Find the odd one out game for 4 year olds. The “find the odd one out” technique. Scale for assessing the level of development of the generalization operation

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Tatiana Guseva
Didactic game “What’s extra?” for children 6–7 years old on the lexical topic “Food”

Didactic game"What superfluous?» designed for children 6 -7 years old

(preparatory group)

Relevance: I believe that this manual is relevant for the development of children skills

combine objects according to purpose and reason.

Target: development of logical thinking, perception and attention.

Tasks:

1. Strengthen the ability to compare, generalize, analyze, and make simple conclusions.

2. Strengthen the ability to construct an answer through reasoning.

1 slide - Game name

Slide 2 - Explanatory note

Slides 3-6 - Contents didactic game

Slide 7 - Assignment "Cooking compote"

Educator shows the children a slide showing Food necessary for preparing compote.

There is one item on the task slide extra. Children are asked to look carefully and determine what is drawn superfluous, explain why. food product disappears and the answer slide opens.

Slide 8 - Answer to the task "Cooking compote"

Slide 9 - Assignment "Cooking soup"

The slide shows Food, essential for

making soup, one of excess products.

If answered correctly, unnecessary food product disappears and

The slide answer opens.

Slide 10 - Answer to the task "Cooking soup"

Slide 11 - Assignment "Making a salad"

The slide shows Food, essential for

preparing salad, one of excess products.

If answered correctly, unnecessary food product disappears and

The slide answer opens.

Slide 12 - Answer to the task "Making a salad"

Slide 13 - Assignment “Making pancakes”

The slide shows Food, essential for

making pancakes, one of excess products.

If answered correctly, unnecessary food product disappears and

The slide answer opens.

Slide 14 - Answer to the task “Making pancakes”

Slide 15 - Assignment "We're baking a cake"

The slide shows Food, essential for

making a cake, one of excess products.

If answered correctly, unnecessary food product disappears and

The slide answer opens.

Slide 16 - Answer to the task "We're baking a cake"

Slide 17 - Assignment "Let's make tea"

The slide shows Food, essential for

making tea, one of excess products.

If answered correctly, unnecessary food product disappears and

The slide answer opens.

Slide 18 - Answer to the task "Let's make tea"

OPTION 1.

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

Objectives of the study
Analytical-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is studied. Ability to make generalizations. Logical validity and purposefulness. Clarity of presentation. Using help.

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

Procedure
APPLICATIONS 1, 2, 3 are offered in turn.

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

Analysis of results

Children with normal mental development understand the purpose of the task and independently identify the feature that distinguishes the figure from the rest. Give a verbal justification for the principle of identifying a figure. When working with pictures, they are also able to make independent generalizations and justify the selection of an inappropriate picture. When highlighting concept words, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age varies among children. Some immediately identify essential signs, others pay attention to secondary signs. This indicates insufficient formation of the higher levels of generalization. However, in children with normal mental development there are no cases of inadequate performance of this task.

Children are mentally retarded do not understand instructions and do not complete tasks independently. By the age of 6-7 years, they visually distinguish size and color, but find it difficult to make verbal generalizations even with leading questions. The task (APPENDIX 3) is not available to them at this age.

Children with mental retardation understand the instructions and complete the tasks (APPENDIX 1). The task (APPENDIX 2) to establish clan groups and justify them is difficult. Organizational assistance is effective. Work with the selection of words and concepts (APPENDIX 3) is carried out with leading questions, repeated readings, and clarifications. Children have difficulty explaining the principle of selection. They have the greatest difficulties with verbal justification.

ANNEX 1.

APPENDIX 2.

APPENDIX3.

OPTION 2.

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

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

Evaluation of results

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

Conclusions about the level of development

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

APPENDIX 4 A.

APPENDIX 4 B. Additional materials for the “What’s extra?” method

OPTION 3.

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

To conduct the study, you will need forms of the “Exclusion of Superfluous” technique, which allows you to assess the subject’s ability to generalize and identify essential features. The technique consists of series, each series contains 4 words. (2 options offered). The experimenter must have a stopwatch and a protocol for recording responses.

Material: A form with a printed series of four to five words.

Instructions and progress: I present the form to the subject and say: “Here, on each line, five (four) words are written, of which four (three) can be combined into one group and given a name, and one word does not belong to this group. He needs to be found and eliminated (crossed out).”

Form for verbal version

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

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

INTERPRETATION:

SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION

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

APPLICATION.