MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION "INDUSTRIAL SECONDARY EDUCATIONAL SCHOOL №2".

Compiled by: ,

technology teacher

MBOU "Industrial Secondary School No. 2"

Industrial

At the present stage of social development, the main task facing the education system is to comprehensively promote the formation and formation of a person who is able to quickly navigate in a changing situation, find qualitatively new ways to solve various problems, navigate in an increasing flow of information and extract from it the knowledge that is needed. for productive work, to think and act outside the box, creatively. These aspects make it necessary to include in the category of goals of general education the formation of a diversified, creative personality capable of realizing creative potential in dynamic socio-economic conditions.

Modern pedagogical science and practice have long come to a unanimous conclusion about the need to form a creative personality in the process of educating. This conclusion was formed under the influence of the conditions of development of modern society, when it is not the amount of specific knowledge that is important for its members, but the ability and ability of people to obtain the necessary knowledge to apply it in specific situations is of paramount importance.

It is well known that the higher the level of spatial representation of students, the easier it is to teach, the more interesting tasks can be set for them. Unfortunately, schoolchildren have difficulties in modeling spatial geometric facts and in depicting them. The problem is old but relevant. Acquiring the skills of depicting spatial figures on a plane is one of the main difficulties that students face. Developing the ability to accurately and correctly perform images of spatial figures requires lengthy exercises, however, the time spent on this pays off in the future when solving problems, since a visual image correctly performed by the student himself helps him understand the task, find out various theoretical questions related to the original, and find a way problem solving.

The most effective means of developing students' spatial representations are: demonstrating and comparing figures relative to each other, modeling, competent image of figures, reading a drawing. If these tools are used systematically and in combination, they will lead to the best results.

At each lesson, it is necessary to look for and establish connections between spatial figures and objects of the surrounding reality.

Imagination is a mental activity that consists in creating ideas and mental situations that have never been generally perceived in reality. It is based on operating with specific sensory images or visual models of reality, but at the same time it has the features of mediated, generalized cognition that combines it with thinking.

There are two types of imagination - recreative and creative. Recreating imagination consists in creating images of objects that were not previously perceived, in accordance with their description or conditional image (drawing, map, text, etc.).

Creative imagination consists in the independent creation of new images embodied in original products of activity. Imagination develops in the process of creative activity under the influence of social needs. A prerequisite for the high development of the imagination is the upbringing of the individual, starting from childhood, through games, studies, familiarization with art. A necessary source of imagination is the accumulation of diverse life experiences, the acquisition of knowledge and the formation of beliefs.

The development of spatial imagination in students is facilitated by such disciplines as drawing, drawing, geography, physics, chemistry, etc. Modeling and design contributes to the development of spatial imagination.

Modeling does not always have to be at the level of store standards. Models can be working, made immediately from items that are at hand. Teaches them to see the beauty of ordinary things.

To solve interesting problems you need:

savvy,

the ability to predict the outcome

· good imagination.

Working on such tasks contributes to the development of these qualities in students. Often, when solving any problems, students draw a conclusion only on the basis of what they see in the drawing; often they are even sure that after that no evidence is needed anymore. Observation of the drawing can lead us to grossly erroneous conclusions.

Visual-spatial imagination is the most important aspect in visualization. Visualization itself is a way of using the imagination that allows you to create what you desire. In our case, we need constant visualization of force flows and open channels. Otherwise, how can we manage energy if we do not see it at all? Visualization is primary, true sensations will come after it.

In order for your visualization to be of high quality and more effective, you should develop your imagination more strongly, namely, the ability to mentally recreate pictures.

Here are a few exercises that are traditionally done to develop visuospatial imagination.

1. Continuous contemplation. Within 1-3 (up to 5) minutes, any object is examined (a coin, a box of matches, a finger, a pencil, etc.). In this case, you can blink, but the look should remain within the subject.

Examine the object up and down, find in it all the smallest details and properties. Repeat the exercise until the attention is easily held on the subject. This is a kind of concentration exercise, but now the task is to memorize all the details of the subject.

2. Rhythmic contemplation. Choose any subject and focus on it. Breathing is calm. As you exhale, close your eyes - erase the impression. As you inhale, open your eyes again and again focus on the subject. So up to 50 times. Then vice versa: contemplation on the exhale, erasure on the inhale.

3. Mental contemplation. Contemplate the object continuously or rhythmically for 3-4 minutes or more. Then close your eyes and try to mentally evoke a visual image of the object in its entirety and in all its details.

Opening your eyes, compare the mental "photo" with the real object. Repeat this 5-10 times for each exercise. Gradually develop a clear inner vision. Of course, it will not be as bright as in reality, and at first it will look like a blurry silhouette in deep twilight, but perseverance will do its job.

From simple objects, gradually move on to more complex ones, and then to large pictures and texts. Visual memory will become much stronger.

Spatial imagination is a specific type of mental activity aimed at solving problems that require orientation in practical and theoretical space (both visible and imaginary). In its most developed forms, this is thinking in images in which spatial properties and relationships are fixed. Operating with original images created on various graphic bases, thinking ensures their transformation and the creation of new images that are different from the original ones.

An important indicator of the success of students in studying school subjects is the interconnected breadth of their technical outlook and the level of development of design and technological thinking.

The proposed tasks will help the teacher to get an idea about this, the implementation of which will require students to be able to read simple drawings, understand the diagrams of technical devices and the principles of their operation.

From my own experience, I can say that a relatively low level is characterized by the completion of up to 11 tasks, medium - up to 17 and high - 18-26.

This test should take 10-15 minutes. (See appendix 1)

What do I know about my abilities?

Ideographic test

Using three geometric shapes - a triangle, a circle, a square - draw a little man, consisting of 10 elements. All three types of figures must be used. The quality of the drawing doesn't matter. If extra elements are drawn, they must be crossed out; if they are not enough, draw the missing ones. The drawing is done three times. Each is given 30 seconds.

See what different little men you got. Big and small, sad and funny; with heads of different shapes, with heads of different shapes and without them; with eyes, ears and without them; for some, triangles predominate in the drawing, for others, squares or circles. And it's all about you, about your abilities, about your character. Those who have drawn their faces are more sociable than those who have not. Hands and feet, consisting of several parts, speak of a good "manual" or "foot" intelligence of their owner. Perhaps these are sports, dancing, needlework, and other activities that require developed "fine motor skills".

Count how many triangles, circles and squares each person contains. Write down the resulting three-digit number next to it. Details are confidential.

Interpretation of drawings

Shape preference.

Triangle. Tendency to organizational activity, dominance, striving for success, increased level of claims. Resilience to stress, speed, determination, activity.

A circle. Easily establishes surface contacts. Excitable, exhausted, soft, sensitive type.

Square. Introverted type, consistency in decision-making, propensity for technical activities.

No arms or legs- defensive reactions, refusal of contacts.

Arms or legs are made up of several elements- high motor activity, well-developed "manual intelligence"; propensity for sports, dancing, needlework (fine motor skills).

Hands up- aggression.

Item on the head- Anxiety, hidden aggression.

object on the stomach- caring.

Face- undrawn - reduced need for communication;

traced- sociability, emotionality.

Only eyes and ears- anxiety.

Head- normally in the form of a circle. Different heads in three drawings or in the form of a triangle and a square - protest reactions.

The presence of a neck indicates sensitivity, vulnerability, resentment.

A dismembered body or its absence is a psychotraumatic factor

A small drawing, especially located at the bottom of the sheet - low self-esteem, stiffness.

The number of triangles, circles and squares is counted and written as a three-digit number.

to the first type include all formulas starting with 9, 8, 7.6. These are people with a high level of claims, a desire for dominance, and good communication skills. They have a strong nervous system. They understand people, skillfully classify and process information. Type of leader, good teachers.

Second type. Formulas starting with 5. This is a responsible performer with organizational skills. A professional who thinks through his work to the smallest detail. Non-conflict. Intuitive. Shows high demands on himself and others, often working beyond his capabilities. Characteristic psychological defense of the type of self-accusation. They are prone to psychosomatic diseases.

Third type. Formulas starting with 4. Anxious and suspicious type. Differs in a variety of interests and talents. There may be difficulties in adaptation, a tendency to individual work. Indecision, self-doubt, vulnerability. Doubts about his strengths and capabilities are characteristic, despite the fact that he succeeds in everything he takes on.

Fourth type. Formulas starting with 3. Type of scientist. Easily abstracted from reality, rational, objective. Spontaneity and inconsistency of behavior and activity are characteristic. Productive in a highly regulated environment. It is good to switch from one activity to another. Psychological protection by type of rationalization.

Fifth type. Formula starts with 2. Intuitive type. It is characterized by sensitivity and exhaustion of the nervous system. The desire to embellish, aestheticize reality. Interest in art and people. It is easy to get used to various social roles. Subtly feels everything new and unusual. Responsive. He does not tolerate encroachments on his fate.

Sixth type. The formula starts with 1. Emotive type. Inventor, designer, artist. Emotional. Obsessed with original ideas. Self-esteem is unstable. Demonstration in actions. Has a rich imagination. Also, as an intuitive type, often lives according to its own laws, does not accept control from the outside. Prefers self-control.

Seventh type. No circles. The opposite of the emotive type. Emotional coldness, inability to understand the experiences of other people. But at the same time, excellent organizational skills: it can make other people work effectively.

"Modeling" and "Designing" is the way to mastering technical specialties in human life, developing interest in technology and technical sports, developing design ideas in children and instilling industriousness in everything.

Bibliography.

1. Abdulkhanova - Slavic and the consciousness of the individual as a subject of activity: a collection of Psychology of personality in a social society. M., 1988 –p. 113.

2. Andreev education and self-education of a creative person. Kazan, 1988.

3. Astakhov creativity: A book for teachers. M. Education, 1986.

4. Afasizhev concept of artistic creation: Textbook for universities. 2nd ed. Recycled. M. Higher School, 1990.

5. Badaeva and creativity. M., 1966.

6. theoretical foundations for preparing schoolchildren for creative work in the field of material production: a textbook ., M., 1985.

7. Volkov schoolchildren to creativity, M., 1985.

8. Vygotsky and creativity in childhood: A psychological essay. A book for the teacher, - 3rd ed. –M. Enlightenment, 1991.

9. Vygotsky art., M. Art, 1986.

10. Potters education by means of art to reality. M., 1991.

11. Gromov E. S. Artistic creativity (experience of historical characteristics of some problems). M., 1993.

12. Thunders of artistic creativity. M., 1986.

13. Lilov A. The nature of artistic creativity., M., 1981

14. Chekmaryov. Creativity lessons., M., 2001.

15. A. Borzenko, A. Fedorov Multimedia for all, Moscow, 1995

16. , Information culture M., 2001

17. Development of spatial thinking of schoolchildren. M., Pedagogy, 1980, - 240 p.

18. Development of technical thinking of students (co-authored with) M., Higher School, 1964, - 96 p.

19. Popular art encyclopedia. Architecture, painting, sculpture, decorative arts. - M., 2002.

Do you know people who find their way around in an unfamiliar place very easily and quickly without using a map? Did you envy those who can draw well? Did they study with enthusiasm and enthusiasm the life and work of Leonardo da Vinci? All these features are characteristic of those who have developed visual-spatial thinking.

Spatial thinking is a type of mental activity that ensures the creation of spatial images, thinking in terms of images and operating them in the process of solving practical and creative problems.

What are the benefits of this skill? It is critical for designers and architects. They are directly related to space and the location of objects in it. Mathematicians use it to represent mentally a geometric object that can be measured, rotated and moved in the mind to facilitate geometric calculation.

A geophysicist mentally manipulates the movement of tectonic plates to see the process of earth formation. A neurosurgeon visualizes different areas of the brain to predict the outcome of an operation. The engineer imagines in his head how various forces can affect the design of an object. Directors and cameramen do a lot of mental work, "positioning" the actors and the object on the stage. Writers are simply forced to develop spatial thinking, because they are dealing exclusively with their own fantasy.

In general, there are a small number of professions where spatial thinking does not really matter. And even in this case, it makes sense to develop it - for everyday life. But let's start with how to develop spatial thinking in children.

Spatial thinking in children

Developing the spatial skills of preschoolers will help them excel in the future in math and visual arts.

Remember that it's never too early to teach a child spatial thinking, even if he can't walk yet. Neuroscientists have found that specific areas of the brain responsible for thinking about the location of objects in space develop in early childhood. Babies as young as 4 months of age demonstrate abilities related to mental rotation of objects.

In addition, spatial reasoning skills are cumulative and durable. Those who acquire skills in early childhood will be more able to use them to acquire and organize additional information throughout their lives.

Encourage the use of spatial vocabulary in everyday interactions

Parents can help their child improve spatial intelligence by using more specific terms. For example, children learn better when they become aware of the meanings of spatial words.

Preschoolers whose parents frequently use spatial words (eg, triangle, large, tall, or bent) perform better on spatial tests than those whose parents do not use such language.

Here are some more words you should teach your child: square, circle, sphere, small, tall, tiny, tall, straight, angled, pointed, sharp, inside, outside, top, bottom, front, back, diagonal, across.

Have your child repeat the words and explain what they mean. Apply them in games.

Teach your child to use gestures

Gesture is a powerful communication and learning tool. Research shows that children learn better when teachers use gestures to explain.

When children use gestures to indicate the movements of objects, their ability to think spatially improves. And even if they are offered to supplement their verbal response with the help of gestures.

Learn to Visualize

Launch your drone

Controlling a flying object in space with the help of several joysticks is more difficult than it seems. The direction in which the drone is flying is constantly changing, forcing you to simultaneously control it and track the position of the drone in order to correctly orient it. This is a real-time object rotation test.

Solve puzzles

Try to solve the Rubik's Cube or play the many puzzle games now available as apps for your phone. Putting together a puzzle is also a good option.

Sketch

Try to draw a 3D object from different angles and perspectives. If it's hard, just draw whatever comes into your head. The more you practice, the better you get - persistence is the surest strategy here.

Explore the physical world

Exploring the real world will teach you how to visualize space and distance in the best possible way.

Be aware. Estimate the distance you walk, compare with real indicators. Pay attention to roads, bridges, mountains, buildings - everything that surrounds you. This will improve memory and attentiveness, help get rid of information overload and pump over spatial thinking.

Learn to mentally rotate objects

Mental rotation is the ability to mentally represent and rotate 2D and 3D objects in space quickly and accurately, while the functions of the object remain unchanged.

Walk around the apartment or office, find one object that you will mentally rotate. Ideally, it should be picked up and examined from all sides. Remember every little thing.

Now close your eyes and mentally rotate it. Make sure that the object does not lose volume, does not decrease, does not increase and does not bend. Now imagine the sun or raindrops falling on it. "Break" it into small pieces, and then "reassemble".

For example, look out the window and carefully inspect one of the cars. Remember it. Now close your eyes and imagine the following:

• How this car stands by a tree in the forest.
• As he drives down the road.
• What will it look like if it flips over.
• Imagine him on the beach.
• And now "drown" in the sea. One year has passed. How will it look underwater from all angles? What will the inhabitants of the sea do with it?
• Imagine him in the dark with flashing headlights.
• As he overtakes another car.
• What does it look like without wheels?
• Imagine it slowly moving away.
• Imagine ten of the same cars standing in a row.
• And now - the same cars, standing on top of each other.

Do not hurry. Set aside enough time for this exercise. The more details and details, the better.

Play video games

Of course, not all. However, you will be able to find some good popular video games that many people are into. For example:

• Minecaft
• Civilization
• Starcraft

Mobile games are also great:

• Monument Valley
• Har-mo-ny
• Thomas was alone

Play board games

Of course, the best way to learn is through play. If we talk about desktop, then there is still the opportunity to connect your friends or relatives. Everyone will benefit greatly from this.

The advantages of board games are that they increase, improve memory, make you think strategically, and also allow you to carry out dozens of figurative operations in your head.

Moreover, this is not done aimlessly, but in order to defeat rivals. That is, the level of motivation increases several times, and without additional efforts.

Board games compare favorably with video games in that they allow physical manipulation of objects. You can take the cube in your hands, move the figures, connect objects and feel the cards in your hands. Cognitive psychologists believe that when a physical image is added to the visual image, spatial thinking develops faster.

Here are some board games worth checking out:

• munchkin
• Monopoly
• Carxasson
• Jenga
• Underwood
• dixit
• citadels
• Tokaido
• Arkham Horror
• Ancient horror.
• Robinson Crusoe
• colonizers
• Pandemic
• Dominion
• train ticket

The great thing about most board games is that they can be played an infinite number of times. Therefore, you can train spatial thinking at any convenient time.

We wish you good luck!

A good imagination is one of the best tools in the world for success! The most successful people tend to be creative and imaginative plays an important role in their lives. By imagining something, a person learns to do it faster. Do you also want to develop your imagination? Then just go to the first step!

Steps

Part 1

We develop our imagination

Dream. Dreaming is a process that helps to build different logical connections and remember information without taking much time. Dreaming is far from a meaningless activity. In fact, it contributes to the formation of a state of high concentration and engagement. While you are daydreaming, an absolutely brilliant idea may suddenly come to your mind!

• Try not to be distracted by the computer/video games/Internet/movies, etc. If you are constantly distracted by various little things, the brain will not be able to focus and perceive information.
• The best time to daydream is in the morning (right before you get out of bed) and at night (before you fall asleep). An ordinary walk without headphones with music and other distractions is also suitable for daydreaming.

1. Look for new experiences. Be open, don't be afraid to try new things. A new experience can bring a lot of emotions and become food for thought and fantasy. For example, when you take a cooking class, you already begin to dream about how you will spend your vacation visiting different cafes and eating different delicacies. New experiences always open up new possibilities and develop the imagination.

   • Of course, you should not go to the other side of the world to do something and gain experience. Just the opposite! Take a closer look at your surroundings. You can always go to different lectures and circles. Try to find a new hobby, take up gardening, or just go to places in your city that you haven't been to yet.

2. Watch people. In a cafe, on the subway, or on a park bench, watch people pass by. Make up stories and stories about these people, think about what could happen to them in life, use your imagination, feel sympathy for them or sincerely rejoice. Perhaps, by observing people, you will suddenly find the answer to a question that has long been of interest to you.

3. Make art. It doesn't matter what kind of art you decide to do. The main thing is that you should try to express yourself in it. Do not follow patterns and stereotypes, do what you like best. For example, if you are drawing, then draw the sun not yellow, as we are used to seeing it in pictures, but green. Use your imagination to get your drawings out of the box.

   • You can try to do any other kind of art, for example, writing poetry, sculpting from clay. Remember that you don't have to be a master at this. The point is to develop your imagination, not to become a world-class artist or sculptor.

4. Spend as little time as possible on the media. Movies, TV shows, the Internet, computer games are all very fun and interesting, but do not get carried away, otherwise your creativity will begin to noticeably decrease.

   • In our time, people, especially children, are turning into consumers, not creators. They do not create anything, but only follow the patterns already invented.
   • You should control yourself. For example, when you are bored, try not to turn on your computer or TV. Use this free time to sit in silence and calmly think about something and dream.

Part 2

Use your imagination

1. Look for creative solutions! Once you get into the habit of using your imagination, it's easy to come up with creative ways to get out of any situation. This means that a good imagination will help you go beyond and come up with new ways to solve any problems.

   • One of the problems that most people often face is limitation. In the sense that a person who has a less developed imagination will be able to come up with fewer solutions to this issue, focusing only on the proposed subject (situation) and not going beyond. In one experiment, people were given the following task: they had to touch two opposite walls with a rope hanging from the ceiling. The only extra item in the room is the pliers. Most of the subjects could not find a solution, which was to tie the pliers to the rope (i.e. use the pliers as a weight) and why swing it by touching opposite walls.
   • Practice coming up with unusual solutions by walking around your house. Having stumbled upon any obstacles, think about how you can get around them, come up with something non-standard. Take a closer look at different objects and try to dream up what you can do with them and where they can be applied. Every thing has a set of functions that it performs, but that doesn't mean it can't be used for anything else!

2. Don't be afraid of failure and failure. Sometimes your imagination cannot help you, sometimes you simply cannot use it because of fatigue or inability. But there are a couple of tricks to get your imagination going so you can use it whenever you want.

   • Ask yourself how you would solve this problem if there were no wrong solutions. Think about what you could do if you knew there would be no consequences.
   • Think about what your first step would be if you could use any resources, sources and objects to solve the problem.
   • What would you do if you could ask anyone in the world for advice?
   • By answering these questions, you free your mind from any possibility of failure, which, in turn, opens up a perspective for you on any ways to solve the problem. Of course, everything will not turn out right away, finding a creative approach will not work for every situation, but following these tips will greatly improve your imagination.

3. Visualize! Use your imagination to imagine different situations that could happen in your life. For example, you can imagine winning a competition and earning an award while you're just training to compete in those competitions.

   • The more accurately and in more detail you imagine this or that situation, the more likely it is that the circumstances will turn out so that this situation really happens to you.

If you ask parents what a child should be able to do when entering school, many will answer: read, write, draw. And few of them will think about such a necessary skill as orientation in space, which is of great importance for successful learning. Experts note: children who have poorly developed spatial representations experience difficulties in learning to write and mathematics. What can parents do to develop spatial thinking in a child in a timely manner? A special technique comes to the rescue, helping to prepare the future first-grader for study.

What do parents need to know about spatial thinking?

Spatial thinking is based on ideas about the shapes and sizes of objects, their location, interaction and movement in space. Before starting homework on the development of spatial representations, parents need to clearly understand what skills the child needs and how the technique helps to form them.

Advice! The development of spatial thinking proceeds in stages, each age period having its own characteristics. Therefore, it is not necessary to immediately load the child with a large amount of knowledge; spatial representations should accumulate gradually.

For the proper organization of homework, it is important for parents to know that orientation in space for preschool children involves the development of skills such as:

• freely navigate in relation to oneself and opposite the person located (left and right side);
• determine the movements forward - backward, up - down, right - left.
• indicate the sides of the horizon: north, south, west, east;
• simulate the position of objects in space;
• understand a given direction in order to move in accordance with it;
• navigate in two-dimensional space (a plane with length and width);
• graphically reproduce different directions.

Phased formation of spatial representations

It often seems to parents that there is nothing easier than teaching a baby to navigate in space. However, the development of spatial representations in preschool children follows certain rules:

• knowledge - by age;
• the quality of perception of knowledge depends on learning.

The methodology determines the range of knowledge about spatial representations in each age group:

• The main content of homework for kids is knowledge about the left - right side of the body. There is an acquaintance with the concepts of right - left, front - back, up - down.
• In the classroom with children 4-5 years old, the ability to navigate in space is consolidated. Learning is added to the ability to navigate relative to other objects, to move in accordance with a given direction, in two-dimensional space.
• In older preschoolers, right up to school, there is a further development of spatial thinking based on existing knowledge and the acquisition of new spatial representations: graphic representation, modeling of objects, knowledge of the sides of the horizon.

Advice! Experts have calculated that 5-10 minutes a day for classes with a child is enough to get good results. The main thing is that knowledge is consolidated in everyday life: when washing, eating, while walking.

What games and exercises will help to master the ability to navigate in space?

The development of spatial thinking occurs intensively in preschool age, for which the game is the leading activity. Therefore, the technique involves reliance on game tasks and exercises, which will bring a greater effect than just memorizing special terms. The methodology has accumulated a lot of word games, exercises with movements, games with objects. The main task for a given age will serve as the basis for all actions of an adult and a child.

Toddler games

Developing tasks for kids should be aimed at the perception of their own body (left and right side), determining the position of the object above and below. Given the desire of children of this age for great physical activity, the technique offers outdoor games, exercises with objects.

"If you like it, then do it"

• It is interesting to perform habitual movements to consolidate the concepts of top-bottom, left-right to the well-known song "If you like it, then do it ...". It is not necessary to immediately start with complex exercises, let them be simple, for example, at the command of an adult, the child raises his hands up - down, to the sides, alternately left - right. Movements can be taken from the complex of morning exercises, so as not to cause difficulties for the kids when they are performed to the melody.

Advice! At first, the baby will need a mirror image of the movements, as he is still learning spatial representations of his body.

• Similarly, movements for the legs are performed: “Put the leg to the left (right), stand on one leg (right, left)”.
• As a complicated option, after mastering simple movements, offer jumping on two legs forward - backward, left - right.

ball games

Tasks with the ball help children easily navigate in space. For example, you can offer to throw the ball up and down or alternately with your left, right hand, push the ball with your left or right foot. The adult clearly names the arm or leg that the movement is made with.

Toys - helpers

Toys are widely used to help consolidate spatial representations: “The car went to the left, and the ball rolled to the right”, “Take the rope in the left handle, and the spatula in the right”, “What toy is missing on the right side? »

Poems and nursery rhymes in learning

Poems and jokes - jokes that can accompany exercises will bring great benefit and pleasure to little children. An adult reads a poem, and a child performs movements.

Poems by E. Blaginina:

I can dress
If I want to.
me and little brother
I will teach you how to dress.
Here are the boots.
This one is from the left leg,(child shows legs and boots)
This one is from the right leg.
If it rains,
Let's put on boots.(Explain that galoshes are very low boots, show with your hand on a children's boot)
This one is from the right leg,
This one is from the left leg.
That's how good!

Poem by I. Tokmakova:

(adult reads) Stork, long-legged stork,
Show me the way home.
(Child performs leg movement) Stomp with your right foot
Stomp with your left foot.
Again, right foot
Again, left foot
After - with the right foot,
After - with the left foot.
That's when you come home!

"Graphic Dictation"

Parents can use ready-made exercise books for dictation. But children are much more interested in doing exercises that their parents themselves came up with, for example, images of objects or animals drawn in cells. The child is invited to circle the cells on a piece of paper in accordance with the instructions: “four cells straight, three cells down, one cell to the right, etc. (until the image of the object is obtained)». Then the image can be colored. In addition, graphic dictations are an excellent tool needed when learning to write.

Advice! For the development of spatial representations, which are necessary when teaching writing and mathematics, it is necessary to consolidate the ability to find parts, corners, and the center of a sheet in graphic dictations.

Board games

Classics in the technique are board games for orientation in space.

An important place is occupied by games in a limited space: a chessboard, a table, a magazine. For example, "Knight's move", "Columbus egg", "Cut pictures", "Fold the pattern", puzzles are popular.

Game "Controller"

• The field for such a game can be made together with the child. A road is drawn, going in different directions to a certain building (toy store, zoo), cars are selected. The leader (adult or child) points the way to the “driver”: straight to the traffic light, to the right, etc.
• Similarly, a game is played on the playing field “Walk down the street, cross the road” with small toys.

"Labyrinth"

• The task is aimed at the perception and finding of an object in two-dimensional space. Just like in previous games, a field is made with a drawn labyrinth, inside of which there is a toy. The player must draw the correct path with comments.
• Alternatively, you can complicate the task: "Find the shortest path."

"Mirror in reverse"

The players sit opposite each other, the host explains that all the movements that he shows must be done the other way around. For example, he touches his right cheek with his left hand, the player must repeat the opposite; raises his left hand, the child raises his right.

word games

In order for a preschooler to actively use indicative concepts, they must be entered into his active dictionary. For this, word games are offered:

• “Say the opposite: up-..., left-..., north-...” (as an option, a ball game is played),
• “I start, and you continue” (an adult begins a sentence with a spatial relationship, a preschooler continues, for example, polar bears live in the north ...).

The methodology for the development of spatial thinking presents many tasks that parents can successfully use for homework. The most valuable will be games invented by adults together with preschoolers, since the best thing to remember is what was invented on their own.

Spatial thinking is a type of mental activity during which spatial images are created and operated on to solve problems. The development of this begins with 3-4 years. Even after 30 years, a person can significantly improve their ability to represent images in space.

Orientation in space is not just the ability to find your way in unfamiliar terrain, and not only an unmistakable determination of where “right” and where “left”.

Well-developed spatial thinking is necessary for the development of such professions as an architect, designer, pilot, sailor, and fashion designer. Wherever one needs the ability to imagine images, to change spatial objects in the imagination, this kind of thinking will be required.

In order to develop this ability in yourself, there are simple exercises. Let's take a closer look at ways to work with spatial objects.

1. Think about what shapes are obtained when two segments intersect? What is the condition for the intersection of two segments to get one?

You can try to solve this problem mentally, or draw these segments on paper first. But try to avoid drawing, as it makes things easier.

1. What shapes can be obtained by superimposing a triangle and a line segment on top of each other?
2. What shapes are obtained when two triangles are superimposed on each other?

These are fairly simple tasks. They can be used not only for adults, but also in teaching children in order to develop such a quality as spatial thinking.

More complex tasks are related to the representation of the plane in You can invent tasks for yourself and your child using more or less complex conditions.

In addition to the exercises described, the development of spatial thinking in children includes games with constructors, composing three-dimensional puzzles, and much more.

The development of this characteristic must necessarily include the formation of correct concepts about the location of the object. The child must learn to name the place of a thing in relation to others. For example, when asked where the toy is, a 4-year-old kid should be able to answer that it is, say, under the bed or on a chair. Thus, the combination of sensory experience with the development of the conceptual apparatus is very important.

In adult life, when concepts have already been formed, an important factor will be the ability to mentally reproduce various objects in space relative to each other. For example, when entering an unfamiliar room, carefully inspect the situation, and when leaving it, try to sketch the location of objects in it as accurately as possible.

Spatial thinking helps us solve complex problems in our minds. For example, if you need to determine how a new wardrobe will look like in a room, you will have to mentally "fit" it into the interior, taking into account not only its size and shape, but also the color, as well as the location of other items.

Spatial thinking is closely related to memory. For example, the ability to remember and then mentally reproduce the location of the guests at the festive table characterizes not only the ability to navigate in space, but also the skill of remembering details.

Exercises for the development of spatial thinking are very useful at any age. At first, many people find it difficult to complete them, but over time they gain the ability to solve more and more difficult tasks. Such exercises ensure the normal functioning of the brain, avoid many diseases caused by an insufficient level of work of the neurons of the cerebral cortex.