Summary of GCD in the senior group. Spatial relationships: left, right
Summary of educational activities in the senior group.
Author: Irina Ivanovna Shishkovskaya, teacher of the senior group of compensatory orientation of the MBDOU “TsRR-d/s “Chaika”, Abakan. Description of the material: this material is intended for children of senior preschool age. It will be interesting and useful for preschool teachers in the field of Cognitive development. The summary was compiled taking into account the Federal State Educational Standard. Topic: Spatial relationships: left, right. Goal: Creating conditions for the formation of spatial relationships: right, left. Objectives: 1.Create conditions for the formation of spatial relationships: left, right and the development of spatial representations. 2. Provide conditions for the development of children’s search activity. 3. Create conditions for children to make their own decisions and show initiative and independence. 4. Create conditions for children to express their thoughts and to encourage children to engage in speech activity. 5. Promote the development of skills for constructive interaction between children and peers. Organization of children's activities: 1. communication between a child and an adult; 2. communication of the child with peers; 3. research activities. Preliminary work: learning finger gymnastics “Clap, palm” and physical education with children; reading N. Nosov’s book “The Adventures of Dunno and His Friends”; acquaintance with the images of “Why” and “Dunno”. Equipment and materials: magnetic board with magnets; pictures: Pochemuchka, Dunno, fork in the road, birch, fox, wolf, bear, hare, deer, squirrel, wild boar, badger, beaver; travel route map; jars with a mixture of dirt and water, bottles with cloudy liquid; chalk; icons for the Pochemuchek and Dunno teams; 2 drawings of city streets; 2 drawings of a five-story building; 2 sets of numbers 1-10; drawings-riddles according to the number of children; colored pencils, wax crayons, felt-tip pens. The course of direct educational activities. Introductory part. Children are included in the group. On the board hangs a poster with a picture of two friends: Pochemuchka and Dunno, who are standing at a fork in the road. The adult does not pay attention to the board. Children discover the poster on their own, gather around the board, and turn to an adult with questions. Educator: - Who do you think is depicted on the poster? -Why are Dunno and Pochemuchka so thoughtful? (Children’s assumptions.) Educator: -Pochemuchka and Dunno were standing at a fork in the road. No one could understand where is right and where is left. But suddenly Dunno scratched his head with the same hand with which he wrote, flipped through the pages and held the map. -How can I get home? - a cry was heard: Where is the right, where is the left - none of them knew. The children carefully examine the poster and notice some kind of paper in Dunno’s hand and express their assumptions. Educator: - Indeed, this is a map. Do you know where is right and where is left? Let's check it out. Game exercise (finger gymnastics) “Clap, palm” Children stand in pairs facing each other. They recite a poem and at the same time perform the movements: Here is our game: Clap, palm, Clap, another. Right palm and then clap louder with your left palm. And then, then, then the left one will beat the right one. Educator: -How can you help your friends? Children's guesses. Children express their own feelings, construct a complete answer, and build a logical chain. Educator: -Friends got lost on their way to visit their animal friends in a forest clearing. To help them meet and return home, and most importantly, not get lost in an unfamiliar area, we will use a map. -We need to make a few stops. -What will we take on the journey so that our friends can get home quickly? -What is the fastest passenger transport? Children's guesses. Planning stages of activity. Educator: - Let's hit the road. Physical education Hands to the sides - take flight We send the plane: Right wing forward, Left wing forward Our plane flew. Main part A painting depicting a clearing with a birch tree in the center. Cards with pictures of animals. 1st stop “In a forest clearing” Educator: -Adult animals, mothers and fathers, went into the forest for food, and left their cubs in the clearing. -Which cubs are left in the clearing? For a fox - (little fox) For a bear - (little bear) For a hare - (little hare) For a deer - (fawn) For a squirrel - (little squirrel) For a beaver - (little beaver) For a wolf - (little wolf) For a wild boar - (little hog) For a badger - (badger) Children name the cubs and, through free choice and the ability to agree, sort out cards with images of animals, on the back of which signs of their location are inscribed. Educator: -When leaving, the parents asked their children to wait for them near the birch tree, which stood in the center of the clearing. -Now, each of you will turn into artists, and together we will create a picture (each team receives pictures with identifying signs on the back) Little fox to the right of the birch, Little bear to the left of the birch, Little boar under the tree, Little squirrel on the tree, Little hare in front tree, Fawn to the right of the little fox, Little Wolf to the left of the bear cub, Little Beaver next to the little hare, Little Badger behind the little fox. Children arrange the animals in the stated order around the birch tree using magnets and a magnetic board. Educator: -We visited friends Pochemuchka and Dunno and flew on. Physical education Hands to the sides - take flight We send the plane: Right wing forward, Left wing forward Our plane flew. Educator: 2nd stop “Swamp” -We landed near the city where our friends live. But it seems we can’t get through here... The children examine the soil, sample the water, and conclude that in front of them is a swamp. On the way to the city there is a swamp, in order to get through it, we all need to go together “trace after trace.” We will go to the right - 1,2,3. And now to the left - 1,2,3. And again to the left - 1,2,3. Again everything to the left - 1,2,3. Children move along a path drawn in chalk. Stop 3 “City” Educator: -The swamp was behind us, and we found ourselves in the city. -But how can you find, among many houses, houses where friends live? - It is known that on the same street as Dunno and Pochemuchka, new houses were built for the numbers, so that they could all live together in harmony, and they would not be bored. Let's find Pochemuchka's neighbors and Dunno's neighbors. An adult suggests dividing into teams. Children suggest ways to divide into 2 teams, those who help Pochemuchka and those who help Dunno. For each team, a 5-story house with two windows on each floor is drawn. Numbers are distributed, on the back of which are the letters L (left) and P (right), and the floor number. It is necessary to “distribute” the numbers among the window apartments. Educator: - From the neighbors, we learned that Pochemuchka lives in the tallest building on the fifth floor, in the apartment on the left, and Dunno lives in the lowest building, on the fourth floor, in the apartment on the right. Help me find their windows. (Drawings of city streets) Educator: -Friends were so happy to return home that they asked their friend Tubik to give you drawings - riddles that need to be completed and turned into pictures from our trip. Each child decides for himself what he will use to draw. To do this, there are colored pencils, wax pencils, and felt-tip pens on the table. The task is performed to the song “If you went on a journey with a friend.” Final part Educator: - Guys, did you like our trip? What good deeds have you done and who have you helped? Did we manage to accomplish what we planned? What helped us with this? Statements and conclusions of children.
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Outdoor games for preschoolers for spatial orientation
In middle preschool age, tasks become more complicated. The priority is orientation “from the subject”. At 4–5 years old, the middle group of kindergarten uses games that help children use their acquired knowledge in practice.
- "Pilot". An adult marks the landing stripes for planes with cubes or objects. The child is a pilot. He must land his plane on the field, in accordance with the route indicated by the leader. For example: “The airport is ahead of you.”
- "Mirror". The child (a group of children) faces the leader, who plays the role of a mirror. Mirroring yourself, you need to repeat various movements after him: raise your right (left) hand up, lean to the right (left), etc.
- "Traps with ribbons." A circle is drawn with the leader standing inside. Players standing in a circle have colored ribbons in their hands. On command, the children run away, and the “trap” must catch up and pull out the ribbon. At the end of the game, the participants return to their seats, and the presenter counts the number of drawn ribbons.
- "Ship." There is a child standing on one side of the room. This is a boat. On the other side there are colored cubes in 3-4 rows, 3 pieces in each row. These are islands in the sea. Each island has its own resident (toy). The adult gives directions, and the boat sets off, following the adult’s instructions. Having reached the desired island, the child takes the toy and returns back. In a group game, each of the boats goes on a journey in turn. An example of step-by-step instructions: “Go forward two islands, turn right, go through another island, turn left, go through another island - you’ve arrived.”
- “Get back to your place!” Children stand in a column. The adult clarifies: “Who is standing to your right? Who is standing to your left?" The presenter gives instructions to remember the neighbors. At the signal “Walk”, children walk around the hall and walk. Hearing the words: “Get back to your place!”, everyone runs to their places.
