Conduct timekeeping of independent activities of 2 children.

Table 8. Timing of independent activities of children

(last name, first name, age of the child)_Ksyusha M. -2nd year and Olya 3rd year

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Time Kind of activity Relationships between children Communication with an adult The impact of the educator
9.00 Ksyusha Subject-game. Considered a typewriter Played by car alone And showed it to the teacher. The teacher explained how to play, called clearly and many times the word “machine”.
Olya Object-playing Olya took the ball and started throwing it to Dima. Dima took the ball and ran away, not to play with Ksyusha. She cried. Ksyusha turned her attention to the teacher, crying. The teacher immediately came up and began to explain that you need to play together.
9.05 Ksyusha Subject-game A girl with a doll came up to Ksyusha and began to demonstrate, show. The girls did not quarrel, did not take anything from each other ———————- The teacher watched the children.
Olya Plot-representative – Played with dishes, fed the bear with a spoon. Played alone. ———————- At this time, the teacher helped other children, organized a lesson.
9.10 Ksyusha Fine. She ran to the table and began to look at how Masha draws. The teacher went up to Ksyusha and started talking to her. The teacher told Ksyusha, “Look how Masha draws, now you will soon draw.”
Olya pictorial She sat at the table next to Masha and began to draw with a pencil ———————- The teacher looked carefully and prompted. How to hold a pencil in your hand (three fingers)

Conducting a study – Studying the game skills of a child (according to Uruntaeva G.A., Afonkina Yu.A.)

It is carried out individually with Alena (2.2 years old ) using play equipment for feeding the doll. The series are held with the same child with an interval of 1-2 days.

Stage 1:

The first series: show the child a doll and say that she wants to eat, offer to feed her. Alena took the spoon, examined it and took it into her mouth. After my repeated request, I tried – I “poked” the doll in the face with a spoon.

Second series : similar to the first, but the experimenter feeds the doll himself, and offers the child to feed another. The first time she did not respond, after a second request she completed the task partially – she fed, being distracted by my doll.

Third series: show the child detailed game actions: prepare dinner, put it on plates and feed the doll first with the first course, then the second and third. Then invite the child to feed the doll. Alena watched my actions with interest, but she partially completed the entire algorithm of actions. I stirred it in a saucepan, scooped it up with a spoon and fed the doll with one dish.

Fourth series : similar to the third, but when performing actions, the experimenter explains them in detail. Then he invites the child to feed the doll . After listening, Alena began her actions, but not to the end. She fed the soup to the doll and gave it to drink from a cup.

Fifth series : the experimenter takes a doll, gives another to the child and offers to feed them, i.e. he acts in parallel with the child. Alena, watching me, repeated everything that I did.

Stage 2 (in 2 days):

The first series: show the child a doll and say that she wants to eat, offer to feed her. Alena took a spoon and fed the doll, distracted by other children.

Second series : similar to the first, but the experimenter feeds the doll himself, and offers the child to feed another. I understood the task and completed it immediately.

Third series: show the child detailed game actions: prepare dinner, put it on plates and feed the doll first with the first course, then the second and third. Then invite the child to feed the doll. Alena watched my actions with interest, but fed the doll again with one dish and drank tea from a cup.

Fourth series : similar to the third, but when performing actions, the experimenter explains them in detail. Then he invites the child to feed the doll . After listening, Alena began her actions, but this time she did everything right.

Fifth series : the experimenter takes a doll, gives another to the child and offers to feed them, i.e. he acts in parallel with the child. Alena, again, watching me did everything right.

Data processing.

At the first stage, Alena’s activity was unstable, it did not always consistently reproduce actions. At the second stage, the activity became more stable. Used in the game a doll, items of doll utensils; did not call the action the word “feed, fed”, but called the doll named Masha. In case of difficulty, she turned to an adult; not immediately, but then she used the missing objects in the game (in the plate – soup, in the cup – tea).

The participation of the teacher in the game, when Alena imitated him, is very important, because. with the correct guidance of the game, children begin to take on a role, this indicates their transition to the stage of a plot-role-playing game.

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