Belopolskaya N.L. Exclusion of items (Fourth extra). Instructions for use + Stimulus material

ISBN: 978-5-89353-284-5, Publisher: "Kogito-Tsentr", Year of publication: 2009, Dimensions (manual): 140x205 mm. Dimensions (cards): 115x115 mm. Cover: soft cover. Circulation: 1500 copies - 28 pages.

Methodology "Exclusion of the fourth superfluous"

Target: to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child.

Stimulus material: pictures depicting 4 objects, one of which does not fit the others in the following ways: 1) in size; 2) in form; 3) by color; 4) by generic category (wild - domestic animals, vegetables - fruits, clothes, furniture, etc. - 4 pieces from simple to complex)

The procedure for carrying out the technique: The child is presented with a series of pictures showing different objects, accompanied by the following instruction: “In each of these pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous. You have 3 minutes to solve the problem.

Evaluation of results. 10 points - the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous. 8-9 points - the child correctly solved the problem in 1 to 1.5 minutes. 6-7 points - the child coped with the task in 1.5 to 2 minutes. 4-5 points - the child solved the problem in 2 to 2.5 minutes. 2-3 points - the child solved the problem in 2.5 to 3 minutes. 0-1 point - the child did not cope with the task in 3 minutes.

Conclusions about the level of development. 10 points is very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.

Stimulus material:

Didactic game for older preschoolers "The fourth extra"

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

Game progress:

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

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

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

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

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

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

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

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

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

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

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

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

2 beetles superfluous, since there are 2 of them, the remaining insects: a butterfly, a bee, a mosquito one at a time.
No. 12. chanterelles, fly agaric, white mushroom, russula.

fly agaric superfluous, since they are not edible, poisonous mushrooms, the rest of the mushrooms can be eaten.
No. 13. goat, horse, elk, sheep.

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

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

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

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

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

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

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

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

Marina Pashina
Interactive didactic game "The Fourth Extra"

Explanatory note to the electronic manual

« The fourth extra»

This eBook was made using Power Point.

Interactive didactic game« « The fourth extra» designed for older children.

Relevance.

Experts point out that a game to a certain extent, it is one of the ways of knowing the world around us, especially when children use the game as a reflection of reality. Currently, a separate place in the educational process of preschool educational institutions is given to computer didactic games. The brilliance and dynamism of computer programs, musical arrangement, game form, allows the baby to play with passion experience the joy of learning, discovering new things. Interactive didactic games contribute to the comprehensive development of the creative personality of the child. At the preschooler develops: perception, hand-eye coordination, figurative thinking; cognitive motivation, arbitrary memory and attention; the ability to build an action plan, accept and complete the task.

multimedia didactic game« The fourth extra» for children is of developmental importance. It promotes the development of cognitive processes. It can be used for direct educational activities with children in preschool educational institutions, as well as for individual work of teachers and parents with preschoolers. Trains visual-figurative thinking, verbal-logical thinking, active vocabulary. Children reinforce the ability to group and classify objects using game exercises.

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

After completing all the tasks correctly, the child will see the inscription "Well done boys!"

This manual consists of 19 slides.

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

The purpose of the game.

Strengthen the ability to find why he extra

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

2. Develop visual perception.

3. Develop monologue and dialogic speech.

4. Cultivate attentiveness, the ability to follow instructions exactly, concentration.

Abstract interactive didactic

games « fourth extra»

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

Material and equipment: projector, laptop, picture presentation « fourth extra»

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

1slide - the name of the game and the goal

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

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

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

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

4 slide child sees pictures with a picture animals: fox, wolf, bear, cat. The teacher asks what picture redundant and why.

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

5 slide - the child sees pictures with the image in front of him colors: forget-me-nots, dandelions, cornflowers, iris. The teacher asks what flower redundant and why.

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

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

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

7 slide child sees in front of him pictures of warm clothes and a sundress. The teacher asks what picture redundant and why.

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

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

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

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

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

10 slide - the child sees pictures of nuts and raspberries in front of him. The teacher asks what subject redundant and why.

Child's answer: raspberry, because it is a berry, and acorn, walnut and hazelnut are nuts. The child clicks the mouse - disappears extra picture.

11 slide - the child sees in front of him an image of furniture and a household appliance. The teacher asks what subject redundant and why.

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

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

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

13 slide - the child sees 4 types of transport in front of him. The teacher asks what subject redundant and why.

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

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

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

15 slide - the child sees in front of him an image of dishes and toys. The teacher asks what subject redundant and why.

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

16 slide - the child sees an image of fruit in front of him. The teacher asks what subject redundant and why.

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

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

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

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

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

19 slide - after completing all the tasks correctly, the child will see the inscription "Well done boys!" with clapping emojis.

Anna Apunic

Didactic game« fourth extra»

Target: to develop the ability to classify objects on an essential basis, to generalize.

Development of thinking and attention of preschoolers.

To develop the ability of children to classify objects according to one attribute.

Didactic material: a set of cards, each card shows 4 objects, 3 objects are connected by a common feature, and the 4th extra.

Game progress:

Can play both with one child and with a group of children.

The child is offered any of the cards. He must look at and select cards among the drawings, three of which are classified according to one attribute, one extra item, which does not fit under a single classification.

The child must explain his choice.

For example, a card is presented on which there are drawings of a duck, a goose, a dog, and a chicken. The child must select extra pet dog. The rest should be classified as poultry.

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GBDOU kindergarten No. 28 of a general developmental type with priority implementation of activities for the cognitive and speech development of children in Krasnogvardeisky.

OPTION 1.

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

Research objectives
Analytic-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is investigated. Ability to make generalizations. Logical validity and purposefulness. Clarity of representations. Use of help.

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

Procedure
APPENDICES 1, 2, 3 are offered alternately.

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

Analysis of results

Children with normal mental development understand the purpose of the task and independently identify a feature that distinguishes the figure from the rest. They give a speech justification for the principle of highlighting a figure. In working with pictures, they are also able to make an independent generalization and justify the selection of an inappropriate picture. When highlighting words-concepts, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age in children is different. Some immediately highlight the essential features, while others pay attention to side features. This testifies to the insufficient formation of the higher levels of generalization. Nevertheless, in children with normal mental development, there are no cases of inadequate performance of this task.

Children are mentally retarded They do not understand instructions and do not complete tasks on their own. By the age of 6-7, they visually highlight the size, color, but find it difficult to give a speech generalization even with leading questions. The task (APPENDIX 3) is not available to them at this age.

Children with mental retardation understand the instructions, perform tasks (APPENDIX 1). The task (APPENDIX 2) to establish generic groups and their justification causes difficulties. Organizing assistance is effective. Work with the selection of words-concepts (APPENDIX 3) is carried out with leading questions, repeated readings, explanations. Children find it difficult to explain the principle of selection. They have the greatest difficulty in verbal substantiation.

ANNEX 1.

APPENDIX 2

APPENDIX3.

OPTION 2.

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

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

Evaluation of results

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

Conclusions about the level of development

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

APPENDIX 4 A.

APPENDIX 4 B. Additional materials to the methodology "What is superfluous?"

OPTION 3.

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

To conduct the study, forms of the “Exclusion of the superfluous” methodology will be required, which allow assessing the ability of the subject to generalize and highlight essential features. The technique consists of series, in each series - 4 words. (2 options are offered). The experimenter must have a stopwatch and a protocol for recording responses.

Material: Form with printed series of four to five words.

Instruction and progress: I present the form to the subject and say: “Here, in each line, five (four) words are written, of which four (three) can be combined into one group and give it a name, and one word does not belong to this group. It needs to be found and eliminated (deleted).

Form for verbal option

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

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

INTERPRETATION:

SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION

Number of points		Characteristics of problem solving
		The subject correctly and independently names a generic concept to denote:
5 ---	---- 5
		First, he names the generic concept incorrectly, then he corrects the mistake himself:
4 ---	---- 4	1) to designate objects (words) united in one group; 2) to designate an "extra" object (word).
		Independently gives a descriptive description of the generic concept to designate:
2,5 ---	--- 2,5	1) United in one group of objects (words); 2) an "extra" object (word).
		The same, but using explorer to denote:
1 ---	--- 1	2) an "extra" object (word).
		Can't define a generic concept and can't use help to designate
0 ---	--- 0	1) objects (words) combined into one group; 2) an "extra" object (word).

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

APPLICATION.