Tasks for the game fold a pattern. Review of the Nikitin system. Sample pictures for the game “Fold the Pattern” - photo gallery

Natalya Miroyan
Master class on the topic “Game technology “B. P. Nikitin’s Cubes” as a condition for development”

[Progress master class:

Target: introduce participants master-class with practice of use educational games B. P. Nikitina in working with preschool children.

Tasks:

1. Train teachers to play B.P. Nikitina that contribute development cognitive activity of preschool children.

2. To interest teachers in B.P. games. Nikitina for use in your work.

Material: games B.P. Nikitina: "Fold the pattern", Large cubes B. P. Nikitina.

1. Slide (SUBJECT)

1. Introductory word.

Hello.

The topic of our master class: Gaming technology cubes B. P. Nikitin as a condition for development cognitive activity of preschool children.

2. Slide (Quote) unfinished quote

PLAYING ---THINKING

THINKING --- ….

Please continue your proposal. Yes that's right.

When we play, we think, When we think, we play! Indeed, for any adult and child, a game is an interesting activity in which we think.

3. Slide (WHEN PLAYING - THINKING, THINKING - PLAYING) photo with children floats out

Play is a way of learning about yourself and the world around you, development communication skills, norms of behavior, formation of the concept of rules. For a child, play is a whole world of new discoveries.

They occupy a special place in a child’s life educational games, in which the child trains: imagination, thinking, memory, develops your creative abilities.

Today I bring to your attention gaming technology cubes B. P. Nikitina.

4. Slide (NIKITIN)

Boris Pavlovich and Elena Alekseeva Nikitin's teachers are innovators, have developed an interesting educational games system. Developmental teachers' games are based on miracles cubes, containing the principle "from simple to complex", since it was he who should have been the impetus for child development.

5. Slide (TASKS):

Nikitin's educational games solve a number of problems:

1) Educational:

To promote the formation and consolidation of children’s ideas about color, shape, size.

Teach children classification skills, vary color and shape.

2) Educational:

Promote education self-developing personality.

Cultivate accuracy, precision, perseverance and determination.

Promote the ability to make decisions independently.

3) Developmental:

-Develop Children have creative thinking, perception, attention, memory.

-Develop spatial imagination, intelligence and logical thinking, graphic abilities, color perception, ability to analyze, combine colors.

2. Main part. Getting to know educational games B. P. Nikitina.

What games You know the Nikitins? (answers)

6. Slide (Games Nikitins)

TO Nikitin's educational games include games: "Unicube", « Cubes for everyone» , "Fold the pattern", "Fold a square" and others.

Today I want to present to your attention educational game B. P. Nikitina"Fold the pattern" and play with you.

A GAME " “FOLD THE PATTERN”

The game consists of 16 identical cubes. Cubes have 6 sides, each side is painted in different colors. Main 4 colors: red, white, blue, yellow. Peculiarity Nikitin's cubes is that that two faces cube combined in two colors. Red and white triangles and the other side to blue and yellow triangles. This allows you to create colorful patterns from them in a huge number of options.

To start working with preschool children, you just need to consider cubes. Pay attention to what colors they are painted in.

First games with cubes for absolutely little ones: we teach and reinforce colors and shapes; we think cubes- we teach the concept of quantity, develop initial counting skills. Children learn to build colored paths and simple patterns.

Middle age tasks for children become more complicated. Under the guidance of an adult, children work according to patterns. Build different patterns. We strengthen the skills of mental counting, shapes and colors.

Elder preschoolers are able to independently carry out tasks according to diagrams, build a logical sequence (chain) and show creative initiative.

Practical part for teachers

Today we will play big cubes B. P. Nikitina, which are useful not only for children but also for adults. Cubes develop cognitive activity, communication abilities. Large cubes I don’t require sitting at tables and that’s their advantage.

I suggest that 2-4 people come out and play and make patterns. Four participants are building figures at tables, and two are working with large cubes B. P. Nikitina. (you can even compete to see who can collect it faster)

There lived an old man by the very blue sea.

9. Slide BOAT

And then one day an old man sailed on his boat across the blue sea.

10. Slide GOLDFISH

The old man threw the net into the sea and what he caught was not an ordinary fish, but a goldfish.

The old man saw the goldfish and was delighted. “Let me go to sea, elder, I’ll give anyone a ransom for myself.”- said the goldfish.

The old man asked the fish for new boots for the old women, as they were quite old fell apart and released the goldfish into the blue sea

11. Slide BOOT

The old man came home and saw his old woman’s new boots, a gift from the goldfish. The old woman was delighted with such a gift, and they began to live happily ever after.

12 Slide repeat PLAYING - THINKING, THINKING - PLAY!

3. Final word.

By playing in this way, children will learn to understand patterns, recognize real objects in abstract drawings, come up with the plot of a fairy tale, story, and learn develop the plot, use different types of sentences in speech.

THANK YOU FOR YOUR ATTENTION!

Publications on the topic:

Master class for teachers “Socio-game technology as an effective means of developing children’s communication abilities” Master class “Socio-game technology as an effective means of developing children’s communication abilities” “Do a serious activity.

Game technology for the intellectual and creative development of children “Fairytale labyrinths of games” by V. V. Voskobovich The development of intellectual abilities of preschool children is one of the pressing problems of our time. Preschoolers with developed intelligence.

Game technology in the process of social and communicative development of preschool children Game technology in the process of social and communicative development of preschool children Social and communicative development of preschool children.

Master class for teachers of preschool educational institutions “Motor activity as a condition for the development of basic movements and physical qualities” Master class for preschool teachers “Motor activity as a condition for the development of basic movements and physical qualities” Educator: Garshina.

Master class “Breathing exercises as a health-saving technology for preschool children” Municipal government preschool educational institution “Kindergarten of a combined type No. 10” in the city of Sim, Ashinsky district, Chelyabinsk region.

Master class "Psychological and pedagogical technology - Froebel Children's Development Academy (Froebel's DAR)" Slide 1. Dear colleagues, guests, remember the phrase Slide 2. “What is our life? (click) Game? Whose quote? Who does it belong to?

Master class “Socio-game technology” Master class "Socio-game technology" Objectives: 1. To acquaint the participants of the master class with the methods and techniques used in socio-game technology.

Master class “Crossence technology as a means of developing coherent speech in preschool children” Goal: increasing the competence of teachers through the use of innovative technologies for the speech development of preschool children. Tasks: 1. Reveal.

Effective implementation of pedagogical technologies for the development of coherent speech as a condition for the development of speech abilities of preschool children Pedagogical Council “Effective implementation of pedagogical technologies for the development of coherent speech as a condition for the development of speech abilities of preschool children”1.

Technology of research activities in preschool educational institutions as a condition for improving the quality of education of modern children in the conditions of the Federal State Educational Standard We should not stand aside when a child’s thirst for knowledge bubbles up. “I want to know everything,” says the child. - “I will be your guide.

Image library:

Pedagogical methodology family is known in many countries and is relevant to this day, despite 50 years of work experience. Boris Pavlovich and Elena Alekseevna, thanks to their theories, were able to awaken a real revolution in pedagogy in Soviet times. They became the first scientists to talk about the need for children to develop earlier. This married couple, using the example of African women, began to tell the whole world that children should be inseparable from their mothers until at least one and a half years old. This physical contact is very important for the child. It was the Nikitins who insisted on immediately putting children to the mother’s breast after birth, etc.

The Nikitins were also avid opponents of a strict regime for preschool children, since this, in their opinion, only caused the children to dislike classes. They believed that the child should be provided with an atmosphere in which the child will be inspired and carry out his research activities. The Nikitins tested their method on their own children, of whom there were seven.

Educational games for teachers are based on miracle cubes that contain the principle “from simple to complex,” since it was this that was supposed to be the impetus for the development of the child.

Such games can develop not only memory and attention, but also imagination and spatial concepts in children. They will learn to quickly and easily find patterns and will easily learn to systematize and combine any material. Absolutely every game with blocks will provide the child with the opportunity to think about its possible expansion and adding something new. The child will be able to see for himself the reserve of his capabilities, thanks to the variability of games and the use of game moments. Cubes contribute to the self-improvement of children.

Rules that must be followed during the game.

The Nikitins believe that in order for any game to be learned successfully, parents must adhere to certain rules:

1. Always rejoice at any child’s success, but do not overdo it.

2. Do not force children to play, wait for the moment when the child wants to play. Parents must create all the necessary conditions for this.

3. Never make offensive remarks to your child, so as not to cause him to have no confidence in himself and his strengths.

4. Never do tasks for your child or give him hints. He shouldn't do tasks just to see how you rate him.

Time given for games.

To determine the time for games, it is necessary to proceed from the baby’s success and the growth of his abilities (from 5 minutes to half an hour on average). Introduce a new game for him gradually. The maximum number of games in one day is 23.

Nikitin cubes, how to make it yourself.

Cubes It's not difficult to do it yourself. To do this, either use old ones, removing all stickers or inscriptions, or make them yourself from cardboard (diagram). The desired size of the cubes is 3x3x3 cm, in the amount of 16 pieces. Each face has its own color, the front is white, the back is yellow, the right is blue, the left is red, the top is yellow-blue, the bottom is red and white (the colors are separated diagonally). It is better to paint the edges with oil or nitro paints, which will ensure a long service life and appearance. You can cover the edges with colored self-adhesive paper. The cubes will need a box with a lid, measuring 12.5x12.5x3 cm. The cubes should fit into it freely. You will also need patterns of series of various levels of complexity; the best option is to present them in the form of a book - an accordion (you can print out the patterns presented below).

For example, series A. For the patterns you will need four cubes; it is good to use for children aged one to one and a half years. What is important here is a smooth transition in the complexity of tasks, from one-color to two-color edges.

In addition to this type of game cubes, you will also need 27 cups, which can be combined into seven completely different elements. Each piece is made up of several cubes and painted in its own color. As a result, the child learns to independently select the figures that are necessary for the model and give them the desired position.

You can either buy or make 27 cubes with multi-colored edges (red, yellow, blue). From these, the baby will need to assemble either a one-color cube or according to the sample. As a result, attention, perseverance and thinking develop.

Game "Fold the pattern"

To play you will need sixteen identical cubes, the edges of which must be painted in different colors (4 colors). To fold patterns at first, you will need pattern assignments. Using them, the baby will have to make exactly the same pattern as in the picture. Then the task becomes more complicated and the child will need to make a drawing of the pattern that the cubes form. And then the child learns to come up with his own patterns from cubes, ranging from 9 to 16 cubes.

Examples of patterns for the game “Fold the Pattern” (pictures are clickable, click to enlarge).

Game "Unicube"

To do this, you will need the dice for this game, which were discussed above. This game is intended for children aged two to fifteen years. There are 50 tasks for this game, we will announce some of them.

1. From the cubes you need to build a red train, the roof, walls of the cars and the electric locomotive should be red. For the image, a drawing of the train that should eventually turn out is given. The length of the train may be longer than shown in the picture. Here the child will need to look for cubes that have two red faces. For a three-year-old baby, it is very difficult to ensure that several planes are the same color.

2. The cubes are stacked in a column, which has two visible sides and the top should be blue. The height will also depend on the wishes of the child.

3. Making a yellow square box. The kid must guess what kind of cubes he will need so that all four side faces are yellow.

4. We are building a two-color tower so that one visible edge is red, the other is yellow, and the top is completely blue.

5. We are installing three running tracks at the stadium; for this you will need nine cubes of different colors. In this case, the side edges should be the color of the track to which they are adjacent.

Buy Nikitin's game FOLD THE PATTERN

For wholesale supplies of Nikitin educational games, please contact us by email[email protected]

Game description

The game consists of 16 identical cubes. All 6 faces of each cube are colored differently in 4 colors. This allows you to create 1-, 2-, 3- and even 4-color patterns from them in a huge number of options. These patterns resemble the contours of various objects and paintings, which children like to give names to. When playing with blocks, children perform 3 types of tasks.

First, they learn to put together exactly the same pattern from cubes using task patterns. Then they set the opposite task: looking at the cubes, draw the pattern that they form. And finally, the third thing is to come up with new patterns from 9 or 16 cubes that are not yet in the book, that is, to do creative work.

Using a different number of cubes and different not only in color, but also in shape (squares and triangles) of the cubes, you can change the difficulty of tasks in an unusually wide range.

This game well develops children's ability to analyze and synthesize, these important mental operations used in almost all intellectual activities, and the ability to combine, necessary for design work.

How to make a game

To play you need 16 wooden cubes measuring 30x30x30 mm (35 and 40 are possible). If they are covered with paper, then place them in a basin and pour boiling water over them. After 30-40 seconds the glue will become wet and the paper will come off easily. Lay the clean cubes loosely in one layer and place them in a closet or on a radiator to dry thoroughly. The next day, they can be cleaned with fine sandpaper to remove glue and paper residues, and especially the rough end faces. In the “Homemade Cubes” sets, they are not covered with paper, but you still need to clear them by moving the cube along a sheet of paper on the table.

Mark the clean cubes with a sharpened pencil, drawing the diagonals as accurately as possible. The diagonals lie on opposite faces, they are parallel, and they should not be placed at the ends.

The coloring order is shown in Figure 1:

the front edge is white (shown transparent in the figure),

the back edge is yellow,

right side is blue,

the left side is red,

the top edge is yellow-blue,

the bottom edge is red and white.

Rice. 1

It is best to paint cubes with nitro paints; they dry quickly(1-2 hours) and very durable. You just need to choose the color tonesclean and such that they match the color of the task patterns.

Technical oil paints take longer to dry (up to 1–2 days), but artistic oil paints must be diluted with colorless oil varnish (technical), otherwise drying will take months.

If the cubes cannot be painted, you can cover them with colored paper, but then the quality and durability will be incomparably lower. For the cubes you need a cardboard box measuring 125x125x30 mm with a lid. Make sure that the cubes fit into it freely and that the lid is put on with little friction. In such a box it is not only convenient to hold and store cubes, but also to fold series B patterns (of 16 cubes).

The assignment patterns in the book are made in 1:6 life size, and for preschoolers they need to be enlarged. It is better to increase the SU-A series to natural size so that the baby can cover the pattern with cubes, and the rest - up to 1: 2 or as the parents deem necessary.

It is convenient to make them on drawing paper, on separate sheets of 100 x 100 mm or 100 x 150 mm (for long patterns). The task patterns themselves can be drawn with paints, but it is better to stick on a pattern cut out of colored paper (appliqué method).

Separate series of tasks can be placed in bags made of thick paper with large letters A, B, C, D, E pasted or drawn on them, indicating the series.

If you want the order of tasks not to be disturbed, then you can make an accordion book from each series or from its parts. The simplest patterns-tasks of series A are made up of 4 cubes; they can be given to children starting from 1–2 years old. The complication of patterns occurs gradually, but this gradualness, of course, is relative, and the transition from one-color edges to two-color ones (you will see this when playing with your baby) is a sharp jump in the level of complexity. It can be smoothed, including tasks from other series, but with single-color edges, the patterns of which are easier to create.

In Fig. 2–8, you can choose this sequence yourself, knowing your child’s capabilities from previous games. From these drawings you can determine which of the patterns is lost and prepare a new one. On them you can mark those tasks that the child is already coping with, and see those that have not yet “obeyed” him. In the same drawings, some names of the patterns are given: “flower”, “saw”, “boat”, but it is not necessary to immediately tell them to the child. To develop the child’s imagination, you can show a pattern-task, put together a pattern of cubes and invite the child to think about what this pattern looks like. Kids prefer their “names” and, so as not to forget, they can be written down in the book next to the printed ones.

Rice. 2

Rice. 3

Rice. 4

Rice. 5

Rice. 6

Rice. 7

Rice. 8

We start to play

The method of play depends on the child’s age and level of development. Children aged 1.5–2 years have developed the ability to copy, to “become monkeys”, they love to do as their elders do. If I hammer nails, then Lyuba, who is 1 year 3 months old, pulls her little hand towards the hammer and says “Dam... dyam” (give me!) until I give her a small wooden or plastic hammer. Then she begins to knock with this hammer exactly like me, and sometimes even on the same board that I knock on. But she still doesn’t ask for a nail; small things, small drawings still don’t attract her. It’s this baby’s ability to grasp the big, the most important, the most noticeable thing that needs to be used.

In addition, you need to remember your first impressions of the game. It doesn’t matter at all how you poured the cubes onto the table for the first time.

If you open the lid in front of your baby and - boom! - they poured all the cubes onto the table at once with a roar so that they scattered to the sides, and the baby even flinched in surprise, then don’t be surprised later when the most favorite activity becomes exactly the same “thump!” cubes from a box, rather than building “trains” or “towers” ​​of them.

Mothers sometimes even complain: “I don’t know what to do with Vladik. He just likes to throw things around. So he scattered the cubes and left, taking toys out of the box and scattering them around the room. I don’t have time to clean up after him.” And the whole point is that neither dad, nor mother, nor the teacher in the nursery where Vladik goes, thought about WHAT is stored in Vladik’s memory when he first encounters “a way of handling blocks” or toys. And this “method of scattering” is also reinforced every time Vladik scatters something himself, and his mother follows him and collects it. Therefore, we try not to demonstrate such undesirable ways of handling cubes. I can bring Lyubochka to the cubes that are already lying in disarray and begin to put things in order, or I take them out of the box neatly one after another and immediately build a “path”, or a square, or a “train” out of them. Lyuba is surprised: Dad’s “blue train” is good, and I, doing “Too-too...oo!”, move it slowly to the opposite edge of the table or rug. And I don’t hide my joy if Lyuba also succeeds in “training” (even if not entirely successfully at first) or Lyuba has learned to find the red side on the cubes (for now, only one red side and no other) and puts all the cubes in the box with the red side up , without getting tired of repeating: “Kas-kas” (i.e. red). And if Lyuba managed to put even the last cube into the box herself (it can still be very difficult for a one and a half to two year old baby to do this), rocking the cube from side to side and pushing a place for it among the rest, then... grabbing my daughter’s armpits, I throw her to the ceiling itself and catch it on the fly. Lyubochka adores these upward flights and therefore also laughs, is also happy, and the next day, having again completed the task of laying all the cubes with the red side up, Lyuba herself, beaming joyfully, comes to me, raising her little hands and as if saying: “Dad, throw me up like yesterday. I put all the cubes in a box and it’s all messy.”

But if the child is already 3-4 years old, he knows colors and can find the right edge and appreciate the beauty of the pattern, then before giving him the game, choose the most attractive, in your opinion, pattern-task of series B or D and fold it in advance according to this pattern cubes in a box. When opening a box of blocks for the first time, your baby will admire the pattern with you.

– Do you think we will learn how to make the same beautiful patterns from cubes?

“Of course, we’ll learn,” he has no doubt.

Then place the “path” pattern SU-A1 in front of the baby and think out loud:

– I wonder how quickly you can cope with such a task or whether you will have to tinker for a long time? Make a picture out of cubes of exactly the same color!

- Fu... nonsense! There you go! - this is how most kids usually answer bravely, assuming that since the first task was easy, then the next one will be the same.

Indeed, the second and third tracks are even faster than the first, and it’s okay if the length is not measured exactly. True, it is easy to check the accuracy of the length, but approach this delicately. Let's say that instead of 4 cubes he took 3.

– Don’t you think that the path is shorter than in the picture? Let's compare!

And it’s better if in this case the baby takes the entire “path” of cubes at once and covers the pattern with it. The deficiency of one cube will be immediately visible, and he will correct it.

“Now it turned out exactly, without a mistake,” you praise him. And so, encouraging the baby, move from pattern to pattern, carefully noticing the speed of work, the accuracy of laying the cubes, and other advantages of his actions. The seeds of accuracy and precision in work, concentration and attention can sprout here, in the game.

It’s hard to say how many patterns can be made in one game. Maybe 5, or maybe 10 - it all depends on the child’s mood and his capabilities. If the work goes well, the baby is happy, and so are you; that means everything is fine.

- You're doing well! I did not expect. Well, that's enough for today! Tomorrow we’ll play again,” you gently suggest finishing, but... this is a touchstone. The main thing is how the baby reacts to the proposal. If he is upset and ready to cry because he “wants to play more,” give in and show the child 1-2 more patterns. If you usually keep your word and the baby believes you, then he will agree that “we’ll play again tomorrow.” This is the most successful outcome of the first game.

It’s not bad when the child immediately agrees to finish the game, but is also interested in:

– Will we play again tomorrow?

Be sure to find an opportunity to play “tomorrow evening”, and the day after tomorrow, and in 2-3 days... Such a “wave” of interest in the game, when the child plays with blocks for several days in a row, for example 5-7, is the most successful start. Firstly, during this time both you and the baby will be able to get involved in the game and feel some interest in it. Secondly, the baby will have time to go through all the tasks that are already feasible for him, and you will know his “ceiling” of capabilities at a given time. Thirdly, in a week you can learn to “feel the baby” (if you haven’t had to do this before) in a game where you can neither explain, nor prompt, nor help, but only watch his independent movement and progress and create conditions for him. And this ability to feel the baby is a very important skill for guiding development in any area. It will allow you not to overdo it with the dose of play, that is, not to bring it to the point of satiety, but to keep your baby a little “hand to mouth”, and, therefore, start and finish it on time. In addition, it will allow you to find out when the “wave” of interest begins to subside and, therefore, it is time to put off the game for a while – “forget” the game.

We play yesterday, today, tomorrow

Now you can pay attention to the connection between yesterday’s game and today’s and tomorrow’s. Interest in the game and success in moving “up the ladder” of tasks largely depend on this. Let’s say that the baby put together 8 patterns for the first time - 4 “paths” and 4 “squares” (SU-A1 - SU-AZ). Should I give the same 8 patterns the next day? Or move on to new ones? Practice has shown that it is best to use the “icebreaker” method here, that is, start each next game by stepping back a little. On the second day, you can give several of the same patterns: 2-3 “paths”, 1 “square”, and then new patterns-tasks of series A - as many as the baby wants.

So, each time “to accelerate” you need to put together several previous, already conquered patterns, and only then give new ones. The amount of “acceleration” must also be changed. If there is a difficult pattern ahead, for example, during the transition from one-color to two-color edges (this period is noticeable in all 3 series A, B, C), then the “running start” should be taken more, and fewer new patterns should be given, up to 1–2.

In general, the transition to making difficult patterns is a touchstone both for the art of elders playing with children, and a test for the children themselves. The easiest way to overcome it is to “forget” about it for a month or two. After a break, with new strength and taking “greater acceleration,” i.e., returning to relatively easy patterns, the baby can almost immediately take on a previously inaccessible pattern.

But another option is also possible. Vanya is almost 3 years old. He just can’t get “flashlights” (SU-A9). Every time he tries to fold them, he goes into overdrive and, having achieved nothing, says with disappointment: “No way!” Sometimes he asks: “Give me another!” And I get him 1-2 patterns from series B, which Vanya is good at (they are made of one-color edges). Not only mom and dad, but also older brothers and sisters already know about Vanya’s failure with the “flashlights”. They also sometimes play with Vanya, and with them he defeated the “saw”, which “ate, ate oak-oak - broke a tooth-tooth” (so says Vanya, moving the “saw” back and forth on the table), and “flashlights” They don’t give up at all.

“Soon you’ll get the flashlights,” we console Vanya.

- After all, both the “saw” and the “herringbone” are also difficult, and you’re already doing them. Several days pass like this, and I’m already thinking whether I should forget both the “flashlights” and the game for a while, when suddenly one evening:

- Dad! Dad! Come to us quickly! – excited 7-year-old Anyuta flew towards me. She grabbed my hand and pulled me along. And there, near the yellow “flashlight” folded on the floor, Vanya and 5-year-old Yulia are jumping for joy.

- Ulya, ulya! (Hurray!), Vanya shouts.

- Dad, write down that Vanya folded the flashlight himself. - By myself!

– Yulia jumped up, trying to shout over Vanya.

Of course, both my mother and my older eighth-grader brothers came to see Vanya’s “flashlight” and rejoice. Anyuta brought a notebook, where on a light oilcloth cover it was written in block letters: IVAN-VANYA (we give such notebooks-diaries to every child), they sat dad down on a chair and calmed down only when dad made an entry in Vanya’s diary about Vanya’s “major success”, and Anyuta drew a yellow “flashlight” there with colored pencils.

This event, firstly, raised Vanya to a new “wave” of passion for the game, and secondly, for several days in a row his older brothers and sisters again took up cubes and came up with more than ten new interesting patterns-tasks for our game. Such successes do not happen often, and they should be appreciated: they leave a very good and useful mark on the child’s life.

You can play by yourself

When a game becomes interesting for a child, he himself asks: “Let's play with blocks!” Let’s make patterns!”, then you can think about not just occasionally giving cubes for independent play, but also encouraging this independence by all means. The point here is not only that adults will have free time, but that by playing independently, the child learns to control himself, compare his results, evaluate his strengths and capabilities - this is the beginning of independent thinking, a very important aspect of creative abilities.

Independent play is especially effective when, after each meeting with the blocks, there is a noticeable movement, a new step forward, noticeable for the adult and for the child himself.

In our family, kids play independently from the time when they are able to put blocks into a box after playing and bring it to mom or dad.

Usually we do not refuse a child’s request to give him blocks, but we are interested in:

– What series of patterns will you make?

“Series D,” he answers, not without pride. And how can you not be proud if this is the most difficult and complex series.

We monitor the progress of the baby and, of course, record all the major achievements and victories in the diary: overcoming difficult patterns like “lanterns”, “slides”, “boats”, finishing one of the series, folding a new pattern that no one else has there was no victory in competitions, etc. The kids feel the interest of their elders and, in turn, they themselves strive to make more patterns.

In educational games, numbering and counting occur quite often, and children, by the way, can master them early and by the age of 4–5 they quite intelligently use counting up to 50, 100, and even beyond.

We give patterns-tasks of the G series to children from 2–3 years old. If you don’t make a secret out of the alphabet and numbers and consider the letters O or A to be as ordinary things as a ball or a table, then the baby will have no idea that there is any difference between them, and he remembers them in exactly the same way as everyone else. other words. In our family, by the age of 3, all seven of us already knew letters and numbers, and at the age of 3–4 they began to read. The ease with which letters were learned early was later transferred to the school curriculum.

Folding patterns from cubes according to ready-made tasks is the simplest type of work in the game. The game can be slightly complicated (and at the same time almost double the number of patterns-tasks) as follows: if the pattern on the card consists of red and white edges, then you can offer to make the same, but yellow-blue pattern, and vice versa. Kids perceive this change in task as a new type of pattern. After all, here you need to not just copy the pattern, but change it in color.

You can compete with others

When there are several sets of the “Fold the Pattern” game, you can organize competitions. They are good to arrange if the strength of the participants is approximately equal, everyone is familiar with the game, or those who are less familiar with it are older than the rest in age, and if the participants themselves are at least 3-4 people. Everyone needs to choose a place at a small table, on a chair or on a rug so that from there everyone can clearly see the pattern-task, but so that the players cannot look into each other. One of the elders takes on the role of a leading judge, and the second takes on the role of a secretary. 5–10 new patterns of increasing complexity are selected from existing ones or prepared specifically for competitions (they draw or paste patterns cut out of colored paper on a white background - tasks on a large scale - 1:1 or 2:1). The secretary prepares a table with the names of participants and task numbers.

When everyone sits down and takes out the cubes, the presenter says: “Attention! Let's start!” - and puts or, better yet, hangs pattern task No. 5 at a convenient height, and he watches who is the first to fold the pattern completely and without mistakes.

- Julia! - he says to the secretary when he sees that Yulia was the first to fold the pattern. The secretary puts “1” next to Yulia’s name in column 5, i.e., notes that she completed the pattern the fastest.

- Dima! - and the secretary writes the number 2 against Dima’s name.

- Vania! - and the secretary writes 3 in the line “Vanya”.

- Masha!

- Anya!

Speed ​​competition table

Name	Age	N o measure of task						S u m m a	M e s That
Vania	4 year 6 months
Julia	5 years 2 m this month
Anya	7 years 1 m e syats
Masha	8 years 3 m this month
Di m a	6 years 9 m e syatsev

The rest is clear from the table. Whoever put together the patterns faster than others has the smallest amount and the best place in the competition. If kids cannot cope with all the patterns, then the speed of laying out does not necessarily have to be considered a decisive factor. In this case, it is better to take into account the number of patterns that the baby has mastered and their difficulty. To do this, they take patterns from all 3 series, and the difficulty of each pattern is assessed by a certain number of points, as, for example, in the following table: pattern A5 - 2 points, A10 - 3 points, etc.

Difficulty competition table

Name	Age	N o measure of task						S u m m a	M e s That
			A10	A18	B20		B23
Vania	4 year 6 months
Julia	5 years 2 m this month
Anya	7 years 1 m e syats
Masha	8 years 3 m this month
Di m a	6 years 9 m e syatsev

Then the presenter gives all participants the same time to fold, for example, 1 or 2 minutes, and exactly after 2 minutes he folds the pattern. And the secretary gives a “price” to everyone who folded the pattern, i.e., for example, for the SU-A5 pattern - 2 points, for SU-A10 - 3 points, and to those who did not fold it, he doesn’t give anything. In this case, the one who puts together more patterns will score more points and, therefore, get ahead of others.

If kids already know how to count, then you can entrust them with counting points in the competition themselves. But then the presenter must stock up on paper or cardboard circles with numbers printed or drawn on them indicating the number of points scored or the “price” of the patterns. And those who completed the A5 pattern are given a circle with the number 2, those who completed the A10 pattern are given a circle with the number 3, etc.

Whoever has the greater sum of numbers on the circles wins. The winners can be rewarded, but in such a way that the losers are not offended, but have fun, and so that everyone would like to participate in such competitions again. There is a lot of scope for mom and dad’s imagination and creativity.

For example, we bought prizes according to the number of participants and laid them out on the table. The one who took first place was the first to come to the table and choose a prize for himself. Whoever took second came second, etc.

Now let's draw the patterns

Even before the baby switches to performing a series of patterns B and C, he can copy patterns from the cubes. This is a more complex type of working with cubes that develops graphic skills. The child needs to learn to draw straight lines with a pencil and draw squares with colored pencils. It is convenient to draw patterns in a checkered notebook. But here, too, there are “first discoveries”: seeing rulers, small squares (cells), which children simply do not pay attention to at first: the lines are too thin, the cells are small and therefore not noticeable.

The rules of the game here remain the same: from a task that is feasible, amenable to completion, to an extremely complex task that requires maximum effort. Don't be upset if it doesn't work out perfectly right away. In children, the development process is gradual. And it’s better if you don’t just draw, but also fantasize. For example, you need to draw a line with a pencil along a ruler in a notebook; Invite the kids to consider the ruler a bridge, and the one who knows how to hold the pencil close to the ruler all the time “does not fall into the river” and walks along the bridge.

Drawing a pattern, especially with colored pencils, takes much more time than putting it together from cubes, so give your child 2-3 times less tasks for sketching. But here, too, you need to subtly feel when to start drawing, where to praise the child, when to offer to finish the game. Patterns can be drawn in different scales - 1:1, 1:2, 1:4 and even 1:6 (one cell is equal to the edge of a cube), and you need to start with what the baby can handle. To draw patterns, give your child a checkered notebook, on the cover of which the child can write his name in block letters if you give him a sample.

The game “Attention” helps a lot in the process of improving in drawing patterns. There you need to make an exact copy of the figure, letter or number you saw, and also find out the names of such figures as “square”, “triangle”, “rectangle”, etc.

Before sketching patterns, it is good if the child completes the preparatory exercises (Fig. 9).

Rice. 9

1 .Who can write about the checklists?(v c ent r e c l e t ok) ? Put p o2 dots, dots, dots, po4it.d.M a ly spr i t o m e t o n ot only teach you how to draw dots, but also teach you how to read.

2 .Who can put the dots “at the crossroads”, i.e. in front of the cross-section of the rulers? You can set a different number of points to - about t2d o10, as well as a control exercise - weight r e u g n i l ki z t o ch e k , k a k n a r i s u n k e .

3 .Who can carry out the direct south-horizontal yuline of a given length of line by line: length 1 cell, 2 cells, 3 cells, 3 4cell iit.d. ?

4 .Whos U n e t p r e v e s t i p d r i c a m u v e r t i c a l n u i l i n u of a given length y o n o n op o l i n e k e ; lines y u l l o n g y v 1 cell k y , v 2 cells , v 3 cells , v 4 cells , etc. ?

5 .Kto su m e t n a r i s o v a t m a l l e n k e r c u r g e i d i a m e t e r o mv 1cage? Who nari su e t1k ru zhok, 2k ruzhka, 3k ruzhka ait.d. ?

6 .Also, around the circle it is located differently (in the “column”).

7 .Kto onari su e tma lenki yk vadrati kve lichino yv1kletku? K t o n a r i s u e tk v a d r a t s o r o n o yv 2 cells, v 3 cells, v 4 cells, etc. ?

8 .Kto onari suet tk vadra ts ostorono yv4k letk i and paint those colors with a pencil about mtak, what do you usually do?

9 . with os t orono iv4kletk and p diagonal and will paint it with different colors and pencils?

10 .Who su m e tra z e lit k vadra t with os t orono iv4kletk and n a4 equalX k vadra t a And will he paint it with different colors and pencils?

We come up with patterns ourselves

Another type of working with cubes, the most saturated with creative elements, is creating new patterns, ones that are not in any of the series. In our family, we move on to this type of task when the child learns to fold almost all the patterns of series B.

The new pattern is easy to create. But it is important that it be beautiful, symmetrical, and reminiscent of some object in its appearance. Only such patterns can be considered worthy of attention. Kids are proud when they manage to put together exactly this one. And in order not to forget the new pattern, you must immediately sketch it in your notebook, otherwise the cubes will scatter and the pattern will no longer exist. This is how we came up with “Zoo” - the SU-D series, where almost all the patterns were invented by children.

You can make a whole series of patterns invented by your child and call it after the child. It’s okay if it only has 5 or 10 patterns; they can also be drawn on separate paper squares or rectangles, or they can be glued on by cutting out a pattern from colored gummed paper.

A baby can, for example, give such a series of patterns in a bag decorated with its own ornament to his mother on her or his birthday.

This is how it happened in our family: on their birthday, everyone gives their mother something made with their own hands. After all, it’s unfair when on this day everyone only remembers the newborn: congratulations are given to him, gifts are given to him, a holiday is for his sake, and somehow they forget about the mother who gave him life on this day. On such a day, the most precious gift for mom will be something that has everything of her own - both the idea of ​​the pattern and its execution: “Look, mom, I’m growing, I can already do a lot!”

Among the many methods of early child development, it is easy to get confused. All of them perfectly allow you to fully discover the inner hidden reserves of a little researcher. Counting, reading, memorizing letters and place names are very good and useful. But psychologists are still confident that it is the development of intelligence in a small child that will allow him in the future to receive excellent knowledge in all subjects.

It includes logic cubes and was developed back in the 80s, although it did not become widespread immediately. Now this method, simple at first glance, has gained great popularity.

You don’t have to buy Nikitin’s original educational cubes and pay a lot of money, because you can make them yourself. This method will require a minimal investment and only one evening of free time. So let's get started!

DIY Nikitin cubes: master class

Another method that will take even less time is to cover the edges with an adhesive-based film. It is sold in hardware and construction stores. You only need a small amount of material, and if you have it on hand, that's great, although anyone can buy it.

Don't forget about the patterns that your child will use to learn how to assemble a pattern. You can also draw them yourself using white cardboard.

How to solve Nikitin's cube?

Everything is very simple! Or are you using ones already invented by the author?

I’m boasting about another successful acquisition... Today, 2 hours ago, my husband brought a package from the post office... the children opened it very quickly... and then the husband added... And how for 2 hours you can’t hear or see either your husband or your children... And it’s all because of the new puzzle...

To be honest, we got excited about it after one movie (I don’t even remember the name, but the game stuck in my head)... There the participants had to collect as many of these cubes as possible for a while... Of course, my children didn’t manage to assemble the cube right away, but they We started with the simplest tasks (the cubes come with a booklet with tasks of different difficulty levels).

Well, now I’ll show you exactly which cubes attracted my children and husband so much (I’ll play when everyone falls asleep)

Well, some of the tasks from the book

The cubes are made of wood. Very high quality.

A complex guide. Many parents give in to him. And completely in vain. The game stimulates the child to think and operate with spatial images. After all, you have to deal with three-dimensional figures. This is a new level of thinking and abstraction. The ability to combine these cubes is much more difficult than a regular game with a construction set, and develops combinatorics and spatial thinking abilities. Let's start with the simplest. Yes, and using figures for formations in games is also useful. And we gradually move on. After all, the game helps to master graphic literacy, understand a plan, map, drawing.