Close the window
Features of the game and its educational value. This game is the first step towards the formation of purposeful visual perception of the form in children. Preschoolers learn to consider, compare and distinguish the basic geometric shapes( circle, square, triangle).With these figures, they often encounter in the classroom activities( drawing, appliqué), however, busy with practical, actions with glue, tassels and absorbed in other( pictorial) tasks, children do not pay attention to the form. And adults, conducting such studies, do not use geometric figures to develop visual perception of the form.
The game contains a number of conditions that promote the development of conscious and clear visual perception of the form. First, a situation is created that motivates the child to isolate and.awareness of form as an important distinctive feature of the subject. This situation is already familiar to children from previous games in assignments and makes it possible to use the accumulated gaming experience. The teaching task in this game is the nature of the puzzle that the child must solve, which mobilizes his cognitive activity and promotes an even more conscious perception of form.
Secondly, when playing, children master the technique shown to them, allowing to examine the figure simultaneously with eyes and hands, which allows the child to better isolate the form.
Third, the game material contributes to a distinct visual perception of the form. A specially developed manual containing a linear and relief image of the contour of the figure allows one to simultaneously examine its shape with eyes and hands, gradually moving to purely visual perception.
Play stuff. For the game you need to make two sets of geometric shapes, six figures in each. Three of these figures( circle, square, isosceles triangle) are basic, and three( oval, trapezoid and rhombus) are additional, necessary for distinguishing and selecting the main figures. In addition, contour images of each figure on individual cards of 8X6 or 10x8 cm size are needed. Each set of game material includes several copies( six to eight) of cards on which there are contours of the main figures. Contours should be of two kinds - relief and linear, drawn by ink or a felt-tip pen. The embossed contour is made of a dense cardboard, pasted in two layers. On the upper layer, a window is pre-cut, the shape and dimensions of which correspond to one of the main figures. The figure should be easy to nest and take out of the window, but do not fall out when the card is in the vertical position. The resulting groove should be painted in the color corresponding to the figure.
Description of the game and its techniques. Since the game in the instructions has already been described in the previous section, we confine ourselves here to a brief exposition of the game design, the game situation and the consideration of pedagogical techniques specific for the given game.
The educator offers the children to take their places in the pre-arranged chairs, sets a small table opposite and sits down for him. He pulls out of the box with the game material three figures( main) -triangle, circle and square, then a card with a contoured contour of the circle and asks the children: "How do you think, for which of these figures is the place prepared here? Let's solve the riddle together and close the window with the figure. "He calls one of the children, suggests that he carefully look at the figures first, then on the card and draw a contoured contour of the figure with his finger."Look carefully, as your finger goes along the edge," the educator directs the child's actions. Then he suggests choosing the figure for which the place is prepared, close the window. The child, having chosen a figure, puts it on the contour and shows it to all the children( puts the card in a vertical position), so that everyone appreciates whether he closed the window correctly.
"Now let's all play together," says the tutor and draws the children's attention to the fact that the two tables have different figures( they are prepared in advance)."We will now make riddles to each other. The one whom I will name, will guess them, we all will also guess the riddle, but in a different way. Now I will show you how. "
The teacher calls to himself two children, gives them cards with the same windows( relief contours) and suggests that you traverse this contour with your finger, then go to the tables with figures and choose one of them corresponding to this window. The remaining cards with the same contours are received by sitting children. Passing them to each other in turn, they traverse the contour with your finger. When the children performing the task find the right figure and close the window, they return to the group and show the closed windows.
While the children are looking for the necessary figures, the educator offers each child, after he has traced a contour with a finger, to draw the same contour in the air. Children who carried out assignments show how they solved the riddle: they put the figure in the contour( they close the window).The rest of the kids, along with the tutor, assess the correctness of the solution of the problem. If the problem is not solved correctly, the educator suggests again circling the contour with your finger, drawing a figure in the air and correcting your mistake. Then the next two children are called and everything is repeated again.
When repeating the game in the near future, the relief contour should be replaced with the drawn out one. Receiving a contour by hand, as a rule, becomes optional. It can be offered only to individual children who need it.
Rules of the game.
1. Carefully consider the outline on the map and circle it both with your hand and your eyes.
2. The imposed figure is superimposed on the contour and make sure that it is matched correctly..
Tips for the educator. The game must be carefully prepared: put the game material in a special box with compartments for figures and cards. Lay out the figures on the tables should be a short distance from each other, so that it would be easier to separate each of them from the background and there was room for comparing the figures and putting them on the contour.
When carrying out the game, it should be borne in mind that in restless, disinhibited children attention is quickly weakened after they fulfill the assignment. Therefore, from time to time, let them as an impellent discharge assign the task back to the table found figures.