A post that should have been written a long time ago: how to teach Russian to children who come to learn from scratch at preschool age. With adults, everything is clear: there is a RFL methodology, there are RFL textbooks, there are tests. And what to do with young children who have to learn Russian from scratch in the format foreign language? We do not have a clear, understandable, step-by-step methodology. Textbooks, in fact, too.
We have an hour a week + homework, at best, and a child who, on the way to class, learned to say hello. I will tell you how I see the solution to this problem, and below I will give a comment by Ekaterina Protasova and a very useful quote from her training manual.
RCT for kids?
What can we take from the RFL, a methodology that in its classical form is completely unsuitable for preschoolers?
1.Basic principles of teaching.
For example, information that the teacher must necessarily give a speech model at the beginning of a task or game. Not just “now we will play shop”, but speech models: what the child says, what the adult says. When a new teacher appears at our school who is not familiar with the RFL methodology, we have to constantly remind about speech models, check their presence at each lesson. We show the task and how it should be done, we say what the child should say.
Reason for lack of progress #1: lack of speech patterns in the teacher.
2.Grammatical, speech formulas
In fact, the language does not consist of words, but of formulas. For example, "I want to buy" is a formula. We change the last word in the formula: I want to buy an apple, I want to buy milk, I want to buy fish, strawberries, yogurt, cheese... And we have a lot of offers. Language is a constructor, we change one word in the formula - a new statement appears, we add the “not” particle - a new statement appears. In the lesson plan and program, we first prescribe what speech formulas we give children, and only then - vocabulary. Formulas, phrases are more important than words. There is no point in learning words outside of formulas, there is no point in learning words out of context.
Reason for No Progress #2: learning words, not formulas. Children often come to us who know a lot of words on topics: animals, fruits, vegetables, home, clothes. But they cannot speak even in the simplest sentences.
3. Order of submission of grammar
Grammar? Preschoolers? Babies? "It's children", what a grammar. We have two problems with our attitude to grammar: grammar is often understood as spelling (from the word “competently”?), grammar is often understood as theory (“the accusative case answers the questions “who, what”, in the feminine gender the ending changes to -u, -yu, exceptions are nouns with a soft sign at the end"). At the same time, grammar is just the structure of the language, its skeleton, without which, again, we will have a pile of words “by topic”.
If you are not familiar with the RFL methodology, then you can simply open the RFL textbook for adults or, for example, the table of contents of Nina Vlasova's RFL textbook for children. Look at the order in which the authors give the cases. This choice is not random, it is determined by the frequency of the use of cases in speech. At the same time, the authors do not take ALL the meanings of cases, but choose the most necessary ones at the elementary level.
For example, in the prepositional case, these are the meanings:
Place: in a bag, on a sofa;
Transport: ride, swim, fly something, etc.
Is it possible to avoid all this grammar, study of cases?
It is possible if you place the child on Wednesday. For example, if you have a Russian-speaking Kindergarten. Do we tell the child that
learn the prepositional case? No, of course, the child just plays, performs tasks, learns to speak as part of the study of individual speech formulas.
Reason for lack of progress #3. There could be many reasons for this, actually. Cases should be automated in speech. So that the child, having said somehow “I want to buy milk”, hears himself and understands that something is not right, “they don’t say that”, you need to think more. This automation may be missing. Just "understanding the topic" is not enough. Just saying the right thing a few times is not enough.
There may be a lack of gradual, step-by-step elaboration.
There may not be enough games for practice, or there may not be enough games for using what you have learned in your own statement, in your speech. May lack spaced repetition of previously learned.
The cases in this paragraph are for example. There are a lot of other topics: gender, number, agreement of nouns and adjectives, etc., but the general approach remains the same.
Or maybe not RKI?
Maybe not the RCT, but not instead of the RCT, but along with it. You can take benefits for monolingual children with speech disorders and developmental delays. These are grammar and lexical notebooks by Kosinova, materials for the development of coherent speech for children with OHP Arbekova, etc. You can partially take general developmental materials for babies.
But I have never seen an effective program for non-Russian-speaking children, built only on materials for monolinguals without additions and processing. It's all about the difference in goals. Each manual solves its own tasks, and the authors of speech therapy manuals for monolinguals have completely different tasks than teachers and parents who want their child to learn to speak Russian.
You can peep ideas in the materials of English for kids. There are a lot of ideas there, I myself am subscribed to dozens of blogs of American kindergarten teachers and teachers of English as a second native. But the order of introducing grammar in Russian is still different. They are more about the design of the task, the presentation of the material, the options for games.
Reason for No Progress #4. A "patchwork quilt" of many benefits that helps to spend the lesson time, but does not solve specific problems. There are a lot of some printouts and cards, but there is no single system. If the system is not in the program, then systemic language learning will not work either.
Or maybe just play?
You can experiment. Go to the teaching community and ask how to teach Russian to kids who are learning it from scratch. I'm willing to argue, one of the first comments will be: "Which lessons? Which programm? Toddlers learn by playing, just play. To the store, to the zoo, to the dolls, to the lotto. Here I liked this loto about dishes: link. And you can also sing songs and lead a round dance.
If you spend several hours with your child every day, then just communication and just playing will be a developing and learning environment. Download loto about dishes, memorize songs, take out a toy cash register and start playing. If you have an hour a week, then "just playing" you will just kill a lot of time without achieving anything.
Therefore, we return to a systematic approach: what grammar you work out, what formulas you can derive from it, what vocabulary you will need in the process, what games you can come up with to practice vocabulary and formulas. There are games, they are at the end of the chain. And they work for a specific task. And they do it! We connect songs as a warm-up at the beginning of the lesson, a round dance as a break, loto as an interval repetition of the previous topic (and do not forget to repeat not only the vocabulary, but the vocabulary inside the sentence, inside the formula). Look, everything came in handy, everything found a place inside the system.
Reason for lack of progress #5. Well, you understand, I guess. Games are not built into the program, into the system. And in this case, you can play for 5 years, and the child will not speak even the most elementary Russian. And not because...
"We only have an hour a week"
I write about this very often and continue to write, because an hour a week also makes sense if you have a flexible program, a systematic approach, specific tasks for each lesson and tasks with games that solve these tasks. If you see the rhythms of the students and adapt to them. If you see the potential, the opportunity to step over to a new, more difficult stage, and take advantage of this opportunity. If you're trying to figure out why it doesn't work instead of explaining everything for an hour a week. If you are ready to temporarily take on a problem student individual training, this also often helps to catch up with the group. If both you and your parents understand that you are moving forward in small steps, and it cannot be otherwise with such a volume of work and such short classes. But you are moving on.
About homework
And lastly: what to do with homework. Here is my option. If the child has Russian-speaking family members, they will help to repeat what was learned in the lesson, help to make a couple of worksheets. If there are no Russian speakers in the family, there are songs, baby educational videos on YouTube or short videos specially recorded by you for homework. And so on until the child learns to read. Once learned, we have the opportunity to give tasks for independent implementation. Copy-books, connect the word and the picture, worksheets with elementary tasks and vocabulary familiar to the child. The child grows up, the Russian progresses, homework becomes more difficult.
Tasks for a child of 6-7 years old, aimed at express preparation for school: the study of a soft sign, types of lines and angles, the development of thinking and mental counting, the development of speech and attention.
Learning to read. Introduction to "b"
Target: the formation of reading skills, acquaintance with a new letter.
Material: worksheet. Card with b. Cards with the words - DUST and DUST, MOL and MOL.
In Russian there is a sign that denotes the softness of a consonant - a soft sign. A soft sign is not a sound.
The teacher shows a card with a soft sign.
- A soft sign is a special sign. A soft sign is just a signal to the mouth and tongue - to say SOUND differently.
- b almost always softens, like a pillow.
The teacher shows cards with the words:
Children circle the letter with a finger along the contour, "remember the letter."
What letter is written on the worksheets at the top left? (b).
- Write b with your finger in the air.
- Draw patterns on the letter b.
- Circle and complete your own b.
- What does b look like?
Learning to read. soft sign
Target: the formation of knowledge of the image of the letter.
Material: worksheet. Plasticine.
Let's make a soft plasticine sign.
Now listen to a poem about a soft sign:
Read the poem on your own. Learn it by heart at home.
Learning to read. Words with "b"
Target: the formation of reading skills.
Material: worksheet.
Read the words. Underline the b in the words.
Dictation. Offers
Target: the formation of writing skills, the development of coding ability.
Material: worksheet.
Write a sentence under dictation:
IN THE PARK ROS POPL.
Put stress on the words.
What is at the end of a sentence? Circle the dot.
Mathematics. Lace work. Repeating all kinds of lines and angles
Target: Consolidation of the concepts of "closed", "open", "straight", "curve" lines. Repetition of all types of angles (straight, acute, obtuse). Repetition of the days of the week. Fixing graphic images of numbers.
materials: each child - beads, a lace with a knot at one end. Three laces. Ball.
The teacher throws the ball to the children, asking questions and giving assignments:
- Count from 1 to 5.
- Count from 4 to 8.
- Count from 7 to 3.
- Name the neighbors of the number 5.
- Name the neighbors of the number 8.
- What are the lines? (Straight lines, curves, closed, open).
- What is a cut? (This is a piece of a line, part of a line).
- What are the angles? (Acute, straight, blunt).
- How many days are in one week? (Seven). Right! Now we will string beads on a string, like days for a week, and pronounce each day of the week in order.
The teacher distributes laces (with a knot at one end) and beads to the children and suggests, putting the beads on the lace, repeat the days of the week after it in order:
- Monday (children repeat "Monday" in chorus, putting the first bead on the string).
- Tuesday (they put on the second bead, repeating the second day of the week in unison).
- Wednesday... Etc.
- Well done! Samodelkin sent each of you three shoelaces and wrote tasks. I will read and you will do:
1. Turn the first lace into a straight line (put a lace on the tables in the form of a straight line), turn the second lace into a curved open line (lay), and turn the third lace into a curved closed line. (They put it.) An adult checks who did not cope - draws answers on the board, reminding what a closed and open line is.
2. Second task: turn the first lace into an acute angle, the second into a right angle, and the third into an obtuse angle. (Children do. Then the adult draws on the board - the children check themselves).
3. Fold the first lace into an oval, the second into a triangle, the third into a circle.
4. Last task: fold the first lace into the number "1", the second into the number "6", and the third into the number "3". What letter does the number "3" look like?
Development of thinking. Game "What is superfluous?"
Goals: the development of logical thinking, the systematization of ideas about the world around us, the development of the ability to group objects according to a common feature.
materials: Ball.
Children stand in a circle. The teacher throws the ball to each child in turn, calling 4 words. The task of the child is to name an extra word and explain his choice.
Word groups:
Mathematics. Verbal counting
Target: Counting within 10.
materials: each child - cards with numbers.
Listen to how many times I clap my hands, and hold up a card with a number greater than two. (The teacher claps his hands 5 times, the children must raise the card with the number "7").
Listen to how many times I stomp my foot, and hold up a card with a number less than two units. (The teacher stomps 7 times, the children raise the card with the number "5"). You can ask one of the guys to comment on their answer, helping him if necessary. The child says: "You clapped your hands 7 times, and the number that is less than seven by two units is five").
Well done! Now listen to how many times I hit the pen on the table, and raise the number greater by 1 unit. (Knocks the pen on the table 9 times, the children raise the number "10").
To make it harder for you to ask... Listen to how many times I ring the bell, and show the number less than three units. (Rings the bell 9 times, children show a card with the number "6").
Tasks can be simpler: listen to the claps and show a number equal to their number or more / less by 1 unit.
Mathematics. Introduction to the concept of "Cylinder"
Target: Count within 10. Introduction to the concept of "Cylinder".
materials for each child: Cards with numbers. For each table: A rubber turnip or a heavy object, a set of unsharpened pencils. For the teacher: cylindrical objects: sausage, pencils, jars, glue stick, etc.
The teacher puts cylindrical objects on the table: a glass, a sausage, a cylinder hat, a cylindrical jar, an adhesive pencil, etc.
- Guys, what do all these items have in common? (All of these items have a similar shape.)
If children find it difficult to answer, you can ask leading questions:
- Maybe the objects are made of the same material? Maybe they are the same color? Size? Forms? When the children answer the question, the adult summarizes:
- This shape is called a cylinder, and objects of this shape are called cylindrical. The word "cylinder" in ancient Greek meant a roller that could be rolled on the ground.
The teacher distributes cylinders to the children and offers to roll them on the table or on the floor. Children make sure that the cylinders roll.
- In the old days, when there were no cars and cranes, people moved heavy objects with the help of cylinders. So the grandfather and the woman, when they pulled out the turnip, realized that they themselves would not bring it home.
- We need cylinders! - said the grandfather.
- Where can we find them? Grandma was surprised.
- Let's cut down a few trees, take their trunks - and we get cylinders!
And so they did. They cut down several trees, cleared them of branches, and cylinders turned out. Imagine that pencils are peeled tree trunks. (Children receive a set of unsharpened round pencils ("tree trunks") and rubber turnips (or other "heavy" objects). Think about how you can use cylinders to move a Turnip or any other heavy load from one end of the table to the other?
Children express their suggestions, an adult helps to come to the idea that the Turnip is placed on top of the pencils, the pencils roll, moving a heavy object. The kids are trying it out.
Mathematics. Examples
Target: development of thinking operations.
Material: worksheet.
Fill in the missing characters to make the examples correct.
Development of attention Cups
Target: development of the properties of attention.
materials: worksheet, pencils.
Find all the cups in the picture.
How many cups did you find?
The development of speech. Writing options for the ending of a fairy tale
Target: development of thinking, speech, fantasy.
materials: No.
The teacher asks one of the children to tell the tale "Ryaba the Hen".
- Guys, are you sorry that the mouse broke the golden egg and upset the grandmother and grandfather? (Yes).(Answer options.) The teacher encourages children to fantasize with leading questions. If the children are silent, the adult himself begins to fantasize aloud, connecting the children to the discussion:
- Or maybe it could be different? The testicle might not have broken, do you think? (Could). Let's think of another ending for this tale - where the testicle did not break. How could this happen?
Options for continuing the story:
1. "... the mouse ran, waved its tail, the testicle fell, but did not break, because it had a strong shell and it fell on the straw. The grandfather and the woman realized that this testicle was not beating, went to the hen and said: take it , hen, my testicle back - we can’t do anything with it. The hen took her golden egg and brought out of it a chicken - not a simple one, but a golden one! The chicken grew by leaps and bounds, and soon became a golden cockerel that could grant wishes ... "
2. - And how else could this fairy tale end? "... The mouse ran, waved its tail, the egg fell and broke ... Then the hen laid them another golden egg. The old people took it, broke it, the grandmother kneaded the dough and baked Kolobok. And they sold the golden shells and bought a fur coat for the grandmother, and for the grandfather hat for the winter. Etc.
Then, summarizing:
- Guys, what ending did you like the most - the one that was or one of those that we came up with? Why?
Development of thinking. What is superfluous?
Target: development of mental actions of analysis-synthesis, generalization
1. Wolf, fox, bear, rabbit.
2. Lynx, wild boar, hare, elk.
3. Panther, leopard, tiger, bear.
4. Lion, buffalo, giraffe, donkey.
5. Wolf, hedgehog, eagle, fox.
Preparing the hand for writing. Cell copying. Dog
Target: development of grapho-motor functions.
Material: worksheet.
Copy the dog in the cells.
Drawing with paints. Bear
Target: development of graphics functions. Development creative thinking, imagination, development of the basics of modeling, consolidation of ideas about geometric shapes(circle, oval, semicircle). Developing the ability to work with paints in the "sticking" technique.
materials: a sheet of paper, brown gouache paint, a brush, a glass of water, a napkin, a pencil, a finished sample.
- Let's draw a bear using only circles, ovals and semicircles in drawing.
- What should I draw on a bear? (Head, body, legs). Right, but how many paws does a bear have? (Four paws).
- Thank you. So, I draw on the board, and you draw on a piece of paper.
- First you need to draw a large vertical oval. It turned out the body of a bear.
- Then you need to paint a circle on top. The circle is his head.
- Then draw 4 ovals, which will be the paws of the bear.
- Now let's take care of the head. On top of the circle, draw two semicircles - it turned out ... (Ears!)
- Draw a horizontal oval inside the circle - the muzzle of the bear. Above the oval are three circles: the bear's nose and eyes. And in the oval itself we draw a semicircle - we get a clubfoot mouth.
Then draw the claws on the paws and take brown paint.
- To depict the fur of a bear, you need to put the paint with pokes.
- The drawing of the bear is ready!
The teacher assigns homework to the children.
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1 Learning Russian Workbook for children 6 7 years
2 LEARNING RUSSIAN LANGUAGE Workbook for children aged 6-7 Kazan Tatar book publishing house 2012
3 UDC: *00 LBC Rus I32 Authors-compilers: S. M. Gaffarova, Ch. R. Gaffarova, G. M. Bilalova Reviewer: Z. G. Sharafetdinova, Candidate of Philological Sciences Cover artist Yuliya Schetinkina Artist Vlada Semyonova I32 Learning Russian language: workbook for children 6 7 years old / [ed.-ed.: S. M. Gaffarova, Ch. R. Gaffarova, G. M. Bilalova]. Kazan: Tatar. book. publishing house, p.: ill. The proposed workbook is an annex to the manual for educators "Learning Russian". The notebook is for joint work adult and child 6 7 years. The content of the tasks of the workbook is compiled in accordance with the topics studied in the classroom for teaching children the Russian language. On the practical material lexical topics the child accumulates, enriches and consolidates vocabulary, skills of coherent speech develop, mental operations improve, coordination of hand and finger movements develops. UDC: *00 BBK Rus Tatar book publishing house, 2012
4 DEAR TEACHERS TEACHING RUSSIAN TO CHILDREN! The proposed workbook is part of the educational and methodological kit for teaching children preschool age Russian language and an appendix to the manual for educators "Learning the Russian language". The notebook is intended for joint work of an adult and a child of 6 7 years. The main purpose of the workbook is to help teachers organize and conduct work on teaching children the Russian language. In the process of working in a notebook, children will be able to master various speech skills and skills, learn to transfer them into free speech communication. The tasks proposed in this notebook are based on the principle of gradual complication. Colorful illustrations help keep the child interested in the activities. Along with the main tasks of teaching Russian to preschoolers, the workbook includes educational and game tasks aimed at developing fine motor skills, graphic skills, and visual perception of children. The tasks for children presented in the workbook are used as part of the lesson (3 4 minutes). Dear teachers! Before starting classes, read all the tasks, be sure to read them before doing the task with the child, so it will be easier for you to orient the children during the lesson. Assignments in the workbook are grouped by topic and arranged in accordance with the sequence of classes. Therefore, when completing tasks, do not break their sequence. Remember that the working capacity of a preschooler is small. If the child's interest in completing the task wanes, interrupt the work and return to it later, in individual work with the child. Don't forget to encourage your child during class. Good luck to you and your children!
5 KINDERGARTEN Task 1 for lesson 2. Look at the picture. How can you, without counting, find out if there are enough scoops for all the children? Draw lines from scoops to children. Who didn't have enough? Give this girl another toy. Tell me what toy did you give her? 4
6 Task 2 for lesson 5. Color the girls' clothes so that they differ in color. Give the girls names. Tell us about the clothes according to the model: “Masha has a yellow T-shirt, and Nastya has a green one,” etc. 5
7 Task 3 for lesson 7. Say what the gnomes do. Color the hats of the dwarfs. Name the colors. 6
8 AUTUMN Task 1 for lesson 1. Look at the picture. Tell me what you see. Color the cloud with seven raindrops. 7
9 Task 2 for lesson 5. Name vegetables and fruits, then color them. Use the arrows to arrange the vegetables in the box, the fruits in the basket. Say what you put in the box, what in the basket. eight
10 Task 3 for lesson 10. Circle the animals on the dots. Tell me who loves what and point with arrows. 9
11 Task 4 for lesson 11. Circle the forest first with your index finger, then with a pencil. Color the trees and grass green, and the tree yellow. Count how many green trees. 10
12 HOUSE AND YARD Task 1 for lesson 4. Look at the picture. Tell me what you see. Where (who) should carry these items? Show with an arrow. eleven
13 Task 2 for lesson 5. Help Tanya and Vanya get dressed. Draw red lines from Tanya to her clothes and blue lines from Vanya to his clothes. Color the children's clothes. Name the colors. Make sentences according to the model: “Tanya has a red jacket”, etc. 12
14 Task 3 for lesson 10. Look at the picture. In which hand does Pinocchio have a comb, in which hand is a toothbrush? Color the towel in right hand in Little Red Riding Hood in red, and in her left hand in blue. Tell me which hand holds which towel. thirteen
15 WINTER Task 1 for lesson 1. Help Tanya and Vanya to choose outerwear, shoes, hats. Name them, color them. Draw blue arrows from Vanya to his clothes, red arrows from Tanya to her clothes. Tell me what clothes Tanya has, what Vanya has. 14
16 Task 2 for lesson 2. What shoes are needed in different time of the year? Connect with arrows. Color the pictures with the seasons. 15
17 Task 3 for lesson 4. Look at the picture. How are these snowmen different? Color the pictures. Tell me about each snowman. sixteen
18 Task 4 for lesson 5. Find and circle the items that you need in winter. Name them and say according to the model: “This is a fur coat. A fur coat is needed in winter, etc. 17
19 Task 5 for lesson 10. Decorate the Christmas tree. Glue balls, cones, toys, an asterisk. Tell us what toys you hung on the Christmas tree. Name them colors. eighteen
20 Task 6 for lesson 11. Look at the picture. Color the boys clothes. Tell us about the clothes of the boy who goes ahead and carries the sled. What clothes does the boy sitting on the sled have? What is the boy behind wearing? nineteen
21 WILD ANIMALS Task 1 for lesson 1. Look at the pictures. Name the animals we saw today in the winter forest. Take them to the forest with arrows. What animals have we not seen in the winter forest? Find them and circle them with a blue pencil. Why didn't we see a bear and a hedgehog in the forest? twenty
22 Task 2 for lesson 2. Name the animals that a person takes care of. Circle them in green. Name the animals that live in the forest. Trace them with blue pencil. 21
23 Task 3 for lesson 5. Look at the picture and say what animals you see. How many houses are there? What numbers are drawn on the houses? Solve the puzzles on the cards the animals are holding and help them find their home. 22
24 Task 4 for lesson 8. Name the animals and say where they live. Connect the pictures with arrows. Let the arrow say, "I live here." 23
25 Task 5 for lesson 10. Look at the picture, name the animals. Color the giraffes and the tree. Say the mother giraffe is to the right of the tree or to the left. And his baby? 24
26 CITY AND TRANSPORT Task 1 for lesson 1. Which car drives to the right and which to the left? Circle the pedestrians going to the right with a red pencil and those going to the left with blue. 25
27 Task 2 for lesson 5. Look at the picture and say what you see. Complete the picture: stick a bus, truck, plane, helicopter. Make up sentences according to the model: “The bus is driving along the road”, etc. 26
28 Task 3 for lesson 10. How are clowns different? Color the collar of the clown in the middle green, the clown to his left red, the clown to his right yellow. Tell me which collar. 27
29 SPRING Task 1 for lesson 1. Name the seasons and show pictures depicting them. Glue a snowflake under the picture depicting winter, a green leaf for spring, a red flower for summer, and a yellow leaf for autumn. 28
30 Task 2 for lesson 7. Look at the pictures. Who do you see? What are the children and animals doing? Circle the pictures where the children do the right thing. Tell me in which picture the boy does wrong. Cross it out. 29
31 Task 3 for lesson 10. Name the birds. Connect the line of wintering birds with the feeder, and circle the migratory birds. thirty
32 BACK TO SCHOOL SOON Task 1 for lesson 5. Look at the picture and say what you see. Choose school supplies, use the arrow to “put” them in the briefcase, and toys on the shelf. Explain your choice. 31
33 Educational edition Authors-compilers: Gaffarova Syabilya Mullanurovna Gaffarova Chulpan Rakipovna Bilalova Gulnaz Minnakhmatovna LEARNING RUSSIAN LANGUAGE Workbook for children 6 7 years old Editor Kh. G. Fayzrakhmanova Art editors M. D. Vazieva, L. R. Vafina, R. Kh. Khasanshin Technical editing and computer layout M. I. Danilevskoy Proofreader A. R. Shaidullina Original layout signed for printing Format / 16. Conv. oven l. 3.36 + incl. 0.10. Circulation copies. Order SUE "Tatar book publishing house" Kazan, st. Bauman, 19. Tel./fax: (843) Our books can be purchased at the following addresses: Kazan, st. Dekabristov, 2. Marketing department of the Tatar book publishing house. Tel.: (843) Kazan, st. Bauman, 29/11. Brand store of the Tatar book publishing house. Tel.: (843) Branch of JSC "Tatmedia" printing and publishing complex "Idel-Press" Kazan, st. Decembrists, 2.
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A common question that arises among the parents of a future first grader: are they 6-7 ready summer child for school? And if not ready, then how to adjust the necessary knowledge, skills, what developmental tasks to work out with your son or daughter at home? Some parents will entrust the solution of this problem to the kindergarten or preparatory group at school, and someone will independently undertake this hard work. And, of course, the latter will win. Neither the school nor the kindergarten will be able to take into account the individual characteristics of each child. And nowhere, except at home, will the most comfortable, relaxed atmosphere, so necessary for the development of the baby, be created.
How to print task cards
On any image you like, right-click and in the window that opens, select "save image as", then select where you want to save the card, for example, the desktop of your computer. The card is saved, you can open it as a normal image on your PC and print it out to make it more convenient to work with your child.
In continuation of the theme of the development of children 6-7 years old. Experts identified three components of a 6-7 year old child's readiness for school: physiological, psychological and cognitive.
- Physiological aspect. Peculiarities of the development and readiness of the child to attend school are determined by the doctor. Of course, in case of severe health deviations, nothing can be done, you will have to study in correctional classes or schools. If the child is prone to frequent colds, then parents can try to fix this with hardening.
- Psychological aspect. Correspondence to the age of memory, speech, thinking. The child should be able to communicate with peers, calmly respond to comments, respect adults, know what is bad and what is good, strive to acquire new knowledge.
- cognitive aspect. There are several groups of knowledge and skills that a future first grader should possess.
- Attention. The child should be able to work according to the model, perform tasks for attentiveness, as well as to search for similarities and differences.
Attention is one of the most significant ways of knowing the world. By the age of 7, voluntary attention is formed. If this does not happen, then the child needs help, otherwise there may be problems with concentration in the classroom.
Tasks for the development of attention in children 6-7 years old
Task 1. "Parts of the body". Parent and child sit opposite each other. The parent points to his body part and pronounces its name, the child repeats. Next, the adult does a trick: shows, for example, an eye, but says that it is an elbow. The child must notice the catch and correctly indicate the part of the body.
Task 2. "Find the differences." One of the most popular games. You should discuss in advance how many differences there are in the selected picture. It is convenient to use a pencil to mark the found elements. If the child cannot find all the differences, you need to tell him what to look for.
For example, in the following picture, you need to find at least 10 differences.
Task 3. "Find a way". The child is asked to answer a question, for example: “Which lane should the bus follow in order for the children to get to school?”
- Mathematics and logical thinking. The child must be able to count from 1 to 10 in direct and reverse order, know the arithmetic signs "+", "-", "=". Also find patterns, group objects according to one attribute, continue logical series, compose a story with a logical conclusion, find an extra object, that is, analyze, synthesize, compare, classify and prove.
Task for the child: count tens
Task for the child: compare numbers, put the sign "greater than", "less than", "equal"
Mathematics is a fundamental factor in intellectual development. At its root lies logical thinking. It, in turn, forms the ability to use logical techniques, as well as to build cause-and-effect relationships and draw conclusions based on them. Therefore, it is so important to start developing logic even at preschool age.
Tasks for smart people
Tasks and games for the development of logic for children 6-7 years old
Developing task number 1. Draw the numbers up to 10 on a blank sheet of paper, draw the number "7" three times and the number "2" three times. Invite the kid to color all the numbers 7 in blue, and the numbers 2 in green. After completing, ask the question: “What numbers are more? How much? Such tasks develop the ability to analyze, generalize and compare. Similarly, you can ask the child to count tennis, handball, basketball and soccer balls, to name which more - less.
Developing logical thinking task number 2. Find an extra vehicle. The child classifies objects on one basis: a bus, a scooter and a car run on fuel. But, of course, you first need to introduce a child of 6-7 years old to the topic "transport", tell and show what types of transport are and who controls them.
Developing task No. 3 . The children are offered the task: “There are as many red notebooks on the shelf as there are blue ones. The number of green and red notebooks is the same. How many notebooks are on the shelf if there are 3 green ones? Such a task develops the ability to analyze, synthesize, compare and streamline their actions.
Development task number 4. You can invite the child to answer questions with a trick. These puzzles are very popular with children. They help develop the imagination.
Masha weighs 20 kg on 1 leg, how much will she weigh on 2 legs?
Which is lighter: a kilogram of down or stones?
How many candies are in the empty bag?
What dishes do you not eat anything from?
5 apples and 3 bananas grew on a birch. How many apples are left if all the bananas have fallen?
At this age, children easily solve problems with a hidden meaning, for example: “The wolf invited piglets, goats and a little red riding hood to his birthday, count how many appetizing guests the wolf invited to his birthday? (you will be surprised how a child of 6-7 years old will quickly answer "11 guests" to this task).
- Memory. You need to be able to recite a poem by heart, retell a small text, memorize 10 pictures.
At 6-7 years old, it is formed arbitrary memory which is necessary for obtaining a large amount of new knowledge at school. Together with figurative memory, verbal-logical memory develops, that is, what was understood is well remembered. Parents can help in the development of memory and prepare for school with the help of properly selected tasks. 
Tasks for the development of the memory of children 6-7 years old
Exercise 1. "Remember and repeat." An adult pronounces any words and asks them to repeat. The number of words is gradually increasing.
Task 2. The child is asked to remember what is shown in the picture. Next, the picture is turned over and questions are asked: “How many people are shown in the picture? What are the children playing? What is grandma doing? What is hanging on the wall? What is mom holding? Does dad have a mustache or a beard?
Task 3. Playing with objects. Arrange toys and objects in a random order. After the child remembers their location, ask to turn away. At this point, remove something and ask: “What has changed?”. This game involves not only memory, but also attention.
- Fine motor skills. The child should be able to properly hold the pen, paint over objects without leaving the contours, use scissors and make applications. The development of fine motor skills is directly related to the development of speech and thinking.
For the development of fine motor skills, you can use finger gymnastics. The child is asked to repeat the actions for the adult. The parent puts his fists on the table, thumbs out to the sides.
“Two friends met at the old well” - the thumbs “hug” each other in turn.
“Suddenly, somewhere, a roar is heard” - fingers tap on the table.
“Friends fled to their homes” - fingers hid in a fist.
“They won’t walk in the mountains anymore” - with the thumb of one hand, you need to press the joints of the other hand.
Such hand exercises are mainly aimed at the thumb, and as you know, its massage has a positive effect on brain function. Therefore, this gymnastics can be performed before classes.
- Speech. The child must make sentences from the proposed words and a story from the picture, distinguish between sounds and letters.
Tasks for the development of speech.
Task 1. The game "Opposites". The parent names the words, the child needs to come up with a word that is opposite in meaning, for example, good - bad, open - close, high - low.
Task 2. The game "If we were artists." A parent with a child draws a small village house. Then he invites him to finish drawing objects that have the sounds “r” or “r” in the word.
- The world. The child needs to know the basic facts about the surrounding objects and phenomena. For example, to know colors, animals, birds, seasons, names and place of work of parents, address. Children receive such knowledge when reading books, during walks, during classes with parents and in kindergarten.
Before you start classes, you need to remember a few rules. Firstly, you should not force the child to study, you need to interest him and then he himself will call you to the table. Secondly, classes should not last long, since a child of 6-7 years old cannot hold attention for more than 25 minutes. And, thirdly, at this age, the main activity is still the game. Child learn by playing. Therefore, most tasks should be presented in a playful way.
Video "Logic tests for children"
Here is the complete archive of the free e-magazine Korablik.
Preschoolers are distinguished by curiosity and aspiration. Boring primers and dry presentation of material repels children from further development. The presented magazine was created for a variety of activities with the child, as a help for parents and educators. Bright pictures and interesting exercises are suitable for children who are preparing to go to school. Cognitive tasks allow you to saturate the developing mind with useful knowledge, without breaking away from the gameplay.
The electronic magazine "Ship" has carefully selected tasks aimed at the comprehensive development of the child. Collected Exercises activate the logical thinking of the baby, allow and put into practice the existing knowledge. Each edition features fun activities that every preschooler will love. Convenient presentation of the material contributes to the rapid memorization of new knowledge.
A fascinating magazine has collected useful material on its pages that can lay the necessary foundation for further learning. Together with interesting exercises, the child will develop in the right direction, train his mind and increase his potential.
Summary of the Ship by Numbers magazine:
Preparing a hand for writing, mathematics, the world around.
Mathematics, logic, the world around.
Preparing hands for writing, thinking.
Mathematics, preparation of the hand for writing.
Preparing a hand for writing, mathematics, logical thinking.
Ship No. 6 (download/view in JPEG format)
The development of motor skills of the hand, mathematics, thinking.
Logic, thinking, memory development.
Ship No. 9 (download/view in JPEG format)
Preparation of the hand for writing, development of speech.
Fundamentals of labor education, logical thinking.
Mathematical representations, motor skills of the hand.
Logical thinking, the world around.
Development of attention, mathematics, logical thinking.
Preparation of the hand for writing, mathematical representations.
The development of speech, mathematics, the world around.
Knowledge of the environment, preparation of the hand for writing.
Mathematics, development of motor skills of the hand.
Classes on the development of speech by compiling sentences and stories.
Environment, fun.
Mathematics for kids: classification.
We develop attention, fine motor skills of children's hands.
Compare objects and develop children's attention.
We develop attention, ingenuity, fine motor skills of the hand, looking for patterns.
We learn to observe, compare and generalize.
We compare objects by their internal characteristics, we solve logical problems.
We teach children the classification of objects.
Classes for the development of intellectual abilities of children 5-6 years old.
Literacy classes for children 5-6 years old.
Articulation gymnastics.
Games and exercises on the theme "Man and his health".
The world around us, ecological education, speech development.
Tasks for the development of thinking in children.
Lessons with letters and syllables.
Children's first steps in mathematics.
Complexes of developing exercises.
Physical education classes for the development of motor creativity of preschoolers.
Mathematics for preschoolers.
Complexes of developing classes for preparing children of senior preschool age for schooling.
We teach children safe behavior, classes on the topic "Winter".
Classes on the topic "Winter".
Math classes for preschoolers.
Tasks for the development of speech of preschool children.
Classes for teaching children to read.
Classes for teaching children 4-5 years old to read through the game.
Reading lessons for 4-5 year olds.
Classes on teaching reading to middle preschool age.
Task cards in mathematics 1st grade.
Classes on the theme "Autumn".
Mathematics, writing.
Exercises for the development of memory, exercises for the development of attention.
Summaries of classes for teaching children 4-5 years old to read and write; exercises for the development of attention, thinking.
Educational exercises for preschoolers.
We develop hand motor skills, develop attention, thinking, mathematics for preschoolers, speech development classes.
Literacy classes, speech development classes.
Riddles games, developing hand motor skills, math problems.
Non-traditional methods of improving children's health, developing logical thinking (lotto), solving crossword puzzles.
Tasks for the development of thinking, tasks for teaching children to read and write, tasks for preparing a child for learning to write.
Cut pictures, crossword puzzles.
Intellectual readiness for school: lessons 1-10.
Intellectual readiness for school: classes 11-21.
Intellectual readiness for school: classes 22-32.
Games and tasks for the development of a child's attention, thinking, memory.
Tasks for preparing the hand for writing (we draw in the cells).
Exercises and tasks in mathematics for elementary grades.
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