Why use demonstration materials for classes in kindergarten?

As is known, figurative thinking is inherent in most children . That is why the educational and learning process at a young age is more successful if the teacher uses various demonstration materials in his work. What is it, and why is it so important to apply a variety of forms of visibility?

What is a visual aid for preschoolers?

Demonstration materials are special images of objects and phenomena specially created to facilitate perception. They contribute to the formation of faithful concepts and concepts in children, foster the development of strong, conscious skills and abilities. Demonstration materials are actively used by teachers at various stages of the educational process. With their help, children better learn new material, and also fix and repeat what they have gone through.

The demonstration material for classes in kindergarten can be:

• Study pictures;
• Small handouts;
• Filmstrips;
• Slides;
• Toys;
• Natural material: leaves, cones, acorns and so on;
• Other species.

Of special value are benefits of a large size, made in bright cheerful colors. Such materials arouse a keen interest and are better remembered.

The value of visual material for babies

No wonder they say that it's better to see once than hear a hundred times. The use of the demonstration material helps the teacher to instantly portray things and objects that are difficult to express in words that are accessible to the small child. The use of visual aids in the study of material not only saves the teacher's time, but also generates a keen interest in the child, introduces diversity into a boring learning process. Because visual memory is more long-term than auditory memory, the picture in the child's head will remain much longer than the verbal description.

Types of demonstration aids

Various types of benefits can be used as a demonstration material for studying the same subject .

Tables . Here we mean the alphabetic or numerical records placed in a certain sequence. Most often information is grouped by means of columns or a series of drawings. It is possible to use the accompanying text, but this is not necessary. Typically, the tables are placed on large sheets of paper, which can be attached to a dense fabric, plastic or cardboard. Depending on the type of information, the tables can be:

• Reference;
• Training;
• Instructive;
• Cognitive.

Fine materials. Here you can include posters, paintings, applications, sets of cards, depicting various objects or natural phenomena. Here you can also include demonstration materials in the form of models for measuring instruments and instruments:

• Dummies of various items and goods;
• Libra;
• clock face;
• Models of various measures (liter, meter and others);
• Dummies of geometric shapes.

Objects of the surrounding world, natural materials. Such materials can be fruits, vegetables, sticks, cones, pencils, books, toys, flowers, leaves and much more. Most often this type of didactic manual is used in the study of mathematics and the basics of the account. Some objects are also used to demonstrate the fundamentals of geometry. For example, a bagel is a circle, a ball is a ball, and a bedside table is a cube.

Apply correctly

Knowledge of the types of demonstration material contributes to their proper selection and use, which is very important for increasing the effectiveness of training. Of course, the modern printing industry allows you to easily acquire all the necessary teaching materials. But didactic materials made by the children themselves work much better and more efficiently. Therefore, it is necessary to actively involve children in this creative work. This contributes to the development of certain skills, the development of imagination and fine motor skills, mastering additional knowledge and skills. The further work with the demonstration material, made by own hands, induces the child to respect the work of others.

But, as is known, everything is good in moderation. It is very important to observe the rule of sufficient and necessary use of the material. If you use the demonstration material where it is completely inappropriate, you can not only not teach the children to think correctly, but also completely take them away from the task. A vivid example of a negative impact can be this: a child learns to choose the right arithmetic action when solving a task. If an illustration is used to achieve the goal, on which two more bunnies sitting in the meadow, resort to another, the child will find the correct answer by simple recount. At the same time, he will not think at all of which action should be applied. The task will not be achieved. Moreover, in this case the use of demonstration material, on the contrary, will inhibit the formation of the skill of determining the correct action over the proposed numbers.