Dorisuy Circles so that there are different items. Creative games for the development of imagination from preschoolers on the pictorial activities of the card file for drawing on the topic. Subject. Orientation in space
The practical manual is intended for working with children of 5-7 years both in the development of mathematical ideas and in the free time provided for the child in pre-school educational institutions. The manual is included in the "Mathematical Steps" cycle. It presents a system of practical exercises, the implementation of which contributes to the expansion of knowledge, skills and skills, as well as the development of attention, thinking, ability to target mental activities, the ability to understand and independently fulfill the learning task. It can be used by teachers, governors and parents in the preparation of children to school.
GEOMETRIC FIGURES.
Dorisui line so that there are circles. Continue row.
Name items. Color them. What kind of geometric shape are they similar?
Guess a riddle:
I rang, ridiculous, stubborn, play with me, friend. Do not put on a barrel!
(Nevashka.)
Draw a nevack, as shown in the picture.
From how many circles is a nevack? Write Dorisuy Circles so that items come true.
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Publication date: 03/23/2017 06:50 UTC
- Development of interest and ability to read in children 6-7 years old, educational and methodical manual for working notebook "I start to read", Kolesnikova E.V., 2016
- Development of sound-letter analysis in children 5-6 years old, a teaching manual for working notebook "from A to Z", Kolesnikova EV, 2016
- Development of phonderatic hearing in children 4-5 years old, educational and methodical manual for working notebook "from the word to sound", Kolesnikova EV, 2016
- Development of sound culture of speech in children 3-4 years old, educational and methodical manual for working notebook "Times - Lord, two - Sloves", Kolesnikova E.V., 2015
The following textbooks and books:
- I already think a workbook for children 6-7 years old, Kolesnikova E.V.
- I consider to 20, the workbook to fulfill the tasks on the book "Mathematics for children 6-7 years old", Kolesnikova EV, 2008
Students of primary school
The proposed diagnostic approach is based on a combination of psychodiagnostic techniques (mostly projective) with a clinical method. Projective methodthe most adequate to the younger school age of children, as the level of speech development, and the degree of development of reflection, only beginner to form, do not allow the child to be expanded to report their experiences and problems. In a conversation, you can only find out indirectly, but very fully and emotionally saturated internal conflicts of the child are expressed in the projective form, be it game, drawing or composition of stories. The projective techniques are used, based on the creation of our own creativity products - projective drawings: "Non-existent animal "," My family "(or modification of the" family of animals ")," man "," my class "," my teacher "," the best and worst event in my life "," that a terrible dream I dream at night and what I I'm afraid of the day ", subtest test of creative thinking E.P. Torrensus "Dorisuy Kroogi", "Pictogram" - and on the interpretation of the finished stimulus material - drawing up stories according to the proposed projective pictures: a children's appeperceptive test with an application (CAT); Test for determining cruelty in the family; Test school anxiety.
Of all the methodological procedures, drawing is perhaps the most exciting occupation for children, it quickly liberates the child and allows you to establish the necessary trust contact with it. In our opinion, drawing most fully emotionally includes children of younger school age in the process of creating an image in contrast to verbal techniques (and first of all questionnaires), when using the likelihood of obtaining a formal or socially desirable response.
It should be noted that the projective method itself, emotionally involving the test in the process of creativity, whether it is drawing or an elastic of the story, has, in addition to the research, also psychotherapeutic function, as affecting the deep levels of human experience and makes it possible to emotionally respond in the process of creativity and His products have problems.
Clinical methodaimed at an in-depth and intensive study of individuality, most fully corresponds to the task of diagnosis to identify the causes of school difficulties, the methods of their subjective understanding and the experience of each of the children surveyed. The main components of the clinical method - conversationand observation.Since the metaphorical language of the drawings is incomparable, more than verbal, expresses the experiencing a child and reveals his subconscious, the conversation is better to build, relying on those images that children used in their drawings. For a child, it is imperative that the language of his subjective world belongs to genuine seriousness and emotional inclusion. Such a psychologist's position causes response and openness in a child, which constitutes the necessary condition for using the clinical method.
Methods
"Dorisuy Circles"
The technique is a version modified by the author of one of the subtests of the test of creative thinking E.P. Torrensa (brief test of creative thinking, 1995). Work is carried out with the whole class in the form of a competition. The subjects offer a sheet of paper on which ten circles are depicted, and they are asked to draw every circle to some particular image as quickly as possible: for example, draw an apple (using space outside the circle) or the ball (use of space inside the circle). Children who want to draw with colored pencils or markers can be allowed to use them. The task execution time should be limited from the moment when most children draw 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 drawn the greatest number of circles and who invented the most original solutions.
Processing the task includes counting the total number of circles minus those solutions that were borrowed from the neighbors on the desk, which children need to warn in advance. Particularly calculated the number of repetitive solutions, for example, only the letters of the alphabet.
This technique, the most emotionally neutral, was used at the beginning of the frontal examination of children. Extremely slow task, low performance, the presence of single-type solutions is diagnostically significant indicators. So, the repetition of the same solution, "sticking" in the same image (for example, several balls of different colors; only fruits; little than different faces under different names: bunny, teddy bear, mouse, pig, etc.; 3 -4 identical light bulbs) indicate the rigidity of thinking and are characteristic of children with organic brain lesions (minimal brain dysfunction). Low productivity, the desire to spill the decision from the neighbors on the desk characterize children as intellectually passive, which are most often low performance. The low total number of defined circles with good creativity and independence in the paper indicates rather on the characteristics of temperament. Samples of task execution are shown in Fig. 12.
After the test, the results should be discussed with children, to tell about the most unusual and most common solutions, as well as show options for which children in this class did not guess, for example, letters or numbers, etc.
Figure man
Traditionally, this test is used to analyze human relationships (projective psychology, 2000). The subject receives paper, a soft simple pencil, eraser, color pencils and a task to draw a person. To questions who draw, you should answer: whom you want. When the drawing is ready, you need to ask who is depicted on it that this person now does, what his mood is, etc. In the interpretation of the picture, graphic features (push, hatching) are taken into account, the ratio of parts of the figure, the nature of the parts, the location on! Sheet and other parameters.
According to our observations, in the younger school age, a person's drawing often expresses the image of "perfect! I am a child: the boys draw an invincible heroes of militant films, emphasizing their physical strength and masculinity, for girls is typical of the drawing of the princess with a large number of decorated parts.
In the proposed system, the methods of a person draws a special place also because used for! Comparisons with other pictures. For example, if in the figure "My family" characters are portrayed very schematically and cannot be determined whether it is an expression of hostility or a child simply lacks the necessary graphic skills, in such cases the comparison with a person's pattern will make it possible to make the right conclusion.
The test can be offered to the whole class after the "Dorisuy Kroogi" technique.
Figure "Non-existent animal"
It is better to spend this test individually. The child is offered, without using the images of fairy tales or cartoons, think of themselves and draw the animal, the co-three "no one never sees anywhere, and call it a non-existent name (Horns,1996). When the child finishes draw, the psychologist asks him about the lifestyle of the depicted creature, the presence of enemies, friends, etc.
This task relieves the natural alertness of the child with the first individual contact with the psychologist, because it does not require special knowledge, drawing skills , and only freedom of imagination, and children are easily involved in it.
In addition, the drawing "non-existent animal" makes it possible to create a child's creativity according to whether the image of a creature or an image is borrowed from cartoons, books, composed of individual parts of famous animals.
Family drawing
The child is asked to draw their family. In case of clarifying questions, whom to draw, psychologist evasive answers (Homentauskas,1987).
The diagnostically significant indicators of the "My family" drawing are its composition, the correspondence of the depicted family of its real composition, the ratio of the size of the figures, their color painting and other signs described in detail in the works of T. Homentauskas (Homentauskas,1989). This technique, according to his member's expression, allows you to see the family with the eyes of a child, that is, how the child perceives and is experiencing 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 unfavorable family relationships, and in this case the indirect version of the technique is proposed - figure "Family of Animals",in which the child is asked to portray such a family, where each her dick would be represented by a separate view of animals, and then tell about the image of their lives. Significant indicators of this pattern are animal sizes, their antagonism in nature, the degree of their aggressiveness, etc.
2. Construction.
SUBJECT. Perception of spatial relationships.
Dorisuy Circles so that there are different items.
Perception of spatialRelationship
Where is the tree drawn? (In the middle.)
Where does the crow sit? (On the Christmas tree.)
Which way is a bear? (Left.)
Where is the bunny sits? (In the lower right corner.)
Where do clouds drawn? (Up.)
Where grow mushrooms? (In the left left.)
Where is the sun? (In the upper left corner.)
The game " Find a hidden card with a digit "
Didactic goal. Formation in children of spatial representations.
Means of education. Cards with numbers.
One of them turns face to the board, the other on one of the tables in the class hides a card with a digit so that its corner is visible. Standing at the board is invited to turn face to class and guess where the hidden card is located.
The teacher helps a student who gave ways to the figure, pointing to the direction of movement: go ahead, turn left, then right, bypass around the table and so on.
The rest of the children class also play: show the green circle, if the student moves correctly, and the red circle, if incorrectly. Then the teacher raises another student. The game is repeated. The winner is the one who will correctly move in the specified direction.
3. Wear speech.
Lesson 4.
Goals and objectives Classes:
1. Distribute children to divide the words on the syllables.
2. Ride the shallow motorcy.
3. Design on the sample.
Equipment:pictures with animals.
Travel course.
Organizing time.
Speech and respiratory gymnastics.
1. Development of articular motility. Game "Horse". "Dudge" game,
"Bagel" (Activation of muscles of the language).
2. Breathing.
3. Work over the reader. (Clearly and quickly pronounce the cleaningory).
TSI-TSI-TSI, TSI-TSy
Hares, mills, chicks.
Shi-Shi-Shi, Shi-Shi-Shi
Something whispering the reeds.
She's neck
This is a mustache duck.
III. Repetition (sentences).
Teacher:What is the offer? (From words).
What are the words? (Long and short)
Words are divided into syllables. For example, the word "mother". In this word two syllables. In the word "house" - one syllable, and in the word "car" - three syllables. And now determine how many syllables in these words:
School, book, board, flower, window, chair, nose, eyes, street.
IV. The game "Live Words".
Hedgehog carries an apple. /___________ ______________ ____________.
The guys choose a word from the offer.
The task:put the words in this order to make a proposal.
Squirrel dries mushrooms. (Teacher whispers the word to the child's eye).Children loudly utter words and build in offer.
V.. Work on the topic: "Deciding words to syllables."
Teacher: All words are divided into syllables. We will learn to divide the words on the syllables.
Palm/ ________ / __________ ossen/ /_____/ .
The task:designing schemes (development of shallow motility).
Teacher: How in a word these words are named? (Trees ) .
Game "pick up the scheme."
Fox cow
_________/_________ ________/_________/___________
Hare Koza
________/___________ _________/_________
________
The task:change the word "hedgehog" so that the word consists of two syllables
(Hedgehog).
- Which groups can be divided into these animals?
Game "Board Wordless".
Sunshine Plutovka
Redhead
Fluffy tail - beauty.
Who is ? (a fox _______/______) .
Make you cry all around
Although he is not a dracne, but (onion _________).
Quietly, the snow goes,
White snow, shaggy,
We clarify the snow and ice
In the courtyard (shovel/ / /____) .
V.. Patter.
Hedgehog and Christmas trees needles. (Loud, clearly and quickly utter words).
VI. Work in the notebook.
The task:Coloring the circle so that it is shown: the movement is prohibited.
What light can you go around the street? Continue pattern. __.__.__.__
Homework:Collect mug.
4.physical culture.
Subject. Right posture. Fingering gymnastics.
1. The ongoing part.
Guys to care about her health, we are important for all to know how it is arranged and how it lives. We already know that exercise helps our body look beautiful and slim. Stand up in pairs, skit each other on the back of the groove - a flat chain. This is the spine. It shares his back on two halves - left and right. Sit down. Look at each other as you sit at the desk. Our fabulous heroes brought the drawings on which two student depicted (the teacher creparates drawings on the board). What do you think, what do these disciples differ?
One student has a right posture, and the other is wrong. What student do we like more? The first is more likely to us because it's nicer to look at
a person with a beautiful figure and right posture. Our fabulous heroes prepared for us the rules for the right landing at the desk (table).
Landing rules at the desk:
Sit straight. Head slightly tilt forward. By hiding on the back of the chair and spend the palm between the breast and the edge of the table. If the palm passed freely, then you are sitting correctly.
Sit smoothly, without deviating neither left or right.
Notebook or book keep from the eye at a distance equal to the elbow to the fingertips, which can always be checked yourself.
Hands on the table lying freely and calmly.
Feet stand on the floor smoothly and confident.
If the student becomes accompanied to follow these rules, it will be less to get tired when performing learning tasks, less mistakes will make mistakes and inaccuracies. Because of the wrong posture, vision can deteriorate greatly and we will have to wear glasses. And now our fabulous heroes prepared for us pictures for the game "Who will quickly collect the picture?".
Try from individual details of the pictures to collect images of schoolchildren, and then we will define, who has the right posture. Pupils perform a task.
2. Fingering gymnastics.
Children alternately touch the pillows of the fingers of each hand of the thumb of the same hand. Children's finger pads alternately touch the pillows of the other hand. 3.
3. Complex of overall exercises.
Four steps of hand to the sides and up, four steps - on the sides and down.
Hands bent in elbows, palms down. Walking, high raising her knees.
Hands behind his back. Walking, turning the torso in the direction of the foot exhibited.
Walking with lunges, widespread by hands.
Jump on both legs with advance.
Running is the main type of athletics. Do you like to watch sports competitions on TV? We want to run as well-known athletes. Basic errors when running.
11. Main part
1. Performing learning tasks.
We will jump like a frog,
Champion-joggy.
Behind the jump - another jump,
Above jumping, friend! (Jumping)
2. The game "Frogs in Kadushka".
On old kadushka
Danced frogs
Green ears,
Eyes on the painter.
I approached them -
They are in the water - boulders!
And there is nothing more
Tell me about them.
(V. Stepanov)
On the floor of the playing area there are small hoops in the number of participants of the game. Each player is near the hoop. The teacher utters the text of the poem. At this time, kids frog jumps around their hoop. With the word: "Bulls", they jump inside the hoop. This text can pronounce children who are not involved in the game.
At the end of the poem, the teacher, passing by the players says: "Hey, green frogs, get out of the ride." With these words, playing come out of the circle, start jumping around him again. According to the Teacher's "Bull" sign, they must have time to take their places again. The teacher also tries to find a hoop. The remaining without a place is considered to be a loser.
III. Final part
1. Moving game "Make Figure".
According to the teacher's signal, all students run out on the site (additionally stipulates the boundaries). On the next signal, all players stop in place, where they found them, and accept any posture. The teacher notes those whose figures he liked (turned out to be the most successful). The game is repeated
times (can be assigned to choose a leading, which will determine whose figure is better).
2. Estate the results. Competition class to the student with the best to posture. Walking in the column one by one.
6th day date:
1. Meeting with school life.
Topic: Introduction of the sign "Choir"
Tasks:show children two possible response forms: individual and group; Enter signs "I" and "choir".
Equipment:ball, signs "I" and "choir", orders, drawings of children on the topic "What I love".
Structure occupation
ORGANIZING TIME
Teacher.Hello children! How unusually started a lesson today! Why did I say so? Because today all the children greeted her school! Then I will now act unusually: the children of the Sunny group are sitting; Children sit down
groups "Chamomile"; Children's children are sitting; Children of the Bashmak group are sitting; The children of the "Butterfly" group are sitting.
What did you notice? Indeed, today we have a lesson starting at all school: quietly, calm. And this means that we have enough time to make a lesson in one of your favorite children's deeds: guessing mysteries.
Creating a problem situation
The teacher makes riddles and provokes children to noisy answers.
W. Heals young children
Treats birds and animals,
Through his glasses looks over
Good doctor ...
(Aibolit)
Together with Carlson
Jumping from the roofs
Chalube our ...
(Kid)
She is beautiful and mila,
Her name is from the word "ash".
(Cinderella)
What do you think guys, why did I have a spoiled mood?
Children.We are noisy.
W. And why did it happen?
D. The answer knew everything, and with his hand raised, a teacher could ask only some. Everyone wanted to answer.
W. What to do? How do schoolchildren come?
Children discuss the situation in groups andgo to the conclusion that at school sometimes you need to answer everyone together, that is, the choir.
The teacher introduces the signs "Choir" and "I".
Exercise in the application of signs "choir" and "I"
W. Now I will ask you questions and show one of these signs. Watch carefully when you need to answer the choir, and when to lift your hand and respond one by one.
The teacher asks questions and shows one of the signs.
What was the name of a fabulous hero, whom the grandmother and grandfather were blind from the dough? (Sign "Choir".)Is it true that Kolobok was able to leave from the hare and from the bear? (Sign "Choir".)
- What fabulous heroes do you know? (Sign "I".)Is it true that the longest neck is Giraffe? (Sign "Choir".)
The teacher shows the drawing.
- Choir name the name of this hero! How did you find out that you need to answer the choir? I did not show you any badge. What are you attentive! Indeed, if you carefully listen to the task, you can definitely determine how to answer: choir or one.
Introduction of the Order of Attention
W. In the forest school, students for attention always give an order of attention. Let's play and define: who is the most attentive. I will ask the question of each group and throw the ball. If a question must be answered by a chorus, you are squatting and answering the question, then I can't leave the ball to anyone. If I ask the question and you need to answer one person, I throw the ball to someone who knows the answer and the sign shows me what is ready to answer.
Who knows what time of year is now? Tell the choir: how many months a year? Who knows why birds fly to warm edges in the fall? Who wants to get acquainted with the group "Chamomile" today?
Working with drawings on the topic "What I love"
The teacher distributes to the children of each group of drawings and invites the guys one by one to go to the blackboard. Children guess what is drawn.
W. Which of the guys in the class love the same thing as shown in the drawings? See how many friends you can have!
Outcome
W. What did you learn today at school? What is useful for a new school rule? What new did you know each other?
2. Construction.
SUBJECT. Orientation in space.
The score from 0 to 10, from 10 to 0.
The game "What is superfluous?"
The game "Figure of the highest pilot".
Didactic goal. Fastening the concepts of "up", "down", "right", "left", "right to left", "from left to right".
Means of education. Figure aircraft. Table 8 from the benefit "Examples of dependence between values".
The teacher acts as a pilot. His aircraft (drawing) performs different figures, changing the directions of movement, and the students' pylons determine the change in the route and in the teacher's signal (shank) choir point it by using the words "up", "down", "right", "left", "Right left", "left to right" (with respect to children).
Didactic goal. Formation of spatial representations.
The content of the game. One of the playing becomes back toclass, the other asks to specify where the room from where: from behind, to the left or on the right, and then say whose voice he heard. The teacher silently shows, who should loudly, slowly say any sound, word, offer. This game can be held in the forest, in the park, square, on the school playground
3. Wear speech.
Goals and objectives Classes:
1. Distribute children to recognize sounds, various duration.
2. Ride the shallow motility of fingers.
3. Construct over memory, sample.
Equipment:pictures with animals, snowflakes, sticks, plasticine.
Travel course.
Organizing time.
Speech and respiratory gymnastics.
1. Developing articular motility game "Cheerful tongue". The game "blows the wind". (Activation of muscles of the language).
III.
Repetition of syllables. The game "Live syllables."
Teacher:Name in one word? (Birds).
Chicken forty sparrow duck goose
What bird is superfluous? Why? (Goose).
Change the word "goose" so that it consists of two syllables (GU),of three syllables (gosling).
IV.
Patter.(Helps to correctly pronounce words).
Three forties Tarautki
Taratorated on a hill.
These tasks may reflect the features of the creative process of each child. On the half of the album sheet of paper, 6 laps are drawn the same value (diameter 2.5 cm). Children are invited to think than it can be every circle, and draw.
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Test "Dorisuz Krug"
As a test, the task of drawing circles was chosen (for children 6-8 years, the 1st year of learning in the circle). The choice of diagnostic task was dictated by the following considerations: it is part of the conceived program aimed at developing children's visual creativity and in connection with this stimulates the creative abilities of children and gives children the opportunity to realize existing experience. The tasks must reflect the features of the creative process of each child. On the half of the album sheet of paper, 6 laps are drawn the same value (diameter 2.5 cm). Children are invited to think than it can be every circle, and draw.
The results of the execution of the tasks are estimated at the 3-point system.
Rating 3. (High level) is made by the children who give the original shape mainly without repetition of one or close sample.
Evaluation 2. (average level) is put by the children who endow all or almost all circles, but allow almost literal repetition (for example, flower or fruit) or make circles very simple, often occurring in the life of objects (ball, ball, sun, etc. P.).
Evaluation 1. (Low level) is set to those who could not be addressed by a figurative solution all circles, the task is performed not fully and carelessly.
Of course, the accepted assessment is very simple and does not allow it to be quite accurate and versatile to characterize the levels of intellectual-aesthetic development of children. This technique is so simple that it can be used by any teacher and this will allow you to see how effective their work on learning children of visual activity and the development of their creativity. It is estimated not only the originality of the figurative solution, but also the quality of the drawing (a variety of color range, carefulness of the image: whether characteristic parts are drawn or the child limited himself only to the transmission of a common form). The drawing and painting technique is also taken into account.
To determine the levels of development of visual skills and the skills of children and their creative manifestations, I was guided by the criteria developed by T.S. Mosquito.
1. Criterion: The content of the completed image, its components, their diversity;
2. Criterion: the transfer of shape (form is simple or complex, transmitted accurately or distorted);
3. Criterion: the structure of the subject (parts are located, right, or not);
4. Criterion: color (colors bright or pale, warm or cold);
5. Criterion: character of lines (push strong or weak, coloring with small strokes or large).
To check how much the child has mastered in one way or another, I spend a test survey 2 times a year. This allows you to evaluate the dynamics of the child's development, plan further work with additional classes to form the necessary skills.
2. Three paints.
3.
4. Magic thread.
Objective: Development of creative imagination, find the similarity of the image of unclear outlines with real images and objects.
5. An unfinished pattern.
6. Wizards.
7. What told music.
Purpose: Development of creative imagination.
8. Magic mosaic.
9. We will help the artist.
10. Magic pictures.
11. Wonderful transformations.
12. Wonderful forest.
13. Perevils.
Purpose: Development of creative imagination.
16. Draw together.
17. Magic tree.
18. Wax sculpture.
19. Live picture.
20. Combination.
21. Exercise "Point".
22. Cleaxography
23. Calloon
25. What a circle is like.
Purpose: Development of Creativity
Purpose: Development of imagination.
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Creative games for the development of imagination from preschoolers for visual activities
1. What are our palms like
Purpose: Development of imagination and attention.
Suggest the children to lower the palm in the paint or cover with the pencils their own palm (or two) and come up with, to fantasize "what it can be?" (tree, birds, butterfly, etc.). Suggest creating a drawing based on the closets.
2. Three paints.
Purpose: Development of art perception and imagination.
Suggest children to take three paints, in their opinion, the most suitable to each other, and fill them with the whole sheet in any way. What looks like a picture?
3. Turning paint specks (drawing technique - monotypia).
Objective: Development of creative imagination, find the similarity of the image of unclear outlines with real images and objects.
Suggest to drop any paint or several colors of paints on the middle of a sheet or half a sheet, and folded the sheet in half, smooth, deploy. It turned out various blots, children need to be seen in their blots, what she looks like or someone.
4. Magic thread.
Objective: Development of creative imagination, find the similarity of the image of unclear outlines with real images and objects.
In the presence of children, the string of 30-40 cm long over the mascara and put on a sheet of paper, arbitrarily rolling. From above to the thread put another sheet and press it to the bottom sheet. Pull out the thread, holding sheets. On paper from the thread, the trail will remain, children are invited to determine and give the name to the resulting image.
5. An unfinished pattern.
Purpose: Development of creative imagination.
Children are given sheets with the image of underestimated items. It is proposed to trust the subject and tell about your drawing.
6. Wizards.
Purpose: Development of emotionality and creative imagination.
Without a preliminary conversation, it is suggested with the help of pencils to turn two completely identical shapes depicted on a sheet, in an evil and good wizard. Then to propose to come up with that I committed a bad "evil" wizard and how "good" won it.
7. What told music.
Purpose: Development of creative imagination.
Classical music sounds. Children are invited to close their eyes and imagine what music tells about, and then draw their ideas and tell about them.
8. Magic mosaic.
Objective: to develop the ability of children to create objects in the imagination, based on the schematic image of the details of these items.
Sets of geometric figures cut from dense cardboard (identical for each child): several circles, squares, triangles, rectangles of different values. The educator distributes the sets and says that this is a magic mosaic, from which you can fold a lot of interesting things. To do this, you need different figures, who wants to attach each other so that it turned out some image. Suggest a competition: who can make more different items from their mosaic and come up with some story about one or more items.
9. We will help the artist.
Objective: Develop the ability of children to imagine objects based on the scheme given.
Material: a large sheet of paper attached to the board, with a schematic image of a person drawn on it. Colored pencils or paints. The educator says that one artist did not have time to draw a picture and asked the guys to help him to end the picture. Together with the teacher, children discuss what and what color it is better to draw. The most interesting suggestions are embodied in the picture. Gradually, the diagram is described, turning into a drawing. After offering children to come up with a story about a drawn person.
10. Magic pictures.
Objective: Develop the ability to imagine objects and situations based on schematic images of individual items.
Children are distributed sheets of paper. On each sheet, a schematic representation of some parts of objects, different lines or geometric shapes. Each image is located on the sheet so that there remains a free space for trying the picture. Children use colored pencils, wax crayons, markers or paints.
Each figure, line depicted on a sheet of paper, children can turn into a picture that they want. To do this, you need to paint on the figure (line) anything. At the end of drawing, children compound stories in their own pictures (in the younger preschool age, the educator gives only a colorless contour of the geometric shape, and in the senior - geometric shapes pasted from colored paper)
11. Wonderful transformations.
Objective: Develop the ability to create objects and situations based on visual models in the imagination.
The teacher distributes pictures with images of substituents, each drawn three strips of different lengths, three circles of different colors. Children are invited to consider the pictures, come up with that they indicate, draw color pencils on their sheet (several). The completed drawings of the teacher analyzes together with children: notes their compliance with depicted substituable subjects (in form, color, quantity, quantity), the originality of the content and composition.
12. Wonderful forest.
Purpose: develop the imagination, create a situation on the basis of their schematic image in the imagination.
Children are distributed the same sheets, there are several trees on them, and unfinished, unformed images are located in different places. The educator proposes to draw color pencils forest, full wonders, and tell about him a fabulous story. Unfinished images can be turned into real or fictional objects.
For the task, you can use the material on other topics: "Wonderful Sea", "Wonderful Polyana", "Wonderful Park" and others.
13. Perevils.
Purpose: develop imagination, create images of objects based on the perception of schematic images of individual parts of these items.
Children are distributed sets of 4 identical cards, on cards abstract schematic images. Task to children: each card can be turned into any picture. Stick the card on a sheet of paper and draw colored pencils all you want, so that it turned out the picture. Then take another card, get on the next sheet, dorisite again, but on the other side of the card, that is, turn the figure to another picture. You can turn over when drawing a card and sheet of paper as you want! Thus, you can turn the card with the same figure in different pictures. The game lasts as long as all children are finished to draw the figures. Then children tell about their drawings.
14. Fabulous animal (plant).
Purpose: Development of creative imagination.
Suggest children to come up with and draw a fantastic animal or a plant that is not similar to the present. After drawing a drawing, each child tells about what he painted, comes up with the name of the drawing. Other children are looking for a feature of real animals (plants) in his drawing.
15. Guess that I conceived, and Dorisui
Each of the children thinks his image (but does not talk about him). The first child begins and draws only one element. The next must imagine that it could be that I wanted to draw a friend, and continue the drawing, adding it to one element. In the course of work, it is often necessary to rebuild the originally conceived image.
This task is very complicated, but it contributes to the formation of the most important components of the imagination, and also teaches children to work together, negotiate and look for compromises.
When children during their studies have already acquired the skills of "completion", reconstruction and creating new images, classes can be complicated, pre-performing tasks in groups not from 2, and from 4 people.
16. Draw together.
A large format paper sheet is fixed on the table. The sheet is divided into 4 "fields" (taking into account the number of participating in the work). The guys are invited to create a composition on this topic ("Our city", "Summer holiday", etc.).
Each child begins to draw on his field. Then, by the adult signal, everything goes to the next field. It must be understood that he wants to draw a friend, and continue his drawing. In this joint work, actualization and restructuring of images, taking into account the specified topic, occur.
At first occupations, children are focused on creating realistic images. Then, fiction elements are gradually introduced into the task - for example, real contour images are proposed to paint in fantastic, invented colors (cow - green, the sun is blue, etc.).
17. Magic tree.
It is proposed to draw a magic tree, which should be unlike any famous trees, in addition on the branches there may be some unusual things.
Such tasks activate past experience, awaken interest, give the emotions of children. In the process of joint action, children learn to understand each other, an atmosphere of trust and interest is created, and this is one of the main conditions that have to work.
18. Wax sculpture.
Group to share for two teams. One team is "clay", the other is "sculptors". On the team sculptors begin to sculpt from clay. Until the end of the game, each participant must remain in that position, in which he left it "sculptor".
19. Live picture.
From the group of children is chosen leading. The rest of the children create a plot at their discretion. Having created a storyline, its participants freeze until the picture does not bother.
20. Combination.
The child is asked to come up with and draw as many items as possible using geometric shapes: a circle, semicircle, triangle, rectangle, square.
21. Exercise "Point".
Show the child on the example, as you can connect point, make a picture. And now suggest him to try to draw something, connecting points. Using all points every time it is not necessary.
22. Cleaxography
Game to break the creative imagination and holistic perception
Required inventory: paints, brush, paper.
On the middle of the sheet, put a blots of any color (or several colors). Bend the sheet in half, klyax inside. Expand it. Wonderful pictures are obtained. Dry the sheet. What does it look like? Dorisite details.
23. Calloon
Required inventory: Circles drawn on Watman, squares, triangles.
Offer the child to draw the details. For example, to a circle - long ears, mustache, eyes, nose, teeth; It turned out a bunny! To the square of the arrows - the clock turns out. To the triangle tail - cheerful carrot. Many options (circle - ball, ball, apple, fairytale bird, etc.). It does not repeat the child's installation.
24. Transformation of kleks (technique of inflating the paint droplets with a coastal tube).
Purpose: Development of imagination, breathing.
On a sheet of paper drop a few drops of paint of one color or different colors. With the help of a coastal tube, flashes the drops in different directions. What are the blots like? Take the resulting images. Come up with picture name.
25. What a circle is like.
Purpose: Development of Creativity
The child is given a sheet of paper with the image of circles contour (from 3 to 10), depending on the age of the child. You need to draw circles without repeating the images. The more varied image, the higher the level of creativity.
26. Dorisuy half the figure.
Purpose: Development of imagination.
The child is offered a sheet of paper with a hand-drawn half of any geometric figure. It is necessary to guess which geometric figure hid in the picture, draw the second half of the figure. To look at the figure, think about what a whole geometric figure is similar to, draw to the image of a kind of object. For Dorivovka to offer children a varied image material: paints, pencils, crayons wax, markers, markers.