Problems and tasks for spatial thinking
To help parents, we have compiled a selection of the most accessible tasks for developing spatial concepts in a child. But this is just the beginning. See the most interesting things below!
Simple tasks “with paper and pen” (4+)
- draw shapes from dots (repeating the pattern);
- repeat patterns, ornaments and figures consisting of lines;
- compare shapes by size and shape;
- complete the second (exactly the same, but in a mirror image) half of the picture;
- write mathematical dictations;
- connect dots by numbers;
- redraw figures, making changes (for example, increasing or decreasing the size, adding details) - or from memory;
- mirror any pictures, letters, numbers;
- draw according to the instructions (“draw a small square in the upper right corner of the sheet”);
- go through mazes (“help the hare get to the carrot, but not fall into the paws of the wolf”);
- play with frame inserts;
- make recognizable objects (cat, house, truck) from geometric shapes of different sizes;
- draw drawings and diagrams of various objects;
- describe the location of characters and objects in pictures using prepositions (in, above, under, between, at);
- make crafts, including three-dimensional ones, that require active measurement and correlation of parts of the whole.
The main thing when choosing is the child’s interest.
A.L. Wenger suggests stimulating children's three-dimensional thinking with the task “The car is driving down the road.”
A road is drawn on a piece of paper: it can be straight and wide (a simple option for “beginners”) or winding and narrow. There is a car drawn at one end of the road, and a house at the other. The child must, without lifting his pencil or pen from the paper, “drive” the car home (draw its trajectory). Instead of a car there may be a butterfly, instead of a house - a flower, and instead of a road - the flight path of a butterfly, depicted in italics.
A.E. Simanovsky came up with the exercise “Hit the circles with a pencil” to develop children’s three-dimensional thinking.
Draw on a piece of paper (or find a template on the Internet and print it out) rows of circles with a diameter of 3 mm (you can make larger circles to start with), arrange them in five rows of 5 circles in a row. The distance between the circles should be the same, for example, 1 cm. The child needs, without lifting his forearms from the table, to place dots in all the circles as accurately and quickly as possible. In this case, specify the “methodology”: either dots need to be placed from left to right in the first line, from right to left in the second, etc.; or have the child put dots from top to bottom in the first column, from bottom to top in the second, etc.
Entertaining online tasks for children from 5 years old
A fun and child-friendly training in three-dimensional thinking - online tasks and games. The author's collection of tasks with answers and explanations will save parents dozens of hours and free them from searching for suitable activities. Visual material will help the child create his own visual images. A nice bonus: voicing tasks helps your child learn to read.
On the LogicLike website there are more than 10 types of spatial tasks for children aged 5-12 years: flat figures, cubes in space, developments, reflections... Start classes!
We have created hundreds of entertaining tasks to develop spatial concepts and train three-dimensional thinking. There are “direct” tasks: compare figures, find a shadow, a reflection, count cubes. And complex tasks that primarily develop logic and intelligence, as well as spatial imagination: chess, sequences, algorithms.
Such tasks ideally combine gaming and educational components. The future first-grader will unconsciously, effortlessly, but with interest, desire and passion for sports, train a vital skill - spatial thinking.
Game "Orientation in space"
Game "Seekers"
Instructions:
Ask your child to find the boy's and girl's houses. The rectangles contain objects that children must pass by in order to get to their home.
Game "Labyrinths"
Instructions:
Ask your child to guide the animals through the maze to their food.
Game "Remember the words"
Instructions:
ask your child
to listen carefully and remember the words
written on the cards. After that, open the next task.
Game “Remember the words. Continuation"
Instructions:
ask the child to remember which pictures disappeared and which ones appeared again in comparison with the inscriptions in the previous task.
Game "Rebuses"
Instructions:
Ask your child to decipher the riddles by replacing the icons with letters.
This task can be redrawn and completed on a blank sheet of paper . If it is possible to print the sheet, then have the child write the letters in the empty cells, connect the resulting riddle with a picture - the answer, and color all the objects.
Game "Mathematical additions"
Instructions:
Ask your child to solve addition examples.
Verbally
say what will happen in the empty squares.
Below, the Mathematical Chain
can be completed either orally or in writing.
If it is possible to print the sheet, then have the child draw all the answers and color them.
Game "Complete the Draw"
Instructions:
copy this pattern onto a checkered sheet and ask the child to complete the second part so that you get a complete, symmetrical pattern. Color the resulting picture.
Game "Find the Differences"
Instructions:
Ask your child to find how one picture differs from another.
Game "MAGIC SQUARE"
Instructions:
ask your child to place the figures in the empty cells so that they are in a different order on each floor. This task can be done on a blank sheet of paper, copying the entire square.
Game "INSECTS"
Instructions:
ask your child to find an extra insect and explain why?
Game "Orientation in space"
Instructions:
Ask your child to look carefully at the picture and answer your questions.
Questions about the picture:
1. What is above the nightstand?
2. What is between the mirror and the jacket?
3. What's under the coat? How can all these objects be called in one word?
4. What is in front of the shoe shelf?
5. What is to the right of the coat?
6. What is between the hat and the beret?
7. What's on the nightstand?
8. What is under the shoe shelf?
9. What is above the jacket?
Simple games to develop spatial thinking
Game "Place the cat"
Invite your child to imagine an animal (cat, elephant, cockroach) - let him answer which object this animal will fit into. In a glass? What about the TV box? Maybe into a passing truck?
Game “Put it right!”
Give the child various objects and ask them to place and arrange them, following your instructions: closer (closer than), further (farther than), a little forward, backward, to the left of, etc.
Game "Metamorphoses"
Ask your child to draw a circle behind a square, a triangle in front of a rectangle. You can complicate the task: draw a cylinder in front of the cube or draw a house on the other side, on top, “cut” toy dumbbells in half, etc.
Game "Special Agent on a Mission"
Invite your child to carefully examine the room where he is and remember the surrounding objects. Then ask questions using location words: What color is the table to your left? what object is located directly under the chandelier? This game is even more interesting on the street - there you can already use moving objects.
Game "Drawing on the back"
Draw various figures on the child’s back, then objects - let him try to guess what you are depicting.
Game "Fly"
It is played by two people, plus one “observer”. The players imagine - and the observer draws - the playing field: a grid measuring 9 squares in length and 9 in width. You need to mentally place a fly in the upper left corner. Players take turns making moves, moving the fly to different squares, and the observer marks these moves on the playing field. When the observer stops the game, each player names the square in which, in his opinion, the fly is located. The one who names correctly wins.
Game "Route of Movement"
Draw a complex map of city streets (or just take a map). Explain to the child that he is a policeman who went from point A (show him on the diagram) to point B (also show him). The child must drive along the route, naming each turn. In this version of the game, the active words will be “right” and “left”. Then “change the role”: now the child is a dispatcher who tracks the trajectory on the map. The words “up” and “down” should appear in the route description.
Game "Magic bag"
Place various figures in a small bag - preferably stereometric ones (cube, ball, etc.), but you can also play ones (pyramids, nesting dolls, etc.). Invite your child to guess what is in the bag by touch.
A selection of games and exercises for developing spatial orientation skills in preschoolers
Marina Evgenievna
A selection of games and exercises for developing spatial orientation skills in preschoolers
A selection of games to develop spatial orientation
The child’s ideas about space develop gradually. The first and important stage in the structure of the formation of spatial representations is the child’s perception of his own body, which begins with the sensation of muscles, the sensation of the body’s interaction with external space, as well as the child’s interaction with adults. In L. S. Vygotsky’s work “Thinking and Speech” it is said that “a concept is formed when sensations are formed.” This is confirmed by data from psychological and neuropsychological studies. They indicate that the perception and memorization of spatial characteristics of the external and internal world are based on the motor sphere. Therefore, the most important principle of developmental work is the principle of motor development of space.
Stages of formation of spatial orientation in children:
-Orientation “on oneself”,
-Orientation in space “from yourself”
-Orientation in space “from objects”
These stages do not replace each other, but coexist, complementing each other. Orientation “on oneself” is not only a certain step, but also an indispensable condition for orientation in the arrangement of objects both “from oneself” and “from objects”. When determining the location of objects, a person constantly correlates surrounding objects with his own coordinates. The child does this especially clearly in order to determine the right and left of the person standing opposite: the child first of all determines these sides “on himself”, then makes a mental turn of 180° and, taking a position opposite the person standing, determines his right and left sides . Only after this will the child be able to determine the spatial location to the right and left of the other person. Consequently, orientation “on oneself” is the initial one. Orientation “from oneself” presupposes the ability to use a system when the reference point is the subject himself, and orientation “from objects” requires that the reference point be the object in relation to which the spatial arrangement of other objects is determined. To do this, you need to be able to isolate the different sides of this object: front, back, right, left, top, bottom. The development of spatial orientation in the arrangement of objects “on oneself”, “from oneself”, “from another object” occurs during preschool age. An indicator of its development in children can be a gradual transition from the child’s use of a system with a fixed reference point (“on oneself”) to a system with a freely movable reference point (“on other objects”).
Between three and four years of age, the child begins to develop an idea of right and left, that is, a bodily diagram is formed and matures. The process of formation of a child’s distinction between the right and left sides of his own body is completed at approximately six years of age. Vaguely formed ideas from the right and left parts of the body often cause disorders of written speech (reading, writing).
The formation of spatial orientation is inextricably linked with the development of thinking and speech. Significant changes in the perception of space in a preschooler are observed with the appearance in his dictionary of words denoting the place, direction and spatial arrangement of objects. With the appearance in the preschooler’s active vocabulary of the words: left, right, forward, backward, close, far, the perception of space rises to a new, qualitatively higher level - spatial representations expand and deepen.
Games for orientation “on oneself” (learning to distinguish left/right, top/bottom)
1. Game “The ship is sailing”
The game can be played with one child or with a group. First, the movements of the game are learned.
• “Right twist” – this is a rotation with the right hand as if “starting the engine”.
• “Left crank” – this is a rotation with the left hand, as if we were starting the engine with our left hand.
• >“Right stomp” – we stomp with our right foot.
• “Left stomp” – we stomp with our left foot.
You can come up with your own movements in which you need to distinguish between right and left (up and down, forward - backward or other directions).
The presenter peers into the distance: “The ship is sailing!”
Children ask: “What ship?”
The presenter replies: “With the right turntable!”
Children perform a movement - do a right turn (rotate with their right hand).
Again the driver peers into the distance: “The ship is sailing!”
Players ask: “Which ship?”
The driver comes up with the name of the ship. For example, “With a left stomp and a left twirl.” Children perform movements: stomp with their left foot and twist with their left hand. In the first games, simple tasks are given that include one action, for example, “with the left trample.” In the future, you can give tasks with 2-3 actions: “with a right stomper and two spinners” or “with a right stomper and a left spinner” or “with two stompers and a left spinner.”
2. Dance “Boogie-Woogie” while singing:
The right handle goes forward, and then it goes back,
And again, go ahead and shake her a little.
We boogie-woogie, turn in a circle, and clap our hands like this - Clap-clap!
Next, the body parts change (left arm forward; right leg forward, etc.)
3. Mirror reflection.
Many parents face this problem. Even if a child knows perfectly well where his right is and where his left is, he often gets confused with the mirror image. Place the doll or teddy bear with its back to the child and ask where the toy’s right paw is. After the baby answers, tie ribbons on this paw and on the baby’s right hand. Now turn the toy to face the child. What happens? The ribbons were on different sides! Turn the toy back again. The ribbons matched. Let the child twirl the toy himself several times to understand what is happening. You can tie ribbons on the paws of several toys and experiment with them. You can put a bracelet on a child’s hand and play with the reflection in the mirror. It is important that the child experimentally understands that the right hand remains right. And magic occurs due to changes in the position of objects relative to each other.
Games for orientation "from yourself"
1. Game “Find the toy”
One child hides a toy in the room, and the other must find it, using approximately the following instructions: “Turn your back to the door, walk 4 steps forward, then 2 steps to the right...”, “go around the chair on the left, and the stool on the right,” “get the toy over , under, on, at the table...” The task can be complicated by introducing additional obstacles and increasing the number of steps.
2. Game “Right-Left”
Ask your child to show or name those objects in the room that are currently located to his RIGHT, and then to his LEFT. Repeat these same questions after turning the child 180° and 90°. Then ask him which side of him is the door, window, table, etc., which will put the child in front of the need to independently use the right words.
3. Game "Mirror"
Here the child is invited to be a mirror and repeat all the movements of the adult (the child himself can suggest movements).
Games for orientation "from objects"
1. Game "Magic Square"
Children are offered a 9-cell square (9x9 cm). Each cell (3x3 cm) of this square has its own color. The following types of tasks are offered:
1. Color orientation: “Show me a blue square; show a square the same color as the grass); show warm and cold colors.”
2. Counting: “Count all the squares; count the squares of the second row (first, third); count the squares of the first column (second, third); ordinal count - what place in the first row...; color - what color is the square in third place in the second row”, etc.
3. Introduction to the concepts: “Show the upper right corner, upper left corner, lower left corner, lower right corner, center, left side, right side, diagonal, top (bottom) side.
4. Name the neighbor: “To the right of the red square, to the left of the blue, under the yellow, above the orange, lower black, upper (white),” etc.
5. Journey: “We start the journey from the upper left corner. Then we go one cell down, then one cell to the right, two cells up,” etc. The entire space of the square is used.
6. Get to the toy. Here a toy is placed on one of the cells of the square, for example, in the upper left corner. The child must propose and implement a plan for traveling around the square in order to get the toy. The starting point of the route is set by adults, for example, from the second lower square.
2. Game “Neighbor, raise your hand”
This game develops visual-auditory concentration, all forms of attention, visual-spatial orientation, coordination of movements, retention of rules, and sequence of actions.
The players, standing or sitting (depending on the agreement, form a circle. The driver is chosen by lot, who stands inside the circle. He calmly walks in a circle, then stops opposite one of the players and loudly says: “Hands.” The player to whom he addressed the driver continues to stand (sit without changing position. And both of his neighbors must raise one hand up: the neighbor on the right - the left, the neighbor on the left - the right, i.e. the hand that is closer to the player located between them. If anyone If one of the guys made a mistake, that is, he raised the wrong hand or forgot to raise it altogether, then he changes roles with the leader.
They play for a set time. The child who has never been a driver wins.
A player is considered a loser even if he only tried to raise the wrong hand. The driver must stop exactly opposite the player he is addressing. Otherwise, his command is not executed.
3. Game “Pass the Motion.”
Participants stand in a circle. One starts moving and passes it around in a circle. All players repeat after him.
4. Game “Reverse Movement”
All participants stand in a circle. The driver shows some actions. The players' task is to do exactly the opposite.
One of the effective developmental techniques is outdoor games such as “Classics”, “Lapta”, “Zhmurki”, “Hide and Seek”, “Cossack Robbers”, “Pathfinders”, “Scouts”, as well as eye games (throwing rings, balls with changing the distance to the point of impact).
It is especially important to stimulate the child’s transfer of knowledge from a specially organized didactic environment into a real-life environment.
Three-dimensional, three-dimensional, imaginative thinking, spatial imagination
We tried to sort out the differences in concepts a little. However, if everything is clear with theory, you can immediately move on to practice.
Spatial (three-dimensional, three-dimensional) thinking is a process in which a person is aware of the spatial characteristics of an object (size, shape, relationship of components and location) and mentally performs actions with this object (for example, moving or transforming it).
Three-dimensional thinking uses information that comes from the senses, processes it, actively using memory and logic. It is directly related to imaginative thinking, because both types use visualization - the skill of “drawing a picture in your mind.” Imagination helps us put forward spatial hypotheses.
What to develop - three-dimensional thinking or imagination?
The difference is in the details. The “picture” of three-dimensional thinking is extremely reliable. The “product” of figurative thinking is often imaginary, distorted, perceived through the prism of one’s own experience, or emotionally charged (for example, if you like an object, it appears more attractive in the imagination).
Spatial thinking is closely related to imagination: we use it when we mentally change, rotate, and move three-dimensional models of objects in space. We do not see these transformations - but we fantasize about them. By developing three-dimensional thinking in a child, parents thereby stimulate and give impetus to the imagination, including creative ones.
Humans are naturally gifted with three-dimensional thinking, but some of us are better at it than others. According to scientists, this is partly due to heredity, but sometimes due to the lack of appropriate experience and “training”. You can start practicing literally from 3-5 years old, but you need to focus on the age stages of development of spatial thinking.
Educational game for developing orientation in space “Room Plan” (developed by L.A. Wenger)
Despite the fact that the word “plan” sounds so adult, playing this game is very useful even with a three-year-old child .
Build a small room for a bear (or any other toy - bunny, doll, etc.). You can use a ready-made dollhouse and ready-made toy furniture, or take a room and furniture from a cardboard set for children's creativity.
If there is no ready-made house, then organizing such a room is quite simple from scrap materials. Make it together with your baby.
- We mark the floor with a square or rectangular piece of fabric (you can use old fabric or oilcloth, wallpaper, etc.
- We place doll furniture on the floor (at least 3 items). You can build furniture from a designer set. But then it is better that each piece of furniture has its own color (for example, a yellow chair, a blue table, a brown wardrobe, a green stool, a white bedside table).
- We designate the window and door. You can place a sheet of wallpaper vertically and cut out a window and a door in it. You can draw a window and a door on a piece of paper and put it in the right place.
Tell your child that the bear (bunny or other toy for which you built a room) bought new furniture, and we helped him arrange it beautifully. Name together what is where. For example: “In the middle there is a table. There is a chair at the table. There is a closet near the window. There is a bedside table near the door” (the list depends on the “furniture” that you placed in the room). Enjoy your new room with your bear and invite guests!
Play this story with your child. Guests come to the bear (bunny), play, look at the furniture, invite the bear for tea, etc. A duckling (toy) came to visit and really liked Mishka’s room. The duckling says: “I also want to make a room like this for myself, but I don’t know how. Maybe you can help me (the child)?”
Start with your child helping the duckling arrange the furniture in the duckling's room. We will have the duckling's room on a piece of paper from the album. And instead of furniture, we will place geometric figures cut out of colored cardboard in this “room”. These figures should match the color of our “furniture” in the bear’s room. For example, if we put a round yellow table in the bear’s room, then it will be a yellow circle in the duckling’s room. If a bear has a brown cabinet in his room, then a duckling has a brown rectangle in his room, etc. Ask your child: “What will be the table in the duckling’s room? That's right, circle. This is the yellow circle. What will happen instead of the closet?
- Draw a line on a piece of paper where the window and door are located.
- It is very important that the sheet on which the child makes the plan is located exactly the same as the bear’s toy room (for example, a door on the right, a window on the left), otherwise he will get confused!
- Invite your child to place “furniture” (that is, geometric figures - furniture substitutes) in the duckling’s room. Prompt him by asking leading questions and comparing two rooms with him: “What is standing near the window? What is between the window and the table? etc.
- When the duckling's room is ready, you can decorate it with additional items.
When the child gets used to this game, you can offer him the opposite task with a new toy - according to the plan that you lay out on the album sheet, arrange toy furniture in the room.
Another favorite version of the game for children’s orientation in space is the game of hide and seek. You hide a little surprise in the doll's room and show where it is hidden on the doll's room plan. The kid finds it. If the baby is well versed in the layout of the doll's room, you can draw a layout of the real room and mark on it the object where you hid the toy. On the plan of a real room, mark a door, a window and 3-5 objects.
With a four-year-old child, after the first games with a plan, you can complicate the task. And there are some very interesting options in this complication.
1. As before, we will mark on the plan the place where we hid the surprise, but... we will turn the plan of the doll’s room upside down and introduce a new rule that you cannot turn the plan over! The baby will have to “in his mind” turn over the plan of the room, navigate by the window and doors, where everything is. This is a great mental exercise for a child!
2. We will say that our bear bought a new sofa (or piano, or buffet, etc.) - beautiful and comfortable, and it needs to be put in the room. Let's give the baby a rectangle representing this object and ask him to find a place for it in the room. To do this, the baby will have to move the figures on the plan and take into account some circumstances. For example, a sofa cannot be placed by the door, because... you won't be able to enter the room. It is inconvenient to place the sofa by the window, because... will blow. The kid finds an option for the location of the sofa in the room on the plan, and then he can “install” the sofa from the construction set in the toy room.
3. Draw a real plan of your room with a simple pencil in an album, hide the object and mark on the plan where your surprise is hidden. Put the plan in your child's hands. He will have to figure out how to turn the plan in his hands. First, the child needs to pick up the plan so that the place of the plan with the door coincides with the place of the door in the room. Then - understand where he is now. And then look for the item.
4. In the same way, play with a 4-year-old child in the kitchen, in the hallway, in the country house. This will help him learn to quickly navigate in space.
Game "What's on the right"
Children sit along the edge of the carpet. There are 5-6 toys on all sides of the carpet.
Option 1. The teacher asks the children to remember where their right hand is. Then one of the children is asked to stand in the center on the carpet and name which toys are located to the right of him. In this case, each subsequent child is turned in a different direction compared to the previous one.
Option 2. The teacher or one of the children names the toys located in the same row and asks the child in the center of the carpet to name which side they are on.
Option 3. The teacher asks one of the children to stand so that the toys sitting on one side of the carpet (names them) are to his right.
Game "On the Raft"
Children stand on the carpet at the same distance from each other. Everyone stands on an imaginary raft. The teacher asks the children individual questions, while constantly asking them to change direction. For example, Petya, who is standing on your left; Masha, who is standing behind you; Seryozha, who is standing in front of you; everyone turned to the left; Tanya, who is standing to your left, etc.
Game "Bell"
All the children sit on the carpet, one of them is the driver, he closes his eyes. The presenter (teacher) moves away in some direction and rings the bell. The one who drives must name where the ringing is coming from. If he names correctly, he becomes the leader.
Game "Say the other way around"
This game can be played with all children, or with 1-2. The teacher names spatial landmarks, and the child who received the ball or other name names a landmark that has the opposite meaning. For example, left - right, top - bottom, etc.
Game "Shop"
Two children or two subgroups of children can take part in this game. They sit opposite each other, separated by a screen. Each has the same set of pictures (products, toys, stationery, clothes) and a card simulating a store shelf. One child lays out pictures on his card and names the location of each of them. Another child tries to reproduce everything exactly according to the instructions. Then, by removing the screen, children can compare both “stores.”
Games to develop children’s skills to occupy a certain spatial position according to a given condition (from themselves, from an object).
Game "Guess where..."
The teacher invites the children to stand in a circle on the carpet and see what objects or which of the children are on the left, right, behind, or in front of them. For each correct answer, the child receives a chip. At the end of the game, the number of chips received by each child is calculated.
Game "Ships"
All children sit along one side of the carpet, on which there are stools (in the form of inverted containers) at the same distance from each other: 3-4 rows of 3 pieces. in every row. These are “islands” in the sea, and each of the children will take turns being a “ship”. Someone lives on each island (a toy or card with an image of an animal is hidden under a stool). The child chooses who he will go to, and the teacher gives directions, indicating the location of the starting point. Having reached the desired “island”, the child lifts the stool to make sure that the task is completed correctly.
Option 1: the teacher gives step-by-step directions for movement. For example, go forward two islands, turn left, go through another island, turn right, go through another island - search.
Option 2: the teacher gives a reference point for the location of the “island” relative to the others. For example, this “island” is blue, located on the left, and in front of it is a white “island”.
Option 3: the teacher gives the child a diagram of the location of the “islands” and gives instructions on the diagram, after which the child tries to find the desired “island” on the carpet. For example, in the diagram (3x3) the required “island” is at the top right, etc.
Game "Where I Sit"
It is rational to play this game before class in order to seat the children in certain places. All the children gather on the carpet. There are upside-down cards on the tables (this could be a child’s personal badge, a paired picture, etc.). The teacher gives everyone instructions according to which the child must find his place, and the card will give him the opportunity to check the correctness of his choice. For example, Marina, go to the table that is located in front of the door, to the left of the window. Sit at this table on the right. Misha, go to the table that stands between the teacher’s desk and the closet, face the window, sit on the left, etc.
Game "Let's change"
Children stand on the carpet at the same distance from each other. The teacher gives instructions on how to move in space to one of the children to find a certain place in space according to given landmarks. For example, Sasha, stand so that there is a wall to your right, and Polina is in front of you. If Sasha found the place correctly, then the child standing in this place stands in Sasha’s place.
Games to develop children's skills to determine in words the position of one or another object in relation to another.
Game "What has changed?"
In front of the children, there are toys on the table in 2 (3) rows, 3 (4) in each row. The presenter invites all children to look and remember the location of the toys. Then the children close their eyes.
Option 1: the presenter removes some toy and asks to name it and the place where it was. For example, Drakosha, who was below between the puppy and the parrot, disappeared.
Option 2: the presenter swaps two toys and asks them to name the place where they were originally. For example, the pig sat at the bottom left, and the mouse was at the top between the puppy and the calf.
The role of the leader can be either a teacher or a child.
Game "Housewarming"
In this game, children use wall shelves for toys in the form of houses and small toys (animals). Each of the children in turn must “populate” the house according to the given instructions. For example, at the bottom of the apartment we got: a mouse, a kid goat and a monkey, with the kid goat on the left, and the monkey between the mouse and the kid, etc.
It is advisable to play this game with a small subgroup of children (2-3 people). At first, the teacher acts as the leader; in the future, it is necessary to involve children - this will help consolidate and expand their active vocabulary.
Games to develop the ability to navigate in motion.
Game “Where will you go and what will you find”
Before the game, all children sit in a semicircle in front of the shelves with toys. One of the children turns to face all the children, but does not see where the teacher hid the toy. The facilitator then gives instructions to that child. For example, take 2 steps forward, 3 steps left, 1 more step forward, look on the bottom shelf. At first, the teacher acts as the leader, then it can be the child who has correctly followed the instructions.
Game "Find the magnet"
There are various magnets on the magnetic board in front of the children. Each of them makes a guess as to which magnet he will look for with his eyes closed (blindfolded). Children take turns going to the board to find “their” magnet, while the other children give clues where to look. For example, higher, higher, even higher, to the left, a little down.
Game "Synchronized swimming"
Children stand on the carpet at the same distance from each other. The teacher gives instructions on how to move in space to all children at the same time, sometimes changing their direction relative to each other. For example, everyone took a step forward, a step to the right, two steps to the left, turned to the right, took a step back, etc.
Game "New gait"
This game can be played with 1-2 children during a walk. We agree that now we are not like other people, but in a special way. For example, two steps forward, one step to the right, or one step back, two steps forward. As the game becomes more complex, the child must not only control his “gait”, but also turn his body so as to achieve a certain goal.
Games to develop the ability to navigate on a plane (orientation on a sheet of paper, i.e. in two-dimensional space).
Game "Name the neighbors"
To do this, use a sheet of paper on which images of various objects are randomly located.
Option 1: the teacher asks to find an image of some object and determine:
- what is shown to the right of it,
- what is drawn underneath,
- what is located at the top right of a given object, etc.
Option 2: the teacher asks to name or show the object(s) that are located:
- in the upper right corner,
- along the underside of the sheet,
- in the center of the sheet, etc.
Game "Harry Potter's Labyrinth".
The teacher gives each child a sheet on which a labyrinth is drawn and the beginning of the path is indicated by an arrow. Children are then asked to help find the way to the cup by following the instructions and then checking to see if they were followed correctly. First, the sheet with the labyrinth must be positioned so that the entrance to it is on the left (right, above, below), then follow it (draw a line) until it turns, turn in the right direction according to the instructions. For example, the entrance to the labyrinth is below, go up, left, up, right, down. Having reached the end, the children can check themselves: the teacher drew the same route with a marker on the film, placing it on his sheet, the child sees whether he has completed the entire path correctly.
Game "Geometric dictation"
In front of the children is a sheet of paper and a set of geometric shapes. The teacher gives instructions, and the children must follow at a fast pace. For example, put a red square in the upper left corner, a yellow circle in the center of the sheet, etc. After completing the task, children can check whether they completed it correctly:
option 1: the teacher has prepared in advance a sheet with drawn geometric figures according to the dictation;
option 2: one of the children (under the supervision of the teacher) does the work on a magnetic board, which can then be turned to all children.
Game "I'm driving a car."
In front of each child is a sheet of paper (A3) and a small car.
Option 1. Children, listening to the teacher’s instructions, move the car in the right direction. For example, in the lower right corner of the sheet there is a garage, from there we will go along the bottom side of the sheet to school. It is in the lower left corner, and after school we will go to the zoo, which is in the upper right corner, etc.
Option 2. The teacher starts the game, the children take turns coming up with and pronouncing the next landmark.
Game "Kaleidoscope"
To play, children are invited to draw an ornament or stick on ready-made shapes (geometric shapes, cut-out pictures) and talk about their work. To do this, it would be rational to give the teacher a topic for work. For example, “Bookmark”, “Rug”, “Patchwork Quilt”, “Easter Egg”, “Picture Frame” and others.
Games - physical exercises aimed at developing spatial perception
Game "Monkeys"
At the initial stages, the game is played without taking into account the mirror image of body parts. Children need to, repeating all the actions after the teacher, show and name parts of the face and head.
Game "Confusion"
Children are asked to close their left eye with their right hand; with your left hand show your right ear and right leg; reach with your left hand to your right toe, and with your right hand to your left heel, etc.
Game "Bug's Journey"
Listen carefully and draw how the beetle moves: one cell up, one to the right, one down, one to the right, one up.
Game "I'm a Robot!"
The game teaches the child to listen carefully to the adult’s commands.
Game "Find the treasure"
The purpose of the game is to teach the child to navigate in space, turn right or left
Games for developing orientation “on oneself”
"Sun"
Goal: to consolidate knowledge about the location of parts of the face, the ability to navigate one’s own body.
Equipment: schematic representation of a person’s face.
Content: the children are offered a schematic image of a person’s face with a landmark (nose). It is proposed to lay out parts of the face (eyes, eyebrows, lips) on it. Then the child closes his eyes and performs this task again, saying where all the parts of the face are located in relation to each other.
"Sculptor"
Goal: to teach children to take into account the relativity of spatial relationships in accordance with the position of oneself and the reference point during orientation, without anyone’s help to determine spatial directions in these situations.
Equipment: model of the Pinocchio toy.
Contents: the children are offered a model of the Pinocchio toy. Pinocchio will show movements, and the guys will try to repeat everything exactly after him.
"Controller"
Goal: to consolidate spatial orientation skills in the process of correlation
children of paired opposite directions of their own body with the directions of the person standing opposite.
Equipment: red and green tickets, hoops
Contents: the child (controller) is located in front of other participants in the game - passengers who have red and green tickets. Behind the “controller” on the right and left sides are placed hoops indicating buses. “Passengers” with red tickets are directed by the “controller” to the left bus, and with green tickets to the right one.
Orientation games in closed and open spaces
"Hide and Seek"
Goal: development of attention, reaction speed, ability to navigate in open space.
Equipment: -
Contents: All players are divided into two teams, led by captains. It is determined by lot who will hide and who will search. For the game, a place is set (tree, wall, door, etc.) - a “city” where the players must run. Those who must hide are taken away by the team captain, shows them places to hide, and he himself returns to the team, which must look for those hiding. The captain walks around, shouting all the time: “We are... (names location)!” This helps his team navigate: stay in cover or run to conquer the “city”. If those who are searching notice at least one of the hidden people, they loudly call his name and place of hiding, and they themselves run in a group to the “city”. The team that runs to the “city” before the other gets a point. The team that is hiding can run up and conquer the “city” even before the location of the opponents is revealed or after they have been seen.
"The Road to School"
Goal: to develop the ability to navigate in open space, develop memory, and the ability to draw up a path diagram.
Equipment: sheet of paper, pencil.
Contents: The child remembers and tells where on the way to kindergarten he saw the school, what was near it, in which direction to go to it, where to make a turn, etc. Then the child draws up a diagram of the way to school.
"Running to the River"
Goal: development of speed, ability to navigate in open space, strengthening of body muscles.
Equipment: chalk, stones.
Contents: Draw a line that denotes the shore and a rectangle that denotes the river. Stones are placed in the “river”. Players line up along the “shore”. At the driver’s signal, the players run to the “river”, take out a stone “from the bottom” and, running back, give the stone to the driver. The game is competitive in nature.
"Rider"
Goal: to develop attention, the ability to navigate in space, consistency in movements.
Contents: The players are divided into pairs: one is the “horse”, the other is the “rider”. The “horse” player stretches his arms back and down, the “rider” player takes his hands. On command, in this position, the pairs must run to the finish line. The winner of the pair then competes against the winner of the other pair.
Games for orientation in space with a reference point “from yourself” and “from objects”
"Who can name it correctly"
Goal: to stimulate the ability to determine spatial relationships between oneself and surrounding objects.
Equipment: -
Contents: In the game, the child shows his right hand and says what is on the right, and then he is asked to close his eyes and turn around in one place several times. Then open your eyes, show your right hand again and name what
which is to the right of it. Thus, work is carried out with the left hand.
“Which of the children is standing close and which is far away?”
Goal: to consolidate the ability to navigate in space with a reference point “from oneself.”
Equipment: -
Content: children line up on the carpet at different distances from the leader. The leader determines which of the children is closer to him and who is further away.
"Goalkeeper"
Goal: strengthening the child’s orientation skills relative to himself, developing reaction speed and accuracy of movement.
Equipment: ball
Contents: An adult throws a ball to a child, while simultaneously warning the child where the ball should go. The child must make a goalie movement in the given direction.
Child: I’m called a goalkeeper for a reason: I will always catch the ball.
Educator: One, two, three - There’s a ball on the right (left, straight), look!
Games for spatial orientation using intact analyzers
"Auto racing"
Goal: to teach children to use their hearing to determine the directions of moving objects and to designate these directions in speech using appropriate spatial terms.
Equipment: 2 cars of different colors, sizes, control methods (regular and inertial), dark blindfold.
Contents: the child is offered 2 cars. The child, looking at them, notes the color, size, sound made during movement. Then the children close their eyes and are asked to use their intact analyzer (hearing) to determine and say in which direction the car is now moving away from you, what color and size it is.
"Blind Man's Bluff with a Bell"
Goal: to teach children to determine the directions of moving objects using their hearing.
Equipment: dark blindfold, bell.
Content: a driver is selected from among the children. The driving child is given a dark bandage. The rest of the children have a bell that they can pass on to each other. A child with a bell rings them while moving. The driver follows the sound, trying to hit the one with the bell.
Games for spatial orientation while moving
"Find toys"
Goal: to teach children to move in space, maintaining and changing direction in accordance with the instructions of the teacher, taking into account the landmark, to use spatial terminology in speech.
Equipment: various toys
Content: Children are informed that all the toys are hidden. To find them you need to carefully listen to the “hints” (instructions) and follow them. After finding the toy, the child tells in which direction he walked, which direction he turned, where he found the toy.
"Scout"
Goal: to strengthen children’s ability to navigate the space of the kindergarten while moving, to teach them to plan their route, and to develop memory.
Equipment: sheet of paper, pencil
Contents: The child is given instructions: “You are a scout. You need to get to the secret facility (nurse’s office, speech therapist’s office, psychologist’s office, kitchen), remember your path and everything you see along the way, and return back to the headquarters (group).” Returning to the group, the child tells where he walked (ascended or descended the stairs, walked along the corridor), what objects he encountered on his way, what was to his right, to his left. Subsequently, with my help, the child draws the route of his journey.
"Jump-jump"
Goal: development of attentiveness, navigation skills, strengthening the muscles of the legs.
Equipment: chalk
Contents: A circle with a diameter of 15-25 m is drawn on the playground, and inside it there are small circles with a diameter of 30-35 cm for each participant in the game. The driver stands in the center of the large circle. The driver says: “Jump!” After this word, the players quickly change places (in circles), jumping on one leg. The driver tries to take the place of one of the players, also jumping on one leg. The one who is left without a place becomes the driver.
Games for orientation in microspace
"Artist"
Goal: ability to navigate on a plane, consolidate the ability to understand spatial terminology.
Equipment: picture - background, subject pictures.
Contents: We tell the child: Imagine that you are an artist, and I am your assistant. Now we will create a picture. I will tell you the place and the image that you will have to draw in this place. The child completes the teacher’s assignment and then changes roles with him.
"Magic chest"
Goal: to consolidate navigation skills in microspace, to activate the words “above”, “below”, “right”, “left” in children’s speech.
Equipment: “chest”, small toys
Content: the child is invited to examine and examine several objects or toys. Then the child closes his eyes, and the teacher places these toys on 2 shelves of the chest. The child inserts his hands into the “sleeves” and, examining the same objects already inside the chest, tells where they are.
"Colorful Journey"
Goal: to consolidate the ability to navigate on a kind of sheet with a large square, develops imagination.
Equipment: playing field, small toy.
Contents: the child is provided with a playing field consisting of cells of different colors. A toy is placed on the first square, which will now go on a journey. The teacher sets the direction of movement of the toy with the commands: 1 cell up, two to the right, stop! Where did your hero end up? The child sees the color of the cell on which his toy has stopped and, in accordance with the color, comes up with the location of his hero. (For example: a blue cell may indicate that the hero has arrived at the sea, green - in a forest clearing, yellow - on a sandy beach, etc.).
"Butterfly"
Goal: to consolidate the ability to navigate on a microplane, to arouse interest in reading, to consolidate reading skills.
Equipment: field with letters.
Content: the child is offered a field with letters. There is a butterfly in the center of the field. The child is told: The butterfly loves to eat sweet nectar, flying from flower to flower. Today the butterfly invited you to play. Not ordinary flowers grow in her favorite meadow. Each one has a letter on it. If you follow her flight and together with her collect letters from flowers, you will find out what word she wished for. Next, the teacher sets the direction of movement of the butterfly, and the child collects letters from the flowers, lays them out on the table and reads the resulting word. Then the teacher changes roles with the child. Now the child sets the direction of movement, and the teacher completes this task. The letters can be changed depending on the hidden word.
"Journey through the ABCs"
Goal: to consolidate the ability to navigate on a microplane, to form images of letters and words.
Equipment: playing field with letters
Contents: we say to the child: Today you and I will go on a journey through a magical land where riddles live, and the alphabet will help you solve them. If you collect all the letters correctly, you will be able to find out the answer. The teacher asks a riddle, and then the direction of movement along the playing field is given. The child acts in accordance with the instructions and makes up a word - a guess.
"Find a place"
Goal: to develop the ability to determine the upper and lower edge of the plane, its left and right sides, and find the middle in the plane.
Equipment: colored ribbons, toys.
Contents: a rectangle is marked on the carpet using colored tapes
of such a size that the child can move around comfortably. Children are given the task: arrange the toys according to the teacher’s instructions. For example, put the ball in the far left corner, the car in the middle,
bear - in the near right corner, etc.
Orientation games using diagrams and route plans, space plans
"Address Bureau"
Goal: to learn to navigate on a city map, to place objects on the plan in accordance with the location of real objects.
Equipment: city map, photographs of attractions.
Content: children place photographs of attractions on a city map from memory.
"Astronomers"
Goal: to consolidate the ability to orient according to a diagram, orientate on a microplane (flannelograph).
Equipment: flannelgraph, constellation diagrams, stars, caps.
Contents: the teacher tells the children: Tonight there was a strong wind and blew almost all the stars from the sky. The moon in the sky became very sad alone, and she asked us to help her. Now you and I will put on our magic caps and become astronomers. The moon gave me a photograph of the sky before the wind blew away the stars and photographs of the constellations that were located here. Now you need to make constellations from the photographs and return them to our sky. As the children work, the teacher tells you legends about the constellations that the children post.
“Help Dunno lay out his school supplies”
Goal: to consolidate the ability to navigate in space using a picture - a plan, in microspace, to correlate a schematic image of an object with a real one
Equipment: picture - plan, educational supplies.
Contents: children are offered a picture - a plan with a schematic representation of educational supplies. Children arrange real school supplies according to the plan.
“Where is Masha?”
Goal: to consolidate the ability to correlate real space with the plan.
Equipment: plan
Contents: The teacher tells the children: The doll Masha is lost. Here's a map of her journey. Let's find Masha and help her return home.
