Literacy and speech development. Development of creative thinking of primary school students in literacy classes

COURSE PROGRAM

"Preparation for school. speech development, logical thinking and cognitive abilities preschoolers with elements of literacy and the use of mathematical material.

St. Petersburg

1997

PROGRAM

course “Preparing children for school. The development of speech, logical thinking and cognitive abilities of preschoolers with elements of literacy and the use of mathematical material "

EXPLANATORY NOTE

The proposed course of elementary mathematics, speech development and literacy makes it possible to intensively develop children's cognitive abilities, intelligence, creativity, develop all types of speech activity (the ability to listen and speak, read and write), inculcate the skills of a culture of speech communication, develop interest in the language, speech and literature, to improve the aesthetic and moral attitude to the environment.The course of preparation for school is introduced in connection with the need of society that, if possible, every child studies well, does not get tired, does not get sick, is cheerful and cheerful. This is possible if, to help the child, prepare him for schooling.This course contains two complete blocks: elementary course in mathematics and logic; language development and literacy.
FIRST BLOCK: The initial course of mathematics and logic is designed to: to equip children with the knowledge, skills and abilities necessary to independently solve new issues, new educational and practical tasks, to instill in children independence, initiative, a sense of responsibility and perseverance in overcoming difficulties; to give preschoolers elementary numerical literacy, initial geometric representations; purposefully develop cognitive processes, including the ability to observe and compare, notice the common in the different, distinguish the main from the secondary, find patterns and use them to complete tasks, build the simplest hypotheses, test them, illustrate with examples, classify objects (groups of objects), concepts according to a given principle; develop the ability to make simple generalizations, the ability to use the knowledge gained in new conditions; to teach to reveal the causal relationships between the phenomena of the surrounding reality; develop mental operations: the ability to solve problems to find patterns, compare and classify (continue a sequence of numbers or geometric shapes, find a broken pattern, identify a common feature of a group of objects, etc.); develop speech: be able to describe the properties of an object, explain the similarities and differences of objects, justify your answer, be able to clearly express your thoughts; develop Creative skills: be able to independently come up with a sequence containing some regularity; a group of figures with a common feature; develop visual - figurative, verbal-logical and emotional memory; be able to establish the equivalence of sets of objects by means of pairing; develop attention, observation, logical thinking; develop the ability to generalize and abstract, develop spatial representations (about the shape, size, relative position of objects); formalize the ability to measure and draw segments, use a ruler; explore integers from 1 to 10.0 on the system of practical exercises using visualization; reveal the meaning of arithmetic operations (addition and subtraction) based on elementary practical actions, teach to navigate in a notebook, keep notes accurately and systematically; learn to listen and do the work yourself.
SECOND UNIT : The development of speech and literacy is designed to provide: the relationship of learning the native language with the development of communicative speech and creative abilities of students, with the formation of their spiritual and moral values; intensive development of types of speech activity: the ability to listen, speak, use the language freely in various situations of communication; development of artistic-figurative and logical thinking of students, education of speech culture of communication as an integral part of communication of human culture; to work on the development of students' speech, to form in children a conscious, to the extent of their age, possible attitudes towards linguistic facts, to increase their activity and independence, contributing to mental and speech development. To form a reading skill based on the life experience of children; to teach meaningful reading, speaking, writing; if possible, enrich the speech of students, develop their attention and interest in linguistic phenomena; develop interest in learning activities; expansion and refinement of children's ideas about environment during reading, viewing illustrations; development of phonemic hearing; to give elementary concepts about the sound-letter analysis of words, to teach how to correctly identify and characterize the sound; enrichment of students' vocabulary, development of their speech; correct designation of sounds in a letter, write from dictation, make words from letters and syllables; teach to copy from printed text, speak in front of the class, answer questions, ask questions, talk about your observations, etc. Thus, a holistic school preparation course will help children learn a range of concepts and patterns that will help them start successful learning in the first grade. What do we know about the abilities of our future students who come to school preparation courses?How and what should we teach them, knowing about the difficulties ahead at school?Which subject will be the most difficult? How to help overcome difficulties now?We, teachers, ask ourselves these questions, thinking about our future students. They have to go through a difficult path, knowledge, where we will have to become not just teachers, but also assistants, friends who can be turned to for help.Based on the pedagogical experience of many teachers, we come to the conclusion that one of the most difficult subjects, causing the greatest difficulties, is the Russian language, and in the first year of schooling, reading is also.This program will help the teacher prepare preschoolers for the study of the above subjects and mitigate future difficulties and problems.

In addition, using this program, the teacher will be able to activate the mental activity of future students, enrich them vocabulary, to acquaint with the elements of school life, to assist parents in raising a full-fledged personality.

In the thematic planning, the topics and the approximate number of classes are indicated, which can be changed by the teacher, depending on the more or less successful completion of the program, the assimilation of the necessary knowledge by the children and the formation of skills and abilities.The duration of classes with a child of 6 years old should not exceed 25 minutes, so classes will be held 2 times a week for 25 minutes for each of the blocks with a 10-minute break.
THE SECOND BLOCK OF SPEECH DEVELOPMENT AND LITERACY TRAINING.

Thematic planning

TOTAL: about 60 lessons of 25 minutes.

Appendix

Brief description of didactic games used in the process of teaching preschoolers

Game 1 Purpose: To develop the speech of preschoolers, replenish vocabulary, develop phonemic hearing.Content: The teacher pronounces the beginning of the word (the name of the subject), the students finish the word. Words can be selected on certain topics, illustrations can be used. Work can be carried out in pairs and frontally.
Game 2. "Describe the subject" Purpose: Acquaintance with the concepts of "properties and signs of objects", the formation of the ability to guess an object by its signs.Content: The teacher or the student conceives the subject, those around him ask leading questions, trying to guess what was conceived by signs.
Game 3. "I know" Objectives: Development of students' speech, vocabulary replenishment, development of observation and attention.Content: The teacher (child), using the ball, pronounces the following text, rhythmically hitting the ball on the floor: - I know five names of boys: Sasha - one, Dima - two, Igor - three, Denis - four, Volodya - five. The ball is then passed to the next player. He names the following five items. It can be any items (toys, flowers, trees, etc.).
Game 4. “Guess what you showed” (pantomime) Purpose: To develop attention, observation, speech, patience.Content: The person who wishes depicts an object (living or inanimate) without uttering any sounds. The rest are trying to guess what is depicted. It is possible to use several people for pantomime.
Game 5 Goal: Development of observation, attention, the ability to focus on finding the necessary letter or syllable.Content: The teacher encrypts the letters with any icons or drawings and, using these designations, “writes down” the word. Children try to guess the word by finding icons with the letters they represent.
Game 6 The game is organized on the basis of game 5, where the children themselves encrypt the words using the icons proposed by the teacher. We solve the words together, finding out who managed to encrypt the word better.
Game 7. "Who is more observant" Purpose: Consolidation of knowledge about letters and sounds, search for letters in the text, development of attention and observation.Content: The teacher offers the children a text where students find the letter chosen by the teacher.
Game 8. "Compose a fairy tale about the subject." Goal: Development of students' speech, vocabulary replenishment.Content: The teacher or children choose any subject and try to compose together a fairy tale about the adventures of this subject.Game 9 Purpose: The development of students' speech, the ability to focus on finding the necessary concept.Content: The teacher calls the word, the children - the opposite in meaning: “Day - night, sweet - sour”, etc.
Game 10 Children combine sounds into syllables orally, and in writing they write down pairs of letters (syllables-fusions)
Game 11 Children are divided into groups: hosts and guests. "Hosts" must meet "guests" using "magic words". "Guests respond in kind."
Game 12 Children form words from the syllables suggested by the teacher. Syllables can be brightly and colorfully illustrated. For example, in the form of balls or flowers, which must be collected in one bunch or bouquet.
Game 13 A number of illustrations are offered, related to one topic, but decomposed incorrectly. Children must determine which of the illustrations depicts what happened earlier or later, i.e. arrange in order.

Game 14 Describe" Children describe the objects around them using their knowledge of the colors of the rainbow, trying to describe this or that object as vividly as possible.
Game 15 Children "tap" the rhythm of words, hitting each vowel sound in the words pronounced by the teacher with a stick on the table, highlighting the percussive sound. The game helps to consolidate knowledge of vowel sounds and stress.
Game 16 Children must “fix” the words where the letters are messed up by putting them in their place.The game contributes to the development of attention, observation, as well as the development of phonemic hearing.
Game 17 Catch up" Children transform phrases, words, sentences using the categories "before, after, then, now." Make up their own sentences, correct incorrectly constructed phrases that the teacher suggested.
Game 18 Children guess the season (spring, summer, winter, autumn) according to the changes in nature indicated by the teacher. During the game, time categories are repeated. Illustrations may be used.
Game 19 The meaning of the game is to find voiced consonants in the words spoken by the teacher. Children depict bells that ring for each voiced consonant sound. The game contributes to the development of attention and phonemic hearing of children.
Game 20 The meaning of the game is to search for sounds or letters that were incorrectly indicated by the fabulous guest (Dunno, Pinocchio). The game is illustrated.
Game 21 The teacher asks what? who? which? what is he doing? other. Children find words that answer question asked. The game uses a ball passed to the responding children.
Game 22 Children tie knots each on their own string, remembering the rules, questions, sounds and letters. Everything is commented out loud. The material is selected by the teacher.
Note: The material for the games and their content can be changed in accordance with the requirements of the teacher and the capabilities of the students. It is desirable to illustrate each of the games and use various toys (ball, doll, etc.). Every child has abilities and talents. Children are naturally curious and eager to learn. All it takes for them to show their talents is smart leadership. A variety of games will not only help you acquire basic writing and counting skills, but also contribute to the development of the beginning of critical and creative thinking, logical reasoning, and teach you to make logical conclusions. They teach to think.Changing the activities of children within each lesson allows you to slightly increase the duration of the usual lesson.It is well known how complex and voluminous the program is primary school and how difficult it is sometimes for a child who cannot read to master her course. Children who already know how to read are easier to fit into the learning process, they are more comfortable at the first stage of education.This program is based on the principle of developmental education. It is very important to take a serious and creative approach to each lesson, choosing in advance visual, didactic and other necessary material, without which it is impossible to activate the thinking of children and maintain their interest and attention throughout the lesson.The program provides for the use of search questions, various ways of working with visibility.Effective game form work, since it is in the game that the creative abilities of the individual develop. All classes include speech development games, entertaining exercises, phonetic, lexical, grammatical, graphic and even outdoor games. Game situations, fairy-tale characters, surprise moments are introduced.The main place in training is given to work with sound, letter, word, sentence. It is necessary to devote enough time to the sound perception of the word, forming the phonetic speech hearing of the child.To improve the speech apparatus, it is advisable to include articulation exercises, pronunciation of tongue twisters, quatrains, rhyming lines, and so on.Children are very fond of riddles, so it is necessary to include a lot of riddles in the program, accompanied by illustrative or game material.It is always necessary to strive to replenish the vocabulary of children with synonyms, antonyms, etc.For relaxation and stress relief, small physical exercises are appropriate and necessary. Better if physical minutes will not repeat. Here are some of them:1. Raise your shoulders,Jump grasshoppers.Jump jump, jump jump. (Energetic shoulder movements). Stop! Sat down. They ate grass.Silence was heard.(squats) Higher, higher, highJump on your toes easily! (Jumping in place)

2. Early in the morning I get up,I sing with a clear voice.I wash and dressAnd I get down to business. I prick, I drink I draw, I play...etc. (various movements)

3. Ira, Inna and Ivan They danced merrily. Circled, bowed,They stopped on the spot. (corresponding movements)

4. Our rest is a physical education minute,Take your seats:Once - sat down, two - got up.Everyone raised their hands up.Sit down, get up, sit down, get upAs if they had become a roly-poly.And then they took off runningLike my bouncy ball.

5. Zhu - zhu - zhu, (3 claps) I go to the meadow (Steps with high legs) I look at the bugs (Sit down, bring your palms to your eyes) Zhu - zhu - zhu (3 claps)
Serious problems arise in the school due to the lack of literacy of students. In order to prevent the occurrence of such problems or help children overcome such difficulties, it is necessary to start work as early as possible with the development of their spelling vigilance. Targeted Spell Detection Training Beginsmainly in the process of sound-letter analysis of words. The following exercises are useful for developing the appropriate skill:
1. Games: "Find a dangerous place" -I will say the words, and you clap as soon as you hear a sound that cannot be trusted when writing. And what (what) sound (sounds) cannot be trusted? How to find it? (It is necessary to determine whether the word has an unstressed vowel sound. If there is, then there is a “dangerous place.” If there are two unstressed vowels, then there are two “ dangerous places a". "Traffic lights" Show a red traffic light or turn on a red light as soon as you find a "dangerous place"."Light the beacon" Carrying out sound analysis with drawing up a diagram in which “dangerous places” are indicated, i.e. put red signals (circles) under " dangerous places". At the same time, with the help of the question (“How will you look for“ dangerous places ”?), the necessary method of action is worked out.2. In the wake of sound analysis, printing or laying out words from the letters of the split alphabet with the omission of “dangerous places”. At the same time, attention is again drawn to the mode of action: "If the sound can be trusted, I designate it with a letter, if not, I put a danger signal in its place."
To improve the speech apparatus, the following tongue twisters, quatrains, rhymes can be used:
1. BUY A SHAMEarly in the marketI bought a lamb bagel:For sheep, for sheepTEN poppy rings, NINE dryers, EIGHT buns, SEVEN cakes, SIX cheesecakes, FIVE shortcakes, FOUR donuts, THREE cakes, TWO gingerbread And I bought ONE kalach -I didn't forget about myself! And for the little wife - Sunflowers. 2. FORTY FORTY (patter) forty forty For their forties forty shirts, Without quarreling, they scribble. Forty shirts Lined up on timeImmediately quarreled Forty forty.
3. A - Open the mouth wider, We raise our hands up.
U - Lips with a tube forward. And hands forward.
4. Rustle, whispering, noise under the window,Light spanking... Who is this gnome? Sh-sh-sh! There, behind the curtains, near the window Nimble little mouse Silence rustles.
5. I'm still trembling with fear! - The log exclaimed - It looks like an ax!Break for sure!
6. The train rushes grinding: same - che - schA, same - che - schA.
7. In the morning my brother Kirill Three rabbits grass fed.
8. Say in one breath: INHALE - SI-SE-SA-SO-SU-SY - EXHAUST INHALE - ZI-ZE-ZO-ZU-ZY - EXHAUST
For the successful study of vowel sounds and letters, the method of studying "singing" is used:The following triangle is drawn on the board:
I Y Y

E O

BUT
Children sing sounds first top floor: E-S-Y and watch how the mouth opens during the snout. They conclude that the mouth does not open very much, only a little. It produces "narrow" vowel sounds.Then the children sing the sounds of the middle floor: E-O. We noticed that the mouth opens normally, as usual, medium. So, these are “middle” vowel sounds.Finally, the lower vowel is sung: A. Here the mouth opens wide and the children call this sound “wide”.This game will help children discover the secret of pronunciation of vowels. It turns out that all vowel sounds are mouth openers! This conclusion will help you learn how to correctly determine the number of syllables in words by placing your palm under your chin.
For thematic conversations, the development of children's speech, the following riddles and poems can be used:
We help mom.

Riddles about tools and utensils.

small bird dives with its nose, Tail will wag -Will lead the way. (Needle)
Two ends, two ringsAnd in the middle - a carnation (Scissors)
Bowing, bowingWill come home - stretched. (Axe)
Eats quickly, chews finely,She won’t eat herself, she won’t give to others. (Saw)
As they collide - knock and knock!Silence is scared around.The fat one will beat the thin one -Thin something will beat. (Hammer and nail)
A new vessel, but all in holes. (Colander)
There is a bath in the stomach, a hole in the nose, one hand and that one on the back (Teapot)

Poems about labor

CARPENT EGOR Egor has wonderful things:Planer, saw, hammer and tongs.He also has an ax with a chisel -Can Yegorka build a house.Only this toy axAnd he himself is a small first-grader Yegor.Grow up, become a carpenter, thenHe will build a school, a nursery and a house.In the meantime, Egorka ShevtsovHe built a house, but a house for starlings.
WE BUILD It's good that there isStone, clay and sand.I bury what is in the worldPincers, nails, hammer.There are threads and there is a shovel -You can sew and you can dig!Respect work guys!Learn to love work!
During classes to activate mental activity the following tasks are used:1. Reading a syllabary(fast and slow) KOR UT NOR CHEESE KI MYSH MOSH
2. READING THE SYLLABLE CHAIN: SA SI SHA
LI LO MA RY
3. COLLECTIVE READING OF THE SYMBOLIC TABLE AND WORDS AT THE PACE SET BY THE TEACHER. CO magpie Vova crow owls height owl hair braids cow dew

PA

couples bet queen kings prices knights pans
4. Transform the word by replacing letters:GRACH - DOCTOR; DAUGHTER - POINT - BUCK - BARREL; OVEN - TUBE - KIDNEY, etc.
5. Reading syllables with agreement to the whole word: FI... lin FE... da FA... I FO... ma Lo... Shad Le... ta To... nya Te... cha
6. Game with the word KOLOBOK

(stake, forehead, side, eye)

7. Answer quickly!Voiced, fast, cheerful ... (ball)Delicious, scarlet, juicy ... (watermelon)Brown, clumsy, clubfoot ... (bear)Yellow, red, autumn ... (leaves)
8. Change the word using the method of increasing and replacing a letter:Believe - the door - the beastRiding - star - trainsNetworks - children, Lena - Lina
9. "Where are the numbers, where are the letters?"Select only letters.Make a word out of them I 1 8 D 6 R 10 U 5 W 4 K 2 A 7
10. Clean tongues
Ta-ta-ta - we have cleanliness at home.Te-te-te - put away your sewing.That's it - we began to play loto.At-at-at - we go for a walkAt-at-at - we take a scooter with usCha-cha-cha - a candle burns in the room.Choo-choo-choo - I knock with a hammer.Oh, oh, oh, the night has come.Tso-tso-tso -On the hand ringTsy - tsy - tsy - cucumbers ripenedEts-ets-ets - very tasty cucumber
Dear colleagues! Remember that learning to read and write is one of the most crucial periods in a child's life. And the result of training largely depends on you, on your patience, kindness, affection. Give your child the opportunity to believe in themselves. Do not be rude, tactless! Education should not be related to negative emotions in communication with the teacher, with the future student. Let each of them feel success, know the joy of "discovery" for themselves and with desire and good mood goes to every class. Let him think, fantasize, create!

USED ​​BOOKS

1. Arginskaya I.I. Education according to the system of L.V. Zankov Grade 1, 1994

2. Varapnikov I.V. Russian language in pictures M., 1987

3. Bure R.S. Getting the kids ready for school. M., 1987

4. Goretsky V.G. Education in the first grade; M., 1973

5. Klimanopa L.F. Exercises for working on reading technique. M., 1975

6. Loginova V.I. Development and education of children in kindergarten St. Petersburg, 1995

7. Nechaepa N.V. Literacy education. M, 1994

8. Rezodubov S.P. Methodology of the Russian language in primary school M., 1963

9. Sedge N.V. Games and exercises in teaching six-year-olds Minsk, 1985

10. Toroshenko E-V. Living alphabet for little ones. St. Petersburg, 1994

11. Giabalina 3.P. The first year is the most difficult. M, 1990

12. Shvaiko G.S. Games and game exercises for the development of speech. M., 1983

USED ​​BOOKS

G. G. Granin. CM. Bondarenko. A.A. Kontsevaya. Spelling Secrets. M., 1994
L.F. Klimanov, L.N. Boreyko. Draw, think, tell. M., 1996
M.A. Kalugin, N.V. Novotvortseva. Educational games for junior schoolchildren. Crosswords, quizzes, puzzles. Yaroslavl. 1996
V.N. Trudnev. Count, laugh, guess. M., 1980
I.B. Golub, N.I. Ushakov. Journey through the land of words. M., 1992
N.V. Yolkina, T.I. Tarabarin. 1000 riddles. Yaroslavl. 1996
V.Volina. We learn by playing. M., 1994
N.M. Betenkova D.S. Fonin. Grammar competition.L.G.Milostevenko. Guidelines to prevent reading and writing errors in children. SPb. 1995

1 Block. INITIAL MATHEMATICS AND LOGIC

The basis of this course is the formation and development of mental activity techniques in preschoolers: analysis and synthesis, comparison, classification, abstraction, analogy, generalization in the process of mastering mathematical content. These approaches can be viewed as:- ways of organizing the activities of preschoolers;- methods of cognition that become the property of the child, characterize his intellectual potential and cognitive abilities;- ways of including various mental functions in the process of cognition: emotions, will, attention; as a result, the intellectual activity of the child enters into various relationships with other aspects of his personality, primarily with its orientation, motivation, interests, level of claims, i.e. characterized by an increasing activity of the individual in various fields her activities. This is provided:1. The logic of constructing the content of the elementary mathematics course, which, on the one hand, takes into account the child’s experience and his mental development, on the other hand, allows the child to compare and correlate the concepts being studied in a variety of respects and aspects, to generalize and differentiate them, to include them in various chains -investigative links, establish as possible more connections between new and learned concepts.2. Interesting methodological methods for the study of mathematical concepts, properties and methods of action, which are based on the ideas of changing the subject, figurative, graphic and mathematical properties of models; establishment of correspondence between them; identification of patterns and various dependencies, as well as properties that contribute to the formation of such qualities of thinking as independence, depth, criticality, flexibility.
The initial course of mathematics and logic consists of several sections:arithmetic, geometric, as well as a section of content-logical tasks and assignments.The first two sections - arithmetic and geometric - are the main carriers of the mathematical content of the course, because. they determine the nomenclature and volume of the studied issues and topics.The third section in terms of content is built on the basis of the first two sections and is a system of content - logical tasks and tasks aimed at the development of cognitive processes, among which are school age and in primary school age the most important are: attention, perception, imagination, memory and thinking.The leading role is played by logical methods of thinking: comparison, analysis, synthesis, classification, generalization, abstraction.In connection with the relevance of the problem of the development of spatial thinking of preschoolers, it became necessary to develop a system of geometric exercises, the implementation of which would contribute to an adequate perception of space, the formation of spatial representations, and the development of imagination.The perception of space is carried out as a result of the subjective experience of the child on an empirical basis. However, for a preschooler, the perception of space is complicated by the fact that spatial features are merged with the perceived content, they are not singled out as separate objects of knowledge. The word as a landmark allows one to single out a single object from the totality of the features of an object: either the shape or the size. However, the child finds it difficult to characterize this or that sign. Therefore, it is more expedient to include exercises not on characterizing the spatial features of an object, but on isolating a single feature from a set of general ones based on identifying patterns of features using mental actions: comparison, classification, analogy, analysis, synthesis, generalization. These are tasks with the wording: “Unravel the rule according to which the figures are located in each row”, “Find the extra figure”, “What has changed? What hasn’t changed?”, “How are they similar? How are they different?”, “What is the same? What is not the same?", "Name the signs by which the figures in each row change", "Choose the figure that needs to be completed", "On what basis can the figures be divided into groups?", "Unravel the pattern and draw the next figure", etc. .P. So in the task “What has changed? What hasn't changed? rectangles of different colors are lined up in a row, which change their position in space in the vertical direction, which is described by the relationships “top - bottom”, “between”.

"Color the figure on the right"

From the bottom row, you should select a square that has the same pattern as the original one, but has changed its position when turning it up one turn. This is square 2.In the task “How are they similar? What is the difference?" the position of the corners of the triangle, different in color, changes in two directions: in the vertical and horizontal, at the same time the relations “above - below”, “right - left” are considered.- In the first triangle, there is an angle with dots at the top, and at the bottom right- hatched.

In the second triangle, a shaded corner was found at the top, and with dots at the bottom right.

In the tasks “How are they similar? What is the difference?"

it is supposed to turn left or right for one or two turns relative to the reference point, which coincides with the “body scheme”.
"Choose the shape you want to draw"

The figure rotates "up - to the left" for one turn.The circle at the bottom moves to the right. Correct drawing 3.
It is important to form productive thinking in a child, that is, the ability to create new ideas, the ability to establish connections between facts and groups of facts, to compare new fact. The productivity of thinking of preschoolers is still limited. But if a child puts forward an idea that is not new for adults, but new for the team or for himself, if he discovers something for himself, even if it is known to others, this is already an indicator of his thinking. With the development of independent thinking, the child develops his speech, which organizes and clarifies the thought, allows you to express it in a generalized way, separating the important from the secondary.The development of thinking also affects the upbringing of the child, develop positive features character, the need to develop one's good qualities, working capacity, activity planning, self-control and conviction, love for the subject, interest, desire to learn and know a lot. All this is extremely necessary for the future life of the child.Sufficient preparedness of mental activity relieves psychological overload in learning, preserves the health of the child.As for the development of perception, in preschoolers it occurs in stages. At the first stage, actions are formed directly as a result of playing with various objects. It is better if, at the same time, standards (shapes, colors) are given to the child for comparison. At the second stage, children get acquainted with the spatial properties of objects with the help of hand and eye movements. At the third stage, children get the opportunity to quickly find out the properties of interest to objects, while the external action of perception turns into a mental one.An important condition for the effectiveness of teaching mathematics is the attention of children. Listening carefully to the explanation, the child perceives, understands, remembers the content of the material more easily, and thus makes it easier. your future work. So, great importance is given to the education of voluntary attention in preschoolers. To do this, classes are constantly included special exercises and tasks aimed at the formation of attention, the development of activity, independence, and a creative attitude to business.Here are a few activities that help foster interest and attention in math classes.
For example, game "Notice everything!"
On a typesetting canvas I expose, in one row, 7-8 pictures depicting objects (mushroom, ball, pyramid). Children are invited to consider subject pictures (10 sec.). Then the subject pictures are closed, and the children are invited to list them, name the sequence. Swap two or three pictures and ask what has changed on the typesetting canvas. Remove one of the pictures and ask which picture disappeared, ask to describe it. The game "Notice everything!" can be carried out with the same tasks, but replacing subject pictures with geometric shapes. Preschoolers are asked relevant questions: what figures are depicted? How many? What color are they? In what order are they shown? Ask each child to arrange these figures on the desk, using individual counting material for this.These tasks are used when comparing groups of objects, familiarity with the concept of "the same".
Games for the development of attention
"What changed?" Put 3-7 toys in front of the children. Signal for them to close their eyes while removing one toy. Opening their eyes, the children must guess which toy is hidden.
"Find differences". Show the children two almost identical drawings and ask them to find how one drawing differs from the other. "Find the same." In the picture, children must find two identical objects.
“Ear-nose.” At the “Ear” command, the children should grab the ear, at the “Nose” command, the nose. You also perform actions with them on command, but after a while you start making mistakes. "Dwarfs and Giants". A similar game: on the command "Dwarfs" the children squat, on the command "Giants" they stand up. The teacher performs the movements together with everyone. Teams are given in a breakdown and at a different pace.
Freeze. At the signal of the teacher, the children should freeze in the same position in which they were at the time of the signal. The one who moves loses, the dragon takes him to him or he is eliminated from the game.
"Repeat after me". Under any rhyme (for example: “Santiki-fan-tiki-limpopo”), you rhythmically perform simple movements, for example, clap your hands, knees, stamp your foot, nod your head. Children repeat the movements after you. Unexpectedly for them, you change the movement, and the one who did not notice this in time and did not change the movement is out of the game.
"Handkerchief". Children stand in a circle. The driver runs or walks behind the circle with a handkerchief in his hand and discreetly puts the handkerchief behind someone's back. Then he makes another circle, and if during this time new owner handkerchief does not appear, it is believed that he lost. Anyone who notices a handkerchief behind his back must catch up with the driver and taunt him. If this succeeds, the driver remains the same. If not, the second one leads.
"Edible - inedible." The driver throws the ball, naming any object. The ball should be caught only if the object is edible.
"The Flag Game" When you raise the red flag, the children should jump, the green one should clap their hands, the blue one should step in place.

Imagination games

"What is a dog like?" You can ask the child to imagine a dog and tell as much as possible about it: what kind of coat it has, what it likes to eat, what shape its tail and ears have, what character it has, etc.
"Draw by description." You are reading the following text: “There was a white house. Its roof is triangular. Big window red and small yellow. The door is brown. The text should be read again at a slow pace, one sentence at a time. Children at this time eyes closed must imagine this house, and then draw it.

Games for the development of logical thinking

"Logic Lotto" You can play in the same way as you usually play lotto. Children place cards on their table map.

"The Fourth Extra". It is necessary to close with a white card the image that does not fit the rest.

"Universal Lotto" You can easily make this lotto yourself, using cards from various old, half-lost lottos, as well as postcard sets, magazine clippings and... stamps. Stamps are often very beautiful, interesting and produced in series, but it is very inconvenient to keep them in an album, because children always want to take a picture in their hands. Therefore, it is better to stick stamps on cardboard cards (one size). For each playing child (and no more than 5-7 children play), you need a large white game card, divided into 6-8 parts.Sets of played cards form several series. All of them will allow children to exercise in classification according to different criteria. Series 1 Each child collects a series of pictures depicting objects that have common names. For example: butterfly, trains, ships, planes, satellites, cats, horses, flowers, berries, mushrooms, houses, hats, shoes, etc. Series 2 Each child chooses a geometric shape as a sample and collects images of objects that have a similar shape. Sample set:circle - button, plate, tablet, watch, ball, apple;square - wristwatch, briefcase, TV, book, window;triangle - the roof of the house, a hat from a newspaper, a funnel, a Christmas tree, Egyptian pyramid, a carton of milk;rectangle - suitcase, brick, house;oval - cucumber, plum, egg, fish, leaf. Series Z Each child chooses a "blot" of colored paper (red, blue, yellow, green, brown, white) and picks up objects of the same color.

The main feature of the proposed course is its focus not only on giving preschoolers an initial basis for numerical literacy, but also on using the mathematical material of the course to create conditions for the targeted development and improvement of all cognitive processes in children, gradually shifting the focus to development thinking, which is due to the specifics of the subject of mathematics.Mathematics has a unique developmental effect. “She puts the mind in order”, i.e. in the best way forms the methods of mental activity and the qualities of the mind, but not only. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual. A mathematician plans his activities better, predicts the situation, expresses his thoughts more consistently and more accurately, and is better able to justify his position. It is this humanitarian component, of course, that is important for personal development each person, and is the main feature of the new course. Mathematical knowledge in it is not an end in itself, but a means of forming a self-developing personality.The main purpose of doing mathematics is to give the child a sense of self-confidence, based on the fact that the world is ordered and therefore comprehensible, and therefore predictable for a person.It must be remembered that mathematics is one of the most difficult subjects, but the inclusion of didactic games and exercises allows you to change the types of activities in the lesson more often, and this creates conditions for increasing the emotional attitude to the content of the educational material, ensures its accessibility and awareness.Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. At the same time, the role of simple entertaining mathematical material is determined taking into account the age capabilities of children and the tasks of comprehensive development and upbringing: to intensify mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand, deepen mathematical representations, to consolidate the acquired knowledge and skills, to exercise in applying them in other activities, new environment.Entertaining material (didactic games) is also used to form ideas, to get acquainted with new information. In this case, an indispensable condition is the use of a system of games and exercises.Children are very active in the perception of tasks, jokes, puzzles, logical exercises. They are persistently looking for a course of action that leads to a result. In the case when an entertaining task is available to a child, he develops a positive emotional attitude towards it, which stimulates mental activity. The child is interested final goal: add up, find the right figure, transform - which captivates him.From the whole variety of entertaining mathematical material in preschool age greatest application find didactic games. Their main purpose is to provide children with exercise in distinguishing, highlighting, naming sets of objects, numbers, geometric shapes, directions, etc. In didactic games, it is possible to form new knowledge, to acquaint children with methods of action. Each of the games solves a specific problem of improving the mathematical (quantitative, spatial, temporal) representations of children.Didactic games are included in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of the lesson on the formation of elementary mathematical representations is determined by the age of the children, the purpose, purpose, content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming representations.Didactic games and game exercises of mathematical content are the most famous and frequently used types of entertaining mathematical material in the modern practice of preschool education. In the process of teaching preschoolers mathematics, the game is directly included in the lesson, being a means of forming new knowledge, expanding, clarifying, and consolidating the educational material.AT integrated approach to the upbringing and education of preschoolers in modern practice, an important role belongs to entertaining educational games, tasks, and entertainment. They are interesting for children, emotionally capture them. And the process of solving, searching for an answer, based on interest in the problem, is impossible without the active work of thought. This position explains the importance of entertaining tasks in the mental and all-round development of children. In the course of games and exercises with entertaining mathematical material, children master the ability to search for solutions on their own. A systematic exercise in solving problems in this way develops mental activity, independence of thought, a creative attitude to a learning task, and initiative.According to the nature of cognitive activity, games can be divided into groups.
Games that require children to perform
With the help of this group of games, children perform actions according to a model or instructions. For example, a teacher would say: “First, put a green circle, to the right of it - a yellow triangle, to the left - a yellow square, above - a red triangle, below a red square, etc." Then he asks questions: how many and what figures did you put? How are they similar and how are they different? Which figures are more, which are less?Then the children from these figures are invited to make a geometric pattern or some kind of figure.In the process of such games, students get acquainted with the simplest geometric shapes, their properties, learn the concepts of "above", "below", "left", "right", "between", which are the basis of spatial representations, master counting, consider the classification of figures one by one. or more features.In this group of games, you can also use the following tasks: come up with words similar to data; lay out a pattern or draw a figure similar to this one.Children in mathematics notebooks do a lot of drawings that help them learn to concentrate, follow the leader's instructions exactly, work consistently and achieve the desired result.Games in which children perform reproducing activities These games are aimed at developing addition and subtraction skills within 10. These are the games "Math Fishing", "Best Pilot", "Best Astronaut", "Fastest Postman", "Eye-Photographer", "Each Toy Has Its Place" and other.
"Math Fishing"
didactic purpose. Consolidation of methods of addition and subtraction within 10, reproducing them from memory.Means of education. Drawings of 10 fish, 6 of them are yellow, 2 are red, 2 are striped.Game content. Fish are placed on the magnetic modelograph, on the reverse side of which there are examples for addition and subtraction. The teacher calls the children one by one to the board, they “catch” (remove) the fish, read the example for addition and subtraction. All the children who solved the example indicate the answer with a number and show it to the teacher. Whoever solves the example before everyone else will get a fish. Whoever "catch" the fish (solves the examples correctly) is the best fisherman.The game "Catch the Butterfly" is played in the same way.
Games in which the transformative activity of children is programmed. With the help of these games, children change examples and tasks, others logically related to them.For example, the games "Chain", "Mathematical relay race". Transformative activities also include games that develop control and self-control skills (“Controllers”, “Arithmetic run along the number series”, “Check the Guessing Game!”)
Games that include elements of search and creativity.
These are “Guess the riddles of the Cheerful Pencil”, “Determine the course of the aircraft” and others. Children love this game very much. They like to compare, analyze, find similarities and differences, and are interested in finding what is missing. The children are so interested in these games that they begin to invent them themselves.

Didactic games and exercises

"Draw, counting correctly and moving in the right direction"

This group of games helps preschoolers train their attention, follow the instructions of the follower exactly, work consistently and achieve the desired result by comparing their drawing with the image of the teacher.When conducting these games, the teacher should not forget about preparing for them: first of all, you need to teach children to navigate in the cage. Only then can they be offered to students. Having understood the rules for performing these drawings, the children perform them with great pleasure, looking forward to: what will happen? The sample is offered to children only for comparison and drawing of individual details.

Kitty

Put a dot in any corner of the cell;
7 cells down 1 cell to the right 2 cells up 1 cell to the right 2 cells down 1 cell to the right 2 cells up 2 cells to the right 2 cells down 1 cell to the right 2 cells up 1 cell to the right 2 cells down 1 cell to the right 6 cells up 1 cell to the right 1 cell up 2 spaces left 3 spaces down 4 spaces left 3 spaces up 3 spaces left
Looking at the sample, complete the drawing

Entertaining tasks in poetic form

When conducting an oral count, exercises and tasks drawn up in a rhymed form are included. It enlivens the work, introduces an element of entertainment.Problems of this type are used in the study of tables of addition, subtraction, multiplication and division.
* * * The squirrel dried the mushrooms on the Christmas tree,She sang a song and said:“I don’t know troubles in winter,Because there is a fungus:White, ginger, two oilers,Three funny little ones.The boletus is bigThis is what he is famous forAnd there are exactly six chanterelles.You try to count them all!”
* * * Apples fell from the branch to the ground.Crying, crying, tears shedTanya collected them in a basket.Brought as a gift to my friendsTwo Seryozhka, three Antoshka,Katerina and MarinaOlya, Sveta and Oksana,The biggest one is for mom.Speak quicklyHow many Tanya's friends?
* * * A star fell from the skyShe ran to visit the children.Two shout after her:"Don't forget your friends!"How many bright stars are goneHas it fallen from the starry sky?Rain, pour more fun!Don't feel sorry for the warm drops!Five Seryozhka, three Antoshka,Two Valyusha and Katyusha.And for mom and dadForty won't be enough.Well, you are friends,How many drops answer!
* * * Mom and I were at the zooThe animals were fed by hand all day.Camel, zebra, kangarooAnd a long-tailed fox.big gray elephantI could hardly see.Tell me soon, friendsWhat animals did I see?And if you could count them,You are just a miracle! Well done!
* * * Holiday is coming soon. New Year,Let's get up in a friendly round dance.Let's sing a song loudlyWe congratulate everyone on this day.Prepare gifts for everyoneThis holiday is very colorful.Katya, Masha and AlenkaWe will give Burenka,And Andryusha and Vityusha -By car and by pear.Sasha will be happy PetrushkaAnd a big colored cracker.Well, Tanechka - Tanyusha -Brown bear in a gray plush.You, friends, count the guestsCall their names.

Parents, as a rule, are interested in their children studying well and learning a large amount of knowledge as quickly as possible. In this regard, the question arises: is it possible to accelerate cognition? The only correct way leading to the acceleration of knowledge consists in the application of teaching methods that contribute to the acceleration of intellectual development. Teaching preschoolers based on the use of special educational games are among such methods. Didactic games are included directly in the content of classes as one of the means of implementing program tasks. 1. Arithmetic stuff: one). Numbers from 1 to 10; name, sequence, designation, count, comparison of numbers and objects, Number 0. Composition of numbers. Arithmetic operations addition and subtraction.2). Solving simple problems based on counting objects,
2. Geometric material: Recognition of geometric shapes: square, rectangle, triangle, circle, ball, cylinder, cone, pyramid, parallelepiped, cube. Comparison and coloring of figures. Compiling figures from parts and splitting figures into parts.Figures on checkered paper. Counting the number of cells, triangles, rectangles into which the figure is divided. Construction of figures from sticks.Dot. Line. Line segment. Learn how to use a ruler and draw line segments. Comparison of objects by shape, color; comparison of groups of objects, the main relationships between objects: more-less, above-below, front-back, top-bottom, left-right. A collection of objects or figures that have a common feature. Compilation of a population according to a given attribute. Selection of a part of the population.Give spatial and temporal representations Orientation in cells (dictations).
3. Content-logical tasks and tasks , based on the mathematical content of the first two sections and aimed at the development of cognitive processes in preschoolers:attention : math games: "Cheerful account", "Change the shape or size or color", "Add, subtract"; visual dictations depicting various objects (5), depicting numbers, geometric shapes, etc. Graphic dictations.imagination : tasks for composing figures from given parts that have the specified properties; assignments for mutual arrangement figures on the plane; to change the shape, size, color of a given figure; to select geometric shapes from a set of properties specified by the description; tasks for determining “by eye” the size of a figure, comparing “by eye” the sizes of given figures (choose one of the proposed figures that will completely fit into a given circle, etc.)Memory: visual dictations according to specially designed tables, auditory dictations; didactic games of mathematical content: "Remember mathematical terms", including 5-7 words, reproduce the "Chain of words";

Memory Games

"Describe from memory"For a short time, show the children a doll, or another object, or a picture, and then they should answer the questions from memory: what kind of hair does the doll have, what dress, what eyes, were there any bows, shoes, socks, what position was she in? Etc.
"Find a picture"For a short time (counting up to five), show the children a picture, and then from a set of similar pictures, offer to choose the one that they were shown and other games and tasks aimed at memorizing and firmly mastering mathematical terminology, at expanding the scope of visual, auditory, logical memorization .
Thinking: tasks for comparing objects with an indication of their similarities and differences according to given characteristics; the simplest generalizations, in which, after comparison, it is required to abstract from non-essential features and highlight essential features; solving logical problems.
Math games:"Take sticks last", "Magic squares, frames, triangles", arithmetic rebuses and puzzles.

MAIN SUB-SECTIONS OF THE COURSE AND THEIR CONTENT

Comparison of objects and groups of objects. Teach children to distinguish colors and sizes. Formation of ideas about the symbolic image of things. Game: "Ants" The ability to carry out a visual-cogitative analysis of the way the figures are arranged; consolidation of ideas about geometric shapes, the ability to compare and compare two groups of figures, to find distinctive features.Games: "Compare and fill", "Fill in the empty cells". Acquaintance with the classification of figures according to two properties (color and shape). "Where, what figures lie." To teach children to combine objects into sets according to a certain property. "Third wheel".Introduction to geometric shapes. Compilation of geometric figures published. "Fix the blanket." Formation of classifying activity (classification of figures by color, shape, size) "Tree", "Game with one hoop", "Game with two hoops". Exercise of children in the analysis of groups of figures, in establishing patterns in a set of features, in the ability to compare and generalize, in the search for signs of difference between one group of figures from another. How are the figures arranged?Exercise children in drawing up geometric figures on the plane of the table from counting sticks, analyzing and examining them in a visual-tactile way. Solving logical problems to find missing figures. Game: Tangram. Dot. Line. Line segment. Learn to use the line. Draw segments. There are 15 lessons in total.Spatial and temporal representations. The development of attention and observation in children. "Matryoshka", "Snowmen", Formation of numerical and spatial representations in children, Speech development, inclusion in their active dictionary of concepts: "thick", "thin", "wide", "narrow", "higher", "lower", "high", "low", "first", "then", "after", "left", "right", "between", "up", "down", "right", "left", " left to right”, “greater than”, “less than”, “equal”, “same”. (Games: "Boys", "vice versa", "Ending", "Find the hidden card with a number", "Best Scout", "Aerobatics", etc.) There are 8 lessons in total. Numbers 1 to 10 Clarification of children's ideas about the number of objects, Training in counting up to ten. "Designer", "Cheerful account". Count within ten. Introduction to ordinal numbers. "How much? Which?" The concept of fixing "one" and "many" (Games “Train”, “Name the number”, “Knock-knock”). Establishing a correspondence between a number and a figure. To give knowledge of the composition of the numbers of the first ten. Exercise children in the addition of numbers to any given number. (“Russell the swallows”, “Help Dunno”, “Help Cheburashka”). There are 15 lessons in total. Elementary arithmetic operations addition and subtraction. Solving simple problems based on counting objects. Familiarizing children with the method of forming numbers by forming numbers by adding one to the previous number and subtracting one from the next number. (Games: "Let's make a train"). Formation of skills of addition of numbers and subtraction within 10. ("Addition", "Silence", "Chain 1"). Teach children to receive "+" and "-" by 1. Playing the reception of adding and subtracting units from memory. ("Chain" P.). Total 12 lessons
2-3 hours backup.

Thematic planning

1. Revealing the simplest numerical representations in children, the ability to distinguish objects by color, shape, location. Game: "Let's make a pattern."2. The development of speech, attention and observation in children. Games: "Snowmen", "Matryoshka" 1 session

1. Clarification of children's ideas about the size, color and number of objects. Game: "Let's make a pattern."2. Development of attention and observation in children 1 session
1. Teach children to distinguish colors and sizes. Formation of ideas about the symbolic image of things. Game: Ants.2. The development of children's speech, the inclusion of the terms "higher", "lower", "thick", "thin", "high", "low" in the active dictionary. Game: Ending 1 session
1. Account, ordinal numbers. Teach your child to reason.2. Develop ideas: "high", "low", "fat", "thin", "left", "right", "to the left", "to the right", "between". The development of observation. 2 zan.
1. Formation of the ability to decompose a complex figure into those that we have. Practice counting to ten. Game: "Designer"2. Development of attention and imagination. 1 session
1 Generalization and systematization of quantitative and spatial representations in children, teaching them to compare objects according to different criteria. Formation of numerical and spatial representations in children Games: "Build houses." "Build an Aquarium"2. The development of speech, attention in children. 1 session
1. The ability to carry out visual-cogitative analysis. The formation of spatial representations of children, the consolidation of the concepts of "first", "then", "after", "this", "left", "right", "between". Game: "Let's build a garage." Formation of skills in counting circles, squares, triangles. Games: "Make a belt", "Find a card" 1 session
1. Formation of spatial and temporal representations in children. Consolidation of the concepts of "up", "down", "right", "left", "right to left", "left to right".2. The development of attention, observation in children Games: "The best scout", "Aerobatics", "Where and whose voice?" "Rules of the road". 2 zan.
eleven). Pairing items.2). Comparison of a group of objects.2. Development of children's imagination. Games: "Tops and roots", "Let's make trains", "Build a house from these figures." 1 session
1 Consolidation of the relations "greater", "less", "equal", ideas about geometric shapes, the ability to compare and compare 2 groups of figures to find distinctive features. Games; "Children on a Branch", "Fill the Empty Cells"2. Development of memory, observation, imagination of children. 2 zan.
1. Familiarization with the classification of figures according to two properties (color and shape). Game: "Where, what figures lie" 2 zan.
1. Formation of counting skills within ten Acquaintance with ordinal numbers. Acquaintance with the concepts of "first", "last", "addition" and "subtraction". Games; "The Distracted Artist", "How Much? Which one?”, “Hen and chickens”2. Development of attention, memory, observation 1 session 1. To teach children to connect objects into sets according to a certain property. Game: "Third extra"2. Development of memory. 1 session
1. Establishing correspondences between the number of figures and the figure. Fixing the numbering of the numbers of the first ten. Games: "Let's build a house", "I know the number and number", "The best counter", "Claps"2. Development of attention and memory. 2 zan.
1. Consolidation of the concepts of "one", "many". Familiarizing children with the method of forming numbers by adding one to the previous number and subtracting one from the next number. Consolidation of the concepts of "earlier", "later", "later", "after that". Games: "Go on", "Let's make a train", "Train".2. Development of attention, imagination. 1 session
1. Consolidation of the score from 1 to 10 and from 10 to 1. Consolidation of the idea of ​​​​the ordinal value of the number of the Game: “Cheerful account”, “Help the numbers take their places in order”, “Guess”, “Scattered artist”. 2 zan.
Geometric figures: 1. The difference between objects in shape and the composition of circles, squares, triangles (geometric figures) of other geometric figures, as well as drawings. Learn to distinguish similar objects in size; familiarity with the concepts of "upper", "lower", "large", "small", "how much". Games: "Guess the riddles of Pinocchio", "Fix the blanket", "Shop"2. Development of attention and observation 1 session
1. Arrange items by various features. Consolidation of the ideas “higher-lower”, “more-less”, “longer-shorter”, “lighter-heavier”. Games; "Where is whose house?", "Fill in the square"2. Development of observation. 1 session
1 Development of spatial representations. Count repetition. Teaching children how to add and subtract numbers 2.3. Games: “Make a train”, “Piglets and a gray wolf”.2. Development of observation, attention, thinking. 1 session
1. The study of the composition of numbers. Teaching children how to add and subtract numbers 2, 3, 4. Games: "Make a train", "There are many examples - the answer is one."2. Development of observation and attention. 1 session
1: Formation of addition skills within 10. Consolidate knowledge of the composition of the numbers of the first ten. Games: "Addition", "Silence", "Chain", "Hurry up, don't make a mistake"2. Development of memory and observation. 3 oc.
1. Exercise children in the addition of numbers to any given number. Teach kids how to add and subtract one at a time. Reproducing the reception of adding and subtracting units from memory. Games: "Chain", "Pendulum", "Russell Swallows" 1 session
1. Reproduction of addition and subtraction techniques for the representation of a number series. Train children in performing addition and subtraction actions within 10. Reproducing them from memory. Consolidation of addition and subtraction techniques within 10. Games: "Arithmetic run along the number series", "Day and night", "Mathematical fishing". "The best pilot", "The fastest postman", "The eye-photographer", "Every toy has its place", "The best astronaut", "Math football"2. Development of memory, attention and observation. 4zan.
1. Formation of the classifying activity of classifying figures by color, shape and size Game: "Tree". Familiarization of children with the rules (algorithms) that prescribe the implementation of practical actions in a certain sequence. Game: "Growing a tree."2. Development of observation, thinking and attention. 1 session
1. Fixing the composition of the numbers of the first ten. Consolidation of knowledge about the composition of the number. Games: "Dispatcher and controllers", "Who is faster, who is more correct", "Enter the gate", "Spread the numbers into houses", "Guessing game", "Numbers running towards each other".2. Development of memory and attention. 1 session
1. Consolidation of subtraction techniques based on knowledge of the composition of the number and the addition of one of the terms to the sum. Exercise children in analyzing groups of figures, in establishing patterns, in a set of features, in the ability to compare and generalize, in search of differences between one group and another. Games: "How are the figures arranged?", "Guess", "Check the Guess".2. Development of memory, thinking and observation. 2 zan.
1. Exercise children in sequential analysis of each group of figures, highlighting and generalizing the features characteristic of the figures and each of the groups, comparing them, justifying the solution found. Forming the concept of denying a certain property using the “not” particle, classification by 1 property, by 2 properties , by 3 properties. Games: "What pieces are missing?" "Playing with one hoop", "Game with two hoops", "Game with three hoops".2. Development of thinking, attention, memory, imagination. 2 zan.
1: Formation of addition and subtraction skills. Composing examples whose first component is equal to the answer of the previous example. Games: "Chain", "Make circular examples".2. Development of attention, thinking. 3 oc.
1. Formation of skills of addition and subtraction, skills in solving problems. Games: "How much?", "How much more?", "Mail".2. Development of thinking, observation. 4 zan.
Generalization and systematization of students' knowledge. 3 oc.
Knowledge check
Total 50 lessons

Bibliography.

A.A. Joiner. Let's play. M., 1991

I.N. Agofonova. I draw and think, play and study. St. Petersburg, 1993

L. Chiligrova, B. Spiridonova. Playing, learning mathematics M., 1993

T.G. Zhikalkin. gaming and entertaining tasks mathematics. M., 1989

E.V. Serbina. Mathematics for kids. M., 1992

BEHIND. Mikhailov. Game entertaining tasks for preschoolers. M., 1990

L.F. Tikhomirova, A.V. bass. Development of logical thinking of children. Yaroslavl "Academy of Development", 1996

A.M. Zakharov. Developmental teaching of mathematics in elementary school. Tomsk, 1994

Readiness of children for school. Edited by V.V. Slobodchikov. Tomsk, 1994

A.G. Zach. Differences in children's thinking. M., 1992

P.M. Erdniev. Enlarged didactic units in mathematics lessons. M., 1992

L.F. Tikhomirov. The development of the intellectual abilities of the student. Yaroslavl. "Academy of Development", 1996

L.S. Vygodsky. Imagination and development in childhood. M., 1991

Program " gifted child". M., " New school", 1995

“Gifted children. Edited by G.V. Burmenskaya and V.M. Slutsky., M., 1991

G.Yu. Eysenck. Test your abilities.

E.P. Benson. Meet. Geometry.

V.V. Volin. Number holiday. Development of independent thinking in mathematics lessons in primary grades.// Primary school 1991

“Speech is, first of all, the process of using a language that is developed by the efforts of many people, serves society and is a public asset” - (N.I. Zhinkin).

Mastering the riches of the language, a person improves his speech all his life. Each age stage brings something new to his speech development. The foundations of speech development are laid in elementary school, because. it is here that children first encounter literary language, written version language and the need to improve speech. Timely mastery correct speech plays an important role in the formation of a full-fledged personality of the child, for successful learning him at school and for further work.

Traditional requirements for speech: content, consistency, clarity, accuracy.

Conditions of speech activity: the availability of material for utterance, the need for utterances and proficiency in the means of the language.

Speech development is back side process of development of thinking. Thinking cannot develop successfully without linguistic material. There is no speech without thought. Therefore, a necessary condition for the high efficiency of speech development in Russian language lessons is the organization of children's mental activity. It is important that the student is involved in mental activity from the very beginning of the lesson.

I work according to the primer edited by V.V. Repkin, E.V. Vostorgov, V.A. Levin (according to the system of D.B. Elkonin-V.V. Davydov). The textbook material contributes to the achievement of great results in the overall development of schoolchildren. The authors of the textbook included in it such exercises that arouse great interest in the language in children, help to comprehend the connections between individual knowledge, and systematize them. These are pages of joint reading, which create an atmosphere of literary reading from the very first lessons, long before children begin to learn the first letters; tongue twisters, riddles that contribute to the further development of speech hearing and the consolidation of clear, correct and expressive speech skills; proverbs, sayings, developing figurative speech, etc.

For some lessons, I have selected additional exercises, entertaining material, didactic games that develop phonemic hearing, enrich, clarify and activate the dictionary, form the grammatical structure of speech.

I. Exercises for the development of phonemic hearing.

Tongue twisters and tongue twisters for each sound.

Here are some of them.

[b] white ram beats the drum.
The Buyan ram climbed into the weeds.

[p] Polya went to weed parsley in the field.
Again, five guys found five mushrooms near the stump.

[h] Winter morning from frost
Birch trees ring at dawn.

[c] Slava ate lard, but there was not enough lard.
Senya and Sanya have catfish with a mustache in their nets.
A wasp does not have a mustache, do not have a mustache, but a mustache.

[e] A woodpecker hammers a tree,
The day of the day crushes the bark.

[t] Thirty-three striped piglets
Thirty-three ponytails stick out.

[p] Cooked by Larisa for Boris
Delicious rice soup.

Ba-bo-by - there are poles in the yard.

Boo-by-boo - a raven sits on an oak tree.

Bo-boo-by - oaks grow in the forest.

Would-bo-ba - that's what a toad.

Sa-sa-sa - a fox runs through the forest.

As-as-as - the fox is afraid of us.

Sy-sy-sy - the fox has a fluffy tail.

Su-su-su - how beautiful it is in the forest.

Su-syu-su - quietly in the autumn in the forest.

Us-us-us - I'm not afraid of the fox.

Sha-sha-sha is my sister Masha.

Sho-sho-sho - I'm fine.

Shu-shu-shu - I don't like porridge.

Shi-shi-shi - we have fun from the heart.

Ra-ra-ra is a high mountain.

Ry-ri-ry - they gave us balls.

Ry-ri-ry - mosquitoes fly.

Ru-ryu-ru - the goat gnaws the bark.

Ri-ry-ri - bought crackers.

Ryu-ru-ryu - I boil potatoes.

Yes, yes, yes - sweet berry.

Do-do-do - the eagle has a nest.

Doo-doo-doo - apple trees grow in the garden.

Ta-ta-ta - the cat has a fluffy tail.

Ta-ta-ta - Oh, what a beauty!

You-you-you - flowers grow in the meadow.

From-from-from - I love compote.

Tongue twisters and tongue twisters are pronounced not only clearly and distinctly, but also with varying degrees of volume (in a whisper, in an undertone, loudly) and at different speeds (slowly, moderately, quickly).

II. Didactic games.

A well-known Russian linguist and methodologist wrote: “Nowhere does play merge so closely with work and labor as precisely in phonetics, and therefore nothing is so unsuitable for elementary education as it is. Nowhere, again, does this game turn so easily into a serious matter that develops the mental apparatus, as in phonetics. (A.M. Peshkovsky “Methodological appendix to the book “Our Language”.) Modern didactics reserves the child the right to play at school and considers it as one of the indicators of the correspondence of teaching to the age characteristics of students.

Particularly appropriate and even necessary are moments of play in the education of six-year-olds, since the formation of educational activity occurs with underdeveloped voluntary processes of perception, memory, and attention. Game moments bring an element of entertainment to the learning process, help relieve fatigue and stress in the classroom.

To consolidate the ability to distinguish the word-distinguishing qualities of consonants, I use a variety of games with sounds. Here are some of them.

"Find a couple." Game material: paired pictures (mouse - bear, cat - whale, scythe - goat, poppy - cancer, mustache - wasps, shelf - file, grass - firewood, slide - crust, bunny - cod, rook - doctor, bump - bear) . Children select a picture (the name of the depicted object has the same sound as the name of one of the displayed pictures on the typesetting canvas), pronounce both names (goat-braid).

"Catch the sound." For example, [s] (kindergarten, Vasya, elephant, heron, noses, geese, cape, mask, piglets, ripe, whole, hare, elk, beans).

“Flower shop” or “Collect a bouquet”. Game material: postcards with the image of flowers. Children find flowers in which there is a specified sound, for example, [p] (rose, aster, peony, tulip, daffodil, cornflower, chamomile, dahlia, carnation).

"Attentive Buyers" Your parents paid for toys whose names begin with [m] (matryoshka, mouse, car, ball, bear. You can take these toys. But make no mistake.

“Zoo” Game material: pictures of animals and sound models of words. It is necessary to “settle” the animals in cages, i.e. match the sound model of the word with the picture (fox, zebra, tiger, hare).

"Hockey" (favorite game of first graders). Arms bent at the elbows - “gate”, “puck” - a word that begins, or in which there is or is not a given sound. For example, “puck” is a word in which there is no sound [w] (ball, heat, Sasha, Pasha, well done; tire, car, fat; pole, gesture, well done; six, revenge). One group of children are "goalkeepers", the other - "referees", the third - "fans". They shout: "Goal!" - if the “puck” hits the goal.

"Choose a word." For example, given a model:

Students choose words from it. The “controller” accepts words and does not skip those that do not match the model, explaining the error.

"Check Avosik's work." Three schemes and three words: turnip, melon, pumpkin (words can be given by pictures). Students determine which of the patterns corresponds to each word, find the error and correct it.

“Recognize and name the sound”, “Pick up the word with the sound”….;

After reading the words in the columns and clarifying their lexical meaning, I offer the children the following tasks:

Find and read words that name actions;

Words are names

Find and read the word corresponding to the sound model;

Guess the riddle (children find the answer among the words they read);

Change word by number;

Name the features of the subject;

Name the extra word in the column (the choice of the student is justified by a coherent statement);

For example, the topic: “Letters D-T”. The children read the words.

1) Read the words consisting of one syllable.

2) Read the words of the third column, find the “extra”. Explain.

3) What do the words “where”, “when” mean? (Object? Sign? Action?)

Come up with sentences for the given scheme.

4) Change the words by number: friend - (friends), year - (years), rainbow - ?; days - (day), curls - ?;

5) Form words-actions from the words: drowsiness - (drowse), thought - (think), friend - (be friends), smoke - (smoke);

6) Find the word-object to the words-signs: faithful - (friend), distant - (road), sandy - (bottom), seven-color - ...

When studying the topic “Letters Z - S”.

The game "Big-small". The teacher calls the word, and the children “reduce” it” bush - (bush), bridge - ..., suit - ..., plane ...:

Pick up signs for the following words: sister (what?) (native, cousin, caring), string - (what?) (thin, steel, guitar), suit - (what?) (smart, sports, evening, woolen), bridge -…., airplane-…,

Match the words with action words: (what is he doing?).

The plane (what is it doing?) flies, buzzes, ...

Crybaby .... (crying)

Campfire…

Match the word to the given scheme

To work out the way of reading and writing, I include games for guessing letters and words in the lesson. Here are some of them.

1. "Scattered letters." From the letters to make words: C, B, O, O, L; I, N, K, G, A; S, S, O, M, K, O; A, T, R, E, K, A; O, L, K, W, A; C, U, P, b, K, A, B;

2. Make up words and think of it yourself.

3. Write the words in the empty cells.

4. The game "Take away the syllable."

5. “Invisible letters”. Write vowels instead of dots, read the words.

6. Compose a word.

Write a consonant, read the words.

7. "Verbal mosaic".

The words are written on puzzle cards. You need to find a pair, make a figure and read the word.

8. "Syllable by syllable." A word consisting of two or more syllables is given. Children select words and write down so that the last syllable of the previous word is the initial syllable of the next. For example:

Entertaining material for lessons I find in books

Undzenkova A. Russian language with passion. - Yekaterinburg. 1977.

Ladyzhenskaya T.A. Speech. Speech. Speech. - M. - 1983.

Kalmykova I.R. 50 games with letters and words. - Yaroslavl "Academy, K" 1999.

Tarabarina T.I., Sokolova E.I. Both study and play: Russian language. - Yaroslavl "Academy of Development" 1998.

Fomicheva M.F. Teaching children the correct pronunciation. - M. 1981.

PLAN

LITERATURE.

Topic: DEVELOPMENT OF SPEECH AND THINKING IN THE PROCESS OF LEARNING

Target. To acquaint students with the features of the speech development of first-graders and with the main areas of work on the development of coherent speech, to learn the methods of work on the development of speech

1. Features of the development of speech and thinking of first-graders during the period of literacy.

2. Enrichment and refinement of the vocabulary of children.

3. Vocabulary and lexical exercises as a means of developing speech and thinking of schoolchildren.

4. Work on the proposal.

5. Work on coherent speech during the period of literacy.

6. Speech therapy work in the first grade.

Literature

1. Lvov M.R. et al. Methods of teaching the Russian language in primary classes; M.: "Enlightenment", 1987.

2. Methods of the Russian language V.A. Kustareva and others - Moscow: "Enlightenment", 1982.

3. Lvov M.R. "Speech of younger schoolchildren and the ways of its development", M .: Education, 1975.

The child comes to school with significant language skills. The volume of his dictionary is from 3 to 7 thousand words, he uses in his oral speech

practice sentences - both simple and complex, most children are able to tell coherently, i.e. master the simplest monologue. Basic feature the speech of a preschooler is its situationality, which is determined by the main activity of a preschooler - playing activity.

What changes occur in the speech development of the child after he enters school? The changes are very significant. Firstly, the volitional factor in speech activity increases sharply: the child speaks not because he is prompted to do so by the surrounding circumstances, the so-called situation, but because the teacher requires it, the educational process itself. The motivation of speech changes dramatically: if in situational speech the main motive is communication, then the answer in the lesson, retelling, story is caused not by the living needs of communication, but by the need to fulfill the teacher’s requirement, to reveal knowledge of the material, not to lose face in front of comrades, in front of the teacher. Is it any wonder that children who spoke fluently before school at home, on the street, in kindergarten, at school sometimes at first get lost, embarrassed, speak worse than before school.

The teacher takes care of creating speech motives, motives natural and close to children - a relaxed atmosphere of conversation is created, children's story is preceded by the words of the teacher: “Tell us, we are all interested, we will listen to you,” etc. However, all these means only soften the abruptness of the transition; the rest of the speech in educational process inevitably loses mainly situationality and passes into the sphere of will. Educational tasks serve as its motives, since the main, leading activity of the child is learning activity.

Secondly, in the life of a child appears written speech. Of course, the first written texts that a child encounters are still very simple and differ little from the colloquial everyday speech that he used before school. How does the inclusion of elements of written and book speech into the everyday life of a 1st grade student take place?

Such elements contain the speech of the teacher - literary speech, subordinate to the norm and, of course, experiencing the influence of writing and book styles; the school requirement to answer the teacher's question with a full answer leads to the fact that elliptical constructions (one of the most typical elements of colloquial-everyday situational speech) disappear, as if declared "outlaw"; a conversation on teacher questions often requires the construction of complex sentences: “Why do you think this is a fox?” - “This is a fox, (because) it has red hair, a long fluffy tail.” Even the texts of the "ABC" contain many typical "bookish" constructions. From the first days of teaching literacy, work begins on the culture of speech: children learn how to speak at school, in the classroom; they begin to understand that any expression of thought will be correct, that the thought should be expressed clearly, clearly, understandably for others; learn to self-control and to observe the speech of other children, learn to correct the shortcomings of someone else's speech. Modern first-graders already understand that at school one cannot use those children's turns that they use at home and with friends. The third feature of the speech development of a first-grader is that monologue speech begins to occupy an increasing place in his speech activity, i.e. the kind of speech that in preschool age or not at all

developed, or did not occupy a dominant position. (We must not forget at the same time that children brought up in kindergarten went through a certain system for the development of coherent speech).

A monologue during the period of literacy is a retelling of what was read, a story by perception (observation), a story by memory (what happened), by imagination (mainly from pictures). Statements of a monologue type also take place in the process of phonetic work, for example, a schoolboy says: "In a word strawberry four syllables, stressed - nor, only 9 sounds, how many letters: z-e m-l-i-n-i-k-a.

Finally, the fourth feature of the speech development of a first grader is that at school speech becomes the object of study. Before entering school, the child used speech without thinking about its structure and patterns. But at school he learns that speech is made up of words, that words are made up of syllables and sounds denoted by letters, and so on.

The development of speech in school practice is carried out in three areas: vocabulary work (lexical level), work on a phrase and sentence (syntactic level), work on coherent speech (text level).

First graders, especially six-year-olds, need entertaining, available types explanations of new words: by showing a picture or an object, naming this object; in vocabulary games - with the help of verbal lotto, cubes, tongue twisters, counting rhymes, nursery rhymes, humoresques; in conversations, stories, in reciting poems, chanting words, etc. Children of 6 years old cannot always immediately pronounce a new word, therefore, one should work not only on the meaning, but also on the sound composition of the word, on stress, orthoepic pronunciation, and also on letter composition of the word and its spelling.

Every day, children learn new words, clarify, deepen their understanding of the meaning of those words that they have met before, use words in their speech (activate them).

Herself school life, the educational activity of children requires the assimilation of dozens of new words denoting the name of educational supplies, manuals, actions; many new words and meanings are acquired in the course of observations, as well as from pictures in the primer and in other manuals. New words are found in readable texts, in teacher's stories, etc.

New words are included in sentences, read, exposed sound analysis, are made up of letters of the split alphabet. Words are included in the system of lexical and logical exercises.

The most important for the development of speech, of course, is semantic work: observations on the meanings of words, clarification of meanings, their shades.

From the first days of the child's stay at school, he must be taught to be attentive to the word, to search for the most expressive words. This task is available to first-graders: children usually subtly feel the expressiveness of speech, they love expressive speech, they themselves willingly use words with diminutive and endearing suffixes.

Work on a sentence, as well as on a word, begins literally from the first lesson at school: this is the selection of a sentence from speech (speech flow), reading, these are answers to questions (and a question and an answer are sentences).

During the period of literacy, the following main tasks of work are solved on syntactic level:

a) understanding the sentence as an independent unit of speech, highlighting
sentences in oral speech, compiling them, reading from the primer;

b) the transition from monosyllabic statements to detailed statements,
from incomplete sentences to complete, relatively large sentences,
having, as a rule, the composition of the subject and the composition of the predicate;

c) the establishment of the simplest connections between words in a sentence, mainly in the predicative group, as well as in phrases.

One should not rush to introduce new syntactic constructions into the speech of children, but as soon as they appear in their speech, the task of the school is not to restrain the speech development of children by artificial measures, prohibitions, but to support this new one and ensure its correctness. .

Therefore, in the work on the proposal, a significant place belongs to the correction of shortcomings, self-observation and self-control.

Since students do not yet have theoretical knowledge of syntax, the construction of sentences is based on samples. Reading texts, the teacher's speech, as well as questions serve as samples.

During the period of literacy, the role of questions is very large; The question provides the basis for making a proposal. So, the question is asked to the picture: “What happened to the children in the forest?” Possible answers: “Children got lost in the forest”: “Children went to the forest for mushrooms and got lost”; “A boy and a girl were picking mushrooms and berries in the forest. They did not notice how evening came. They are lost - they do not know the way home.

So from the sentence, the students move on to coherent speech.

Coherent speech during the period of literacy is a retelling of what was read by the children themselves or the teacher, these are various stories - according to observations, according to memories, based on creative imagination; this is the recitation of memorized poems, guessing and guessing riddles, working with proverbs, sayings, reading tongue twisters, telling fairy tales and staging them. All these are variants of emotional, figurative speech.

In the practice of first graders, elements of coherent scientific or "business" speech appear: coherent answers based on sound analysis, some stories based on observations. These types of speech are just beginning to develop and therefore there are significant difficulties for children. Exercises in coherent speech take place in every literacy lesson as an obligatory part of the lesson.

It is most convenient to start working on a coherent speech with pictures. So, in the "ABC" there are a series of pictures for the fairy tales "The Wolf and the Fox" and "The Hen

Ryaba. Compiling a sentence for each picture, the children receive sequential stories.

During the preparatory conversation, the best, most complete sentences are selected for the story, the repetitions inevitable in such cases are eliminated; to make events more real, the character is given a name, the season is determined, a suggestion about the weather can be added, etc. Story

titled - so the children begin to work on the topic.

In the future, the children receive tasks to tell on the topic, for example: “Tell me about the squirrel” (by direct observation). “Tell me about how you played ...” (from memory), etc.

The usual support for children's stories in the 1st grade is the teacher's questions or question plan (own plan in the 1st grade, children do not yet compose).

Retelling what they read, children enrich their vocabulary with the vocabulary of the sample, follow the sequence of the text, imitating the syntactic structure of the original source, and convey the emotional content and ideological meaning of the story.

Compiled story or retelling constantly

corrected, the most suitable words are selected, their meaning and expediency of choice in a given situation are explained, work is underway on the proposal, details are introduced, the sequence of events is improved, the simplest causal justifications are introduced.

a huge role an entertaining element plays in the development of coherent speech: it is an organic, integral part of any creative work. And retelling, and telling, the child enters into the role, empathizes with the characters, eagerly awaits decisive events, denouement, enthusiastically conveys the heroic, as well as apt, witty word. Therefore, in the system of exercises for the development of coherent speech, the staging of a fairy tale (playing it in roles and other forms of dramatization and improvisation, i.e. inventing one’s own fairy tales), and competitions for the best reciter of poems, and competition in guessing riddles, in explaining proverbs.

For example, in grade 1 they stage folk tale"Turnip". The tale is simple in plot, does not require complex scenery - it is performed in the classroom; but it is devoid of dialogue, and the words of the characters are enthusiastically invented by the children themselves.

First graders know a huge number of riddles. The riddle is always witty, poetic, easy to remember. It has already been said above that riddles are used to introduce the original word, from which a new sound is distinguished, for example: “Grandfather is wearing a hundred fur coats; who undresses him - sheds tears " (onion), to highlight the sound [k]. However, riddles are useful in and of themselves, as a means of speech development of children. Work on riddles always turns into a cheerful, lively conversation, during which the vocabulary is enriched, metaphors and paraphrases are revealed, work is underway on word signs, and a sense of rhythm is developed. Often first-graders themselves try to make riddles.

We must not forget that the development of students' speech is ultimately the main, certainly the most important task of the school, because in life a person needs the skill of speech in the first place. Developed speech also serves as a means of cognition.

During the period of literacy, students learn on a practical basis significant material on grammar and spelling. But the nature of the assimilation of this material is special: as a rule, the topic is not explained to children, theoretical information is not provided. In practical oral or written speech work, children perform such actions, such exercises that prepare them for mastering certain topics at later stages of education.

So, in the first months of training, children compare words of the simplest type: house-house, forest-forest. It creates practical basis for the subsequent spelling check of unstressed vowels in the roots of related words.

Changing words hedgehogs, hedgehogs, ruff-ruffs, children not only learn spelling zhi, shi(even before studying the corresponding rule), but they are also practically preparing for mastering the spelling action - checking consonants at the end of a word, where, as a result of the law of the absolute end of a word, a positional alternation of consonants occurs; in grammatical terms, they are preparing to master the topic “Changing nouns by numbers”.

Matching words rode, rode children are practically prepared for the topics "Composition of the word". Prefixes", " related words"..Children form words autumn- autumn (wind) and thus prepare for the assimilation of the laws of word formation, for the assimilation of the topic “Adjective name” and, finally, for the topics “Related words”, “Composition of the word”.

In the lessons during the period of literacy, schoolchildren propaedeuticly change nouns not only by numbers, but also by cases, associate them with adjectives, therefore, they also change adjectives, coordinating them with nouns in gender, number and case; change the forms of the verb and thus prepare for the assimilation of material on the topic "Verb".

The system of propaedeutic exercises is in accordance with the stepwise construction of modern grammar and spelling programs: in children, gradually, as a result practical work, accumulates and a certain speech experience, and the "feeling" of the language, and observations of the phenomena of language 0 - over words, their composition and formation, over their change and combination with other words. Only on this basis, in the future, the student proceeds to assimilate theoretical generalizations, he relies on it in the formation of grammatical concepts and spelling actions.

Thus, the period of learning to read and write cannot be regarded as a special, isolated segment in the process of learning at school, although really very peculiar tasks are solved in this segment. It must be remembered that the learning process is continuous, and in propaedeutic exercises in language.

How many sounds are in a word?

Goal: develop phonemic awareness

The teacher reads the poems of S.Ya. Marshak:

The lady checked in the luggage

Cardboard

And a little dog.

Children are given pictures of the listed items. The teacher addresses each of them with the question: how many sounds are there in a word? Let's say this word together.

"Find her house in the picture"

Purpose: to activate children's knowledge of vowels and consonants.

For this competition game, you will need two cardboard houses with picture pockets: one with a red circle - a symbol on the roof, the other with a blue one and a set of subject pictures.

The children are invited, approaching the teacher's table in turn, to take one of the pictures, name the object depicted on it and, highlighting the first sound in its name, determine whether it is a vowel or a consonant. Depending on this, the picture is placed in one or the other house. The game continues until all the cards have been sorted.

"Find the extra letter"

Purpose: to consolidate the knowledge of children about the studied letters, to teach them to classify them by analyzing appearance letters.

The game is interesting in that it allows children, at the suggestion of the teacher, to classify letters according to their own basis. But for this, children must conduct a thorough analysis of the appearance of the letters and determine how two are similar to them and how the third letter differs. The winner of the game can be the one who offers the most adequate options for highlighting the "extra" letter.

· TPH, etc.

"Right wrong"

Purpose: to teach to recognize letters by analyzing their appearance.

To play, you will need a set of letter cards made in printed type in the correct and incorrect (inverted or mirror) versions.

Between the participants in the game, a team or individual championship can be arranged, during which it is determined who will divide the cards into groups correctly and fastest - with correctly and incorrectly written letters.

"Capital and printed"

Purpose: to consolidate knowledge of printed and capital letters.

As a game material, students are offered a set of cards with the image of capital and block letters. The game task is to find its capital version for each printed letter as quickly and correctly as possible.

"capital or lowercase"

Purpose: to learn to correlate uppercase and lowercase letters.

As a game material, students are offered a set of cards with the image of uppercase and lowercase letters. The game task is to find pairs as quickly and correctly as possible: capital + uppercase. With the same letters, you can give another task: to independently find a sign by which all the cards can be divided into two groups.

"Let's build a house"

Purpose: to learn to hear the sound [p] in and find its place in the word.

The teacher says he is going to draw a picture of a house and draws one wall. Students should name the parts of the house that need to be completed. You can name only those words in which there is a sound [r]: roof, attic, cornice, frame, porch, pipe. The teacher draws all the named objects schematically on the blackboard.

"Score"

Purpose: to consolidate the ability to select words with a given sound and indicate its place in a word.

In the "Shop" you can "buy" only those items in the names of which there is a sound [s]. Children name the words: butter, salt, sugar, crackers, sausage, cheese, lard, juice, cabbage, beets, etc. after the vocabulary - the names of objects with sound [s]

"Roll Call"

Purpose: to learn to hear the sound and find its place in the word.

The teacher calls different sounds interspersed - vowels and consonants. Children whose names begin with the named sound stand up.

"Polubukovka"

Purpose: to consolidate knowledge about the graphic form of the letter.

The teacher slowly shows the letter from behind the screen, starting from its upper part, the lower part of the letter remains closed. Children must mentally draw the outline of the letter from memory and recognize it. After the letter is named, the teacher shows it in its entirety.

"Abvgdeyka"

Purpose: to consolidate knowledge of hard and soft sounds.

For the game, 33 cards are prepared with all the letters of the alphabet. (It is advisable to place two pictures on the cards. If this is a consonant letter denoting two sounds, then the name of the object in one picture should begin with a soft consonant, and the other with a hard consonant. For example, on a card with the letter M, a bear is drawn on one side, on the other - a mouse. The letters b, b, s are printed without pictures.)

Each card is cut in the middle.

Option 1.

The teacher keeps cards with the image of the right half of the letter for himself, and distributes the cards with the image of the left half of the letter to the children. The right half of the letter is shown to the children. The one who has the left half comes out, folds the letter and calls it.

Option 2.

Children are given cards with which they disperse around the class. At the signal of the teacher "All in pairs!" each student is looking for a friend with a paired card.

"How many and what?"

Purpose: to consolidate students' knowledge of the graphic form of letters.

The teacher addresses the children:

The class is divided into two teams. The team of "sparrows" makes letters from three sticks (A, P, N, H, I, K, C), the team of "starlings" - from two (G, T, X, L, U). The team that quickly and correctly composes all possible letters wins.

"Telegraph"

Purpose: to consolidate the ability to divide words into syllables.

The main game action is to clap the number of syllables in a word with your hands. First, the teacher calls the words, and the children slap the number of syllables.

"Living syllables"

Purpose: to consolidate knowledge about syllables.

10 people are called to the board, who are built in two lines. Consonants are given to the left five, vowels are given to the right five. At the signal of the teacher, the children converge in pairs, lifting the letters up. The students sitting at their desks read the resulting syllable in unison.

"Speak the word"

Purpose6 to develop the skill of dividing a word into syllables, to teach how to highlight a closed syllable.

shi__on a branch___ka

ti_on a bag

boat

"Chains of words"

The teacher lays out a word on a typesetting canvas. Students read it and then close their eyes. At this time, the teacher changes the letter in the word and invites the children to open their eyes, quickly read the word and say what has changed.

Option. The teacher lays out a word on the board from the letters of the split alphabet and offers to turn it into a new word by changing, removing or adding one letter. For example, from the word “May”, in accordance with the rules of the game, you can get the words: May - poppy - cancer - varnish - onion - bough - soup - court - garden - himself - herself - mother - Masha - our - porridge - porridge - cat and etc. having mastered three-sound words, students move on to four- and five-sound words.

"Superfluous word"

Purpose: to teach to classify words according to one common feature and name it.

Rows of words are hung on the flannelograph (each line has 4 words, of which three can be various reasons unite in one group and give one name, and one word does not belong to this group).

Let's flip the extra word, only its first letter will appear. It will be possible to read the word by the first letters of extra words.

The students are divided into two teams. They line up. Performing relay exercises, they perform a task on a flannelograph.

The team that reads the encrypted word first wins.

Task for the first team:

1. Shirt, trousers, T-shirt, boots.

2. Tulip, rose, lily of the valley, spruce.

3. Oak, maple, birch, chamomile.

4. Fly, butterfly, dragonfly, raccoon.

5. Book, magazine, newspaper, eyes.

6. Class, board, school, name.

7. Grapes, apple, pear, cake.

8. Ivanov, Petrov, Sidorov, Elena.

Answer: SAVE

Task for the second team:

1. Beach, sand, sun, winter.

2. Forest, grass, trees, house.

3. Goose, duck, chicken, perch.

4. Fork, knife, spoon, comb.

5. Shoes, boots, felt boots, glasses.

6. Paddle, pencil, brush, pen.

7. Fairy tale, poetry, song, b.

8. Winter, summer, autumn, Europe.

9. Answer: HEALTH

How many sounds are in a word?

Purpose: to consolidate the ability to determine the number of letters and sounds in words.

Squat as many times as there are sounds in the word autumn.

Jump as many times as the number of letters in this word (open the word on the board).

Bend over as many times as there are letters in the word hedgehog (the word is written on the board).

Stretch as many times as there are sounds in this word.

"What new sound has appeared?"

Purpose: to develop phonemic hearing, speed of thinking.

dream-ston helmet - paint roller-rabbit

juice-drain salt - rolling pin cloud - little thing

bitch - knock cat - baby cat - mole

"Capital letter"

Purpose: to repeat the rules for writing proper names, names of rivers, cities, animal names.

If the words I have named must be written with capital letter- raise your hands up, if with a small one - squat.

Barsik, kitten, city, Voronezh, Nikita, river, Volga, dog, Druzhok, sparrow, lesson.

"Soft Sign"

Purpose: to repeat the learned rules about the soft sign.

If in the named words the soft sign serves to indicate the softness of the consonant - do a squat, to separate the consonant and the vowel - jerking your hands.

King, ice floe, wolf, jam, joy, nightingales, darkness, health, laziness, salt.

“Play permeates the whole life of a child. This is the norm even when the baby is doing a serious job. Moreover, this game should be impregnated with this game all his life. His whole life is a game."

Didactic games in literacy classes.

“Play permeates the whole life of a child. This is the norm even when the baby is doing a serious job. Moreover, this game should be impregnated with this game all his life. His whole life is a game."

A. S. Makarenko.

The main task of teachers working with first-graders is to help children learn the program material and at the same time preserve their childhood.

Didactic games, on the one hand, contribute to the formation of attention, observation, the development of memory, thinking, the development of independence, initiative. On the other hand, they solve a certain didactic task: learning new material or repeating and consolidating what has been passed, forming educational skills and abilities. In the game, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material fascinating, causes deep satisfaction among students, creates a joyful working mood, facilitates the process of mastering knowledge. The game stimulates the cognitive activity of students, causing them positive emotions in the process of learning activities. Remembering the words of A. S. Makarenko about that "a good game is like a good job" every teacher needs to learn how to skillfully use the game in the classroom.

The nature of the activity of students in the game depends on its place in the lesson or in the system of lessons. It can be carried out at any stage of the lesson and in each type of lesson.

When choosing games, it is necessary to remember that they should contribute to the full comprehensive development of the psyche of children, their cognitive abilities, speech, communication experience with peers and adults, instill interest in learning activities, form the skills and abilities of educational activities.

Description of didactic games.

"Attentive Buyers"

The teacher lays out various objects on his desk. The names of some of them begin with the same sound, for example: doll, cube, cat; bear, ball, bowl, etc.

You have arrived at the store. Your parents paid for toys, names
which begin with the sound [k] or [m]. You can take these toys. You-take, but be careful, do not take a toy for which you did not pay!

The difficulty of the task is that instead of a toy whose name begins, say, with the sound [m] (mat-tails, mouse), do not take a toy whose name begins with the sound [m "] (ball, bear).

"The animals are lost."

Domestic animals got lost in the forest: a donkey, a rooster, a horse, a cat, a dog, a pig, a chicken, a cow. Katya will call them, and let Kolya listen carefully and draw a syllabic diagram of each word on the board. It should show which syllable was drawn when Katya called the animals. If they do this job faithfully, the animals will get out of the forest.

"The absent-minded poet and gullible artist."

Guys, look what kind of drawing a gullible artist turned out

(shows an illustration). He claims that he painted this picture for such a poem:

They say one fisherman

I caught a shoe in the river,

But then he

The house is hooked!

What do you think should be drawn? What words did the artist mix up? How are they similar? What sound do they have? What is the first sound in the word som? Let's stretch this sound and listen to it carefully.

"From barrel to point."

A barrel with a kidney met and said: “Oh, how similar we are! Only the first sounds are different.” What are these sounds? Name them. What other word will come out if the first sound in the word barrel is replaced with the sound [d]? To the sound [k], [n], [m], [t]?

"Fishing".

The installation is given: “Catch words with the sound [l]” (and other sounds).

The child takes a fishing rod with a magnet at the end of the fishing line and begins to catch the desired pictures with paper clips. The child shows the caught “fish” to other students, who mark the correct choice with cotton.

"TV set".

A word is hidden on the TV screen. On a board or typesetting canvas, the presenter hangs pictures for each letter of the hidden word in order. The child (children) must add a hidden word from the first sounds of words. If the child(ren) correctly named the word(s), the TV screen opens.

For example: the hidden word is month. Pictures: bear, spruce, lilac, apple, heron.

"Russell Animals".

There is a house with windows. There is a letter written on the roof. Nearby are pictures of animals. Children must choose those of them whose name has a sound corresponding to the letter on the roof, and place them in the windows with slots.

For example: houses with the letters Ts and Sh. The following pictures are posted: a dog, a heron, a frog, a chicken, a tit, a bear, a mouse, a chicken, a cat, a puppy.

Previously, all words are spoken.

"Chain of words".

A picture is placed, the next one is attached to it in the form of a chain, depicting an object whose name begins with the sound that ends the previous word, etc.

"Collect a flower."

The center of the flower lies on the table. A letter is written on it (for example, C).

Flower petals are laid out nearby, objects are drawn on them, in the names of which there are sounds [s], [s], [ts], [sh]. The student must choose among these petals with pictures those where there is a sound [s].

"Dunno with pockets."

The studied consonant letter is inserted into Dunno's pocket. Vowels are hung around. Mergers need to be read (One child points with a pointer, the rest read in unison.)

"Find the mistake."

Children are given cards with four pictures depicting objects whose names begin with the same letter. The students determine which letter it is and put it in the middle of the card. Below each picture are sound schemes words, but in some of them errors are specially made. Students need to find errors in the diagrams, if any.

"Collect a bouquet."

In front of the child are two pictures with blue and pink vases, in which there are flower stems with slots. They say to the child: “Guess which vase you need to put the flowers with the sound [l], and which one with the sound [r].” (Pink - [p], blue - [l].) Flowers lie nearby: green, blue, black, yellow, brown, purple, orange, crimson, etc. The child arranges flowers in vases. The blue color should remain.

"Speech Lotto".

Children are given cards with the image of six pictures (along with the words under the pictures). The child determines what sound is in all the words, Then the facilitator shows pictures or words and asks: “Who has this word?” The winner is the one who first closes all the pictures on the big map without errors.

"The letter got lost"

On the magnetic board there are letters that Dunno confused.

Vowels: O S E M U

Consonants: N K IAT

Children find what Dunno confused, prove the correctness of their words, put the letters in their place.

"Name the letter."

This game can be played in almost every lesson. The game contributes to a better memorization of the studied letters.

The teacher (or student) shows the letters, and the children call them in a chain. If the letter is named incorrectly, the students give a signal by clapping their hands (each child is a participant in the game).

"Show me the letter."

One student stands with a pointer at the “ribbon of letters” and shows those letters that the children themselves call in a chain. You can complicate the game by showing only consonants or vowels.

"Recognize the letter"

The teacher offers the children letters cut out of thick cardboard, then one child is blindfolded and asked to feel the letter and name it. After all the letters are called, they are made up of letters r s a u k l words: hand, bough, poppy, cancer, bow, hare. The game helps six-year-olds not only learn the outlines of printed letters, but also develop the ability to compose words from letters.

"Find the words in the word."

A word or a picture is posted on the board indicating the number of letters in the word depicted on it (then the children themselves put the word together from the letters of the split alphabet and read it).

The installation is given: "Take the letters from the original word, make words out of them and write them down."

"Mathematical Grammar".

The child must perform the actions on the card and use the addition and subtraction of letters, syllables, words to find the desired word.

For example: s + volume - m + fox - sa + tsa = (capital)

"Add a word."

The card has rhyming text or verses in which one word (or more) is missing. Students must assemble a rhyming word from the letters of the split alphabet and write it down.

For example: Sparrow flew higher:

You can see everything from the high (roof).

Game "Extra Sound"

From each word "take out" one sound. Do it in such a way that a new word with a different lexical meaning is obtained from the remaining sounds. For example: a handful - a guest (relish, paint, slope, regiment, heat, trouble, screen).

Add sound game

Add one sound to the words written on the board to make a completely new word.

For example: a rose is a thunderstorm (table, paw, ball, felling, treasure, bite, mustache, gift).

Game "Replace and read"

In these words, replace one consonant sound.

For example: cake - walrus (nails, bun, paw, teeth, pussy, sand, jackdaw, eagle, wedge, mink, melancholy, light, log, frame).

"The Best Mushroom Picker"

The teacher has two baskets: one contains mushrooms-by-words, in which there is a letter, and the other contains the letter p. Which basket has more words?

Words: champignon, boletus, mushrooms, fly agaric, grebe, chanterelle, etc.

"Best Captain"

The shores are marked on the board: shore E and shore I. Which shore will word boats land on? words are selected on any topic "Vegetables", "Fruits", "Animals", etc.

"Put a flower in a vase"

Place word flowers in vases. In one vase - words with b, in the other - without soft sign. Which vase has more word flowers?

Words used: lily of the valley, bluebell, poppy, rose, peony, tulip, lilac and others.

"Guess the word"

Fill in the missing letters and make a new word out of them.

What word came out?

How .. cue, sk.mya, lo .. cue, ..senny, sweet .. cue (factory).

Hello .. svay, d .. kabr, curator .. + .. ka (branch).

Gi..cue, t.shil, le..cue, pl..til, sea... (luggage).

Lo .. cue, d.. horns, lo .. ka, sh .. rocky, ve .. ka, vet .. r + l (driver).

Plo.., s..rock, l..snoy, u..cue, gla..cue (train).