Didactic game "Seasons" methodological development on the world around us (middle group) on the topic

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3. E. AGRANOVICH

SEASONS
Visual and didactic aid for classes on speech development with preschoolers using flannelgraph Artist E. M. Vorobyova Agranovich 3. E.
A251 Seasons.
A visual didactic guide for classes on speech development with preschoolers using a flannelgraph / Hood. EAT. Vorobyov. - SPb.: DETSTVO-PRESS, 2003. - 8 p. on 18ВМ 5-89814-102-2 The manual includes methodological recommendations with a selection of riddles about the seasons and four color plot paintings (samples) on this topic, as well as 8 sheets of cut material for flannelgraph. It is recommended for classes on speech development (composing descriptive and comparative stories) with children of middle and senior preschool age in preschool educational institutions - mass and compensatory type - as well as for individual home activities and games with children. Such activities will help expand and clarify preschoolers’ ideas about the seasons, seasonal changes occurring in living and inanimate nature, and will help to intensify speech activity. UDC 376.3 373.2 BBK74.3 74.102ya St. Petersburg: < CHILDHOOD-PRESS "2003 ^ METHODOLOGICAL RECOMMENDATIONS
The proposed manual is recommended for classes on speech development (composing descriptive and comparative stories) with children of middle and senior preschool age in preschool educational institutions - as mass , and compensating type. We also advise parents to use it in individual lessons and games with children. Such activities will help clarify and expand preschoolers’ ideas about the seasons, seasonal changes occurring in living and inanimate nature, and the development of coherent speech. The manual includes real methodological recommendations with a selection of riddles about the seasons and four color plot paintings (samples) on this topic, as well as 8 sheets of cut material for flannelgraph. Teaching a child to tell means forming his coherent speech. This task is included as a component of the general task of speech development in preschool children. The child’s speech develops in unity with the formation of thinking. Middle and especially senior preschool age is a period of significant changes in thinking: the child’s horizons expand, mental operations improve, new knowledge and skills emerge; the child begins to become more deeply aware of the connections between various phenomena and objects of the surrounding world, which also affects his speech - speech becomes more coherent. Scientists have found that in preschool age children more easily master the correct construction of individual sentences, but experience significant difficulties in mastering various forms of connection and coordination of phrases and parts of a story. A 4-5 year old child, without finishing one part of the statement, can move on to another, with completely new content; semantic connections between phrases in his speech are either weakly expressed or completely absent. Although children, in general, successfully convey the spatial and temporal sequence of events, which determines the combination of individual phrases into a whole statement, the ability to reflect various types of connections in stories, to highlight and explain the mutual dependence of objects and phenomena must be purposefully developed in them. At the same time, it is important to teach the child to structure his speech in such a way that it is understandable to the listener, that is, to cultivate a listener orientation. At preschool age, children are just beginning to master monologue speech, so they need timely help from adults, their advice and guidance. By teaching a child to tell a story, that is, to independently present his thoughts in a coherent and consistent manner, the teacher helps him find the exact words and phrases, construct sentences correctly, logically connect them with each other, and observe pronunciation standards. Completing storytelling tasks by preschoolers intensifies the process of mastering linguistic means and contributes to the improvement of all aspects of speech - lexical, grammatical, phonetic. The greatest difficulties in learning coherent monologue speech are caused by preschoolers with speech pathology (general speech underdevelopment, delayed speech development of various etiologies). Monologue speech of this category of children is characterized by a number of typical shortcomings: poverty of vocabulary (small number of generalizing concepts, predominance of verbs and nouns and insufficient number of adjectives and adverbs); inaccurate understanding of the meanings of words and incorrect use of words; skipping semantic links; violation of the logical sequence of the narrative; long pauses; a large number of errors in the construction of a sentence and the coordination of its members (so-called case and prepositional agrammatisms). Narrative descriptions for children with severe speech pathology are practically inaccessible. They are usually limited to listing individual objects and characters in the plot picture. Some children are only able to answer questions. This category of children also has a significant decrease in speech activity, which causes an insufficient communicative focus of their speech. Teaching storytelling occupies an important place in the general system of speech therapy work and is carried out in accordance with the individual characteristics of children. Taking into account the reduced speech activity of children with speech pathology, their rapid fatigue, and insufficient switchability, the speech therapist, when constructing classes, selects speech material accordingly, creates situations that actualize the child’s need for speech utterances. Thus, mastering coherent forms of statements (especially in cases of speech pathology) is a complex and lengthy process that requires skillful pedagogical influence and guidance. Visualization plays an important role in classes with children (both those with normal speech development and speech pathologists); it greatly facilitates the process of forming coherent speech. S. Rubinstein, A. Leushina, D. Elkonin, L. Vygotsky believed that looking at paintings, illustrations, and diagrams contributes to the desire in children to name the characteristic features of the objects presented on them and talk about them; in this case, the location of the elements of the diagram, drawing, etc. is of great importance; it should facilitate the process of consistent, detailed utterance. Practical actions with objects, illustrations, diagrams, performed by the child himself, contribute to the clarification and formation of various lexical and grammatical categories and the development of logical thinking. A flannelgraph is often used in speech development classes. Any picture on a flannelgraph seems to come to life, objects can be played with. Using a display that includes the child’s own actions satisfies his natural need to perceive and act at the same time. This is very important for the accumulation of sensory experience. Such a change in types of activities with the inclusion of a motor analyzer activates the attention of children and maintains interest in the activity. With the help of a flannelgraph, you can lead a child to understand first the simple plot of the picture, and then a more complex one. It is easier for a child to understand the plot that is being created before his eyes. When working individually using a flannelograph, it is easier to focus the child’s attention on the picture, and it is easier to adapt the content of an adult’s speech to the level of speech development of the child and his individual characteristics. But most importantly, in this case the baby has more opportunity to act independently with the picture. The flannelgraph allows you to use a motor analyzer when perceiving a plot picture, i.e., resort to a technique that most activates the speech activity of children. — Thus, the use of a visual didactic aid for the flannelograph “Seasons” will help to implement four tasks facing the speech therapist, teacher, and parents at once:

1. enriching the child’s vocabulary and forming grammatical categories;
2. development of coherent speech in the process of learning storytelling;

1. development of mental processes (thinking, memory, attention);
2. formation of spatio-temporal representations.

The work of teaching storytelling (composing descriptive stories and comparative stories) consists of two stages:

• preparatory, the purpose of which is to introduce children to the content of the picture, clarify and expand their vocabulary, teach them to understand the sequence of events depicted in the picture, and establish cause-and-effect relationships between objects and phenomena;
• the main one, the purpose of which is to teach children to write a story (the extent of the story will depend on the level of speech development and the stage of learning).

The process of teaching children various types of storytelling is preceded by a lot of work comparing individual objects and phenomena. An adult can offer the child a story plan to help. For example: "Winter"

1. What time is shown in the picture?
2. Name the first signs of this time of year in nature.
3. Name the winter months.
4. Name the signs of winter.
5. Tell us about the life of birds and animals in winter.
6. Name winter fun and entertainment.

The child himself can put together a picture corresponding to a certain time of year, arranging the details not only according to the proposed pattern (see samples of plot paintings on the color tab), but also according to his own plan, and compose a story based on this picture or part of it. This increases his interest in completing the task, stimulates speech activity and voluntary attention. During the lesson, children solve riddles, compare objects and phenomena, listen and memorize poems - all this contributes to the development of thinking, memory, and attention. The following games can also be offered to develop mental processes. “What’s missing?” The adult removes some significant detail of the picture, and the child names the missing object. "What changed?" The adult swaps some significant details of the picture, and the child says what has changed. Note. When performing these tasks, the child should not see the adult’s manipulations. "Nonsense." An adult makes various absurd pictures from the details of the game, and the child says what is wrong and corrects the picture on the flannelgraph (for example: in the summer children ski, mushrooms grow on a tree, etc.). The formation of spatio-temporal concepts often causes significant difficulties, especially among children who are speech pathologists. Meanwhile, the insufficient formation of these mental categories in the future may become one of the reasons for reading and writing disorders, which is confirmed by the results of examinations of primary schoolchildren with such disorders. Activities with the aid will help children learn concepts such as top
-
bottom, right
-
left, before
-
behind
-
after -

between

under
names of months and seasons (their number and sequence).
^ HOW TO PREPARATE THE MANUAL FOR USE

1. Stretch a plain flannel fabric or a piece of carpet onto a sheet of thick cardboard or hardboard (any size).
2. Cut out all the details of the manual along the contour.
3. Glue a piece of velvet paper (with the nap facing out) or Velcro onto the back side of each piece.

Parts prepared in this way will stick well to the flannelgraph, while at the same time they are easy to remove and move. LITERATURE

1. Zhukova N.S., Mastkzhova E.M., Filicheva T.B. Overcoming OHP in preschool children. - M.: Education, 1990.
2. Games in speech therapy work with children / Ed. V.I. Seliverstova. - M.: Education, 1981.
3. Korotkova E.P. Teaching storytelling in kindergarten. - M.: Education, 1978.
4. Mironova S.A. Speech development of preschool children in speech therapy classes. - M.: Education, 1990.
5. Savchenko A. Flannelgraph in classes on speech development // Preschool education, 1976, No. 2.
6. Solomennikova L. On the use of clarity for the formation of coherent monologue speech // Preschool education, 1999, No. 4.

On the tab are samples of subject paintings: Autumn. Winter. Spring. Summer. PUZZLES

Educational publication Zoya Evgenievna AGRANOVICH ^ SEASONS Visual and didactic manual for classes on speech development with preschoolers using a flannelgraph

DIY educational toys for children

To create this incredibly interesting and unusual toy you will need four round pieces of wood and stones.

Paint each piece of wood using acrylic paints. First, apply a white layer, and then start painting on it.

Winter is a snow-white wooden pancake.

Autumn is a brown pancake with splashes of yellow, orange and red.

Spring is a green pancake with elements of blades of grass.

Summer – green wooden pancake with flowers.

Now you need to wash the stones and dry them. Place themed stickers on each pebble.

If there are no stickers, then you can glue illustrations cut out from magazines to the stones using PVA glue.

So, everything is ready for the game!

So what is the essence of this unusual game during the seasons?

Your child will be able to sort themed pebbles into wooden pancakes that correspond to a particular season. For example, on a wooden pancake that corresponds to summer, it would be correct to put pebbles with images - sunglasses, the sun, flowers, a slice of watermelon.

Try to reason with your child about why certain stones need to be placed on certain circles. Why do you put away your sunglasses for the summer? Can the sunglasses also be used in another season? Why yes or why not?

Seasons - do-it-yourself didactic game

Useful tips

Watch the video if you are too lazy to read

Watch the video if you are too lazy to read

The seasons are one of the first topics in natural science that a person encounters in early childhood, when he is just beginning to explore the world. In order to quickly and more clearly explain to a child what the process of changing seasons is, the easiest way, of course, is to use colorful illustrations on this topic.

Today we invite you to make such a visual aid with your own hands. This craft will help you not only explain to a very young child what the seasons are, but will also become an excellent entertaining game for older children, who will be able not only to play it, but also to take a direct part in its creation.

Since one of the most striking objects by which one can trace the entire cycle of changing seasons are trees, we will take, for example, an apple tree as an example.

To make our tutorial game we will need:

• paper (white for the picture and blue for the background

  );

• thin pencil;
• transparencies (oilcloth or plastic cover

  );

• nail polish of different colors;
• thin brush.

So let's get started.

Take a sheet of white paper and with a thin pencil begin to draw an apple tree on it.

We draw only the trunk, branches of the tree and a piece of earth from which our apple tree grows.

Now we need a transparent film of the same format as the sheet of paper on which we drew.

We also need to prepare several bottles of nail polish in different colors.

We put the film on the drawing, take a thin brush, apply brown nail polish on it and begin to carefully trace the contours of our drawn apple tree on the surface of the film.

We completely transfer the drawing onto the film with brown color, painting over the trunk, tree branches and the ground.

We put aside the tree that has already been painted with varnish on the film, take a clean film and apply it again to the drawing.

Winter

The first season that we will draw will, naturally, be winter, because this is where the year begins.

First we need white varnish, a small amount of which we will pour onto a piece of paper.

Using a thin brush, apply white varnish in dotted movements to the contours of the apple tree branches. This method of applying varnish will create the illusion of snow sticking to the tree branches.

Now take the blue varnish and add it to the white.

Mix both varnishes with a brush to obtain a delicate bluish tint.

Using the same point movements, we apply blue varnish to the contours of the branches of the apple tree and with the help of two colors ( white and blue

) we form the crown of our apple tree.

Spring

Cover our drawing again with clean film.

First, we now need to prepare a green varnish.

Using point movements using a thin brush with green varnish applied to it, we begin to draw the leaves of our apple tree.

We paint the grass at the foot of the tree with the same green varnish.

It's time for flowers.

Take a pale pink varnish and pour a few drops onto a piece of paper.

Using dotted movements, we draw the flowers of our apple tree on its branches, alternating with the already drawn leaves.

Now we mix the pale pink polish with a brighter shade of pink so that our flowers don’t look so monochromatic.

Using precise movements, we add new ones - brighter ones - to the already drawn flowers and form the crown of our apple tree from the now multi-colored flowers.

We remove the film from the drawing, and we get this blank on the theme of spring.

Summer

We cover our drawing with a new clean film and, with the help of green varnish, using the dotted movements already familiar to us, we draw the summer foliage of our apple tree and the grass at its foot, thicker than we did for spring.

Now we apply bright red varnish to the brush and draw ripe red apples on the branches.

To add even more color to our summer, let's paint a few bright dandelion flowers on the grass with yellow varnish.

Autumn

With the onset of autumn, apple tree leaves are known to turn yellow, red and orange.

Let's start with red.

Again we cover our drawing with a clean film, apply red varnish to the brush and draw red leaves on the branches of the apple tree.

We add yellow leaves to the red ones, and, having mixed red and yellow varnishes, we also draw orange ones, forming the crown of our apple tree from all these multi-colored leaves, and, of course, we draw on the ground the leaves that have already fallen from the tree.

This is how we ended up with an autumn theme.

It's time to see how our guide to studying the topic “Seasons” works.

We take plain colored paper, for example blue, and attach to it the tree we drew on the film at the very beginning.

On top of the film with a painted tree we apply a film with a winter theme.

So we have the composition “ Winter Apple Tree”

«.

Having replaced the winter theme with the spring theme, we will see the picture “ Spring Apple Tree

«.

By attaching a summer blank to the tree, we create a new composition on the theme “ Summer Apple Tree”

«.

Well, we complete our cycle by attaching a blank on the theme of autumn to the tree. Now we have before us “ Autumn Apple Tree”

«.

See what the whole process of creating this craft looks like in the video.

So we made a game-aid on the theme “Seasons”. Now your child will not only understand this topic better, but will also be able to teach this to his friends, not just by playing the game, but also, perhaps, by creating it with them with his own hands.