The fourth odd one is 6 7 years old. Interactive educational game "The Fourth Wheel"

Didactic game for older preschoolers "The Fourth Wheel"

This game is for children aged 5-7 years to develop thinking, attention and to consolidate general concepts.
Goals:
1. Development of thinking and attention.
2. Consolidation of general concepts: vegetables, fruits; clothes, shoes; wild and domestic animals, food; furniture; insects; land, water, air transport.

Progress of the game:

Show the child the card and say: “Look, there are 4 pictures drawn here, 3 of them fit together, they can be called in one word, and the 4th one is extra. Which one? Why do you think so?

Types of provocations:
- by size
- by color
- according to form
- by style
- by quantity
- according to material
No. 1. Dress, shirt, coat, shoes.

Shoes superfluous, since these are shoes, and the dress, shirt and coat are clothes.
No. 2 Turnips, corn, pear, pepper.

Pear superfluous, since it is a fruit, and turnips, corn and peppers are vegetables.
No. 3. Cucumber, apple, peas. potato.

Apple superfluous, since this is a fruit, and cucumber, peas, potatoes are vegetables.
No. 4. Pear, lemon, pumpkin, apple.

Pumpkin superfluous, since it is a vegetable, and a pear, lemon, apple are fruits.
No. 5. Wolf, squirrel, fox, cow.

Cow superfluous, since she is a domestic animal, and the wolf, squirrel, fox are wild animals.
№6. Cat, bear, hare, tiger.

Cat superfluous, since she is a domestic animal, a bear, a hare, a tiger are wild animals.
No. 7. Kefir, butter, cheese, cookie.

Cookie superfluous, since this is a flour product (bakery), and kefir, butter, cheese are dairy products.
No. 8. Potato, apple, tomato, cabbage.

Apple superfluous, since it is a fruit, and potatoes, tomatoes, cabbage are vegetables.
№9. 3 strawberries, 4 cherries, 4 plums, 4 gooseberries.

3 strawberries, since there are 3 of them, and the rest are 4 each.
No. 10. Bus, trolleybus, tram, watering machine.

Watering machine superfluous, since this is a special equipment, and a bus, trolleybus, tram is passenger transport.
No. 11. Butterfly, bee, 2 beetles, mosquito

2 beetles extra, since there are 2 of them, the rest of the insects: butterfly, bee, mosquito, one each.
No. 12. Chanterelles, fly agarics, porcini mushroom, russula.

Fly agarics unnecessary, since they are not edible, poisonous mushrooms, the rest of the mushrooms can be eaten.
No. 13. Goat, horse, elk, sheep

Elk superfluous, since he is a wild animal, and a goat, horse, sheep are domestic animals.
No. 14. Elk, bear, pig, hare.

Pig superfluous, since she is a domestic animal, and the elk, bear and hare are wild animals.
No. 15. Table, cabinet, sofa, chair.

Sofa superfluous, since it refers to upholstered furniture, table, wardrobe, chair - to wood.
No. 16. Locomotive, helicopter, car, bus.

Helicopter superfluous, since it is air transport, and a steam locomotive, a car and a bus are ground transport.
No. 17. Cow, horse, pig, hedgehog.

Hedgehog superfluous, since he is a wild animal, and a cow, horse and pig are domestic animals.
№18. Airplane, ship, boat, sailboat.

Airplane superfluous, since it is an air transport, and a ship, a sailboat is a water transport.
№19. Carrot, lemon, pear, apple.

Carrot superfluous, since it is a vegetable, and lemon, pear, apple are fruits.
№ 20. Banana, eggplant, potatoes, beets.

Banana, since it is a fruit, eggplant, potatoes, beets are vegetables.

Suggested below word games and exercises promote activation speech development children. These games can be played with children in the kitchen, on the way from kindergarten, getting ready for a walk, going to the store, at the dacha, before going to bed, etc.

1. “Word on the palm of your hand.” Name the words that are in your pocket, on the ceiling, on your face, etc.
2. “What happens?” Match the adjective with a noun that agrees with it in gender, number, and case.
Green -… house, tomato.
Winter -…clothing, fishing.
Homemade -...cookies, task.
3. Tongue twisters - tongue-breakers necessary for the development of clear articulation and diction.
The crow missed the crow.
A weaver weaves fabric for Tanya's dress.
4. "General words."
1. The child must name fruits..., furniture..., birds..., vegetables..., clothes...
2. The child is asked to name in one word: for example, pine, birch, maple - this is...
5. "The fourth wheel."
The child must name what is unnecessary and explain why.
For example: vase - rose - narcissus - carnation.
6. "Count" . We count everything we can
count. Nr: one apple, two apples, three apples, four apples, five apples_.
You can add an adjective: one red apple, two red apples...
five red apples, etc.
7. “Say the opposite.”
The adult names a word, and the child selects the “word opposite”.
Nouns: laughter-..., summer-..., day-..., cold-..., north-..., etc.
Verbs: came-..., dived-...
Adjectives: wide-..., small-..., rich-... etc.
Adverbs: far-..., high-...
8. “Choose a word”
The child is asked to choose a word for any sound, first - any words, and then - according to lexical topic, for example: “Name a fruit whose name begins with the sound A” (orange, apricot, pineapple...)
9. "Big - small."
The child is asked to call him affectionately,
e.g. spoon-spoon, chair-chair, etc. In the topics “Wild and Domestic Animals” these can be the names of cubs, or there can also be endearing words: little fox, bunny, little cow.
10. “Guess the riddle.”
Riddles teach children to think figuratively. Encourage children to guess them as often as possible.
No.: “Round side, yellow side, a bun is sitting on a bed. What is this?" (Turnip).
Give children descriptive riddles, for example: This is a vegetable that grows in the garden, round, red, sweet in taste, they put it in salads. (Tomato)
11. “Name which one...” Formation of adjectives. For example, juice is made from apples, which means it is apple, apple jam is apple, etc.
12. “Think and answer.” Offer children verbal logic problems.
For example: Who is more in the forest: fir trees or trees?
13. “Choose a word” . Bird - feathers. Fish - ... Cucumber is a vegetable. Chamomile - …
14. “Tell a poem.”
Memorize poems with your children, they develop memory and thinking.
"Tell a story." Read fairy tales to children, talk about the content, role-play fairy tales, draw pictures based on fairy tales.

Marina Pashina
Interactive didactic game"The Fourth Wheel"

Explanatory note to the electronic manual

« Fourth wheel»

This electronic manual was made in Power Point

Interactive educational game« « Fourth wheel» designed for older children.

Relevance.

Experts note that game to a certain extent, it is one of the ways to understand the world around us, especially when children use the game as a reflection of reality. Currently, a separate place in educational DOW process dedicated to computer didactic games. Colorful and dynamic computer programs, musical arrangement, game uniform, allows the baby play enthusiastically, experience the joy of learning, discover new things. Interactive didactic games contribute to all-round development creative personality child. At a preschooler develops: perception, hand-eye coordination, imaginative thinking; cognitive motivation, voluntary memory and attention; the ability to build an action plan, accept and complete a task.

Multimedia didactic game« Fourth wheel» has developmental significance for children. It promotes development cognitive processes. Can be used to exercise directly educational activities with children in preschool educational institutions, and also for individual work teachers and parents with preschoolers. Trains visual-figurative thinking, verbal-logical thinking, active vocabulary. Children consolidate the ability to group and classify objects using game exercises.

The teacher shows the children a slide show of four different objects. Children must name extra extra extra item.

Having completed all the tasks correctly, the child will see the inscription “Well done, guys!”

This manual consists of 19 slides.

Thanks to this presentation, children can easily learn to classify and generalize objects. Computer game for a child it is almost always a pleasure, he plays with passion and perceives the game as relaxation. It is this fact that makes computer games an indispensable mentor for raising and educating a child, without extra moralizing without causing protest or boredom. This means that the skills and attitudes that emerged through the game will remain in active memory for a long time.

Purpose of the game.

Strengthen the ability to find why he extra

1. Develop verbal and logical thinking, the ability to classify, compare, generalize, establish cause-and-effect, logical connections.

2. Develop visual perception.

3. Develop monologue and dialogic speech.

4. Cultivate attentiveness, the ability to accurately follow instructions, and concentration.

Abstract interactive didactic

games « Fourth wheel»

Program content: Strengthen the ability to find fourth extra item and explain why is he extra, expand ideas about the features of the objects around us, systematize children’s knowledge about the objects of their immediate environment. Cultivate mindfulness. Develop: ability to classify objects according to general characteristics, verbal and logical thinking

Material and equipment: projector, laptop, presentation of pictures « Fourth wheel»

Game description: The teacher shows the children a slide show of four different objects. Children must name extra picture and justify your point of view. On each slide there is an image of four objects, one of them extra. By clicking the mouse, the child must select extra item.

1 slide - name of the game and goal

2 slide the child sees pictures in front of him with image: apple, pear, apricot, cucumber. The teacher asks which picture extra and why.

Child's answer: cucumber, because it is a vegetable. Apple, pear, apricot fruits. The child clicks the mouse and disappears extra picture.

3 slide - the child sees pictures in front of him with the image birds: turkey, duck, rooster, swan. The teacher asks which picture extra and why.

Child's answer: swan, because it is a wild bird, and turkey, duck, rooster are domestic. The child clicks the mouse and disappears extra picture.

4 slide the child sees pictures with the image animals: fox, wolf, bear, cat. The teacher asks which picture extra and why.

Child's answer: a cat, because it is a domestic animal, and a fox, a bear and a wolf are wild, they live in the forest. The child clicks the mouse and disappears extra picture.

5 slide - the child sees pictures in front of him with the image flowers: forget-me-nots, dandelions, cornflowers, iris. The teacher asks a question, which flower superfluous and why.

Child's answer: iris, because it is a garden flower, and forget-me-nots, dandelions, cornflowers are wildflowers. The child clicks the mouse and disappears extra picture.

6 slide - the child sees in front of him pictures of insects and birds. The teacher asks which picture extra and why.

Child's answer: a bird, because beetles are insects. The child clicks the mouse and disappears extra picture.

7 slide the child sees in front of him pictures depicting warm clothes and a sundress. The teacher asks which picture extra and why.

Child's answer: a sundress, because it is summer clothing, a jacket with a fur collar, a fur coat, a coat is winter clothing. The child clicks the mouse and disappears extra picture.

8 slide - the child sees pictures of trees in front of him. The teacher asks the question which tree unnecessary and why.

Child's answer: apple tree, because it is a fruit tree. The child clicks the mouse and disappears extra picture.

Slide 9 - the child sees in front of him pictures of shoes and a hat. The teacher asks what subject superfluous and why.

Child's answer: a hat, because it is a headdress, and sandals, boots, shoes are shoes. The child clicks the mouse and disappears extra picture.

Slide 10 - the child sees in front of him pictures of nuts and raspberries. The teacher asks a question which subject superfluous and why.

Child's answer: raspberries, because they are berries, and acorns, walnuts and hazelnuts are nuts. The child clicks the mouse and disappears extra picture.

Slide 11 - the child sees in front of him an image of furniture and household appliances. The teacher asks a question which subject superfluous and why.

Child's answer: iron, because it is a household appliance, and a sofa, wardrobe, chair is furniture. The child clicks the mouse and disappears extra picture.

Slide 12 - the child sees 4 types of mushrooms in front of him. The teacher asks what subject superfluous and why.

Child's answer: fly agaric is a poisonous mushroom, and the rest of the mushrooms are edible. The child clicks the mouse and disappears extra picture.

Slide 13 - the child sees 4 types of transport in front of him. The teacher asks a question which subject superfluous and why.

Child's answer: plane, because it is air transport, and a bus, train, bicycle is ground transport. The child clicks the mouse and disappears extra picture.

14 slide the child sees an image of trees in front of him. The teacher asks the question which tree unnecessary and why.

Child's answer: birch, because it is a deciduous tree, and spruce, thuja, and pine are coniferous trees. The child clicks the mouse and disappears extra picture.

Slide 15 - the child sees in front of him an image of dishes and toys. The teacher asks a question which subject superfluous and why.

Child's answer: spinning top, because it is a toy, and a plate, pan and cup are dishes. The child clicks the mouse and disappears extra picture.

Slide 16 - the child sees an image of fruit in front of him. The teacher asks a question which subject superfluous and why.

Child's answer: grapes are not a tropical fruit, but lemon, pineapple, orange are tropical fruits. The child clicks the mouse and disappears extra picture.

Slide 17 - the child sees an image of animals in front of him. The teacher asks what animal unnecessary and why.

Child's answer: A squirrel lives in the forest, and a tiger, an elephant, a giraffe are exotic animals. The child clicks the mouse and disappears extra picture.

Slide 18 - the child sees in front of him an image of instruments and a phonendoscope. The teacher asks what subject superfluous and why.

Child's answer: phonendoscope - a doctor uses it in a hospital to listen to a patient to determine whether a person is healthy or not, and the rest of the items are tools, they are needed to build and repair. The child clicks the mouse and disappears extra picture.

Slide 19 - having completed all the tasks correctly, the child will see the inscription “Well done, guys!” with clapping hands emoji.

OPTION 1.

Source: Zabramnaya S. D. "From diagnosis to development." - /Materials for the psychological and pedagogical study of children in preschool institutions M.: New school, 1998 - 144 p.

Objectives of the study
Analytical-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is studied. Ability to make generalizations. Logical validity and purposefulness. Clarity of presentation. Using help.

Equipment
Three drawings of varying complexity.
In the figure (APPENDIX 1) there are three squares, each with four figures, one of which does not fit according to one characteristic (size, color, shape). Offered to children from 5 years old.
In the figure (APPENDIX 2) there are three squares, each with four objects: three from one generic group, and the fourth from another generic group. Offered to children from 6 years old.
In the figure (APPENDIX 3) there are three squares, each with four word-concepts, one of which does not fit. Offered to children from 7 years old.

Procedure
APPLICATIONS 1, 2, 3 are offered in turn.

When working with APPENDIX 1, the instruction is: “Tell me what doesn’t fit here?”
When working with APPENDIX 2, they first ask you to name what is drawn, and then ask: “What doesn’t fit here?” Help: “There are three objects (pictures) that are somewhat the same, but one doesn’t fit. Which one?”
When working with APPENDIX 3, the researcher himself reads the words, and then asks the child to name the word that does not fit the others. If the answer is correct, they are asked to explain the choice.

Analysis of results

Children with normal mental development understand the purpose of the task and independently identify the feature that distinguishes the figure from the rest. Give a verbal justification for the principle of identifying a figure. When working with pictures, they are also able to make an independent generalization and justify the selection of an inappropriate picture. When highlighting concept words, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age varies among children. Some immediately identify essential signs, others pay attention to secondary signs. This indicates insufficient development higher levels generalizations. However, in children with normal mental development there are no cases of inadequate performance of this task.

Children are mentally retarded do not understand instructions and do not complete tasks independently. By the age of 6-7 years, they visually distinguish size and color, but find it difficult to make verbal generalizations even with leading questions. The task (APPENDIX 3) is not available to them at this age.

Delayed children mental development understand the instructions and complete the tasks (APPENDIX 1). The task (APPENDIX 2) to establish clan groups and justify them is difficult. Organizational assistance is effective. Work with the selection of words and concepts (APPENDIX 3) is carried out with leading questions, repeated readings, and clarifications. Children have difficulty explaining the principle of selection. They have the greatest difficulties with verbal justification.

APPENDIX 1.

APPENDIX 2.

APPENDIX3.

OPTION 2.

Source: Nemov R. S. "Psychology in 3 volumes." - M.: VLADOS, 1995. - Volume 3, page 148.

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative and logical thinking, mental operations of analysis and generalization in a child. In the method, children are presented with a series of pictures (APPENDIX 4), which present different objects, accompanied by the following instructions:
“In each of these pictures, one of the four objects depicted in it is the odd one out. Look carefully at the pictures and determine which item is superfluous and why.”
3 minutes are allotted to solve the problem.

Evaluation of results

10 points- the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are extra.
8 —9 points- the child correctly solved the problem in a time from 1 minute to 1.5 minutes.
6 —7 points— the child completed the task in 1.5 to 2.0 minutes.
4 —5 points— the child solved the problem in a time from 2.0 to 2.5 minutes.
2 —3 points- the child solved the problem in a time from 2.5 minutes to 3 minutes.
0—1 point- the child did not complete the task in 3 minutes.

Conclusions about the level of development

10 points- very tall
8 —9 points- high
4 —7 points- average
2 —3 points- short
0 - 1 point - very low

APPENDIX 4 A.

APPENDIX 4 B. Additional materials to the “What’s extra?” method

OPTION 3.

Source: Almanac psychological tests- M.: KSP, 1996 - 400 p.

To conduct the study, you will need forms of the “Exclusion of Superfluous” technique, which allows you to assess the test subject’s ability to generalize and identify essential features. The technique consists of series, each series contains 4 words. (2 options offered). The experimenter must have a stopwatch and a protocol for recording responses.

Material: A form with a printed series of four to five words.

Instructions and progress: I present the form to the subject and say: “Here, on each line, five (four) words are written, of which four (three) can be combined into one group and given a name, and one word does not belong to this group. He needs to be found and eliminated (crossed out).”

Form for verbal version

OPTION 1.
1. Table, chair, bed, floor, closet.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pliers, saw, nail, axe.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, be indignant, be indignant, understand.
16. Success, failure, luck, winning, peace of mind.
17. Bold, courageous, determined, angry, courageous.
18. Football, volleyball, hockey, swimming, basketball.
19. Robbery, theft, earthquake, arson, assault
20. Pencil, pen, drawing pen, felt-tip pen, ink.;

OPTION 2.
1) book, briefcase, suitcase, wallet;
2) stove, kerosene stove, candle, electric stove;
3) watch, glasses, scales, thermometer;
4) boat, car, motorcycle, bicycle;
5) plane, nail, bee, fan;
6) butterfly, caliper, scales, scissors;
7) wood, bookcase, broom, fork;
8) grandfather, teacher, father, mother;
9) frost, dust, rain, dew;
10) water, wind, coal, grass;
11) apple, book, fur coat, rose;
12) milk, cream, cheese, bread;
13) birch, pine, berry, oak;
14) minute, second, hour, evening;
15) Vasily, Fedor, Semyon, Ivanov.

INTERPRETATION:

SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION

Number of points		Characteristics of problem solving
		The subject correctly and independently names the generic concept to designate:
5 ---	---- 5
		First he names the generic concept incorrectly, then he corrects the mistake:
4 ---	---- 4	1) to designate objects (words) combined into one group; 2) to designate an “extra” object (word).
		Independently gives a descriptive characteristic of the generic concept to denote:
2,5 ---	--- 2,5	1) Objects (words) combined into one group; 2) an “extra” object (word).
		The same, but using the researcher to indicate:
1 ---	--- 1	2) an “extra” object (word).
		Cannot define a generic concept and does not know how to use help to designate
0 ---	--- 0	1) objects (words) combined into one group; 2) an “extra” object (word).

If the subject copes with the first three to four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision or choose a name for a group of objects, then we can draw a conclusion about his intellectual
insufficiency.
If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects are somehow involved), then this is an indicator of concrete thinking, the inability to build generalizations based on essential characteristics.

APPLICATION.