Creating a presentation for preschool children outline
Slide 1
What is a presentation? Presentation is a multimedia tool used during reports or messages to increase the expressiveness of the speech, a more convincing and visual illustration of the described facts and phenomena.
Slide 2
What is a multimedia presentation? Presentation (from Latin praesento) is an informational or advertising tool that allows you to convey the necessary information about the object of the presentation in a form convenient for the audience. A multimedia presentation is a set of slides and special effects (slide show), a combination of computer animation, video and sound, graphics, text content of the presentation, which are collected into a single whole. Most often, the Power Point program is used to create presentations, since it is supplied in the MS Office software package and is the most accessible to users.
Slide 3
There are many different forms of PowerPoint presentations. the presentation can be: simple, schematic, may contain: graphs and diagrams, many illustrations, replete with special effects. The fundamental feature of the presentation is Power Point and terativity - that is, thanks to modern computer tools, it is possible to interact with the image. A multimedia presentation has: plot, structure and script, a single graphic style.
Slide 4
How to properly prepare a presentation? Before we start creating our presentation, we must create an algorithm for our actions. think about the topic of the presentation, select photos, videos, audio materials, write accompanying text. When all the materials are ready, you can proceed directly to creativity.
Slide 6
Project Presentation Plan Think about your presentation plan in advance. Don't forget about the required sections:
Slide 7
We design the title (first) slide. On the title slide, be sure to indicate: organization (educational institution); type and name of work; topic of the report (title); position, surname, name and patronymic of the speaker (in full); contact information (e-mail, website address, telephone); city and year of presentation. Please note that the design of the first slide is usually different from the subsequent ones, but the general style is respected, and the topic of the report is presented in the largest font.
Slide 8
Recommendations for presentation design A presentation involves a combination of information of various types: text, graphics, music and sound effects, animation and video clips.
Slide 9
Text information: format the text and headings of different slides in the same style; if you chose blue for the headings, it should be blue on all slides; If you have chosen a specific font for the main text, you will have to use it on all slides; Quotes and notes can be highlighted in a different font and color (but there should not be too many of them); font size: 24–54 points (heading), 18–36 points (plain text); the font color and the background color should contrast (the text should be easy to read), but not hurt the eyes; font type: for the main text, a smooth sans-serif font (Arial, Tahoma, Verdana); You can use a decorative font for the title if it is easy to read.
Slide 10
drawings, photographs, diagrams are designed to supplement textual information or convey it in a more visual form; the color of the graphic images should not sharply contrast with the overall style of the slide; the text should not blend into the background; the best background is white (or close to it); the best text color is black (or a very dark shade of the desired shade); Illustrations are recommended to be accompanied by explanatory text; the “5 objects per slide” rule. This rule is based on the fact that a person’s short-term memory is capable of remembering on average five monosyllabic words. Therefore, when placing information on a slide, try to ensure that the slide contains only 5 elements in total. Graphic information
Slide 11
Animation Animation effects are used to: attract the attention of listeners; to demonstrate the dynamics of development of a process. The soundtrack should: reflect the essence or emphasize the peculiarity of the theme of the slide or presentation; it is necessary to choose the optimal volume so that the sound is audible to all listeners, but is not deafening; if this is background music, then it should not distract the attention of the listeners and not drown out the words of the speaker. Sound
Slide 12
Unified style
Slide 13
The content and arrangement of information blocks on a slide should not contain too many information blocks (3-6); the recommended size of one information block is no more than 1/2 the size of the slide; It is desirable to have blocks with different types of information on the page (text, graphs, diagrams, tables, pictures) that complement each other; The most important information should be placed in the center of the slide.
Slide 14
The duration of the report is 20 minutes; 4 minutes - introduction; 3 minutes - final word; 3 minutes reserve - unexpected delays. There are 10 minutes left for the demonstration and 30 slides you have prepared.
Slide 15
Conclusion So, today you have learned simple rules with which you can correctly design any presentation. Remember that the presentation should be interesting and visual; do not bore the listener with monotonous text or an overabundance of bright colors. The most important thing that you must understand is that people came to the presentation to listen to you, and not to read the inscriptions on your slides with you.
Slide 16
Last slide Many people think that we can stop at the conclusion. But there is a simple trick that will evoke positive emotions in your listeners: make the last slide thank you for their attention!
Slide 17
Application
Presentation “Pets” for middle school children
"Pets"
Educator:
Ivanova E.S.
Purpose:
to give an idea about domestic animals.
Tasks:
- show the distinctive features of domestic animals;
- clarify the names of the adult animal and the baby;
- to cultivate love and respect for nature and “our smaller brothers.”
What are pets?
These are animals that are kept by humans. He provides them with shelter and food, and they, in turn, bring benefits to people, are either a source of material goods and services, or companions who brighten up human leisure time.
Riddle
You stroke - it caresses, You tease - it bites.
The dog says to the puppy:
“Don’t get into a fight with a cat,
Although the owner is friends with her, But she does not serve him. Since you live in a kennel, that means you’re in charge in the yard!”
Riddle
Even on an iron roof He walks quietly, quieter than a mouse. He goes hunting at night and sees everything as during the day. often sleeps, and after sleep she washes herself.
The kitten is fiddling with a ball:
It will crawl up to it secretly, Then it will start throwing itself at the ball, It will push it, it will jump to the side... It can’t guess that there is not a mouse here, but a ball
Riddle:
Hungry - moos, well-fed - chews, Gives milk to all the children!
The cow has a calf,
ready to fight with her. He calls her to play, And she chews grass - To raise a bull, You need a lot of milk!
Riddle
Piglet digs in the ground, I take a swim in a dirty puddle.
The pig teaches the piglet
to eat a lot and grunt loudly.
And also swim in a puddle,
To be no worse than others. To weigh a hundred kilos, To be lucky in life .
Riddle
For me, the stable is home. Treat me to some oats! The mane curls behind my back, You can’t keep up with me!
The horse will ask the foal:
“Tell me, my dear, Who has such a mane? Who grows up so beautiful? And he will answer for him: “You, my sweet, yoke!”
The goat and her kids went out for a walk,
got a drink in the stream, and nibbled some grass. The goat gives milk to the mistress, and she spins threads from the goat's fluff.
Mystery
With a beard, not an old man,
With horns, not a bull. It’s not a horse, but it kicks, It milks, but it’s not a cow, It has fluff, but it’s not a bird, It pulls its bast, but it doesn’t weave bast shoes.
Riddle
A fur coat and a caftan walk across the mountains and valleys .
The lamb has wool in rings,
His mother is a sheep. He runs after her and trembles all over with fear. This means it's too early to call him a ram .
Mystery
He is the little brother of the bunnies,
and the child is happy with him. A ball of fluff, a long ear, Jumps deftly, loves carrots
Where are the rabbits?
The mother rabbit lost her babies, and the babies lie and are silent. One - behind the willow tree, Two - behind the broom, One - under the leaf, Two - under the bush. How to find children as quickly as possible? Mom has a little more than five of them .
pets give us
CHECK YOURSELF!
What animals are called domestic?
THANK YOU
FOR YOUR ATTENTION!!!
“Project activities in kindergarten” 02/13/2014 - presentation
“Project activity in kindergarten”
project is In the etymological dictionary, the word project is borrowed from Latin and means thrown forward, protruding, conspicuous - it is an independent and collective creative completed work that has a socially significant result. The project is based on a problem; solving it requires research in various directions, the results of which are generalized and combined into one whole.
The project method is a pedagogical technology, the core of which is the independent activity of children - research, cognitive, productive, in the process of which the child learns about the world around him and embodies new knowledge into real products. The essence of the project method in education is such an organization of the educational process in which students acquire knowledge and skills, experience in creative activity, an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks of projects that have not only cognitive, but also pragmatic value Everything I learn, I know, why I need it and where and how I can apply this knowledge - this is the main thesis of the modern understanding of the project method, which attracts many educational systems seeking to find a reasonable balance between academic knowledge and pragmatic skills.
The project method is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals.
Project activities allow - to increase the professional level of teachers and the degree of their involvement in activities, to make the teaching staff more united; — to form professional interaction between teachers and preschool children, which is based on: the subjective attitude of the teacher to the child; an individual approach, taking into account the child’s zone of proximal development; motivational approach; a friendly attitude towards the child; — develop a system of productive interaction between participants in the educational process (children involve their parents in the project, communicate with each other and with the teacher, and during pedagogical design all participants in the educational space of the kindergarten communicate with each other); — create products that can be presented to society (the level of their originality and social significance increases, which contributes to a more successful positioning of the kindergarten).
Pedagogical project???? Method of organizing project activities
This is interesting. A pedagogical project is a problem identified by a teacher or a problem that arises in children (provoked by a teacher); a plan for resolving this problem is created by the teacher himself. Pedagogical design as a type of pedagogical activity is a project activity of a teacher together with children. Method of organizing project activities; a problem arises in children, and they are looking for ways to solve the problem and draw up a plan under the guidance of a teacher. children's design is a type of children's design activity, it is a design activity that is directed by a teacher
A PROJECT is the five “Ps” 1 – Problem; 2 - Design (planning); 3 - Search for information; 4 - Product; 5 - Presentation. The sixth “P” of the project is its portfolio, a folder in which working materials are collected, including plans, reports, drawings, diagrams, maps, tables.
DEVELOPMENT TASKS: ensuring the psychological well-being and health of children; ensuring the psychological well-being and health of children; development of cognitive abilities; development of cognitive abilities; development of creative imagination; development of creative imagination; development of creative thinking; development of creative thinking; development of communication skills development of communication skills
The first stage is imitative-performing, 3.5–5 years. At this stage, children participate in the project in a secondary role, perform actions at the direct suggestion of an adult or by imitating him, which does not contradict the nature of a small child; at this age there is still a need to establish and maintain a positive attitude towards an adult and imitate him.
In early preschool age this is: the entry of children into a problematic play situation (the leading role of the teacher); activating the desire to look for ways to resolve a problem situation (together with the teacher); formation of initial prerequisites for search activity (practical experiments).
The second stage is developmental, 5–6 years old. Children already have experience in a variety of joint activities, can coordinate actions, and help each other. The child is less likely to turn to adults with requests and is more actively organizing joint activities with peers. Children develop self-control and self-esteem, they are able to fairly objectively evaluate both their own actions and the actions of their peers. At this age, children accept the problem, clarify the goal, and are able to choose the necessary means to achieve the result of the activity. They not only show a willingness to participate in projects proposed by adults, but also find problems on their own.
In older preschool age this is: the formation of prerequisites for search activity and intellectual initiative; developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently; developing the ability to apply these methods to help solve the problem, using various options; developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.
The third stage is creative, 6–7 years old. At this stage, it is very important for adults to develop and support the creative activity of children, to create conditions for children to independently determine the purpose and content of the upcoming activity, to choose ways to work on a project and the opportunity to organize it.
Stages of project activity The first stage is choosing a topic. The teacher’s task is to choose a topic for deeper study together with the children and draw up a plan for cognitive activity. One way to introduce the topic is to use models of three questions: What do I know? What do I want to know?, How to find out?. A dialogue with children, organized by a teacher, contributes not only to the development of the child’s self-reflection in the field of knowledge of his own interests, assessment of existing and acquisition of new thematic knowledge in a free, relaxed atmosphere, but also to the development of speech and the speech apparatus itself. Collection of information and planning of educational work within the framework of the project. The teacher’s task is to create conditions for the implementation of children’s cognitive activities.
The sequence of the teacher’s work at the first stage: the teacher sets a goal based on the needs and interests of the child; involves preschoolers in problem solving; outlines a plan for moving towards the goal (maintains the interest of children and parents); discusses the plan with families at parent-teacher conferences; turns to preschool specialists for recommendations; together with children and parents, draws up a plan - a scheme for carrying out the project; collects information and material;
The second stage is project implementation. Projects are implemented through various types of activities (creative, experimental, productive). The teacher’s task at this stage is to create conditions in the group for the implementation of children’s plans. The uniqueness of the application of the project method in this case lies in the fact that the second stage contributes to the diversified development of both mental functions and personal qualities of the child. Research activity at this stage is activated through problematic discussion, which helps to discover new problems, the use of comparison and contrast operations, the problematic presentation of information by the teacher, and the organization of experiments. The sequence of the teacher’s work at this stage: conducts classes, games, observations, trips (events of the main part of the project), gives homework to parents and children; encourages independent creative work of children and parents (searching for materials, information, making crafts, drawings, albums, etc.);
The third stage is the presentation of the project. It is important that the presentation is based on a tangible product that has value for children. During the creation of a product, the creative potential of preschoolers is revealed, and the information obtained during the implementation of the project is put to use. The teacher’s task is to create conditions for children to have the opportunity to talk about their work, experience a sense of pride in their achievements, and comprehend the results of their activities. In the process of speaking to peers, the child acquires skills in mastering his emotional sphere and non-verbal means of communication (gestures, facial expressions, etc.) .d.). The sequence of the teacher’s work on the project at this stage: organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with the children; sums up the results (speaks at the teachers' council, parents' meeting, summarizes work experience).
The sequence of the teacher’s work on the project: the teacher sets a goal based on the needs and interests of the child; involves preschoolers in problem solving; outlines a plan for moving towards the goal (maintains the interest of children and parents); discusses the plan with families at parent-teacher conferences; turns to preschool specialists for recommendations; together with children and parents, draws up a plan for the implementation of the project; collects information and material; conducts classes, games, observations, trips (events of the main part of the project), gives homework to parents and children; encourages independent creative work of children and parents (searching for materials, information, making crafts, drawings, albums, etc.); organizes a presentation of the project (holiday, activity, leisure), compiles a book, album together with children; sums up the results (speaks at the teachers' meeting, summarizes work experience).
Activities of the teacher and children in the project
1. Title page 2. Brief abstract of the project (no more than 0.5 pages) 3. Justification of the need for the project (analysis of the problem situation through identifying the contradictions of existing practice; relevance of the project for the teacher, educational institution; degree of adequacy of the pedagogical project to modern goals, objectives, logic of educational development). 4. Goals and objectives of the project (definition of specific goals that are set to solve the problem, as well as tasks that will be solved to achieve the goal). 5. The main content of the project (description of ways and methods of achieving the set goals, development of a mechanism for implementing the project, how information about the project will be disseminated, etc.). 6. Resources (temporary, informational, intellectual (expert), human (personnel), organizational (“administrative” resource), material and technical, financial). 7. Partners.
8. Target audience (principles of selection, selection of participants; target group for which the project is designed, expected number of project participants, their age and social status). 9. Project implementation plan (preparation schedule, stages and deadlines for project implementation with planned activities, dates and those responsible for each activity). 10. Expected results and social effect (results-products, i.e. new, usually material objects that will appear during the implementation of the project (book, film, methodological development, exhibition, new educational program, etc.) And /or results-effects, i.e. Social, cultural, psychological changes that will occur as a result of the implementation of the project. Both results-products and results-effects must be measurable. The degree of achievement of the set goals and objectives is a quantitative and qualitative assessment of the results. Criteria effectiveness assessments. Possible after-effects of the project implementation). 11. Prospects for further development of the project (possibility of further continuation of the project, expansion of the territory, number of participants, organizers, possibility of developing content, etc. Indication of resources for further continuation of the project. 12. Literature
COLLABORATIVE: - asks questions; — seeks solutions to problems together with children, parents, etc.; — asks parents about the child and evaluates development together; - finds out the goals and wishes of the parents; - understands that it is always good to receive new information and guides parents towards this; - discusses with children and parents what they want and can do; — helps children and parents see their strengths, is ready to learn from their parents. COLLABORATIVE: - asks questions; — seeks solutions to problems together with children, parents, etc.; — asks parents about the child and evaluates development together; - finds out the goals and wishes of the parents; - understands that it is always good to receive new information and guides parents towards this; - discusses with children and parents what they want and can do; — helps children and parents see their strengths, is ready to learn from their parents. TRADITIONAL: - must lead; - he knows everything himself; — sets goals; — evaluates the result; - knows the answers to all questions; - gives homework assignments; — expects his parents to consider him an expert. TRADITIONAL: - must lead; - he knows everything himself; — sets goals; — evaluates the result; - knows the answers to all questions; - gives homework assignments; — expects his parents to consider him an expert.
Presentation “Development of cognitive processes in preschool children” - presentation
DEVELOPMENT OF COGNITIVE PROCESSES IN PRESCHOOL CHILDREN
Learning has a great influence on mental development. By the beginning of preschool age, the child’s mental development reaches a level at which it is possible to form motor, speech, sensory and a number of intellectual skills, and it becomes possible to introduce elements of educational activities. Under the influence of training and education, intensive development of all cognitive mental processes occurs. Every mental function is formed and transformed in the process of interaction between a child and an adult. Parents and teachers are the main participants in the development of the cognitive capabilities of each child. Preschool age is the initial stage of personality formation. The driving forces of mental development of a preschooler are his needs. The most important of them are: the need for communication, with the help of which social experience is acquired; the need for external impressions, which results in the development of cognitive abilities, as well as the need for movement, leading to the mastery of a whole system of various skills and abilities.
COGNITIVE PROCESSES MEMORY ATTENTION THINKING IMAGINATION SENSATIONS PERCEPTION
PERCEPTION in preschool age becomes meaningful, purposeful, and analytical. It highlights voluntary actions - observation, examination, search. Speech has a significant impact on the development of perception at this time - the fact that the child begins to actively use the names of qualities, characteristics, states of various objects and the relationships between them. By naming certain properties of objects and phenomena, he thereby identifies these properties for himself; by naming objects, he separates them from others; determining their states, connections or actions with them, sees and understands the real relationships between them. At preschool age, a child masters all forms of oral speech characteristic of adults. He has detailed messages - monologues, stories. In them, he conveys to others not only the new things he has learned, but also his thoughts on this matter, his plans, impressions, and experiences.
Teach children to distinguish objects by touch. To develop the ability to identify features in an object: shape, color, taste. Learn to correlate objects by size. Teach methods of discriminating observation. Develop observation skills; teach to carefully and consistently examine an object or phenomenon. Help to comprehend the connection between objects and perceive the image as a whole. Develop the ability to assemble parts into a whole. Learn to select and correlate the size of objects according to a verbal description, and act in accordance with verbal instructions. Distinguish the main signs of different seasons. Learn to navigate in space using a plan - diagram. Fix spatial representations in the picture: left, right, above, below, in front, behind, between, next to. Formation of sensory standards of form. To promote the development of the ability to analyze a subject and highlight small details in it. RECOMMENDATIONS FOR TEACHERS AND PARENTS ON THE DEVELOPMENT OF PERCEPTION
Games and exercises that promote the development of perception “Flip-flops” (turn a circle, triangle, square into any pattern). “How to get to the bunny”, “Travelling around the room”, “Where you go, what you find” (orientation in space according to a plan - diagram). “Recognize the shape” (recognize the shape of a geometric figure in surrounding objects). “Find the differences” (learn to find differences in similar objects). “Build according to height” (build objects according to their height). “Fold the picture” (make a whole picture from parts). "What I'm talking about?" (an adult describes an object; the child must guess what object he is talking about). "What season?" (the adult names the time of year, and the child names the signs of this time of year). “Guess the object” (the adult draws the outline of the object with a dotted line or dots; the child must recognize the object).
“Whose outline?”
ATTENTION is a mental process that is necessarily present when a child learns about the world and is manifested in the direction and concentration of the psyche on certain objects. From the huge flow of information continuously coming from the world around us, thanks to the work of attention, the child chooses the one that is most interesting, significant and important for him. ATTENTION is a mental process that is necessarily present when a child learns about the world and is manifested in the direction and concentration of the psyche on certain objects. From the huge flow of information continuously coming from the world around us, thanks to the work of attention, the child chooses the one that is most interesting, significant and important for him.
Recommendations for teachers and parents for working with children on developing attention: Develop auditory attention through didactic games. Change forms of activity frequently. Use game elements in classes. Encourage children to recite the game instructions several times. Observe with children more often and discuss what they hear and see. Teach the child to consciously direct attention to certain objects and phenomena. Teach children to manage attention in accordance with the goal. Teach children to focus on a known activity, to concentrate their attention on it, without being distracted to the side. Create means—stimuli—that will organize the child’s attention. To develop attention, use games with rules and dramatization games.
“Don’t say yes or no. Don’t wear white or black.” (The adult asks the child questions. The child answers them, but should not name forbidden colors or say “yes” and “no”). Games are puzzles. Puzzles. "Find differences". “Find two identical objects.” “Be careful” (performing gymnastic exercises on a verbal command). “Magic word” (the adult shows the exercises, and the child repeats them only if the adult says: “Please!”). “Where was what?” (the child remembers the objects lying on the table; the child turns away, the adult moves the objects; the child indicates what has changed). “Name what you see” (the child must name as many objects in the room as possible in one minute). Game “Dwarfs and Giants” (the child must listen to the adult’s verbal instructions, not paying attention to his actions). Games and exercises that help develop attention
Game "Find the Differences" Game "Find the Differences" Game "Find the Pair"
“Find two identical bear cubs” “Find 10 differences”
MEMORY Preschool childhood is the age most favorable for memory development. As L.S. pointed out. Vygotsky, memory becomes the dominant function and goes a long way in the process of its formation. Neither before nor after this period does the child remember the most varied material with such ease. However, the memory of a preschooler has a number of specific features. In younger preschoolers, memory is involuntary. The child does not set a goal to remember or remember something and does not have special methods of memorization. Events, actions, and images that are interesting to him are easily imprinted, and verbal material is also involuntarily remembered if it evokes an emotional response. The child quickly remembers poems, especially those that are perfect in form: sonority, rhythm and adjacent rhymes are important in them. Fairy tales, short stories, and dialogues from films are remembered when the child empathizes with their characters. Throughout preschool age, the efficiency of involuntary memorization increases, and the more meaningful the material the child remembers, the better the memorization. Semantic memory develops along with mechanical memory, so it cannot be assumed that in preschoolers who repeat someone else’s text with great accuracy, mechanical memory predominates. In preschool age, memory is included in the process of personality formation. The third and fourth years of life become the years of the first childhood memories.
Recommendations for teachers and parents for working with children on memory development (these methods do not require special training, it is enough to be attentive to children and have time for activities and games with them): Develop in the child the ability to voluntarily recall the necessary memories. Teaching a culture of memorization. Teach your child to remember the sequence of events. Learn to use mnemonic techniques when memorizing. Teach children to use images as a means of developing voluntary memory. Teach children to repeat, comprehend, connect material for the purpose of memorization, and use connections when remembering. To promote mastery of the ability to use aids for memorization.
Games and exercises that promote memory development: “Remember objects” (teach the child to remember and reproduce information). “Detective” (development of voluntary memorization; the child looks at 15 pictures for 15 minutes, after which the pictures are removed; the child must name the pictures that he remembers). “Pyramid” (development of short-term mechanical memory. An adult first names one word to a child, the child must immediately repeat it; then the adult names two words, the child repeats them; then the adult names three words, the child repeats, etc.) “What did you see it on vacation?” (the adult asks the child questions about the events taking place on vacation). “Pathfinder” (The adult shows the child a toy and says that he will now hide it in the room; the child turns away; the adult hides the toy; the child must find it). “What did you have for lunch?” (the child must list everything he ate for lunch). “Clothes” (the child must remember in what order he dressed in the morning). “Draw the same one” (the child draws a simple object on a sheet of paper; then the sheet is turned over and the child must draw exactly the same object). “I put it in a bag” (an adult puts various objects in a bag in front of the child; the child must remember what is in the bag). “Short story” (adult reads a short story; child must reproduce it). “Tower” (the child is shown a schematic representation of a tower consisting of many geometric shapes; the child must remember these shapes and name them). “Stick figure” (an adult lays out a stick figure; the child remembers it and lays out the same one from memory).
THINKING is the highest cognitive process of a generalized and indirect reflection of reality. Thinking is the most important cognitive process.
Recommendations for teachers and parents for working with children on the development of thinking: Development of mental ability through mastering the actions of substitution and visual modeling in various types of activities. Make a group of individual items. Learn to identify objects according to their purpose, according to their characteristic features. Learn to classify objects and generalize them according to their characteristic features or purpose. Learn to understand the meaning of a literary work; reproduce the content of the text in the correct sequence using questions. Learn to compare objects. Learn to correlate schematic images with real objects. Develop quick thinking through didactic games.
Encourage children to draw their own conclusions. Teach children to answer questions and make inferences. Create a complex environment so that the child can interact with different objects. Promote knowledge of the properties of various materials, their functional potential, the creation of images, models of real objects through visual activities (modeling, appliqué, drawing, etc.). To promote understanding of the content of life situations, imitation and reproduction of them with the replacement of some objects by others. Teach your child to establish cause and effect relationships. To develop thinking, use fairy tales, sayings, metaphors, and figurative comparisons. Teach the child to identify and connect those aspects of the situation, properties of objects and phenomena that are essential for solving the task. To promote the development of the ability to move on to solving problems in the mind.
Games and exercises that promote the development of thinking: “Lay out the pictures” (learn to take into account the sequence of events). “Word endings” (learn to finish a word using the initial syllable). “Find an extra object”, “Find an extra figure in a row” (learn to classify objects according to their characteristics and purpose). “Creative approach” (the child is shown objects that do not have a specific purpose; the child must figure out how this object can be used). “Antonyms” (the child is called a word, and he must name the word with the opposite meaning, for example: “heavy - light”, “strong - weak”, “light - heavy, etc.”). "Unicube", "Loto". Dominoes, puzzles, construction sets. Puzzles.
"Nonsense"
" What is missing ?" development of logical thinking
the mental process of creating an image of an object by transforming reality IMAGINATION is the mental process of creating an image of an object by transforming reality How to develop imagination in a preschooler Use substitutes for objects. External support plays an important role in the development of a child’s imagination. If in the early stages of development (3–4 years) the imagination of a preschooler is inseparable from real actions with toys, then in children 6–7 years old there is no longer such dependence. Their imagination may rely on objects completely different from those they replace. So, a child can ride a stick, imagining himself as a rider and the stick as a horse. After a few years, the need for external supports will gradually disappear. The child will be able to simply imagine actions with an imaginary object. But to do this, you need to teach the child to operate with different substitutes for objects. Perform “objectification” of an indefinite object. Children begin to use the method of “objectification” at the age of 3-4 years. It lies in the fact that a child can see a completely specific object in an unfinished figure. So, in the task of completing the drawing, the child can turn a circle into a wheel or ball. By the age of 6–7 years, the child should be able to use this method freely.
Create images based on a verbal description or an incomplete graphic image. This ability is very important for the child’s future educational activities. The need to create images based on descriptions arises while reading a book and learning new words. Spatial imagination All objects in the surrounding world have spatial characteristics, and the images of the imagination must reflect them. Therefore, it is very important to develop in a child the ability to “see” the image of an object in space. You can train this ability using games to imagine the relative placement of several objects in space. Creation and implementation of a plan. Only consistent implementation of the plan can lead to achieving results. The inability to manage your ideas and subordinate them to your goal leads to the fact that the most interesting ideas and intentions of the child are not realized. At this age there are already all the conditions for learning to act according to a pre-thought-out plan. Therefore, it is very important to develop this ability, to teach not just to fantasize aimlessly and in fits and starts, but to realize your ideas, create small but complete works (drawings, stories, designs), etc.
"WHAT DOES IT LOOK LIKE?"
THANK YOU FOR YOUR ATTENTION! Prepared by: Teacher-psychologist of the MDOU “Kindergarten of a combined type 19 p. Razumnoye, Belgorod district, Belgorod region” Tatyana Aleksandrovna Korol
Presentations for teachers
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Project method in working with children
The quality of education is assessed not by the amount of knowledge of students, but by the need and desire to learn and the ability to learn. R. Livingston One of the most important tasks of modern preschool education is the development of personality...
Report “Forms and methods of working with families”
Report “Forms and methods of working with families of pupils in preschool educational institutions” (Slide 2) Family education occurs in the process of life - in the relationships of loved ones, in the deeds and actions that the child performs. The main goal of raising children in any…
Analysis of summer health work in kindergarten
“Summer health work in kindergarten” Goal. Preservation and strengthening of the physical, mental and social health of children in the fresh air in the summer. Tasks. Promoting children’s health…
Osteopathic gymnastics in preschool educational institutions
Osteopathic gymnastics in preschool educational institutions Taking care of health is the most important work of a teacher. Their spiritual life, worldview, mental development, strength of knowledge, and faith in their thoughts depend on the cheerfulness and vigor of children. ...
Master class for teachers “Prevention of postural disorders and flat feet in preschool children”
Abstract Master class (for teachers of preschool educational institutions) Topic: Prevention of postural disorders and flat feet in preschool children. Be kind if you want; Be wise if you can; But you must be healthy...
Organization of experimental activities for preschool children. Seminar with presentation
ORGANIZATION OF EXPERIMENTAL ACTIVITIES OF PRESCHOOL CHILDREN All preschool teachers know that, in accordance with modern requirements, an important criterion in preparing a child for school is his upbringing...
Project to educate the spiritual and moral qualities of a preschooler’s personality
SLIDE No. 1 Nurturing the spiritual and moral qualities of the personality of a senior preschooler in the process of interaction between a preschool educational institution, family and parents. SLIDE No. 2 The most important goal of spiritual and moral development and...
Information and communication technologies in FEMP for preschool children
Speech on the topic: “Information and communication technologies in FEMP for preschool children” Performed by: teacher of MBDOU No. 27 Zemskova Nadezhda, Murmansk 2015 Speech on the topic…
Auto-disco scenario “Traffic lights have no holidays”
Auto disco "There are no holidays at traffic lights." Traffic light: Hello guys! I am polite and strict. I am known throughout the world, I am on a wide street - the most important commander. I am the Traffic Light! I look formidable and serious, I am three-eyed...
Musical and rhythmic movements as a means of developing children's creativity
“Perhaps the best, most perfect and joyful thing in life is free movement to music, and you can learn this from a child” A. I. Burenina Slides 2-4.
One of the types of musical activity, which in... Pages: ... 347
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