1. Catch the ball. The task is aimed at establishing contact and cooperation between the child and the adult, at the child’s understanding of verbal instructions, tracking a moving object, and developing manual motor skills.
Equipment: groove, ball.
Carrying out the examination: The psychologist puts the ball on the groove and asks the child: “Catch the ball!” Then he turns the groove and asks to roll the ball along the groove: “Roll!” An adult catches a ball. This is repeated 4 times.
Education: If the child does not catch the ball, the adult shows him several times (2 - 3 times) how to do it, i.e. training is by demonstration.
Assessment of the child’s actions: acceptance of the task, understanding of verbal instructions, desire to cooperate (play) with an adult, attitude to the game, result, attitude to the result.
2. Hide the ball. The task is aimed at identifying the child’s practical orientation towards magnitude, as well as the child’s correlative actions.
Equipment: two (three) quadrangular boxes of different sizes of the same color with corresponding lids; two (three) balls, different in size, but identical in color.
Carrying out the examination: Place two (three) boxes in front of the child, different in size, and lids for them, located at some distance from the boxes. The adult puts a large ball in a large box, and a small ball in a small box and asks the child to cover the boxes with lids and hide the balls. At the same time, the child is not explained which lid to take. The task is for the child to guess for himself which lid should be used to close the corresponding box. If the child selects the lids incorrectly, the adult shows and explains: the large lid is used to cover big box, and a small lid - small. Next, you are asked to complete the task yourself.
Assessment of the child’s actions: acceptance of a task, understanding of verbal instructions, methods of implementation - orientation to magnitude, learning ability, presence of correlating actions, attitude to one’s activity, result.
3. Disassembling and folding the matryoshka doll. The task is aimed at identifying the level of development of the child’s practical orientation to the size of an object, as well as the presence of correlative actions, understanding of the pointing gesture, and the ability to imitate the actions of an adult.
Equipment: two two-part (three-part) nesting dolls.
Carrying out the examination: The adult gives the child a two-part (three-part) nesting doll and asks him to open it. -If the child does not begin to act, then the adult opens the nesting doll and offers to assemble it. In cases of difficulty, the adult takes another two-part matryoshka doll, opens it, drawing the child’s attention to the matryoshka insert, asks him to do the same with his matryoshka doll (open it). Next, the adult, using a pointing gesture, asks the child to hide the small nesting doll in the large one. Next, the child is asked to complete the task independently.
Assessment of the child’s actions: acceptance of the task, methods of execution, learning ability, attitude to the result, understanding of the pointing gesture, the presence of correlating actions, result.
4. Dismantling and folding of the pyramid. The task is aimed at identifying the child’s level of development of practical orientation towards magnitude, correlating actions, leading hand, correlating
consistency of actions of both hands, purposefulness of actions.
Equipment: pyramid of three (four) rings. Carrying out the examination: The adult invites the child to disassemble the pyramid. If the child does not act, the adult disassembles the pyramid himself and invites him to assemble it. If the child does not begin to act, the adult begins to give him the rings one at a time, each time indicating with a gesture that the rings need to be put on the rod, then offers to complete the task independently.
Assessment of the child’s actions: acceptance of the task, taking into account the size of the rings, learning ability, attitude to the activity, result.
5. Paired pictures. The task is aimed at identifying the level of development of a child’s visual perception subject pictures, understanding gesture instructions. Equipment: two (four) pairs of subject pictures.
Carrying out the examination: Two object pictures are placed in front of the child. The exact same pair of pictures is in the hands of an adult. The adult, with a pointing gesture, correlates them with each other, showing at the same time that he and the child have the same pictures. Then the adult closes his pictures, takes out one of them and, showing it to the child, asks to see the same one. In case of difficulty, the child is shown how to correlate paired pictures: “This is mine, the same is yours,” using a pointing gesture.
Action evaluation: accepting a task, making a choice, understanding gesture instructions, learning ability, results, attitude towards one’s activities.
6. Colored cubes. The task is aimed at identifying color as a feature, distinguishing and naming the color.
Equipment: colored cubes - two red, two yellow (two white), two green, two blue (four colors).
Carrying out the examination: Two (four) colored cubes are placed in front of the child and asked to show the one in the adult’s hand: “Take a cube like mine.” Then the adult asks to show: “Show me where red is, and now where is yellow.” Then the child is asked to name the color of each cube in turn: “Name what color this cube is.” If a child does not distinguish colors, then an adult teaches him. In cases where a child distinguishes colors, but does not distinguish by word, he is taught to distinguish two colors by word, repeating the name of the color 2 - 3 times. After training, independent completion of the task is checked again.
Assessment of the child’s actions: acceptance of the task, it is noted whether the child compares colors, recognizes them by word, knows the name of the color, speech accompaniment, results, and attitude to his activity are recorded.
7.Cutting pictures. The task is aimed at identifying the level of development of holistic perception of an object picture.
Equipment: two identical subject pictures, one of which is cut into two (three) parts.
Conducting an examination. The psychologist shows the child two or three parts of a cut picture and asks him to put the whole picture together: “Make a whole picture.”
Education. In cases where the child cannot correctly connect the parts of the picture, the adult shows the whole picture and asks to make the same one from the parts. If after this the child cannot cope with the task, the psychologist himself superimposes part of the cut picture onto the whole one and asks the child to add another. Then he invites the child to complete the task independently.
Assessment of the child's actions: acceptance of the task, methods of execution, learning ability, attitude to the result, result.
8. Stick construction(“hammer” or “house”). The task is aimed at identifying the level of development of holistic perception, sample analysis, and the child’s ability to act by imitation and demonstration.
Equipment: four or six flat sticks of the same color.
Conducting a survey. In front of the child, they build a “hammer” or “house” figure out of sticks and ask him to do the same: “Build it like mine.”
Education. If the child cannot create a “hammer” by demonstration, the experimenter asks him to complete an imitation task: “Look and do as I do.” Then the child is again asked to complete the task according to the model.
Assessment of the child's actions: acceptance of the task, nature of the action (by imitation, demonstration, model), learning ability, result, attitude towards the result.
9. Get the cart(sliding ribbon). The task is aimed at identifying the level of development of visual-effective thinking and the ability to use an aid (ribbon).
Equipment: trolley with a ring, a ribbon is threaded through the ring; in another case - nearby
with a sliding ribbon - false.
Conducting an examination. In front of the child, at the other end of the table, there is a cart, which he cannot reach with his hand. Within the reach of his hand are two ends of the ribbon, which are separated from each other by 50 cm. The child is asked to get the cart. If the child only pulls on one end of the strap, the cart stays in place. The task is for the child to figure out how to connect both ends of the ribbon and pull up the cart.
Education: If the child does not complete the task, then he is shown how to correlate paired pictures: “The one I have is the same for you,” using a pointing gesture.
Assessment of the child's actions: accepting a task, making a choice, understanding gesture instructions, learning outcome, attitude towards one’s activity.
10. Draw (a path or a house). The task is aimed at understanding verbal instructions, identifying the level of prerequisites for an object drawing, as well as determining the leading hand. coordination of hand actions, attitude to the result, result.
Equipment: pencil, paper.
Conducting a survey. The child is given a piece of paper and a pencil and asked to draw:
“Draw a path”, “Draw a house”. No training is provided.
Assessment of the child's actions: acceptance of the task, attitude towards the task, evaluation of the result
activity, understanding of verbal instructions, result.
Analysis of drawings: scribbles, deliberate scribbling, prerequisites for object drawing,
compliance of the drawing with the instructions.
The results of the survey are assessed in points.
ASSESSMENT OF THE RESULTS OF A SURVEY OF CHILDREN’S MENTAL DEVELOPMENT
EARLY AGE
1. Catch the ball.
1 point - the child did not begin to cooperate even after training and behaves inappropriately (throws the ball, takes his mouth, etc.).
2 points - the child has learned and began to cooperate, tries to roll and catch the ball, but this is not always possible in practice.
3 points - the child began to cooperate independently, but it is not always possible to catch the ball due to motor difficulties; after training the result is positive.
|4 points - the child immediately began to cooperate with the adult, successfully catching and rolling the ball.
2. Hide the balls.
1 point - the child did not understand the task, does not strive for the goal; After training, I didn’t understand the task.
2 points - the child did not understand the task; after training, he strives to achieve the goal, but he does not have correlative actions; indifferent to the final result; does not complete the task independently.
3 points - the child immediately accepted the task, but difficulties arose when performing matching actions (could not match the corners of the lid with the box); interested in the results of his activities; After training he completes the task.
4 points - the child immediately understood the task; completed the task and at the same time used correlating actions; interested in the final result.
3.Disassembling and folding the matryoshka doll.
1 point - the child has not learned to fold a matryoshka doll; after training, he acts inappropriately on his own: he takes it in his mouth, throws it, knocks, holds it in his hand, etc.
2 points - the child completes the task while imitating the actions of an adult; does not complete the task independently.
3 points - the child accepted and understood the task, but completes it after the help of an adult (pointing gesture or verbal instructions); understands that the final result has been achieved; After training, he folds a matryoshka doll on his own.
4 points - the child immediately accepted and understood the task; performs it independently; the presence of correlative actions is noted; interested in the end result.
4. Dismantling and folding of the pyramid.
1 point - the child acts inappropriately: even after training, he tries to put the rings on the rod, closed with a cap, scatters the rings, holds them in his hand, etc.
2 points - the child accepted the task; does not take into account the dimensions of the rings during assembly. After training
strings all the rings, but still does not take into account the size of the rings; the leading hand is not defined: there is no coordination of the actions of both hands; indifferent to the final result of his actions.
3 points - the child immediately accepts the task, understands it, but strings the rings onto a rod without taking into account their size, after training he completes the task flawlessly; the leading hand is determined, but the coordination of the actions of the hands is not expressed; adequately evaluates the result.
4 points - the child immediately independently disassembles and assembles the pyramid, taking into account the size of the rings;
the leading hand is determined; there is a clear coordination of the actions of both hands; interested in the end result.
5. Paired pictures.
1 point - after learning, the child continues to act inappropriately: turns pictures over, does not fixate his gaze on the picture, tries to take the picture from an adult, etc.
2 points - the child understands the task, but cannot complete it immediately; during the learning process compares paired pictures; To is indifferent to the assessment of his activities, does not complete the task independently.
3 points - the child immediately understands the terms of the task; makes one mistake, but after training acts confidently; understands that the final result has been achieved.
4 points - the child immediately understood the task and confidently compares paired pictures; interested in the end result.
6. Colored cubes.
1 point - the child does not distinguish colors even after training.
2 points - the child compares two colors, but does not distinguish the color from the word even after training; indifferent to the final result.
3 points - the child compares and identifies colors according to the word; shows interest in the result.
4 points - the child compares colors, identifies them according to the word, names the primary colors; interested in the end result.
7. Cut pictures.
1 point - the child acts inappropriately after training; does not try to relate the parts of the cut picture to each other.
2 points - the child folds a cut picture with the help of an adult; he is indifferent to the final result and cannot put together a picture on his own.
3 points - the child immediately understands the task, but puts together the picture with the help of an adult; After training, he puts together a picture on his own; understands that the end result is positive.
4 points - the child understands the task; independently folds a cut picture; interested in the end result.
8. Construction from sticks.
1 point - the child continues to act inappropriately after training: throws sticks,
puts them next to each other, waves them; indifferent to the result.
2 points - after training, the child tries to build a figure, but compliance with the model is not achieved; indifferent to the final result.
3 points - the child correctly understands the task, but builds a “hammer” only after imitating the actions of an adult; interested in the end result.
4 points - the child correctly completes the proposed task according to the model; interested in the end result.
9. Get the cart.
1 point - the child does not understand the task; does not strive to achieve the goal.
2 points - the child tries to reach the target with his hand; After several unsuccessful attempts, he refuses to complete the task.
3 points - the child tries to reach the cart by one end of the ribbon; after two or three attempts he achieves the result; understands the end result of his actions,
4 points - the child finds it immediately correct solution and completes the task; interested in the end result.
10. Draw.
1 point - the child does not use a pencil to scribble on paper; behaves inappropriately to the task; does not follow verbal instructions.
2 points - the child has a desire to depict something (scratching); indifferent to the final image; the leading hand is not highlighted; there is no coordination of the actions of both hands.
3 points - the child understands the instructions; tries to draw a path, depicting it with multiple broken lines “without a specific direction; understands the final result of his actions: the leading hand is determined, but there is no coordination of the actions of both hands.
4 points - the child completes the task according to verbal instructions; interested in the final result (in most cases this is a straight, continuous line); the leading hand is clearly defined, coordination of the actions of both hands is observed.
Results of psychological and pedagogical examination of young children.
The differences between the children examined consist mainly in the nature of cognitive activity: acceptance of the task, methods of completion, learning ability, interest in the result. In accordance with this, the examined children can be divided into 4 groups.
The first group (10-12 points) consists of children who are not guided in their actions by instructions, do not understand the purpose of the task, and act inappropriately. This group of children is not ready to act adequately.
The indicators indicate deep problems in their intellectual development.
The second group (13-23 points) includes children who cannot complete the task on their own. They have difficulty making contact with adults and act without taking into account their characteristics
subject. The nature of their actions indicates a desire to achieve a certain desired result, so they are characterized by chaotic actions, and subsequently, refusal to complete the task.
In a learning environment, when an adult asks them to complete an imitation task, many of them do it. However, after training, many of them cannot complete the imitation task on their own, which indicates that the principle of action was not realized by them. At the same time, they are indifferent to the results of their activities.
Analysis of data from children in this group suggests the need to use other study methods.
The third group (24-33) consists of children who cooperate with adults with interest. They immediately accept the task, understand the conditions and strive to fulfill them. But in many cases they cannot find an adequate way to do it on their own and often seek help. After the teacher has shown how to complete the task, many of them can independently cope with the task, showing great interest in the result of their activities.
The indicators of children in this group indicate that this group may include children with hearing impairment, vision impairment, local speech impairment, and mmd.
The fourth group (34-40 points) consists of children who accept the task with interest and complete it independently, acting at the level of practical orientation, and in some cases at the level of visual orientation. At the same time, they are very interested in the results of their activities. These children reach a good level of development.
Active knowledge of the surrounding world occurs at the age of 2, 3 years. The baby repeats and copies the actions, words, gestures of parents and loved ones during the game. Toys are an excellent material for the development of a two-year-old child. With the help of them, little whychka learns color, shape, figures, learns to systematize and compare, develops logic, thinking, memory, coherent speech, and finger motor skills.
Tasks for the development of logical thinking in children 2-3 years old
Orientation in space. Game "The toy hid." Let the baby look for the hidden bear, listening to the adults' instructions: behind the sofa, on the nightstand, under a drawer, on the window, on the bottom shelf, above the table and similar clues.
The task “separating fruits and vegetables.” Cards with pictures of products should be laid out for the monkey and the rabbit.
Simple counting without numbers. Counting steps, fingers, toys, chopsticks, dishes.
Identifying and sorting shapes. Let the little one choose 2 red circles, 1 yellow square, 3 blue triangles or stripes from the set, and separate the small ones from the large ones.
Making a sequence of beads, pictures, cubes.
Collecting simple pictures from cut cards.
Matching and memorization tasks
Looking at the pictures, the little fidget learns to give them comparative characteristics: low or high, hard or soft, light - heavy object. Who lives in which house, distribute the animal and the cub.
Joint measurements: height, mass, volume, length.
Tasks for speech development of children 2-3 years old
Reading children's literature with your child, looking at illustrations, analyzing content, memorizing short poems, proverb. Three-year-old toddlers can recite the fairy tales “Kolobok”, “Turnip”, “Ryaba Hen” by heart.
Meaning breathing exercises. Bubble, blowing out candles, dandelions, and playing the pipe strengthen the respiratory system and help saturate the body with oxygen.
Tasks for making and guessing riddles. For example, finding a round object in the house Green colour, identifying a forest dweller by silhouette.
Conversation on the plot pictures “Seasons”. Sample questions: “Which sunshine? What are the birds doing? What does the bunny like? How is Nastya dressed? What is painted around the house?
Game "Finish the sentence." There is a red (mug) on the table.
Tasks for developing the horizons of children 2-3 years old
Thanks to water coloring, you become familiar with color components. The coloring books have a variety of themes: plants, animals, fruits, home, everyday life.
Role-playing games in the store, daughters - mothers, drivers, doctors, cooks, musicians. Communication on a toy phone.
Discussions about family, seasons, days of the week, holidays. 
Staging fairy tales: puppet, tabletop, finger theater.
A task to study a geographical map, a globe, talk about planets, space, cities and countries.
Carrying out simple experiments: turning water into ice, solubility of salt and sugar in water. Observing the change in colors when mixing colors.
Observing trees while walking: leaves, needles, fruits, seeds.
Examination of family photographs, task to answer the questions “Who is this?”, “What is the name?”.
Identifying a thing by its sound. A spoon in a glass is knocking, a bell is ringing, a piece of paper is rustling. Let the little know-it-all by sound, without seeing the object, identify and name things.
Getting to know the life of birds, animals, plants, insects, observing natural phenomena. The baby's curiosity should be encouraged and requests and questions should be responded to.
Tasks for finger training for children 2-3 years old
Sorting, pouring, sorting, fastening, unfastening buttons, fasteners, buttons, loops, grains.
Making crafts, playing with pasta, beans, peas, arranging beads.
Drawing finger paints, gouache, pencils, pens, felt-tip pens, modeling from dough and plasticine.
Tasks “circle the odds and objects”.
Cutting paper with children's scissors along simple and complex lines, building structures from cubes, mosaics, Legos.
Drawing on semolina. Scatter semolina on a tray and you can depict the sun, a ball, rain, paths, flowers, waves.
Unscrewing and screwing caps on jars, packages, bottles, putting small items into large boxes.
Putting on and taking off clothing independently: hat, mittens, socks, zipping.
Activities that do not require special knowledge and preparation will help raise a child harmoniously and teach him discipline, order, and neatness.
Giving the child independence when completing tasks, treating him with respect without orders, slowness and patience will help parents achieve desired result, to interest your beloved little one.
Video tasks for children 2-3 years old
Educational games for 2-year-old children will help your baby not to “stand still.” They are aimed at improving mental, intellectual, social and physical qualities, which by that time have already been formed to some extent.
How to develop a child at 2 years old
You cannot start this super-responsible activity spontaneously. First, it is important for parents to analyze what skills their little one has already acquired. By that time, children should have mastered the following skills:
- walk;
- bounce;
- maintain balance;
- kick the ball;
- build a tower from cubes;
- wash your hands yourself;
- eat without getting dirty;
- know up to 200 words;
- repeat small ;
- imitate the behavior of adults.
Developmental activities for children 2 years old are aimed at improving the following aspects of the child’s personality:
- physical;
- emotional;
- social;
- intellectual and so on.
Games that develop memory
Such tasks help memorize various types of information that are complex. At the same time, the auditory and visual memory. These games use educational pictures for children 2 years old. These classes are very exciting. Children 2 years old experience a lot of positive emotions. Educational games can be like this:
- "Find a match." The adult shows the little one a picture, then hides it and asks the little one to find the same one.
- "What's in the picture?" Children are given a card depicting several objects or some kind of plot. Then the adult takes the picture and asks questions about what he saw.
- “What disappeared?” The mother lays out toys or game cards on the table, then removes one thing and asks the child to say what disappeared.
- "My Adventures" In the evening or the next morning, an adult can ask the baby to tell what he did on the playground or in the park.
Games that develop thinking
These logical tasks help 2-year-old children compare the information provided to them, analyze it and establish basic patterns. The skills acquired through such educational games will later help children solve complex school problems and cope with everyday hardships. Such tasks teach students to reason and draw their own conclusions. Here are some educational games for 2-year-old children that can be used:
- "Puzzles"– they may initially consist of 2-4 elements;
- Sorting items by characteristics– by size, color ratio, shape, type of material from which they are made;
- "Who eats what"– for such a game, children 2 years old will need special educational cards;
- Comparison of concepts- a lot - a little, high - low, soft - hard, and so on;
- Puzzles– the baby must recognize an object or animal by description;
- "Part and Whole"– the essence of such buildings is so that children can recognize who is in front of them by looking at a fragment (tail, paw, trunk or something else).
Games that develop attention
These tasks will require 2 years of perseverance from children. In addition, they will teach the little ones to concentrate on a specific object. Educational games for children to pay attention to can be as follows:
- "hide and seek";
- “find an object by silhouette”;
- “find a pair”;
- “which piece broke off from the picture”;
- search for objects - according to 1 or 2 signs;
- “find the same pattern” and so on.
Games that develop speech
Such exciting activities are aimed at enriching the toddler’s vocabulary. Initially, adults may encounter the fact that the baby responds in “childish language.” Psychologists and speech therapists agree that all little ones who begin to understand educational games for 2-year-old children go through this stage. After a while, they begin to respond like adults.
Games that develop a child’s speech at 2 years old can be:
- "Question answer". The adult asks the child in a simplified form what he sees in the picture.
- Discussion of what you read- rhyme, fairy tale, story.
- Learning to use epithets in speech. You need to help your child not just mention certain objects, telling what he sees in the picture, but describe them.
- "Storyteller". A 2-year-old child, together with an adult, is trying to retell short stories.
- Studying prepositions, adverbs and pronouns with your child.
- Listening to songs and fairy tales.
- Getting to know new subjects. It is important not just to name them, but to show what elements they are made of, what they are needed for, and so on.
Educational games for 2 year old children at home
For such exciting activities Purchased kits or improvised means can be used. Little ones really like these games. They can be aimed at developing various skills and abilities of children. Children 2 years old really like modeling. Such developmental activities for children may include the following exercises:
- rolling out;
- game with dough;
- working with a plastic knife;
- modeling figures from plasticine or dough.
In addition, educational activities for 2-year-old children at home can include drawing. First, the baby masters making simple lines: paths, straight and wavy. In the same period, children learn to choose the right colors: if they draw the sun - yellow, grass - green, sea - blue, and so on. In addition, during such classes the child masters working with a brush.
Also, educational games for children 2 years old stimulate fine and gross motor skills. These may include the following activities:
- fastening Velcro;
- pouring cereals;
- modeling;
- applications;
- whisking soap foam;
- collecting water with a sponge;
- creasing paper;
- game with clothespins;
- making patterns using pasta and cereals;
- transferring beads with tweezers.
Educational computer games for children 2 years old
Disputes continue between grandparents and parents over whether it is possible to sit in front of a monitor at that age. People of the old school believe that the best educational games for improving the skills of 2-year-old children are running around in the yard. They argue this point of view by saying that the computer’s vision deteriorates, the child’s posture deteriorates, and the child becomes nervous. However, if you approach such a developmental activity wisely, you won’t have to reap all these consequences.
The child should have time limits for being at the computer. In addition, parents should be responsible about what game to play for their child. There are developmental programs for children 2 years old. Their essence is that the baby needs to turn over the picture, complete the house, collect or find the one who is hiding. Such activities are very exciting.
Educational board games for children 2 years old
By this age, the child is already able to perceive elementary rules and can manipulate objects offered to him. However, home educational games for children 2 years old are somewhat different from those board cards that are intended for older children. There are 3 main differences:
- Simplicity of the rules.
- The game ends before the fidget can get bored.
- All elements are made of natural durable material.
There are such educational aids:
- educational games for children 2 years old - coloring pages;
- cards for studying transport, seasons, professions, and so on;
- grocery store game;
- “edible-inedible” cards;
- manual “learning time” and others.
Educational outdoor games for children 2 years old
Hello, my dear! I’m coming back to you with a new article and today I want to talk about the development of logic in kids. Of course, it is very useful to teach a child the names of animals and plants, to repeat letters or names of countries of the world many times, but such types of activities are aimed primarily at developing the child’s memory, and provide practically no room for thought. The same cannot be said about logic games! Logical games are like “food for the mind”; they really make the child think, and activate all thought processes!
What kind of logic games are they, where can you get them and how to organize them? In this article I will tell you about the options for activities that you can safely start practicing with children from 2 years old. But they will not lose their relevance for children aged 3.
Some time ago I already wrote about a unique development guide logical thinking in children - Dienesha blocks. This is perhaps one of the most multifaceted and, moreover, my favorite logical aids, which is why I’m dedicated to it. Here I want to tell you, and maybe remind you of other useful intellectual games, both ready-made and those that you can make at home with your own hands.
So, logic games for children 2-3 years old:
1. We assemble figures using simple patterns from construction sets, cubes, mosaics, etc.
Agree, the ability to understand and apply the scheme is very important for any person. IN practical life We, one way or another, regularly encounter schematic representations of information. But for a child, playing with diagrams is not just a useful practical skill, it is a wonderful developmental activity that teaches the child to relate a flat image to a three-dimensional structure. And not only correlate, but also reproduce independently. Age 2-2.5 years is the time to start introducing your child to diagrams.
You can build according to the diagrams from anything - construction sets, cubes, mosaics. In general, from what you have. You just need to prepare and draw first simple circuits figures that are understandable to a child. See in advance what parts you have available and draw diagrams with this in mind. It is best to simply assemble the figure and then trace it along the contour. I will give here examples of our diagrams for Lego. But yours will most likely be different from your set of parts.
Don’t rush to immediately offer it to a two-year-old child complex circuits, it is enough to prepare images of simple houses of 3-5 cubes. In general, it should be noted that building according to a pattern from cubes or mosaics is easier for a child, so it’s better to start with this.
By the way, try to practice like this game option . Make some shape with your baby, then ask him to remember it well and turn away. After this, remove or change one of the design elements and ask the baby to say what has changed.
If we talk about ready-made manuals, then, in my opinion, the most ideal toy for a child’s first acquaintance with pattern-based construction is logical pyramid "Geometry" (Ozon, My-shop, KoroBoom) . It also contains cards with diagrams and interesting details.
A little more complicated and more original toy everyone's favorite company Bondibon - " Day and night » ( Ozon, My-shop, KoroBoom). Here, all the design details are also strung on pins, but there are not one, but three, which significantly increases the number of possible combinations. In addition, the manual provides a more advanced version of the lessons - the figures can be assembled not only according to the diagram with drawn parts, but also according to their silhouettes. The game has as many as 48 cards with tasks of varying degrees of difficulty.
2. Nikitin’s logic game “Fold the square”
Probably, almost every Russian mother knows or has at least heard something about the legendary family of Boris and Elena Nikitin. The family is known primarily for the unique intellectual aids that they created for their children, which were subsequently recognized by educators and psychologists all over the world. Probably, these are one of the first logical aids for kids that appeared in Russia, or rather in the USSR (I remember well how my parents glued the cubes themselves, guided by the Nikitins’ recommendations). But, what is most interesting, to this day the games have not lost their relevance and demand.
If we talk specifically about the game " Fold a square", then it is perhaps one of Nikitin’s most popular. My daughter at the age of two, in any case, absolutely! The essence of the game is intuitively clear to a two-year-old child - to assemble a square. Only the number and method of cutting the parts of the squares changes.
The game has 3 difficulty levels. Suitable for two year olds 1st level. All squares there consist of 2-3 parts. For three year olds - 2nd level(squares of 3-4 parts). 3rd level will appeal to advanced logicians 4-5 years old.
The game is remarkable because the child acts as an active party in it. It is enough to explain the essence only once, and then you can simply give the child a manual, and he will figure it out, try it on, twist and turn, study, in general, think very actively and empirically reach important conclusions on his own.
Here you can DOWNLOAD THE GAME “FOLD A SQUARE” V in electronic format, print and play. But, to be honest, I still think that playing in the form of a wooden frame is much more convenient for a child. We had frames of 6 squares. We played like this. First, the entire contents of the frame were poured onto the table/floor. Then, focusing on color, we selected the details of each square one by one and assembled it in a frame.
Tasya also really liked to enliven this logic game with a plot point and imagine that these were not just squares, but toy cookies that we prepare for our toy friends.
You can also try this modification of this game . The so-called homemade “Fold a square, as well as a circle, a triangle, etc.” Prepare any cardboard geometric figures and invite your child to cut them into large pieces with scissors (you can work with scissors at the same time). When the figure is cut into 2-4 parts, you will get a real logic game - because now the figure needs to be put back together! It’s better to first outline the figure and then assemble it within the contour; this will make the task much easier.
3. Nikitin’s logic game “Fold the pattern”
Another popular Nikitin game is “ Fold the pattern » ( Labyrinth, My-Shop, KoroBoom). This manual is very “long-lasting”; with it you can come up with a lot of tasks for both a 2-3 year old child and a 5-6 year old child. The tasks in the instructions that come with the cubes are most likely intended for older children. But for younger children there are wonderful albums - “ Miracle cubes 1 » ( Ozon, My-shop, Koroboom) And " Miracle Cubes 2 ».
By the way, albums can be DOWNLOAD HERE .
Somewhere a long time ago on the Internet I downloaded diagrams for “Fold the pattern” cubes for the little ones . Their main difference is that in the diagram the pattern is drawn into squares, which greatly simplifies the task when selecting a cube (in Nikitin’s diagrams there is no such marking). It turns out to be a preparatory step for the main version of the game. I suggest DOWNLOAD Such schemes are for you too.
What makes the game unique? For us adults, it seems that everything is obvious and understandable - lay out a picture from cubes. And for a child, this is a whole science - first find the right side of the cube, and then also understand how to unfold it correctly. An older child will also need to determine which cubes the picture is made of. The “Fold the Pattern” cubes have a very clever coloring. Some edges are solid, and some are divided diagonally into 2 colors, which makes the baby think carefully.
4. Nikitin’s logic game “Unicube”
Since we started talking about Nikitin, it’s definitely worth mentioning one more of his wonderful games - “ Unicube » ( Labyrinth, My-shop, KoroBoom). In my opinion, the child and his parents will be able to appreciate the main functionality of this manual later, after 4-5 years. But, nevertheless, I include the game in this list because there are puzzles with blocks for 2-3 year olds too.
The peculiarity of Unicube cubes is that each face of the cubes has its own color. Only 3 colors. The baby’s task is to unfold the cube so that the sides of a certain color are visible from the top and sides.
What tasks can be set for a 2-3 year old child:
- Lay out a crib/fence of a certain color for the toy - all the cubes in the building should be placed in such a way that the blue edges of the cubes are on TOP.
Lay out a house of a certain color. In this case, the child needs to arrange the cubes so that the desired face of the cubes is on the SIDE.
- Lay out a path of cubes alternating colors or following simple patterns.
5. Building simple patterns
Patterns can be made from almost any multi-colored materials available at home - from cubes, mosaics, counting sticks, construction sets, etc. You start posting - the child continues.
The simplest option is alternating 1 through 1. Then you can try laying out tracks 2 through 2, 3 through 3, 2 through 1, 3 through 3, etc.
To increase the child's interest in the game, use role-playing toys. So, it may not be just a boring row of cubes, but a path that will help the frog get to his friend the hippopotamus. And from the mosaic you can build an entire bridge to save the princess who is imprisoned in the tower.
6. Game “Find the odd one out”
I think the essence of the game is clear from the name. Among what items can you look for extra items? Designer parts, cubes, Dienesh blocks, or simply figures cut out of cardboard will work well. The main thing is to choose parts of different colors, shapes and sizes.
Here is an example of searching for unnecessary Dienesha blocks. First, we offer the child more obvious tasks - two blue circles and one red square. There is hardly any confusion here, since the “useful” objects are similar in both color and shape.
Then we complicate the task. In the second example (second row in the photo), the baby should already abstract from the shape and find the odd one only by color. The third task is even more difficult - here the child has squares of different colors and different sizes, but, nevertheless, the child needs to highlight their common property - square shape and understand that the circle is extra.
Extras can also be found among picture cards that depict objects from different categories. So, in the top example there is an extra ball, since everything else is clothing, and in the bottom row, among the fruits, the extra one is, of course, a bear.
