Study Traits and Properties of Items, start with completely non-mathematical concepts. Absolutely any objects have signs and properties. What is a sign of an object?
Item attribute - this is a distinctive property of the subject. For example: a green car - a car - is an object, and green is its sign, a property that distinguishes it from other similar objects (for example, from a red car).
You yourself do not notice how in everyday life and on the street, you constantly talk and discuss with the child the properties of various objects. For example, your kid is playing construction set and holds in his hand a rectangular piece of construction set, yellow, made of plastic, or he sits on a square stool made of wood.
We are adults, help the child to understand and understand all the signs and properties of the objects around us, explaining different categories - color, shape, size, origin, purpose, material of manufacture and other signs by which objects can be classified.
And how can we give the child the opportunity to actively manipulate the signs of objects?
Today we will be helped by an interesting game that I found in the computer game “Magic Fairies. School soon ”.
The game looks like a wooden cabinet with three shelves: top, bottom and middle shelves.
A set of flowers in pots. Flowers are classified into three categories: color, size, direction.
The printed finished material can be glued to cardboard.
Carefully cut the flower pots, you can cut them into square cards or carefully cut along the flower line (see photo). So that the game items do not deteriorate quickly, I pasted over them with wide tape on both sides. The flower pots have become smooth and the paint will not peel off.
How to play the game Signs and Properties of Objects.
Game 1:Sizing Game: Have your child place all the large flowers on the top shelf, the small flowers on the bottom shelf, and medium flowers on the middle shelf.
Game 2: The next assignment is to study color. Ask your child to put blue flowers on the bottom shelf, red flowers on the top shelf, and yellow flowers on the middle shelf.
Game 3:Tasks for studying the Left Side and the Right Side. Ask your child to place flowers on the bottom shelf facing the right, flowers on the middle shelf looking to the left, and flowers on the top shelf facing straight (up).
With such wonderful cards in your hands, you can play endlessly.
Game 4: The older the baby gets, it will be possible to complicate the task. You can develop memory. You name the task once and no longer repeat it. The child should place the potted flowers on the correct shelf and indicate the correct sign.
Game 5: You can use potted flowers in other logic games. For example, continue the row.
For example, the first flower is the largest, then there is a small flower, then again a large one. Guess which flower will be next.
Download the picture of the locker and the potted flower set and play the games to learn the Attributes and Attributes of the objects.
Find out what else a child should know and be able to do at this age.
Elena Boburova
Lesson in mathematics "Properties of objects"
purpose: shape children's ideas about the properties of objects.
Educational tasks:
To shape representation on the signs of similarities and differences between subjects;
Unite items in groups(on similar grounds) and select individual subjectsthat differ in some way;
Anchor children's idea of \u200b\u200bthe properties of objects(color, shape, size);
Clarify representation about the forms of geometric figures - triangle, circle, oval, square, rectangle;
Developmental tasks:
Develop children's speech, observation, mental activity, the ability to express and justify their judgments;
Develop auditory and visual attention, reasoning skills
Educational tasks:
Cultivate interest in mathematics;
To cultivate the desire to help others, the ability to work in a team;
Vocabulary work: Enrichment with adjectives;
Revitalization: Surprise, properties, similarities, differences, signboard;
Methods and techniques: modeling a game situation with the aim of posing a problem and creating motivation, problematic issues, the use of didactic aids, technical means.
Material for the lesson: toy - hare, dummies of vegetables, flat vegetables, geometric figures, basket, flowers, flat autumn leaves, toys, dishes, bakery products, pictures "footwear", "clothes", "furniture".
Technical equipment: Multimedia projector, screen, laptop, presentation « Item properties» , presentation of physical education "Herringbone".
Course of the lesson
I. Educator: Guys, look, guests have come to us. Let's say hello to them and give them good mood (blow away the mood from the palm).
Today we have an unusual occupation... I have prepared a surprise for you, but you can reach it if you complete all my tasks.
One very famous hero came to visit us. And what kind of hero is this, you will find out if you complete the first task.
In front of you on the table is a piece of paper with dots with numbers on it. Connect the numbers in order, and you will find out what kind of hero came to visit us (Children do the task).
Well done! You guessed it right - it's a bunny.
II. Children go to the carpet, sit in a circle.
Educator:
Who knows what time of year it is?
Children: Autumn.
Educator: And what work is being done in the garden in the fall?
Children: In the fall, people harvest vegetables in their gardens, and fruits in the gardens.
Educator: Our bunny also decided to harvest vegetables. What did he put in the basket? (Children put dummies in a basket).
What color is the cabbage?
Children: Green.
What is the shape of the cabbage?
Children: Round.
What color are the carrots?
Children: Orange
What shape are the carrots?
Children: Carrots are like a triangle.
Educator: Where do carrots and cabbage grow?
Children: cabbage on the ground, carrots in the ground.
Educator: Why didn't you put the flowers in the basket? They also grow in the garden.
Children: These are flowers, and the bunny is collecting vegetables.
Educator: Why is there an apple?
Children: An apple is a fruit, not a vegetable.
Educator: And on what basis did you choose these subjects? Because they are tasty, juicy, large?
Children: No, these are vegetables, they grow in the garden.
Educator: Well done, you have coped with this task.
III. Children go to the table (on the table there are pictures with the image of vegetables, geometric shapes).
Educator: Lay out the pictures. What is shown in these pictures?
Children: Vegetables.
Educator: What kind properties distinguish them from each other?
Children: Color, size, shape.
Educator: Consider attentively pictures and choose geometric shapes that resemble these vegetables.
Children:
The cabbage is green, round in shape, large.
The carrots are orange, shaped like a triangle.
The turnip is yellow, small and round.
Educator: Why didn't you put a square.
Children: There are no vegetables similar to a square.
IV. (Exercise)
V. Educator: Guys, you learned to find among different items signs of similarities and differences. Let's continue the journey with the bunny, go to the forest. I’ll ask you a few riddles, and I think you’ll guess at once what they mean. (The task is displayed as a presentation).
Under the bushes, under the leaves
We hid in the grass.
Look for us in the forest yourself.
We will not shout out to you: "Hey!" (Mushrooms, berries).
Educator:
one). What are the berries shown in the first picture (Raspberry, mountain ash, strawberry).
What berries do you still know? Which ones grow in the forest, in the garden?
What berries grow only in the forest?
Who will be born in the hat? (Mushrooms)
Name the mushrooms shown in the picture. (White, chanterelle, fly agaric)
What do they have in common? (Each mushroom has a leg and a cap. They all grow in the forest).
What mushroom is superfluous here and why? (Amanita is a poisonous mushroom, inedible, and the rest are edible).
And how many of you know what and for whom the fly agaric is useful? (Children's answers).
2). A beauty butterfly, a centipede caterpillar, a rope snake, a worker ant and a bee - restless wings - gathered in the meadow. They started an argument-conversation: which of them is superfluous in this clearing? Please help resolve this dispute.
Children:Extra snake: all others are insects.
Educator: What do they have in common?
Children: All of them are animals, they live in the forest.
Vi. Educator: Now we will lead the Bunny around our city and look into the shops.
Together with the children we move through the group, placed in different places subjects(toys, dishes, furniture, shoes, clothes) and signs are hung, but they are confused. Children consider subjects and guess the name of the shops, change the signs in places.
(Then they sit down at the tables)
Educator: In which stores are they sold subjectsthat are shown in the pictures?
Children: Toys in the store "Toys"and flowers in the store "Flowers"
Educator: What we can offer goodbye to Zaychenku?
Children: Flowers.
Educator: Name these flowers and circle them with a red pencil and toys with a blue pencil (Children complete the last task).
Outcome lessons: Bunny was very glad to meet you. He really liked your answers and stories about what grows and who lives in the forest.
What are the vegetables called and what shape they look like. He is glad to see your gifts too. Thanks for the interesting occupation.
Related publications:
Synopsis of the individual correctional and developmental lesson-travel "Properties of objects: color, shape" Purpose: consolidation and clarification of the child's ideas about the properties of objects: color, shape. Tasks: - correctional - training: continue.
Summary of GCD for the 2nd junior group on OBZH "In the world of dangerous objects" PROGRAM OBJECTIVES: To expand children's perceptions of the dangers that can arise at home, in kindergarten... Clarify the knowledge of children about.
Program content: -to acquaint children with the concepts of stone, wood. -to acquaint with the concepts of heavy, light, rough, smooth, sinking-not.
Synopsis of morning rhythmic gymnastics No. 2 (without objects) Date: November 5, 2014. Equipment: audio recording. Tasks: Educational - fostering interest in physical activity, etc.
SIGNS OF OBJECTS
Purpose: study of the attributes of an object (color, shape, size, material, taste, name, etc.)
Tasks : educational:
Repeat the signs of objects;
Teach to group objects according to any criterion.
developing:
Develop attention, observation, memory;
Promote the development of creative and logical thinking.
Educational:
To educate in the child a creative perception of the world;
Create conditions for the formation of a work culture;
To foster diligence, culture of speech and communication, independence.
Equipment: ball, a set of the simplest objects, dissimilar in material (for example, a wooden and plastic ruler); pictures showing objects with a common name (dishes, clothes, plants, etc.), you can use pictures of children's lotto.
During the lesson, signs of the objects discussed in the assignments are written on the board.
During the classes
Organizing time.
Rules for working in a notebook:
Notes are made in pencil;
It is necessary to paint tasks with colored pencils;
Tasks with an asterisk are optional.
II. Learning new material.
1. Signs of objects. Color.
Guys, let's take a look at the world around us. We are surrounded by all kinds of objects, things, as well as living beings. They are all different and each has its own characteristics, i.e. properties. What signs of objects do you know? (color, shape, material, size, weight, etc.)
Let's take a look at the color of an item. Almost all objects are colored.
What are the different objects by color? There are objects that have no color, i.e. colorless.
What color is glass, water, ice? (colorless )
A game. "Name the color":
the teacher names the object by throwing the ball to the student. The student returns the ball to the teacher with the answer what color the named object is.
Examples: coal - black, tomato - red, orange - orange, grass - green, snow - white, sun - yellow, etc.
Pupils pass the ball along the chain (the one who answered calls the next word)
Exercise 1
A) green tree - green frog
B) gray elephant - gray mouse
C) red squirrel - red fox
D) yellow chicken - yellow lemon
D) red tomato - red car.
Students must connect objects of the same color with a line. For this, objects are painted, the color of which is known in nature. The color of the car is determined last after the children try to connect the painted objects in pairs. Only the red tomato has no pair. This means that the car should be red.
2. Signs of objects. The form.
I propose to consider the shape of objects, explaining that the objects around us have a complex shape, therefore we will only study simple forms, i.e. shapes of geometric shapes.Students should name the shapes of geometric shapes: round, triangular, etc.
Game "What is such a form?"
The teacher thinks of any shape for the class and invites the children to name as many objects of this shape as possible.
Circle - plate, clock, compass, wheel
Square - cube, box
The student who last named the object of the given form wins.
* Are there objects that have no shape?
(if there is no answer, I ask what form is water, milk, air).
Conclusion: liquids and gases have no shape.
Assignment 2
Students must determine the shape of the object (the called student names it) and draw the object of the same shape. (through a survey, identify and discuss all sorts of options).
For example: the box is rectangular, you can draw a rectangular envelope or checkbox.
The coin is round, you can draw a sun, an apple, a pear, a mirror, etc.
The kite is triangular, you can draw a triangular flag, a pyramid, a mountain, etc.
Fizpausegame "Dwarfs - Giants"
At the command "Dwarfs" the children squat down, at the command "Giants" they get up. The teacher, together with the students, performs all the actions, but after a while you need to start making mistakes.
Commands are given in a breakdown and at a different pace.
You can arrange a competition: students who made a mistake sit down at a desk, so there will be a winner.
Objects signs. The size.
Each item has its own size. The sizes of objects can be measured using a ruler and other devices. But often they just say about size: large, small, medium, very large, very small.
Task 3 on cards (independently)
Students should compare the size of the balls and color them as required. You can evaluate 2-3 works.
Objects signs. Material.
We continue to describe the signs of objects. Very often it is required to say what an object is made of, i.e. name his material.
We name various objects, and the students name the material from which it is made.
Pencil - wooden, notebook - paper, coin - metal, pen - plastic, light bulb - glass.
Assignment 4
Students identify the material for the next subject, and then look for an item from the same material and connect them with a colored line.
Answers: a light bulb is a glass, a notebook is an envelope, a nail is a saw, a house is a pencil.
What other signs can objects have?
What items are by weight? (light, heavy, very heavy)
What items do you like to taste?
You can remind the children of the objects: lemon (sour), honey (sweet), salt (salted0, pepper and garlic (bitter).
5. The general name of objects.
Also, each item has a name, for example, a wardrobe, a house, a cup, a dress. But an object can also have a common name, which denotes a whole group of objects. And this group includes this subject.
Task "Give a common name"
i show pictures with homogeneous objects. Children should give these items a generic name, such as vegetables.
I list homogeneous objects, and the student comes up with a common name. For example, shark, pike, crucian - fish; rose, chamomile, tulip - flowers.
Assignment 5
Pupils must determine on what basis, that is, property, objects are combined into one group, and sign this common feature.
Answers: by color: blue objects
By shape: rectangular objects
By material: wooden objects
By name: toys.
Find the excess
The teacher negotiates with the class what subjects he will list (for example, fruits). Further, in the process of naming the next object, children either sit quietly or clap their hands.
Example: apple, orange, roll, pear, watermelon, pumpkin, banana, apricot, cucumber.
Assignment 6
Children must determine on what basis, according to what pattern, objects are collected in a group, and perform the required action, preserving this feature or pattern.
Children should notice that:
All items in this group are red - it means the bucket is also red
All items from this group are rectangular, except for the table, which means it is superfluous
Children should speak out loud the pattern small medium large, small, medium large.
All objects in this group are metal, which means that you need to draw a metal object.
This group has the general name "dishes", but the iron is superfluous.
The task is similar to point 3, but it is solved in 2 stages: we determine the shape of the figure: triangle - square, triangle - square. Determine its color: red - yellow - green.
Task 7 (independently).
Students must find and circle groups of objects that have common feature... The children take turns calling the groups they have selected. It is advisable to listen to as many different answers as possible.
III. Lesson summary.
What's new about the attributes of the subject?
Purpose: Strengthen the ability to identify and compare the properties of objects, find common property groups of objects.
To form the ability to correlate flat geometric shapes with spatial bodies. Develop logical thinking... Continue teaching to speak up and give examples. Foster motivation to learn
Organization of the lesson:
Part 1 - sitting on high chairs
Part 2 - standing in a circle (physical education)
Part 3 - sitting on high chairs
Part 4 - standing in a semicircle
Part 5 - sitting on high chairs
Materials for the lesson:
Demonstration- pictures with the image of a Pencil (series "Merry Men"), an album sheet of paper, pictures with the image of vegetables.
Dispensing- colored pencils (red, orange, yellow, green, cyan, blue, purple), pieces of paper, sets of shapes: 5 circles - red, yellow, green, orange and blue, 5 ovals, 5 squares, 5 triangles and 5 rectangles of those the same colors.
Course of the lesson:
I Properties of objects - color. Colors of rainbow.
The teacher inserts colored pencils of all colors of the rainbow into the glass. The same cups with colored pencils on children's tables. The teacher shows a picture with a picture of a Pencil:
Educator:- Guys, our Funny Pencil told me an amazing story! It turns out that pencils can talk and even show off. This pencil said (picks up a red pencil): "I can be poppy, fire, flag!"
The teacher draws a red line on a piece of sketchbook paper attached to the chalkboard, and the children draw a red line on their pieces of paper. Then the teacher asks them to tell what the rest of the pencils boasted.
Educator:- Guess what those pencils said?
Children of their own free will go to the board, choose a pencil and leave them their own on a sheet attached to the board. The rest of the children draw lines with the same colors on their sheets. Examples of children's answers:
Children:- Orange: "I am an orange, a carrot!"
Children:- Yellow: "I am a chicken, sun, turnip!"
Children:- Green: "I am grass, foliage, a whole forest!"
Children:- Blue: "I am forget-me-not, sky, ice!"
Children:- Blue: "I am ink, sea, cornflower!"
Children:- Purple: "I am a plum, lilac, twilight, bell!"
The teacher thanks the children for their help and asks a riddle.
Educator:- Cheerful Pencil whispered one word to me. Guess which one.
Through the fields, through the meadows
An elegant arc has risen.
Children: Rainbow
Educator:- Who knows the colors of the rainbow?
Children are named: red, orange, yellow, green, blue, blue, purple. You can invite them to make a rainbow from stripes of colored paper.
II Physical education "Guess whose voice?"
Children stand in a circle, in the center of which the driver is blindfolded, hold hands and, walking in a circle, say in unison:
We all stood together in a circle
Suddenly turned at once,
(everyone turns 180 degrees and goes in the opposite direction)
And how do we say: "Dap, Dap, Dap!" -
One of the children, at the instruction of the teacher, repeats the last line, and the driver guesses who it is. If he did not guess, then he continues to be the driver, and if he guessed, then the one who gave the voice becomes the driver. The game is repeated 2-3 times.
The role of the leader in the 2nd and 3rd round of the game is best assigned to one of the children.
III Comparison of objects based on similarities and differences (color, shape, size, material, purpose, etc.).
1) Educator: -Consider the pictures. What's in the first picture?
Children: - Doll and bears.
Educator: - Compare a doll and a bear: what do they have in common and how do they differ?
The teacher, if necessary, can start a comparison: the common purpose of the doll and the bear is toys; the same size; the common thing is that both the doll and the bears have ribbons, but they differ in that ... And the children name the signs of difference on their own.
Educator:-Compare balloon, on which Dunno flies, and the ball: what do they have in common and how do they differ?
Children:-They have the same shape: both the ball and the balloon are shaped like a ball. And they differ in color: the ball is yellow and blue, and the balloon is yellow and red. They also differ in size: the ball is small, and the balloon is large. Their purpose is also different: the ball is a toy, and the balloon is an aircraft.
Educator:- Compare the hedgehog and the tree.
Children:-The spruce is like a hedgehog: a hedgehog is in needles, a tree is also, and they "live" in the forest. " They differ in size: a small hedgehog, a tree more hedgehog... They are also of different colors: the hedgehog is gray, and the tree is green. A hedgehog is an animal, a tree is a plant.
In more prepared groups, work can be organized as follows: each child chooses one of the pictures at will and talks about it, and the rest of the children complement.
2) Educator:- Look at the picture. Why do you think a fox and a carrot are connected by a thread?
Children:- They are both orange.
Educator:- Well done! Now take your "magic" pencils and connect objects of the same color with "magic strings".
Children draw lines independently for 1 - 2 minutes. Then they discuss out loud who completed the task.
Educator:- Tell us, what pictures did you connect? Why?
Examples of children's answers:
Children:- The carrot and the fox are orange.
Children:- I connected the chicken and the moon because they are yellow.
Children:- The tomato and ladybug are red.
Children:- The frog and apple are green.
The teacher helps children to correct their mistakes. In conclusion, it is important to praise those who tried: “Ayzat is great - he drew all the lines correctly! Leah is also great - she found and corrected her mistake! "
3) Children complete the task on their own.
Educator:- And now you have to find the signs of difference and correct the mistakes of the artist Dunno.
Independent work can be carried out in the form of a game-competition: who will find the distinctive features faster and more. The winners receive prizes.
IV... Physical education "Look both ways!"
Children are built in a row ( no more than 7 - 10 people). The driver is chosen with the help of a counting board or with an appointment. He is asked to remember in what order the children are standing. After the driver turns away, the children are rebuilt. The driver must determine what has changed and restore the disturbed order. The location can be linear, circular, chaotic - depending on the level of complexity that the teacher wants to offer.
V... Consolidation of the ability to highlight the properties of objects.
1)Conversation vegetables. Guessing riddles.
Educator:- What vegetables do you know?
Educator:- What grows in your garden ( for example, in the country)?
Educator:- What vegetables do they say that? How did you guess?
a) The red nose has grown into the ground,
And the green tail is outside.
We don't need a green tail
All you need is a red nose.
Children:Carrot
b) In the summer in the garden -
Fresh, green,
And in the winter in a barrel -
Yellow, salty.
Children: Cucumbers
c) Round side, yellow side,
A bun is sitting on the garden bed.
He is firmly rooted in the ground.
What is this?
Children: Turnip
d) It is as big as a soccer ball,
If ripe, everyone is happy.
It tastes so good!
What kind of ball is this?
Children: Watermelon
The children explain by what signs they guessed what they are talking about: by color, shape, size, taste, etc. On the flannelgraph, there are pictures-answers depicting vegetables. You can create a "confusion": display pictures with errors, and then disassemble them.
2) The game "What does it look like?"
On the flannelgraph there are pictures of vegetables.
Educator:- Well done! You are very good at guessing riddles. Now look closely at the pictures and select geometric shapes that resemble these vegetables.
Examples of children's answers:
Children:- Carrots are orange, shaped like a triangle, - I'll put orange (red) triangle.
Children:- Turnip yellow and round. I choose the yellow circle. Etc.
Educator:- What did you like? What seemed difficult?
Educator:- Look: on the page below Dunno began to draw a pattern. Try to finish it at home.
Guys, we put our soul into the site. Thank you for
that you discover this beauty. Thanks for the inspiration and the goosebumps.
Join us at Facebook and In contact with
Sometimes it is not easy for adults to understand what is going on in the minds of babies. Therefore, we have collected tests that will help parents determine the type of thinking and personality traits of the child in order to find mutual language it just got easier.
1. Marshmallow test (4-5 years old and older)
Another name for the test - test of deferred satisfaction. It helps to understand which type of thinking is closer to the baby - strategic or tactical. The strategist is ready to refuse a less profitable offer today if tomorrow the possible benefits of consent increase. The tactician does not wait for tomorrow and works with what he has today.
What is needed: a treat, a table, a chair and a room where nothing can distract the child's attention (without toys, phones and TVs).
What to do: on the table in front of the child, a treat (marshmallow, candy, a bar of chocolate or a small cake). We explain to the child that this sweetness is offered to him and he can eat it as soon as he is alone in the room. But if he resists the temptation and waits 10 minutes, we will return with another surprise, and then he will receive twice as much. If there is no treat on the table by the time the adult returns, he will not receive the second.
What to look for: some children eat the sweetness right away. Many struggle with temptation to the last: covering their eyes with their hands, pulling their hair, playing with a treat to distract thoughts. But in the end they eat dessert. These are tactics. A third of the children wait for the adult to return and receive a double reward. They are strategists.
2. Games with color constructor and coloring pages (from 3 to 7 years old)
The test helps to recognize the traits of an introvert or extrovert in a child.
What you need:for small children it is better to choose a color constructor with large details, for children from 5 years old - children's coloring and pencils or felt-tip pens.
What to do: we give a small child a construction set and offer to assemble a house. It doesn't matter what shape it turns out to be. Let's give the little architect complete freedom!
We give an older child a coloring book and felt-tip pens and explain that there is no need to rush. The drawing should be painted at a comfortable pace and the way he wants. The colors that he chooses to fill in this or that part of the picture do not matter.
What to look for: if the child has assembled a house from colored parts, we note whether there is an order in the choice of color. If during the construction he added blocks, combining with each other in color, or each part of the house has its own color, then we have a child with introverted features. He pays attention not to the form itself, but to its content and signs of details.
If the child got a coloring, we look how diligently he painted over the drawing. If the details of the drawing are painted over within the area, without going beyond the lines, then we are in front of an introvert.
3. Test with salty and sweet porridge
The test helps to determine what type of behavior in society is typical for a child: agree with the majority, avoiding conflict, or defend own position - a trait that speaks of leadership qualities.
What you need:several family members or friends (adults and children) and plates of sweet porridge (this is important!).
adults and children sit down at the table and eat porridge. They notice out loud that the porridge is too salty, it is impossible to eat it. At this point, it is important to draw the child's attention to what is happening. Each of those present in turn visually tastes the porridge again and confirms that it is too salty. Then it is the child's turn. We ask him the same question: does it seem to him that the porridge is salty? Children for whom it is important to keep peace within the team, who are not ready to “play against the rules”, will answer that the porridge is salty. They perceive this situation as a kind of game where the rules have suddenly changed. And in order to keep up with others, they follow new rules, even if they seem unclear to them. Own opinion about the taste of porridge is not so important for them in comparison with the ability to "continue the game in the company." Let's say the child answers that his porridge is sweet, we taste the porridge from his plate and confirm the former: “Salty porridge”. If a child continues to defend his own point of view, then leadership qualities are definitely inherent in him - for him it is not so important what others think of him, as much as the fact that he will express a thought that seems correct to him.
4. Luscher test with flowers
Thanks to this test, the personality analysis of the child based on his choice of colors can be carried out in 5 minutes. The test was developed by the Swiss psychologist Max Luscher, who believed that the perception of colors is objective and universal, but color preferences are subjective, reflect the psychological state of the subject, and determine personality traits.
What to do and what to look for:enough and take the test with your child. An adult asks a question, a child points to a color. At the end, the result appears on the site.
5. Test "Right-handed or left-handed"
Determining which hand of a child is active - right or left, is easy as early as 2 years old. In right-handers, the figurative-motor hemisphere is located on the right, and the logical one on the left. For left-handers, the opposite is true. Knowing this, it is possible to determine in which types of activities it is easier for a child to realize himself. Every second of us is left-handed and right-handed at the same time. Such people are called ambidextrous. Determining the dominant hand in a child helps parents in upbringing: it is wrong to teach a left-hander to actively use his right hand, as this negatively affects the development of the child. Lefties are more likely to choose the profession of artists, painters, and writers.
Option for the smallest children:
We pay attention to which hand the child uses more often: holds the scapula, indicates the right thing, reaches for a treat, or grabs a toy.
Options for children from 3 years old:
- We suggest collecting your fingers in a lock. Above is the thumb of the hand that is active.
- We pay attention to which hand the child unscrews the bottle cap - this is the dominant hand.
- We ask the child to cross his arms over his chest. The hand on top is active.
- Children, who independently chose their menu from among simple dishes, developed very well. None of them gained weight or became thin.
- Despite the apparent disorder, the child, for a certain period, collected all the elements he needed, as if following a special diet.
- On different days and even time of day, the child's appetite changed. But this did not affect the final result. One of the kids ate only vegetables for a couple of days, and then suddenly became interested in meat or fish. The share of this or that product could also change: at some point, the child wanted a lot of milk, immediately after that, for a while, he could seem to forget about it. Thus, the child's brain independently determined, depending on the needs of the body, what to eat. Clara Davis repeated the same experiment with older children, separately studying the behavior of absolutely healthy and sick children, but the results were similar.
What to do and what to look for:the experiment can be easily repeated at home, dividing the diet by type of food: vegetables, meat, fish, fruits, black bread, cereals, dairy products, baby juices and tea. A child can, together with an adult, make up a diet for 1-2 days in advance. Some scholars have noted the importance of selecting products based on seasonality. For example, in June, offer your child strawberries among the fruits, and in August - a melon or watermelon.
Models: Samira Yunusova, Alir Vagapov
Photographer: Roman Zakharchenko
