is necessary to determine which hand or foot (left or right) this print is from.

4. Exercise: “Roll right, left, just don’t miss the ball.”

Progress of the game: Children sit around the table. The ball is rolled from one child to another according to the adult’s instructions: “Sasha, roll the ball to the left.” “Where should the ball be rolled so that it gets to Dima?”

2. Game techniques aimed at developing orientation in the surrounding space.

Orientation in space is an important stage in the development of spatial concepts. It is necessary to develop in the child an awareness of motor capabilities and expand the range of movements in different zones of space: lower, middle and upper. As a result of exercises, the child develops skills that become the basis for extensive voluntary action.

1. Exercise: “What is to the right (left) of me?”

Goal: development of the ability to determine directions relative to your body,

Progress of the game: the child is asked, without turning around, to list what is to the right (left) of him. After this, the child is turned and asked the question: “What is now to your right (left)?

2. Exercise: “Robot”

Goal: development of orientation in the surrounding space, understanding of space coordinates.

Progress of the game: the child portrays a robot that accurately and correctly carries out human commands: “One step forward, two steps to the right, jump up, three steps to the left, down (sit down), etc.”

3. Exercise: “Animals are photographed.”

Purpose: determining the position of objects relative to other objects.

Equipment: Animal toys, toy camera.

Progress of the game: The photography teacher, wanting to take a picture of the animals, is looking for a frame. His assistant, the child, needs to seat them: the fox is to the right of the hare, the bear is to the left of the mouse, etc.

3. Game techniques aimed at developing orientation on a sheet of paper.

The next stage in the formation of spatial representations is the transition to orientation in two-dimensional space, i.e. on the plane of the sheet. At the first stages of work, the child is introduced to the horizontal and vertical arrangement of the sheet (landscape and book version), taught to determine the sides and corners of the sheet, the top - bottom, right and left coordinates of the sheet.

Then, based on the formed ideas, the child is taught to place and name objects and drawings located on the sides and corners of the sheet. At the next stage, work is carried out in a checkered notebook - “Graphic dictations”. It is necessary to first teach the child to retreat the required number of cells from the edge of the notebook and from previous work, to skip the required number of cells.

1. Exercise “Forest School” (L. S. Gorbacheva)

Purpose: Simulation of fairy tales

Equipment: each child has a sheet of paper and a house cut out of cardboard.

Progress of the game: “Guys, this house is not simple, it is fabulous. They will study there forest animals. Each of you has the same house.

I'll tell you a story. Listen carefully and place the house in the place mentioned in the fairy tale.

Animals live in a dense forest. They have their own children. And the animals decided to build a forest school for them.

They gathered at the edge of the forest and began to think about where to put it.

Lev suggested building in the lower left corner. The wolf wanted the school to be in the upper right corner. The fox insisted on building a school in the upper left corner, next to her hole.

A squirrel intervened in the conversation. She said: “The school needs to be built in the clearing.” The animals listened to the squirrel’s advice and decided to build a school in a forest clearing in the middle of the forest.”

2. Exercise “Bird and cat”

Equipment: each child has a piece of paper, a tree, a bird, a cat.

Progress of the game: the speech therapist invites the child to simulate a fairy-tale situation:

“There was a tree growing in the yard. A bird was sitting near a tree. Then the bird flew and sat on a tree above. The cat came. The cat wanted to catch the bird and climbed a tree.

The bird flew down and sat under a tree. The cat remained on the tree.”

On this topic:

After the last line, the teacher shows how to line up:

arms in front of you rounded - in a circle,

arms to the sides at shoulder level - in a line,

two arms stretched out in front of you - in a column.

Game “Cold - Hot; Right left".

Goal: development of auditory perception, orientation in space.

Methodology: An adult hides a conditional object, and then, using commands such as “one step to the right, two steps forward, three to the left,” leads the player to the goal, helping him with the words “warm,” “hot,” “cold.” If the child is good at spatial orientation according to the words of an adult, you can use a plan diagram.

Exercise "Regulator".

Goal: development of auditory perception, spatial orientation, reaction speed.

Game material: whistle.

Methodology: The group is divided into drivers and pedestrians. Teacher: “Traffic lights have broken down all over the city, and traffic control is controlled by a traffic controller with a whistle.” Music is playing.

Pedestrians and cars begin to move randomly around the hall. The traffic controller whistles and commands: “Everyone turn right, turn left, parking.” On the command “left” or “right”, everyone must immediately turn.

At the “parking” command, cars park and pedestrians continue moving.

Exercise "Route sheet".

Goal: development of orientation in space, conscious execution of actions depicted on the presented diagrams.

Game material: movement patterns.

Methodology: First, children get acquainted with the options for a schematic representation of formations (movements like a snake, in a circle, a snail, in pairs, threes, in a line, etc.). They then schematically depict the given movement on the partner's palm. As a result, children perform rearrangements based on diagrams.

Exercise "Mail".

Divide a sheet of paper into 4 squares. Ask the child to draw a simple picture (triangle, circle, flower, fish, etc.) at the address, for example: “Draw a red circle in the upper left corner of the lower right square.”

Start with the simplest addresses and end with the more complex ones. If the child has difficulties, you can start the game of “mail” with a single sheet of paper: “Draw a fish in the upper left corner,” etc.

Game "Treasure Search".

Draw a rough plan of the room (with furniture) or apartment. Mark on it the place where you hid the surprise for the child. Let the child find it according to plan.

In case of difficulty, you can comment on the child’s search activity with the words “hot - cold”, as well as “left - right”, “higher - lower”, etc.

Game "To the left - to the right."

This is a variation of the game “Hot - Cold”. Along with the words “hot - cold” we say “left - right” while the child is looking for a hidden surprise.

Game of "soldiers".

This game can be played at home and outside while walking.

By order of the “commander” - an adult “soldier” - the child turns left and right, raises his left (right) hand. By analogy, you can play “robot” when the child must touch the left (right) ear, eye, etc.

If a child has difficulty following a command, you can help him: for example, turn to the left with him, holding the child by the shoulders. It is advisable to remind the child that the right hand (in general) is the hand with which he draws or writes.

Exercise "Puzzles".

Take a large picture from a magazine or a colored card and cut it into large pieces in a zigzag pattern to make a puzzle. (If you have time and the mood, first stick the picture on cardboard or thick paper, and then cut it out.) Let the child try to correctly assemble the pieces as quickly as possible, making up the initial image. If your child liked this activity, then when he gets older and can handle a large number of pieces, get him a special table on which unfinished puzzles could wait in the wings.

Game "Who has the long tail."

Children form a circle. The teacher names different animals. If the animal has a long tail, children should raise their right hand and wave it, but if there is no tail or it is short, there is no need to raise their hand.

The following animals can be named: horse (long), goat (short), cow (long), fox (long), hare (short), sheep (short), tiger (long), cat (long), bear (short) , pig (short), donkey (long), squirrel (long), etc.

The teacher raises his hand in all cases. Anyone who makes a mistake is awarded a penalty point. The one who scores fewer penalty points during the game wins.

Exercise “Freeze”.

Goal: Development of arbitrariness. Formation of generalized ideas about the properties and qualities of objects, mastery of the actions of substitution and modeling.

Material: Cards - samples (20 x 30 cm) with a schematic image of a person in any pose: arms raised up, right leg to the side, etc.

Conduct: The children are shown a picture, and they take the pose that is drawn.

Exercise “Right - Left”.

Goal: Development of spatial orientation, visual modeling ability, development of attention.

Material: Ball.

Conduct: Discuss with the children what is on the right, on the left, in front, behind.

When throwing the ball, the presenter names an object in the room. The child who caught the ball says how this object is located in space, relative to it (the closet is on the right, the table is on the left).

The leader throws the ball and says: “To the right,” and the children name the objects that are on the right.

Exercise "Terrain plan".

Goal: Development of teamwork skills.

Material: cardboard playing field, a set of cards with a drawn plan of the area - toy houses, trees, bridges, river, lake.

Conduct: Children are divided into teams and choose any card with a plan and arrange the toys in accordance with this plan.

“Draw a pattern” - graphic dictations.

Purpose: This exercise develops arbitrariness and stability of attention. Performed on checkered sheets of paper.

Dictate to your child the beginning of the repeating element of the pattern. The child must draw it under dictation, without lifting the pencil from the paper, and continue to the end of the line.

For example: one cell down - one cell to the right - one cell up - one cell to the right - one cell down - one cell to the right - one cell up. (As a variation - draw a figure under dictation and color it).

Exercise “Guess what’s in the picture.”

Procedure: The presenter describes a drawing (some simple image) to the children as follows: I will now tell you about what the artist drew, and you try to guess what it is.

1. “The artist drew a large square, inside it there was a smaller square, which he divided into four parts with two lines crosswise. I drew a triangle with the point up on top of the large square. What is this?"

2. “The artist drew an oval, around this oval he drew several ovals longer than the first. From the oval, which is in the center, I drew a long line down, from this line to the right and to the left I drew one short line and drew small triangles with two rounded corners and one sharp one to them. The sharp end of the triangles is further from the long line than their rounded corners. What did the artist draw?

Thus, the presenter offers participants 3-4 descriptions simple drawings. If the children cope with the task easily, you can invite them to independently think of an image of any object and describe it to the others, so that other participants can guess what object they are talking about.

Exercise “Find a similar object.”

Goals: development of spatial concepts and imagination; mastering sensory standards (geometric shapes) and corresponding concepts.

Materials: No special materials required.

Procedure: Instructions from the presenter: “Now I will name different geometric figures, and you should think and name as many real objects as possible that are similar to this figure. For example: what things look like a triangle?” To stimulate students' thinking and imagination, the facilitator needs to ask stimulating questions: “What else is similar to a triangle?” - Encouraging children to go beyond standard answers and encouraging original answers.

For example, “roof of the house” is a standard, traditional answer. “Carrot”, “mushroom cap”, “shepherd’s ear”, “bird’s beak”, “umbrella” - the answers are less traditional, the result of a mental search in a wider space that goes beyond the everyday experience of urban children.

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Formation

spatial and temporal representations

in older preschoolers with speech disorders

INTRODUCTION

Games and exercises aimed at developing and clarifying temporal representations contribute not only to the development of temporal representations in older preschoolers, but also to improving the lexical and grammatical components of speech. The child’s vocabulary is enriched with new concepts related to time.

When working on the development of time concepts, the following concepts are considered: day, week, yesterday, today and tomorrow, quickly - slowly, seasons, months, family, age and roles in the family, concepts that determine the sequence of events (“after”, “before” , “now”, “later”, etc.)

In older preschool age, ideas about parts of the day. For this purpose, you can use the following game exercises:

"Finish the sentence":

We have breakfast in the morning and lunch...

The sun shines during the day and the moon...

We sleep at night and do exercises...

“Tell me about your daily routine”

“In the morning I get up and do exercises”

“In the afternoon I go for a walk” Etc.

To clarify the temporal concepts of “today”, “tomorrow”, “yesterday” we also use verbal didactic games and game exercises, for example "Continue!"

“We went to the music room...” (yesterday)

“We had a math class...” (today)

“We will draw...” (tomorrow) Etc.

To clarify concepts "fast slow" We also use the exercise " Finish the sentence":(pairs of words are suggested)

The turtle crawls... and the hare gallops...

A pedestrian walks... and a car drives...

The beetle flies... and the caterpillar crawls...

The train is moving... and the car...

When meeting with days of the week We explain to the children that the day, which people usually call the word day, is replaced by one another and has its own names; 7 days make up a week. The sequence of days of each week is always the same: Monday, Tuesday, etc. Let us dwell on some means of developing time concepts in older preschoolers. In order for children to better understand the names of the days of the week and their sequence, in practice children should be introduced to the origin of the names of the days. For example, Monday is the first day of the week, Tuesday is the second, Wednesday is the middle day, Thursday is the fourth, Friday is the fifth, Saturday is the end of the week, Sunday is a day off. Due to the fact that time is difficult for preschoolers to perceive, a color and digital model of the week should be used. To consolidate and clarify knowledge about the days of the week, the following games and exercises are carried out:

"Show the corresponding number" The teacher names a specific day of the week, the children must show the corresponding number (Monday - number 1, Thursday - number 4, etc.)

"Live Week" For the game, seven children are called to the board, counted in order, and given circles. different color, indicating the days of the week. Children line up in the same order as the days of the week. For example, the first child has a yellow circle in his hands, indicating the first day of the week - Monday, etc. You can use numbers or words.

"Name the neighbors" The teacher asks to name the adjacent days of the week to the named day (Wednesday - Tuesday and Thursday, etc.)

"Finish the sentences" The teacher reads the sentences and offers to insert the missing names of the days of the week.

If today is Monday, then tomorrow will be...

If today is Thursday, then tomorrow will be...

If today is Saturday, then tomorrow will be...

If today is Friday, then yesterday was...

If today is Tuesday, then yesterday was...

“Insert missing words into sentences” The teacher reads the sentences and offers to insert the missing words.

Cinderella sewed a dress from Monday to Wednesday. So she worked... for a day.
Pinocchio and Pierrot performed at the theater from Thursday to Sunday. So they performed... for the day.

Dunno went on a hike and walked for four days. He left on Tuesday and finished his trip in...

Chipolino dug the bed for three days. He started work on Wednesday and finished it on...

Naf-Naf was building a house. From Monday to Thursday he built walls. And over the next two days he built the roof. How many days did Naf-Naf build the walls? On what day of the week did Naf-Naf finish making the roof? How many days did it take to build the house?

"Calculate day of week" The teacher reads the sentence and offers to calculate the corresponding day of the week.

If we add two more days to today, then Sunday will come. What day of the week is it?

If you subtract two days from tomorrow, then it was... Etc.

When meeting seasons You can use the seasons model:

each season has its own color: in winter everything is covered in snow - a white circle, in beautiful summer - a red circle, etc. each season has its own type of activity: in winter children make a snow woman or play snowballs, in spring they hang birdhouses, in summer they swim and sunbathe, etc.

“Guess what time of year we are talking about” The teacher reads a short text, and the children determine the time of year based on the content.

The weather today is bad. It's cold outside. A strong wind is blowing and it has been raining almost all day. Leaves are falling from the trees. (autumn)

There is snow all around. People are dressed in warm clothes. Children ski and sled. (winter)

“When does this happen?”(riddles about the seasons)

"Make a picture" The teacher suggests drawing a picture depicting natural phenomena characteristic of a particular time of year.

“Explain the meaning of proverbs about the seasons.

Spring rain is never too much.
Spring is red with flowers, and autumn with pies.
What is born in the summer will be useful in the winter.
Prepare a sleigh in summer, a cart in winter.
A summer day during a winter week.
Summer with sheaves, autumn with pies.
Sun for summer, winter for frost.

To consolidate ideas about months You can use the following exercise:

“Guess what month?” After listening to the text, guess what months it talks about.

This month all children go to school.

Autumn ends this month.

Winter begins from this month.

This month we celebrate Women's Day.

This month is the middle of summer.

The shortest month of the year...

The shortest daylight hours in... Etc.

Temporary concepts such as minute can be demonstrated using an hourglass and a stopwatch. We invite children to make any patterns from sticks within 1 minute, watching the one-minute hourglass. Children tell how many and what patterns they managed to put together in 1 minute. Can

Draw sticks on checkered paper line by line for 1 minute;

Cut the paper into strips (along the marked lines), and then count how many strips you managed to cut;

Dress (undress) the doll within 1 minute, and then tell how many things they managed to remove from the doll in 1 minute;

Next, children are asked to determine the time without an hourglass. It is explained to the children that they themselves will finish the work when it seems that 1 minute is over. Then it is checked who can correctly guess when the minute ends.

Great importance is attached to children’s verbal report of the amount of work completed over a certain period of time. for example: “In 1 minute you can cut 7 (or 8) squares.” Subsequently, this helps children more accurately correlate the amount of work and duration.

Children were familiarized with the duration of 3- and 5-minute intervals according to the same principle.

When introducing watches to children, you can offer the following tasks: draw a dial; name the numbers in order; show the hour (minute) hand; if the minute hand is on the number 12, and the hour hand is on 1, then the time is ...; If the time is half past five, then where will the hour and minute hands be?

To consolidate ideas about different time concepts, we use the following didactic games and exercises:

"Insert missing number" Seasons... Parts of the day... Days of the week... Months of the year... In each season, months... In an hour... minutes.

"Vice versa" Children complete the phrase started by the teacher, select words of opposite meaning (morning - evening, first - then, quickly - slowly, etc.), determine what is longer: a day or a week, a week or a month, a month or a year.

“Shorter is longer”: a week or a month, 5 hours or a day, 7 days or a week, 20 months or one year?

"Find the extra word"

Yesterday, tomorrow, Tuesday, the day after tomorrow;

Tuesday, Friday, yesterday, Wednesday, Saturday;

Winter, September, spring, summer.

"Continue the series"

Morning day - ….;

Winter spring -….;

December – January - …..

"Answer the questions":

Dasha went to kindergarten all winter, spring and summer, and Seryozha went to kindergarten for a whole year. Which of them spent less time in the garden?

Galya does not go to kindergarten for 5 days, and Seryozha for one week. Which of the children did not go to kindergarten for more time?

In older preschoolers, concepts about periods of human age(infancy, childhood, adolescence, youth, maturity, old age), about relationships and roles in the family (son, daughter, father, mother, grandmother, grandfather, etc.) Here you can offer the following games and exercises:

"Tell about your family" The child is invited to talk about his family according to plan, using words and expressions: “mother’s son”, “grandmother’s grandson”; “daddy’s daughter”, “grandfather’s granddaughter”; “sister”, “brother”, “uncle”, “aunt”, “relatives”. If there is any difficulty, the child should be asked guiding questions.

What is your name?
How old are you?
When and where were you born?
List who is in your family?
Do you have brothers and sisters?
What are the names of your parents, grandparents, sisters, brothers?
Who is older, mother or grandmother? you or brother? uncle or grandfather? And so on.

Children can be asked to find out what the concept “ family tree“, talk with parents and relatives about your family’s past, about your ancestors, and, with the help of your parents, create your own family tree. If possible, you should use a family archive (photos, letters, drawings, postcards, family albums, etc.).

"Put the photos in order" Find photographs of relatives in infancy, childhood, adolescence, youth, mature years, in old age. Arrange the photos in order in the album.

"Answer the questions".

Anya is 5 years old, and Tim is 4 years younger than her. How old is Tima?
This is Vasya and Natasha. Vasya is 15 years old, and Natasha is 4 years old. Who is younger? Who's older? How old was Natasha last year? How old will Vasya be next year?

Dasha is 12 years old, and Nadya is 5 years older than her. How old is Nadya?

All measures of time (minute, hour, day, week, month, year) represent a certain system of time standards, where each measure is added up from the units of the previous one and serves as the basis for constructing the next one. Therefore, children’s acquaintance with units of time measurement should be carried out in a strict system and sequence, where knowledge of some time intervals, the ability to define and measure them, would serve as the basis for familiarization with the following and reveal to children the essential characteristics of time: its fluidity, continuity, irreversibility.

Reading the books “The Twelve Months”, V. Kaverin’s “Hourglass”, E. Schwartz’s “The Tale of Lost Time”, V. Dahl’s “The Old Man of the Year” facilitates quick memorization of time concepts.

In the process of familiarizing older preschoolers with time concepts, you can use musical works, for example, the album “Seasons.”

Thus, the development of temporal concepts in older preschoolers with speech disorders will be facilitated by various didactic means (models, didactic games and exercises, small folklore genres, musical works, etc.), which are used in the educational process in kindergarten and in the family.

BIBLIOGRAPHY

1. Rybalko perception of space in children. M.: Publishing house "Enlightenment", 19 p.

2. , Krupenchuk and speech: Ball games for the development of fine speech. Manual and gross motor skills. – St. Petersburg: KARO, 2003. – 96 p.

3. Kataeva games and exercises in teaching preschoolers with developmental disabilities / , . – M.: Humanite. VLADOS center, 2001. – 224 p.

4. Kolesnikova “Mathematical steps” /. – M.: TC Sfera, 2007.

5. Museyibova in space. // Preschool education. – 1988. - No. 8 – P. 17-25.

6. FROM BIRTH TO SCHOOL. Approximate basic general education program for preschool education / Ed. , . – M.: MOSAIC-SYNTHESIS, 20 p.

7. Formation of elementary mathematical concepts in preschoolers: Textbook. manual for pedagogical students. Inst. / , etc. // Ed. . – M.: Education, 1988. – 303 p.

8. Shvaiko and game exercises for speech development: a guide for practitioners. employees of preschool educational institutions /; [under. ed. ] – M.: Iris-press, 2006. – 176 p. .

9. Formation of temporary representations //Preschool education. – 1988. – No. 3. – pp. 48-54.