Oksana Sharova
Lesson notes “Left, Right” in younger group
Teachers Sharova O. V., Zolotova T. N.
Lesson notes for the younger group: « Left, right» .
Educational situation: LEFT, RIGHT
Target:
1. clarify spatial relationships « left» - « right» , to form children’s idea of the position of an object to the right and left of them;
2. consolidate the ability to identify and name the properties of objects;
3. train mental operations: analysis, comparison, generalization and analogy;
4. develop attention, speech, imagination, logical thinking.
Material:
Demo: toy "Hare", basket, birch (layout, letter.
Dispensing: Candies of the same size, yellow and red, cut out of cardboard.
Progress of educational situations:
1. Introduction to the game situation.
Didactic tasks: motivate children to engage in play activities.
The teacher gathers the children around him.
– Do you like to visit?
– Why do you like it?
– Who do you go to visit?
The teacher says that he sent a letter to the children and invited them to visit "Bunny".
– Do people go to visit empty-handed?
- What can we do to please you? "Bunny"?
We listen to all the children’s suggestions, after which we decide to please "Bunny" sweets.
– Where can I buy candy? (In the store.)
– Do you want to go to the store and buy candy for "Bunny"?
-Can you?
2. Updating knowledge
Didactic tasks: update children’s knowledge that there is a right and left hand, ability to identify and name the properties of objects, develop speech
Children approach the table - as if they were in a store - and stand facing the teacher. If children in group a lot, then children can approach tables of 4 people. On the table (on tables) There are candies of two colors of the same size. The number of both yellow and red candies is equal to the number of children. The candies are mixed up.
– How are the sweets different? (Color.)
The teacher invites the children to take right hand red candy, and in the left hand - yellow. The task is checked individually for each child.
Children leave the tables (from the store) and approach the teacher.
The teacher says that carrying candy in your hands is inconvenient, the candy can melt and offers to put it in the basket.
– First, put all the yellow candies in the basket. Which hand are you holding them in? (On the left.)
– What sweets do you have left? (Red.)
– In which hand are you holding the red candies? (On the right.)
– Put red candies in the basket.
3. Difficulty in a game situation
Didactic tasks:
1) create a motivational situation for the formation of children’s ideas about the position of the object to the right and left of them;
2) to form an experience, under the guidance of a teacher, of recording the difficulty and understanding its cause.
The children, together with the teacher, approach the place where the birch tree stands.
The teacher says that in order to get to "Bunny", you need to go to the right of the birch tree.
A difficulty arises.
– Were you able to choose the path? (No.)
- Why couldn’t they? (Because we don’t know how to go to the right.)
4. Discovery of new knowledge
Didactic tasks:
1) to form in children an idea of the position of an object to the right and left of them;
2) to form the experience of independent discovery and emotional experience of the joy of discovery.
– Try to guess for yourself! Extend your right arm to the side. What do you think, if we go in the direction where the right hand is pointing, will we go right or left? (Right.)
The teacher praises the children and lets them down result: if you need to go to the right, then you need to extend your right arm to the side and go in that direction.
- Now guess which path goes to the left.
Children must show the path near their left hand.
- Well done! So what needs to be done in order to go left?
(You need to extend your left hand to the side and walk in that direction.)
The teacher makes a conclusion: what is near your right hand is to your right, and what is located near the left hand is to your left.
5. Incorporation of new knowledge into the knowledge system and repetition
Didactic tasks: organize active recreation children, develop attention to speech, consolidate the ability to determine the position of an object relative to oneself.
Children walk along the path to the table at which there is "Bunny", greet him, place a basket of sweets, and offer him a treat.
The teacher tells "Bunny" that the children found his house because they learned to determine what objects were to their left, and which ones – right.
"Bunny" asks the children to show how they can do it.
Children dance to cheerful music "Boogie-Woogie"
6. Reflection (total)
Didactic tasks: to restore in the children’s memory what they did and create a situation of success.
Children gather around the teacher.
-Where have you been today?
The teacher praises the children and says that they were able to find a home "Bunny" because they know where is right and where is left.
These entertaining educational tasks are intended for children aged 3 years and older. By practicing these tasks, the child will be able to consolidate spatial orientation skills and master spatial concepts such as: right, left, right, left.
Ask your child to answer questions in complete sentences. Spatial concepts: left, right, right, left are necessary for the baby to learn and memorize. Therefore, this knowledge must be consolidated in everyday life.
Tasks to consolidate concepts: Right, Left, Right, Left
Download all the activities to reinforce the concepts of left, right, right and left for children.
How to teach a child to navigate in space?
Orientation in space:
To consolidate the concepts left, right, right, left, the child must learn:
- - Distinguish between right and left hand
- - Place objects with your right hand from left to right (for right-handers)
- - Determine directions from yourself: to the right (right) - to the left (left)
- - Move in a given direction (left-right)
By the age of five, a child should be fluent in the concepts listed above. Therefore, it is necessary to devote a sufficient amount of time to practicing this skill, conducting classes with the child in the form various games and exercises.
Your child needs to start introducing the concepts of “right” and “left” as early as possible! A child does not confuse his leg and his hand, so why does he confuse his right hand with his left? These are different parts of the body! A child learns to understand the words “leg” and “hand” in early infancy, and the question of right and left arises before him much later, when learning new words no longer occurs with the same ease.
Learning the concepts of "Before and After"
Developmental activities for children for orientation in space Before or After. What is before the specified object, and what is after the specified object.
These tasks for studying the concepts of "Before and After" will help prepare your child for school.
Total: 11 tasks
Primary general education
Preschool education
Psychology and pedagogy
Teaching preschoolers to navigate in space: games and exercises
Federal State Educational Standards requirements for preschool and primary education include the formation of cognitive actions, skills of comparison, analysis, synthesis. Such actions are directly related to the ability to navigate in space. Children enter first grade with different levels preparation. Elena Kochurova, senior researcher at the Center for Primary General Education of the Federal State Budgetary Institution “Institute for Educational Development Strategy of the Russian Academy of Education,” spoke about what educational activities first-graders need to work with space and what a child should be taught before moving to primary school.
First grade assignments: why children need to know where right, left, up and down are
Focusing on the teaching materials "Mathematics" for primary school V.N. Rudnitskaya, we will analyze the types of work in which first-graders need ideas about space.
1. Establishing patterns, working with figures
In first grade, children work a lot with shapes: classifying them, grouping them, and arranging them in a certain way.
Example task:
How does the “machine” change the figure? Lay out on the left the figures that were entered into the “machine”. Name the figures in pairs.
Such tasks assume that the child already knows where left and right are and can determine the relationship of figures in space (“A large yellow pentagon was introduced into the machine on the left, and a small yellow pentagon came out of the machine on the right”).
2. Working with a ruler, calculations
Movement along a ruler scale is the basis of addition and subtraction in first grade. It is important that the child understands the structure of the number series: if we go in increasing order, then each next number is one more than the previous number. In addition, children learn to draw segments using a ruler: hold the ruler with their left hand, and draw a drawing with their right hand.
Example task:
How much must be added to each of the numbers 9, 8, 7, 6 to get the number 10?
3. Working with tables
When solving problems with tables, a child needs to understand the location of an object in both a column and a row - this is also space.
Example task:
Masha arranged her toys so that they formed 3 rows and 3 columns.
Answer the questions:
What toys are located in the middle row? in the middle column? on the top line? in the right column? in the left column?
Which line is the ball in? Which column is the bucket in?
Describe the location (name the row and column) of the doll, pine cone, flag.
Which toy is located in the top row and right column? In the bottom row and middle column?
4. Construction
Working with different parts requires understanding how they are laid out on the table relative to each other, and how they need to be moved to make a given shape. A child’s inability to work with tangrams is a clear sign of a low level of development of spatial thinking.
5. Writing numbers
Introducing students to writing numbers, the teacher shows and tells where the movement begins, where to move the hand - which, of course, includes spatial concepts. For example, the number “2”: “From the black dot, draw a line up to the top side of the cell and turn to the right. We lean on the right side of the cage, draw a line, round it, and draw a line to the middle of the bottom side of the cage. From this point we draw a tail to the right side of the cell.”
6. Counting in columns
It is no secret that even in the second grade, when working with two-digit numbers, children sometimes confuse the addition and subtraction algorithms: they calculate from left to right. It is spatial representations that make it possible to memorize and bring to automaticity the algorithm for calculating in a column.
7. Olympic tasks
The most complex Olympiad tasks also require an understanding of calculation algorithms.
Example task:
Place a “+” sign between the numbers 2 9 3 7 4 6 0 8 1 5 so that the total is 432.
How to diagnose a child's understanding of space
The Russian Textbook Corporation offers a textbook “Pedagogical Diagnostics” for first grade. Work No. 1, which should be carried out in the first days academic year, includes tasks for diagnosing spatial thinking. Let's consider one of them.
Dictation: count 4 cells from the black cell to the right, color the fifth with a red pencil.
Target: identify the ability to listen and understand the task; the ability to carry out instructions consisting of several sequential actions; ability to navigate on a plane (left, right, up, down); ability to count cells.
Getting ready for school while playing
The manual “Learning to navigate in space” for children 5-7 years old (author Elena Kochurova) contains game tasks and recommendations designed to help parents and teachers develop spatial thinking in their children. Here are some tasks from the manual.
Game "Left, Right"
Invite your child to stand in the middle of the room and follow the commands: “Extend your left arm in front of you. Turn left. Put your left hand down. Tell me what is in front of you now. Raise your right hand. Turn right. Lower your right hand. Tell me what is in front of you now. Now, without turning around, take a step to the left, a step forward, a step to the right and a step back.”
Right - left, right - left, between
Tell your child how important it is to know spatial directions and be able to answer questions: what is located to the left (to the right), to the left (to the right). Then look at the drawings with your child and invite him to complete the tasks.
Answer the questions: who sits to the right of the boy, to the left of the boy, between mother and daughter?
Answer the questions: who sits to the right of the bear cub, to the left of the little fox, to the left of everyone, to the right of everyone, between the little hare and the little fox?
Color the apple located to the left of the flower with a red pencil, and the apple to the right of the flower with a green pencil.
Thicker – thinner, wider – narrower
An adult looks at the pyramids together with the child and asks him to complete the tasks.
Tell me which of the pyramid rods is thicker and which is longer. Answer the question: which rings can be put on the thick rod of the pyramid, and which ones can be put on the thin one? Draw lines to the rods from the rings that can be put on them.
Show which of the boards is shorter, which is thinner and which is wider.
Drawing by cells
Offer your child a task: draw a train in the cells so that it moves from left to right.
We look at objects in front, behind, right, left
Tell your child that the same object can be looked at from different points of view. If dad, mom, son and daughter sit down with different sides square table and look at the teapot that stands in the center, then everyone will see the teapot in their own way, from their own point of view. Each family member can tell what parts of the kettle are visible to him: is the spout visible or only the handle, is the handle visible or only the spout is visible, is the spout of the kettle looking to the right or left. Tell it yourself and ask your child to talk about how some objects look from different points of view: front, back, right, left. Invite your child to complete the task:
The artist painted the nesting doll from four different directions: front, back, left and right. These directions are shown by arrows in the figure. Name the direction from which each small drawing is made.
Thus, in the process of play activities, the child masters important skills that will be useful to him in the first grade.
Sedentary games and game exercises for children 3-7 years old. Collection of games and exercises Borisova Marina Mikhailovna
“Left is right!” (game for children 6–7 years old)
Children sit on chairs in a circle.
In the center is the driver with the ball.
The driver throws the ball to one of the guys. If the driver shouts: “Take it!”, then, having caught the ball, the child must name the name of his neighbor on the left. If during the throw the word “Give it back!” is heard, you need to say the name of the neighbor on the right.
The one who makes a mistake replaces the leader.
This text is an introductory fragment. From the book Sedentary games and play exercises for children 3-7 years old. Collection of games and exercises author Borisova Marina Mikhailovna“Two Girlfriends” (game for children 4–6 years old) Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements. Two girlfriends on the lawn: (Clap their knees.) “Kva-kva-kva, kva-kva-kva.” (Clap their hands.) Two green frogs: (Clap
From the author's book“House” (game for children 4–6 years old) Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements. There is a house at the edge of the forest, (They fold their palms into a “house” over their heads.) There is a lock hanging on the doors, (They close their palms “into the lock.”) There is a man standing behind the doors.
From the author's book“Herringbone” (game for children 4–6 years old) Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements. Our Christmas tree is beautiful, (They walk in a circle, holding hands.) It has risen to the heavens, (They stop, stretch their arms up.) Slender
From the author's book“Traffic light” (game for children 4–6 years old) For the game you need paper circles (diameter 10 cm) - red, green and yellow - attached to sticks. Children stand in a line and perform exercises according to the leader’s signals: at the red signal they squat, on yellow - stand up, on green -
From the author's book“Three Bears” (game for children 4–6 years old) The teacher shows the movements and pronounces the text, the children repeat the movements. Three bears were walking home. (They march in place.) Dad was big, big, (Raise their arms up.) Mom is a little smaller, (Stretch their arms forward at the level
From the author's book“Knock-knock” (game for children 4–6 years old) The teacher shows the movements and reads the text, the children repeat the movements after the teacher: “Knock-knock-knock!” (Three blows with fists against each other.) - Yes, yes, yes. (Three claps of hands.) - Can I come to you? (Three blows with fists against each other.) - Always happy! (Three
From the author's book“Pass the ball” (game for children 4–7 years old) The players stand in a circle at a distance of a step from each other. The teacher gives one of the children a ball. At the teacher’s command: “Begin!” children pass the ball around in a circle, while clearly saying: You run, funny ball, quickly, quickly through your hands. U
From the author's book“It’s me” (game for children 4–7 years old) Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements. These are the eyes. Here. Here. (Show first the left eye, then the right eye.) These are the ears. Here. Here. (Take first the left ear, then the
From the author's book“At the Giraffes” (game for children 4–7 years old) Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements. Giraffes have spots, spots, spots, spots everywhere, (Pat themselves on the body - put spots.) On the forehead, ears, on the neck, on
From the author's book“Circle” (game for children 5–7 years old) Children form a circle, dance in a circle and say: Kru-kru-krug, Play the horn, One, two, three - Tanya, turn over! The girl (boy) named by name must turn 180°. Game
From the author's book"Who left?" (game for children 5–7 years old) Children stand in a circle or semicircle. The teacher invites one of the players to remember those who are nearby (5–6 people), and then leave the room or turn away and close their eyes. One child hides. Teacher says: “Guess
From the author's book“Who has arrived?” (game for children 5–7 years old) Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements. Who has arrived? (Put the palms and fingers of both hands together, clap the tips of the thumbs 4 times.) We, we, we! (Tips
From the author's book“Lavata” (game for children 5–7 years old) Children form a circle. Without holding hands, children move with side steps, first in one direction, and when repeating the words - in the other direction, saying: Together we dance - Tra-ta-ta, tra-ta-ta, Our favorite dance is lavata. The presenter says: “My
From the author's book“Palms” (game for children 5–7 years old) Two players stand opposite each other. The players simultaneously clap their hands, and then join their palms in front of them (right with left, left with right). Then the palms are connected crosswise - right to right, left to left. Then cotton - and
From the author's book“Ball” (game for children 5–7 years old) Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements. Ten, nine, (Clap hands.) Eight, seven, (Slap knees.) Six, five, (Clap.) Four, three, (Slap.) Two, one.
From the author's book“Tick-tock-tock” (game for children 5–7 years old) Children stand scattered. The teacher gives the signal: “Tick!” – children bend left and right; at the signal: “Yes!” - they stop, and at the signal: “Knock!” - they jump on the spot. The one who makes a mistake leaves the game. Signals repeat 5–8
Target:developing in children the ability to navigate planes and in space.
Tasks:
Formation of knowledge and skills to distinguish between left and right;
Development of motor skills with the help of finger gymnastics;
Forming a positive attitude towards joint activities(ability to work in a team).
The teacher and children enter the group in formation. The teacher reads A. Barto’s poem “Drummer” and walks around the group with the children:
("Funny Pictures", 1981, No. 11)
The teacher and children stop.
Educator: Children, it seems to me that to make marching more fun, we need a drum. How do you think?
The children answer.
Educator: Where can we get a drum?
There is a piece of paper on the floor, the teacher draws the children’s attention to this. Then he picks up this piece of paper.
Educator: Children, this is a note. “If you want a drum, you need to go along a winding road according to the instructions: go straight first, then left, left again, then right and straight.” This is exactly what we need. You just need to know where is left and where is right. Children, do you know?
The children answer.
Educator: But I’ll check you now. Let's play this game: if I say “right hand,” you raise your right hand up, if I say “left hand,” then raise your left.
The teacher says which hand to raise and corrects the children who show their hands incorrectly.
Educator: No, we won’t find the drum like that. We all need to know where is left and where is right. Let's learn to distinguish between left and right. Come to me, I will tie a ribbon on everyone’s right hand.
Children approach the teacher.
Educator: Now raise your right hand.
Children raise their hands.
Educator: Remember, the side on which you have the ribbon is on the right. On this side you have your right arm and leg, and where there is no ribbon is left side, left hand and left leg.
Educator: Let's sing a song about the left and right legs. Look at me, repeat the movements and watch which hand you make the movements with.
Left and Right (song-exercise from the series “ Finger gymnastics"E. Zheleznova)
Here is the left (raise your left hand with the back side towards you) and the right (raise your right hand with the back side towards you)
That's just their name (keep both hands raised).
Inseparable girlfriends
Always walk together (hit your knees with your palms to imitate walking).
Both left (raise your left hand with the back side towards you) and right (raise your right hand with the back side towards you)
Let's go for a walk alone (hit your knees with your palms imitating walking)
Found a big puddle
And they began to jump around in it (at the same time hitting the knees with both hands).
All wet and cold
They can barely walk (slowly hit your knees with your palms to imitate walking)
Suddenly left (raise your left hand with the back side towards you) and right (raise your right hand with the back side towards you).
We met a lion.
And he opened such a mouth (to depict the mouth of a lion with your hands: press your hands, the fingers of both hands should not touch each other)
And he growls so terribly (now connecting and then separating his fingers)
That left (hit the knee with your left hand) runs home
And the right one (hit the knee with your right hand) runs.
They ran to the house (raise your arms above your head, depicting a roof).
Look: both are here (show both hands).
But they just forgot
What are their names now (shrug shoulders).
Where is the left, where is the right
You can’t figure it out yourself (shrug your shoulders, arms to the sides).
Take a quick look
And tell them (the teacher extends two hands forward and turns to the children for help)!
Children first show where their left and right hands are, then help the teacher.
Educator: Well done! Now let's take the ribbons off our hands and again play the game we played first: if I say “right hand,” you raise your right hand, if I say “left hand,” then raise your left.
The teacher tells you which hand to raise, then complicates the task by asking you to show your right hand and left leg. When all the guys stop getting confused, the teacher stops the game.
Educator: Now you can hit the road. Let's stand at the beginning of the path and read out where to turn. I will read and you will show. “Go straight first, then left, left again, then right and straight.”
Children show the way.
Having followed the instructions, the children and their teacher find a box with a drum.
Educator: Well done! Let's all try to play the drum, and then I'll take the drum, and you and I will march again to the sound of it.
The teacher and children try to play the drum. Then the teacher himself beats the drum and reads the verse A. Barto « Drummer", and walks with the children in a group.
Literature:
1. Funny Pictures, 1981, No. 11.
2. Series “Music with Mom” Sergey and Ekaterina Zheleznov Five little pigs.
