D and find the extra one. “Find the odd one out” technique
Svetlana Koshatko
The role of didactic games in the physical and mental development of preschool children. Didactic game “Find the odd one out”
Didactic game for developing attention"Find the odd one out"
Target: development of thinking, visual attention, develop the ability to classify objects according to essential characteristics, to generalize.
Children are asked to look at the objects shown in the picture, name them, explain their purpose and find extra- covering it with a circle, accompanying your action with speech (I closed the TV because it extra)
In progress didactic games, children learn to apply existing knowledge in various gaming conditions, activate a variety of mental processes and bring emotional joy to children.
A game permeates the child’s entire life, it contributes physical and spiritual health, is a source of extensive information, a method of teaching and educating children. With its help, conditions are created for development creative abilities, comprehensive child development.
There is a direct connection between the baby’s emotional state and the intensity of its course. mental processes: thinking, speech, attention, memory. If in a game a child actively manipulates objects with his fingers, then thought processes are activated, and vice versa, their intensity weakens if the child’s hand is inactive. Therefore, games in which children act: disassemble, assemble, sort, connect, separate parts, etc. With the help of such toys and games, students learn about the world, get acquainted with the properties of objects, and at the same time they have observation skills develop, intelligence, dexterity, ingenuity, endurance, organization.
Games on development of attention
The speech therapist names the words and asks the children to name the “extra” word, and then explain why this word is “extra.”
a) “Extra” word among nouns.
Doll, sand, spinning top, bucket, ball.
Table, wardrobe, carpet, chair, sofa.
Coat, hat, scarf, boots, hat.
Plum, apple, tomato, apricot, pear.
Wolf, dog, lynx, fox, hare.
Horse, cow, deer, ram, pig.
Rose, tulip, bean, cornflower, poppy.
Bus, combine harvester, tram, bicycle, motorcycle.
Winter, April, spring, autumn, summer.
Mom, girlfriend, dad, son, grandmother.
Sea, lake, river, bridge, pond.
Circle, square, pencil, triangle, rectangle.
Nikolai, Sasha, Ivanov, Misha, Peter.
Moscow, Novgorod, square, Petersburg, Pskov.
Hammer, axe, spoon, saw, pliers.
Ilya, Fedor, Petrov, Andrey, Zhenya.
Cheese, bread, ice cream, butter, cottage cheese.
Bottle, jar, frying pan, jug, glass.
Milk, cream, cheese, lard, sour cream.
House, barn, hut, hut, building.
Birch, pine, tree, oak, spruce.
Book, album, notepad, paints, notebook.
Brush, pencil, sheet, paint, painting.
Cake, briefcase, bag, backpack, suitcase.
Month, day, year, sky, hour.
Nest, bark, anthill, chicken coop, den.
Hammer, nail, axe, pliers, chisel.
Minute, second, hour, evening, day.
Robbery, theft, earthquake, arson, assault.
b) An “extra” word among adjectives.
Sad, sorrowful, dejected, deep.
Brave, loud, daring, daring.
Weak, brittle, long, fragile.
Strong, distant, durable, reliable.
Decrepit, old, worn out, small, dilapidated.
Bold, courageous, courageous, angry, determined.
Deep, shallow, high, light, low.
c) An “extra” word among verbs.
Think, go, reflect, think.
He rushed, listened, rushed, pounced.
Hate, despise, punish.
Arrived, arrived, ran away, rolled in.
He came, he greeted, he looked, he appeared.
Ran out, came in, flew out, jumped out.
Poured it, poured it, poured it out.
He ran up, entered, approached.
Sort the pictures by similarity.
A vertical row of pictures is displayed on the board: a sheep (or ram), a tree, a cow, ears of corn.
Children are given pictures: sweater, hat, woolen mittens (or gloves), scarf (to the picture “sheep”); table, wooden rake, wooden gate (or fence), chair (to the picture “tree”); bottle of milk, butter, cheese, ice cream (to the picture “cow”); bread, loaf, bagel, bagel (to the picture “ears”. Each child has 1-2 pictures.
The speech therapist invites the children to put their picture next to one of the 4 pictures on the board and explain why he put it that way.
Game “Pair to Pair” (choose words by analogy).
The speech therapist suggests choosing words so that similar pairs of words are obtained, and then explaining how these pairs are similar.
Cucumber is a vegetable, chamomile is (earth, flower, flower bed).
Tomato – vegetable garden, apple – (fence, garden, pear).
Clock - time, thermometer - (bed, temperature, window).
Car – motor, boat – (sail, water, deck).
Table - tablecloth, floor - (furniture, boards, carpet).
Hammer – nail, knife – (board, bread, box).
Suit - fabric, house - (fence, bricks, stairs).
A chair is a tree, a bun is (table, ear of corn, knife).
Window – house, eye – (mouth, glasses, face).
Telephone - ear, TV - (radio, antenna, eye).
Hat - head, boot - (brush, boy, leg).
Wool – sheep, milk – (cheese, cow, cat).
Nail – hammer, screw – (screwdriver, screw, board).
Pen – pencil case, notebook – (book, desk, briefcase).
Cat - kitten, chicken - (duck, rooster, chicken).
Tram - trolleybus, table - (book, chair, tree).
Chicken - rooster, cat - (kitten, cat, milk).
Car - driver, plane - (driver, pilot, sky).
Reading – letter, counting – (task, number, question).
Listen to the words. Which of these represent vegetables?
Lettuce, nettle, carrots.
Onions, turnips, plantain, dill.
Garlic, radish, rose, rutabaga.
Currants, zucchini, parsley, cucumbers.
Tomato, sorrel, beets, cabbage.
Potato, apple, strawberry, chamomile.
Listen to the words. Which ones represent domestic animals?
Fox, wolf, dog, hare.
Horse, calf, elk, bear.
Squirrel, cat, rooster.
Donkey, roe deer, lynx, tiger.
Barn, cow, goat, sheep.
Rabbit, otter, puppy, parrot.
Listen to the words. Which ones represent transport?
Truck, subway, plane, bench.
Bus, road, helicopter, passenger.
Train, compartment, steamship, anchor.
Tram, driver, trolleybus.
9. Guess what the fourth word will be (semantic series):
Electricity - switch, water - ...
Nail - hammer, screw - ...
Good - better, slow -...
School - training, hospital - ...
Coat - button, shoe - ...
A person is a child, a dog is...
Bird is a nest, man is...
A bird is an egg, a plant is...
The house is the roof, the book is...
Square - cube, circle - ...
Fire is fire, water is...
Grain - barn, money - ...
Clothes – naked, shoes –…
Rubber - tire, steel - ...
Morning - night, winter - ...
Words for reference: screwdriver, cover, ball, seed, slower, flood, bank (or wallet), faucet, barefoot, treatment, puppy, rim, house, lace, autumn.
10. Where and for what can you use the item that I will name:
For example, BUTTON: 1) to attach paper to the board;
2) can be thrown out the window to give a signal;
3) scrap metal;
4) draw a small circle (circle);
5) put on the table, etc.
Nail - ..., shoe - ..., tomato - ..., lace - ..., blanket - ....
Choose the correct answer.
There are 7, 12, 16, 24 months in a year.
The father is older than the son (sometimes, often, always, never).
A tree always has (leaves, roots, fruits, flowers).
Winter month (November, March, February, June).
Always hot (iron, heating pad, boiling water, steam).
Game "Name the parts."
There are two options:
a) according to the picture;
b) by submission.
The speech therapist calls the word, offers to imagine this object (or animal) and name its parts.
For example: CAT – body, head, paws, claws, tail, nose, ears, eyes, whiskers, fur.
Truck - ..., house - ..., tree - ....
Guess the object by the names of its parts.
Body, cabin, wheel, steering wheel, headlights, doors (truck).
Trunk, branches, twigs, leaves, bark, roots (tree).
Bottom, roof, walls, handles (pan).
Deck, cabin, anchor, stern, bow (ship).
Entrance, floor, staircase, apartment, attic (house).
Wings, cockpit, tail, engine (airplane).
Eyes, forehead, nose, mouth, eyebrows, cheeks (face).
Sleeves, collar, cuffs (shirt).
Head, torso, legs, tail, udder (cow).
Floor, walls, ceiling (room).
Window sill, frame, glass (window).
Explain what the objects have in common.
Two items: cucumber, tomato - (vegetables);
chamomile, tulip – (flowers);
elephant, ant - (animals).
Three objects: ball, sun, ball;
plate, vase, cup;
leaf, grass, crocodile.
Guess the generalizing word based on functional characteristics, on the situation in which the object called this word is most often found.
For example: They grow in a garden bed and are used in food (vegetables).
They grow on a tree in the garden, very tasty and sweet.
How can we call in one word what we put on our body, head, and legs?
Guessing the name of an object from a description of its differential features.
For example: What is this? Vegetable, round, red, tasty.
Guessing riddles from pictures using epithets (several pictures are offered, from which you need to choose the ones you need).
For example:
I am tall, thin, spotted (giraffe).
I'm short, fat and gray (hippopotamus).
I am small, gray, with a long tail (mouse).
I am formidable, big, with a long mane (lion).
I am humpbacked, with a long neck and thin legs (camel).
Choose two words from three words - “enemy”.
Friend, sadness, enemy.
Tall, big, low.
Night, day, day.
Long, big, short.
Joy, joyful, sadness.
Big, low, small.
Raise, lower, take.
White, long, black.
Give, sell, take.
Heavy, long, light.
Buy, sell, give away.
Short, small, long.
Talk, walk, be silent.
Good, light, bad.
Didactic game “What’s extra?”
Author: Khalikova Elena Valerievna, teacher of the first category
Place of work: MBDOU "Kindergarten No. 31 of Leninogorsk"
A didactic game is presented in the form of cards with images of animals and birds. The game can be used by teachers, speech therapists, as well as parents. In individual and work and subgroups with children from 3 to 7 years old.
Target:
Strengthen knowledge about animals and birds. Arouse interest in the living world.
Tasks:
Develop abstract imaginative thinking and visual memory.
Develop mental abilities, ability to classify.
Expand children's horizons.
Cultivate a love for animals and birds, a desire to take care of them.
Progress of the game:
The teacher invites the children to look at the pictures and determine what is superfluous. Explain your choice.
Cards “Find the odd one out?”
1. Pets. (crocodile)
2. Wild animals. (horse)
3. Who was born from an egg? (frog)
4. Mammals. (tit)
5. Birds that don't fly. (pigeon)
The crocodile looks green
He will not let himself be offended.
Crocodile is a dangerous predator
Be careful with him, buddy.(crocodile)
- But! - we said to the horse
And they rushed off without looking back.
The mane curls in the wind.
Here is the house. Horse, whoa!(horse)
She grew up and grew a tail,
She wore a dark dress.
She grew up and became green,
I swapped the tail for oars.(frog)
With a yellow breast it flies -
What kind of bird is this?
How elegant is her appearance!
Her name is tit!(tit)
Gray, furry,
Wild, domestic
Variegated and white,
A symbol of peace in general everything!(pigeon)
Preparing a child for school: games for the development of verbal and logical thinking:
By the age of 6–7 years, a more intensive formation of verbal and logical thinking begins, which is associated with the use and transformation of concepts.
We offer games and exercises aimed at developing coherent speech, thinking, and enriching the lexical vocabulary of preschoolers.
Exercises to develop mental operations:
Game "Comparison of objects"
For comparison, offer your child the following pairs of words:
fly and butterfly caterpillar and snake
house and hut milk and snow
table and chairs orange and carrot
book and notebook plane and bird
water and milk stone and brick
ax and hammer pond and river
city and village bag - wallet
The child must imagine what he will compare. Ask him questions: “Did you see the fly? What about the butterfly? After such short questions about each word from a pair, ask the child to compare them. Ask him questions again: “Are a fly and a butterfly similar? How are they similar? How are they different from each other?”
Analyze your child's answers. How many words did he compare successfully? What is easier for a child: to look for similarities or differences?
A child of 6–7 years old must correctly make comparisons: highlight both similarities and differences, but not according to random, insignificant characteristics (for example, a hammer and an ax are in the barn), but according to the main characteristics.
Linguistic game to develop thinking speed:
Game "Word endings"
Invite your child to play this game: you will begin a word by pronouncing the first syllable, and he will finish it. “Guess what I want to say: By...” - this is how you start the game.
Suggested syllables:
If the child copes with the task easily and quickly, invite him to invent (guess) not just one word, but as many as he can.
Record not only the correctness of the answers, but also the time, which is an indicator of the speed of thought processes, intelligence, and speech activity.
Exercises to develop the thought processes of generalization, abstraction, and identification of essential features:
Game "Find the extra word."
Read a series of words to your child. Each series consists of 4 words; 3 words in each series can be combined based on a common feature, and one word differs from them and must be excluded.
Invite your child to identify the word that is “extra.”
· Old, decrepit, small, dilapidated
· Brave, angry, daring, daring
· Apple, plum, cucumber, pear
· Milk, cottage cheese, sour cream, bread
· Hour, minute, summer, second
· Spoon, plate, pan, bag
· Dress, sweater, hat, shirt
· Book, TV, radio, tape recorder
· Soap, broom, toothpaste, shampoo
Birch, oak, pine, strawberry
Thermometer, doctor, teacher, nurse
Game "Find the extra picture."
Select a series of pictures, among which every three pictures can be combined into a group based on a common characteristic, and the fourth is redundant. Place the first four pictures in front of the child and ask them to remove the extra picture. Ask: “Why do you think that? How are the pictures you left similar?”
Note whether the child identifies more significant features and whether he groups objects correctly.
If you see that this operation is difficult for the child, then continue to patiently work with him, selecting another series of pictures. In addition to pictures, you can also use objects. The main thing is to interest the child in the playful form of the task.
Exercises to develop mental flexibility.
Invite your child to name as many words as possible that denote a concept.
Trees (birch, pine, spruce, cedar, rowan...)
· Name the words for pets
· Name words for wild animals
· Name the words denoting ground transport
· Name the words denoting air transport
· Name the words denoting water transport
· Name the words for vegetables
· Name the words for fruits
· Name words related to the variety (football, hockey...)
Game “How can this be used?”
Offer your child a game: find the largest number of options for using an item.
For example, you say the word “pencil,” and the child comes up with ways to use this item.
The child names the following options:
· Paint
·Use as a stick
· Thermometer for dolls, etc.
Game "On the contrary"
You name the word, and the child says the word backwards.
For example:
· Cheerful - sad
· Fast – slow
· Beautiful - ugly
· Stand – complete
· Thin - fat
· Smart - stupid
Heavy - light
· Hard – soft
· Rough – smooth
This game helps expand the child's horizons and intelligence.
A useful exercise for developing children's thinking is solving riddles. Moreover, riddles that are well known to children do not carry any mental load. Riddles should make not only a child, but also an adult think:
Two sables are lying with their tails facing each other. (BROWS)
Not on the floor, not on the ceiling, but looks both into the house and onto the street (WINDOW)
It will curl up like a cat, and turn around like a path. (ROPE)
Exercise for the development of verbal and logical thinking:
Game "Define the concepts"
The child is offered the following sets of words:
· Bicycle, button, book, cloak, feathers;
· Plane, nail, newspaper, umbrella, fur, hero
Car, screw, magazine, boots, scales, coward
Ask your child to imagine a person who does not know the meaning of any of these words. Next you say, “Try to explain to this person what each word means.”
Before your child tries to define a word, make sure he understands it. This can be done by asking: “Do you know this word?” or “Do you understand the meaning of this word?”
Help your child define each word, ask leading questions, but always first give him the opportunity to answer for himself.
Paired analogies. Choose a word from the example.
“Choose a word for the word HOSPITAL that would fit the same way as the word SCHOOL fits the word STUDENT.”
Problem - solution Question - ...
Clock - time Thermometer -...
Meadow - grass Forest - ...
Sea - water Sky -...
Day - lunch Evening - ...
House - brick Word -...
OPTION 1.
Source: Zabramnaya S. D. "From diagnosis to development." - /Materials for the psychological and pedagogical study of children in preschool institutions M.: New School, 1998 - 144 p.
Objectives of the study
Analytical-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is studied. Ability to make generalizations. Logical validity and purposefulness. Clarity of presentation. Using help.
Equipment
Three drawings of varying complexity.
In the figure (APPENDIX 1) there are three squares, each with four figures, one of which does not fit according to one characteristic (size, color, shape). Offered to children from 5 years old.
In the figure (APPENDIX 2) there are three squares, each with four objects: three from one generic group, and the fourth from another generic group. Offered to children from 6 years old.
In the figure (APPENDIX 3) there are three squares, each with four word-concepts, one of which does not fit. Offered to children from 7 years old.
Procedure
APPLICATIONS 1, 2, 3 are offered in turn.
When working with APPENDIX 1, the instruction is: “Tell me what doesn’t fit here?”
When working with APPENDIX 2, they first ask you to name what is drawn, and then ask: “What doesn’t fit here?” Help: “There are three objects (pictures) that are somewhat the same, but one doesn’t fit. Which one?”
When working with APPENDIX 3, the researcher himself reads the words, and then asks the child to name the word that does not fit the others. If the answer is correct, they are asked to explain the choice.
Analysis of results
Children with normal mental development understand the purpose of the task and independently identify the feature that distinguishes the figure from the rest. Give a verbal justification for the principle of identifying a figure. When working with pictures, they are also able to make independent generalizations and justify the selection of an inappropriate picture. When highlighting concept words, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age varies among children. Some immediately identify essential signs, others pay attention to secondary signs. This indicates insufficient formation of the higher levels of generalization. However, in children with normal mental development there are no cases of inadequate performance of this task.
Children are mentally retarded do not understand instructions and do not complete tasks independently. By the age of 6-7 years, they visually distinguish size and color, but find it difficult to make verbal generalizations even with leading questions. The task (APPENDIX 3) is not available to them at this age.
Children with mental retardation understand the instructions and complete the tasks (APPENDIX 1). The task (APPENDIX 2) to establish clan groups and justify them is difficult. Organizational assistance is effective. Work with the selection of words and concepts (APPENDIX 3) is carried out with leading questions, repeated readings, and clarifications. Children have difficulty explaining the principle of selection. They have the greatest difficulties with verbal justification.
ANNEX 1.
APPENDIX 2.
APPENDIX3.
OPTION 2.
Source: Nemov R. S. "Psychology in 3 volumes." - M.: VLADOS, 1995. - Volume 3, page 148.
This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative and logical thinking, mental operations of analysis and generalization in a child. In the method, children are presented with a series of pictures (APPENDIX 4), which present different objects, accompanied by the following instructions:
“In each of these pictures, one of the four objects depicted in it is the odd one out. Look carefully at the pictures and determine which item is superfluous and why.”
3 minutes are allotted to solve the problem.
Evaluation of results
10
points- the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are extra.
8
—9 points- the child correctly solved the problem in a time from 1 minute to 1.5 minutes.
6
—7 points— the child completed the task in 1.5 to 2.0 minutes.
4
-5 points— the child solved the problem in a time from 2.0 to 2.5 minutes.
2
—3 points- the child solved the problem in a time from 2.5 minutes to 3 minutes.
0—1
point- the child did not complete the task in 3 minutes.
Conclusions about the level of development
10
points- very tall
8
—9 points- high
4
—7 points- average
2
—3 points- short
0 - 1 point - very low
APPENDIX 4 A.
APPENDIX 4 B. Additional materials for the “What’s extra?” method
OPTION 3.
Source: Almanac of psychological tests - M.: KSP, 1996 - 400 p.
To conduct the study, you will need forms of the “Exclusion of Superfluous” technique, which allows you to assess the subject’s ability to generalize and identify essential features. The technique consists of series, each series contains 4 words. (2 options offered). The experimenter must have a stopwatch and a protocol for recording responses.
Material: A form with a printed series of four to five words.
Instructions and progress: I present the form to the subject and say: “Here, on each line, five (four) words are written, of which four (three) can be combined into one group and given a name, and one word does not belong to this group. He needs to be found and eliminated (crossed out).”
Form for verbal version
OPTION 1.
1. Table, chair, bed, floor, closet.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pliers, saw, nail, axe.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, be indignant, be indignant, understand.
16. Success, failure, luck, winning, peace of mind.
17. Brave, courageous, determined, angry, courageous.
18. Football, volleyball, hockey, swimming, basketball.
19. Robbery, theft, earthquake, arson, assault
20. Pencil, pen, drawing pen, felt-tip pen, ink.;
OPTION 2.
1) book, briefcase, suitcase, wallet;
2) stove, kerosene stove, candle, electric stove;
3) watch, glasses, scales, thermometer;
4) boat, car, motorcycle, bicycle;
5) plane, nail, bee, fan;
6) butterfly, caliper, scales, scissors;
7) wood, whatnot, broom, fork;
8) grandfather, teacher, father, mother;
9) frost, dust, rain, dew;
10) water, wind, coal, grass;
11) apple, book, fur coat, rose;
12) milk, cream, cheese, bread;
13) birch, pine, berry, oak;
14) minute, second, hour, evening;
15) Vasily, Fedor, Semyon, Ivanov.
INTERPRETATION:
SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION
Number of points |
Characteristics of problem solving |
|
The subject correctly and independently names the generic concept to designate: |
||
| 5 --- |
---- 5 |
|
First he names the generic concept incorrectly, then he corrects the mistake: |
||
| 4 --- |
---- 4 |
1) to designate objects (words) combined into one group; 2) to designate an “extra” object (word). |
Independently gives a descriptive characteristic of the generic concept to denote: |
||
| 2,5 --- |
--- 2,5 |
1) Objects (words) combined into one group; 2) an “extra” object (word). |
The same, but using the researcher to indicate: |
||
| 1 --- |
--- 1 |
2) an “extra” object (word). |
Cannot define a generic concept and does not know how to use help to designate |
||
| 0 --- |
--- 0 |
1) objects (words) combined into one group; 2) an “extra” object (word). |
If the subject copes with the first three to four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision or choose a name for a group of objects, then we can draw a conclusion about his intellectual
insufficiency.
If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects are somehow involved), then this is an indicator of concrete thinking, the inability to build generalizations based on essential characteristics.
APPLICATION.
