Method "Cut pictures": description, application, interpretation

2024 Author: Miguel Ramacey | [email protected]. Last modified: 2023-12-17 06:11

The method of split pictures is a kind of game that kids need to develop ideas about the parts and integrity of objects, the formation of logical thinking, attentiveness, observation and many other equally important qualities.

The essence of the lesson with split pictures is that the child assembles a single whole from parts. Children have been doing this since ancient times, and who first thought of giving the kids an image divided into parts is unknown. The methodology in this case is a set of specific pictures, divided in a certain way and selected in accordance with the age group and goals.

What is the purpose of using split pictures?

The main goal that any existing technique of split pictures helps to achieve is the comprehensive development of the child. In addition to the main goal, the methods are also used to identify any violations, to diagnose the state of the mental development of the child.

During classes, kids usevisual-effective thinking, associative skills, motor skills and much more. Also, each existing technique of cut pictures has an impact on the child's understanding of the environment, on the formation of his aesthetic perception. Therefore, when choosing pictures for classes, you need to pay attention not only to the level of complexity of tasks and recommendations for age use, but also to the content and quality of the pictures.

What are these pictures?

Any existing technique of cut pictures uses images divided into parts. The older the child, the more difficult the drawings are used as methodological material. Of course, the number of cut lines in the picture also increases.

For example, for classes with the youngest children, the most simple image of one object, thing or something else is chosen. It can be a house, a typewriter, a spoon, a plate or a cup, a tree, a knitted hat, and so on. The main requirement for the picture is one simple image of an object easily recognizable by a small child. The picture is divided into two equal parts horizontally or vertically.

This is how the methodological materials look like, which are used by any existing “Cut Pictures” method for children at the age of two years. As a rule, in the departments of stores with educational games, there are sets of pictures dedicated to certain topics: water procedures, dishes, environment, boats, animals, and so on.

What is the difference between these pictures and puzzles?

A similar question is asked by all parents who are interested in educational games and activities with kids. Any existing technique for collecting split pictures has a fundamental difference from classes with puzzles or other composite images. It lies in the fact that the puzzle does not leave the right to make a mistake, its independent awareness and correction. In other words, puzzles do not allow fantasy to develop, do not form analytical thinking, and do not stimulate the need to compare the result of the assembly with the prototype of the image used.

Does this mean that the "Fold the Cut Picture" technique is better than the "Assemble the Puzzle" exercise? Of course no. These techniques develop various skills and abilities. For example, puzzles develop fine motor skills much more effectively, instill discipline, perseverance than images cut along even contours. Accordingly, kids need both pictures and puzzles.

Methods of which authors are used most often in preschool institutions?

One of the most popular authors of child development methods based on games and activities using pictures cut into pieces is Sofya Davydovna Zabramnaya. Under her authorship, more than one hundred and forty different methods have been released that allow you to work with children of the younger age group as efficiently as possible. Not only for the development of ordinary children, this teacher recommends the "Cut Pictures" technique. Zabramnaya is the author of teaching aids that help to deal with kids who have somespecific features and various deviations.

Sofya Davydovna began her career at school in the middle of the last century as a teacher of Russian language and literature. She gradually reached the title of professor at the department of oligophrenopedagogy at the Pedagogical University of Moscow. During this time, Zabramnaya not only published many works, but also did not stop conducting practical classes.

How is the technique used in diagnosing the level of development?

The method of diagnostics "Folding split pictures" in practice does not differ from educational games or activities. As a rule, the purpose of the diagnostic use of the technique is to determine the degree of development in children of ideas about the integrity, completeness of images. It also becomes clear that they have the adequacy of their fantasies, the degree of proficiency in logical thinking skills and many other aspects.

Testing is carried out as follows: the child is offered a set of cards divided into parts with different images, from which he must complete the pictures and name them.

Initially, the cards are in a mixed, chaotic and unsystematic state. The child takes out one card from this “pile”, voices his assumption about the part of which object is depicted on it. After that, he searches for the remaining parts of the drawing and combines them into a single whole.

Does the methodological material change depending on age?

Each existing and applied in practice technique "Cut pictures", the author of which has a pedagogical education and experience working with children, uses different images for each age group.

For children from two to three years old, pictures are usually used, divided into a couple of parts. Toddlers who have crossed the three-year milestone are given more difficult tasks. Pictures for them are divided into three or four parts. For children older than four years, tasks are selected more difficult. Images are divided into 4-6 elements.

In addition to the number of parts into which the card is divided, the very nature of the image also changes. If children aged 2-3 years are offered a simple one-component drawing depicting some easily recognizable object, then those who are five years old are already capable of drawing with several components, for example, a dwelling with a fence and a person.

How are the results interpreted?

Diagnostic use of pictures cut into pieces not only allows drawing conclusions about the level of development of babies, but also to notice that they have certain skills. Toddlers at three years of age with normal mental development, when forming a picture divided into two parts, use the trial method, connecting the pieces until the correct result is obtained.

Children who have crossed the four-year age threshold use the method of visual correlation. This means that they do not take everything from the general “heap”, checking after it for a match, but try to initiallyselect the items you want.

Children with various disorders in mental development cope with the collection of a picture from two pieces only by the age of four. Tasks to collect an image divided into four parts can cause them difficulty even at the age of five.

Mentally retarded children initially do not understand the essence of the task and simply shift the pieces of images without trying to combine anything into one whole.

How are scores measured?

As a rule, teachers use a four-point scale for evaluation. Its meanings are as follows:

• 1 - unable to understand the requirements, grasp the essence of the task, inadequate chaotic actions during training and demonstrating an example;
• 2 - takes part in training, but does not cope on his own, makes mistakes, does not see the difference in the right and wrong image;
• 3 - does not experience problems in understanding the purpose of the lesson, connects by enumeration of options;
• 4 - fully fulfills.

A score of "4" does not mean that the child never makes a mistake. Parents who engage in such methods with their kids need to understand that children are not robots. Moreover, an inquisitive child sometimes wants not only to fulfill the conditions of the task assigned to him, but also to see what happens if the drawing is folded differently than required.

What are the advantages of cut pictures over other educational activities?

The main advantage of using different types of activities with pictures cut into pieces over other educational games is that they allow the child to make mistakes, experiment and fantasize. In other words, such techniques provide kids with complete and practically unlimited freedom to manipulate parts of the whole image. This is an extremely important point, since manipulation in this case is one of the ways of knowing the world around us.

These techniques also give the baby the opportunity to feel control over the result and be responsible for it. After all, it depends only on the child what kind of tree, house, hat or any other image will take.

The main task of parents is not to interfere with the child in his experiments, but along with this, to achieve adequate completion of the task from him. It is important that the baby understands the difference between fantasy and objective reality.

An example of a developmental lesson using this technique

The "Cut Pictures" developmental method for preschoolers, which is easy to practice at home, should contain several tasks that vary from easy to difficult.

Of course, when choosing a material, you need to take into account the age of the baby. There is no need to include pictures divided into a couple of parts in tasks for six-year-olds. At the first stages, two-year-old children need not only to be provided with simple images divided into parts, but also to lay out a sample in front of them, that is, a whole version of what should turn out. For children older than five, it can be more difficulttask by adding letters or syllables to the image so that when the whole image is collected, a word is obtained.

Example of a simple activity:

• the child is offered 8 or more cards cut into pieces and the same number of whole ones;
• explains the essence of the task and shows progress;
• the child collects pictures, placing them under the samples and names what is drawn on them.

According to this scheme, classes are held. The cards themselves are divided into the number of parts that corresponds to the age of the child.