Fourth wheel
Target. Development of thinking.
Task. Familiarization with the surroundings (clothes, shoes, hats).
Equipment. Subject pictures with images of clothes, shoes, hats.
Progress of the game
The teacher will put pictures on the typesetting canvas with images of three items of clothing and one pair of shoes or three pairs of shoes and one headdress and invites them to examine and name them. You can invite children to remember poems, nursery rhymes, and riddles about these objects. Then the children are given the task of determining which picture is odd and why.
You can play the game in a similar way by placing on a typesetting canvas three pictures with images of multi-colored clothes and one with images of plain clothes, or three pictures with images of clothes for winter and one picture with images of clothes for summer, etc.
What's missing? Target. Development of visual attention and perception. Task. Familiarization with the surroundings (clothes, shoes, hats).
Equipment. Subject pictures with images of clothes, shoes, hats.
Progress of the game
The teacher will place pictures on the typesetting canvas with images of four to five items of clothing, shoes, and hats, asking them to examine and name them. You can invite children to remember poems, nursery rhymes, and riddles about these objects. Then the children are asked to close their eyes. At this time, the teacher removes one of the pictures. Having opened their eyes, children must determine what is missing.
What changed? Target. Development of visual attention and perception. Task. Familiarization with the surroundings (clothes, shoes, hats).
Equipment. Subject pictures with images of clothes, shoes, hats.
Progress of the game
The teacher will put pictures with images of clothes, shoes, and hats on the typesetting canvas, asking them to look at and name them. You can invite children to remember poems, nursery rhymes, and riddles about these objects. Then the children are asked to close their eyes. At this time, the teacher swaps two pictures or puts another instead of one picture (thin socks instead of woolen socks). Having opened their eyes, children must determine what has changed or which pictures have swapped places.
What appeared? Target. Development of visual attention and perception. Task. Getting to know those around you! (clothes, shoes, hats).
Equipment. Subject pictures with images of clothes, shoes, hats.
Progress of the game
The teacher places pictures with images of four to five items of clothing, shoes, and hats on the typesetting canvas, asking them to examine and name them. You can invite children to remember poems, nursery rhymes, and riddles about these objects. Then the children are asked to close their eyes. At this time, the teacher places another picture on the typesetting canvas. Having opened their eyes, children must determine what object has appeared.
Choose a scheme
Target. Development of sound word analysis skills.
Task. Familiarization with the surroundings (clothes, shoes, hats).
Equipment. Subject pictures with images of a hat, fur coat, jacket, raincoat. Cards with sound patterns of these words.
Progress of the game
The teacher places pictures with images of a hat, fur coat, jacket, and cap on the typesetting canvas. Children look at the pictures and name them. Then the teacher invites the children to take one card with a sound diagram of the word from a bag, chest or container. Children complete the task and then look at the diagrams. Next, they are given the task of putting diagrams under those pictures whose names correspond to the diagrams in terms of sound composition.
Syllabic domino Goal. Improving the skill of syllabic analysis of words.
Equipment. Subject pictures with images of clothes, shoes, hats (scarf, raincoat, fur coat, hat, trousers, dress, leggings, sneakers, mittens, overalls). Cards with images of one, two, three and four squares.
Progress of the game
The teacher will place pictures of clothes, shoes, and hats on the typesetting canvas. Children look at and name them. The teacher puts cards with images of one, two, three and four squares in a row. He explains that the squares represent the number of syllables in the names of objects. Next, children are given the task of arranging pictures with images of clothes, shoes and hats into a square, depending on how many syllables their names are divided into.
Toys for the preparatory group of kindergarten (6-7 years old)
The preparatory group of kindergarten is the last year of study in a preschool institution. These are already grown-up children who are preparing to take their place at their desks at school. Toys are special for them, increasingly with an educational twist.
Let's take a closer look at how and what children play in the preparatory group at a preschool educational institution. The main games for children of this age are role-playing games, preparation for school through play, experiments and experiments, Lego construction and work with various complex construction sets, modeling from cardboard and paper, theatrical play (where the actors are children), sand tables and work with kinetic sand, puzzles, logic games, board games.
We surveyed kindergarten teachers about what toys your preschoolers love most and what games you offer for them, and here are the answers we received:
Margarita Ivanovna:
— My children from the preparatory group of the kindergarten really love experimentation lessons, various experiences, and observations of nature. I organize such classes for them every week. It's very interesting and educational.
Daniela:
— Mine really like various construction sets (mostly Lego). They love walking board games, where you roll dice and move chips. Dominoes are loved. Girls love to play with the dishes. They have a big plot developing there, a whole cafe, where one cooks, another delivers, the third comes to the cafe with a child as a visitor.
Tatiana:
“They sometimes build things out of construction kits that I wouldn’t have thought of myself.” Children in the preparatory group love construction sets and preferably a variety of them.
You can contact our specialists and they will select toys that suit your needs, based on documents from the Ministry of Education and Science of the Russian Federation. Write to us by email - [email protected]
Preparatory group for school (6 - 7 years old). Approximate list of play equipment for educational and material support of preschool educational institutions.
Toys for the preparatory group of kindergarten. The list was prepared by the MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION (Ministry of Education and Science of Russia) Department of General Education st. Lyusinovskaya, 51, Moscow.
The Department of General Education of the Ministry of Education and Science of the Russian Federation sends for use in work an approximate list of play equipment for educational and methodological support of preschool educational institutions and groups for preschool children organized in educational institutions of other types and types (hereinafter referred to as the List). This List is not mandatory, it serves as a guideline when organizing a subject-development environment in preschool educational institutions in accordance with the Federal state requirements for the conditions for the implementation of the Basic General Education Program of Preschool Education, approved by Order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 2151 (registered with the Ministry of Justice of Russia on November 14, 2011, registration No. 22303).
When forming the List, we proceeded from the tasks of integrated use of the subject-development environment, compliance with the principles of variability, multifunctionality, pedagogical expediency and transformability. Material and technical support for the educational process for mastering the Basic General Education Program of Preschool Education should be focused on the use of age-appropriate forms of work with children, the organization of a variety of play activities for children, the use of activity-based educational technologies, the effective and safe organization of joint activities of teachers and children and independent children's activities. The List does not contain specific names, but, first of all, a general nomenclature of objects and means of educational and material support, which is explained by the peculiarity of the current stage of development of the sector that provides the material needs of preschool educational institutions. The number of educational and material support objects is given in the requirements per one age group of preschool children with a population of no more than 25 children.
The Department of General Education recommends using this List when addressing issues of educational and material support for preschool educational institutions, as well as for calculating the standards for financing the education and maintenance (supervision and care) of a preschool child in an educational institution implementing the Basic General Education Program of Preschool Education.
Deputy Director of the Department S. M. BRYZGALOVA.
Using the information from this list, our specialists will select the necessary gaming equipment for your kindergarten and any other preschool institution. We will offer you interesting and educational solutions for each item on this list!
| № | Directions of child development | Name of equipment | Quantity per group | Type of equipment | ||||
| 1. | Cognitive and speech development | A set of three puzzle games of different difficulty levels for composing a square from parts. | 1 | Objects for research in action | ||||
| 2. | Three-dimensional combinatorics puzzle game made from cubes with colored edges | 1 | ||||||
| 3. | Puzzle game for making patterns from cubes with diagonal division of faces by color | 1 | ||||||
| 4. | A three-dimensional combinatorics puzzle game made from cubes combined in groups of 3 or 4 in one-piece configurations | 1 | ||||||
| 5. | A three-dimensional combinatorics puzzle game made from cubes made up of 2 parts of different configurations and colors | 2 | ||||||
| 6. | Mosaic with planar elements of various geometric shapes | 1 | ||||||
| 7. | A set for visually demonstrating the composition of the number 10 and solving problems using the addition method | 1 | ||||||
| 8. | A set of counting material in the form of interconnected colored cubes with an edge length of 1 cm and a mass of 1 g for a visual demonstration and comparison of linear quantities, the concepts of “area”, “volume”, “mass” | 3 | ||||||
| 9. | A set for a visual demonstration of the number scale, the mathematical operation of multiplication, the concept of “equality”, the action of lever scales, comparison of masses | 2 | ||||||
| 10. | Box with 2 interconnecting compartments and 10 balls to clearly demonstrate the composition of the number | 3 | ||||||
| 11. | A set of lever scales with volumetric bowls and a set of weights and balances for measuring and comparing masses and volumes | 2 | ||||||
| 12. | A set of geometric solids and cards with images of their projections in three planes | 1 | ||||||
| 13. | A set of hollow geometric bodies for comparing volumes and studying the dependence of volume on the shape of the body | 1 | ||||||
| 14. | Themed frames and inserts | 6 | ||||||
| 15. | Set of toys for playing with sand | 5 | Toys - operating objects | |||||
| 16. | Space technology | 3 | ||||||
| 17. | Dummy fruits and vegetables | 2 | ||||||
| 18. | Product Set | 1 | ||||||
| 19. | Set of cut bread products with cutting board | 1 | ||||||
| 20. | Cognitive and speech development | Game module for working with water. Type 2 | 1 | Game space marker | ||||
| 21. | Table for experimenting with sand and water | 1 | ||||||
| 22. | Scenery | 4 | ||||||
| 23. | Landscape layout (mat) with a set of characters and attributes according to the theme. Type 1 | 1 | ||||||
| 24. | Large-sized wooden construction floor construction set, colored. Type 2 | 1 | Construction material | |||||
| 25. | Large construction plates | 10 | ||||||
| 26. | Designer made of foamed polymer with decoration like solid natural wood. Type 2 | 1 | ||||||
| 27. | Set of building elements | 4 | ||||||
| 28. | First designs | 4 | Constructors | |||||
| 29. | First mechanisms | 4 | ||||||
| 30. | Simple mechanisms | 8 | ||||||
| 31. | City | 2 | ||||||
| 32. | Animals | 2 | ||||||
| 33. | Wheels | 1 | ||||||
| 34. | Windows, doors, tiles | 2 | ||||||
| 35. | Unpainted wooden tabletop construction set with small elements | 1 | ||||||
| 36. | Wooden colored tabletop construction set with small elements | 1 | ||||||
| 37. | A plastic construction set with parts of different configurations and connecting them using bolts, nuts and end elements of the same type to create working models of mechanisms | 2 | ||||||
| 38. | Plastic construction set with parts of different configurations and connecting them using bolts, nuts and end elements of two types to create working models of mechanisms | 2 | ||||||
| 39. | A set of transparent cubes of various colors for building three-dimensional structures with a color mixing effect | 2 | Objects for research in action | |||||
| 40. | A set of cubes with linear and two-dimensional graphic elements on the edges for creating patterns according to schemes | 1 | ||||||
| 41. | A set of cubes with edges painted in one color or two colors with diagonal divisions for creating patterns according to schemes | 1 | ||||||
| 42. | A set of two-color cubes with a wide stripe of contrasting color diagonally on each side for creating patterns according to schemes | 1 | ||||||
| 43. | A set of colored wooden cubes with graphic diagrams for reproducing configurations in space | 2 | ||||||
| 44. | A set of two mirrors for experiments with symmetry, to study the reflection effect | 2 | ||||||
| 45. | Cognitive and speech development | A didactic manual for comparing and classifying parts of different geometric shapes and colors in 2 sizes and 2 thicknesses | 2 | Objects for research in action | ||||
| 46. | Cubes for a teaching aid for comparison and classification with images of various features on the faces - shape, color, size, thickness | 2 | ||||||
| 47. | Double-sided game boards for a teaching aid for comparison and classification with a table for filling out by characteristics | 2 | ||||||
| 48. | Landscape layout (mat) with a set of characters and attributes according to the theme. Type 2 | 1 | ||||||
| 49. | Lacing of various levels of difficulty | 6 | ||||||
| 50. | A set of cubes with various graphic elements on the edges for creating patterns according to schemes (contrasting) | 1 | ||||||
| 51. | Set of colored Cuisenaire counting sticks | 10 | ||||||
| 52. | Logic blocks of regular geometric shapes (Dyenes blocks) | 2 | ||||||
| 53. | Set of accessories for observing insects and small objects | 1 | ||||||
| 54. | Installation for monitoring insects | 1 | ||||||
| 55. | A set of safe light filters for studying the colors of the spectrum | 1 | ||||||
| 56. | Telescope | 1 | ||||||
| 57. | Avkvaskop | 1 | ||||||
| 58. | Set of measuring cups | 2 | ||||||
| 59. | Set of measuring tubes | 2 | ||||||
| 60. | Large test tube set | 2 | ||||||
| 61. | Set of test tubes | 2 | ||||||
| 62. | Test tubes for experiments | 2 | ||||||
| 63. | Laboratory containers with lid | 2 | ||||||
| 64. | Petri dish | 4 | ||||||
| 65. | Funnel set | 1 | ||||||
| 66. | Set of pipettes | 2 | ||||||
| 67. | Telescopic cup with lid | 1 | ||||||
| 68. | Magnifying box | 2 | ||||||
| 69. | Installation with a built-in microphone for studying the sounds made by insects | 1 | ||||||
| 70. | A set of pet figurines with realistic images and proportions | 1 | Character toys | |||||
| 71. | A set of forest animal figurines with realistic images and proportions | 1 | ||||||
| 72. | A set of African animal figurines with realistic images and proportions | 1 | ||||||
| 73. | Demonstration mathematical scales | 2 | Regulatory and symbolic material | |||||
| 74. | A set of rods on a stand and multi-colored cubes with holes for stringing and mastering basic mathematical operations | 2 | ||||||
| 75. | Cognitive and speech development | A set of tasks for design in the form of diagrams, drawings, drawings (when using an interactive whiteboard, video projector - on electronic media) | 1 | Regulatory and symbolic material | ||||
| 76. | A set of cards with images of numbers and perforations for reproducing the outlines of numbers using laces | 2 | ||||||
| 77. | A set of double-sided writing boards | 2 | ||||||
| 78. | A set of special pencils for a set of double-sided boards for teaching writing | 4 | ||||||
| 79. | Set of counting material with magnets | 1 | ||||||
| 80. | Magnetic demo clock | 1 | ||||||
| 81. | A set of demonstration material on the topic “Famous people of Russia” | 1 | ||||||
| 82. | Domino | 6 | Games to develop intellectual abilities | |||||
| 83. | Logical dominoes for studying types of feelings | 1 | ||||||
| 84. | Logical dominoes for establishing associative connections | 1 | ||||||
| 85. | Lotto | 4 | Games of chance | |||||
| 86. | Memory training game with a tablet and a set of working cards | 3 | Figurative and symbolic material | |||||
| 87. | Album of tasks for senior preschool age for Dienesh blocks | 2 | ||||||
| 88. | Thematic sets of cards with images | 10 | ||||||
| 89. | Tablet with movable colored chips for completing self-test tasks | 3 | ||||||
| 90. | A set of thematic work cards for the tablet | 20 | ||||||
| 91. | A set of three-element composite pictures with connecting elements to establish logical sequences of events, plots, processes | 1 | ||||||
| 92. | A set of games with tasks for Cuisenaire's colored counting sticks | 3 | ||||||
| 93. | Wall tablet “Weather” with a set of cards | 1 | ||||||
| 94. | Wall tablet “Daily routine” with a set of cards | 1 | ||||||
| 95. | A set of printed board games for pre-school groups | 1 | ||||||
| 96. | A set of teaching aids “Natural communities of forests, meadows and reservoirs” with an ICT support block | 1 | ||||||
| 97. | Patriotic education kit. Issue 1 | 1 | ||||||
| 98. | Patriotic education kit. Issue 2 | 1 | ||||||
| 99. | Patriotic education kit. Issue 3 | 1 | ||||||
| 100. | A set of books for a pre-school group | 1 | ||||||
| 101. | Set of discs for pre-school groups | 1 | ||||||
| 102. | Social and personal development | Playhouse for children | 1 | Multifunctional materials | ||||
| 103. | Play soft furniture set | 1 | ||||||
| 104. | Doll in clothes | 5 | Character toys | |||||
| 105. | Medium size baby doll in clothes | 2 | ||||||
| 106. | Baby dolls of different races and genders | 2 | ||||||
| 107. | Toddler dolls of different races and gender characteristics | 4 | ||||||
| 108. | A set of figures of people representing various professions | 1 | ||||||
| 109. | Set of figures of people with disabilities | 1 | ||||||
| 110. | Sets of figures of people of three generations with the characteristic features of representatives of different races | 1 | ||||||
| 111. | Municipal workers | 4 | ||||||
| 112. | Children's plastic watering can | 5 | Toys - operating objects | |||||
| 113. | Company vehicles for various purposes | 8 | ||||||
| 114. | Vehicles set | 1 | ||||||
| 115. | Trucks, cars | 6 | ||||||
| 116. | Clothing sets for baby dolls | 2 | ||||||
| 117. | Clothing sets for toddler dolls | 4 | ||||||
| 118. | The doll's stroller is large, proportionate to the child's height. | 3 | ||||||
| 119. | Doctor's set of medical supplies in a suitcase | 1 | ||||||
| 120. | Hairdresser's tool kit in a suitcase | 1 | ||||||
| 121. | Set of kitchen utensils for playing with a doll | 1 | ||||||
| 122. | Set of tableware for playing with a doll | 1 | ||||||
| 123. | Set of household appliances | 1 | ||||||
| 124. | Telephone | 1 | ||||||
| 125. | Company vehicles for various purposes | 10 | ||||||
| 126. | A construction set with plastic elements with images of body parts, faces, and clothing items to create figures expressing different emotions | 1 | Objects for research in action | |||||
| 127. | A table or cart for caring for a doll | 1 | Game space markers | |||||
| 128. | House for dolls with furniture, dishes, family of dolls | 1 | ||||||
| 129. | Set of household appliances | 1 | ||||||
| 130. | Set (base module, proportional to the child’s height, and accessories) for the role-playing game “Shop” | 1 | ||||||
| 131. | Set (base module, proportionate to the child’s height, and accessories) for the role-playing game “Polyclinic” | 1 | ||||||
| 132. | Set (base module, proportional to the child’s height, and accessories) for the role-playing game “Barbershop” | 1 | ||||||
| 133. | Game module “Workshop” (child-sized) with tools | 1 | ||||||
| 134. | Social and personal development | Game module “Kitchen” (child-sized) with stove, dishes and accessories | 1 | Game space markers | ||||
| 135. | Themed play set with small characters “Hospital” | 1 | ||||||
| 136. | Themed play sets with small characters (various) | 3 | ||||||
| 137. | Children's apron | 25 | Auxiliary material | |||||
| 138. | Artistic and aesthetic development | Fairy-tale and historical characters | 4 | Character toys | ||||
| 139. | Set of glove puppets for fairy tales | 3 | ||||||
| 140. | Walking doll | 8 | ||||||
| 141. | Sets of finger puppets based on fairy tales | 2 | ||||||
| 142. | Glove puppet stand | 3 | Auxiliary material | |||||
| 143. | Table screen for puppet theater | 1 | ||||||
| 144. | Three-section transformable screen | 2 | ||||||
| 145. | Stand for finger puppets | 2 | ||||||
| 146. | Set of costumes-capes for role-playing games by profession | 1 | Role-playing attribute | |||||
| 147. | Drawing paper | 20 | For drawing | |||||
| 148. | Sketchbook | 20 | ||||||
| 149. | Palette | 20 | ||||||
| 150. | Plastic cups (jars) | 20 | ||||||
| 151. | Pencil sharpener | 3 | ||||||
| 152. | Stencils for drawing | 20 | ||||||
| 153. | Set of stencils | 1 | ||||||
| 154. | Set of children's stamps and seals | 3 | ||||||
| 155. | Squirrel brush No. 3 | 20 | ||||||
| 156. | Squirrel brush No. 5 | 20 | ||||||
| 157. | Squirrel brush No. 7 | 20 | ||||||
| 158. | Squirrel brush No. 8 | 20 | ||||||
| 159. | Colored pencils | 20 | ||||||
| 160. | Set of felt-tip pens | 20 | ||||||
| 161. | Gouache paints | 20 | ||||||
| 162. | Watercolor paints | 20 | ||||||
| 163. | Wax crayons | 20 | ||||||
| 164. | Oil chalks | 20 | ||||||
| 165. | Crayons pastel | 20 | ||||||
| 166. | Whatman paper in A1 format for composing joint compositions | 20 | For applique | |||||
| 167. | Colored paper | 20 | ||||||
| 168. | Safety scissors | 20 | ||||||
| 169. | Artistic and aesthetic development | Bristle brush | 20 | |||||
| 170. | Stationery glue (or paste, or adhesive stick) | 3 | ||||||
| 171. | Plasticine that doesn't stick to your hands | 20 | For sculpting | |||||
| 172. | Board for working with plasticine | 20 | ||||||
| 173. | Children's tray for handouts | 20 | Auxiliary material | |||||
| 174. | Magnetic marker coating on the wall for free creativity and group activities (4 sq. m) | 1 | Regulatory and symbolic material | |||||
| 175. | Easel | 1 | ||||||
| 176. | A set of demonstration material on art activities | 1 | ||||||
| 177. | Set of posters of paintings and graphics | 1 | ||||||
| 178. | Educational and methodological set of posters for getting acquainted with various genres of painting | 1 | ||||||
| 179. | Set of discs for the senior group | 1 | Figurative and symbolic material | |||||
| 180. | Set of handicrafts | 1 | Objects for decorating the playing space | |||||
| 181. | Fake Christmas tree | |||||||
| 182. | Set of Christmas toys | 1 | ||||||
| 183. | Foil garland | 5 | ||||||
| 184. | Electric Christmas tree garland | 1 | ||||||
| 185. | Balloons | 20 | ||||||
| 186. | Xylophone | 2 | Children's musical instruments | |||||
| 187. | Glockenspiel | 2 | ||||||
| 188. | Set of noise musical instruments | 1 | ||||||
| 189. | Musical bells | 1 | ||||||
| 190. | Wrist bracelet with bells | 5 | ||||||
| 191. | Physical development | Wooden base with grooves for rolling the ball using a magnet. Type 1 | 1 | Objects for research in action | ||||
| 192. | Wooden base with grooves for rolling the ball using a magnet. Type 2 | 1 | ||||||
| 193. | Fitball | 1 | For general developmental exercises | |||||
| 194. | Large massage ball | 1 | ||||||
| 195. | A simulator in the form of an inclined surface with holes and a base with a ball that can be moved using two laces for the development of hand-eye coordination | 1 | ||||||
| 196. | A set of hollow cubes that nest inside each other | 2 | ||||||
| 197. | Physical development | A set of soft modules. Type 4 | 1 | For general developmental exercises | ||||
| 198. | Set of obstacle course elements | 6 | ||||||
| 199. | Stick with puck | 5 | ||||||
| 200. | Kite | 1 | ||||||
| 201. | Medium plastic hoop | 5 | ||||||
| 202. | Small plastic hoop | 5 | ||||||
| 203. | Gymnastic stick | 5 | ||||||
| 204. | The ball is bouncing. Type 1 | 1 | For jumping | |||||
| 205. | The ball is bouncing. Type 2 | 1 | ||||||
| 206. | Children's jump rope | 5 | ||||||
| 207. | Massage disc | 2 | For walking, running, balance | |||||
| 208. | Indoor ball with cord | 3 | For rolling, throwing, catching | |||||
| 209. | Set of massage balls | 5 | ||||||
| 210. | Throwing bags | 2 | ||||||
| 211. | Ring throw | 2 | ||||||
| 212. | Towns | 2 | ||||||
| 213. | Set of colorful pins | 2 | ||||||
| 214. | Mini golf | 2 | ||||||
| 215. | Flying saucer | 2 | ||||||
| 216. | Rubber balls (set) | 2 | ||||||
| 217. | A hand-held simulator in a transparent closed case with a closed track for rolling a ball for the development of hand-eye coordination and spatial orientation | 1 | For balance and coordination | |||||
| 218. | Hand-held exercise machine with sliding open grooves for rolling a ball | 1 | ||||||
| 219. | A hand-held simulator in the form of a monolithic volumetric block with a closed groove for rolling balls, running across the entire surface; for the development of hand-eye coordination, balancing | 1 | ||||||
| 220. | A simulator with closed closed movable transparent tracks for rolling balls for the development of hand-eye coordination, spatial thinking and stereoscopic vision | 1 | ||||||
| 221. | A set of three-dimensional elements that nest within each other, with an inclined working surface and tactile details for balancing | 1 | ||||||
| 222. | A set of extended volumetric elements with a wavy working surface and tactile details for balancing | 1 | ||||||
| 223. | Physical development | A set of connecting parts for fixing the elements of the sets together: “A set of volumetric elements that fit into each other, with an inclined working surface and tactile parts for balancing” and “A set of extended volumetric elements with a wavy working surface and tactile parts for balancing” | 1 | For balance and coordination | ||||
| 224. | A set of 4 pairs of plastic skis with fasteners at the ends to connect them into single skis for group exercises on coordination of movements | 1 | ||||||
| 225. | Set of 3 pairs of double-sided volume elements with straight and convex surfaces with rope clamps for balancing | 1 | ||||||
| 226. | Balancer in the form of a disk with removable panels with tracks for rolling balls during balancing | 1 | ||||||
| 227. | Balancer in the form of a board on a semicircular base for balancing | 1 | ||||||
| 228. | Technical training aids | Automated teacher workstation based on a monoblock | ICT technologies. It is most advisable to use them in gaming computer complexes, created not in every senior or preparatory school group, but in a separate room: one complex per kindergarten | |||||
| 229. | Acoustic system | |||||||
| 230. | Voting system | |||||||
| 231. | Interactive system | |||||||
| 232. | Device for storing and transferring high-capacity information | |||||||
| 233. | Multifunctional laser device with a set of consumables | |||||||
| 234. | Aids | Box for storing construction kit parts (set) | 1 | Auxiliary material | ||||
| 235. | Large floor containers for storing toys (with wheels, located one on top of the other) | 6 | ||||||
| 236. | Containers for storing small toys and materials | 12 | ||||||
Middle group. Junior preschool age. Children 4 - 5 years old
Layout “Magic Winter” for children 4–5 years old
The long-awaited winter has arrived. Snowy with frosts and blizzards on one side, crystal and magical on the other. According to the tradition of our group, each new topic is a new interesting layout . Our children are 4-5 years and are excellent assistants in any work, especially creative work. For…
Master class on making a model “Autumn in our forest” for children 3–4 years old
Master class on making a model “Autumn in our forest”
for
children 3-4 years old Novikova G.F. I present to your attention the didactic manual “Autumn in our forest”
Love, understanding and care - this is what living nature expects from every person. It is advisable to start these feelings...
Visualization in kindergarten for children with amblyopia and strabismus
It should be noted that in some situations when it is impossible to provide children with natural objects for examination (for example, when studying the topic “Transport”), they first show models, toys, examine and play with them. This allows children with low visual acuity to later - when observing real transport objects on an excursion - recognize them even at some distance.
Natural objects should be widely used as handouts in various classes and lessons (for example, in special correctional classes when teaching children of preschool and primary school age tactile examination techniques; when teaching them to count, compose arithmetic problems, etc.).
When choosing natural objects for demonstration in classes and lessons, certain requirements should be observed:
- objects must be convenient for visual and tactile examination;
-items must be of a traditional, easily recognizable shape with clearly defined main details;
-items should be brightly colored, with the main details highlighted in color.
Three-dimensional visualization is subject to the requirements of conveying the characteristic features of the depicted objects (for example, a model of a car, a model of a room). It is important to maintain the correct proportions and relationships between parts of an object in a model or layout.
Didactic toys used in classes and lessons to familiarize children with some household items (for example, a toy gas stove or washing machine, doll furniture) also act as models and must meet the same requirements (i.e., be clearly highlighted main details that characterize the depicted object, for example, handles, burners and oven - on a gas stove). Toys depicting a person or animal must represent all parts of the body and their correct proportions; toys depicting an animal - the structural features of this animal, its real color.
There are also a number of requirements for visual clarity. When selecting or making visual aids of this type, it should be taken into account that the ability to distinguish images depends on the acuity of central vision. B.K. Tuponogov refers in his work (1999) to research data by V.P. Zhokhov and others, which indicate the minimum sizes of objects presented to children with visual pathology. So, with a visual acuity of 0.01-0.03 it is at least 15 mm, with a visual acuity of 0.04-0.08 - at least 5 mm, with a visual acuity of 0.09-0.2 - at least 3 mm.(12).
You should also take into account the fact that children with visual impairments perceive images in color better than black and white, silhouette and contour ones. The perception of color images stimulates the visual response, activates visual functions, and creates a positive emotional mood in children. For visual diseases such as strabismus and amblyopia, the perception of certain colors (red, yellow, orange) is especially important, as it disinhibits the cone apparatus of the retina, thereby helping to consolidate the results of treatment aimed at increasing visual acuity.
