Everyone knows Nikolai Aleksandrovich Zaitsev from his famous cubes, which are used in kindergartens, primary school, development centers and homes. But the method of teaching this Russian teacher and the teacher much deeper. It involves not only rapid learning of reading, counting, writing, literacy, foreign languages, mathematics, anatomy, geography, ecology, music, but also gives a powerful impetus to the child’s self-development. Her healing effect, high effectiveness and humanity have been confirmed by practice.

Biography

Nikolai Aleksandrovich Zaitsev was born in 1939 in the village. Hills (Novgorod region) in a family of hereditary teachers. His childhood was during the difficult war years. After the war, the family moved to Leningrad. Nikolai was an active child: he attended swimming and athletics sections, and was engaged in drawing and wood carving. In 1956, he graduated from school and worked for 2 years at a factory as a grinder and molder. He took up wrestling and boxing.

In 1958 he entered the philological department at the Pedagogical Institute. Herzen (Russian and English). During his studies, Zaitsev began to study subjects in more depth due to a lack of understanding of many things. Even then, he began to draw tables and make graphs, making it easier for himself to understand the subjects.

In 1963, as a fifth-year student, Nikolai interned as a translator in Indonesia. There the young teacher laid the foundation for his original educational system. First teaching experience native language according to its methodology, it was successful.

He never received a diploma, because... his graduate work did not meet the standards. After college, Zaitsev worked as a teacher at an orphanage, in a children's colony, and a boarding school for special children. He tried his technique on special children. The success was variable, but it gave impetus to further research.

Then Zaitsev became a literature teacher at school. During this period, he developed a visual and without cumbersome rules system of teaching the native language for high school. The test results were negative: the students did not feel their native language, it was easier for them to memorize the rules, they were taught that way...

By the end of the 70s. Zaitsev gradually determined for himself the direction of experiments: educational visual programs and manuals for children from 1.5 years old. Everything was presented in a playful way.

And then success awaited him. His learning through blocks was easy for kids to understand.

The pedagogy of that time did not tolerate any deviations from the traditional one, therefore, before perestroika (80s), all of Zaitsev’s developments and manuals were not in demand. And only with the collapse of the USSR it began to be used in kindergartens and schools. Although the Ministry of Education did not officially recognize it.

In 1989, JSC Mazai (methodological alternatives to Zaitsev) was created, where the innovator became a leading specialist. This began the active dissemination of Zaitsev’s methods and manuals. For the first time, the production of cubes was launched.

Since 1991, the technique has already been adapted for children aged 1.5-4 years.

In 1993, at the St. Petersburg kindergarten No. 74, Zaitsev was allowed to apply his methods. Since then it has been his creative laboratory. Here, in 1994, he first introduced a course in anatomy, physiology and human hygiene, ecology, adapted for children, and over five years of observation he noted a stable positive result. The children were interested and accessible to systematic, visual information about a person, his health, and the environment.

In 1995, Professor Ruvinsky founded the Academy of Creative Pedagogy (ATP). It united disparate innovative teachers, allowed them to exchange experiences, publish their methods, and improve their skills. Zaitsev became a professor at this academy.

In 1996, JSC Mazai was transformed into LLC Methods of Zaitsev, whose tasks remained the same: to develop, publish and implement manuals and methods of the author. This association continues to operate successfully to this day. It produces “Zaitsev’s Cubes”, “Stochet”, “I Write Beautifully”, etc.

Professor Zaitsev lives in St. Petersburg, gives lectures throughout the country, and develops new manuals. He has many like-minded students. He is still a leading specialist non-governmental institution additional education"Methods of N. Zaitsev." Despite its popularity, his system is never officially recognized.

Origins and fundamentals of the technique

When developing his system, Zaitsev relied on the research of I.M. Sechenova, I.P. Pavlova, A.A. Ukhtomsky, V.M. Bekhterev.

He used these conclusions:

• dividing the sensory stream into elements, and then linking these elements into groups is very well perceived by the brain;
• Perception can be enhanced by presenting information with a clearly defined rhythm.

Zaitsev made this discovery in neurophysiology the basis of his system. main idea his methodology is based on the fact that the process of cognition must be based on all forms of perception of the child:

• thinking;
• hearing;
• vision;
• motor and tactile memory.

Zaitsev's educational material activates the child's perception, since it is systematic (from the particular to the general and vice versa), collected in one place and attractive, attracting attention. Essentially, this methodology builds on the foundations of collaborative pedagogy. The role of the teacher is:

• to organizing a fun, playful learning environment;
• mentoring assistance to a child in learning reading, counting, writing, and grammar.

Another basis of his method was the use of a warehouse as elementary particle speech. A warehouse is a merger of a consonant and vowels of a letter, simply a vowel, a consonant in an open syllable. This is a more natural division of a word than a syllable. This is how babies start talking. And this makes it easier to learn to read.

The origins of this lie in the same neurophysiology, since the warehouse is a conscious effort of the muscles speech apparatus. These efforts can be easily detected by placing your hand lightly around your neck under the base of your jaw and saying something loudly. The idea itself is not new. Teaching literacy using Zaitsev’s method is very similar to Fedot Kuzmichev’s primer (19th century) and L. Tolstoy’s alphabet (he studied using Kuzmichev’s primer). These books are based on the warehouse method rather than syllables.

After 200 years, Zaitsev, having absorbed his previous experience, moved on. According to his method, there is no need to purposefully learn letters at all. They will simply learn themselves in the process of playing with manuals on which warehouses are written. For the first time, he tried a method of quickly mastering a language using warehouses on his cubes.

Then there were tables. Here Zaitsev relied on experience (a system of reference signals) and Erdniev (an enlarged unit of didactics). He created tables through which a huge amount of information was transmitted minimum quantity characters. Correct location These tables on the walls allowed information to quickly appear in memory.

Zaitsev’s methodology broke the main stereotype of traditional teaching: the rule-exercise, and moved away from the scattered and unsystematic nature of the material. Moreover, this neurophysiological approach ensured high voluntary mobility of the child during training with minimal visual load.

General description of Zaitsev’s technique

The innovative teacher set himself the goal of teaching children reading, writing, literacy and numeracy without cramming or imposition. While studying at the institute, he already realized that traditional education is not effective. His system was developed in the same direction. He moved away from the traditional training scheme: exercise-assignment. Only a game, only what is interesting and no violence. Nikolai Alexandrovich laid down the following principles in his system:

• the child does not learn to live, but lives here and now, so he will learn what interests him now;
• learning should keep pace with the child’s development, not ahead of it;
• the child can access any complex tasks if they are accessible and relevant to him;
• a child is an active person, not an object of learning;
• child studying the world with his whole body, movement for him is an additional source of information.

They allow you to give a powerful impetus to the child’s natural abilities, pushing him towards self-development.

Features of the technique

“The essence is simplicity and consistency!”

The technique is very child-friendly. Since classes are held in the form of a game, there are no:

• fears of error;
• losers and losers;
• comments;
• coercion;
• notations;
• calls;
• assessments.

Zaitsev's classes are very noisy and relaxed. The author has developed hundreds of games, so everyone new lesson not similar to the previous one.

Classes are equipped in a special way:

• desks are placed around the perimeter so as not to obscure visual material;
• Tables are hung on the walls at a height of 170 cm from the floor.

The material is given to the child immediately in its entirety on tables, and he can assimilate it at his own pace. All warehouses are systematized on cubes and wall tables. Each cube has a row and a column in the table. After working with the cubes, the children run with a pointer to the tables in search of the necessary warehouses. They involuntarily go through dozens of options, easily remembering them. The high systematic nature of the benefits allows children to quickly grasp their algorithm.

Between the tables with warehouses there are “Hundred Counting” tables, using which children learn to add and subtract two-digit numbers.

Lessons are naturally competitive: everyone wants to give the correct answer as quickly as possible and peers at the table from anywhere in the class. This is how you are forced to start reading tables from different distances, and your vision is involuntarily trained. Students spend most of the lesson moving with their heads raised (looking at the tables), strengthening their posture. In such an environment, children think more actively, and the learning process proceeds effectively.

Famous Zaitsev cubes: what are they?

The cubes are designed for teaching reading, primary literacy and writing. The set contains 52 cubes (7 repeating ones, for words like dyad-dya). Each cube has warehouses marked on it, there are 200 of them in total. The cubes in the set differ in various ways:

• size;
• color (12);
• material;
• sound;
• by filler;
• by weight.

These features help children feel the difference between vowels and consonants, voiced and soft, and remember different characters:

• Large cubes have hard parts, small ones have soft ones.
• White cube - with punctuation marks.
• There are double cubes with consonants that are not friends with all vowels (zha, zhu, zhi).
• There are no warehouses on the cubes.
• Voiced warehouses are a metal cube, blind warehouses are wooden.
• The golden cube is the vowels.
• Warehouses with a firm sign settled on iron-wooden cubes, and with soft sign- on wooden-gold ones.
• All letters different colors: vowels - blue, consonants - blue,
• Hard and soft signs are green.

While playing, children remember the shapes and features of the cubes. From warehouses it is easy to form words. Then all this is built into a coherent grammatical system. Getting to know warehouses begins with cubes and ends with tables.

Zaitsev tables

Zaitsev's tables are highly systematic visual teaching aids on which all educational material is modeled.

The tables present all the material at once and are hung on the walls.

They create a learning information environment. Tables are multifunctional intermediaries between students and mentors:

• learn;
• give information;
• are guides to educational material;
• practice the necessary skills;
• help mutual learning.

• to warehouses (for comparing the qualities of sounds - softness, dullness, sonority, hardness, softness and for composing words);
• for hundreds (for learning to count within 100 - this is a 4-color tape with numbers from 0-99, groups of squares and circles for learning tens, even-odd);
• to mathematical ones (shows what numbers are made of, their properties, operations on them, the origin of numbers, fractions, powers).

Tables and cubes are inseparable parts of the learning process.

Model of kindergartens according to Zaitsev

The Zaitsev system is often used in kindergartens to teach children:

• reading;
• mathematics;
• singing in chorus;
• synthesis of drawing and writing;
• basic grammar;
• anatomy;
• geography;
• ecology;
• botany;
• zoology.

Zaitsev has developed and tested special techniques and manuals for all these areas. In addition to teaching a child writing, reading, and counting, Zaitsev’s methods involve introducing children to the world around them.

At the age of 3, children experience a crisis in the formation of their personality, which is associated with the formation of their own self. A child who does not understand what is required of him and why refuses to follow the rules proposed by adults. The child begins to neglect his own safety.

The introduction of such areas as anatomy, ecology, and geography into the kindergarten curriculum is quite justified. As children get to know themselves, they consciously follow the rules proposed by adults. It is at 4-7 years old that a child easily navigates:

• to maintain healthy image life;
• on not smoking;
• not drinking alcohol;
• not using drugs;
• to preserve the environment;
• to maintain your health;
• for your safety.

And for this, the baby must understand his device, know about things that are useful and harmful for him. Moreover, after anatomy, botany appears, and then zoology. This signifies the importance of man in nature. And geography is the path to peace.

Everything is connected here: anatomy is the path from oneself to the world, and geography is from the world to oneself and from oneself to the world.

In kindergartens with such items, injuries are rare, children are not afraid of doctors, strive for physical education, are non-aggressive, neat, eat properly and strive to learn even more about the world around them.

Zaitsev’s pedagogy of cooperation is very non-aggressive and gentle towards the child:

• The mentor offers the children all the material at once, who master it at a comfortable pace.
• The mentor works according to the child’s program without forcing him to do anything.
• The absence of assessment of children excludes the emergence of lagging behind. Children's fear disappears, they just play, and in the game it is possible to lose.
• The atmosphere in the classroom is very democratic, children do not notice the learning process itself, they just play, and the teacher guides them in the right direction.

Role of parents

Zaitsev's methodology is part of the pedagogy of cooperation. The main thing in it is the creation of a learning environment and a mentor.

• The educational environment is created together with parents, which gives a powerful impetus to the development of the child.
• Parents should also support the authority of their children's mentors.
• If at least one link drops out of the child-mentor-parents system, training becomes useless.
• Parents should be passionate about learning and help their child with pleasure. This will be the key to their child's success.
• If parents decide to teach their child according to Zaitsev’s method at home, they must create a creative developmental environment, understand the basics of the system, and then begin systematic classes. Only then can we hope for success. We must remember that Zaitsev’s cubes are not just toys, but teaching aids.

Advantages of Zaitsev’s technique

Doctors, psychologists, valeologists, physiologists, and teachers speak well of Zaitsev’s method. The system is based on natural, natural reactions of the body; it very easily adapts to the conditions of a kindergarten, school or home, groups of children of different ages and composition. Shows itself well when working with special children.

Here are its advantages:

• quick mastery of reading, writing and counting (10-12 lessons for preschoolers and a week for first-graders);
• not attached to a certain age;
• each child learns at an individual pace;
• the possibility of successful homeschooling;
• literacy for life;
• lack of physical inactivity and preservation of vision;
• absence of student-teacher-parent conflicts;
• development of the child’s self-organization;
• simplicity, consistency, clarity;
• a combination of play and strict internal logic.

Disadvantages of Zaitsev's technique

Many years of use of the Zaitsev system in kindergartens, development and rehabilitation centers, and schools revealed some shortcomings:

• There are complaints from speech therapists and speech pathologists about missing endings in speech.
• Children have difficulties with phonics.
• Benefits are quite expensive.
• Difficulties in using the letter E.
• When homeschooling, a combination with traditional methods is required to achieve results.
• Early learning to read gives a powerful impetus to the development of centers for the perception of writing, which can lead to a delay in the development of oral speech.
• The technique is effective only for right-handed people.
• Children may not be able to distinguish individual speech sounds by ear, which can affect their writing.
• The system does not develop creativity.

Popularity of the Zaitsev system

The paradox of our country: a methodology that is not recognized by the state educational system, is widely known and used not only in Russia and the CIS countries, but throughout the world (in Europe, Australia, the USA, Israel). Specialized centers for training hare teachers have been opened in 86 countries around the world.

The author of the methodology can easily adapt it to any language in the world, which means it is possible to create an international pedagogical complex. There are already methods for Russian, English, Ukrainian, Belarusian, Kazakh, Tatar, Armenian and French.

Zaitsev has hundreds of like-minded people and followers. For example, Elena Grigorievna Afanasova, a valeologist from Moscow, herself develops training manuals according to the Zaitsev system, and has been successfully teaching children and training teachers for 10 years.

Planning lessons according to the program

"READING WITHOUT FORCE"

(TRAINING READING ACCORDING TO N.A. ZAITSEV’S METHOD)

EXPLANATORY NOTE

One of the main directions in the development of older preschoolers is preparing children for school education, incl. to mastering literacy. In modern Russian pedagogy, the use of the analytical-synthetic method in teaching reading has become traditional. However, this comes with many difficulties. Firstly, these are the mistakes of the parents themselves: the use of alphabet books, where the image of the letter is clearly connected with the picture, which causes confusion among children, incorrect naming of the letters of the alphabet (it is necessary to name only the sound, not the letter), etc. Secondly, there are difficulties in using the methodology itself: having mastered the letters, children have difficulty moving on to merging them into syllables and words; premature phonetic parsing of words, prolonged sitting at the table, small letters, etc. Frequent failures lead to a negative reaction in preschoolers to the entire process of learning to read. Learning to read using Zaitsev’s method allows children to develop reading skills in a fairly short time and without coercion, long immobilized sitting at the table. The lesson program also helps to master the imagery of the Russian language and the development of the child’s speech in general.

GOAL: Formation of reading skills in preschoolers, development of children's speech.

ADDRESSED: children 4-6 years old.

FEATURES OF CLASSES:

1. 1. 1. Organization of classes in the mode of free dynamic poses.

         Use only enlarged didactic units.

         Warehouse method of teaching reading.

         Mandatory inclusion of singing.

         Reliance on different analyzers.

         Learning to read through writing.

         Training from visual-practical through visual-figurative to verbal-logical.

CLASS DURATION: 40-45 minutes.

COURSE: within school year(October - May).

GROUP CAPACITY: 5 – 6 children

Comparative analysis traditional methods of teaching reading and methods of Zaitsev N.A.

Phonemic method (D.B. Elkonin, Tsukerman)

Methodology of Zaitsev N.A. (+ E. Danilova)

The basic unit is a letter and a sound.

The main unit is the warehouse, i.e. one speech effort, most often a pair of a consonant with a vowel, or a consonant with a hard or soft sign, or one letter. Zaitsev wrote these warehouses on the faces of the cubes.

Alphabetic and phonemic principles of teaching.

We write as we hear and using rules. In school they teach: we write “lev”, but we hear “l’ef”. As a result, children get confused.

Warehouse principle of training.

There are no incorrect writing patterns in front of the child, so grammatical errors there will be less in his independent writing.

For learning, a written alphabet and word diagrams are required.

Cubes (different in color, size and the sound they make. This helps children feel the difference between vowels and consonants, voiced and voiceless, hard and soft), table, many stock pictures, texts on A1.

The principle of arrangement of letters in the alphabet is unclear to children.

The table is a matrix, a system for arranging warehouses: on the left - golden (vowels), at the top - iron (voiced consonants), strictly below them - wooden (their unvoiced pair), first large (hard consonants), next to small ones (with soft ones).

Reliance on verbal-logical abstract thinking (which is not yet sufficiently formed in preschool age), phonemic hearing.

In teaching we move from visual-actional (actions with cubes, writing on a table) to visual-figurative (working with pictures) and only then to verbal-logical.

Children are passive. The work is mainly auditory and visual perception.

Perception by all senses, maximum clarity (we can not only look and listen, but perceive in motion, touching, smelling - not a single channel of perception is superfluous).

Mainly visual and auditory memory is involved.

We rely on all types of memory: sound, color, volumetric, motor, kinesthetic.

Preschoolers sit at tables for most of the lesson.

Throughout the lesson, children are physically active: standing, lying, running.

Just talking and listening.

Singing on tables and cubes is actively involved.

There are difficulties when reading straight syllables.

Direct warehouses are given immediately, in cubes.

The role of stress in reading is unclear.

The concept of stress is introduced immediately. It is material in the form of a separate cube. The shock warehouse in the pictures is highlighted in a contrasting color.

Entering letters lasts for a year.

The cubes are given all at once, there is no separate study of each letter.

Word patterns and terminology are introduced (sound, letter, syllable, hard, soft, voiced, voiceless, vowels, consonants). Those. learning proceeds from the abstract to the concrete, which violates the basic principle of didactics.

Learning goes from the concrete (size, different sounds) to the abstract (terms).

The names of letters are not taught, no terms are used. Every term is a convention, an abstraction, a generalization; they generalize and end with the term, rather than begin with it. Terms are given to the child later, formalizing verbally and logically what is well shown in color, shape, volume, layout, and presented as a system.

The path of reading development: sound - syllable - word - sentence.

There are often difficulties in merging familiar letters into syllables and words. The child reads for a long time: “m,a - ma, m,a - ma” and by the time he reaches the end of the word, he loses its beginning.

The path of reading development: warehouse-word-sentence-text. The “pangs of merging” disappear. Warehouses are given in a certain sequence, which is easy to remember, which is helped by their singing, repeated repetition and occurrence.

We move from reading to writing.

The path to reading lies through writing (in cubes, according to the table).

A long stage of preparing the hand for writing (endless drawing of letter elements) without the formation of hand-eye coordination.

Writing in copybooks, with a pen, tedious writing out entire lines of letters. Typing words only from the completed letters.

Writing one word takes a long time.

The pose is static, the cervical spine, abdominal muscles, back, and arms are tense. Negative impact on physical development and health of children.

Often causes negative emotions, because... the letters don't turn out beautiful right away.

In one lesson we manage to write dozens of words without coercion, mistakes, incorrect posture, or wrist strain.

All children are successful, there are no clumsy letters.

The movements of the arms and body are large, sweeping, rhythmic - according to the table.

Using special copybooks and manuals, where the child writes with a pencil, or a light pencil on a dark background - then you can always correct it and there will be no dirt or tears.

Writing on a table (with horizontal, vertical rows) with a pointer helps develop hand-eye coordination.

Learning is based on a game in which there is game situation: a conditional imaginary world in which the heroes of the game act, and the game action of these heroes.

The game is only when and where there is YOUR CHOICE, YOUR SEARCH, YOUR STRUGGLE. Without choice, search, struggle there is no game. We write and read words that are meaningful and chosen by the child himself.

Game exercises in sound analysis will require stress, effort, and labor from the baby.

Children experience the joy of learning, self-affirmation, and receive a positive emotional charge that an exciting game gives.

Successful children are strong, with developed phonemic hearing and stable attention. Others are experiencing difficulties.

The technique is successful in teaching any children, incl. with ZPR, MMD, mental retardation.

Planning lessons on teaching reading according to N.A. Zaitseva

TARGET: Formation of reading skills in preschoolers

DIRECTIONS:

Formation of reading skills in preschoolers.

Formation of writing skills in preschoolers.

Solving correctional and developmental problems.

Stage

Main goals

Techniques

Material

Duration

Preparatory

Develop auditory attention.

Writing on a table

Singing cubes

Actions with dice

Grouping cubes

Sheets (A1 format)

Markers (s, d, h)

2 – 3 lessons

Basic

Prepare your hand for writing.

Writing on a table

Letter with cubes

Singing cubes

Reading cards

Tracing, writing words

Working with abacus

Subject pictures (“240”)

15 – 20 lessons

Final

Strengthen your word reading skills.

Improve vocabulary and grammar. build.

Writing on a table

Letter with cubes

Reading cards, texts

Drawing up a word diagram

Working with cash registers

Echo reading

Working with copybooks

Cash registers, symbols

Object pictures

Tongue Twisters

Texts-posters (format A3, A2, A1)

"Read and Sing"

Exhibition books

"Our brands"

6-12 lessons

PREPARATORY STAGE (October: classes No. 1-3)

Main goals:

Introduce children to cubes and tables.

Develop the ability to manipulate cubes.

Generate interest in reading lessons.

Develop auditory attention.

Learn to follow the teacher’s actions and follow his instructions.

Stage

№ zan

Main goals

Types of jobs

Games, techniques

Material

Preparatory

Introduce children to cubes and tables.

Together with the teacher, learn to write your name, the names of loved ones, and words on a table and cubes.

Learn to recognize the written names of children in the group and familiar words.

Form a concept about capital letter and its role in denoting proper names.

Learn to find cubes with given letters, denoting pairs of vowels.

Practice reading warehouses together with the teacher.

Learn chant number 1 according to the table.

Learn to recognize the type of cube by ear.

Develop phonemic awareness through singing and reading pairs of voiced-voiceless and hard-soft consonants.

Writing on the table together with the teacher

Actions with dice

Reading rows of cubes for the teacher

Singing cubes, singing

Classification of cubes

"What is your name"

"Favorite dish"

“I’ll sing you a cube”

"Let's write our names"

"Bring the cube with A"

Sheets (A1), markers

"Find Olya"

"What is your name"

“Bring a cube with A, Z”

"Wieners and sausages"

"Brothers and Sisters"

“What song should I sing?”

"Hello Friend"

"What is your name"

"Sit and stand"

"Names of loved ones"

"What a cube sounds"

Table, Popevka No. 1

MAIN STAGE (October – January: classes No. 4-29)

Main goals:

Develop skills in reading words and words.

Practice finding given warehouses and chains using a table and cubes.

Learn to put words together using visual and auditory patterns.

Develop visual and auditory-speech memory.

Prepare your hand for writing.

Term/Stage

Main tasks by areas

Types of work

Games, techniques

Material

October November:

room No. 4-15

Unknown before reading. words from 1-2 warehouses

To develop skills in conjugate-reflected reading of warehouses, words from 2-4 warehouses using a table and cubes.

Practice singing columns according to the table (chant No. 1 - constantly until the children know the columns; + other chants).

Learn to recognize familiar words by looking at the entire word and highlighting the emphasis.

To form the concept of stress and its role in word recognition.

Develop language synthesis skills - learn to combine the named warehouses into words.

Develop expressive speech.

Practice writing words using the table together with the teacher.

Learn to put words together from cubes using a visual image (3-5 warehouses) and an auditory image (from 2 warehouses).

Learn to find cubes with a given letter.

Learn to trace printed words on cards.

CORRECTIONAL AND DEVELOPMENTAL

Develop visual and auditory-verbal memory through exercises in memorizing auditory and visual images of words.

Learn to distinguish between voiced and voiceless sounds, hard-soft sounds, vowels-consonants with support on cubes (visual, auditory, tactile support).

Practice reading pairs of cubes with acoustically and articulatory sounds.

Reading warehouses, words on a table and from cubes

Reading cards

Singing cubes

Working with abacus

Org-ya lex. material on topics (see appendix) - 1-2 lessons on the topic

Echo reading of poetry

Writing on a table

Letter with cubes

Correcting errors in writing words with cubes

Tracing, writing words in block letters

Singing chants according to the table

Singing pairs of cubes

"Find the cube, song"

"Get a picture"

"Brothers and Sisters"

"Sing the Cube"

"Computer"

"Funny Words"

"The Longest Word"

"Guess the word"

"Mystery"

"Write the word"

"Zoo"

« Living word»

Words with given cube

"Edible-inedible"

"Shop"

"New words"

"Lunch", "Restaurant"

"Who is faster"

"What changed"

"Broken Words"

Pictures (“Animal World”, “Grocery Store”, “ Child's world»,

What grows where”, etc.)

Sheets (A1, A4 format) + markers

December - January:

classes

№ 16-29

Read a short word

Continue to teach yourself to read words from 2-4 warehouses.

Learn to add familiar words from 2-4 warehouses from these cubes.

To develop the ability to independently select the cubes necessary for writing a word using an auditory image.

The main focus is on lotto, abacus, pictures

word cards

THE FINAL STAGE (March – May: classes No. 30 - 52)

Main goals:

Strengthen and improve word reading skills.

Exercise children in joint, reflected, independent reading of sentences and texts.

Develop expressive reading skills.

Develop phonemic awareness.

Develop sound-letter analysis skills.

Practice writing words and sentences using tables and cubes.

Improve lexical and grammatical structure.

Develop graphomotor skills.

Continue to develop visual and auditory memory through working with texts, posters, and pictures.

Term / Main language unit

Main tasks by areas

Types of jobs

Games, techniques

Material

March - early April

9-10 lessons:

classes

№ 30-40

Word, phrase

READING, ANALYSIS

Continue learning to read new and familiar words.

To consolidate the concept of stress and its role in the recognition and semantic content of a word.

Enrich children's vocabulary with synonyms, antonyms, and ambiguous words.

Exercise children in the formation of cognate words, grammatical forms.

Develop phonemic awareness.

To develop the skills of sound-letters an-za.

Develop syllabic analysis skills.

Practice writing words and sentences using tables and cubes.

Develop graphomotor skills.

CORRECTIONAL AND DEVELOPMENTAL

Continue to develop visual and auditory memory through working with texts, posters, and pictures.

Singing according to the table, alphabet

Working with homonyms

Reading cards

Working with synonyms, antonyms, polysemantic words.

Work on word formation

Drawing up a word diagram

Working with cash registers

Writing on a table

Letter with cubes

Working with copybooks

Echo reading

“What word did I have in mind?”

"Puzzles"

"Read and Sing"

« Road signs»

"Make a Word"

“Make a word from warehouses, letters”

“Come up with a word for the given sound, warehouse”

"Wizard"

"Chain"

"Broken Words"

"Wonderful bag with letters"

Cards with lexical material

Scheme cards

Object pictures

"Road signs"

Tree and plastic letters of different sizes

Copybooks with printed and in capital letters

Texts-posters

April May

12 lessons:

classes

№ 41-52

Offer text

READING, ANALYSIS

Improve word reading skills.

Exercise children in joint, reflected, independent reading of sentences and texts.

To form a concept about punctuation marks and their role in the text.

Develop expressive reading skills.

Continue to enrich children's vocabulary.

Continue to develop sound-letter analysis skills.

Develop proposal analysis skills.

Strengthen the visual image of letters.

Learn alphabetic letter names through singing the alphabet.

Practice writing words and sentences using tables and cubes.

Continue to develop graphomotor skills.

CORRECTIONAL AND DEVELOPMENTAL

Continue to develop visual and auditory memory through working with texts, posters, and pictures.

Singing according to the table, alphabet

Reading cards, texts

Echo reading

Echo reading

Drawing up a word diagram

Working with cash registers

Proposal analysis

Working with the alphabet and letters

Writing on a table

Letter with cubes

Working with copybooks

Echo reading

Team work on texts

The same + emphasis on

"Puzzles"

"Read and Sing"

"Road signs"

"Tongue Twisters"

Same +

Tongue Twisters

Texts (format A3, A2, A1 – poetry, fables)

Poster songs

Folding books

"Our brands"

Texts-posters on the topic “Seasons”, “Krylov’s Fables”

Compiled by speech therapist teacher M.N. Skulyabina.

And the Glen Doman method, and many others.

Today we will talk about the well-known child development method of Nikolai Zaitsev. Zaitsev's method or learning to read is based on the use of special developmental material, on certain principles of constructing work in the form of a game.

Who is Nikolai Aleksandrovich Zaitsev? Why did Zaitsev create his own method for teaching children to read? What are Zaitsev cubes? What are the features of Zaitsev’s technique, as well as its advantages and disadvantages? You will find out the answers to all these questions by reading the article “Zaitsev’s Method or Learning to Read.” And also in the article you will find a video about this technique from the founder himself - Nikolai Aleksandrovich Zaitsev.

Nikolai Aleksandrovich Zaitsev is a famous innovative teacher from St. Petersburg. Born in 1939 into a family of rural teachers. As a fifth year student pedagogical institute, Zaitsev went to Indonesia, where he was a translator, learned the Indonesian language and taught Russian to foreigners. This time marked the beginning of Nikolai Zaitsev’s innovative ideas for teaching reading.

Zaitsev is the creator of the famous cubes, thanks to which new opportunities have emerged in teaching children to read. Nikolai Zaitsev created his own method by which children learn to read while playing.

Nikolay Zaitsev founded and runs the Center for Non-Standard Technologies in Education. Zaitsev created about 25 effective techniques. These methods (teaching children reading, Russian, mathematics; teaching adults and children a foreign language and Russian as a foreign language) are popular in many countries Western Europe, America, CIS, Russia.

Zaitsev's method (learning to read) is based on teaching reading using warehouses (Zaitsev's cubes are used) in the form of a fun game using songs and sing-alongs.

Why did Nikolai Zaitsev create his own method of teaching reading?

• Often children, knowing the alphabet, cannot form letters into syllables and words. Since in the alphabet there is one picture per letter. The child remembers both the letter and the picture. And later he needs to explain why the word “juice” was formed from the picture words “magpie” - “glasses” - “goat”. Zaitsev came to the conclusion that in order to learn to read, it is not necessary to know the name of each letter individually.
• Children find it difficult to read syllables. After all, sometimes there are syllables that are difficult to pronounce, for example, the word “splash”.

Warehouse - what is it?

Zaitsev came up with an alternative to letters and syllables - a warehouse.

The warehouse is the basis of the method of teaching children to read according to Zaitsev’s method.

A warehouse can be called a pair of consonant and vowel letters, a consonant and a hard or soft sign, or one letter. For example, A-I-S-T, VO-RO-NA.

What are Zaitsev cubes?

Zaitsev's cubes are educational material for learning new knowledge during the game using several information perception systems.

The set includes 52 cubes, 7 of which are repeatable.

The cubes are divided according to several criteria:

• To size:

1. large (cubes with hard syllables)
2. small (cubes with soft syllables),

• By content or sound:

1. golden (cubes with vowels),
2. Iron (cubes with ringing warehouses),
3. Wooden (cubes with muted warehouses),
4. wooden-gold (cubes for warehouses with a soft sign)
5. iron-wooden (cubes for warehouses with a solid sign),

• According to the color of the letters written on the cubes:

1. vowels - blue;
2. consonants - blue;
3. hard and soft signs - green.

• Single and double cubes.
• A white cube with punctuation marks on it.
• The cubes vary in weight.

Zaitsev wrote warehouses on the faces of the cubes. Since the cubes differ in color, size and sound or content, when playing with them, different channels of information perception are connected. Children can actually feel the difference between the letters. Playing learning games with blocks is helped by singing syllables to several melodies.

I suggest you watch a video about the method of teaching reading from the author himself. So, Nikolay Zaitsev is on the air:

What are the distinctive features Zaitsev's techniques?

• learning through play
• Game-based learning takes place in an informal setting. There are no desks and silence, children can go to tables, cubes, search and choose.
• The principle of visual presentation of the material is used. When studying using Zaitsev’s technique, the child uses hearing, vision and touch.
• The lesson lasts about 25 minutes, but you can play for less, the main thing is that the child has interest and excitement. Classes must be held regularly.
• developmental material is presented in one place in the form of tables and cubes, the principle is applied from the particular to the general, from the general to the particular
• teaching methods are universal. They are suitable for preschoolers, schoolchildren, and adults.

From this article we learned about the features of Zaitsev’s technique, about Zaitsev’s cubes, and also examined the advantages and disadvantages of this technique.

Parents have to choose how, when, what and in what form to teach their child.

Do you use, have used or are going to use this method of child development? What is your experience and your impressions of Zaitsev’s technique? Should a child be taught to read before school?

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Zaitsev’s method is based on a natural form of understanding the world for children... The child enjoys learning and shows successful results...

When to start learning to read? Early development methods recommend starting educational work with children almost from the cradle. This approach makes sense, because the baby’s brain is actively growing and it is simply necessary to load it with information.

Alternative way of learning:

Besides, modern requirements To primary education so high that a child should enter first grade being able to read, write and write fluently. simple words, having an idea of ​​counting within ten. Preparation for school should be carried out in preschool educational institution, however, it is unlikely that you will be able to learn to read fluently one year before school.

That is why many parents begin to teach their children on their own from the very beginning. early age. How correctly and easily? One of the best solutions is offered by Nikolai Zaitsev’s method, which has long established itself as the most effective.

Principles of Zaitsev's technique

Zaitsev’s system is based on general pedagogical didactic teaching principles:

• systems approach;
• taking into account the physiology of the baby, the speed of thought processes;
• visibility of training;
• stimulating analytical thinking activity using the “from particular to general” method.

The idea of ​​the innovative approach is to abandon traditional teaching of reading by breaking down words into individual letters. This is much more physiological for a baby who speaks not in letters, but in indivisible speech units - syllables.

Second important point The fact is that the technique is based on a natural form of understanding the world and processing information for children - play. Game cubes arouse genuine interest in children and allow them to perfectly organize information. They differ in size, color and even content, that is, they involve different ways perception of information.

Zaitsev’s development method is not limited to cubes: systematized tables, sound chants, Interesting games. However, it is the method of training with the help of Zaitsev’s cubes that is considered the secret of effectiveness. The student is not limited in movement: during classes you can stand, sit, crawl, lie down. The child does not get tired during half-hour classes, which means his interest is not lost.

Sound warehouses and game material

The creator of the technique replaced the traditional syllable with a combination of a vowel and a consonant, a consonant with a soft sign. This is the warehouse - a new speech unit that is understandable to the baby. Each side of the cube contains a separate warehouse, so making up a word is not difficult.

The process is so simple that a four year old can be taught to read well in two weeks. He simply plays with blocks while absorbing information. This is the secret of the effectiveness of the technique.

There are no age restrictions for training according to Zaitsev’s system: you can study with six-month-old babies, three-year-olds and preschoolers, even first-graders. Training can be adapted to any age. The youngest students, after several months of lessons, begin to speak and read at the same time. A four-year-old child can read quite fluently after the fifth lesson.

Color is an important teaching component. The cubes are painted in different colors. Color differentiation allows the child to quickly and easily master such complex school knowledge, as a pair of consonants in terms of sonority and softness, and also understand the difference between a consonant and a vowel sound.

A sound system has been invented for very young children. Different filling of the cubes allows you to connect the auditory perception of information.

Thematic material:

Mathematics and English

Zaitsev's method for children is not limited to teaching reading skills. Separate mathematics teaching and learning programs have been developed in English.

The mathematical variety of the technique is called “Counting by Hundreds,” it allows you to see the totality of numerical values ​​from zero to 99. The child immediately gets a complete understanding of the composition of any number within the first hundred, and easily solves examples of addition and subtraction.

The didactic material is presented with special cards, a number column and a number tape, which is very easy to work with.

The clarity of learning, practical actions with numbers, and the game form of classes allow you to master the basics of arithmetic easily and without coercion, develop mathematical thinking, and increase your intellectual level. Learning English is one of the areas of the methodology. Multi-colored cubes are carried full information about morphology, syntax English sentences , allow you to easily and correctly construct a statement on foreign language . A system of tables has been developed that fully describes English grammar. Visibility and systematization educational material

allow you to use the system for teaching children and adults.

The advantages of the Zaitsev system are obvious. Sometimes parents are afraid that the child may have difficulties at school, because phonetic principles are at odds with the idea of ​​​​the “Zaitsevsky warehouse”. However, a smart kid will easily master school material.
Russian language

collected
Author: Zaitsev N. A.

Tutorial. Set for home, group, class.

The kit includes:

6 cardboard sheets of tables in “B2” format (520 × 720 mm).
4 sheets of tables in B3 format (360 × 520 mm).
61 cardboard cubes (50 × 50 mm and 60 × 60 mm).
Audio CD (size 5").
“Textbook for parents, educators, teachers” (128 pages, color printing).

Packing: corrugated box.
Weight: 3.50 kg.
Size: 660 × 380 × 70 mm

retail price, excluding delivery

p 4500

€ 59

"Zaitsev's Cubes" is a manual for teaching reading from the age of two and can be used in the family, kindergarten and school. The technique gives good results in working with children diagnosed with mental retardation, mental retardation, neurodevelopmental disorder, MMD, alalia, autism, as well as with visually impaired, hearing impaired and deaf people. The manual can be used when teaching children and adults for whom Russian is not their native language.

Training is conducted on the basis of the analytical-synthetic method using storage blocks and takes place in the form of a fun and exciting game, during which preschoolers have time to start reading before the fun becomes boring.

The letters on the blocks and in the tables are of such a size that they are clearly visible even from ten meters - it is important that from the very beginning the children do not experience any visual strain. The tables are located on the wall, their lower edge is at a height of 165-170 cm from the floor - in order to avoid postural disorders, you need to work more often while standing, with your head raised. Under the tables there is a shelf with three boards on which to form words from cubes.

The cubes vary in color (“golden”, “iron”, “wooden”, white with green punctuation marks), volume (large, small, double), weight (filled with pieces of iron and wood included in the kit), according to the sound of the filler, heard when shaking them. The goal is to ensure involuntary, quick, reliable memorization.

Writing with a pointer in the cells of the tables also connects the “body memory”: top, bottom, left, middle or right required letters located? Looking for books on the shelves, we not only remember their color, thickness, height, but also their location: our feet move where we need them, our hands reach out, our heads turn. And only in last second the gaze focuses.

In the audio recording, the columns and rows of the tables, the alphabet, to the accompaniment of the button accordion and balalaika, are sung to 35 popular, mostly folk melodies. Rhythmic speaking, or even better, singing with musical accompaniment, is a powerful means of influencing memory.

“Side” results accompanying the process of going into reading:

• competent writing skills develop,
• speech therapy deficiencies are corrected,
• speech becomes clearer and more distinct, thanks to the constant pronunciation and singing of words,
• vocabulary quickly expands,
• logical thinking is formed,
• The ability to work independently and the ability to obtain the necessary knowledge develops.

The technique is environmentally friendly and health-saving. Children not only do not lose their health as a result of training, but there are also cases of correction of existing deficiencies (improved vision, correction of incipient scoliosis).

The long-term practice of teachers working according to Zaitsev’s methods allows us to provide statistics on the length of education of children of different ages(subject to classes of 30-60 minutes 2 times a week).