2. Construction.
TOPIC. Perception of spatial relationships.
Draw the circles to make different objects.
PERCEPTION OF SPATIALRELATIONSHIP
Where is the tree drawn? (In the middle.)
Where does the crow sit? (On the tree.)
Which way is the bear going? (Left.)
Where does the bunny sit? (In the lower right corner.)
Where are the clouds drawn? (Upstairs.)
Where do mushrooms grow? (In the lower left corner.)
Where is the sun drawn? (In the upper left corner.)
A game " Find the hidden card with a number "
Didactic goal. Formation of spatial representations in children.
Means of education. Cards with numbers.
One of them turns to face the blackboard, the other, on one of the tables in the classroom, hides a card with a number so that its corner is visible. The person standing at the blackboard is asked to turn to face the class and guess where the hidden card is.
The teacher helps the student, who guesses the number, indicating the direction of movement: go forward, turn left, then right, go around the table, etc.
The rest of the children in the class also play: they show a green circle if the student is moving correctly, and a red circle if it is wrong. Then the teacher calls another student. The game repeats itself. The winner is the one who moves correctly in the indicated direction.
3. Development of speech.
Lesson 4.
Goals and objectives of the lesson:
1.To teach children to divide words into syllables.
2. To develop fine motor skills.
3. Design by sample.
Equipment:pictures with animals.
The course of the lesson.
Organizing time.
Speech and breathing exercises.
1. Development of articular motor skills. Game "Horse". The game "Dudochka"
"Bagel" (activation of the muscles of the tongue).
2. Breathing exercise.
3. Work on a clean speech. (Pronounce the phrase clearly and quickly).
Tsy-tsy-tsy, tsy-tsy-tsy-
Hares, mills, chicks.
Shi-shee-shee, shi-shee-shee-
The reeds are whispering something.
She-she-she, she-she-she-
This is a duck in the reeds.
III. Repetition (Sentences).
Teacher:What does the offer consist of? (From words).
What words are there? (Long and short)
Words are divided into syllables. For example, the word "mom". There are two syllables in this word. The word “house” has one syllable, and the word “car” has three syllables. Now determine for yourself how many syllables are in these words:
School, book, blackboard, flower, window, chair, nose, eyes, street.
IV. Game "Living words".
The hedgehog carries an apple. /___________ ______________ ____________.
The guys choose a word from the sentence.
The task:put words in such order to make a sentence.
Squirrel dries mushrooms. (The teacher whispers words into the child's ear).Children speak words out loud and form a sentence.
V. Work on the topic: "Division of words into syllables."
Teacher: All words are divided into syllables. We will learn to divide words into syllables.
Palm/ ________ / __________ Aspen/ /_____/ .
The task:design of circuits (development of fine motor skills).
Teacher: How are these words called in one word? (trees ) .
Game "Pick a scheme".
Fox Cow
_________/_________ ________/_________/___________
Hare Goat
________/___________ _________/_________
________
The task:change the word "hedgehog" so that the word has two syllables
(Hedgehog).
- What groups can these animals be divided into?
Game "Tell me a word".
Sly cheat
Red head,
The fluffy tail is a beauty.
Who is this ? (Fox _______/______) .
Will make everyone cry
Although he is not a fighter, but (bow _________).
It snows quietly,
White snow, furry,
We will clear the snow and ice
In the courtyard (with a shovel/ / /____) .
V. Patter.
The hedgehog and the Christmas tree have pins for splitting. (Pronounce words loudly, clearly and quickly).
VI. Work in a notebook.
The task:Color the circle so that it shows movement is prohibited.
What light can you cross the street to? Continue the pattern. __.__.__.__
Homework: Color the circles.
4. Physical culture.
Topic. Correct posture. Finger gymnastics.
1. Introductory part.
Guys, in order to take care of our health, it is important for all of us to know how it works and how it lives. We already know that physical exercises help our body to look beautiful and slim. Stand in pairs, feel a groove on each other's back - an even chain. This is the spine. It divides the back into two halves - left and right. Sit down at your desks. Look at each other as you sit at your desk. Our fairytale heroes brought drawings, which depict two students (the teacher attaches the drawings to the board). How do you think these students are different?
One student has correct posture and another has incorrect posture. Which student do we like best? The first one is more attractive to us, because it is more pleasant to look at
a person with a beautiful figure and correct posture. Our fairy-tale heroes have prepared for us the rules of correct landing at the desk (table).
Boarding rules:
Sit up straight. Tilt your head forward slightly. Lean on the back of a chair and slide your hand between your chest and the edge of the table. If the palm passes freely, then you are sitting correctly.
Sit upright, not deviating either to the left or to the right.
Keep a notebook or book from your eyes at a distance equal to from your elbow to your fingertips, which you can always check yourself.
Lay your hands on the table freely and calmly.
Legs are on the floor level and confident.
If the student gets used to following these rules, he will be less tired when completing educational tasks, and he will make fewer mistakes and inaccuracies. Incorrect posture can severely impair vision and you will have to wear glasses. And now our fairy-tale heroes have prepared pictures for us for the game "Who will collect the picture faster?"
Try to collect images of schoolchildren from individual parts of the picture, and then we will determine which of them has the correct posture. Students complete the task.
2. Finger gymnastics.
Children alternately touch the thumb of the same hand with the fingertips of each hand. With the pads of one hand, children alternately touch the pads of the fingers of the other hand. 3
3.Complex of general developmental exercises.
Four steps arms to the sides and up, four steps to the sides and down.
The arms are bent at the elbows, palms down. Walking with your knees high.
Hands behind your back. Walking, turning the body towards the leg extended forward.
Walking lunges, swinging your arms widely.
Jumping on both legs with forward movement.
Running is the main form of athletics. Do you like watching sports on TV? We want to run like famous athletes. The main mistakes when running.
11. Main part
1. Completing educational assignments.
Let's jump like a frog
Jumping Champion.
For a jump, another jump,
We jump higher, my friend! (Jumping.)
2. Game "Frogs in a tub".
On an old tub
The frogs were dancing
Green ears,
Eyes on the crown.
I approached them -
They are in the water - plop!
And nothing else
Tell me about them.
(V. Stepanov)
Small hoops are laid out on the floor of the playground according to the number of participants in the game. Each player is next to a hoop. The teacher says the text of the poem. At this time, frog children jump around their hoop. With the word: "bully", they jump into the hoop. This text can be spoken by children not participating in the game.
At the end of the poem, the teacher, passing by the players, says: "Hey, green frogs, get out of the tub." With these words, the players leave the circle and start jumping around it again. At the signal of the teacher of the "boulders" they must have time to take their places again. The teacher is also trying to find a hoop. The one left without a seat is considered the loser.
III... Final part
1. An outdoor game "Make a figure".
At the signal of the teacher, all students scatter around the site (boundaries are additionally negotiated). At the next signal, all the players stop at the place where the team found them and take a pose. The teacher notes those whose figures he liked (turned out to be the most successful). The game repeats itself
times (you can assign, choose a driver who will determine whose figure is better).
2. Summing up. Class competition for the student with the best posture. Walking in a column one at a time.
6th day DATE:
1. Familiarity with school life.
TOPIC: INTRODUCTION OF THE SIGN "CHORUS"
Tasks:show children two possible forms of response: individual and group; enter the signs "I" and "Chorus".
Equipment:ball, signs "I" and "Choir", orders, children's drawings on the theme "What I love."
Course of the lesson
ORGANIZING TIME
Teacher.Hello children! How unusual the lesson began today! Why did I say that? Because today all the children greeted like school! Then I will act in an unusual way: the children of the Solnyshko group sit down; children sit down
the group "Camomile"; the children of the Luck group sit down; children of the Bashmak group sit down; the children of the Butterfly group sit down.
What have you noticed? Indeed, today the lesson begins in a very school-like manner: quietly, calmly. And this means that we will have enough time to do one of the favorite children's activities in class: guessing riddles.
CREATING A PROBLEM SITUATION
The teacher makes riddles and provokes children to noisy answers.
W. Heals small children,
Heals birds and animals
Looking through his glasses
Good doctor ...
(Aibolit)
Together with Carlson
Jumped from the rooftops
Our rascal ...
(Kid)
She is beautiful and sweet
Her name is from the word "ash".
(Cinderella)
Why do you guys think I'm in a bad mood?
Children.We made noise.
W. Why did it happen?
E. Everyone knew the answer, and with a raised hand the teacher can ask only a few. Everyone wanted to answer.
W. What to do? What do schoolchildren do?
Children discuss the situation in groups andcome to the conclusion that in school sometimes it is required to answer all together, that is, in chorus.
The teacher introduces the signs "Chorus" and "I".
EXERCISE IN THE APPLICATION OF THE SIGNS "CHOIR" AND "I"
D. Now I will ask you questions and show one of these signs. Watch carefully when to answer in chorus and when to raise your hand and answer one at a time.
The teacher asks questions and shows one of the signs.
What was the name of the fairytale hero whom the grandmother and grandfather made of dough? (Sign "Chorus".)Is it true that Kolobok was able to get away from both the Hare and the Bear? (Sign "Chorus".)
- What fairy tale characters do you know? (The sign "I".)Is it true that a giraffe has the longest neck? (Sign "Chorus".)
The teacher shows the drawing.
- Say the name of this hero in chorus! How did you know to respond in chorus? I didn't show you any badge. How attentive you are! Indeed, if you listen carefully to the assignment, you can determine exactly how to answer: in chorus or one at a time.
INTRODUCTION OF THE ORDER OF ATTENTION
W. In the forest school, students are always given the Order of Attention for attention. Let's play and determine who is the most attentive. I will ask each group a question and throw the ball. If the question has to be answered in chorus, you squat and answer the question, then I cannot throw the ball to anyone. If I ask a question and one person has to answer it, I throw the ball to the one who knows the answer and shows me with a sign that he is ready to answer.
Who knows what time of year it is? Say in chorus: how many months in a year? Who knows why birds fly away to warmer regions in autumn? Who wants to get to know the Romashka group better today?
WORK WITH DRAWINGS ON THE TOPIC "WHAT I LOVE"
The teacher distributes drawings to the children of each group and invites the children to come to the board one by one. Children guess what is drawn.
D. Which of the children in the class likes the same thing as shown in the pictures? See how many friends you can have to play!
Lesson summary
D. What did you learn at school today? Why is the new school rule useful? What new have you learned about each other?
2. Construction.
TOPIC. Orientation in space.
The score is from 0 to 10, from 10 to 0.
Game "What's extra?"
A game "Aerobatics figure".
Didactic goal. Consolidation of the concepts "up", "down", "right", "left", "right to left", "left to right".
Means of education. Airplane drawing. Table 8 from the manual "Examples of relationships between quantities".
The teacher acts as a pilot. His plane (figure) performs different figures, changing the direction of movement, and the student pilots determine the change in the route and, at the signal of the teacher (wave of the hand), indicate it in chorus, using the words "up", "down", "right", "left", "Right to left", "left to right" (in relation to children).
Didactic goal. Formation of spatial representations.
Game content. One of the players becomes his back toclass, another asks to indicate where the voice is from: behind, to the left of it or to the right, and then say whose voice he heard. The teacher silently shows with his hand who should loudly, slowly, pronounce a sound, word, sentence. This game can be played in the forest, in the park, square, on the school playground
3. Development of speech.
Goals and objectives of the lesson:
1.To teach children to recognize sounds of different duration.
2. To develop fine motor skills of the fingers.
3. Construct from memory, sample.
Equipment:pictures with animals, snowflakes, sticks, plasticine.
The course of the lesson.
Organizing time.
Speech and breathing exercises.
1. Development of articular motor skills Game "Cheerful tongue". Game "The Wind is Blowing". (Activation of the muscles of the tongue).
III.
Repetition about syllables. Game "Living syllables".
Teacher:In one word? (Birds).
Chicken magpie sparrow duck goose
Which bird is superfluous? Why? (Goose).
Change the word "goose" so that it has two syllables (goo-si),of three syllables (gosling).
IV.
Patter.(Helps to pronounce words correctly and clearly).
Three magpies taratorki
They chatted on the hill.
Goodnight! My daughter and I are now having geometric classes. We repeat the material covered earlier. Alina learned the figures for a long time. Periodically we go through the fixing material. There was a time when we just went through geometric tasks: find, connect. But now I wanted to add a little fantasy to the geometries. The following idea came to my mind (maybe someone else has it here, I haven't looked for it): I draw a certain figure through a stencil, but not completely. Alina should come up with its final stage.
For example: on this piece of paper, through a stencil, I drew a flower, a semicircle, 2 triangles, 2 circles together, a triangle with a straight line in circles. Why stencil? - just the child will also finish drawing through it, which is very good for little fingers.
And here is how the daughter saw and presented these figures. The flower immediately "came" to her head. She answered without hesitation. But I drew the circles by hand. I began to think over the semicircle. She said that it was a Ladybug sideways and she needed to finish drawing a head with paws, she also said that it was an eye. I began to ask leading questions, then Alina said that it was a fungus. On 2 yellow circles, Alina said - a caterpillar. Then they started talking about birds and the Baby drew a chicken. And for the triangles, I was sure what the Christmas tree would say, but it was not there: it was a doll in a triangular dress !!! But we drew a Christmas tree when I asked about trees. I drew the balls only in the completed triangle). And the house immediately told the last figure.
We continue: the topmost figure in my mind is a Cheburashka without pens and legs), then a bear goes without “pens”, and a circle in a square is a clock without a dial (I saw one in the picture and depicted it))).
She immediately guessed the Cheburashka with the bear, and on my "watch" she said - a washing machine !!!) She added a joyful face, hair and a protruding tongue)))
At first, Alina said that it was a chicken))), she even began to prove to me about him, since her daughter's triangular ear was associated with a beak. I had to paint over the ear and the whole elephant. Then Alina agreed that it was he who finished painting such a trunk))). And she immediately named the fish.
I drew in the top row: 2 circles - a square - 2 circles. So Alina needs to finish drawing the SQUARE! she did so.
Second row from the top: triangle - trapezoid - triangle. Alina completes the KEYSTONE, etc.
I printed out the tasks. The daughter did it.
Alina painted everything with one color). I drew such rays of the sun))). I didn't paint the circles in the second task, I counted them and wrote the number.
2. Three colors.
3.
4. A magic thread.
Purpose: development of creative imagination, to find the similarity of the image of obscure outlines with real images and objects.
5. Unfinished drawing.
6. Wizards.
7. What the music told about.
Purpose: development of creative imagination.
8. Magic mosaic.
9. Let's help the artist.
10. Magic pictures.
11. Wonderful transformations.
12. Wonderful forest.
13. Shifters.
Purpose: development of creative imagination.
16. Draw together.
17. Magic tree.
18. Wax sculpture.
19. Living picture.
20. Combination.
21. Exercise "Points".
22. Blotography
23. Roundbones
25. What a circle looks like.
Goal: development of creativity
Purpose: development of imagination.
Download:
Preview:
Creative games for the development of imagination in preschoolers for visual activity
1. What our palms look like
Purpose: development of imagination and attention.
Invite the children to lower their palms in the paint or draw around their own palm (or two) with pencils and come up with, dream up "What could it be?" (tree, birds, butterfly, etc.). Offer to create a drawing based on the outlined palms.
2. Three colors.
Purpose: development of artistic perception and imagination.
Invite the children to take three paints that they think are most suitable for each other, and fill the entire sheet with them in any way. What does the drawing look like?
3. The transformation of specks of paint (painting technique - monotype).
Purpose: the development of creative imagination, to find the similarity of the image of obscure outlines with real images and objects.
Offer to drop any paint or several colors of paint on the middle of the sheet or on half of the sheet, and fold the sheet in half, smooth it out, unfold it. Various blots turned out, children need to see in their blot what it looks like or what it looks like.
4. A magic thread.
Purpose: the development of creative imagination, to find the similarity of the image of obscure outlines with real images and objects.
In the presence of children, a thread 30-40 cm long is dipped in ink and put on a sheet of paper, folded at random. Put another sheet on top of the thread and press it against the bottom sheet. Pull out the thread while holding the sheets. A trace will remain on the paper from the thread, the children are invited to identify and name the resulting image.
5. Unfinished drawing.
Purpose: development of creative imagination.
Children are given sheets with images of under-painted objects. It is proposed to finish the subject and tell about your drawing.
6. Wizards.
Purpose: development of emotionality and creative imagination.
Without preliminary conversation, invite the children to use pencils to turn two completely identical figures depicted on the sheet into an evil and kind wizard. Next, propose to come up with what the "evil" wizard did bad and how the "good" defeated him.
7. What the music told about.
Purpose: development of creative imagination.
Classical music sounds. Children are encouraged to close their eyes and imagine what the music is talking about, and then draw and talk about their performances.
8. Magic mosaic.
Purpose: to develop the ability of children to create objects in their imagination, based on a schematic representation of the details of these objects.
Sets of geometric shapes cut out of thick cardboard (the same for each child) are used: several circles, squares, triangles, rectangles of different sizes. The teacher distributes kits and says that this is a magic mosaic from which many interesting things can be put together. To do this, you need different figures, whoever wants to, attach to each other so that you get some kind of image. Offer a competition: who can put more different objects out of their mosaic and come up with some kind of story about one or more objects.
9. Let's help the artist.
Purpose: to develop the ability of children to imagine objects based on a given scheme.
Material: A large sheet of paper attached to a board with a sketch of a person drawn on it. Colored pencils or paints. The teacher says that one artist did not have time to finish painting and asked the guys to help him finish the painting. Together with the teacher, children discuss what and what color is better to draw. The most interesting proposals are embodied in the picture. Gradually, the diagram is completed, turning into a drawing. After that, invite the children to come up with a story about a drawn person.
10. Magic pictures.
Purpose: to develop the ability to imagine objects and situations on the basis of schematic images of individual details of objects.
Sheets of paper are distributed to children. Each sheet contains a schematic representation of some details of objects, different lines or geometric shapes. Each image is located on the sheet so that there is free space for painting the image. Children use crayons, crayons, felt-tip pens, or paints.
Children can turn each figure, line drawn on a piece of paper into a picture they want. To do this, you need to add anything you like to the figure (line). At the end of drawing, children compose stories from their paintings (in the younger preschool age the teacher gives only a colorless outline of a geometric figure, and in the older one - geometric figures pasted from colored paper)
11. Wonderful transformations.
Purpose: to develop the ability of children to create objects and situations in their imagination based on visual models.
The teacher distributes pictures to children with images of substitute objects, each one has three stripes of different lengths, three circles of different colors. Children are invited to consider the pictures, come up with what they mean, draw a corresponding picture on their sheet with colored pencils (several are possible). The teacher analyzes the completed drawings together with the children: he notes their correspondence to the depicted substitute objects (in shape, color, size, quantity), the originality of the content and composition.
12. Wonderful forest.
Purpose: to develop imagination, to create in imagination situations based on their schematic representation.
Children are given identical sheets of paper, several trees are drawn on them, and unfinished, unformed images are located in different places. The teacher suggests drawing a forest full of miracles with colored pencils and telling a fairy tale about it. Unfinished images can be turned into real or imaginary objects.
For the assignment, you can use material on other topics: "Wonderful Sea", "Wonderful Glade", "Wonderful Park" and others.
13. Shifters.
Purpose: to develop imagination, to create in the imagination images of objects based on the perception of schematic images of individual details of these objects.
Children are given sets of 4 identical cards, with abstract schematic images on the cards. Assignment for children: each card can be turned into any picture. Paste the card on a piece of paper and draw with colored pencils whatever you want, so that you get a picture. Then take another card, stick it on the next sheet, finish painting again, but on the other side of the card, that is, turn the figure into another picture. You can turn the card and a sheet of paper over when drawing as you want! Thus, you can turn a card with the same figure into different pictures. The game lasts until all the children finish drawing the figures. Then the children talk about their drawings.
14. Fairy animal (plant).
Purpose: development of creative imagination.
Invite children to come up with and draw a fantastic animal or plant that does not look like the real one. Having drawn a picture, each child talks about what he drew, comes up with a name for the picture. Other children are looking for features of real animals (plants) in his drawing.
15. Guess what I have in mind and finish painting
Each of the children conceives his own image (but does not talk about it). The first child starts and draws only one element. The next one should imagine what it could be, what the friend wanted to draw, and continue the drawing, complementing it with one element as well. In the course of work, you often have to rebuild the originally conceived image.
This activity is very difficult, but it helps to form the most important components of the imagination, and also teaches children to work together, negotiate and seek compromises.
When children in the course of learning have already acquired the skills of “completing”, reconstructing and creating new images, classes can be complicated by first completing tasks in groups of not 2, but of 4 people.
16. Draw together.
A large sheet of paper is fixed on the table. The sheet is divided into 4 "fields" (taking into account the number of people taking part in the work). Children are invited to create a composition on this topic ("Our city", "Summer vacation", etc.).
Each child begins to paint in his own field. Then, at the signal of an adult, everyone goes to the next field. You need to understand what your friend wants to draw and continue his drawing. In this joint work, the actualization and restructuring of images takes place, taking into account a given theme.
In the first lessons, children are guided by the creation of realistic images. Then fantasy elements are gradually introduced into the task - for example, real contour images are proposed to be painted in fantastic, invented colors (cow - green, sun - blue, etc.).
17. Magic tree.
It is proposed to draw magic tree, which should be unlike any known trees, in addition, there may be some unusual things on the branches.
Such tasks activate past experiences, arouse interest, and give an outlet for children's emotions. In the process of joint actions, children learn to understand each other, an atmosphere of trust and interest is created, and this is one of the main conditions conducive to creativity.
18. Wax sculpture.
The group is divided into two teams. One team is "clay", the other is "sculptors". On command, sculptors begin to sculpt from clay. Until the end of the game, each participant must remain in the position in which the "sculptor" left him.
19. Living picture.
The driver is selected from the group of children. The rest of the children create the plot at their own discretion. Having created a plot scene, its participants freeze until the driver guesses the picture.
20. Combination.
The child is asked to come up with and draw as many objects as possible using geometric shapes: a circle, a semicircle, a triangle, a rectangle, a square.
21. Exercise "Points".
Show your child by example how you can draw a drawing by connecting the dots. Now invite him to try to draw something by connecting the dots. Using all the dots every time is optional.
22. Blotography
A game to break creative imagination and holistic perception
Required inventory: paints, brush, paper.
Place a blot of any color (or several colors) in the middle of the sheet. Fold the sheet in half, blot inward. Expand it. The pictures are wonderful. Dry the sheet. What does it look like? Draw the details.
23. Roundbones
Required inventory: circles, squares, triangles drawn on a drawing paper.
Invite your child to complete the details. For example, to the circle - long ears, mustache, eyes, nose, teeth; got a bunny! To the square of the hands - you get a watch. The tail to the triangle is a funny carrot. There are many options (circle - ball, ball, apple, fairy bird, etc.). Give instructions to the child - the image is not repeated.
24. Transformation of blots (technique of inflating drops of paint with a cocktail tube).
Purpose: development of imagination, breathing.
Drop a few drops of paint of the same color or different colors on a sheet of paper. Using a cocktail tube, blow the drops in different directions. What do blots look like? Finish the resulting images. Come up with a name for the picture.
25. What a circle looks like.
Goal: development of creativity
The child is given a sheet of paper depicting the outline of circles (from 3 to 10), depending on the child's age. It is necessary to complete the circles without repeating the image. The more diverse the images, the higher the level of creativity.
26. Draw half of the figure.
Purpose: development of imagination.
The child is offered a sheet of paper with a half-drawn geometric figure. It is necessary to guess which geometric figure is hidden in the drawing, to finish drawing the other half of the figure. Look at the figure, think about what a whole geometric figure looks like, finish drawing to get an image of an object. To finish drawing, offer children a variety of visual materials: paints, pencils, wax crayons, markers, felt-tip pens.
Primary school students
The proposed diagnostic approach is based on a combination of psychodiagnostic techniques (mostly projective) with a clinical method. Projective methodit is most adequate to the primary school age of children, since both the level of speech development and the degree of development of reflection, which is just beginning to form, do not allow the child to fully communicate his experiences and problems. In a conversation, you can learn about them only indirectly, but the child's internal conflicts are expressed very fully and emotionally richly in a projective form, be it a game, a drawing or composing stories. Projective methods are used, based both on creating their own creative products - projective drawings: “Non-existent animal "," My family "(or a modification of" Family of animals ")," Human "," My class "," My teacher "," The best and worst events in my life "," What is terrible I dream at night and what am I I'm afraid during the day ”, subtest of the test of creative thinking by E.P. Torrens "Draw circles", "Pictogram" - and on the interpretation of ready-made stimulus material - making up stories based on the proposed projective pictures: Children's apperception test with an application (CAT); Family cruelty test; School anxiety test.
Of all the methodological procedures, drawing is perhaps the most exciting activity for children, it quickly liberates the child and allows you to establish the necessary confidential contact with him. In our opinion, drawing most fully emotionally involves children of primary school age in the process of creating an image, in contrast to verbal techniques (and primarily questionnaires), when using which there is a high probability of receiving a formal or socially desirable answer.
It should be noted that the projective method itself, emotionally involving the subject in the creative process, be it drawing or composing a story, has, in addition to research, also a psychotherapeutic function, since it affects deep levels of human experience and makes it possible to emotionally react in the process of creativity and his products the problems he has.
Clinical method,aimed at an in-depth and intensive study of individuality, most fully meets the task of diagnostics to identify the causes of school difficulties, the ways of their subjective understanding and experience by each of the examined children. The main components of the clinical method - conversationand observation.Since the metaphorical language of drawings is incomparably more complete than the verbal language expresses the child's experiences and reveals his subconscious, it is better to build a conversation, relying on the images that children used in their drawings. It is imperative for a child that the language of his subjective world is treated with genuine seriousness and emotional inclusion. This position of the psychologist evokes in the child a reciprocal trust and openness, which is necessary condition using the clinical method.
Methodology
"Draw circles"
The technique is a modified by the author version of one of the subtests of the creative thinking test by E.P. Torrance (The Brief Test of Creative Thinking, 1995). The work is carried out with the whole class in the form of a competition. The subjects are offered a sheet of paper on which ten circles are depicted, and asked to complete each circle as quickly as possible to a specific image: for example, draw an apple (using the space outside the circle) or a ball (using the space inside the circle). Children who wish to draw with colored pencils or felt-tip pens may be allowed to use them. The time for completing the task should be limited from the moment when most of the children finish drawing all ten circles (10-20 minutes, depending on the age of the subjects). Children who quickly completed the task are offered additional forms with ten circles. The winners are those who completed the largest number of circles and who came up with the most original solutions.
Processing the assignment includes calculating the total number of circles minus those solutions that were borrowed from the neighbors in the desk, about which children need to be warned in advance. Especially the number of repeated solutions should be counted, for example, only letters of the alphabet.
This technique, the most emotionally neutral, was used at the beginning of the frontal examination of children. Extremely slow performance of the task, low efficiency, the presence of the same type of solutions are diagnostically significant indicators. So, the repetition of the same solution, "sticking" on one image (for example, several balls of different colors; only fruits; little different faces under different names: bunny, bear, mouse, pig, etc.; 3 -4 identical light bulbs) indicate rigidity of thinking and are characteristic of children with organic brain damage (minimal cerebral dysfunction). Low productivity, the desire to spy on the decision of the neighbors on the desk characterize children as intellectually passive, most often having low academic performance. Low total number drawn circles with good creativity and independence in work indicates rather the characteristics of temperament. Samples of the task are shown in Fig. 12.
After the test, you should discuss the results with the children, talk about the most unusual and most common solutions, and also show the options for solutions that the children in this class did not guess about, for example, letters or numbers, etc.
Drawing of a man
Traditionally, this test is used to analyze a person's self-attitude (Projective Psychology, 2000). The subject receives paper, a soft pencil, an eraser, colored pencils and the task to draw a person. The questions of whom to draw should be answered: who do you want. When the drawing is ready, you need to ask who is depicted on it, what this person is doing now, what is his mood, etc. When interpreting a drawing, graphic features (pressure, shading), the ratio of parts of the figure, the nature of the details, the location on! sheet and other parameters.
According to our observations, at primary school age, a person's drawing often expresses the image of “ideal! I am a child: boys draw invincible heroes of action films, emphasizing their physical strength and masculinity; for girls, a drawing of a princess is typical, with many decorative details.
In the proposed system of techniques, human drawing occupies a special place also because it is used for! comparisons with other figures. For example, if in the drawing "My family" the characters are depicted very schematically and it is impossible to determine whether this is an expression of dislike or the child simply does not have the necessary graphic skills, then in such cases a comparison with a drawing of a person will allow a correct conclusion to be drawn.
The test can be offered to the entire class after completing the Draw the Circles method.
Drawing "Non-existent animal"
This test is best done individually. The child is invited, without using images of fairy tales or cartoons, to come up with and draw an animal himself, which three "no one has ever seen anywhere", and call it a non-existent name (Rogov,1996). When the child finishes drawing, the psychologist asks him about the lifestyle of the depicted creature, whether he has enemies, friends, etc.
This task removes the child's natural alertness during the first individual contact with a psychologist, since it does not require special knowledge, drawing skills , but only freedom of imagination, and children are easily included in it.
In addition, the drawing "Non-existent animal" allows you to determine the creativity of the child by whether the image of the creature is original or the image is borrowed from cartoons, books, or is made up of separate parts of famous animals.
Family drawing
The child is asked to draw his family. In case of clarifying questions, who to draw, the psychologist gives evasive answers (Khomentauskas,1987).
Diagnostically significant indicators of the "My Family" drawing are its composition, the correspondence of the depicted family to its real composition, the ratio of the size of figures, their color coloration and other features described in detail in the works of G.T. Khomentauskas (Khomentauskas,1989). This technique, according to his apt expression, allows you to see the family through the eyes of a child, that is, how the child perceives and experiences his place in the family, as well as the emotional relationship between its members.
The child's refusal to perform this task is considered as an expression of the extreme dysfunction of family relationships, and in this case, an indirect version of the method is proposed - drawing "Family of animals",in which the child is asked to portray a family where each member would be represented by a separate species of animals, and then talk about their way of life. Significant indicators of this pattern are the size of animals, their antagonism in nature, the degree of their aggressiveness, etc.
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1 1 Mathematics 0 Homework 1. Task 1. Draw under "my" figures your own, but so that there are more "your" figures than mine. Find the pattern and finish the drawing.
2 2 Task 2. Color. Find the pattern and draw the missing figures in the empty "windows".
3 Task 3. Come up with and draw what the squares might look like. 3
4 Task 4.4
5 5 Task 5.Solution examples on the number line. Try to compose examples yourself using the number line. Task 6. Find the pattern and draw the missing figures in the empty cells.
6 Task 7. Connect the numbers from 1 to 20 in order. 6
7 7 Mathematics 0 Homework 3 Task 1 Paint vases of the same shape with one color. Make the drawings the same.
8 8 Group by one common feature: Task 2 Color short scarves in blue and long ones in red.
9 9 Color the narrow ribbons in blue and the wide ribbons in red. Task 3 What is the extra ball? Find some solutions. Task 4 Solve the problems using the picture. a) Nina and Zoya competed. Nina jumped further than Zoya. Who didn't jump as far as Nina? b) Anton and Veronica borrowed books from the library. Veronica's book was thicker than Anton's. Who had fewer pages in the book? c) Andrey is stronger than Grisha, and Grisha is stronger than Misha. Who is the strongest?
10 10 Task 5 Color the turrets in all possible ways, so that each turret is painted in all three different colors and the options are not repeated. Task 6 Arrange the melancholy and write the numbers in the houses so that the sum of the numbers on each floor is equal to the number in the attic. Solve examples. Draw the missing dots and write the missing digits inside houses in such way
11 Task 7 11
12 12 Math 0 Homework 5 Task 1 Draw the answers. Come up with and solve your problem. Check it out. Find and fix mistakes. Does equality hold? Did you divide the figures into groups correctly? The same beads?
13 13 Task 2 Draw to make a pair. Color the same items with the same color.
14 14 Task 3 Solve examples, follow the number line. Task 4. What does each figure resemble? Draw it to get a picture. Connect objects of the same shape with lines of different colors. The kid gave Carlson three identical cakes. Which shapes are under-painted? Draw them and color the cakes the same way.
15 Task 5 a) Boy Petya loves ice cream more than nuts, and nuts more than oranges. What does he like more ice cream or oranges? B) A saucepan holds more water than a teapot, and a teapot holds more than a jug. Where does more water fit in a saucepan or jug? c) Once a worm, a bicycle and an airplane began to compete, which of them is faster. It turned out that a worm is faster than a bicycle, and a bicycle is faster than an airplane. Who do you think is faster: a worm or an airplane? d) Please think of your task and ask the parents to write it down. Draw a picture for your task. Picture: Task:
16 Task 6 Solve addition examples. Draw the answers. 16
17 Task 7 Make up the picture problems and insert the correct numbers in the squares. 17
18 18 Mathematics 0. Homework 7 Task 1. Find a pattern and put dots in the empty squares. Task 2. What is superfluous? Color the rings of the disassembled pyramid. Color the rings of the assembled pyramid.
19 19 Who is behind whom? Task 3. Put the + or - sign Task 4. Break all the flags into groups by color and make up equalities. What other parts can you split these flags into?
20 20 Task 5. How many triangles? Count and write your answer. Task 6. Populated houses with numbers.
21 21 Task 7. Place the figures in the empty cells so that in each row and in each column there are no identical figures. Task 8. Anton, Lucas and Misha live on different floors. Anton lives taller than Lucas, and Lucas lives taller than Misha. Who lives above all and who lives below all? Nina, Zoya and Veronica went to the rink. Two girls put on hats and one scarf. Zoya and Veronica wore different things. Nina and Zoya too. What did each girl wear?
22 22 Task 8. Solve the subtraction problems and write down the solutions. Eight apples grew on the apple tree. Five of them were ripped off. How much is left? And there were 9 books on the shelf. Plato took two books. How many books are left on the shelf? There were 6 cups on the table. Mom removed the four cups. How many cups are left on the table?
23 23 Mathematics 0. Homework 9. Task 1. Paint with these three colors so that the coloring methods are different. Pay attention to how we begin to paint over the first square (yellow) and how you can change the next two colors (red and blue). Color the triangles to the left of the circle in red and to the right of the circle in blue. Divide into groups and make up equalities.
24 24 Task 2. Fulfill the equality. Draw equalities according to the numeric condition. Make the drawings the same. Task 3. We planted 9 birches, and between them one bush. How many bushes? Draw. The wheel has 8 spokes. How many gaps are there between them? Draw. The doctor prescribed Masha 6 pills and ordered her to take one every hour. How many hours will all the tablets be taken.
25 Task 4. Solve the examples for subtraction. Draw the answers. 25
26 Task 5. This is a boy Anton. He wants to give the girls, Nina and Zoya, a ball each. Color the balls so that Anton has a red ball in his right hand and a blue ball in his left. Guess where, Nina and where is Zoya? Nina is holding an apple in her right hand (paint it green). Zoe has an apple in her left hand (paint it red). Sign the girls' names. 26
27 27 Task 6. Go through the labyints.
28 28 Task 7. Color.
29 29 Mathematics 0. Homework 11. Task 1. Fill in the empty squares. Task 2. The wings of this butterfly are almost the same. Find seven differences.
30 30 Task 3. Fill in the empty squares. What numbers should be on Christmas tree decorations? Task 4. What number got to the finish line first?
31 31 Task 5. How many bunnies are hidden? Task 6. Solve the examples and write the letters on the plate. Read what happened. Task 7. Color the beads.
32 32 Task 8. Calculate and color. Task 9. One fish was removed from the aquarium. Which one?
33 Quest
34 34 Mathematics 0. Homework 13 Task 1. Connect observing the regularity. Create and solve examples from the given pictures. Task 2. What has changed?
35 35 Task 3. Find the pattern and draw missing figures in the empty cells. Task 4. Help the bunny get home.
36 36 Task 5. Instead of an asterisk, insert the sign "+" or "-". What do you notice? Arrange the apples on plates different ways and make up expressions. Task 5. Where is the pyramid? Task 6. Solve letter examples.
37 37 Look at the pictures. Solve addition examples and write down the answers you received. Solve the examples yourself.
38 38 Task 7. Draw the figures so that you get images of objects. What happened? Task 8. Make tasks based on pictures. Write down their decisions and answers.
39 Task 9. Symmetry. What pictures dotted line is the axis of symmetry. Write yes or no under the pictures. 39
40 40 Mathematics 0. Homework 15 Task 1. On what grounds were the figures divided? Make up and write down the equalities. Task 2. Solve examples.
41 41 Task 3. Solve examples and make up the missing equality. Task 5. Draw the missing dots on the dominoes. Task 6. Solve examples.
42 Exercise 7. Compare. 42
43 43 Task 8. Paint all the shapes following the rule. Draw the figures.
1 Mathematics 0 Homework 1. Task 1. Draw your own figures under “my” figures, but so that “your” figures are more than mine. Find the pattern and finish the drawing. 2 Task 2. Find the pattern
1 Mathematics 0 Homework 0 Task 1 Find an extra element on each picture. Why is it superfluous? Find some answers. Task 2 We repeat the composition of the number 7. Break the circles in each oval into red
1 Mathematics 0. Homework 17. Task 1. Compare and fill in the blank frames according to the sample. Task 2. Follow the steps and find in each equality a part and a whole. 2 Task 3. Make up the equalities according to
1 Mathematics 0. Class work 17 Task 1. Repeat a cone, cylinder, ball Consider a parallelepiped, cube, pyramid Task 2. Task 3. Connect the number with the picture. 2 Task 4. Look at the pictures. Count
1 Mathematics 0. Homework 16. Task 1. Which house is lost? Task 2. What is superfluous? Why? Task 3 Fill the "bags" while fulfilling all the conditions. Put the signs correctly. Task 4. Fill in
1 Mathematics 0. Class work 16 Task 1. Repeat a cone, cylinder, ball Consider a parallelepiped, cube, pyramid Task 2. Task 3. Connect the number with the picture. 2 Task 4. Look at the pictures. Count
1 Mathematics 0 Class work 0 Task 1 What is more vases or flowers? How much? Try to make them the same number. Which vase is not like the rest? (Find all 4 answers) Quest
1 Mathematics 0 Task 1. Look at an example and compare. Homework 17. Compare. Continue. 2 Task 2. How can you subtract 3 units from the number 5? Out of the 4? Write. Replace the stars with + or.
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