Dictation on cells preparatory group. Methodological development "Graphic dictations on cells - useful and entertaining"
Lyudmila Koshanskaya
Lesson summary “Hare. Graphic dictation: drawing by cells" ( preparatory group)
Subject « Hare»
Graphic dictation - drawing by cells»
(preparatory group)
Goals: Continue working on developing orientation on a sheet of paper in cell
(update spatial submissions: up, down,
right, left.);
Tasks: Learn to draw straight lines of a certain length in a given
direction;
develop visual-spatial perception, fine
motor skills of the fingers, the ability to understand and accurately perform
instructions from an adult;
work on developing correct, clear and coherent speech;
intensify auditory perception and memory.
Equipment:
visual material: illustration of a hare, diagram of a hare
handout: simple pencils, erasers, notebooks in cell.
Progress of the lesson
I. Organizational moment.
Hello guys. Today we will draw by cells.
II. Setting goals.
Are you wondering what we'll be paint? It's a secret, but to find out, solve the riddle.
What kind of forest animal is this?
Stood up like a column under a pine tree?
And stands among the grass -
The ears are larger than the head.
(Hare)
That's right, that's hare.
Today we will learn draw a cow by cells.
III. Conversation. Looking at an illustration of a hare.
- Let's remember what we know about the hare.
– What animal is this? Why?
– Describe appearance hare
– What actions can he perform?
- Choose some kind words to call a hare?
– What is the name of a baby hare?
IV. Finger game.
“Get your hands ready, we’ll play a little, stretch our fingers.”
Once upon a time there were bunnies
On the edge of the forest.
(spread your arms in front of you, describing a circle)
Once upon a time there were bunnies
(show bunny ears on head)
In a gray hut.
(fold your arms above your head in a house shape)
Wash your ears
(run your hands over imaginary ears)
We washed our little paws.
(imitate hand washing)
Bunnies dressed up
(arms on sides, turn slightly in both directions, in a half squat)
We wore slippers.
(arms on your sides, alternately put your right and left legs forward)
V. Updating spatial representations (in the form of a finger game).
Hand to the right, into a fist,
Let's open it to the side.
Hand to the left, into a fist,
Let's open it to the side.
Hands up, in a fist,
Let's open it to the side.
Hands down, into a fist,
Let's open it to the side.
The game ends - (hands in front of the chest - movement "motor")
It's time for us to get down to business. (clench - unclench fingers)
VI. Landing before starting work
Sit up straight, legs together
Let's take the notebook at an angle.
Left hand in place
Right hand in place
You can start writing.
– Take a pencil in your hand and place it on the point that I gave you in advance. Let's start the drawing from this point. We listen carefully and complete the task.
VII. Dictation"Bunny"
Retreat 5 cells on the right and 3 on top, make a point. We will draw from this point. Draw 1 square to the right, 3 down, 2 right, 2 down, 1 left, 2 down, 3 right, 3 down, 1 left, 1 up, 1 left, 2 down, 1 right, 2 down, 2 right, 1 down, 6 left, 1 up, 1 left, 1 up, 1 right, 12 up.
VIII. Finishing drawing.
- See if you succeeded hare?
Do you like her?
I think it's missing some details. Draw the eyes.
Look what I got the hare. Do you like it? I'm very happy.
IX. Summing up
Did you like what we did today?
Did you get the drawing we did today?
What made the drawing happen?
(because they listened carefully and completed all the tasks)
Publications on the topic:
Decorative drawing based on Gorodets painting “Gorodets Fair” (preparatory group) Decorative drawing based on Gorodets painting “Gorodets Fair” (preparatory group) Purpose: To continue acquaintance with Gorodets.
Fragment of a lesson in the preparatory group “A round-the-world trip by cells” Fragment of a lesson in the preparatory group " Around the world trip by cell" Goal: Development visual perception in older children.
Drawing “Imagine what a beautiful autumn leaf can become” preparatory group Objectives: - develop imagination, creativity; - form.
EMA: Wonderful, wonderful, wonderful, golden Khokhloma. OBJECTIVES: Educational goals: - to introduce the history of the fishery, the features of Khokhloma painting;.
Lesson summary for FEMP preparatory group MBDOU No. 40 teacher Kolomiets Galina Aleksandrovna. "Theme Island Digital City". Improve children's ability to count from 1 to 10 and back.
Lesson notes. Drawing with a foam stick “Teddy bear”. Middle group Integration educational areas: « Speech development", "Social and communicative development", " Cognitive development", "Physical development".
Egorova Natalya Viktorovna
Fun activity for preschoolers –
graphic dictations.
Drawing by cells– a very exciting and useful activity for children. This is a playful way to develop a child’s spatial imagination, fine motor skills of the fingers, and perseverance.
Graphic dictations help develop attention, the ability to listen to the teacher, and spatial orientation. They will also prepare your child's hand for writing. They will teach the baby to be more attentive. This great way develop logic, abstract thinking, painstakingness. With the help of these activities, the child develops, corrects the correctness of his movements, “gets a steady hand,” this skill will help him in school. Graphic dictations can be successfully used from the age of five.
What are graphic dictations? Graphic dictations are drawing in cells using the pointers in the task. To complete them we will need: a sheet of paper on which the cells are drawn, a pencil, an eraser. The tasks contain arrows (showing direction) and numbers (showing the number of cells that need to be passed in the indicated direction). If you follow the signs accurately and carefully, draw a line in the right direction at the right distance, you get a picture. It could be an animal various items, vegetables, fruits, trees, transport and much more.
Drawing by cells – good way teach your baby to use a pencil and pen. Teach how to hold it correctly, practice so that your fingers don’t get so tired from holding an object at school. This exercise will help teach your child to count correctly; here you will need to count the cells so that by drawing a line you will get a picture.
I practice graphic dictations under dictation, both with the whole group of children and in individual lessons with children. Children really like these exercises. Children also take great pleasure in drawing on the lined sheets with tasks.
How to do graphic dictation
(Rules for drawing by cells).
Graphic dictation can be performed in two versions:
1. The child is offered a sample of a geometric design and asked to repeat exactly the same design in a checkered notebook.
2. The adult dictates the sequence of actions indicating the number of cells and their directions (left, right, up, down). The child does the work by ear, and then compares his image of the ornament or figure with the example in the manual using the method of superposition.
When offering children such tasks, the teacher must observe certain rules. la:
When the teacher begins to dictate, he cannot pronounce any other words. And even more so repeat the same direction twice.
Dictations are written in complete silence.
If the child gets confused, he quietly puts down the pencil and calmly waits until the teacher finishes dictating. Only after this can you find out the error.
I start getting acquainted with the cage from the middle group.
I start work with the simplest thing - I write tasks in a notebook with a large square, the child must continue the row. Learning to see a cell and a line. We write sticks, squares, corners, simple patterns, each time complicating the tasks. We first divide the patterns into segments - we train, then all the particles are assembled into a pattern.
The following notations are used in the tasks: the number of cells being counted is indicated by a number, and the direction is indicated by an arrow.
Before you start writing a graphic dictation, you should explain to the children how the dictation will be carried out. First, we talk with the children that I will dictate to them how many cells the lines need to be drawn and in what direction. And they will draw these lines along the cells without lifting the pencil from the paper, and then together we will see what happens. Encourage the children to try to draw straight and beautiful lines, then the drawing will turn out wonderful.
For the first time, you can draw on the board with the children so that they can see how they need to work, and the children will be able to complete subsequent dictations without prompting. Before the dictation, you need to repeat where the right and left hands are, how to draw a line to the right and left. You can agree with the children about some marks (draw the letters “p” and “l” on the board, make marks on the walls, or stipulate that, for example: right hand points to the window, and the left one to the bedroom, etc.)
Then we move on to drawing under dictation.
To begin with, on the sheet with the dictation, in the upper corners, you need to mark - right and left. We give the child a squared notebook sheet, a pencil and an eraser.
In older groups, at the top of the picture we always indicate how many cells need to be moved away from the edge and top to start the dictation. IN specified location, for example: retreat 5 cells from the edge to the left, count 6 cells from above. This is where you need to put a point. For children younger age It’s better to count the cells yourself and set a reference point (from this point the child will draw lines under dictation).
It’s better to start with the simplest: - one cell up (1, one cell to the right (1), one cell down (1), one cell to the left (1). The result is a square.
You need to dictate clearly, the child must perceive everything by ear. At the end of the work, look at how well the children’s figures coincide with the given elements. Review the sample. If the baby made a mistake, find out together where exactly. You can use an eraser to wipe away the point of failure and continue. The main thing is to support the child, praise him, if something doesn’t work out, you can offer to redraw the picture from the original.
Before each lesson, be sure to talk with your child about what to eat. different directions and sides. Show him where is right, where is left, where is up, where is down. Pay attention to the baby that every person has a right and left side. Explain that the hand with which he eats, draws and writes is his right hand, and the other hand is his left. For left-handers, on the contrary, it is necessary to explain to left-handers that there are people for whom working hand- right, but there are people for whom the working hand is the left.
This activity includes graphic dictation, discussion of images, tongue twisters, tongue twisters, riddles and finger gymnastics. Each stage of the lesson carries a semantic load. Activities with your child can be structured according to different sequence.
Application:
1.11. Methodology "Graphic dictation". D.B. Elkonin.
The technique is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of lines on a sheet of paper, and independently act as directed by an adult.
Scope of application: determination of readiness for learning, formation of spatial representations and level of self-regulation, development of recommendations.
Description of the technique. Before carrying out the technique, the board is drawn into squares so that the instructions given to children can be illustrated on it. You need to have the text of the instructions in front of you so that they can be reproduced verbatim. After the children are given pencils and sheets of paper with the child’s last name, first name and date of examination signed, the psychologist gives preliminary explanations, after which they proceed to drawing a training pattern. When drawing a training pattern, you need to pause long enough so that the children have time to finish the previous line. You are given one and a half to two minutes to independently continue the pattern. While drawing a training pattern, the psychologist walks through the rows and corrects mistakes, helping the children follow the instructions accurately. When drawing subsequent patterns, such control is removed. If necessary, the psychologist encourages timid children, but does not give any specific instructions.
Correlates when using a battery of tests: 1.1, 1.2, 1.3, 1.5, 1.7, 1.8, 1.9, 1.10, 1.12. 1.13, 1.14, 1.16, 1.17. 1.20.
Preliminary clarifications:
“Now you and I will draw different patterns. We must try to make them beautiful and neat. To do this you need to listen carefully. I will tell you how many cells and in which direction you should draw the line. Draw only the lines that I tell you. When you do it, wait until I tell you how to do the next one. The next line should begin where the previous one ended, without lifting the pencil from the paper. Does everyone remember where the right hand is? Extend your right arm to the side. You see, she points to the door (or other real landmark located in the room). When I say that you need to draw a line to the right, you will draw it to the door (on a board previously drawn into squares, a line is drawn from left to right, one square long). I drew a line one cell to the right. And now, without lifting my hand, I draw a line two cells up (a corresponding line is drawn on the board). Now pull out left hand. You see, she points to the window (again, the actual reference point in the room is called). So, without lifting my hand, I draw a line three cells to the left (a corresponding line is drawn on the board). Does everyone understand how to draw?”
Instructions for drawing a training pattern.
“We begin to draw the first pattern. Place the pencils at the highest point. Attention! Draw a line: one cell down. Don't lift your pencil from the paper. Now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself.”
Instructions for drawing a test pattern.
“Now place your pencil on the next point. Get ready! Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. Now continue to draw the same pattern yourself.”
Having given the children one and a half to two minutes to independently continue the pattern, the psychologist says: “That’s it, there’s no need to draw this pattern any further. We will draw the following pattern. Pick up your pencils. Place them on the next point. I start dictating. Attention! Three squares up. One cell to the right. Two cells down. One cell to the right. Two squares up. One cell to the right. Three cells down. One cell to the right. Two squares up. One cell to the right. Two cells down. One cell to the right. Three squares up. Now continue to draw this pattern yourself.”
After one and a half to two minutes, the dictation of the last pattern begins: “Put the pencil on the lowest point. Attention! Three cells to the right. One cell up. One cell to the left (word left highlighted by voice). Two squares up. Three cells to the right. Two cells down. One cell to the left (word left again stands out in voice). One cell down. Three cells to the right. One cell up. One cell to the left. Two squares up. Now continue to draw this pattern yourself.”
Samples of dictated patterns.
Data processing and interpretation.
The results of drawing a training pattern are not evaluated. In each subsequent pattern, the completion of the dictation and the independent continuation of the pattern are assessed separately. The assessment is made on the following scale:
Accurate reproduction of the pattern – 4 points (uneven lines, “trembling” line, “dirt”, etc. do not reduce the score).
Reproduction containing an error in one line – 3 points.
Reproduction with several errors – 2 points.
Reproduction in which there is only similarity of individual elements with the dictated pattern - 1 point.
Lack of similarity even in individual elements – 0 points.
For independent continuation of the pattern, the mark is given on the same scale.
Thus, for each pattern the child receives two marks: one for completing the dictation, the other for independently continuing the pattern. Both of them range from 0 to 4.
Final grade dictation work is derived from three corresponding scores for individual patterns by summing the maximum of them with the minimum (that is, the score occupying intermediate position or coinciding with the maximum or minimum, is not taken into account). The resulting score can range from 0 to 8. Similarly, out of three scores for continuing the pattern the final result is displayed. Then both final grades are summed up, giving a total score (TS), which can range from 0 (if both for work under dictation and for independent work received 0 points) to 16 points (if 8 points were received for both types of work).
The purpose of this technique: to identify the level of development of the child’s voluntary sphere, as well as to study possibilities in the field of perceptual and motor organization space.
Contents: draw a line with a pencil according to the instructions: “place the pencil on the top point. Attention! Draw the line: one cell down. Without moving the pencil from the paper, now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. . One cell up. One cell to the right. Next, try to draw the same pattern yourself.
It takes approximately two minutes to complete this pattern. And the entire time to complete this task can be approximately 15 minutes.
Analysis of the results obtained.
Completing this task without errors - 4 points. For one or two mistakes you can give 3 points. For more errors - 2 points. If there are more defects than correctly depicted areas, then 1 point is given.
If there are no correctly depicted sections, then 0 points are given. Three patterns (one training) are evaluated in this way. Based on the results obtained, the following execution levels are possible:
10-12 points - high; 6-9 points - good;
3-5 points - average; 0-2 points - low.
The study of the formation of the prerequisites for the educational activities of preschoolers was carried out on the basis of preparatory group No. 3 of the preschool educational institution
There are nine people in the group: five boys and four girls.
The diagnostics we chose allowed us to assess the maturity of the prerequisites for educational activities. The following results were obtained.
“Beads” technique.
Conclusion: passing a technique that involves identifying the number of conditions that a child can retain during the activity when perceiving a task by ear, showed that more than half of the group copes with this task on good level, and about a third have difficulties in carrying it out. The study of the formation of the prerequisites for the educational activities of future first-graders was carried out on the basis of preparatory group No. 3 of preschool educational institution No. 544.
There are nine people in the group: five of them are boys and four are girls.
This diagnostic makes it possible to assess the maturity of the prerequisites for educational activities. The following results were obtained.
“Beads” technique.
Table 1 - Results of the “Beads” technique
Conclusion: carrying out a methodology that can determine the number of conditions that a student is able to remember during the activity when memorizing tasks by ear, made it possible to reveal that more than half of the group completed the proposed task at a good level, and on average, a third experiences difficulties in completing this task. “House” technique.
Table 2 - Results of the “House” technique
Conclusion: the ability to focus on a sample, accurately copy it is revealed, and the degree of development is also determined voluntary attention. The formation of spatial perception is sufficiently developed in half of the children, although some preschoolers require correction to develop these skills.
Methodology "Pattern".
Table 3 - Results of the “Pattern” technique
Conclusion: 3 students demonstrated quite high degree the ability to work according to the rules, that is, in their activities they used several rules at the same time. In 5 children, the desire to work according to the rules has not been fully developed; they are able to focus on only one rule. 1 preschooler was diagnosed low level ability to work according to a certain rule, he repeatedly made mistakes and got confused in completing the task. The ability to function according to a certain rule has not been formed at this stage.
Table 4 - Results of the “Graphic Dictation” technique
Conclusion: establishing the degree of development and formation of the student’s voluntary sphere, as well as studying the possibilities in the field of perceptual and motor organization of space, it was revealed that 4 children have a significant degree of development, 2 students - good, 2 students - average, 1 student - low.
The most important problem of educational institutions in this period, it is considered the creation of some kind of achievement monitoring system. Forecast of intermediate learning results school curriculum. It is obliged to guarantee a competent approach to assessing final and intermediate results, which makes it possible to assess the progress of first-graders’ achievements. Psychological monitoring of development is a special comprehensive program, which is designed to evaluate necessary information O psychological state students, current and potential problems of their development for the purpose of diagnosis, correction and adjustment within the framework of this educational system.
In accordance with the latest federal government requirements for the structure of the main general education program preschool education, in the monitoring process it is necessary to study the physical, intellectual and personal qualities of the student. The most important thing is certain integrative qualities, such as: level of physical development; level of development of cultural and hygienic skills; curiosity, activity; emotional responsiveness; mastering the means of communication and effective interaction with others, and so on. The main key component of the monitoring system becomes the problem of establishing the level and individual characteristics of the future first-grader’s preparation for studying in an educational institution. The result of monitoring students’ readiness for studying at school helps us: identify characteristic features psychological development of students, for more full definition individual approach to each student in the process of modeling educational educational process in the preparatory group; identify children with a low level of readiness to study at school in order to carry out developmental work with them aimed at prevention school maladjustment; defer for one year the education of children who are not ready for schooling(possible only in relation to children of six years of age). There is no common view on what diagnostic methods should be included in the system for monitoring school readiness. modern stage development of the education system - no, so the choice remains the prerogative of the preschool institution.
Currently exists large number diagnostic tools for determining the level of readiness for school, which can, with a certain degree of convention, be divided into three groups:
1) programs that diagnose the levels of development of individual mental functions used in educational activities;
2) programs that diagnose the maturity of the prerequisites for mastering educational activities;
3) mixed programs, diagnostic and separate mental functions, and prerequisites for educational activities.
It must be taken into account that one of the necessary requirements to the construction of a monitoring system is the cost-effectiveness provided by the inclusion in diagnostic complex only those methods that allow you to obtain the necessary amount of information. Analyzing the views of various authors on this problem, we can conclude that a child’s readiness for school is a complex of physical, mental and social development, which is necessary for a schoolchild to master the school curriculum in full. Monitoring the readiness of a 6-7 year old child to study at school necessarily includes: diagnostics of physiological preparation, diagnostics psychological preparation, diagnostics of social or personal preparation.
There are a huge number of methods for assessing psychological readiness. It is important to understand here that depending on what methods each psychologist uses, to the fullest The results of his research also depend.
One of important characteristics methods for diagnosing psychological readiness is predictive validity, since it is precisely in predicting school success that one of the main tasks of assessing psychological readiness consists. Not all of the known programs for determining psychological readiness have positive psychodiagnostic indicators.
Despite this, to the wide professional use Only those diagnostic materials whose use has demonstrated their diagnostic value should be recommended. Readiness for schooling has a multicomponent structure and requires us to comprehensively study its physical, mental and social development. Analysis huge amount currently available methods for assessing the level of readiness for schooling leads us to the choice of diagnostics
“Preschool maturity” Bityanova M.R., Barchuk O. Which is currently the basis of the complex diagnostic techniques, included in the system of psychological and pedagogical monitoring of the readiness of children 6-7 years old to study at school. Because, in the usual way for the student game form allows you to track the level of development of a huge number of “educational-important qualities”, in a fairly short terms. In addition to this diagnosis, it is necessary to use the “Motives of Teaching” method by M.R. Ginsburg.
In addition to the main minimum, if necessary, you need to use a range of variable diagnostics, including:
A list of diagnostic techniques aimed at studying the physiological, personal and intellectual components of readiness for school;
Diagnostic material for working with parents of children 6-7 years old, on issues of their “readiness for school.” When forming a monitoring system, it is necessary to pay attention to the fact that determining the readiness of children for schooling necessarily requires taking into account the “readiness” of the parents of the students themselves. One of the additional, important factors is also the study of the relationship between children and their parents; a violation of these relationships is important factors risk of school maladjustment. Here, the system for monitoring children’s readiness for school should include:
Questionnaires on school readiness for parents of children 6-7 years old; Test - questionnaire of parental attitude towards school (A.Ya Varga, V.V. Stolin); Methodology “Analysis of family relationships (FAA)”.
Object of monitoring: these are physical (coordination, level of development of fine motor skills), personal (emotions, communication skills, self-esteem, motivational sphere) and psychological ( auditory attention, visual attention, level of aspirations, arbitrariness, speech, thinking, memory, imagination) qualities of an older child preschool age.
Frequency: October, April.
Format: subgroup, approximately 5-6 people. Contents of the monitoring system:
Diagnostics “Preschool maturity” Bityanova M.R., Barchuk O.. Methodology “Motives for learning” M.R. Ginsburg.
Presenters: 1 participant leads the game, 1-2 participants complete the work of filling out the observation card.
Place and time: hall (group room), preferably freed from furniture. Conducting a study according to the daily routine of older preschoolers. It takes place in the morning and preferably on Tuesday, Wednesday or Thursday.
Description of the monitoring system:
CARRYING OUT THE DIAGNOSTIC GAME “ASSISTANTS OF GOOD
THE WIZARD" - about the good wizard Yum-Nom, who protects all children's sweets. The evil wizard Buzyaka took away the color, taste, smell from the ice cream... This ice cream was also protected by the good wizard Yum-Nyam. Players face various challenges, passing which they save ice cream from trouble. By completing various tasks, students demonstrate the presence of those qualities and processes necessary to demonstrate a working model of preschool maturity. The players, together with the leader, travel around the map. Meanwhile, observers, without interfering with the game process, make entries in the observation card and sometimes help the presenter. It is introduced into the course of this game as one of the tasks.
METHODOLOGY “Motives of Teaching” M.R. Ginsburg.
Processing of results: for correct execution of any task, participants are awarded fragments (which later turn into points). Maximum quantity points that a participant can receive is 51.
Note: Methodology “Motives of teaching” M.R. Ginzburg is not quantified. Based on the results, participants must be divided into three groups.
The second group are students with high preschool maturity who received 75-100% of the possible number of points: 38-51 points. The first group are students with secondary preschool maturity who received 50-75% of the possible number of points: 26-37 points. Zero group - students with low preschool maturity who received 0-50% of the possible number of points: 0-25 points.
Thus, the presented system for monitoring children’s readiness for school allows:
· View the level of formation of each of the main components of children’s readiness to study at school, see strengths its development, timely diagnose some deviations and, on this basis, indicate the ways of individual correctional and developmental work;
· Understand big picture development of the group, with the aim of competently constructing all subsequent educational work, as well as to evaluate the effectiveness pedagogical process under the conditions of this group.
Diagnostics is carried out in the form of a game, which is an independent, integral structure. A game form before starting a study can help set students up for a friendly attitude towards diagnostic participants. At this time, the game form helps to instill the participants’ interest in various activities. It helps to create a holistic picture for the student, who at the beginning of the game internalizes the idea that a “journey” awaits him, where he can express himself in different ways. This diagnostic has detailed description examination technologies, procedures primary processing And individual analysis data, quality procedures and quantification examination results, which in turn significantly facilitates the specialist’s work with this technique. The subgroup form of diagnostics makes it possible to obtain the necessary amount of information within a certain time frame.
The disadvantages of this diagnosis are:
This diagnosis is difficult due to the presence of assistants to the presenter (1 or 2 people). This is not always convenient. In the presented methodology, there are practically no tasks for the development of such mandatory components of readiness for school learning in children as: general physical development child; range of knowledge and ideas about certain objects and phenomena environment; motivation to learn (for this purpose, the monitoring system includes the “Motives for Learning” methodology by M.R. Ginzburg).
Leading student activities primary classes is the teaching. It is known that the success of any activity, including educational activities, is determined by the presence of positive motives: desire, aspiration, interest, which are components the needs of this activity. Formation of educational motives is one of the most difficult tasks in a teacher’s work. The teacher must clearly understand the complexity of this work. It requires him to have a deep knowledge of the principles psychological influence on students. For the purpose of development in children high level educational motivation It is advisable to offer the following recommendations:
1. Read more psychological and pedagogical literature that will help prepare your child for school.
2. Consult specialists (teachers, psychologists).
3. Spend more time and attention to your child.
4. Observe how the child communicates with peers and adults. Is it difficult to join a new team?
The main task of the psychological and pedagogical examination of children of senior preschool age is the use of more complete information about individual characteristics development of preschool children. Upon receipt of this data, it is possible to develop recommendations for educators and parents to optimize the process of raising and developing children.
1. Based on the results of monitoring, certain advice is developed for group teachers, which includes a list (and methods of development) “ weak points”, precisely those qualities that in a huge number of children do not correspond to the age norm.
2. Based on the results of monitoring, advice is developed on how to work with students who have a low level of preschool maturity.
3. Based on the monitoring results, it is recommended to conduct consultations and parent meeting(in October-November), where the educational psychologist informs each parent of the results of his child’s achievements (confidentially); Here, brief recommendations are given to parents on how they can organize work at home to optimize a particular mental process.
4. In the parent’s corner of the group, the educational psychologist places a folder of recommendations for optimizing the process of preparing children 6-7 years old for studying at the “Steps to School” school.
5. The educational psychologist distributes a selection of visual propaganda to the groups (review methodological literature, materials for designing information stands, booklets, memos) - on the pre-school theme “To school with a confident step.”
6. Based on the results of monitoring, the educational psychologist finds children who are candidates for the “risk group”, conducts in-depth diagnostics, provides the necessary psychological and pedagogical support, and draws up a comprehensive individual correctional and developmental program for each child.
7. Based on the results of the repeated monitoring “Preschool maturity” by M. Bityanova, O. Barchuk,” a similar set of measures is also being carried out. Children who have repeatedly shown a low level of preschool maturity are sent to the Psychological, Medical and Pedagogical Commission to determine their further educational route. The use of this monitoring system makes it possible to effectively organize educational process in preparatory groups for school GBOU secondary school 544
This can be judged based on the following criteria:
· Analysis of the results of a study of the level of preschool maturity in children 6-7 years old (See diagrams No. 1 and No. 2).
· Analysis of the degree of satisfaction of parents of children 6-7 years old with the quality of the educational process in preschool educational institutions (See diagrams No. 3 and
Diagram No. 1. Analysis of the dynamics of the level of preschool maturity in children 6-7 years old for the 2015-2016 school year.
Diagram No. 2. Analysis of the dynamics of the level of preschool maturity in children 6-7 years old for the 2014-2015 academic year.
Diagram No. 3. The degree of satisfaction of parents with the quality of the educational process (in general) 2015-2016 academic year
Diagram No. 4. The degree of satisfaction of parents with the quality of the educational process (in general) 2014-2015 academic year
Monitoring system:
In February-March 2016, a psychological examination of children was carried out preparatory school according to the methods of “Determination of teaching motives” - M.R. Ginsburg, in September-October 2016 - according to the Luscher color test.
Based on the results of examination of children at the beginning academic year, according to the method of M.R. Ginsburg, it was revealed that 1 (8.3%) child of the preparatory “B” group, 1 (5%) child of the preparatory “A” group, have 4 - a reduced level of motivation, a predominance of evaluative motives, possibly the presence of positional and game (external) motives;
1 (5%) child of the preparatory “A” group has 5 - a low level of educational motivation, a predominance of play or external motives, the presence of an evaluative motive is possible.
Based on the results of examining children at the beginning of the school year, according to the “ color test Luscher”, it was revealed that 4 (19%) children experience anxiety and restlessness when thinking about school, 1 (14.3%) child has a negative emotional attitude towards school.
Due to the low level of educational motivation and negative attitude towards school of some children, the following activities are planned with the children:
Conduct games, exercises, conversations, reading fiction, guessing riddles, school-themed puzzles;
Conduct educational and advisory work with teachers and parents on the development of educational motivation in preschoolers.
Based on the results of the work, at the end of the school year - May - June 2015, a repeat diagnostic examination of children was carried out to identify the level of motivational readiness for school and to identify emotional attitudes towards school.
Qualitative analysis of the results of repeated diagnostic examination, according to the method of M.R. Ginsburg, showed that 8 (73%) children of the preparatory “B” group, 10 (71%) children of the preparatory “A” group, have 1 - a very high level of motivation, these children have a predominance of educational motives ;
3 (27%) children of the preparatory "B" group, 3 (21%) children of the preparatory "A" group, have 2 - a high level of motivation, the predominance of an educational motive, the presence of social and positional motives is possible;
1 (7%) child of preparatory "A" group, has 3 - normal level motivation, the predominance of positional motives, the possible presence of social and evaluative motives.
Based on the results of examining children at the end of the school year, using the Luscher color test method, it was revealed that 1 (8.3%) child had a feeling of anxiety and fear in relation to school.
Result:
The degree of educational motivation among preschoolers has increased.
The negative emotional attitude of students towards their studies and towards school in general has changed to a positive one.
IN better side The pedagogical competence of teachers and parents on the problems of forming educational motivation in future schoolchildren has changed. Card index of games and tasks for further development psychological readiness for school education. The use of diagnostic techniques for different stages research (stating at the adaptation stage and control at the end of the school year) showed that the results of the average level junior schoolchildren, have improved. The high level has also undoubtedly increased. In all children, the low level is completely absent after the developmental stage.
To maintain a high level of motivation, children’s interest in learning activities should be stimulated.
Reading time: 7 minutes.
Method for developing spatial imagination
Graphic dictations are one of the most effective methods for developing a child’s spatial imagination. They help to achieve precision in hand movements, teach them to deftly use a pen and pencil, and navigate in space. And the child’s free orientation in space is the key to successful mastery of educational material.
In addition, such tasks seem very interesting for children. They are like a game during which the child watches small miracle: before his eyes, thanks to his own actions, a certain hero or object appears in the cells, the page of the notebook comes to life.
While performing such graphic exercises, hard work, perseverance are cultivated, and imagination develops. Children experience pleasure and joy, which directly affects their emotional state.
Ordinary beautiful drawing Only a capable child can create, but anyone can! This inspires the child and gives him confidence in his abilities.
Graphic dictations are often used in diagnostic practice.
Using performance standards, the psychologist has the opportunity to conditionally divide children into 4 categories:
- Children who showed a good and sufficient level of test performance. It can be assumed that they will not have any special learning difficulties in the process of acquiring knowledge.
- Children who completed the task at an average level mostly correctly followed the verbal instructions, but made a few significant errors at the reproductive level when completing the work independently. Usually need individual assistance on initial stage, mainly adapt to perform educational tasks independently.
- Children who showed a low level of performance. Specific reasons are indicated and individual difficulties are analyzed. Such children require increased attention from the teacher and step-by-step control on his part in the process of mastering new knowledge. Difficulties noticed in a timely manner and the use of certain measures to prevent failure significantly increase the likelihood of correcting the situation.
- Children who hardly did any work. Individual reasons are analyzed in order to develop correctional and developmental measures to overcome the underachievement of specific children. These children require a more in-depth psychodiagnostic examination and psychological and pedagogical support.
Graphic dictations - how to work?
Graphic dictation can be performed in two versions:
- The child is offered a sample of a geometric design and asked to repeat exactly the same design in a checkered notebook.
- The adult dictates the sequence of actions indicating the number of cells and their directions (left, right, up, down), the child does the work by ear, and then compares his image of the ornament or figure with the example in the manual using the overlay method.
Graphic dictations are supplemented with riddles, tongue twisters, and tongue twisters. During the lesson, the child practices correct, clear and competent speech, develops fine motor skills hands, learns to highlight distinctive features objects, replenishes your vocabulary.
The tasks are selected according to the principle “from simple to complex.” If you start studying these graphic dictations with your child, do the tasks with him in order: start with the very first simple dictations and gradually move on to more complex ones.
For classes, you need a squared notebook, a simple pencil and an eraser so that the child can always correct the wrong line.
For children 5–6 years old, it is better to use a notebook with a large square (0.8 mm) so as not to strain their eyesight.
Starting from an older age, for graphic dictation, all drawings are calculated at the usual school notebook(they won’t fit in a large squared notebook).
The following notations are used in the tasks: the number of cells being counted is indicated by a number, and the direction is indicated by an arrow.
For example, the entry:
An example of graphic dictation should read: 1 cell to the right, 3 cells up, 2 cells to the left, 4 cells down, 1 cell to the right.
During classes, the child’s attitude and the friendly attitude of the adult are very important. Remember that classes for a child are not an exam, but a game.
Help your child, make sure he doesn’t make mistakes. The result of the work should always satisfy the child, so that he wants to draw in the cells again and again.
Your task is to help your child master the skills necessary for good study in a playful way. Therefore, never scold him. If something doesn’t work out for him, just explain how to do it correctly. Praise your baby more often, and never compare with anyone.
The duration of one lesson with graphic dictations should not exceed 10 - 15 minutes for children 5 years old, 15 - 20 minutes for children 5 - 6 years old and 20 - 25 minutes for children 6 - 7 years old.
But if the child gets carried away, do not stop him and interrupt the lesson.
Pay attention to the child’s sitting position during the dictation and how he holds the pencil. Show your child how to hold a pencil between the phalanges of the index, thumb and middle fingers. If your child doesn't count well, help him count the cells in his notebook.
Before each lesson, be sure to talk with your child about the fact that there are different directions and sides. Show him where is right, where is left, where is up, where is down. Pay attention to the baby that every person has a right and a left side.
Explain that the hand with which he eats, draws and writes is his right hand, and the other hand is his left. For left-handers, on the contrary, it is necessary to explain to left-handers that there are people for whom the working hand is the right, and there are people for whom the working hand is the left.
After this, you can open the notebook and teach your child to navigate on a piece of paper. Show your child where the left edge of the notebook is, where the right edge is, where the top is, where the bottom is.
It can be explained that previously there were slanted desks at school, which is why the top edge of the notebook was called the top edge, and the bottom edge was called the bottom edge. Explain to your child that if you say “to the right,” then you need to point the pencil “there” (to the right). And if you say “to the left,” then you need to point the pencil “there” (to the left) and so on. Show your child how to count the cells.
You yourself will also need a pencil and an eraser in order to mark the lines you read. Dictations can be quite lengthy, and to avoid getting confused, put dots with a pencil opposite the lines you are reading. This will help you not to get confused. After the dictation, you can erase all the dots.
Each lesson includes graphic dictation, discussion of images, tongue twisters, tongue twisters, riddles and finger gymnastics. Each stage of the lesson carries a semantic load.
Activities with your child can be arranged in different sequences. You can first do finger exercises, read tongue twisters and tongue twisters, and then do a graphic dictation. On the contrary, you can first do a graphic dictation, then tongue twisters and finger gymnastics. It is better to make riddles at the end of the lesson.
When the child draws a picture, talk about the fact that there are objects and their images. Images can be different: photographs, drawings, schematic images. Graphic dictations are a schematic representation of an object.
Talk about how each animal has its own distinctive characteristics. Schematic illustration shows distinctive features by which we can recognize an animal or object.
Ask your child what the distinctive features of the animal he or she has drawn are. For example, in a hare - long ears and a small tail, an elephant has a long trunk, an ostrich has a long neck, a small head and long legs, and so on.
Work with tongue twisters and tongue twisters in different ways:
- Let the child take the ball in his hands and, rhythmically tossing and catching it with his hands, say a tongue twister or a tongue twister. You can throw and catch the ball for each word or syllable.
- Let the child say a tongue twister (pure tongue twister) while throwing the ball from one hand to the other.
- You can pronounce a tongue twister by clapping the rhythm with your palms.
- Suggest saying the tongue twister 3 times in a row and not getting lost.
Do finger exercises together so that the child sees and repeats the movements after you.
And now that you have become familiar with the basic rules for conducting a graphic dictation, you can begin classes.
I have selected several options for graphic dictations for preschool children. I hope your baby can handle them easily.
