One of the most important tasks of raising a child is the development of his mind, the formation of such mental skills and abilities that make it easy to learn new things. The content and methods of preparing the thinking of preschoolers for school education, in particular, pre-mathematical preparation, should be directed to the solution of this problem.
Mathematics is one of the means of educating and teaching preschool children. Mathematics for them is study, mathematics for them is work, mathematics for them is a serious form of education. Mathematics for preschoolers is a way of knowing the environment. While doing mathematics, he studies colors, shapes, material properties, spatial relationships, numerical relationships. The formation of cognitive activity in children is important for improving the quality of educational work in children's institutions.
For successful teaching of mathematics through game exercises, it is necessary to apply both the objects surrounding the child and the models of the material being studied. Mathematical entertainment: joke tasks, riddles, puzzles, mazes, games for spatial transformation, they not only arouse interest with their content, entertaining form, but also encourage children to reason, think, find the right answer.
Didactic and mathematical games and exercises are a valuable means of educating the mental activity of children, activate mental processes (attention, thinking, imagination, etc.), arouse interest in the process of cognition and, which is very important, facilitate the process of mastering knowledge.
In didactic games, children are attracted by the unusual setting of the problem (guess, find, etc.) and the way it is presented (help Dunno determine who his neighbors are, etc.). Any didactic game solves a specific problem aimed at improving the mathematical (quantitative, temporal, spatial) representations of children.
A preschooler is remarkably active in learning about the environment, and interest in mathematics appears quite early. The outlook is first formed from what caught the eye, attracted attention, managed to be observed in adults, obtained by trial and error.
Then horizons expand. The child learns what they talk about, read. He makes guesses, fantasizes. He begins to develop ideas about objects, their purpose and properties, size and number, form and composition, about the actions that can be performed with them: reduce, increase, divide, count, compare, measure.
There are judgments that reflect accumulated experience. The child moves from ignorance to knowledge, from the incomprehensible to the understandable, distinct. He gradually rises in his development higher and higher.
However, adults, supporting the natural interest of children in mathematics, often strive to facilitate their learning path, save them from difficulties, get ahead of the time, so that later at school it becomes easier to study mathematics. They share with preschoolers their experience, which they have been building for many years, present comprehensive information, explain the mechanisms of interaction between objects and systems, and strive to give as much as possible. At the same time, stereotypes are often imposed, the assimilation of abstract ideas is forced, counting on the great potential of children.
In recent decades, disturbing trends have emerged, namely: the system of educational work with preschoolers has begun to largely use school forms, methods, and sometimes the content of education, which does not correspond to the capabilities of children, their perception, thinking, and memory. The formalism in education that arises on this basis, the overestimation of the requirements for children, is rightly criticized. And most importantly, there is an artificial acceleration of the pace of development of some children and inattention to the difficulties of others. A whole category of “underachieving” preschoolers began to appear. One of the reasons lies in the fact that children are involved in such types of cognitive activity for which they are not functionally ready.
When teaching mathematics, the main effort of both teachers and parents is aimed at instilling in the preschooler the need and interest in the very process of learning mathematics, helping the child overcome difficulties, the fear of making mistakes, find an independent way to solve cognitive problems, stimulating his desire to achieve the goal.
As a result of mathematical education, a preschooler not only improves counting and measuring activities, receives elementary ideas, but also becomes smarter, smarter, more confident in reasoning, combining various methods when solving non-standard issues.
Success is influenced not only by the content of the proposed material, but also by the form of presentation, which can arouse children's interest and cognitive activity. Including the rational preservation of the best traditions of preschool didactics, applying innovative approaches, coordinating their influence on the child, adults organize mathematical education in kindergarten and the family.
At preschool age, the foundations of the knowledge necessary for the child in school are laid. Mathematics is a complex science that can cause certain difficulties during schooling. In addition, not all children have inclinations and have a mathematical mindset, so when preparing for school, it is important to introduce the child to the basics of counting.
In modern schools, the programs are quite saturated, there are experimental classes. In addition, new technologies are entering our homes more and more rapidly: in many families, computers are purchased to educate and entertain children. The requirement of knowledge of the basics of computer science presents us with life itself. All this makes it necessary to introduce the child to the basics of computer science already in the preschool period.
When teaching children the basics of mathematics and computer science, it is important that by the beginning of schooling they have the following knowledge:
- counting up to ten in ascending and descending order, the ability to recognize numbers in a row and apart, quantitative (one two Three...) and ordinal (first second Third...) numbers from one to ten
- previous and subsequent numbers within one ten, the ability to compose the numbers of the first ten
- recognize and depict basic geometric shapes (triangle, quadrilateral, circle)
- shares, the ability to divide an object into 2-4 equal parts
- basics of measurement: the child must be able to measure length, width, height with a string or sticks
- comparison of objects: more - less, wider - narrower, higher - lower
The basis of the foundations of mathematics is the concept of number. However, the number, as, indeed, almost any mathematical concept, is an abstract category. Therefore, it is often difficult to explain to a child what a number is.
In mathematics, it is not the quality of objects that is important, but their quantity. Operations with numbers themselves are still difficult and not entirely clear to the baby. However, you can teach your child to count on specific subjects. The child understands that toys, fruits, objects can be counted. At the same time, objects can be counted "between times". For example, on the way to kindergarten, you can ask your child to count the objects you meet on the way.
It is known that the performance of small household chores is very pleasant for the baby. Therefore, you can teach your child to count while doing homework together. For example, ask him to bring you a certain amount of any items you need for the job. In the same way, you can teach your child to distinguish and compare objects: ask him to bring you a large ball or a tray that is wider.
When a child sees, feels, feels an object, it is much easier to teach him. Therefore, one of the main principles of teaching children the basics of mathematics is visibility. Make math aids, because it is better to count some specific objects, such as colored circles, cubes, strips of paper, etc.
Therefore, one of the most important tasks of preparing a preschooler for schooling will be to develop his interest in mathematics. Introducing preschoolers to this subject in a family environment in a playful and entertaining way will help them in the future to quickly and easily learn the complex issues of the school course.
Application No. 1
Didactic task "Gnomes with bags (the whole group of children participates in the game)»
To teach children to correlate real objects with their substitutes in size.
Material:
- 3 paper cut or painted gnomes
- 3 small bags filled with sand, grains or beads. One bag is full, the second is 2/3 full, and the third is 1/3 full.
- 3 paper strips of different lengths: long, medium, short.
Management. The children are seated at the table. The teacher puts pictures of gnomes and bags in front of them. He reports that the gnomes carry bags to their house, but the bags are of different weight: one is heavy, the other is lighter, and the third is very light. (gives each of the players to hold all three bags). In order for the gnomes to have equal work, they change bags all the time.
The adult says that you can find out which pouch which gnome has by the strips (shows children strips of different lengths). Together with the children, he determines that the longest strip indicates the heaviest bag, the middle strip - the average in severity, and the shortest - the lightest bag. Then he offers to play with the gnomes, who, with the help of stripes, will guess for the guys which of them is carrying which bag. The teacher lays out one strip in front of each gnome, and one of the children, in accordance with the strips, places bags in front of the gnomes. The rest of the guys follow his actions, if necessary, correct mistakes. If the child correctly completed the task, then he receives a chip.
The adult then swaps the strips and asks the next child to arrange the bags according to the new arrangement of the strips.
The game can be made more difficult by increasing the number of gnomes to four or five and, accordingly, the number of strips of different lengths and bags of different weights.
Application No. 2
Games and exercises with colored counting sticks
Of these, children make up various images, geometric shapes, elementarily modify them. Tasks are given with gradual complication. The guys first make object images from sticks: houses, boats, simple buildings, furniture, then geometric shapes: squares, triangles, rectangles of different sizes. Geometric figures are now used as a model for determining the shape of objects. It is possible to compose geometric figures according to the task, according to the condition, from a certain number of sticks, elementary transformation of the composed figures.
Game exercises are organized on the initiative of children in small subgroups, each of them is actively involved in this practically.
Appointment. Development of spatial representations, consolidation of knowledge about the properties and distinctive features of geometric shapes.
Management. The teacher supports the independence of children, the manifestation of originality in the process of creating images, leading questions activates the child's thought, contributes to the realization of the plan.
Chopsticks are also useful for making letters and numbers. In this case, a comparison of the concept and the symbol takes place. Let the kid pick up the number of sticks that this number makes up for the number made up of sticks.
Application No. 3
Count yourself.
- Name the parts of your body, which one by one (head, nose, mouth, tongue, chest, abdomen, back).
- Name the paired organs of the body (2 ears, 2 temples, 2 eyebrows, 2 eyes, 2 cheeks, 2 lips: upper and lower, 2 arms, 2 legs). 3.
- Show those organs of the body that can be counted up to five (fingers and toes).
Account on the road
Small children get tired very quickly in transport if they are left to their own devices. This time can be spent with benefit if you count together with your child. You can count the passing trams, the number of child passengers, shops or pharmacies. You can come up with an object for each count: the child considers large houses, and you are small. Who has more? How many cars are on the road? Pay attention to what is happening around the child: on a walk, on the way to the store, etc. Ask questions, for example:
- "Are there more boys or girls here?" .
- "Let's count how many benches there are in the park"
- "Show which tree is tall and which is the lowest"
- "How many floors are there in this house?" Etc.
Account in the kitchen
The kitchen is a great place to learn the basics of mathematics. The child can count serving items, helping you set the table. Or get three apples and one banana from the refrigerator at your request. You can diversify tasks ad infinitum.
How much?
Choose something to count with your child. You can show him a tree on the street, such as a poplar, and teach him to recognize him. And then give the task to count how many poplars are on the street along which you walk. You can count how many people wearing glasses passed by, how many green cars are parked on your street, or how many shops are in your neighborhood.
Application No. 4
Didactic games.
A game "What items are more?" .
The teacher invites the child to find round, square, triangular, rectangular objects in the things around him, and then asks which objects are more, less.
A game "What number is missing?" .
The game is played when the children have well mastered the order of the natural series of numbers.
In front of the child on the table, numbers from 0 to 5 are laid out in a row. Then he is asked to close his eyes and confuse the numbers. Having opened his eyes, the child determines whether all the numbers are in place, puts things in order in the row. Depending on the level of preparedness of the child, the teacher can set tasks easy and difficult. So, you can remove one digit: "What number is missing?" , you can remove several, you can mix up the numbers without removing any (swap one or more digits).
A game "Three Bears" .
Game material: three teddy bears (or stencils)- big, smaller, small; three chairs, three bowls, three spoons, three beds of appropriate size.
In the game, children learn to differentiate objects by size, to correlate objects, given their size. The ability of children to compare, compare, observe develops.
Forms of control
Intermediate certification - offset
Compiler
Guzhenkova Natalya Valerievna, Senior Lecturer, Department of Psychological, Pedagogical and Special Education Technologies, OSU.
Accepted abbreviations
DOW - preschool educational institution
ZUN - knowledge, abilities, skills
MMR - a technique of mathematical development
REMP - development of elementary mathematical concepts
TIMMR - theory and methodology of mathematical development
FEMP - the formation of elementary mathematical representations.
Topic No. 1 (4 hours of lectures, 2 hours of practice, 2 hours of laboratory work, 4 hours of work)
General issues of teaching mathematics to children with developmental disabilities.
Plan
1. Goals and objectives of the mathematical development of preschoolers.
at preschool age.
4. Principles of teaching mathematics.
5. FEMP methods.
6. FEMP techniques.
7. FEMP funds.
8. Forms of work on the mathematical development of preschoolers.
Goals and objectives of the mathematical development of preschoolers.
The mathematical development of preschoolers should be understood as shifts and changes in the cognitive activity of the individual, which occur as a result of the formation of elementary mathematical representations and the logical operations associated with them.
The formation of elementary mathematical representations is a purposeful and organized process of transferring and assimilating knowledge, techniques and methods of mental activity (in the field of mathematics).
Tasks of the methodology of mathematical development as a scientific field
1. Scientific substantiation of program requirements for the level
the formation of mathematical concepts in preschoolers in
each age group.
2. Determining the content of mathematical material for
teaching children in preschool.
3. Development and implementation in practice of effective didactic tools, methods and various forms of organization of work on the mathematical development of children.
4. Implementation of continuity in the formation of mathematical representations in preschool educational institutions and at school.
5. Development of the content of the training of highly specialized personnel capable of carrying out work on the mathematical development of preschoolers.
The purpose of the mathematical development of preschoolers
1. Comprehensive development of the child's personality.
2. Preparation for successful schooling.
3. Correctional and educational work.
Tasks of mathematical development of preschoolers
1. Formation of a system of elementary mathematical representations.
2. Formation of prerequisites for mathematical thinking.
3. Formation of sensory processes and abilities.
4. Expansion and enrichment of the vocabulary and improvement
related speech.
5. Formation of initial forms of educational activity.
Summary of sections of the program for FEMP in preschool educational institutions
1. "Number and count": ideas about the set, number, count, arithmetic operations, word problems.
2. "Value": ideas about various quantities, their comparisons and measurements (length, width, height, thickness, area, volume, mass, time).
3. "Form": ideas about the shape of objects, about geometric shapes (flat and three-dimensional), their properties and relationships.
4. "Orientation in space": orientation on one's body, relative to oneself, relative to objects, relative to another person, orientation on a plane and in space, on a sheet of paper (clean and in a cage), orientation in motion.
5. "Orientation in time": an idea of the parts of the day, days of the week, months and seasons; development of a sense of time.
3. The meaning and possibilities of the mathematical development of children
at preschool age.
The Importance of Teaching Mathematics to Children
Education leads development, is the source of development.
Learning must come before development. It is necessary to focus not on what the child himself is already capable of doing, but on what he can do with the help and under the guidance of an adult. L. S. Vygodsky emphasized that it is necessary to focus on the “zone of proximal development”.
Ordered representations, well-formed first concepts, timely developed mental abilities, serve as the key to further successful education of children at school.
Psychological research convinces us that in the process of learning there are qualitative changes in the mental development of the child.
From an early age, it is important not only to communicate ready-made knowledge to children, but also to develop the mental abilities of children, teach them on their own, consciously acquire knowledge and use it in life.
Learning in everyday life is episodic. For mathematical development, it is important that all knowledge is given systematically and consistently. Knowledge in the field of mathematics should become more complicated gradually, taking into account the age and level of development of children.
It is important to organize the accumulation of the child's experience, to teach him to use standards (forms, sizes, etc.), rational methods of action (accounts, measurements, calculations, etc.).
Given the little experience of children, learning proceeds mainly inductively: first, specific knowledge is accumulated with the help of an adult, then they are generalized into rules and patterns. It is also necessary to use the deductive method: first, the assimilation of the rule, then its application, concretization and analysis.
For the implementation of competent teaching of preschoolers, their mathematical development, the educator himself must know the subject of the science of mathematics, the psychological characteristics of the development of mathematical representations of children and the methodology of work.
Opportunities for the comprehensive development of the child in the process of FEMP
I. Sensory development (sensation and perception)
The source of elementary mathematical concepts is the surrounding reality, which the child learns in the process of various activities, in communication with adults and under their teaching guidance.
At the heart of the knowledge of qualitative and quantitative signs of objects and phenomena by young children are sensory processes (movement of the eyes, tracing the shape and size of an object, feeling with hands, etc.). In the process of various perceptual and productive activities, children begin to form ideas about the world around them: about various features and properties of objects - color, shape, size, their spatial arrangement, quantity. Sensory experience is gradually accumulated, which is the sensory basis for mathematical development. When forming elementary mathematical concepts in a preschooler, we rely on various analyzers (tactile, visual, auditory, kinesthetic) and simultaneously develop them. The development of perception proceeds through the improvement of perceptual actions (examination, feeling, listening, etc.) and the assimilation of systems of sensory standards developed by mankind (geometric figures, measures of quantities, etc.).
II. Development of thinking
Discussion
Name the types of thinking.
How does the level of
development of a child's mind?
What logical operations do you know?
Give examples of mathematical tasks for each
logical operation.
Thinking is a process of conscious reflection of reality in representations and judgments.
In the process of forming elementary mathematical concepts, children develop all kinds of thinking:
visual and effective;
visual-figurative;
verbal-logical.
| Boolean operations | Examples of tasks for preschoolers |
| Analysis (decomposition of the whole into its component parts) | - What geometric shapes is the car made of? |
| Synthesis (knowledge of the whole in the unity and interconnection of its parts) | - Build a house with geometric shapes |
| Comparison (comparison to establish similarities and differences) | How are these items similar? (shape) - What is the difference between these items? (size) |
| Specification (clarification) | - What do you know about the triangle? |
| Generalization (expression of the main results in a general position) | - How can you call a square, a rectangle and a rhombus in one word? |
| Systematization (arrangement in a certain order) | Put nesting dolls by height |
| Classification (distribution of objects into groups depending on their common features) | - Divide the figures into two groups. - On what basis did you do it? |
| Abstraction (distraction from a number of properties and relationships) | - Show round objects |
III. Development of memory, attention, imagination
Discussion
What is meant by the term "memory"?
Offer children a mathematical task for the development of memory.
How to activate the attention of children in the formation of elementary mathematical concepts?
Formulate a task for children to develop their imagination using mathematical concepts.
Memory includes memorization (“Remember - this is a square”), recall (“What is the name of this figure?”), Reproduction (“Draw a circle!”), Recognition (“Find and name familiar shapes!”).
Attention does not act as an independent process. Its result is the improvement of all activities. To activate attention, the ability to set a task and motivate it is crucial. (“Katya has one apple. Masha came to her, it is necessary to divide the apple equally between the two girls. Look carefully at how I will do it!”).
Imagination images are formed as a result of the mental construction of objects (“Imagine a figure with five corners”).
IV. Speech development
Discussion
How does a child's speech develop in the process of forming elementary mathematical concepts?
What gives mathematical development for the development of a child's speech?
Mathematical activities have a huge positive impact on the development of a child's speech:
vocabulary enrichment (numerals, spatial
prepositions and adverbs, mathematical terms characterizing the shape, size, etc.);
agreement of words in the singular and plural (“one bunny, two bunnies, five bunnies”);
formulation of answers in a full sentence;
logical reasoning.
The formulation of a thought in a word leads to a better understanding: by being formulated, a thought is formed.
V. Development of special skills and abilities
Discussion
- What special skills and abilities are formed in preschoolers in the process of forming mathematical representations?
In mathematical classes, children develop special skills and abilities that they need in life and study: counting, calculation, measurement, etc.
VI. Development of cognitive interests
Discussion
What is the significance of a child's cognitive interest in mathematics for his mathematical development?
What are the ways to arouse cognitive interest in mathematics in preschoolers?
How can you arouse cognitive interest in FEMP classes in a preschool educational institution?
The value of cognitive interest:
Activates perception and mental activity;
Broadens the mind;
Promotes mental development;
Increases the quality and depth of knowledge;
Contributes to the successful application of knowledge in practice;
Encourages self-acquisition of new knowledge;
Changes the nature of the activity and the experiences associated with it (activity becomes active, independent, versatile, creative, joyful, productive);
It has a positive effect on the formation of personality;
It has a positive effect on the health of the child (excites energy, increases vitality, makes life happier);
Ways to arouse interest in mathematics:
connection of new knowledge with children's experience;
discovery of new sides in the previous experience of children;
play activity;
· verbal stimulation;
stimulation.
Psychological preconditions for interest in mathematics:
Creating a positive emotional attitude towards the teacher;
Creating a positive attitude towards work.
Ways to arouse cognitive interest in the lesson on FEMP:
§ an explanation of the meaning of the work being done (“The doll has nowhere to sleep. Let's build a bed for her! What size should it be? Let's measure it!”);
§ work with favorite attractive objects (toys, fairy tales, pictures, etc.);
§ connection with a situation close to the children (“Misha has a birthday. When is your birthday, who comes to you?
Misha also had guests. How many cups should be put on the table for the holiday?
§ activities that are interesting for children (playing, drawing, designing, appliqué, etc.);
§ feasible tasks and assistance in overcoming difficulties (the child should experience satisfaction from overcoming difficulties at the end of each lesson), a positive attitude towards the activities of children (interest, attention to each answer of the child, goodwill); encouragement of initiative, etc.
FEMP methods.
Methods of organization and implementation of educational and cognitive activities
1. Perceptual aspect (methods that ensure the transfer of educational information by the teacher and the perception of it by children through listening, observation, practical actions):
a) verbal (explanation, conversation, instruction, questions, etc.);
b) visual (demonstration, illustration, examination, etc.);
c) practical (subject-practical and mental actions, didactic games and exercises, etc.).
2. Gnostic aspect (methods that characterize the assimilation of new material by children - through active memorization, through independent reflection or a problem situation):
a) illustrative and explanatory;
b) problematic;
c) heuristic;
d) research, etc.
3. Logical aspect (methods that characterize mental operations in the presentation and assimilation of educational material):
a) inductive (from particular to general);
b) deductive (from the general to the particular).
4. Managerial aspect (methods characterizing the degree of independence of educational and cognitive activity of children):
a) work under the guidance of a teacher,
b) independent work of children.
Features of the practical method:
ü performing a variety of subject-practical and mental actions;
wide use of didactic material;
ü the emergence of mathematical concepts as a result of action with didactic material;
ü development of special mathematical skills (accounts, measurements, calculations, etc.);
ü the use of mathematical representations in everyday life, play, work, etc.
Types of visual material:
Demonstration and distribution;
plot and plotless;
Volumetric and planar;
Specially counting (counting sticks, abacus, abacus, etc.);
Factory and homemade.
Methodological requirements for the use of visual material:
It is better to start a new program task with a volumetric plot material;
As you master the educational material, move on to plot-planar and plotless visualization;
one program task is explained on a wide variety of visual material;
It is better to show new visual material to children in advance ...
Requirements for self-made visual material:
Hygiene (paints are covered with varnish or film, velvet paper is used only for demonstration material);
Aesthetics;
Reality;
Diversity;
Uniformity;
Strength;
Logical connectedness (hare - carrot, squirrel - bump, etc.);
Sufficient amount...
Features of the verbal method
All work is built on the dialogue between the educator and the child.
Requirements for the teacher's speech:
emotional;
Competent;
Available;
Loud enough;
friendly;
In the younger groups, the tone is mysterious, fabulous, mysterious, the pace is slow, repeated repetitions;
In older groups, the tone is interesting, using problem situations, the pace is quite fast, approaching the lesson at school ...
Requirements for the speech of children:
Competent;
Understandable (if the child has poor pronunciation, the teacher pronounces the answer and asks to repeat it); full sentences;
With the necessary mathematical terms;
Loud enough...
FEMP techniques
1. Demonstration (usually used when communicating new knowledge).
2. Instruction (used in preparation for independent work).
3. Explanation, indication, clarification (used to prevent, detect and eliminate errors).
4. Questions for children.
5. Verbal reports of children.
6. Subject-practical and mental actions.
7. Monitoring and evaluation.
Teacher Requirements:
accuracy, concreteness, conciseness;
logical sequence;
variety of wording;
a small but sufficient amount;
avoid prompting questions;
skillfully use additional questions;
Give kids time to think...
Children's response requirements:
short or complete, depending on the nature of the question;
to the question posed;
independent and conscious;
precise, clear;
quite loud;
grammatically correct...
What if the child answers incorrectly?
(In younger groups, you need to correct, ask to repeat the correct answer and praise. In older groups, you can make a remark, call another and praise the correct answer.)
FEMP funds
Equipment for games and activities (typesetting canvas, counting ladder, flannelgraph, magnetic board, writing board, TCO, etc.).
Sets of didactic visual material (toys, constructors, building materials, demonstration and handouts, "Learn to count" sets, etc.).
Literature (methodological aids for educators, collections of games and exercises, books for children, workbooks, etc.) ...
8. Forms of work on the mathematical development of preschoolers
| Form | Tasks | time | Coverage of children | Leading role |
| Class | To give, repeat, consolidate and systematize knowledge, skills and abilities | Planned, regularly, systematically (duration and regularity in accordance with the program) | Group or subgroup (depending on age and developmental problems) | Educator (or defectologist) |
| Didactic game | Fix, apply, expand ZUN | In class or out of class | Group, subgroup, one child | Educator and children |
| Individual work | Clarify ZUN and close gaps | In class and out of class | One child | caregiver |
| Leisure (math matinee, holiday, quiz, etc.) | Engage in mathematics, sum up | 1-2 times a year | Group or several groups | Educator and other professionals |
| Independent activity | Repeat, apply, work out ZUN | During regime processes, everyday situations, daily activities | Group, subgroup, one child | Children and teacher |
Task for independent work of students
Laboratory work No. 1: “Analysis of the “Program of education and training in kindergarten” section “Formation of elementary mathematical representations”.
Topic No. 2 (2 hours-lecture, 2 hours-practice, 2 hours-laboratory, 2 hours-s.work)
PLAN
1. Organization of classes in mathematics in a preschool institution.
2. Approximate structure of classes in mathematics.
3. Methodological requirements for a lesson in mathematics.
4. Ways to maintain good performance of children in the classroom.
5. Formation of skills for working with handouts.
6. Formation of skills of educational activity.
7. The meaning and place of didactic games in the mathematical development of preschoolers.
1. Organization of a lesson in mathematics in a preschool institution
Classes are the main form of organization of teaching children mathematics in kindergarten.
The lesson does not begin at the desks, but with the gathering of children around the teacher, who checks their appearance, attracts attention, seats them taking into account individual characteristics, taking into account developmental problems (vision, hearing, etc.).
In younger groups: a subgroup of children can, for example, sit on chairs in a semicircle in front of the teacher.
In older groups: a group of children usually sits at their desks in twos, facing the teacher, as work is being done with handouts, learning skills are being developed.
The organization depends on the content of the work, the age and individual characteristics of the children. The lesson can be started and carried out in the game room, in the sports or music hall, on the street, etc., standing, sitting and even lying on the carpet.
The beginning of the lesson should be emotional, interesting, joyful.
In younger groups: surprise moments, fairy tales are used.
In older groups: it is advisable to use problem situations.
In the preparatory groups, the work of the attendants is organized, it is discussed what they did in the last lesson (in order to prepare for school).
Approximate structure of classes in mathematics.
Organization of the lesson.
Course progress.
Summary of the lesson.
2. The course of the lesson
Approximate parts of the course of a mathematical lesson
Mathematical warm-up (usually from the older group).
Demonstration material.
Working with handouts.
Physical education (usually from the middle group).
Didactic game.
The number of parts and their order depend on the age of the children and the assigned tasks.
In the younger group: at the beginning of the year there can be only one part - a didactic game; in the second half of the year - up to three hours (usually work with demonstration material, work with handouts, outdoor didactic game).
In the middle group: usually four parts (regular work begins with handouts, after which a physical education minute is needed).
In the senior group: up to five parts.
In the preparatory group: up to seven parts.
The attention of children is preserved: 3-4 minutes for younger preschoolers, 5-7 minutes for older preschoolers - this is the approximate duration of one part.
Types of physical education:
1. Poetic form (it is better for children not to pronounce, but to breathe correctly) - usually carried out in the 2nd junior and middle groups.
2. A set of physical exercises for the muscles of the arms, legs, back, etc. (it is better to perform to the music) - it is advisable to carry out in the older group.
3. With mathematical content (used if the lesson does not carry a large mental load) - more often used in the preparatory group.
4. Special gymnastics (finger, articulation, for the eyes, etc.) - regularly performed with children with developmental problems.
Comment:
if the lesson is mobile, physical education can be omitted;
instead of physical education, relaxation can be carried out.
3. Summary of the lesson
Any activity must be completed.
In the younger group: the teacher sums up after each part of the lesson. (“How well we played. Let’s collect the toys and get dressed for a walk.”)
In the middle and senior groups: at the end of the lesson, the teacher himself sums up, introducing the children. (“What did we learn new today? What did we talk about? What did we play?”). In the preparatory group: children draw their own conclusions. (“What did we do today?”) The work of the duty officers is being organized.
It is necessary to evaluate the work of children (including individually praising or making a comment).
3. Methodological requirements for a lesson in mathematics(depending on the principles of training)
2. Educational tasks are taken from different sections of the program for the formation of elementary mathematical representations and combined in a relationship.
3. New tasks are submitted in small portions and specified for this lesson.
4. In one lesson, it is advisable to solve no more than one new problem, the rest for repetition and consolidation.
5. Knowledge is given systematically and consistently in an accessible form.
6. A variety of visual material is used.
7. The connection of the acquired knowledge with life is demonstrated.
8. Individual work is carried out with children, a differentiated approach to the selection of tasks is carried out.
9. The level of assimilation of the material by children is regularly monitored, gaps in their knowledge are identified and eliminated.
10. All work has a developmental, correctional and educational focus.
11. Mathematics classes are held in the morning in the middle of the week.
12. Mathematics classes are best combined with activities that do not require a lot of mental stress (in physical education, music, drawing).
13. You can conduct combined and integrated classes using different methods, if the tasks are combined.
14. Each child should actively participate in every lesson, perform mental and practical actions, reflect their knowledge in speech.
PLAN
1. Stages of formation and content of quantitative representations.
2. The significance of the development of quantitative representations in preschoolers.
3. Physiological and psychological mechanisms of quantity perception.
4. Features of the development of quantitative representations in children and guidelines for their formation in the preschool educational institution.
1. Stages of formation and content of quantitative representations.
Stages formation of quantitative representations
(“Stages of counting activity” according to A.M. Leushina)
1. Pre-number activity.
2. Accounting activity.
3. Computing activity.
1. Pre-number activity
For the correct perception of the number, for the successful formation of counting activity, it is necessary first of all to teach children to work with sets:
See and name the essential features of objects;
See the whole set;
Select elements of a set;
To name a set ("generalizing word") and to enumerate its elements (to define a set in two ways: by specifying a characteristic property of a set and by enumerating
all elements of the set);
Make up a set of individual elements and subsets;
Divide the set into classes;
Order the elements of a set;
Compare sets by number by one-to-one correlation (establishing one-to-one correspondences);
Create equal sets;
Unite and separate sets (the concept of "whole and part").
2. Accounting activity
Account ownership includes:
Knowledge of numeral words and naming them in order;
The ability to correlate numerals to the elements of the set "one to one" (to establish a one-to-one correspondence between the elements of the set and a segment of the natural series);
Highlighting the final number.
Mastery of the concept of number includes:
Understanding the independence of the result of a quantitative account from its direction, the location of the elements of the set and their qualitative characteristics (size, shape, color, etc.);
Understanding the quantitative and ordinal value of a number;
The idea of the natural series of numbers and its properties includes:
Knowledge of the sequence of numbers (counting in forward and reverse order, naming the previous and subsequent numbers);
Knowledge of the formation of neighboring numbers from each other (by adding and subtracting one);
Knowledge of relationships between adjacent numbers (greater than, less than).
3. Computing activity
Computing activities include:
Knowledge of relationships between neighboring numbers (“more (less) by 1”);
knowledge of the formation of neighboring numbers (n ± 1);
knowledge of the composition of numbers from units;
knowledge of the composition of numbers from two smaller numbers (addition table and corresponding cases of subtraction);
knowledge of numbers and signs +, -, =,<, >;
Ability to compose and solve arithmetic problems.
To prepare for the assimilation of the decimal number system, you must:
o possession of oral and written numbering (naming and recording);
o possession of arithmetic operations of addition and subtraction (naming, calculation and recording);
o possession of the score by groups (pairs, triples, heels, tens, etc.).
Comment. A preschooler needs to master these knowledge and skills within the first ten. Only with the complete assimilation of this material can one begin to work with the second ten (it is better to do this at school).
ABOUT VALUES AND THEIR MEASUREMENT
PLAN
2. The significance of the development of ideas about quantities in preschoolers.
3. Physiological and psychological mechanisms of perception of the size of objects.
4. Features of the development of ideas about values in children and guidelines for their formation in a preschool educational institution.
Preschoolers get acquainted with various quantities: length, width, height, thickness, depth, area, volume, mass, time, temperature.
The initial idea of the size is associated with the creation of a sensory basis, the formation of ideas about the size of objects: show and name the length, width, height.
BASIC quantity properties:
Comparability
Relativity
measurability
Variability
Determining the value is possible only on the basis of comparison (directly or by comparing with some way). The characteristic of the value is relative and depends on the objects selected for comparison (A< В, но А >WITH).
Measurement makes it possible to characterize a quantity by a number and move from directly comparing quantities to comparing numbers, which is more convenient, since it is done in the mind. Measurement is a comparison of a quantity with a quantity of the same kind, taken as a unit. The purpose of measurement is to give a numerical characteristic of a quantity. The variability of quantities is characterized by the fact that they can be added, subtracted, multiplied by a number.
All these properties can be comprehended by preschoolers in the course of their actions with objects, selection and comparison of values, and measuring activity.
The concept of number arises in the process of counting and measuring. Measuring activity expands and deepens children's ideas about the number, already established in the process of counting activity.
In the 60-70s of the XX century. (P. Ya. Galperin, V. V. Davydov) the idea of measuring practice arose as the basis for the formation of the concept of number in a child. There are currently two concepts:
Formation of measuring activity on the basis of knowledge of numbers and counting;
Formation of the concept of number on the basis of measuring activity.
Counting and measurement should not be opposed to each other, they complement each other in the process of mastering the number as an abstract mathematical concept.
In kindergarten, we first teach children to identify and name different size parameters (length, width, height) based on a comparison of sharply contrasting objects by eye. Then we form the ability to compare, using the method of application and overlay, slightly different and equal in size objects with a pronounced one value, then in several parameters at the same time. Work on laying out serial series and special exercises for the development of the eye fix ideas about quantities. Acquaintance with a conditional measure, equal to one of the compared objects in size, prepares children for measuring activity.
The measurement activity is quite complex. It requires certain knowledge, specific skills, knowledge of the generally accepted system of measures, the use of measuring instruments. Measuring activity can be formed in preschoolers, subject to the purposeful guidance of adults and a lot of practical work.
Measurement scheme
Before introducing the generally accepted standards (centimeter, meter, liter, kilogram, etc.), it is advisable to first teach children how to use conditional measurements when measuring:
Lengths (length, width, height) with the help of strips, sticks, ropes, steps;
The volume of liquid and bulk substances (the amount of cereals, sand, water, etc.) using glasses, spoons, cans;
Areas (figures, sheets of paper, etc.) in cells or squares;
Masses of objects (for example: an apple - acorns).
The use of conditional measures makes the measurement accessible to preschoolers, simplifies the activity, but does not change its essence. The essence of measurement is the same in all cases (although the objects and means are different). Usually, training begins with measuring length, which is more familiar to children and will come in handy at school in the first place.
After this work, you can introduce preschoolers to standards and some measuring instruments (ruler, scales).
In the process of forming measuring activity, preschoolers are able to understand that:
o measurement gives an accurate quantitative characteristic of the value;
o for measurement, it is necessary to choose an adequate measure;
o the number of measures depends on the measured value (the more
value, the greater its numerical value and vice versa);
o the measurement result depends on the chosen measure (the larger the measure, the smaller the numerical value and vice versa);
o for comparison of values it is necessary to measure them with the same standards.
Measurement makes it possible to compare values not only on a sensory basis, but also on the basis of mental activity, forms an idea of \u200b\u200bvalue as a mathematical
Report describing the practical lesson
The development of elementary mathematical concepts in preschool children is of great value for the intensive mental development of the child, his cognitive interests and curiosity, logical operations (comparison, generalization, classification). This topic is one of the complex and interesting problems of preschool education, since the foundations of logical thinking are laid in preschool childhood. In the modern world, mathematics is assigned a responsible role in the development and formation of an active, independently thinking person, ready to constructively and creatively solve the problems that arise before society.
Conducting interviews, questioning parents, I found that many of them believe that the main goal of teaching children mathematics is teaching children to count, as well as the accumulation of minimal knowledge, for example, acquaintance with numbers and geometric shapes. Parents forget that mathematics makes a great contribution to the development of logical thinking, the education of such important qualities of scientific thinking as criticality and generalization, the formation of the ability to analyze and synthesize, the ability to put forward and formulate a logically justified hypothesis, etc.
Acquaintance of children with the outside world begins with the study of the properties and characteristics of objects. The mastery of such properties and relations of objects as color, shape, size, spatial arrangement - makes it possible for a preschooler to freely navigate in different types of activities. In this regard, I solve the following problems of the mathematical development of children:
Develop children's emotional responsiveness through games with mathematical content.
To form a system of mathematical knowledge, skills and abilities in accordance with the psychological characteristics of children of each age group.
To form methods of logical thinking (comparisons, generalizations, classifications).
Develop independence of knowledge, encourage the manifestation of creative initiative.
Develop fine motor skills and hand-eye coordination.
At preschool age, the leading activity of the child is the game. In this regard, taking into account the age characteristics of children, I conduct all types of classes in the form of a game or with the content of a game situation, using a character (toy). Game methods and techniques help to successfully implement the first task, since the game has a positive effect on the formation of the emotional sphere of a preschooler. For example, for younger preschoolers, the following game plots are interesting: "A trip to the forest to the squirrel", "Magic chest", "Visiting the Old Man-Forester", "Three Bears", "Teremok". For children of older preschool age, the plots become more complex: "Space Journey", "At the Toy Factory", "The Kingdom of Mathematics". Other characters come to visit the guys: Pinocchio, Dunno, Ole-Lukoye, the Snow Queen, etc.
Creating a game situation, I try to attract the attention of children, to keep it; stimulate interest in the lesson, in the material being studied. For solving the second and third tasks, didactic games play a special role, the use of which as educational material allows you to teach children to compare objects, compare them, highlight the common, make the simplest classification, and also solve other educational tasks in a playful way. Children especially like classes using Gyenesh blocks, Kuizener sticks, educational games: "Fold the pattern", "Unicube", "Cubes for everyone", "Tangram", "Fractions", "Magic Circle", various puzzles, labyrinths. When choosing didactic material, games, teaching aids, I take into account the peculiarities of the different levels of development of children, which helps to carry out the necessary correction for a positive progress in the development of each child. Classes are held in subgroups, in the amount of 10 - 12 people.
I build each lesson according to the following principle: each previous and subsequent have common elements - material, methods of action, results. Approach in time or exercises are given at the same time for the assimilation of interrelated and mutually inverse modes of action (overlays - applications, relations more - less, higher - lower, wider - narrower). I use the formed ideas and mastered actions in various activities, for example: invite children to take a certain number of nuts and treat the squirrels, or determine the number of circles on the card, find the same number of objects in the group room.
One of the main methods of forming elementary mathematical representations is questions to children. In the younger and middle preschool age - this is reproductive - mnemonic (How much? What is the name of this figure? What is the difference between a square and a triangle?). At an older age, I ask reproductive and cognitive questions (What should be done to make the circles five each?). Problem-search questions (What do you think?) I use for children of any age. At the same time, I take into account the amount of material that the child owns, thereby implementing an individual approach to each preschooler. All these questions activate the perception, memory, thinking, speech of children, provide comprehension and assimilation of the material.
I pay special attention to the development of independence, resourcefulness, quick wits in children. This is facilitated by developing games and tasks for the formation of skills to compare, generalize, analyze, and make logical conclusions. In games and tasks for the development of logical thinking, children are attracted by the unusual setting of the problem, the way it is presented.
I widely use in the classroom the artistic word (poems, nursery rhymes, riddles), tasks in verse, tasks - jokes. They not only arouse interest with their content, but also encourage children to reason, think, find the right answer, train memory, and also contribute to the formation of creative activity and initiative in children.
In accordance with the program, I form in children the ability to navigate in space, to simply imagine the spatial placement of objects in relation to themselves, for example: "Determine where the house is located - at the very end of the path coming from the child, in front or behind, to the right or left," etc. .d.
With children who poorly learn the material, I conduct individual work in the afternoon.
I lead a mathematical circle "Clever and clever", where I solve the following problems:
Education of emotional responsiveness in gaming activities.
The development of imagination, memory.
Development of perception of form, color, size.
The development of fine motor skills of the hands.
I think it's important to develop motor skills. For this I use special exercises. I prepared a card file of physical education minutes and finger games, which I constantly replenish with novelties from literature. During classes, I always use physical exercises.
For the development of elementary mathematical concepts in the group there is a large selection of didactic and educational games: "Part and whole", "Fractions", "Magic squares", "Lotto - Count", "Geometric mosaic", "Models of time intervals", etc.
I work closely with parents to improve their pedagogical literacy. I systematically study novelties in methodological literature, choose interesting material from it and advise parents.
Thanks to the use of a well-thought-out system of didactic games in regulated and non-regulated forms of work, children learned mathematical knowledge and skills according to the "Childhood" program without overload and tedious classes. By the end of the year, most preschoolers have a high level of development of elementary mathematical concepts.
An example of practical exercises.
Lesson 1
The purpose of the lesson: the development of attention, perception and communicative activity. To teach the child to distinguish an object from a group according to characteristic features.
Exercise 1 - "Finger Play"
The purpose of the exercise: to involve the child in imitation activities, learning to communicate with the teacher, learning to understand and follow instructions, getting to know the sound of numerals, as well as developing coordination, competitive motivation, attention and speech.
Take the child’s hand and, touching each finger in turn, say the following words:
Bolshak - to chop wood,
And you - carry water,
And you - to heat the furnace,
And you - knead the dough,
And the baby - to sing songs,
Songs to sing and dance
To amuse the brothers.
On the last two lines, encourage the child to imitate claps to the dance together with you: for two words - two claps, for two words - turns and sways the brush with spread fingers in the rhythm of the dance.
Gradually, this exercise is mastered by the child until independent performance (after 3-4 lessons). After that, we begin to replace the first words of the rhyme with ordinal numbers: first, the first two, then the first three, etc.
The first is to chop wood,
The second is to carry water,
And you - to heat the furnace,
And you - knead the dough ...
The first is to chop wood,
The second is to carry water,
The third is to heat the stoves,
And you - knead the dough ...
For one lesson, one numeral is added, the counting rhyme is repeated on the right and on the left hand until it is freely reproduced by the child, but not more than 1-2 times per lesson.
Exercise 2 - "Hide and Seek"
The purpose of the exercise: to prepare the child for the differentiation of quantitative characteristics "one - many", the first acquaintance with the method of comparison by establishing a one-to-one correspondence on numerical (finger) figures.
Hide your hands behind your back and at the same time with the command throw out your hand in front of you with the appropriate number of fingers, accompanying the action with the words: "One ... Many ...".
Play with the child while he is having fun (1-2 minutes). Gradually add a comparison of the number of fingers by applying palms. For example, after the command "Many!" you have three fingers, the child has five fingers. The one who rolled the most wins.
Checking, we explain to the child how we found out who has more (we put each of his fingers on our own: I don’t have more, and you have two more fingers left, which means you have more).
Exercise 3 - "Take the ball"
The purpose of the exercise: the formation of a mental operation of comparison, coordination and perception (differentiation of shape and color). Expanding the scope of attention and its concentration. Teaching a child to take into account two signs when comparing (color and shape - a red ball). Formation of the mental operation of abstraction (red, but not a ball). The development of logical structures - understanding the structure of "negation". Development of auditory perception of logical speech constructions.
Several objects of approximately the same size are used, but of different colors and shapes: 2-3 balls made of material (rubber, plastic), an orange, several cubes, 2-3 round apples, a ball of woolen threads, a cylinder (a can of coffee), cone, ovoid (plastic egg, for example, from kinder surprise).
At the command of an adult, the playing child must choose a ball from them. Objects can be closed with a screen or put the child with his back to the table, so that on command he turns and selects the desired object.
Option: take the red ball.
Option: take the red, but not the ball.
Option: take the ball, but not the red one.
Exercise 4
The purpose of the exercise: the development of coordination, the eye, the removal of muscle tension. Learning to take into account three features when comparing (big red ball), learning to understand denial.
We put small gates on the floor - you can simply mark them with two books, or cans, or a box. From a distance of about 50-60 cm, we offer the child to push a ball into them, which he chooses from a number of objects indicated in exercise 3. If the child easily copes with the task, increase the distance to 1 m.
Option: Choose a small blue ball. Choose a big red ball. Roll the balls one by one into the goal.
Option: Choose round objects, but not balls. Try to roll them into the gate.
The whole session can take 5-10 minutes.
Formation of elementary mathematical concepts in preschoolers through didactic games
Kindergarten plays an important role in preparing children for school. The success of his further education largely depends on how well and timely the child is prepared for school.
Mathematics is one of the main subjects in school. Mathematics has a unique developmental effect. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual. The main purpose of doing mathematics is to give the child a sense of self-confidence, based on the fact that the world is ordered and therefore comprehensible, and therefore predictable for a person.
In the senior group, the work on the formation of elementary mathematical representations, begun in the younger groups, continues.
Teaching mathematics to preschool children is unthinkable without the use of didactic games. Their use well helps the perception of the material and therefore the child takes an active part in the cognitive process.
Didactic game requires perseverance, a serious attitude, the use of the thought process. Play is a natural way for a child to develop. Only in the game the child easily reveals his creative abilities, masters new skills and knowledge, develops dexterity, observation, imagination, memory, learns to think, analyze, overcome difficulties, while absorbing invaluable communication experience. Children develop cognitive abilities, intelligence, cultural skills are inculcated speech communication, aesthetic and moral attitudes to the environment are improved.
Relevance: the concept of preschool education, the requirements for updating the content of preschool education outline a number of fairly serious requirements for the cognitive development of younger preschoolers, part of which is mathematical development. For the mental development of children, it is essential that they acquire mathematical concepts that actively influence the formation of mental actions, which are so necessary for understanding the world around them. All the acquired knowledge and skills are consolidated in didactic games, which need to be given great attention. Their main purpose is to provide children with knowledge in distinguishing, highlighting, naming a variety of objects, numbers, geometric shapes, directions. In didactic games, it is possible to form new knowledge, to acquaint children with methods of action. Each game has a specific task of improving the mathematical (quantitative, spatial, temporal) representations of children.
Didactic games justify in solving the problems of individual work with children in their free time. Systematic work with children improves general mental abilities: logic of thought, reasoning and action, ingenuity and ingenuity, spatial representations.
In this regard, I was interested in the problem: is it possible to increase the motivation of preschoolers in the formation of elementary mathematical concepts through the use of didactic games.
Target: the use of didactic games in the formation of elementary mathematical concepts in preschoolers.
To achieve this goal, it is necessary to solve a number oftasks:
1. Analyze the psychological and pedagogical literature on this issue.
2. Give a general description of the content of the concept of the formation of elementary mathematical representations.
3. To investigate the effectiveness of the use of didactic games in the process of forming elementary mathematical concepts in preschoolers.
4. Develop a system of classes for the formation of elementary mathematical representations using didactic games.
To solve the tasks, we usedmethods:
Analysis of pedagogical and psychological literature on the research problem;
observation,
Diagnostics,
Mathematical data processing.
Hypothesis : the use of didactic games in the learning process contributes to an increase in the level of formation of elementary mathematical concepts in preschoolers.
An object - elementary mathematical representations in preschoolers.
Item - didactic games in the formation of elementary mathematical concepts in preschoolers.
The novelty of the experience lies in the fact that the work offers a detailed study of the history of the problems of this issue and a system of work in accordance with modern requirements.
Working hours:
Stage 1 - preparatory (September);
Stage 2 - main (October - May);
Stage 3 - analytical (May).
Content of each stage:
At the preparatory stage, a systemic set of classes is developed related to the formation of elementary mathematical concepts in children of the older group (from 5 to 6) using didactic games.
The main stage involves conducting classes on the formation of elementary mathematical representations using didactic games during the academic year.
At the final stage, the results of the work carried out are analyzed and it is planned to improve it and continue it in the group (from 6 to 7 years).
Expected final result: the use of didactic games contributes to the formation of elementary mathematical concepts of preschoolers.
1. Theoretical part
1.1 The development of elementary mathematical concepts in preschool children.
Teaching preschoolers the basics of mathematics is given an important place. This is due to a number of reasons: the beginning of schooling from the age of six, the abundance of information received by the child, increased attention to computerization, the desire to make the learning process more intense.
The methodology for the formation of elementary mathematical concepts in preschool children has come a long way in its development. INΧVΙΙ – ΧΙΧ centuries issues of the content and methods of teaching arithmetic to preschool children and the formation of ideas about dimensions, measures of measurement, time and space are reflected in the advanced pedagogical systems of education developed by Ya.A. Comenius, I.G. Pestalozzi, K.D. Ushinsky, L.N. Tolstoy and others. Contemporaries of the methodology of mathematical development are such scientists as R.L. Berezina, Z.A. Mikhailova, R.L. Richterman, A.A. Stolyar, A.S. Metlin and others.
Preschoolers actively master counting, use numbers, carry out elementary calculations on a visual basis and orally, master the simplest temporal and spatial relationships, transform objects of various shapes and sizes. The child, without realizing it, is practically included in a simple mathematical activity, while mastering the properties, relationships, connections and dependencies on objects and on a numerical level.
The need for modern requirements is caused by the high level of the modern school for the mathematical preparation of children in kindergarten in connection with the transition to schooling from the age of six.
Mathematical preparation of children for school involves not only the assimilation of certain knowledge by children, the formation of quantitative spatial and temporal representations in them. All numerical representations available for his age, he must draw from the life in which he lives and in which he takes an active part.
The formation of elementary mathematical concepts in children is facilitated by the methodological techniques used (a combination of practical and play activities, the solution of problem-play and search situations by children).
Most of the lessons are integrated in nature, in which mathematical problems are combined with other types of children's activities. The main emphasis in training is given to the independent solution of the tasks set by preschoolers, their choice of methods and means, and verification of the correctness of its solution. Teaching children includes both direct and mediocre methods that contribute not only to the acquisition of mathematical knowledge, but also to general intellectual development.
When explaining new material, it is necessary to rely on the knowledge and ideas that preschoolers have, maintain children's interest throughout the lesson, use game methods and a variety of didactic material, increase attention in the classroom, lead them to independent conclusions, teach them to argue their reasoning, encourage a variety of answers children.
All the acquired knowledge and skills are consolidated in didactic games, which need to be given great attention.
Much attention is paid to individual work with children in the classroom. In addition, tasks are offered for parents in order to involve them in joint activities with the educator.
At the end of the school year, using specially developed methods, it is advisable to check the level of children's mastery of knowledge, skills and abilities.
All the acquired knowledge and skills prepare children for the assimilation of more complex mathematical problems at the next stage of development. And this means that, by forming elementary mathematical representations in kindergarten, we prepare the child for the study of mathematics at school.
1.2. Features of the use of didactic games in the process of forming elementary mathematical concepts in preschoolers.
The game is not only pleasure and joy for the child, which in itself is very important, with its help you can develop the attention, memory, thinking, and imagination of the baby. While playing, the child can acquire new knowledge, skills, abilities, develop abilities.
The following features of the game for preschoolers can be distinguished:
1. The game is the most accessible and leading activity for preschool children.
2. The game is also an effective means of shaping the personality of a preschooler, his moral and volitional qualities.
3. All psychological neoplasms originate in the game
4. The game contributes to the formation of all aspects of the child's personality, leads to significant changes in his psyche.
5. The game is an important means of mental education of the child, where mental activity is associated with the work of all mental processes.
At all stages of preschool childhood, a large role is assigned to the game method in the classroom. It should be noted that the “learning game” (although the word educational can be considered a synonym for the word didactic) emphasizes the use of the game as a method of teaching, and not consolidating or repeating already acquired knowledge.
Didactic games and game exercises are widely used in the classroom and in everyday life. By organizing games outside of class, they consolidate, deepen and expand the mathematical representations of children, and most importantly, learning and game tasks are solved at the same time. In some cases, games carry the main teaching load. That is why in the classroom and in everyday life, educators should make extensive use of didactic games.
Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of classes on the formation of elementary mathematical representations is determined by the age of the children, the purpose, purpose, content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming representations. In the younger group, especially at the beginning of the year, the entire lesson should be held in the form of a game. Didactic games are also appropriate at the end of the lesson in order to reproduce and consolidate what was previously learned.
In the formation of mathematical representations in children, various didactic game exercises that are entertaining in form and content are widely used.
Didactic games are divided into:
Games with objects
Board games
word games
Also, when forming elementary ideas among preschoolers, you can use: games for planar modeling (Pythagoras, Tangram, etc.), puzzle games, joke tasks, crossword puzzles, puzzles, educational games.
Despite the variety of games, their main task should be the development of logical thinking, namely the ability to establish the simplest patterns: the order of alternation of figures in color, shape, size. This is also facilitated by game exercises for finding a figure missed in a row.
Also, a necessary condition for success in work is the teacher's creative attitude to mathematical games: varying game actions and questions, individualizing requirements for children, repeating games in the same form or with complication.
The widespread use of special educational games is important for awakening preschoolers' interest in mathematical knowledge, improving cognitive activity, and general mental development.
Practical part
2.1. Methods of work on the formation of elementary mathematical representations with the help of didactic games
I organize work on the development of elementary mathematical concepts in children at the circle once a week. Classes consist of several parts, united by one topic. Duration 25 minutes, the intensity of classes throughout the year increases gradually. The structure of each lesson provides a break to relieve mental and physical stress lasting 1-3 minutes. This may be a dynamic exercise with speech accompaniment or "finger gymnastics", eye exercises or a relaxation exercise. In each lesson, children perform various activities in order to consolidate their mathematical knowledge.
Of all the variety of entertaining material in my classes, I often use didactic games. Their main purpose is to provide children with knowledge in distinguishing, highlighting, naming a variety of objects, numbers, geometric shapes, directions. I include the didactic game directly in the content of classes as one of the means of implementing program tasks.
Didactic games for the formation of mathematical representations are conditionally divided into the following groups:
1. Games with numbers and numbers
2. Time travel games
3. Games for orientation in space
4. Games with geometric shapes
5. Games for logical thinking
The first group of games includes teaching children to count in the forward and backward order. Using a fairy tale plot, I introduce children to the formation of all numbers within 10 by comparing equal and unequal groups of objects. Two groups of objects are compared, located either on the lower or on the upper strip of the counting ruler. This is done so that children do not have the erroneous idea that a larger number is always on the upper band, and a smaller number on the lower one.
Playing such didactic games as "What number is missing?", "How much?", "Confusion?", "Correct the mistake", "Remove the numbers", "Name the neighbors", children learn to freely operate with numbers within 10 and accompany with words their actions.
Didactic games such as "Think of a number", "What's your name?", "Make a sign", "Make a number", "Who will be the first to name which toy is gone?" and many others are used in the classroom in their free time, with the aim of developing children's attention, memory, thinking.
The second group of mathematical games (time travel games) serves to introduce children to the days of the week. It is explained that each day of the week has its own name. In order for children to better remember the name of the days of the week, they are indicated by circles of different colors. I spend several weeks observing, marking every day with circles. This is done specifically so that the children can independently conclude that the sequence of days of the week is unchanged. I tell the children that the names of the days of the week guess which day of the week is counted: Monday is the first day after the end of the week, Tuesday is the second day, Wednesday is the middle of the week, Thursday is the fourth day, Friday is the fifth. After such a conversation, games are offered in order to fix the names of the days of the week and their sequence. Children enjoy playing the game "Live Week". For the game, 7 children are called to the board, they are counted in order and receive circles of different colors indicating the days of the week. Children line up in such a sequence as the days of the week go in order. For example, the first child with a yellow circle in their hands, indicating the first day of the week - Monday, etc.
Then the game gets more difficult. Children are built from any other day of the week. In the future, you can use the following games "Name it soon", "Days of the week", "Name the missing word", "All year round", "Twelve months", which help children quickly remember the names of the days of the week and the names of the months, their sequence.
The third group includes spatial orientation games. Spatial representations of children are constantly expanding and fixed in the process of all types of activities. My task is to teach children to navigate in specially created spatial situations and determine their place according to a given condition. With the help of didactic games and exercises, children master the ability to determine the position of one or another object in relation to another in a word. For example, there is a hare to the right of the doll, a pyramid to the left of the doll, and so on. A child is selected and the toy is hidden in relation to him (behind the back, on the right, on the left, etc.). This arouses interest in children and organizes them for the lesson. In order to interest children, so that the result is better, subject games are used with the appearance of a fairy-tale hero. For example, the game “Find a toy”, - “At night, when there was no one in the group,” the children say, “Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys, and wrote in a letter how they can be found." Then a letter is printed out, which says: "You need to stand in front of the teacher's table, go 3 steps to the right, etc.". Children complete the task, find a toy. Then, the task becomes more difficult - i.e. the letter does not give a description of the location of the toy, but only a diagram. According to the scheme, children must determine where the hidden object is. There are many games and exercises that contribute to the development of spatial orientation in children: "Find a similar one", "Tell me about your pattern", "Carpet workshop", "Artist", "Journey around the room" and many other games. While playing the games discussed, children learn to use words to indicate the position of objects.
To consolidate knowledge about the shape of geometric shapes, children are invited to recognize the shape of a circle, triangle, square in the surrounding objects. For example, it is asked: "What geometric figure does the bottom of the plate resemble?" (tabletop surface, sheet of paper, etc.). There is a Lotto game. Children are offered pictures (3-4 pieces each), in which they look for a figure similar to the one shown. Then, the children are invited to name and tell what they found.
The didactic game "Geometric Mosaic" can be used in the classroom and in your free time, in order to consolidate knowledge of geometric shapes, in order to develop attention and imagination in children. Before the start of the game, the children are divided into two teams according to their level of skills and abilities. Teams are given tasks of varying difficulty. For example:
Drawing up an image of an object from geometric shapes (work on a finished dissected sample)
Conditional work (to assemble a human figure, a girl in a dress)
Work according to one's own design (just human)
Each team receives the same set of geometric shapes. Children independently agree on how to complete the task, on the order of work. Each player in the team, in turn, participates in the transformation of a geometric figure, adding his own element, composing a separate element of an object from several figures. In conclusion, children analyze their figures, find similarities and differences in solving a constructive idea. The use of these didactic games helps to consolidate memory, attention, and thinking in children.
Consider didactic games for the development of logical thinking. At preschool age, elements of logical thinking begin to form in children, i.e. develops the ability to reason, to draw their own conclusions. There are many didactic games and exercises that affect the development of creativity in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. These are such games as "Find a non-standard figure, how are they different?" and others. They are aimed at training thinking when performing actions.
These are tasks for finding a missing figure, continuing a series of figures, signs, for finding numbers. Acquaintance with such games begins with elementary tasks for logical thinking - a chain of patterns. In such exercises, there is an alternation of objects or geometric shapes. I suggest that children continue the row or find the missing element. In addition, I give tasks of this nature: continue the chain, alternating in a certain sequence squares, large and small circles of yellow and red. After the children learn to perform such exercises, the tasks for them become more complicated. I propose to complete a task in which it is necessary to alternate objects, take into account both color and size.
Any mathematical task for ingenuity, no matter what age it is intended for, carries a certain mental load. Entertaining mathematical material is given by the game elements contained in each task, logical exercise, entertainment.
You need to start with the simplest puzzles - with sticks, where in the course of solving, as a rule, transfiguration occurs, the transformation of one figure into another, and not just a change in their number.
In the course of solving each new task, the child is involved in active mental activity, striving to achieve the ultimate goal.
Daily exercises in drawing up geometric figures (square, rectangle, triangle) from counting sticks makes it possible to consolidate knowledge about forms and modifications.
I introduce children to ways of attaching, attaching, rebuilding one form from another. The first attempts do not always lead to a positive result, but the “trial and error” methods lead to the fact that the number of trials is gradually reduced. Having mastered the method of attaching figures, children master the method of constructing figures by dividing a geometric figure into several (a quadrilateral or a square into two triangles, into two squares). Working with sticks, children are able to imagine possible spatial, quantitative changes.
Tasks for ingenuity vary in the degree of complexity, the nature of the transformation. They cannot be solved in any previously learned way. In the course of solving each new task, the child is involved in active mental activity, striving to achieve the ultimate goal - to modify or build a spatial figure.
For children 5-7 years old, tasks for ingenuity can be combined into 3 groups (according to the method of rebuilding the figures, the degree of complexity).
1. Tasks for drawing up a given figure from a certain number of sticks: make 2 equal squares from 7 sticks, 2 equal triangles from 5 sticks.
2. Tasks for changing figures, for the solution of which it is necessary to remove the specified number of sticks.
3. Tasks for ingenuity, the solution of which is to shift the sticks in order to modify, transform a given figure.
In the course of learning how to solve a task with ingenuity, they are given in the indicated sequence, starting with the simpler ones, so that the skills and abilities learned by the children prepare the children for more complex actions. Organizing this work, I set the goal - to teach children the methods of independent search for solutions to problems, without offering any ready-made methods, solutions.
The simplest tasks of the first group can be easily solved by children if they are daily exercised in drawing up geometric shapes (squares, rectangles, triangles) from counting sticks.
Puzzles of the first group are offered to children in a certain sequence.
Moving from simple tasks to more complex ones, I pay attention to games with drawing up plane images of objects, animals, birds, houses, ships from special sets of geometric shapes. This is the Tangram game. It is also called "The Cardboard Puzzle". At the first stage, we consolidate the knowledge of geometric shapes, clarify knowledge in the spatial representation, the ability to navigate the table. Then we start to make new shapes using samples. When recreating a figure on a plane, it is very important to mentally imagine the changes in the arrangement of the figures that occur as a result of their transfiguration. As the children master the methods of composing silhouette figures, I offer them tasks of a creative nature, giving them the opportunity to show ingenuity and resourcefulness. In the course of training, children quickly master games to recreate figurative figures, plot images.
In these games, children develop sensory abilities, spatial representations, figurative and logical thinking, ingenuity and ingenuity. Children develop the habit of mental work.
2.2. Research results, diagnostics.
To examine the level of development of elementary mathematical representations of children in my group, the following control methods were used:
Analysis of the activities of children in the classroom;
Analysis of the activities of children in the process of didactic games,
Analysis of children's communication in the process of games, independent activities.
On 09.13 it was revealed:
62% of children know the ordinal score.
50% - know geometric shapes and their features.
50% of children are able to count objects according to the named number or according to the model, they know the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”.
44% of children are able to compare objects by length using the overlay method, determine the size of objects (long, short, identical).
Only 50% of children are able to determine the position of an object in space. The rest of the children weakly distinguish concepts - in front, behind, close, far.
Elementary ideas about time and parts of the day are formed in 50% of children.
50% are able to arrange objects in order of increase or decrease in length, name and show a circle, a square and a triangle.
50% of children have a good command of the concept of length, width, height, compare objects by superposition and visually.
44% of children use in speech terms denoting size: heavier, lighter, smaller, thinner, deeper, thicker.
In 50% of the children of the middle group spatio-temporal representations are formed.
50% Can determine the location of objects in relation to themselves: to the right, below, between, etc.
38% of children can navigate on a piece of paper
On 05.14. It revealed:
Senior group (from 5 to 6 years old)
82% of children have a quantitative and ordinal count up to 10, are able to correlate the number of objects with a number, and make up a number from units.
In 82% of the children of the group, the concepts of height, width, length are formed; with the help of a conditional measure, the volume of bulk and liquid substances is measured.
74% know geometric figures and their features.
88% of children are able to count objects according to the named number or according to the model, they know the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”.
88% of children are able to determine the position of an object in space.
82% can determine the location of objects in relation to themselves: to the right, below, between, etc.
82% of children are able to compare objects by length using the overlay method, determine the size of objects (long, short, identical).
88% are able to arrange objects in order of increase or decrease in length, name and show a circle, a square and a triangle.
76% of children have formed temporary representations: children know the seasons, months, days of the week, parts of the day.
76% of children use in speech terms denoting magnitude: heavier, lighter, smaller, thinner, deeper, thicker.
70% of children can navigate on a piece of paper.
70% of children in the middle group have spatio-temporal representations.
76% are able to solve simple problems, while solving them consciously choose the arithmetic operations of addition (+) and subtraction (-) based on visual material.
Summary data table:
Senior group at the beginning of the year (from 5 to 6 years old)
Senior group at the end of the year (from 5 to 6 years old)
Quantity and account: 56% 82%
Value: 47% 82%
Shape/geometric shapes: 50% 81%
Orientation in space: 46% 76%
Time Orientation: 50% 73%
I took a group of children (16 people) of senior preschool age. The study was conducted to identify the level of development of each child. The diagnostics of mathematical development was used as the main research method. The children were offered a test, which included didactic games:
Senior preschool group (from 5 to 6)
1. Methods for studying quantitative representations
"Count yourself."
1 Name the parts of your body, which one at a time (head, nose, mouth, tongue,
chest, stomach, back).
2. Name the paired organs of the body (2 ears, 2 temples, 2 eyebrows, 2 eyes,
2 cheeks, 2 lips: upper and lower, 2 arms, 2 legs). 3.
3. Show those organs of the body that can be counted up to five
(fingers and toes).
"Light the Stars"
Game material: a piece of dark blue paper - a model of the night sky;
brush, yellow paint, number cards (up to five).
1. "Light up" (with the end of the brush) as many "stars in the sky" as there are figures on the number card.
2. Same thing. Perform, focusing on hearing the number of beats on a tambourine or under the table top made by an adult.
Help Pinocchio.
Game material: Pinocchio toy, coins (within 7-10 pieces). Task: to help Pinocchio select the number of coins that Karabas Barabas gave him.
2. Value
Ribbons.
Game material: strips of paper of different lengths - models of tapes. Set of pencils.
1. Color the longest "ribbon" with a blue pencil, paint over the shorter "ribbon" with a red pencil, etc.
2. Value
Lay out the pencils.
To the touch, arrange pencils of different lengths in ascending or descending order.
Lay out the rugs.
Arrange the "mats" in ascending and descending order in width.
3. Methods for studying ideas about geometric figures.
What form?
Game material: a set of cards depicting geometric shapes.
1. An adult calls any object of the environment, and the child calls a card with a geometric shape corresponding to the shape of the named object.
2. The adult names the object, and the child verbally determines its shape.
For example, a triangle scarf, an oval egg, etc.
Mosaic.
Game material: a set of geometric shapes. Lay out complex pictures using geometric shapes.
Fix the rug.
Game material: illustration with a geometric image of torn rugs.
Find a suitable (in shape and color) patch and "fix" (apply) it to
hole.
4. Methods for studying spatial representations.
Correct mistakes.
Game material: 4 large squares of white, yellow, gray and black
colors - models of parts of the day. Plot pictures depicting activities
children during the day. They are placed on top of the squares without matching
model plot. Correct the mistakes made by Dunno, explain your
actions.
Determine the direction of movement from yourself (right, left, forward, backward, up, down).
Game material: a card with a pattern made up of geometric shapes.
Find the differences.
Game material: a set of illustrations with the opposite image of objects. Find differences.
A ten-point system was used as criteria for assessing the level of mathematical development.
8-10 points - the child operates with the properties of objects, detects dependencies and changes in groups of objects in the process of grouping, comparison; counts objects within the limit of 10. Establishes connections for increasing (decreasing) the number, numbers, sizes of objects in length, thickness, height, etc. Shows creative independence in practical, play activities, uses methods of action known to him in a different environment.
4-7 points - the child distinguishes, names, generalizes objects according to the selected properties. Performs actions for grouping, recreating shapes. Summarizes groups of objects by quantity (number), size. Counts in the range of 3-7. Independently carries out actions leading to a change in quantity, number, magnitude. Difficulty in statements, explanations.
1-3 points - the child distinguishes objects by individual properties, names them, groups them in a joint activity with an adult. Uses numbers within 2-5, makes mistakes. Performs game practical actions in a certain sequence; the connection between actions (what first, what then) does not establish.
Research result:
09.13
4-7 points-5 people (44%)
1-3 points-9 people (56%)
05.14
8-10 points - 1 person (6%)
4-7 points-10 people (60%)
1-3 points-5 people (34%)
conclusions
1. The study showed that the use of didactic games in the classroom has a beneficial effect on the assimilation of elementary mathematical concepts in preschoolers and contributes to an increase in the level of mathematical development of children, which confirmed our hypothesis.
2. Elementary knowledge in mathematics, determined by modern requirements, is mainly acquired by children, but it is necessary to deepen and differentiate individual work with each child, which can be the subject of our further research.
3. Renovation and qualitative improvement of the system of mathematical development of preschoolers allows teachers to look for the most interesting forms of work, which contributes to the development of elementary mathematical concepts.
4. Didactic games give a lot of positive emotions, help children to consolidate and expand their knowledge of mathematics
1. Continue further work on the formation of elementary mathematical concepts in preschoolers through didactic games.
2. Use of Gyenesh logical blocks or a set of logical
geometric shapes makes it possible to involve children in performing simple game actions for classifying according to joint properties, both in terms of the presence and absence of properties.
3. Games and exercises with Kuizener's colored counting sticks most successfully contribute to the knowledge of magnitude and numerical relationships.
4. Purposeful development of elementary mathematical concepts should be carried out throughout the entire preschool period
3. A complex of didactic games that contribute to the formation of elementary mathematical concepts in preschoolers
Didactic games occupy an important place in the life of a child. They expand the baby's understanding of the world around them, teach the child to observe and highlight the characteristic features of objects (size, shape, color), distinguish them, and also establish the simplest relationships. I have developed (from personal experience and methodological literature) a set of didactic games that contribute to the formation of elementary mathematical concepts in preschoolers.
Compilation of geometric shapes:
Make 2 equal triangles from 5 sticks
Make 2 equal squares of 7 sticks
Make 3 equal triangles from 7 sticks
Make 4 equal triangles from 9 sticks
Make 3 equal squares out of 10 sticks
From 5 sticks to make a square and 2 equal triangles
From 9 sticks to make a square and 4 triangles
From 9 sticks make 2 squares and 4 equal triangles (out of 7 sticks make 2 squares and divide into triangles
Target : exercise in drawing up geometric figures on the plane of the table, analyzing and examining them in a visually tangible way.
Material : counting sticks (15-20 pieces), 2 thick threads (length 25-30cm)
Tasks :
Make a small square and triangle
Make small and large squares
Make a rectangle, the top and bottom sides of which will be equal to 3 sticks, and the left and right - 2.
Make shapes from threads in sequence: a circle and an oval, triangles. Rectangles and quadrilaterals.
Chain of examples
Target: exercise the ability to perform arithmetic operations
Game progress : an adult throws a ball to a child and calls a simple arithmetic, for example 3 + 2. The child catches the ball, gives an answer and throws the ball back, etc.
Help Cheburashka find and fix the mistake.
The child is invited to consider how geometric shapes are located, in which groups and on what basis they are combined, to notice an error, correct and explain. The answer is addressed to Cheburashka (or any other toy). The error may be that in the group of squares there may be a triangle, and in the group of blue figures - red.
Only one property
Target: to consolidate knowledge of the properties of geometric shapes, to develop the ability to quickly select the desired figure, to characterize it.
Game progress : two players playing a full set of geometric shapes. One puts any piece on the table. The second player must put on the table a piece that differs from it in only one sign. So, if the first one puts a yellow big triangle, then the second puts, for example, a yellow big square or a blue big triangle. The game is built like a domino.
Find and name
Target: to consolidate the ability to quickly find a geometric figure of a certain size and color.
Game progress: On the table in front of the child, 10-12 geometric shapes of different colors and sizes are laid out in disorder. The facilitator asks to show various geometric shapes, for example: a large circle, a small blue square, etc.
name the number
The players are facing each other. An adult with a ball in his hands throws the ball and calls any number, for example 7. The child must catch the ball and name the adjacent numbers - 6 and 8 (lower first)
Fold the square
Target : development of color perception, assimilation of the ratio of the whole and the part; the formation of logical thinking and the ability to break a complex task into several simple ones.
For the game, you need to prepare 36 multi-colored squares measuring 80 × 80mm. Shades of colors should be noticeably different from each other. Then cut the squares. Having cut the square, you need to write its number on each part (on the back).
Tasks for the game:
Sort the squares by color
By numbers
Fold the pieces into a whole square
Come up with new squares.
Games with numbers and numbers
In the game "Confusion" numbers are laid out on a table or put up on a board. At the moment when the children close their eyes, the numbers are reversed. Children find these changes and return the numbers to their places. The facilitator comments on the actions of the children.
In the game "What number is missing?" one or two digits are also removed. The players not only notice the changes, but also say where which number is and why. For example, the number 5 is now between 7 and 8. This is not correct. Its place is between the numbers 4 and 6, because the number 5 is more than 4 by one, 5 should come after 4.
The game "Remove the numbers" you can finish the lesson or part of the lesson if the numbers are not needed in the future. The numbers of the first ten are laid out on the tables in front of everyone. Children take turns guessing riddles about numbers. Each child who has guessed what number is being discussed removes this figure from the number series. Riddles can be very different. For example, remove the number that comes after the number 6 before the number 4; remove the number that shows the number by 1 more than 7; remove the number that shows how many times I will clap my hands (clap 3 times); remove a number, etc. The last remaining digit is compared, thereby determining whether the task was performed correctly by all children. About the remaining figure, they also make a riddle.
Games "What has changed?", "Fix the mistake" contribute
strengthening the ability to count objects, designate their number with the appropriate number. Several groups of objects are placed on the board, numbers are placed next to them. The host asks the players to close their eyes, and he swaps or removes one object from any group, leaving the numbers unchanged, i.e. violates the correspondence between the number of objects and the figure. Children open their eyes. They found an error and correct it in different ways: by “restoring” the number that will correspond to the number of items, they add or remove items, that is, they change the number of items in groups. The one who works at the blackboard accompanies his actions with an explanation. If he coped well with the task (find and correct the mistake), then he becomes the leader.
Game "How much" exercises children in counting. 6-8 cards with a different number of items are fixed on the board. The host says: “Now I will guess a riddle. The one who guesses it will count the items on the card and show the number. Listen to the riddle. The girl is sitting in a dungeon, and the scythe is on the street. The players who guessed that it was a carrot count how many carrots are drawn on the card and show the number 4. Whoever raised the number faster becomes the leader. Instead of riddles, you can give a description of the subject. For example: “This animal is affectionate and kind, it does not talk, but knows its name, likes to play with a ball, a ball of thread, drinks milk and lives with people. Who is this? Count how many."
The game "Which toy is gone?". The host exposes several heterogeneous toys. Children carefully examine them, remember where which toy is. Everyone closes their eyes, the leader removes one of the toys. Children open their eyes and determine which toy is gone. For example, a car hid, it was third from the right or second from the left. Correctly and completely answered becomes the leader
The game "Who will call first?". Children are shown a picture in which heterogeneous objects are depicted in a row (left to right or top to bottom). The facilitator agrees where to start counting items: left, right, bottom, top. Hits with a hammer several times. Children must count the number of strokes and find the toy that is in the indicated place. Whoever names the toy first becomes the winner and takes the place of the leader.
time travel games
Game "Live week". Seven children lined up at the blackboard and counted in order. The first child on the left takes a step forward and says, “I am Monday. What day is next? The second child comes out and says: “I am Monday. What day is next? The second child comes out and says: “I am Tuesday. What day is next? etc. The whole group gives a task to the “days of the week”, makes riddles. They can be very different: for example, name the day that is between Tuesday and Thursday, Friday and Sunday, after Thursday, before Monday, etc. Name all the weekends of the week. Name the days of the week on which people work. The complication of the game is that the players can line up from any day of the week, for example, from Tuesday to Tuesday.
Games "Our day", "When does it happen?". Children are given cards with pictures from life related to a certain time of day, daily routine. The teacher offers to consider them, calls a certain time of day, for example, evening. Children who have the appropriate image should hold up the cards and tell why they think it's evening. For a correct well-written story, the child receives a chip.
Games for orientation in space.
The game "Guess who is where." In front of the children are several objects located at the corners of an imaginary square and in the middle of it. The host invites the children to guess which object is behind the hare and in front of the doll or to the right of the fox in front of the doll, etc. gra “What has changed? ". There are several items on the table.
Children remember how objects are located in relation to each other. Then they close their eyes, at this time the leader swaps one or two objects. Having opened their eyes, the children talk about the changes that have taken place, where the objects used to be and where they are now. For example, the hare stood to the right of the cat, and now stands to the left of it. Or the doll stood to the right of the bear, and now stands in front of the bear.
The game "Find a similar one." Children look for a picture with the objects indicated by the teacher, then talk about the location of these objects: “The first on the left is an elephant, followed by a monkey, the last is a bear” or “In the middle is a large teapot, to the right of it is a blue cup, to the left is a pink cup.
Game "Tell me about your pattern." Each child has a picture (rug) with a pattern. Children should tell how the elements of the pattern are located: In the upper right corner - a circle, in the upper left corner - a square, in the lower left corner - a rectangle, in the middle - a triangle. You can give the task to tell about the pattern that they drew in the drawing lesson. For example, in the middle there is a large circle, rays depart from it, flowers in each corner, wavy lines at the top and bottom, one wavy line with leaves on the right and left, etc.
Game "Artists". The game is intended for the development of orientation in space, fixing the terms that determine the spatial arrangement of objects, gives an idea of their relativity. Conducted with a group or subgroup of children. The role of the leader is played by the educator. The facilitator invites the children to draw a picture. Together they think over its plot: a city, a room, a zoo, etc. Then everyone talks about the planned element of the picture, explains where it should be in relation to other objects. The teacher fills in the picture with the elements offered by the children, drawing it with chalk on a blackboard or with a felt-tip pen on a large sheet of paper. In the center you can draw a hut (the image should be large and recognizable), at the top - a pipe on the roof of the house. Smoke comes up from the chimney. Downstairs, in front of the hut, sits a cat. The task should use the words: above, below, to the left, to the right of, behind, in front of, between, about, next to, etc.
Game Find a toy. “At night, when there was no one in the group,” the teacher says, Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys and wrote in a letter how to find them.” He opens the envelope and reads: "We must stand in front of the teacher's table, go straight." One of the children completes the task, goes and goes to the closet, where the car is in the box. Another child performs the following task: he goes to the window, turns to the left, crouches down and finds a toy behind the curtain.
The game "Journey through the room." Pinocchio, with the help of the host, gives the children tasks: "Go to the window, take three steps to the right." The child completes the task. If it is successful, then the presenter helps to find the phantom hidden there. When children are still not confident enough to change the direction of movement, the number of directions should be no more than two. In the future, the number of tasks to change direction can be increased. For example: "Go forward five steps, turn left, take two more steps, turn right, go to the end, step back one step to the left." In the development of spatial orientations, in addition to special games and tasks in mathematics, a special role is played by outdoor games, physical education exercises, music classes, visual activity classes, various regime moments (dressing, undressing, duty), household orientation of children not only in their group room , but also in the premises of the entire kindergarten.
Games with geometric shapes.
Game "Wonderful bag" well known to preschoolers. It allows you to examine the geometric shape of objects, exercise in distinguishing shapes. The bag contains objects of different geometric shapes. The child examines them, feels and names the figure that he wants to show. You can complicate the task if the leader gives the task to find a specific figure in the bag. In this case, the child sequentially examines several figures until he finds the right one. This version of the job is slower. Therefore, it is advisable that every child has a wonderful bag.
Game "Find the same" in front of the children are cards on which three or four different geometric shapes are depicted. The teacher shows his card (or calls, lists the Figures on the card). Children must find the same card and pick it up.
The game “Who will see more? » Various geometric shapes are randomly placed on the board. Preschoolers look at and memorize them. The leader counts to three and closes the figures. The children are asked to name as many shapes as they can on the flannelgraph. So that the children do not repeat the answers of their comrades, the presenter can listen to each child separately. The one who remembers and names more figures wins, he becomes the leader. Continuing the game, the host changes the number of pieces
Game "Look around" helps to consolidate ideas about geometric shapes, teaches you to find objects of a certain shape. The game is held in the form of a competition for a personal or team championship. In this case, the group is divided into teams. The host (it can be a teacher or a child) suggests naming round, rectangular, square, quadrangular objects, the shape of objects that do not have corners, etc. etc. For each correct answer, the player or team receives a chip, a circle. The rules stipulate that you cannot name the same item twice. The game is played at a fast pace. At the end of the game, the results are summed up, and the winner with the most points is called.
Game "Geometric Mosaic" designed to consolidate children's knowledge of geometric shapes, forms the ability to transform them, develops imagination and creative thinking, teaches to analyze the way the parts are arranged, make a figure, focus on a sample. By organizing the game, the teacher takes care of uniting the children in one team in accordance with the level of their skills and abilities. Teams receive tasks of varying difficulty. To compose an image of an object from geometric shapes: work on a finished dissected sample, work on an undivided sample, work according to the conditions (to assemble a human figure - a girl in a dress), work according to one's own plan (just a person). Each team receives the same set of geometric shapes. Children must independently agree on how to complete the task, on the order of work, and choose the source material. Each player in the team, in turn, participates in the transformation of a geometric figure, adding his own element, composing individual elements of an object from several figures. At the end of the game, children analyze their figures, find similarities and differences in solving a constructive idea.
The game "Find your house". Children receive one model of a geometric figure and scatter around the room. At the signal of the host, everyone gathers at their house with the image of a figure. You can complicate the game by moving the house. Children are taught to see the geometric shape in the surrounding objects: a ball, a watermelon-ball, a plate, a saucer-hoop-circle, a table cover, a wall, a floor, a ceiling, a rectangle window, a scarf-square; scarf-triangle; glass-cylinder; egg, zucchini - oval.
Game "Value"
What is wide (long, high, low, narrow).Target: To clarify children's ideas about the size of objects, teaches them to find the similarity of objects on the basis of size.
Game progress.
An adult says: “The objects that surround us are of different sizes: large, small, long, short, low, high, narrow, wide. We saw many objects of different sizes. And now we will play like this: I will name one word, and you will list what objects can be called with this one word. An adult holds a ball. He throws it to the child and says the word. For example:
Adult: Long
Child: Road, ribbon, rope, etc.
Game with two sets.
Target . To teach children to compare objects in size by superimposing one on top of the other, to find two objects of the same size.
Material. Two identical pyramids.
Game progress. “Let's play together,” the adult turns to the child and begins to remove the rings from the pyramid, inviting the child to do the same.
“Now find the same ring,” the adult says and shows one of the rings. When the child completes this task, the adult offers to compare the rings by overlapping. and then continue the game with one of the children.
Game "Who works early in the morning?"
This game is a journey. It begins with reading a poem by B. Yakovlev from the book "Morning, Evening, Day, Night"
If it's loud outside the window
The birds will chirp,
If it's so light all around
That you can't sleep
If you have a radio
Suddenly spoke
This means that now
Morning has come.
Adult: "Now you and I will travel together and see who and how works in the morning." An adult helps the child remember who starts working the earliest (janitor, public transport drivers, etc.) Remember with the child what children and adults do in the morning. You can finish the journey by reading a poem by B. Yakovlev or by summarizing what happens early in the morning.
"Yesterday Today Tomorrow"
An adult and a child stand opposite each other. The adult throws the ball to the child and says a short phrase. The child must name the appropriate time and throw the ball to an adult.
For example: We sculpted (yesterday). We are going for a walk (today), etc.
Didactic games on the theme "Geometric shapes"
Game "Name the geometric shape"
Target. Learn to visually examine, recognize and correctly name planar geometric shapes (circle, square, triangle, rectangle, oval)
Material. Tables with geometric shapes. On each table there are contour images of two or three figures in different positions and combinations.
Game progress.
The game is played with one table. The rest can be covered with a blank sheet of paper. An adult offers to carefully examine the geometric shapes, circle the contours of the figures with a movement of the hand, and name them. In one lesson, you can show the child 2-3 tables.
Game "Find an object of the same shape"
An adult has geometric shapes drawn on paper: a circle, a square, a triangle, an oval, a rectangle, etc.
He shows the child one of the shapes, for example, a circle. The child must name an object of the same shape.
Game "Guess what's hidden"
On the table in front of the child are cards depicting geometric shapes. The child carefully examines them. Then the child is offered to close his eyes, the adult hides one card. After a conditional sign, the child opens his eyes and says what is hidden.
Conclusion
The aim of the study was to study the problem of using didactic games in the formation of elementary mathematical concepts in preschoolers. To achieve it, we analyzed the psychological and pedagogical literature on the research problem, reviewed and analyzed the features of the use of didactic games in the process of forming elementary mathematical representations in preschoolers, conducted a study on the formation of elementary mathematical representations in preschoolers using didactic games.
It should be noted that the regular use of didactic games in mathematics classes aimed at developing cognitive capabilities and abilities expands the mathematical horizons of preschoolers, promotes mathematical development, improves the quality of mathematical preparedness for school, allows children to navigate more confidently in the simplest patterns of the reality around them and more actively use mathematical knowledge in everyday life.
In order for a preschool child to learn to the fullest of his abilities, you need to try to arouse in him a desire for learning, for knowledge, to help the child believe in himself, in his abilities.
The skill of educators to excite, strengthen and develop the cognitive interests of preschoolers in the learning process consists in the ability to make the content of their subject rich, deep, attractive, and the ways of cognitive activity of preschoolers are diverse, creative, productive. The role of the educator in this process is to maintain the interest of children and regulate activities.
By teaching young children using play techniques, we strive to ensure that the joy of play activities gradually turns into the joy of learning.
In the course of the study, we confirmed the hypothesis that the use of didactic games contributes to an increase in the level of formation of elementary mathematical concepts in preschoolers.
Literature:
1. Asmolov A.G. "Psychology of personality". - M .: Enlightenment 1990
2. Veraksa, N.S. Formation of unified temporal-spatial representations. / N.S. Veraksa. // Doshk. education, 1996, no. 5.
3. Veraksa N.E. etc. From birth to school. The main general educational program of preschool education. Publisher: Mozaika-Sintez, 2010
4. Vodopyanov, E.N. Formation of initial geometric concepts in preschoolers. / E.N. Vodopyanov. // Doshk. education, 2000, no. 3.
5. Raising children in the game: A guide for the kindergarten teacher / Comp. A.K. Bondarenko, A.I. Matusik. - 2nd ed., revised. And extra. – M.: Enlightenment, 1983.
6. Galperin P.Ya. "On the Method of Forming Mental Actions".
7. Let's play. Math games for children 5-6 years old. - Ed. A.A. Stolyar. - M.: Enlightenment, 1991.
8. Danilova, V.V. Mathematical training of children in preschool institutions. – M.: Enlightenment, 1987.
9. Didactic games and exercises for the sensory education of preschoolers: A guide for a kindergarten teacher. - Ed. L. A. Venger. 2nd ed., revised. and additional - M .: Education, 1998.
10. Dyachenko, O.M., Agaeva, E.L. What does not happen in the world? – M.: Enlightenment, 1991.
11. Erofeeva, T.I., Pavlova, L.N., Novikova, V.P. Mathematics for preschoolers: Book. For the teacher of children garden. – M.: Enlightenment, 1992.
12. Zhitomirsky, V. G., Shevrin, L. N. Geometry for kids. - M.: 1996.
13. The use of game methods in the formation of mathematical representations among preschoolers. - L .: 1990. pp. 47-62.
14. Karazan, V.N. Orientation in space (senior preschool age). / V.N. Karazan. // Doshk. education, 2000, no. 5.
15. Kolesnikova E.V. Mathematics for children 6-7 years old: Educational and methodological manual for the workbook "I count to twenty." 3rd ed., supplement. and reworked. - M.: TC Sphere, 2012. - 96 p. (Mathematical steps).
16. Kolesnikova E.V. Mathematics for children 5-6 years old. Teaching aid for the workbook "I count to 10". 2nd edition, supplemented and revised. Creative Center, Moscow, 2009
17. Korneeva, G. A., Museibova, T. A. Guidelines for the study of the course "Formation of elementary mathematical representations in preschool children." - M., 2000.
18. Korneeva, G. A. The role of objective actions in the formation of the concept of number among preschoolers. /G.A. Korneev. // Question. Psychology, 1998, No. 2.
19. Kozlova V.A. Didactic math games for preschoolers. In 3 books + methodology Series: Preschool education and training. M., 1996
20. Leushina, A. M. Formation of elementary mathematical representations in preschool children. - M., 1994.
21. Loginova V.I. "Formation of the ability to solve logical problems in preschool age. Improving the process of forming elementary mathematical representations in kindergarten." - L .: 1990. pp. 24-37.
22. Nosova E.A. Formation of the ability to solve logical problems in senior preschool age. from Sat. "Improving the process of forming elementary mathematical representations in kindergarten." - L., 1990.
23. Nosova E.A. "Formation of the ability to solve logical problems in preschool age. Improving the process of forming elementary mathematical representations in kindergarten." - L .: 1990. pp. 24-37.
24. Joiner, A.A. Formation of elementary mathematical representations in preschoolers. –M.: Enlightenment, 1988.
