Long-term planning “Familiarization with the surrounding and social world of children” in the senior group.
Long-term planning “Familiarization with the surrounding and social world of children” in the senior group.
September
1.
Subject, social
Subject:
"The history of the emergence of the native city."
Etc.
sod. Consolidate knowledge about your hometown: name, main attractions. Introduce the history of the city. Cultivate an interest in the history of the city. (1.)
Nature
Subject:
"Conversation about summer."
D/game “Make no mistake.” Etc.
sod. Learn to establish a connection between a set of conditions and the state of plants and animals. Exercise children in distinguishing objects by the material from which they are made. Give children an idea of the role of water in plant life. (2.)
2.
Subject, social
Subject:
“How is bread grown?”
Etc.
sod. To consolidate children's knowledge about the differences between the city and the village (houses, transport, people's work), that bread is one of the most important food products in Russia, it is very difficult to grow. To introduce the work of grain growers. Foster a sense of respect for people’s work and bread. (1.)
Nature
Subject:
"Conversation about the forest."
Etc.
sod. Let children understand that the forest is a community of plants and animals that live together and need each other. Introduce such a natural phenomenon as wind. (2.)
3.
Subject, social
Subject:
“Introducing children to the classification of transport: land, air, water.”
Etc.
sod. To consolidate knowledge about the generic concept of transport. Learn to compare different types of transport, classify them into land, air, water. (1.)
Nature
Subject:
Excursion “Trees on our site.”
D/game “Find what I will describe.” D/game “Riddle, we will guess.” Etc.
sod. Reinforce your knowledge of tree names. Learn to distinguish trees and bushes by the color of their leaves. Foster a caring attitude towards nature. (2.)
4.
Subject, social
Subject:
" My family".
Etc.
sod. Continue to develop children's interest in family and family members. Encourage the names and patronymics of family members to be named; talk about their professions, what they are like, what they like to do at home, what they do at work. Cultivate a sensitive attitude towards the closest people - family members. (5.)
Nature
Subject:
"Conversation about the sorceress - water."
Etc.
sod. Talk about the purpose of water in our lives, show where and in what form water exists, talk about the variety of states of water. To give children the first basic knowledge about the water cycle in nature (p/i “Droplets go in circles”). (2.)
October
5.
Subject, social
Subject:
“The country in which we live.
Nature of Russia". Etc.
sod. To consolidate children's knowledge about the name of the country and its nature. Introduce them to a geographical map, teach them to “read” it. To give children knowledge about the riches of Russia, to cultivate the desire to protect and increase them. Foster a sense of pride in your country. (1.)
Nature
Subject:
"Mushroom Kingdom"
Etc.
sod. Introduce children to mushrooms (what they look like, where they grow, what their properties are, how poisonous ones differ from edible ones). Clarify the conditions necessary for the growth and development of fungi. Enrich children's vocabulary. (2.)
6.
Subject, social
Subject:
"Special Forces"
Etc.
sod. Expand your understanding of people of different professions. Talk about the importance and significance of their work. Learn to dial telephone numbers yourself if necessary. (4.)
Nature
Subject:
"Conversation about vegetables."
Etc.
sod. Form enriched ideas about vegetables. Clarify ideas about the variety of vegetables. Develop the ability to generalize based on essential features, using the simplest model; reflect the results of generalization in a detailed speech judgment. (2.)
7.
Subject, social
Subject:
“Clothing classification: winter, summer, demi-season.
Names of fabrics." Etc.
sod. To consolidate children's knowledge about the general concept of “clothing”. Introduce the classification of clothing by season. To consolidate knowledge about the properties of fabric. Introduce the names of some types of fabrics and methods of obtaining them. (1.)
Nature
Subject:
“Autumn changes in plant life.
Examination of I. Levitan’s painting “Golden Autumn”. Etc.
sod. Clarify children's knowledge about autumn changes in plant life based on personal observations. Form ideas about landscape painting. Learn to identify means of expression. (2.)
8.
Subject, social
Subject:
"About friendship and friends."
Etc.
sod. Continue to teach to be attentive to peers and take care of younger ones. Reinforce the rules of being kind to other children. Clarify and deepen knowledge about peers and relationships with them. (Perspective Plan.).
Nature
Subject:
"The house has a blue roof."
Etc.
sod _ Let children understand that nature is our common home. Teach children to distinguish between nature and non-nature, to name objects of living and inanimate nature. Compose short stories on the topic: “I travel on a cloud”, cultivate a love of nature, and the ability to empathize. (2.)
November
9.
Subject, social
Subject:
“How Russia came into being.
The symbols of the country are the coat of arms, flag, anthem.” Etc.
sod. Consolidate knowledge about the nature of Russia. Introduce the history of the country and its symbols. Cultivate an interest in the history of your country, a feeling of love and pride for your country. (1.)
Nature
Subject:
“Love Mother Earth.”
Etc.
sod. Explain to children that only love for the land and work allows people to grow food. Talk about the simplest farming techniques. Introduce a kind attitude towards the earth. (2.)
10.
Subject, social
Subject:
“Introduction to the labor of garment industry workers.”
Etc.
sod. Systematize knowledge about the classification of clothing (see exercise 5). To consolidate knowledge about the names of fabrics and methods of their manufacture. To familiarize workers in the clothing industry with labor: cutters, tailors; they sew in ateliers and garment factories. (1.)
Nature
Subject:
"Conversation about people's work in autumn."
Etc.
sod. Systematize children's knowledge about people's work in the fall. Learn to establish the reasons for changing work, compare people’s work in the summer, draw conclusions about the direction and meaning of work. Foster respect for people’s work and the desire to help them. (2.)
11.
Subject, social
Subject:
“How the houses were lit.”
Etc.
sod. Introduce children to the history of the creation of lighting devices, with the fact that any thing was created by the labor of many people. Cultivate interest in the history of the origin and improvement of objects, respect for the people who created various objects. (1.,5.)
Nature
Subject:
Examination of the painting "Spotted Woodpecker".
Etc.
sod. To expand and clarify the range of children’s specific ideas about the woodpecker, to lead them to generalize the ideas they have received, to reveal the connections between the appearance of the bird and its nutrition, movement and way of life. Experiment “What kind of water is there?” (2.)
12.
Subject, social
Subject:
"Men and women in the family."
Etc.
sod. To consolidate children’s ideas about what a family is, about some family relationships, and about the responsibilities of family members. To introduce some features of the behavior of men and women in society and family. Foster love and respect for family members. (1.)
Nature
Subject:
"Conversation about autumn (summarizing)."
Etc.
sod. To form a generalized idea of autumn in inanimate nature; the state of plants, the characteristics of animal life. To consolidate knowledge about the dependence of the existence of plants and animals on environmental conditions. Experience: “Water is liquid and can flow, water has no form.” (2.)
December
13.
Subject, social
Subject:
"Monuments of the native city."
Etc.
sod. To consolidate children's knowledge about the monuments of their hometown. Introduce them to a monument to a poet or writer who lived and worked in his hometown. (1.)
Nature
Subject:
Conversation about who spends the winter how.
Etc.
sod. Expand and deepen your understanding of the wintering habits of animals, birds, fish, and insects. Learn to find the causes of changes in the lives of animals in changes in their living conditions, to establish cause-and-effect relationships. Develop evidence-based speech. Cultivate a love for animals and a desire to help in difficult conditions. (2.)
14.
Subject, social
Subject:
"Introduction to the properties of wood and metal."
Etc.
sod. To clarify children’s knowledge about the properties of wood and metal, which they became acquainted with in the middle group (metal is a cold material, wood is warm, metal is stronger and heavier than wood). Introduce them to new properties (wood burns, but metal does not burn). Introduce children to how people use the properties of metal and wood in the manufacture of various objects from them. (1.)
Nature
Subject
: Learning new ways to care for indoor plants.
Etc.
sod. Learn to remove dust from plants using a damp brush, spraying from a spray bottle. Learn to determine the need for care, focusing on the condition of the leaves of the plant, to establish a connection between the characteristics of the leaves and how to care for them. Develop the ability to work carefully and responsibly in providing assistance to a living being. (2.)
15.
Subject, social
Subject:
“Introducing children to construction professions.”
Etc.
sod. To consolidate children's knowledge about various professions of people. To clarify and systematize children’s knowledge about construction professions, to introduce them to the general word builder. Teach children to group and unite people’s professions based on common characteristics. To foster respect for work and a caring attitude towards everything that surrounds children. (1.)
Nature
Subject:
A conversation about wintering and migratory birds.
Etc.
sod _ To form a generalized idea of wintering and migratory birds, to learn to distinguish them by essential characteristics. Enrich your vocabulary by introducing words: food, migratory, wintering. Cultivate a love for birds and a desire to help them in winter conditions. (2.)
16.
Subject, social
Subject:
"New Year at the gates."
Etc.
sod. Introduce the customs of New Year celebrations in Russia and other countries. Talk about why we decorate the Christmas tree. To form an idea of the holiday and its purpose for people. (1.)
Nature
Subject:
Examination of K. Yuon’s painting “Russian Winter”.
Etc.
sod. To form children’s understanding of landscape painting and a love for winter natural phenomena. Tell the children that the countdown of each new year begins on January 1. (2.)
January
17.
Subject, social
Subject:
"Visiting the wardrobemaid."
Etc.
sod. Introduce children to the business and personal qualities of a wardrobe maid. To lead to an understanding of the holistic image of the wardrobe maid. Develop an emotional, friendly attitude towards her. (5.)
Nature
Subject:
Excursion to the winter park.
Etc.
sod _ Clarify and expand knowledge about the characteristic signs of winter. Strengthen the ability to find and recognize wintering birds. Teach to see the peculiarities of their behavior in winter. Practice the ability to distinguish trees by the arrangement of branches and remaining seeds. To cultivate an aesthetic vision of nature and the desire to protect it. (2.)
18.
Subject, social
Subject:
"Safety rules in the city."
Etc.
sod. To consolidate children's knowledge about transport and its classification. Strengthen children's knowledge about the rules of behavior on the street. Introduce new safety rules on the street. (1.)
Nature
Subject:
Conversation about pets.
Etc.
sod. Summarize a specific idea about domestic animals. Learn to establish essential signs for generalization: they live with a person, they are useful, the person cares about them. To develop the ability to fill generalized essential features with specific content. Develop the ability to supplement the answers of peers. Strengthen children's ability to classify and name animals, birds, and fish. (2.)
19.
Subject, social
Subject:
"Moscow is capital of Russia.
Coat of arms of Moscow". Etc.
sod _ Clarify children's knowledge about their hometown. Give children knowledge of what a capital is, what a coat of arms is, and explain the symbolism of the Moscow coat of arms. To foster in children a sense of affection and love for the capital of our Motherland. (1.)
Nature
Subject:
A story about a frog.
Etc.
sod. Change children's traditionally hostile attitude towards frogs. Explain how useful and necessary these harmless creatures are in nature. Teach children to be careful and respectful towards other living organisms. (2.)
20.
Subject, social
Subject:
"All works are good."
Etc.
sod. To consolidate children's knowledge about various professions: their name and type of activity. To instill in children respect for the work of adults, the desire to choose a profession and the desire to learn. (1.)
Nature
Subject:
D/game "Bird's Dining Room".
Etc.
sod. Teach children kindness.
Teach them to take care of birds, give children basic knowledge of what they feed birds in winter. Experience the joy of knowing that by sharing crumbs you can save birds from death. Clarify children's understanding of birds, cultivate empathy for living nature. (2.) February
21.
Subject, social
Subject:
“What is a museum?
Museums of the native city." Etc.
sod. Introduce children to the history of the creation of museums, who opened the first museum in Russia, what types of museums there are. Give knowledge about the historical or local history museum of the city. (1.)
Nature
Subject:
Conversation about winter.
Etc.
sod. Concretize and deepen your understanding of winter. Learn to establish a connection between the characteristics of the appearance and behavior of animals in the winter season. To consolidate and systematize children’s knowledge about what is created by man and what nature gives to man. (2.)
22.
Subject, social
Subject:
"Introduction to the properties of glass and plastics."
Etc.
sod _ Introduce children to the properties of glass and plastic. Glass is hard, smooth, waterproof, fragile, transparent, heavy, cold. Plastic – smooth, soft, elastic, waterproof, durable, opaque, light, warm. Exercise children in the ability to examine objects, highlight their qualities and properties, guided by the instructions of the teacher. Strengthen children's ability to group objects according to common characteristics. Continue to introduce children to how people use the properties and qualities of materials in the manufacture of various objects. (1.)
Nature
Subject:
Air and its role in human life.
Etc.
sod. Introduce children to the concept of “air”, its properties, and role in human life. Show children that air cannot be seen. (2.)
23.
Subject, social
Subject:
"Defender of the Fatherland Day.
Introduction to the Border Guard Service." Etc.
sod. To consolidate children's knowledge about the Russian army - the reliable defender of our Motherland. Introduce them to the border guard service. Foster respect for Russian soldiers. (1.)
Nature
Subject:
Examination of I. Grabar’s painting “February Azure.”
Etc.
sod. To form children's understanding of winter natural phenomena. Teach children to correlate descriptions of nature in poetry and prose with a certain time of year, to develop auditory attention. Introduce children to the properties of air. (2.)
24.
Subject, social
Subject:
"Culture and traditions of the Russian people."
Etc.
sod. To consolidate children's knowledge about the name of the country in which they live, about its nature, some historical events, culture (oral folk art, folk arts and crafts). Clarify children’s knowledge about such a concept as tradition, remember the traditions of the Russian people that they were told about, and introduce them to other traditions. (1.)
Nature
Subject:
Celebration “We are friends of nature.”
Etc.
sod. To strengthen children's knowledge of the rules of behavior in nature. Teach caring and kind attitude towards nature and each other. Give children the joy of participating in a common holiday. (2.)
March
25.
Subject, social
Subject:
“About mothers of relatives and very important ones.”
Etc.
sod. To consolidate knowledge about the work of a mother at home and at work. Foster a sense of love, respect and care for women. Expand your understanding of professions. Learn to name your parents' place of work. (1.)
Nature
Subject:
Matinee “Hello, spring!”
Etc.
sod. Introduce children to different springs (field, river, forest), show the beauty of spring. (2.)
26.
Subject, social
Subject:
“Native City Theatres” (Puppet Theatre).
Etc.
sod. Clarify children's knowledge about vacation spots in their hometown. To provide knowledge about what theater is and the types of theaters. Introduce puppet theater. (1.)
Nature
Subject:
Comparative observation of fish.
Etc.
sod. To consolidate the knowledge that fish are different in size, color, body shape, fin structure, etc. By comparison, bring children to the conclusion about how all fish are similar: habitat, skin, presence of fins, method of movement, habits. Create a desire to care for fish. (2.)
27.
Subject, social
Subject:
“What kind of dishes did you eat from before?”
Etc.
sod. Introduce children to the history of the creation of tableware, with the fact that any thing was created by the labor of many people; people have improved utensils to make them more convenient to use. To instill in children an interest in the history of the origin and improvement of objects, respect for the people who created various objects. (1.)
Nature
Subject:
Watching a turtle.
Etc.
sod. Deepen and expand ideas about the turtle: its appearance, typical behavior (slow, clumsy, hides under its shell when in danger). Give knowledge about the habitat of a turtle on the water. Teach how to care for a turtle, arouse sympathy and interest in it. (2)
28.
Subject, social
Subject:
"Literary quiz on Russian folk tales."
Etc.
sod. To consolidate children's knowledge of Russian folk tales. To cultivate in children a love for Russian oral folk art. (1.)
Nature
Subject:
D/game “Name three objects”, D. Mamin-Sibiryak “Forest Tale”, part 1 (ecological fairy tale).
Etc.
sod. Exercise children in classifying objects. To consolidate children's knowledge about the forest and its inhabitants. (2.)
April
29.
Subject, social
Subject:
"Zoo".
Etc.
sod. Continue to introduce children to the sights of your hometown and instill in them an interest in the animal world. (1.)
Nature
Subject:
Getting to know indoor plants.
Etc.
sod. Clarify and systematize children's knowledge about plants. Teach children to more fully describe plants, noting significant features of the appearance of individual parts of plants. Introduce children to a new plant - indoor maple. Cultivate an interest in plant life. (2.)
30.
Subject, social
Subject:
"Cosmonautics Day"
Etc.
sod. To consolidate children's knowledge that April 12 is Cosmonautics Day; The first cosmonaut was Russian citizen Yuri Gagarin. To provide knowledge that human space flight is the raft of labor of many people: design scientists, mechanics, doctors, etc. To instill in children pride in their country. (1.)
Nature
Subject:
Planting pea seeds.
Etc.
sod. Clarify the idea that plants grow from seeds. Teach to recognize pea seeds and distinguish them from beans. To consolidate knowledge about the conditions necessary for the growth of peas (soil, water, light, heat). Cultivate an interest in growing vegetables. (2.)
31.
Subject, social
Subject:
"Where the book came from."
Etc.
sod. Give children knowledge of how a book is made: paper for books is made from trees, trees grow for a very long time, the labor of many people is spent on making a book. Bring children to understand that books must be treated very carefully so that the books live as long as possible. (1.)
Nature
Subject:
D/game “Seasons”.
Etc.
sod. Teach children to distinguish the signs of the season. With the help of poetic words, show the beauty of different seasons, the diversity of seasonal phenomena and people's activities. (2.)
32.
Subject, social
Subject:
"Signs warning drivers and pedestrians about danger on the road."
Etc.
sod. Consolidate knowledge about traffic rules, road signs (indicative, prohibitory and warning), and the purpose of traffic lights. Learn to use your knowledge in practice. (6.)
Nature
Subject:
Conversation about wild animals.
Etc.
sod. Form a generalized idea of animals (these are animals that have legs, whose body is covered with skin, hair or needles, have a mouth with teeth; animals give birth to young alive and feed them with milk). Learn to analyze objects, identify features, record and generalize by model elements. (2.)
May
33.
Subject, social
Subject:
"May 9 - Victory Day."
Etc.
sod. To consolidate children's knowledge that May 9 is Victory Day. To provide knowledge that the country was defended not only by the army, but also by partisans, among whom were children. To instill in children a sense of pride in their people and respect for veterans of the Great Patriotic War. (1.)
Nature
Subject:
Examination of poplar, birch, and spruce branches.
Etc.
sod. Learn to recognize trees by their branches, distinguish branches by the color of the bark, the characteristics of the buds, their location, and smell. Learn to reflect what you see in the exact word. Enrich vocabulary: bud, bark, sticky, odorous, fragrant, sticky. (2.)
34.
Subject, social
Subject:
“We are all inhabitants of planet Earth.”
Etc.
sod. To form in children ideas about the Earth and the life of people on Earth. To cultivate interest and respect for people of different countries and nationalities, their activities and culture. Foster a sense of patriotism and love for your country. (1.)
Nature
Subject:
A conversation about caring for indoor plants.
Etc.
sod. Summarize ideas about caring for indoor plants. To consolidate knowledge about the basic needs of indoor plants, to clarify knowledge about the telltale signs of unmet needs. Cultivate a caring attitude toward indoor plants and responsibility for their life. (2.)
35.
Subject, social
Subject:
"Objects that surround us."
Etc.
sod. To consolidate children's knowledge about the purpose of objects, about the names of the materials from which objects are made. Expand children's understanding of the history of the creation of objects by man and the functions of objects. To instill in children a respectful attitude towards working people, a caring attitude towards everything that surrounds them. (1.)
Nature
Subject:
Looking at a dandelion.
Etc.
sod. To form in children an idea of the connection between plants and various environmental factors. Give an idea of the different parts (structure) of the plant and their functions, and the seasonal development of the plant. (2.)
36.
Subject, social
Subject:
“Competition of Hometown Connoisseurs.”
Etc.
sod. To consolidate children's knowledge about the history of their hometown and its attractions. Foster a sense of pride in your city, the desire to make it even more beautiful. (1.).
Nature
Subject:
Conversation about spring (summarizing).
Etc.
sod. Clarify and systematize knowledge about the characteristic signs of spring (the day lengthens, the sun warms more strongly, the snow melts, water bodies become free of ice; grass grows, shrubs turn green, flowers bloom, insects appear, birds return). Evoke aesthetic experiences from the spring awakening of nature. (2.)
Literature.
1.Aleshina N.V. “Familiarizing preschoolers with the environment and social reality. Senior and preparatory groups." - M.: Elise Trading, Central Library, 2004.
2. Bondarenko T.M. “Environmental education of children 5-6 years old: A practical guide for senior educators and preschool teachers, parents, tutors.” - Voronezh: IP Lakotsenina N.A., 2012.
3. Voronkevich O.A. “Welcome to ecology!” A long-term work plan for the formation of an environmental culture in children of senior preschool age. SPb.: “CHILDHOOD-PRESS”; 2004.
4. Vostrukhina T.V., Kondrykinskaya L.A. “Introducing children 5-7 years old to the world around them.” 2nd ed., rev. And additionally. - M.: TC Sfera, 2015.
5. Dybina O.V. “Acquaintance with the subject and social environment. Senior group." - M.: MOSAIKA-SYNTHESIS, 2014.
6. Khabibulina E.Ya. “Road alphabet in kindergarten. Class notes." - St. Petersburg: LLC PUBLISHING HOUSE "CHILDHOOD-PRESS", 2014.
Methods of introducing preschoolers to the objective world
Anzhelika Gulakova
Methods of introducing preschoolers to the objective world
Methods of introducing preschoolers to the objective world
An important place in enriching children's vocabulary is occupied by special classes to familiarize themselves with the objective world . Their main goal is to introduce into children’s speech the names of objects , their parts, some signs, properties and qualities. Children learn to identify the qualities and properties of objects , their purpose, and then generalize them into conceptual groups.
The methodology for these classes was proposed by E. I. Tikheeva and clarified and supplemented by V. I. Loginova. The authors identify 3 groups of classes to familiarize themselves with the subject world :
1- initial familiarization with the subject .
2 - familiarization with the qualities and properties of objects .
3 - formation of concepts in the process of generalizations.
Initial familiarization with objects - introducing new names of objects into the dictionary and actions with them . Conducted in younger and middle ages.
Meaning:
1. A holistic idea of the subject
2. The connection between the purpose of an object , its structure, and material.
Requirements for these classes:
1. Cognitive activity is represented by practical tasks and is based on gaming techniques.
2. Use of visual material according to the number of children.
3. Active actions with objects , children choose suitable ones and motivate the choice.
4. Objects must be known to children.
5. Leadership is provided through instructions and questions.
Lesson structure.
The introductory and final parts are similar to other lessons.
Main part
1. Statement of the educational task ( the formation of differentiated perception is carried out through the game).
2. Examination of the subject , structure, purpose, introduction of words.
3. Children’s choice of subject , consolidation of knowledge, consolidation of words.
In classes to deepen knowledge about the qualities and properties of objects holistic understanding of the object : a connection is established between the purpose of the object and its structure , the material from which it is made, and the specific features of the object are determined .
Meaning:
1. The concept is formed that all things are made of different materials; there are processes that transform material into a thing (sewing, knitting, modeling, woodworking, etc.)
2. The ability to see material in a thing is formed, to establish the properties of the material in some ways (press, bend, tear)
.
Requirements
1. Thorough sensory examination.
2. Visual material on the number of children.
3. Inclusion in activities.
4. The qualities being isolated must be clearly presented .
5. Comparison with other qualities and properties of other objects .
6. The teacher’s guidance is carried out through questions and precise instructions.
Lesson structure
1. The introductory and final parts are similar to other classes.
Main part
1. Isolating qualities in the situation of a particular activity (first indicating the action, then asking the children)
.
2. Teaching research actions to isolate the desired property (first indicate the action, a question of a stating and indirect nature (Strong paper, why)
.
3. An exercise in identifying a new quality and property in a variety of objects - consolidating properties.
Complication - at an older age, these classes become more complicated, they are called “Comparison of objects "
their goal is to select the most accurate word to characterize the highlighted features.
Requirements
1. A sufficient number of compared characteristics (shape, size, color, their differences and commonality.
2. Planned comparison of the whole, parts and details, generalization as a whole.
3. Selection of teaching methods - instructions and questions.
4. Maximum speech activity of children.
Formation of specific and generic concepts in the process of generalization.
Classes are held in all age groups. the same essential features in different objects There are two types of these activities - the formation of specific and generic concepts.
Species concepts are objects of the same type with insignificant differences, for example: chair, stool, armchair.
Lesson structure
The introductory and final parts are similar to other classes.
Main part
1. The need for choice through the game.
2. Selecting an item from a group of similar ones (how did you find out? Why did you take this item and not another? What does this item that others don’t (and vice versa? After each answer - motivation - Why do you think so?
3. Exercise in choosing objects .
Generic concepts - objects of different types , but united by one purpose (dishes, transport, furniture, etc.)
Lesson structure
The introductory and final parts are similar to other classes.
Main part
1. Consideration of 3-4 types, highlighting known features (what is the car for, who drives it)
2. Work on the concept ( definition of an essential feature, generalization of a group of 3-4 types and introduction of the word generalization (we highlight what is the same and what is different for all types and conclude: everything that is used to transport people and cargo is called transport)
3. An exercise in subsuming specific concepts under generic ones.
Subsequent work is based on consolidation and differentiation of concepts.
