Eleonora Ryabkova
Club program« Color logic»
Compiled by the teacher: Ryabkova E. V
EXPLANATORY NOTE
"subject" "in a spiral" Program presents a system of activities organized in an entertaining way game form, which does not tire the child and promotes better memorization of mathematical concepts. During math classes mug Problems such as jokes, riddles, and development tasks are actively used children's logical thinking, exciting games and exercises with numbers, signs, geometric shapes. The plot of the classes and specially selected tasks contribute to the development of mental processes (attention, memory, thinking, motivate the child’s activity and direct his mental activity to find ways to solve the assigned problems. During the classes, riddles of mathematical content are used, which provide invaluable assistance in the development of independent thinking and skills prove the correctness of judgments, mastery of mental operations. Much attention is paid to children’s independent work and activation of their vocabulary. Children must not only remember and understand the proposed material, but also try to explain what they understand. Important personality qualities necessary in school: independence, intelligence, resourcefulness, observation, perseverance is developed.
The importance of educational games for the development of preschoolers, their diversity and age-appropriateness allows them to be used to solve this problem - the mental development of preschoolers. Designed for this purpose mug program« Color logic» . Name mug reflects the main activity on it - the use of modern educational games, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc. Let's look at some of them below.
Voskobovich's games. The basic principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. Voskobovich's games "Geokont", "Game Square" (now it is "Voskobovich Square", "Folds", " Color clock" immediately attracted attention. Every year there were more and more of them - "Transparent Square", "Transparent Number", "Dominoes", "Planet of Multiplication", the "Miracle Puzzles" series, "Math Baskets". The first ones also appeared methodological tales.
Dienesh logic blocks(LBD)- a set of shapes that differ from each other color, shape, size, thickness. In the process of various actions with logical blocks(splitting, laying out according to certain rules, rebuilding, etc.) children master various thinking skills that are important both in terms of pre-mathematical preparation and from the point of view of general intellectual development. These include the skills of analysis, abstraction, comparison, classification, generalization, encoding-decoding, as well as logical operations"Not", "And", "or". In specially designed games and exercises with blocks, children develop basic algorithmic thinking skills and the ability to perform actions in their minds. By using logical blocks children train attention, memory, perception.
H. Cuisenaire's sticks. By using colored sticks X. Cuisenaire develops activity and independence in the search for ways to act with material, ways to solve mental problems. Main features of this didactic material- abstractness, versatility, high efficiency. X. Cuisenaire's rods best correspond to the monographic method teaching numbers and counting.
H. Cuisenaire's sticks as a didactic tool fully correspond to the specifics and characteristics of elementary mathematical representations, formed in preschoolers, as well as their age capabilities, the level of development of children's thinking, mainly visual-effective and visual-figurative. A child’s thinking reflects, first of all, what is first accomplished in practical actions with specific objects. Working with sticks allows you to translate practical, external actions into the internal plane, to create a complete, clear and at the same time quite generalized idea of the concept.
Nikitin's games. Nikitin’s educational creative games have their main feature - to combine one of the basic principles of learning “from simple to complex.” With a very important principle creative activity- “independently according to ability.” This union made it possible to solve several problems in the game related to the development of creative abilities: Nikitin’s games can stimulate the development of creative abilities from the very beginning early age; tasks-steps of Nikitin’s games always create conditions that advance the development of abilities; a child develops most successfully if he independently tries to solve the most difficult problems for him each time; Nikitin's games can be very diverse in their content and, moreover, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity; By playing Nikitin’s games with their children, mothers and fathers, unnoticed by themselves, acquire a very important skill - to restrain themselves, not to interfere with the child’s thinking and making decisions, not to do for him what he can and should do himself. Nikitin's educational games include the game "Unicube", "Fold a square", "Fractions", "Cubes for everyone", "Fold the pattern".
Puzzles and labyrinths. These types of games contribute to the development logical thinking, attention and resourcefulness.
At the core program lies in the idea that that every year of a child’s life is decisive for the formation of certain mental neoplasms. According to the features cognitive activity preschool children, program mainly ensures development cognitive processes.
Changes in the socio-economic sphere of public life have confronted many countries of the world, including Russia, with the need to reform the educational system. IN modern conditions One of the priority areas of educational policy is the development of additional education for children. Additional education can be considered as a special educational space where many relationships are objectively defined, where special educational activities of various systems for training, education and development of the individual are carried out, where the processes of self-learning, self-education and self-development are formed, where the self-realization of the individual is actually carried out. Additional education for children cannot be considered as some kind of appendage to basic education, performing the function of expanding the capabilities of educational standards. Its main purpose is to satisfy the constantly changing individual sociocultural and educational needs of children.
All modern programs and technologies preschool education puts forward as the main task the comprehensive development of the child’s personality, which is ensured by the unity of mental, moral, aesthetic and physical education. The tasks of mental education are sometimes understood in a simplified manner, limited to the desire "invest" in preschoolers as much knowledge as possible about surrounding. But that's not the point "much knowledge". It is much more important to develop in a child the general abilities of cognitive activity - the ability to analyze, compare, generalize, and also to ensure that he develops a need to acquire new knowledge and master the ability to think.
One of the means of mental development of a child is educational games. They are important and interesting for children, varied in content, very dynamic and include children’s favorite manipulations with gaming material, which can satisfy the child in motor activity, movement, helps children use counting, and controls the correct execution of actions.
The principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. In every game the child always achieves something "subject" result. Constant and gradual complication of games ( "in a spiral") allows you to maintain children's activity in the zone of optimal difficulty. Educational games create conditions for creativity and stimulate the development of the child’s mental abilities. The adult can only use this natural need to gradually involve the children in more complex forms of play activity.
The importance of educational games for the development of preschoolers, their diversity and age-appropriateness allows them to be used to solve this problem of the mental development of preschoolers. Designed for this purpose mug program« Color logic» . Name mug reflects the main direction of activity on it. The use of modern educational games by V.V. Voskobovich, B.P. Nikitin, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc.
Budget preschool educational institution
"Kindergarten No. 330 combined type"
Program
for additional education
for preschool children
“Young Intellectual” (Mathematics + Logic)
Educator:
Bratukhina L.S.
Omsk
Explanatory note
Effective development of the intellectual abilities of preschool children is one of the urgent tasks of our time. Children with developed intelligence remember material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school.
Mathematics plays an important role in the intellectual development of a child. It sharpens the mind, develops flexibility of thinking, and teaches logic. The child acquires his first mathematical experience in a variety of everyday activities.
Logical-mathematical thinking is formed on the basis of figurative thinking and is the highest stage of development of thinking.
Having mastered logical operations, an older preschooler will become more attentive, learn to think clearly and clearly, be able to concentrate on the essence of the problem at the right moment, and convince others that he is right. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction. For a better and faster process of teaching an older preschooler logical operations, didactic games and exercises are needed.
The formation of logical techniques is an important factor that directly contributes to the development of the thinking process of an older preschooler. Almost everything psychological research devoted to the analysis of the methods and conditions for the development of a child’s thinking, are unanimous that methodological guidance of this process is not only possible, but also highly effective, i.e., when organizing special work on the formation and development of logical thinking techniques, there is a significant increase in the effectiveness of this process regardless from the initial level of child development.
Purpose of the program:
1. Development of logical thinking of preschool children at the elementary level through techniques of comparison, generalization, classification, systematization and semantic correlation.
2. To promote the formation and development of the simplest logical structures of thinking in preschoolers through specially organized classes.
Program objectives:
Educational:
develop children’s mental abilities through mastering the actions of substitution and visual modeling;
learn to form a group of individual objects, divide them by characteristic features and purpose;
teach to classify objects on various grounds;
learn to compare objects and images;
learn to correlate a schematic image with real objects;
develop quick thinking;
encourage you to draw your own conclusions;
learn to answer questions in detail and draw conclusions;
learn to establish cause-and-effect relationships.
Educational:
development of thinking skills - compare, analyze, classify, generalize, abstract, encode and decode information;
mastering basic skills of algorithmic culture of thinking;
development of cognitive processes of perception of memory, attention, imagination;
development of creative abilities.
developing the ability to group objects by color and size;
development of the ability to distinguish and name in the process of modeling
geometric shapes, silhouettes, objects and others.
consolidate the ability to establish a correspondence between the number of objects and numbers.
compilation geometric shapes from sticks and transforming them. Drawing figures, symbolic images from geometric shapes in a checkered notebook.
Educational:
the possibility of combining children’s independent activities and their varied interactions with each other when mastering mathematical concepts.
education and development of responsibility, perseverance in overcoming difficulties, coordination of eye movements and fine motor skills of the hands, actions of self-control and self-esteem.
Program type: The “Young Mathematician” program is a program of educational and research orientation, which is based on the program of K.V. Sheveleva “Formation of elementary mathematical concepts in preschool children”
The principles underlying the program:
the principle of integration of educational areas in accordance with the age capabilities and characteristics of children;
the formation of mathematical concepts based on children’s perceptual actions, the accumulation of sensory experience and its comprehension;
the use of diverse and varied didactic material that allows one to generalize the concepts of “number”, “set”, “form”;
stimulating active speech activity children, speech accompaniment of perceptual actions;
the possibility of combining children’s independent activities and their varied interactions when mastering mathematical concepts;
Expected results:
Development in children of senior preschool age of their intellectual and creative abilities through the development of logical and mathematical concepts (properties, relationships, connections, dependencies) and methods of cognition (comparison, ordering, grouping, seriation, classification). The child masters basic logical operations. Able to mentally establish similarities and differences between objects based on essential characteristics. Able to combine and distribute objects into groups. Fluently operates with generalizing concepts. Able to mentally divide a whole into parts and form a whole from the parts, establishing a connection between them. The child finds patterns in phenomena and knows how to describe them. Can make inferences using judgments. Able to navigate in space and on a sheet of paper. The child has a fairly large vocabulary and a wide range of everyday knowledge. He is observant, attentive, diligent, interested in the results of his work. Possesses cooperation skills and can work in pairs and small groups.
The “Young Mathematician” program will be implemented within the framework of a mathematics club for children aged 4-7 years in groups. Group 1 - average (4-5 years) Group 2 - senior group(5-6 years old) Group 3 – preparatory (6 – 7 years old) The program lasts one year. To successfully master the lesson program, the number of children in the circle group is 10 people. The duration of the lesson is 20 – 35 minutes. Classes are held 8 times a month from October to May.
NOD SCHEDULE
Conditions for the program:
availability of material and technical support;
systematic visits to the “Young Mathematician” circle
Forms and methods
In the process of activity, various forms are used: traditional, combined and practical classes, games, competitions, and others.
Activity held:
frontal (simultaneous work with all children)
individual-frontal (alternating individual and frontal forms of work)
subgroups (organization of work in a microgroup)
individually (individual completion of tasks, problem solving).
Methods:
For development cognitive abilities and cognitive interests of preschoolers, teachers use the following methods:
elementary analysis (establishing cause-and-effect relationships);
comparison;
modeling and design method;
question method;
repetition method;
solving logical problems;
experimentation and experiments
Among techniques, used in the process of implementing circle activities that enhance learning motivation should be called:
Individualization and activation of learning;
Games and game situations.
Club classes for preschoolers are conducted in a playful way, since the leading activity of preschoolers is play. Guided by one of the principles of the Federal State educational standard- the program is implemented using various forms specific to the children of a given age group and above all in the form of a game.
Game with educational elements, interesting to a child, will help in the development of the cognitive abilities of a preschooler. Such a game is a didactic game.
Didactic games for the formation of mathematical concepts and the development of logical operations used in the program can be divided into the following groups: 1. Games with numbers and figures 2. Time travel games 3. Games for orientation in space 4. Games with geometric shapes 5. Logical games thinking
Technical equipment classes
Equipment:
Easel
Posters
Circuit Demo Cards
Individual circuit cards
CD and audio material
Record player
Integration of educational areas:
“Cognitive development”: development of cognitive abilities (attention, memory, perception, thinking, imagination) and thinking operations; teach to establish cause-and-effect relationships, develop volition. To consolidate children's knowledge about careful handling of objects of living and inanimate nature.
“Speech development”: encourage the desire to ask questions, logically building your judgment. Continue to develop and activate children's vocabulary. Reading and discussion with children works of art, consonant with the theme of the GCD circle.
“Physical development”: monitor the development of correct posture. Ensure normal temperature conditions in the room and regular ventilation; develop the ability to follow the basic rules of games and navigate in space.
“Socio-communicative development”: to provide conditions for further moral education of children. Develop a friendly attitude towards each other and others. Encourage children to independently carry out basic assignments (prepare material for GCD, arrange tables, distribute workbooks).
“Artistic and aesthetic development”: consolidate the ability to color a given object, picture, logical coloring along the contour, evenly applying strokes, develop fine motor skills. To form emotional responsiveness to a piece of music used in physical exercises.
Educational -- thematic plan
| Subject | Number of classes | Time |
||||||||||
| Theoretical | Practical |
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Long-term plan (4 – 5 years)
Long-term plan (5-6 years)
Long-term plan (6 -7 years)
| 3-4 lesson - Number 20 Number range 0 – 20 - Ordinal counting - "Schematization" - Cuisener Sticks | Introduction to the formation of the number 20. Exercise in writing the number 20. Consolidation of ordinal counting Develop the ability to identify and abstract properties, the ability to “read a diagram”, consolidate ordinal counting skills | “FEMP for preschoolers 6 - 7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V Kusener’s sticks |
Methodological support for the “Young Mathematician” circle program
1. K.V. Shevelev Program “Formation of elementary mathematical concepts in preschool children” - M.; Yuventa, 2012 2. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 4-5 years old” M.; Yuventa, 2013
3.K.V. Shevelev “Counting to 10.” Workbook for children 4-5 years old - M.; Yuventa, 2013
4. K.V. Shevelev “Journey to the World of Logic” Workbook for children 4-5 years old - M.; Yuventa, 2015 5. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5 – 6 years old” M.; Yuventa, 2013
6. K.V. Shevelev “I think, I think, I compare” Workbook for children 5-6 years old - M.; Yuventa, 2013 7. K.V. Shevelev “Formation of mathematical abilities” Workbook for children 5-6 years old - M.; Yuventa, 2014 8. K.V. Shevelev “Logic, comparison, counting” Workbook for children 5-6 years old - M.; Yuventa, 2016 9.K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5-6 years old” Yuventa, 2013 10. K.V. Shevelev “I count to 20” Workbook for children 6-7 years old - M.; Yuventa, 2013 11. K.V. Shevelev “Developmental tasks” Workbook for children 6-7 years old - M.; Yuventa, 2016 12. Grishechkina N.V., 365 best educational games for children 5-7 years old for every day. - Yaroslavl, Development Academy, 2010.
13. E.V. Kolesnikova “I solve logical problems: Mathematics for children 5-7 years old” - M.: TC Sfera, 2015
14. Z.A. Mikhailova, E.A. Nosova “Logico - mathematical development preschoolers: games with Dienesh logic blocks and Cuisenaire colored sticks" St. Petersburg: LLC "CHILDREN'S PRESS PUBLISHING HOUSE" 2015. -128s.15. V. Voskobovich, T. Kharko. Gaming technology intelligently creative development preschool children 3-7 years old “Fairy tale labyrinths games - M., 2003
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Transcript
1 Program for the developmental circle “Entertaining Logic” (for children in the preparatory group) TEACHER Natalya Vladimirovna Troitskaya Explanatory note. CONTENTS Why does a little preschooler need logic? According to L.A. Wenger, “for five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually become acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world All this will be beneficial mental development child only if the education is aimed at developing mental abilities, those abilities in the field of perception, imaginative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties." The skills acquired by the child in the preschool period will serve the foundation for acquiring knowledge and developing abilities at an older age in school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to solve problems; completing the exercises will require a lot of time and effort. As a result, the child’s health may suffer, and interest in learning may weaken or disappear altogether. Having mastered logical operations, the child will be more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right moment. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction. This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality. Working with preschoolers on the development of cognitive processes, you come to the conclusion that one of the necessary conditions for their successful development and learning is consistency, i.e. a system of special games and exercises with consistently developing and increasingly complex content, with didactic tasks, game actions and rules. Individual games and exercises can be very interesting, but using
By taking them outside the system, it is impossible to achieve the desired educational and developmental result. Relevance For successful completion of the program schooling The child needs not only to know a lot, but also to think consistently and convincingly, guess, show mental effort, and think logically. Teaching the development of logical thinking is of no small importance for the future student and is very relevant today. Mastering any method of memorization, the child learns to identify a goal and carry out certain work with the material to realize it. He begins to understand the need to repeat, compare, generalize, and group material for the purpose of memorization. Teaching children classification contributes to the successful mastery of a more complex method of memorizing semantic groupings that children encounter at school. Using the opportunities for developing logical thinking and memory in preschoolers, we can more successfully prepare children to solve the problems that schooling poses to us. The development of logical thinking includes the use of didactic games, ingenuity, puzzles, solving various logic games and labyrinths and is of great interest to children. In this activity, children develop important personality traits: independence, resourcefulness, intelligence, perseverance, and constructive skills. Children learn to plan their actions, think about them, guess in search of a result, while showing creativity. Working with children, you can notice that many children cannot cope with seemingly simple logical tasks. For example, most children of senior preschool age cannot correctly answer the question of what is more: fruits or apples, even if they have in their hands a picture in which fruits are drawn, a lot of apples and a few pears. Children will answer that there are more pears. In such cases, they base their answers on what they see with their own eyes. They are “let down” by imaginative thinking, and children by the age of 5 do not yet master logical reasoning. In older preschool age, they begin to exhibit elements of logical thinking, characteristic of schoolchildren and adults, which need to be developed in identifying the most optimal methods for developing logical thinking.
3 Games of logical content help to cultivate cognitive interest in children, promote research and creative search, the desire and ability to learn. Didactic games are one of the most natural activities for children and contribute to the formation and development of intellectual and creative manifestations, self-expression and independence. The development of logical thinking in children through didactic games is important for the success of subsequent schooling, for the correct formation of the student’s personality and in further education will help to successfully master the basics of mathematics and computer science. Purpose of the program: Creating conditions for the maximum development of logical thinking of preschoolers in preparation for successful learning at school. Objectives of the program: To teach children basic logical operations: analysis, synthesis, comparison, negation, classification, systematization, limitation, generalization, inferences To teach children to navigate in space To develop in children higher mental functions, the ability to reason, to prove To instill a desire to overcome difficulties, confidence in oneself, the desire to come to the aid of a peer. Timing of the program, age of children, forms of classes. Duration of the program: 1 year. The program is designed for children of the preparatory group. The program provides for club classes in various forms: Individual independent work of children. Work in pairs. Group forms of work. Differentiated. Frontal inspection and control. Self-assessment of completed work.
4 Didactic game. Competition. Competitions. Stages of program implementation Technology of activity is built in stages: - Diagnosis of the initial level of development of cognitive processes and monitoring their development. - Planning the means by which one or another quality can be developed (attention, memory, imagination, thinking), taking into account the individuality of each child and existing knowledge - Building an interdisciplinary (integrated) basis for teaching a developmental course. - Gradual complication of the material, a gradual increase in the amount of work, increasing the level of independence of children. - Familiarization with the elements of theory, training in methods of reasoning, independent argumentation of choice. - Integration of knowledge and methods of cognitive activity, mastery of its generalized techniques. - Evaluation of the results of the developmental course according to developed criteria, which should include the child (self-esteem, self-control, mutual control). Program content Short description sections and topics of classes (sections correspond to a specific logical operation that children will learn in class): 1. Analysis synthesis. The goal is to teach children to divide the whole into parts, to establish connections between them; learn to mentally connect parts of an object into a single whole. Games and exercises: finding a logical pair (cat, kitten, dog? (puppy)). Adding to the picture (pick up a patch, add a pocket to the dress). Search for opposites (light heavy, cold hot). Working with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes. 2. Comparison. The goal is to teach to mentally establish the similarities and differences of objects according to essential features; develop children's attention and perception. Perfect
5 to develop orientation in space. Games and exercises: consolidation of concepts: big small, long short, low high, narrow wide, higher lower, further closer, etc. Operating with the concepts “same”, “most”. Search for similarities and differences in 2 similar pictures. 3. Limitation. The goal is to teach how to identify one or more objects from a group according to certain characteristics. Develop children's observation skills. Games and exercises: “circle only the red flags with one line”, “find all non-round objects”, etc. Eliminating the fourth wheel. 4. Generalization. The goal is to teach how to mentally combine objects into a group according to their properties. Help enrich vocabulary and expand children’s everyday knowledge. Games and exercises for operating with general concepts: furniture, dishes, transport, vegetables, fruits, etc. 5. Systematization. The goal is to teach to identify patterns; expand children's vocabulary; learn to tell from a picture, retell. Games and exercises: magic squares (pick up the missing part, picture). Compiling a story based on a series of pictures, arranging the pictures in a logical sequence. 6. Classification. The goal is to teach how to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them. 7. Conclusions. The goal is to teach using judgments to draw conclusions. Help expand children's everyday knowledge. Develop imagination. Games and exercises: searching for positive and negative things in phenomena (for example, when it rains, it nourishes the plants, this is good, but the bad thing is that in the rain a person can get wet, catch a cold and get sick). Assessing the correctness of certain judgments (“the wind blows because the trees sway.” Right?). Solving logical problems. Expected results Expected results: Children should know: the principles of constructing patterns, the properties of numbers, objects, phenomena, words; principles of the structure of puzzles, crosswords, chainwords, labyrinths;
6 GCD 2. September GCD 1. September 1 week antonyms and synonyms; names of geometric figures and their properties; the principle of programming and drawing up an algorithm of actions. Children should be able to: identify patterns and complete a task according to this pattern, classify and group objects, compare, find general and specific properties, generalize and abstract, analyze and evaluate their activities; by reasoning, solve logical, non-standard problems, perform creative search, verbal, didactic, numerical tasks, find answers to mathematical riddles; answer questions quickly and correctly during warm-up; perform tasks for training attention, perception, memory; perform graphic dictations; be able to navigate the schematic representation of graphic tasks; be able to set a goal, plan stages of work, and achieve results through one’s own efforts. PERSPECTIVE THEMATIC PLAN FOR THE “ENTERTAINING LOGIC” CLUB Topic Objectives Deadlines - Learn to divide a square into 2-4 parts, compare parts. - Improve counting skills in direct order regardless of the size and location of objects. - Strengthen the ability to transform geometric shapes using Dienesh blocks. (B.D.) - Fix the seasons: autumn months - Learn to use the signs =,<, >, comparing groups of objects, numbers on a visual basis. Series by quantity. - Improve the ability to navigate on a sheet of paper in a square (upper left corner, center, etc.) - Strengthen the reconstruction of geometric shapes according to their presentation and description. - Fix the sequence of days of the week.
7 GCD 8. October GCD 7. October 3 week GCD 6. October GCD 5. October 1 week GCD 4. September GCD 3. September 3 week - Teach the composition of numbers 2 and 3 from two smaller ones. - Improve the skill of dividing a square into 2 8 parts, comparing parts, seriation. - Strengthen the skill of measuring various quantities with a conventional measure (measuring length). - Strengthen the ability to designate a geometric figure using symbols, coding B.D. - Learn to count backwards, determine the place of a number in a number series. - Improve the ability to perform operations on sets: partitioning, classification. - Strengthen the ability to compare by the number of groups of objects using signs<, >,=. - Strengthen counting skills (counting, recounting, ordinal counting). - Learn to measure volume, seriation using a conventional measure. - Improve knowledge of the composition of numbers 2 and 3 using Cuisenaire sticks. (P.K.) - Consolidate knowledge of the sequence of seasons (autumn months). - Strengthen the ability to navigate in a squared notebook, designating spatial relationships with conventional signs. - Learn to divide a circle into 2, 4, 8 parts, compare parts. - Improve the idea of number as a point in a number series. - Consolidate knowledge about the types of triangles, coding with a negative sign. - Reinforce the concept of month, week, types of calendars. - Teach the composition of the number 4 from two smaller ones. - Improve the ability to navigate according to a plan. - Strengthen the ability to measure length (measurement step). - Strengthen the ability to divide a long object into parts. - Learn to perform operations on sets: comparison, partition, classification. (B.D.) - Improve knowledge of the composition of numbers 3,4 from two smaller ones. - Consolidate knowledge about time week, month. - Consolidate knowledge about the previous and subsequent numbers.
8 GCD 14. December GCD 13. December 1-week GCD 12 November GCD 11. November 3-week GCD 10. November GCD 9. November 1 week - Learn to perform operations with sets: classification according to three criteria, abstraction.(n.d. .) - Improve the understanding of the quantitative composition of the numbers 3,4 from the two smaller ones, practice counting. - Strengthen the ability to find patterns. - Improve knowledge of the sequence of days of the week. - Learn to solve problems in your head by increasing and decreasing, developing counting skills. - Improve the ability to compare objects by size and weight. Seriation. - Strengthen the ability to navigate in space. - Strengthen the ability to denote spatial relationships with conventional signs. - Teach the composition of the number 5 from two smaller ones. - Improve the ability to generalize objects according to their four properties. - Reinforce the concept of “polygon” based on different types. - Strengthen the ability to navigate in two and three-dimensional space using Nikitin's cubes. - Learn to perform operations on sets, classification according to three or four criteria. - Improve knowledge of the composition of the number 5 from the two smaller ones. - Strengthen the ability to solve algorithmic exercises. - Consolidate knowledge about the previous and subsequent numbers. - Learn to solve arithmetic problems involving addition. - Improve knowledge about the composition of numbers from units within the limits of Consolidate the types of polygons, coding with a negative sign. - Secure temporary relationships day a week. - Learn to recreate silhouettes from geometric shapes (Columbus egg, magic circle, leaf). - Improve the ability to solve problems by identifying the component parts. - A series of objects by area in ascending order. - Fix the composition of the number 5 from two smaller ones.
9 GCD 20. February GCD 19. February 1 week GCD 18. January GCD 17. January 3 week GCD 16. December GCD 15. December 3 week - Learn to solve subtraction problems, highlighting the component parts. - Improve counting skills. - Strengthen the ability to perform operations on sets: classification, abstraction. - Strengthen the ability to navigate according to a plan and draw up a diagram. - Teach the composition of the number 6 from two smaller ones. (p.c.) - Improve the ability to solve arithmetic problems. - Consolidate knowledge about calendars. - Strengthen the ability to divide a whole into parts. - Learn to solve algorithmic problems. - Improve the ability to identify properties in objects and indicate their absence with symbols. - To consolidate knowledge about the finishing row (counting and counting by unit). - Strengthen the ability to be creative in puzzle games. - Learn to solve algorithmic exercises. - Improve the ability to compose and solve problems. - Strengthen the skill of recreating silhouettes from geometric shapes. - Strengthen the ability to perform series. - Learn to create a problem with a solution. - Improve knowledge of the composition of the numbers 5,6 from the two smaller ones. - Consolidate knowledge about geometric shapes, coding and decoding. - Consolidate knowledge about temporary relationships. - Teach the composition of the number 7 from two smaller ones. - Improve the ability to create problems to solve them. - Strengthen the ability to solve and compose algorithmic exercises. - Strengthen the ability to be creative in recreating silhouettes from geometric shapes.
10 GCD 26. March GCD 25. March 3 week GCD 24. March GCD 23. March 1 week GCD 22. February GCD 21. February 3 week - Learn to compose and solve problems of different types. - Improve knowledge about quadrilaterals (trapezoid, parallelogram). - Strengthen the ability to classify and generalize geometric shapes by characteristics. - Strengthen the ability to navigate on a sheet of paper in a cage. - Learn to compose and solve different types of problems. - Improve the ability to form the number 7 from two smaller ones. - Strengthen the ability to identify and conditionally designate temporary relationships (month, year). - Learn to draw geometric shapes on a sheet of checkered paper. - Learn to transform geometric shapes according to conditions using a template or stencil. - Improve the ability to abstract objects using Dienesh blocks. - Strengthen the ability to compose and solve problems of different types. - Strengthen the ability to find patterns. - Learn to create problems with solutions. - Improve knowledge about the composition of a number from two smaller ones. (p.c.) - Strengthen the ability to find objects of a certain shape by pattern and name. - Consolidate knowledge of relationships in time (month, year). - Learn on your own, create various signs and symbols depicting the furniture in your room. - Improve the ability to classify by negation. - Strengthen the addition and subtraction of numbers by 2 when solving arithmetic problems. - To consolidate the ability to measure bulk products using a conventional measure, serialization by quantity (volume). - Teach the composition of the number 8 from two smaller ones. - Improve the ability to compose and solve problems using symbols. - Strengthen the skill of recreating silhouettes from geometric shapes. - Improve your ability to visualize the layout of your room.
11 GCD 33. Diagnostics May 3rd week GCD 32. KVN May GCD 31. May 1st week GCD 30. April GCD 29. April 3rd week GCD 28. April GCD 27. April 1 week - Learn to compose and read two-digit numbers. - Improve the ability to compose and solve problems. - Strengthen the ability to classify and abstract objects. - Fix the composition of the number 8 from two smaller ones. - Learn to solve and compose algorithmic exercises. - Improve the ability to solve problems of different types. - Strengthen the ability to compose and read multi-digit numbers. - Strengthen the skill of recreating silhouettes from geometric shapes. - Teach the composition of the number 9 from two smaller ones. - Improve the ability to solve and compose problems of different types. - Strengthen relationships over time. - Strengthen the ability to navigate on a sheet of paper. - Learn to determine the time on a watch, dial, hands. - Strengthen the ability to compose and solve problems. - Strengthen the ability to show creativity and independence in puzzle games. - Improve the ability to perform actions using symbols. - Improve the ability to compose and solve problems of various types. - Strengthen the ability to perform operations on sets: comparison, partitioning, classification, abstraction. - Fix the composition of the number 9 from two smaller ones. - Strengthen the ability to recreate silhouettes from geometric shapes according to plan. - Bring joy and pleasure from educational games. - Identify the ability to perform operations on sets, solve and compose algorithms.
12 May 4th week GCD 34. Diagnostics - Identify the ability to form a number from two smaller ones, using all possible options, perform addition and subtraction operations. Method of checking the results of work: generalizing lessons after each section and 2 diagnostics (initial (September) and final (May)) of the level of mastery of logical thinking operations. Developed games Card index of games for the development of attention Card index of games for the development of memory Semantic games Card index of problem situations Games with matches Information resources 1. Childhood: Program for the development and education of children in kindergarten. T.I. Babaeva, Z.A. Mikhailova. SPb.: CHILDHOOD PRESS, Mathematics from three to seven: Educational and methodological manual for kindergarten teachers. BEHIND. Mikhailova, E.N. Ioffe. SPb.: CHILDHOOD PRESS, Program Plan pedagogical process in kindergarten. N.V. Goncharova. SPb.: CHILDHOOD PRESS, Methodological advice for the “Childhood” program. SPb.: CHILDHOOD PRESS, Mathematics before school: A manual for kindergarten teachers and parents. A.A. Smolentsova, O.V. Pustovoit.-SPb.: CHILDHOOD PRESS, Mathematics is interesting. Z.A. Mikhailova, I.N. Cheplashkina. - St. Petersburg: CHILDHOOD PRESS, Didactic games classes in preschool educational institutions. E.N.Panova. Shopping center "TEACHER", ABC of physical education minutes for preschoolers. I. Kovalko. M.:VAKO, 2006.
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Purpose of the program: Creating conditions for the development of elementary logical thinking in preschoolers using modern pedagogical technologies.
This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality.
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municipal budgetary preschool educational institution "Kindergarten of a combined type No. 10 "Teremok"
Working programm
a circle for the development of logical thinking “Play and Learn” for children 5-7 years old.
Teacher-psychologist Maksimova I.V.
for the 2016-18 academic year.
Zelenogorsk
Explanatory note.
One of the most important tasks in raising a child is the development of his mind, the formation of such thinking skills and abilities that allow him to master new things. The education system should help ensure that the child receives such knowledge, skills and abilities that would allow him to successfully adapt to new conditions of society. Often children who enter the first grade can read, write, count and, it would seem, are fully prepared for school. However, teachers and parents often face this problem when children show learning difficulties already in the first months of school. One of the common reasons for this situation is the insufficient development of verbal and logical thinking in preschool age. In the mental development of a child, the process of mastering logical relationships plays a significant role.
Recently, emphasis has been placed on working with children who have difficulties in mastering the program. Children with a high level of cognitive abilities were left without proper attention. The developed program will eliminate this drawback.
Verbal-logical thinking is the highest stage of development of children's thinking. Achieving this stage is a long and complex process, since the full development of logical thinking requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words.
But why does a little preschooler need logic? According to L.A. Wenger, “For five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually become acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world... All this will benefit the child’s mental development only if training is aimed at developing mental abilities, those abilities in the field of perception, imaginative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties...” The skills and abilities acquired by a child in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to solve problems; completing the exercises will require a lot of time and effort.
This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality. When working with preschoolers on the development of cognitive processes, one of the necessary conditions for their successful development and learning is systematicity, that is, a system of special games and exercises with consistently developing and increasingly complex content, with didactic tasks, game actions and rules. Individual games and exercises can be very interesting, but using them outside the system it is difficult to achieve the desired educational and developmental result.
Relevance. Our time is a time of change, Russia needs people capable of making fundamental decisions, and this is relevant. Those who are in kindergarten now will build our society tomorrow. Relying precisely on the logical pursuit of thought, and not on one’s own desires or unexpected preferences, the doctor makes a reasonable diagnosis, the judge makes a reasoned verdict, the critic objectively evaluates the film. In order for our children to be knowledgeable doctors, smart lawyers, honest critics, they need to learn to think logically, master simple and complex species conclusions, operate with affirmative and negative judgments. Logical thinking is a tool for understanding the surrounding reality, therefore, the formation of basic forms and techniques of logical thinking is an important factor in the formation of a comprehensively developed personality. The relevance of the problem is determined by the importance of logical thinking for the development of the individual as a whole.
Purpose of the program : Creating conditions for the development of elementary logical thinking in preschoolers using modern pedagogical technologies.
Tasks:
1.Teach children basic logical operations: analysis, synthesis, comparison, generalization, classification, systematization, seriation, semantic correspondence, limitation.
2.Develop the ability to operate with abstract concepts, reason, establish cause-and-effect relationships, and draw conclusions.
3. To instill in children the need to exert themselves mentally, engaging in intellectual tasks, and interest in cognitive activity.
4. Cultivate the desire to overcome difficulties, self-confidence, and the desire to come to the aid of a peer.
5. Inform parents of the relevance of this problem and involve them in active cooperation.
Timing of the program– 2 academic years.
Amount of children– 8 children.
Lesson mode – 1 lesson per week in the afternoon lasting 25-30 minutes.
Forms and methods of work:didactic games, educational games, travel games, working with logical blocks of Dnesh, with Cuisenaire sticks, solving logical and mathematical problems, solving riddles, puzzles, examining, explaining, reading, entertaining questions, tasks - jokes, creative activities, graphic dictation, physical exercises, finger exercises.
Class structure: warm-up; the main content of the lesson is learning new material; physical exercises, finger gymnastics; consolidation of new material; game, drawing.
Working with parents:After each lesson, parents are offered speech material to consolidate knowledge outside of class: funny poems, fairy tales, stories, logical, mathematical and comic problems, linguistic and psychological games, riddles, crosswords and other entertaining materials.
Brief description of sections. (Partitions correspond to certain logical operations.)
Comparison . The goal is to teach one to mentally establish the similarities and differences of objects according to essential characteristics; develop attention, perception, improve orientation in space. Finding similarities and differences in two similar pictures.
Analysis - synthesis . The goal is to teach children to divide the whole into parts, to establish connections between them; learn to mentally connect parts of an object into a single whole. Games and exercises for finding logical pairs. Adding to the picture (pick up a patch, add a pocket to the dress). Search for opposites. Working with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes.
Generalization. The goal is to teach how to mentally combine objects into a group according to their properties. Help enrich vocabulary and expand children’s everyday knowledge. Games and exercises for operating with general concepts: furniture, dishes, transport, trees, birds, etc.
Classification. The goal is to teach how to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them.
Systematization. The goal is to learn to identify patterns; expand children's vocabulary, teach stories based on pictures, and retelling. Games and exercises: magic squares (pick up the missing part, picture). Compiling a story based on a series of pictures, arranging the pictures in a logical sequence.
Limitation. The goal is to teach children to identify one or more objects from a group according to certain characteristics. Develop children's observation skills. Games and exercises: “circle only red flags with one line”, “find all non-round objects”, etc. Eliminating the odd one out
Inferences . The goal is to teach using judgments to draw conclusions. Help expand children's everyday knowledge. Develop imagination. Games and exercises: looking for positive and negative things in phenomena (for example, when it rains, it nourishes the plants - this is good, but the bad thing is that in the rain a person can get wet, catch a cold and get sick). Assessing the correctness of certain judgments (“The wind blows because the trees sway.” Is this true?) Solving logical problems.
Expected results:Club activities will help children master the ability to solve problem situations, understand the proposed problem and solve it independently. Having mastered logical operations, the child will be more attentive, will learn to think clearly and clearly, think, reason, will be able to concentrate on the essence of the problem at the right moment, which will lead to more successful and easier learning at school, and hence the learning process and school life itself will bring joy and satisfaction.
Used Books:
- “Development of logical thinking” by L.F. Tikhomirov, A.V. Basov.
Ed. "GRINGO", 1995
- “Educational games for preschoolers. A popular guide for parents and teachers. Yaroslavl "Academy of Development", 1996
- “I develop logic and intelligence” Yu.B. Gatanov. "PETER", 2000
- Development of mathematical thinking in children 5-7 years old” E.V. Kolesnikova. Moscow "Akalis", 1996
- “Intellectual workshop” L.Ya.Bereslavskaya. LINK-PRESS, 2000
- "Psychology. Entertaining materials." (older, preparatory group) L.P. Morozova. ITD "CORIFHEUS", 2010
- Aralova M.A. Directory of preschool educational institution psychologist. – M.: Sphere shopping center, 2007.
Agreed: I approve:
Deputy Head for VMR Head of MBDOU d/s No. 10
N.V. Gordeeva ____________ L.V. Ganicheva
"______"______________ 2016 "____" ____________ 2016
For the 2016-17 academic year
Tasks |
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October Lesson No. 1 | Monitoring. Perform diagnostic tasks. 1. “Assessment of figurative and logical thinking: “Ridiculous pictures.” "Confused Poems" 2. “Assessment of verbal and logical thinking.” | Assess the level of development of figurative-logical, verbal-logical thinking in children. |
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October Lesson No. 2 | 1. Training in the “Comparison” technique. D/I “Come on, compare”, “Find the cut out pieces”, 2.Game with Dienesh blocks. We group the shapes by color, shape, size, thickness. 3. Interesting questions, riddles - jokes. | Learn to identify common and distinctive features of compared objects, to distinguish between essential and non-essential features of an object. Develop attention, perception, thinking. |
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October Lesson No. 3 | 1. Analysis - synthesis.D/I “Complete the picture”, “What’s for what”2. "How are they similar and how are they different" 3.Game with Dienesh blocks. Introduction to cards - symbols. 4. Solving logical problems. | Exercise in finding a pattern and justifying the solution found, in a sequential analysis of each group of drawings. |
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October Lesson No. 4 | 1. Generalization . D/I “Logical Train”, “Name it in one word” 2.”Logical chains.” 3.Game with Dienesh blocks. Continue to introduce cards - symbols. 4.Laying out pictures from counting sticks. | Learn to choose a generalizing concept for each group of words; explain your choice. Learn to find a logical connection between drawings located in the same row; draw the missing element; explain your actions in detail. |
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November Lesson No. 1 | 1. Classification. D/I “General store”, “Put into groups”, 2.D/I “Pick up and name.” 3. Game with Cuisenaire sticks. 4.Learning to solve riddles. | Learn to mentally distribute objects into groups; connect matching objects in pairs and explain your actions in detail. |
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November Lesson No. 2 | 1. Systematization. D/I “Sequential pictures”, 2. Game with Dienesh blocks. “Where the mouse hid.” 3.Graphic dictation. | Develop the ability to organize objects according to quantitative and external characteristics and meaning. Learn to independently find a pattern. Learn to write a descriptive story. |
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November Lesson No. 3 | 1. Limitation. D/I “Visiting the Fox”, 2"What is unnecessary." 3.Game with Dienesh blocks “Find the treasure.” | Learn to identify one or more objects from a group based on certain characteristics. |
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November Lesson No. 4 | 1. Conclusions. D/I “Because...”, “Logic”. 2. Game with Dienesh blocks “Cat and Mice”. 3.Linguistic puzzles. | Learn to make inferences using judgments. Develop imagination. |
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December Lesson No. 1 | 1. D/I “Why did this happen.” 2.Draw what should be in the empty cells. 3.Logic mosaic. | Learn to find the cause of events. Develop logical thinking, speed of action and thought; perception, imagination. |
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December Lesson No. 2 | 1. Meaningful correlation.D/I “What fits”, “Does this happen.” 2. Inventing tall tales. 3.Draw the same figure on the right. | Learn to find connections between objects and phenomena based on essential features and properties. |
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December Lesson No. 3 | 1.Game with logical blocks by Dienesh “Guess it” 2.Name and show what figures these objects are made of. 3. Solving logical problems. 4.Graphic dictation. | Develop the ability to identify, abstract and name the properties (color, shape, size, thickness) of objects, to denote by a word the absence of any specific property of an object. |
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December Lesson No. 4 | 1 Game with Cuisenaire sticks. "Dishcraft." 2.Tasks – jokes, entertaining questions. 3.D/I “What to do” | Develop in children an idea of number based on counting and measurement; spatial relations. Draw your own conclusion based on two judgments. |
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January Class №1 | 1. Solving the crossword puzzle2. Interesting questions, riddles - jokes. | Learn to find connections between objects and phenomena. Develop logical thinking, speed of action and thought; perception, imagination. |
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January Class №2 | 1 "Comparison". D/I “What has changed.” 2.Game with Dienesh blocks. We group items according to essential characteristics. 3. Entertaining puzzles. | To consolidate the ability to identify common and distinctive features of compared objects, to distinguish between essential and non-essential features of an object. Develop attention, perception, thinking. |
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February Lesson No. 1 | 1. Analysis - synthesis.D/I “Tell Dunno” 2. “Why and why” 3.Game with Dienesh blocks. 4. Solving logical problems. | Strengthen the ability to find patterns and justify the solution found, in a sequential analysis of each group of drawings. |
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February Lesson No. 2 | 1. Generalization . D/I “Logical chains”. 2.Game with Dienesh blocks. 3. Laying out pictures from matches, buttons, bulk materials. | Improve skills in generalizing concepts for each group of words; explain your choice. Strengthen the skill of finding a logical connection between pictures. |
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February Lesson No. 3 | 1. Classification. D/I “Question - answer”, “Pick up and name”. 2. Game with Cuisenaire sticks. 3.Learning to solve puzzles. | Strengthen the ability to mentally distribute objects into groups; connect matching objects in pairs and explain your actions in detail. |
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February Lesson No. 4 | 1. Systematization. D/I “Continue the series of objects.” 2.Game with Dienesh blocks. “Where the mouse hid.” 3.Graphic dictation. | Improve the ability to organize objects according to quantitative and external characteristics and meaning, and compose a descriptive story. |
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March Class №1 | 1. Limitation. D/I “Find fragments of images.” 2.Game with Dienesh blocks 3.Learning to solve crosswords. | Strengthen the ability to select one or more objects from a group according to certain characteristics. |
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March Class №2 | 1. Conclusions. D/I “Think about what the picture looks like, complete it.” 2. Playing with Dienesh blocks 3. Solving riddles | Strengthen the ability to make inferences using judgments. Develop imagination. |
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March Class №3 | 1. Establishment of cause and effect relationships.D/I Draw in what should be in the empty cells. 2.Logic mosaic. | Improve the ability to find the cause of events. Develop logical thinking, speed of action and thought; perception, imagination. |
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March Class №4 | 1. Meaningful correlation.D/I “Both good and bad.” 2. Inventing tall tales. 3.Graphic dictation | Strengthen the ability to find connections between objects and phenomena based on essential features and properties. |
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April Lesson No. 1-2 | |||
Long-term work plan for the “Play and Learn” circle
For the 2017-2018 academic year
Month | Class | Tasks |
October №2. | "Wrong Pictures" | To develop the child’s elementary imaginative ideas about the world around him and about logical connections. Develop the ability to reason logically. |
№3. | “What is a pencil good for?” | Develop originality of thinking. Develop communication skills |
November №1. | “Noisy, tasty, round and red!” | Development of figurative and logical thinking. Learn to change one property of an object without changing its other properties. Develop fine motor skills and graphic skills. |
№2. | "Living Figures" | Develop creative thinking. |
№3. | “Who is stronger: the bear or the dad?” | Develop communication and improvisational skills. |
№4. | "What's in the empty cage?" | |
December №1. | “And the carriage is fabulous, and the wand is magic!” | Develop creative imagination and fantasy. Develop fine motor skills and artistic abilities. |
№2. | "The letters were found" | |
№3. | “The letters are hidden!” | Develop visual perception and attention. |
№4. | "Unusual Orchestra" | Develop imagination; encourage children to improvise. Expand the ability to use objects in non-standard ways. Cultivate partnerships and respectful relationships |
February №1. | "Exit from the Labyrinth" | Develop the ability to plan action and behavior. |
№2. | “Wet cucumber in a jar” | Develop creative thinking. Develop creative imagination, fantasy, artistic abilities. |
№3. | “Not patterns - a sight for sore eyes!” | Develop visual perception and attention. Develop mental operations: comparison, semantic correlation. |
№4. | "Name it funnier" | Develop verbal-logical thinking. Enrich your vocabulary. Develop creative imagination. Develop communication skills. |
March №1. | “There are only dots on the piece of paper” | Develop visual perception. Develop mental operations: comparison. Develop fine motor skills and physical skills. |
№2. | "Papuan Pavel" | Develop visual perception and attention. Develop mental operations: comparison, semantic correlation. Consolidating knowledge about letters and sounds. |
№3. | "Mysterious Riddles" | Develop imagination, logical thinking, initiative. Induce a joyful emotional mood in children. Develop communication skills. |
№4. | “Where did the drawing go?” | Develop mental operations: inference, systematization. Develop fine motor skills and physical skills. |
April №1. | “Doll, umbrella, sparrow, unite!” | Develop generalizing functions of thinking. Develop the ability to see not only obvious, but also hidden properties and signs of objects. |
№2 | "Rhymes" | Develop creative thinking, creative imagination, fantasy. Encourage children to improvise. Cultivate a friendly attitude towards each other and partnership qualities. |
№ 3-4 | Monitoring. Perform diagnostic tasks. | Assess the level of development of logical thinking in children. |
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Scenario of the holiday “New Year's gift for Kuzi” Kuzya Baba Yaga Snowman Ded Moreau Snow Maiden Presenter. Children enter the hall to the music of "New Year's crackers." Presenter: The New Year holiday has come to us again, a holiday of magic, surprises, extraordinary adventures, gifts and...
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Research creative project “Fantasy World” for teaching non-traditional drawing techniques
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