One of the leading principles of modern preschool education is the principle of developmental education. The development of initial mathematical knowledge and skills stimulates the comprehensive development of children, forms abstract thinking and logic, improves attention, memory and speech, which will allow the child to actively explore and master the world around him. An entertaining journey to the land of geometric shapes and arithmetic problems will be an excellent help in developing such qualities as curiosity, determination and organization.
Goals and objectives of mastering the basics of mathematics for different kindergarten groups
Arithmetic is the foundation on which the ability to correctly perceive reality is built, and creates the basis for the development of intelligence and intelligence in relation to practical issues.
I. Pestalozzi
The goals of forming elementary mathematical representations(FEMP):
- children’s development of an understanding of quantitative relationships between objects;
- mastery of specific techniques in the mental sphere (analysis, synthesis, comparison, systematization, generalization);
- stimulating the development of independent and non-standard thinking, which will contribute to the development of intellectual culture as a whole.
Software tasks:
- First junior group (two to three years):
- teach the skills of determining the number of objects (many-few, one-many);
- learn to distinguish objects by size and designate them in words (large cube - small cube, large doll - small doll, large cars - small cars, etc.);
- teach to see and name the cubic and spherical shape of an object;
- develop orientation within the group premises (game room, bedroom, toilet, etc.);
- give knowledge about parts of the body (head, arms, legs).
- Second junior group (three to four years):
- Middle group (four to five years):
- Senior and preparatory groups (five to seven years):
Pedagogical techniques of FEMP
- Visual (sample, display, demonstration of illustrative material, videos, multimedia presentations):
- Verbal (explanations, questions, instructions, comments):
- Practical:
- Exercises (tasks, independent work with sets of didactic materials), during which children repeatedly repeat practical and mental operations. In one lesson, the teacher offers from two to four different tasks with each being repeated two or three times for reinforcement. In the middle and older groups, the complexity and number of exercises increases.
- Gaming techniques involve the active use of surprise moments, active, and didactic games in the classroom. With older preschoolers, they begin to use a set of game tasks and verbal games based on the action of representation: “Where is more (less)?”, “Who will name it first?”, “Say the opposite,” etc. The teacher uses pedagogical practice elements of games of a search and competitive nature with a variable variety of exercises and tasks according to difficulty level.
- Experimentation invites the child, through trial and error, to independently come to some important conclusion, measure volume, length, width, compare, discover connections and patterns.
- Modeling geometric shapes, building numerical ladders, and creating graphic models stimulate cognitive interest and help develop interest in mathematical knowledge.
Video: math lesson using LEGO (middle group)
https://youtube.com/watch?v=HnwoG1jo9vw Video can’t be loaded: Math lesson (middle preschool age) using LEGO. (https://youtube.com/watch?v=HnwoG1jo9vw)
How to get kids interested in math at the beginning of class
To activate the attention of his students, the teacher can use poems, riddles, didactic games, costume performances, demonstration of illustrations, viewing multimedia presentations, videos or animated films. The surprise moment is usually built around a popular fairy tale or literary plot that is loved by children. His characters will create an interesting situation, an original intrigue that will involve children in the game or invite them on a fantastic journey:
Table: card index of game tasks in mathematics
| Game name | Game content |
| Drawing up geometric shapes |
|
| Chain of examples | The adult throws the ball to the 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 asked to consider how the geometric shapes are arranged, in what groups and by what criteria they are combined, notice the error, correct it and explain. The answer is addressed to Cheburashka (or any other toy). The error may be that there may be a triangle in the group of squares, and a red one in the group of blue shapes. |
| Only one property | The two players have a full set of geometric shapes. One places any piece on the table. The second player must place a piece on the table that differs from it in only one attribute. So, if the first one puts a big yellow triangle, then the second one puts, for example, a big yellow square or a big blue triangle. The game is built like a domino. |
| Find and name | |
| Name the number | The players stand against each other. An adult with a ball in his hands throws the ball and names any number, for example, 7. The child must catch the ball and name adjacent numbers - 6 and 8 (smaller first). |
| Fold a square | To play the game you need to prepare 36 multi-colored squares measuring 80x80 mm. The shades of colors should be noticeably different from each other. Then cut the squares. After cutting the square, you need to write its number on each part (on the back side). Tasks for the game:
|
| Which? | Material: ribbons different lengths and width. Progress of the game: Ribbons and cubes are laid out on the table. The teacher asks the children to find ribbons of the same length, longer - shorter, wider - narrower. Children pronounce using adjectives. |
| Guess the toy | Material: 3–4 toys (at the discretion of the teacher) Progress of the game: The teacher talks about each toy, calling external signs. The child guesses the toy. |
| Lotto "Geometric Shapes" | Material: Cards depicting geometric shapes: circle, square, triangle, ball, cube and rectangle. Cards depicting objects of round, square, triangular, etc. shapes. Progress of the game: The teacher gives the children cards with images of geometric shapes and asks them to find an object of the same shape. |
| Tell us about your pattern | Each child has a picture (a rug with a pattern). Children must tell how the elements of the pattern are located: in the upper right corner there is a circle, in the upper left corner there is a square. In the lower left corner there is an oval, in the lower right corner there is a rectangle, in the middle there is a circle. You can give the task to talk about the pattern that they drew in the drawing lesson. For example, in the middle there is a large circle, rays extend from it, and flowers in each corner. At the top and bottom - wavy lines, on the right and left - one wavy line with leaves, etc. |
| What number is next? | Children stand in a circle with the leader in the center. He throws the ball to someone and says any number. The person who catches the ball calls the previous or subsequent hang. If the child makes a mistake, everyone calls out that number in unison. |
| Count and name | “Count how many times the hammer hits, and show a card on which the same number of objects are drawn” (The teacher makes from 5 to 9 sounds). After this, he invites the children to show their cards. |
Video: outdoor games for mathematics in the preparatory group
https://youtube.com/watch?v=D01Cved8Ndg Video can’t be loaded: Combining a math lesson and outdoor games (https://youtube.com/watch?v=D01Cved8Ndg)
Table: mathematics in poems and riddles
| Geometric shapes | Check | Days of the week |
| I have no corners And I look like a saucer On the plate and on the lid, On the ring, on the wheel. Who am I, friends? (Circle) Folded four sticks And so I got a square. He's known me for a long time Every angle in it is right. All four sides Same length. I'm glad to introduce him to you, And his name is... (Square) The circle has one friend, Everyone knows her appearance! She walks along the edge of the circle And it's called a circle! I took a triangle and a square, He built a house from them. And I am very happy about this: Now a gnome lives there. We will put two squares, And then a huge circle. And then three more circles, Triangular cap. So the cheerful eccentric came out. A triangle has three sides And they can be of different lengths. The trapezoid looks more like a roof. The skirt is also drawn as an a-line. Take the triangle and remove the top - You can get a trapezoid this way. |
There's a puppy sitting on the porch Warms his fluffy side. Another one came running And sat down next to him. How many puppies are there? A rooster flew up onto the fence, Met two more there. How many roosters are there? Who has the answer? Five puppies were playing football One was called home. He looks out the window, thinks, How many of them are playing now? Four ripe pears It was swinging on a branch. Pavlusha picked two pears, How many pears are left? Brought by the mother goose Six children take a walk in the meadow. All the goslings are like balls. Three sons, how many daughters? Grandson Shura is a kind grandfather Yesterday I gave seven pieces of sweets. The grandson ate one candy. How many pieces are left? Badger Grandmother I baked pancakes I invited three grandchildren, Three pugnacious badgers. Come on, how many badgers are there? Are they waiting for more and are silent? This flower has Four petals. And how many petals Two flowers like this? |
On Monday I did the laundry I swept the floor on Tuesday. On Wednesday I baked kalach All Thursday I was looking for the ball, I washed the cups on Friday, And on Saturday I bought a cake. All my girlfriends on Sunday Invited me for my birthday. Here is a week, there are seven days in it. Get to know her quickly. First day of all weeks It will be called Monday. Tuesday is the second day He stands in front of the environment. Middle Wednesday It was always the third day. And Thursday, the fourth day, He wears his hat on one side. Fifth - Friday-sister, A very fashionable girl. And on Saturday, day six Let's relax as a group And the last one, Sunday, Let's set it up as a day of fun. - Where is the slacker Monday? - Tuesday asks. - Monday is not a slacker, He's no slacker He's a great janitor! It's for Chef Wednesday He brought a bucket of water. Fireman Thursday He made a poker. But Friday came - Shy, tidy, He left all his work And I went with her on Saturday By Sunday for lunch. I said hello to you. (Yu. Moritz). |
Photo gallery: didactic games for the development of mental arithmetic
How many flowers does a bee need to fly around? How many apples are on the branch, how many are on the grass? How many mushrooms are there under the high tree, and how many are there under the low one? How many rabbits are there in a basket? How many apples did the children eat, and how many were left? How many ducklings? How many fish swim to the right, how many to the left? How many Christmas trees were there, how many were cut down? How many trees, how many birches are there? How many carrots did the bunny eat? How many apples were there, how many are left?
Video: educational cartoon (learning to count)
https://youtube.com/watch?v=18_fVCciGWA Video can’t be loaded: Educational cartoons - Mathematics for kids - Amazing construction - Learning to count - Subtraction (https://youtube.com/watch?v=18_fVCciGWA)
Stages of development of counting activities by age groups
Preparatory “pre-numerical” stage (three to four years). Mastering comparison techniques:
- Imposition is the simplest method, which is taught using toys, as well as sets of colorful illustrative cards with images of three to six objects. For adequate perception during this period of training, the drawn elements are arranged in one horizontal row. The cards, as a rule, are accompanied by additional handouts (small-sized elements), which are placed or superimposed on the images by moving the hand from left to right so as not to completely cover the pictures. The teacher guides children to understand and remember the sequence of actions, the meaning of the expressions “the same,” “one to one,” “as much as,” “equally.” The teacher accompanies the demonstration of the overlay technique with clarifying explanations and questions: “I give each hedgehog an apple. How many apples did I give to the hedgehogs? After strengthening the children’s understanding of the principle of correspondence, the teacher moves on to explain the concept of “equally”: “There are as many apples as hedgehogs, that is, equally.”
- Application - to master the technique, the principle of two parallel rows is used, objects are drawn in the top row, the bottom row can be drawn into squares for ease of perception. Having placed objects on the drawings, the teacher moves them to the corresponding squares in the bottom row. Both techniques are practiced when kids master the concept of inequality: “more than; less than”, while the quantitative groups for comparison differ in only one element.
- Paired comparison, for which the teacher makes pairs of various items(cars and nesting dolls), then turns to the children with the question: “How did we know that there are equal numbers of cars and nesting dolls?”
Video: mathematics in the second junior group
https://youtube.com/watch?v=7F9X4WaVjvU Video can’t be loaded: GCD in the 2nd junior group in mathematics (https://youtube.com/watch?v=7F9X4WaVjvU)
Counting stage within 5 (four to five years):
- Step one is a numerical comparison of two groups of elements arranged in two horizontal rows, which are located one below the other for greater clarity. Distinctions (more, less, equal) are fixed by words denoting numerals, thanks to which children perceive the relationship between number and the number of elements. The teacher adds or subtracts one item, which helps to see and understand how the next or previous number can be obtained.
- Step two is devoted to mastering the operations of ordinal counting and counting skills; children are taught to show feminine, masculine and neuter objects (doll, ball, apple) in order and name the corresponding numeral word. Then the kids are asked to form a quantitative group based on the named number, for example, “Collect 2 cubes and 4 balls.”
Video: counting in the middle group
https://youtube.com/watch?v=WPcp-JaO0EM Video can’t be loaded: Small school for little ones. Mathematics in the middle group. (https://youtube.com/watch?v=WPcp-JaO0EM)
Counting stage within ten (five to seven years).
Techniques based on the principle of obtaining the next number from the previous one and vice versa by adding or subtracting one are still the main ones. The exercises are structured around a visual comparison of two groups of different objects, for example, a car and a nesting doll, or objects of the same type, but divided into groups according to a certain criterion, for example, red and blue houses. As a rule, during the lesson two new numbers are given, following each other, for example, six and seven. In the third quarter of the older group, children are introduced to the composition of numbers from units.
To develop the mental operation of counting, the exercises become more complex; children are offered tasks related to counting sounds (claps or sounds of musical instruments), movements (jumping, squats) or counting by touch, for example, counting small parts of a construction set with their eyes closed.
Video: counting in the senior group
https://youtube.com/watch?v=obU4J3dPkug Video can’t be loaded: Mathematics for children from 5 to 6 years old. (https://youtube.com/watch?v=obU4J3dPkug)
How to Plan and Conduct a Math Lesson
A math lesson is held once a week, the duration depends on the age of the children:
- 10–15 minutes in the younger group;
- 20 minutes;
- 25–30 in high school and prep.
During classes, both collective and individual forms of work are actively practiced. The individual format involves performing exercises near the demonstration board or at the teacher’s desk.
Individual exercises, along with collective forms of training, help solve the problems of assimilation and consolidation of knowledge and skills. In addition, individual exercises play the role of showing a model for collective performance. The best option organizing and conducting mathematics classes involves dividing children into subgroups, taking into account different intellectual abilities. This approach will help improve the quality of education and create the necessary conditions for the implementation of an individual approach and rational dosing of mental and psychological stress.
Video: individual lesson with three-year-old children
https://youtube.com/watch?v=7m1s5sVscPI Video can’t be loaded: Small school for little ones. Mathematics. Children 3 years old. (https://youtube.com/watch?v=7m1s5sVscPI)
Table: card index of topics for getting to know numbers in the preparatory group
| Subject | Tasks |
| "Numbers 1–5" | Repeat numbers 1–5: education, spelling, composition; strengthen quantitative and ordinal counting skills; develop graphic skills; consolidate the concepts of “subsequent” and “previous” numbers. |
| "Number 6. Number 6" | Introduce the formation and composition of the number 6, the number 6; consolidate an understanding of the relationship between part and the whole, ideas about the properties of objects, geometric concepts, consolidate ideas about a triangle, train children in solving problems, identifying parts in a problem. |
| "Longer, shorter" | To develop the ability to compare the length of objects “by eye” and using direct superposition, to introduce the words “longer” and “shorter” into speech practice, to consolidate the relationship between the whole and parts, knowledge of the composition of numbers 2–6, counting skills: forward and backward counting, solution addition and subtraction problems, practice writing the solution to a problem, and composing problems based on the proposed expression. |
| “Measuring length” (three lessons) | To form an idea of measuring length using a measure, to introduce such units of length as step, span, cubit, fathom. Strengthen the ability to compose mini-stories and expressions from drawings, counting skills in direct and reverse order, repeat the composition of numbers within 6, introduce the centimeter and meter as generally accepted units of measurement of length, develop the ability to use a ruler to measure the lengths of segments. |
| “Number 7. Number 7” (three lessons) | To introduce the formation and composition of the number 7, the number 7, to consolidate the idea of the composition of numbers 2–6, the relationship between the whole and parts, the concept of a polygon, to train children in solving examples like 3+1, 5─, to improve the ability to work with a plan and map, the ability measure the length of segments using a ruler, repeat the comparison of groups of objects using pairings, techniques for counting and counting one or more units on a number line, consolidate the ability to compare the number of objects, use signs<, >, =. |
| "Heavier, lighter" | It is harder to form ideas about concepts - it is easier on the basis of direct comparison of objects by mass. |
| "Mass Measurement" | To form in children ideas about the need to choose a measure when measuring mass. Introduce the 1 kg measurement. |
| "Number 8. Number 8" | To introduce the formation and composition of the number 8, the number 8, to consolidate ideas about the composition of numbers 2–7, counting skills in forward and reverse order, the relationship of the whole and parts. |
| "Volume" | Form an idea of volume (capacity), comparing vessels by volume using transfusion. |
| "Number 9. Number 9" | Introduce the composition and formation of the number 9, the number 9, introduce the dial of a clock, form ideas about determining time by a clock, train children in composing problems using pictures, writing down solutions, and solving mazes. |
| "Square" | Form ideas about the area of figures, comparing figures by area directly and using a conventional measure. |
| "Number 0. Digit 0" | To consolidate the idea of the number 0 and the number 0, about the composition of the numbers 8 and 9, to develop the ability to make numerical equalities from drawings and vice versa, to move from drawings to numerical equalities. |
| "Number 10" | To form ideas about the number 10: its formation, composition, recording, to consolidate an understanding of the relationship between the whole and parts, the ability to recognize triangles and quadrilaterals, to develop graphic skills, the ability to navigate on a sheet of paper in a box (graphic dictation). |
| "Ball. Cube Parallelepiped" | To develop the ability to find objects shaped like a ball, cube, or parallelepiped in the environment. |
| "Pyramid. Cone. Cylinder" | To develop the ability to find pyramid-, cone-, and cylinder-shaped objects in the environment. |
| "Symbols" | Introduce children to the use of symbols to indicate the properties of objects (color, shape, size). |
Video: mathematics in the preparatory group
https://youtube.com/watch?v=TZ2hJa8vXeI Video can’t be loaded: Math lesson in kindergarten “Solar Wind” (https://youtube.com/watch?v=TZ2hJa8vXeI)
Structure and outline of the lesson
Lesson structure:
- The organizational part is a motivating start to the lesson.
- The main part is the teacher’s practical explanations and the children’s independent completion of tasks and exercises.
- The final part is the analysis and assessment by children of the results of their work.
Table: notes from S. V. Smirnova’s lesson “In the footsteps of Kolobok” in the senior group
| Goals and objectives | Didactic goal: to form children’s understanding of how the number 8 is formed. Tasks:
Material: counting material (carrots, colorful stripes papers, buns, bagels), drawings of felt boots with geometric patterns, album sheets with images of hare tracks, 3 boxes of different sizes, figures of animals and a magpie, a figurine of Kolobok. |
| Organizational part | - Children, this morning I saw a bird on my table. Do you know what kind of bird this is? (Magpie). They say that she flies everywhere, knows everything, in her own way long tail brings news. So today she brought us some kind of message. Let's read it. “I left my grandmother, I left my grandfather. Got into trouble. Save." No signature. Apparently someone was in a hurry. Do you know from whom the magpie brought this note? (from Kolobok). Children, who wants to help our friend? But the journey can be dangerous. Aren't you afraid? Then we hit the road. (There are sheets on the floor with images of hare tracks)
Children, what animal left these tracks? (hare) |
| Main part | - Hello, dear hare. Please tell me if our friend Kolobok passed here? (The hare “whispers” in his ear). Yes, children, Kolobok was here. The bunny will help us, but let us also help him. - The bunny brought home a whole basket of carrots. At Bunny's big family- 8 bunnies. Will his kids have enough carrots? Let's help him count how many carrots (count to 7). Oh, look, there’s another one at the bottom. How much is it now? How much was there, how much was added, how much became? (counting forward and backward). Children, the bunny thanks us and says that Kolobok went to the Wolf. - Hello, dear Wolf! Have you met our friend, Kolobok? (The wolf “whispers” in his ear). Yes, our friend was here. Will help us Gray Wolf. Let's help him too. The Wolf got ready to repair his home for the winter and prepared some planks. Let's help him sort them out. Select 7 planks each and place them in front of you. There are still boards left. Think about what needs to be done so that everyone has 8 planks. How much was there, how much more did they take, how much was it? Let's build a house for the Wolf from planks. (Children design houses for the Wolf) Children, the Wolf really liked your houses, he says that every day he will change his home, moving from one house to another. And now he invites you to rest. Physical education lesson “The wind shakes the Christmas tree”
Well, guys, it's time for us to go, Kolobok went to the Bear.
Children, Chanterelle is waiting for guests, she baked buns and bagels, she baked a lot and wondered if there would be enough for all the guests equally? That's why she hid our flour sweet Kolobok. Let's help Fox, compare the number of bagels and buns (compare in pairs, equalize sets).
|
| Final part | - Children, are you glad that you saved Kolobok? Well done! Let's tell our friend who we met along the way and who we helped. (Children, passing a toy to each other, talk about their journey). |
Video: lesson on FEMP in the senior group “Journey through mathematics with Masha and the Bear”
https://youtube.com/watch?v=9-eoOqDbjec Video can’t be loaded: Lesson on FEMP in the senior group “Journey through mathematics with Masha and the Bear” (https://youtube.com/watch?v=9-eoOqDbjec)
https://youtube.com/watch?v=Z0lxgu0a-qY Video can’t be loaded: MATHEMATICS games for Children 2-3 years old | Math for Kids | Tips for Parents 👪 (https://youtube.com/watch?v=Z0lxgu0a-qY)
Features of mathematics classes for gifted children
A child’s giftedness is an individual, bright manifestation of a strong, active, non-standard, rapidly developing intellect that is significantly ahead of average age indicators. The goal of working with gifted children is to create favorable conditions to motivate the development of mathematical abilities.
Gifted children can be offered a quantitatively different volume, as well as a searching, problem-based nature of the presentation of educational material. To implement this approach to learning, it is advisable to use tasks of increased complexity taken from the training program for older children.
Gifted children can be offered a quantitatively different volume, as well as the exploratory, problem-based nature of the presentation of educational material
Methods of working with gifted children:
- A specially organized developmental environment that stimulates the development of observation, curiosity, and creative thinking (educational mathematical games, didactic material for experimentation, construction kits).
- Organization of the work of a mathematical circle.
- Non-traditional original methods of early development that have proven their effectiveness high efficiency, for example, logic blocks of Dienesh, Cuisenaire sticks, puzzle games of the Nikitin spouses.
- The use of modern ICT teaching tools, which will make classes more interesting, creative, vibrant, and emotionally rich.
- Individual format of work, the use of game techniques that develop children’s mathematical abilities.
Photo gallery: example of tasks for working with gifted children
Logical tasks with geometric pictures Graphic tasks and diagrams Didactic tasks with numbers Tasks to identify a logical sequence Interesting examples in pictures Logical problems in diagrams and pictures Logical patterns in signs and symbols Paired counting in pictures Examples in tables Distribution of objects according to signs Connecting the dots in order Task to determine the correspondence between a problem and a diagram Numerical patterns and patterns in cells Numerical patterns and graphic pictures Number puzzles
Table: summary of the mathematics lesson “Rocket at launch” for working with gifted children by S. A. Goreva
| Goals and objectives | Goal: to diagnose children’s ability to independently find a solution to a problem. Tasks: Develop:
Pin:
|
| Form of conduct | “Class without a teacher” |
| Materials |
|
| Organizational part | The teacher invites the children to “launch a rocket into space,” and to do this they need to complete several tasks independently, without the help of adults. For each correctly completed task, you will be given some elements that will help launch the rocket. The teacher reminds the children that they can complete tasks only if they act together and listen to the opinions of others. Please note that as the game progresses, sound signals will sound, indicating to players that they are going in the wrong direction and need to look for another way to solve the problem. (Sound signals are necessary, as this allows children to navigate a little in the decision options and not mark time). |
| Main part |
|
Video: Nikitin’s game “Fold the square”
https://youtube.com/watch?v=tBfjJtMDNLE Video can’t be loaded: Nikitin’s game “Fold the square” (produced by OKSVA) (https://youtube.com/watch?v=tBfjJtMDNLE)
Features of mathematics classes for preschoolers with general speech underdevelopment
Features of the development of mathematical skills in children with general speech underdevelopment (GSD):
- Slurring, unintelligibility of speech, and poor vocabulary lead to the fact that children often feel insecure during frontal classes.
- A speech defect leads to problems of unstable attention, small memory capacity, low level of development of logical and abstract thinking, and accordingly, difficulties arise with the perception of educational material:
- mirror way of writing numbers;
- difficulties with forming a number series;
- problems with spatial and temporal orientation.
Features of corrective complex work on FEMP in speech therapy group:
- The implementation of software mathematical tasks is combined with the implementation of speech therapy tasks. The work is planned on the basis of a thematic principle, for example, while studying the theme of the week “Fruits”, children count them, compare them by color, shape, size, divide them into groups, and create simple problems.
- To develop counting skills, it is important to monitor the correct use of case forms of cardinal numerals paired with nouns (one apple - three apples).
- It is necessary to encourage children in a friendly manner to give detailed answers, improve monologue speech, and develop communication skills.
- The teacher’s speech should be clear, unhurried, and accompanied by repetitions important information for a more detailed and in-depth understanding of it.
- If possible, use individual and group classes more often in the morning and evening.
- Try to consolidate the skills of ordinal and quantitative counting during everyday activities (counting floors, cars while walking, objects and characters in reading classes, movements in physical education classes, etc.).
- In classes on visual arts and paper construction, consolidate spatial concepts.
Table: summary of a mathematics lesson “The Journey of a Point” in a senior speech therapy group by L. S. Krivokhizhina
| Tasks | Educational:
Correctional and developmental:
|
| Materials | Demonstration material: planar geometric shapes (circle, square, rectangle), a paper dot and a magnet of the same color for working on the board. |
| Organizational part | Creating a positive emotional background. - Guys, I want to give you good mood, and a smile will help me with this. I give you a smile and a good mood, and you will smile back at me. Motivational - orientation stage Educator: - Children, I know that you really like listening to fairy tales? Wouldn’t you like to get into a fairy tale yourself? Once upon a time there lived a little Dot. She lived in a land of geometric shapes. But an evil wizard kidnapped her and doesn’t want to let her go. Guys, we need to help our heroine - Dot. She really wants to go home - to the magical land of geometric shapes. She is so small, timid, and only you can help her. Fine? The fairy tale begins, and you are the main characters in it. Heroes always help those who are in difficulty. - Today you and I will travel together through a fairy tale, not a simple fairy tale, but a magical one, with mathematical tasks. And to get into a fairy tale, you need to close your eyes and say the magic words: “A wonderful miracle, come true, and we will find ourselves in a fairy tale.” We open our eyes. You guys and I are in a fairy tale. Well, let's get down to business and help out our dot? |
| Main part |
Educator:
|
| Final part | - Where did we go today, guys? - What did you like? - What would you like to wish your friends? |
Photo gallery: didactic material for the lesson
Children group the shapes according to their shape. Two numbers together must form the number 5. Large dots conventionally depict animal houses. It is suggested that they use felt-tip pens to connect the houses with paths of different colors. As a result of the experiment, children understand that the ribbons are of different lengths. Children connect the cut pictures of animals into a solid image. Game “Roll up the ribbons” for Children. it is proposed to connect geometric shapes with a certain color
Features of mathematics classes for hearing-impaired preschoolers
Hearing impairment is a complete or partial loss of the ability to perceive sounds. Depending on the degree of development of the problem, hearing-impaired children may have sufficiently developed speech with significant defects; the second group of hearing-impaired children includes children with serious speech underdevelopment.
One way or another, all children with hearing loss have problems associated with mental and speech development and face difficulties in interacting with people around them. The main channel of perception of the outside world is visual, therefore such children have a lower threshold for fatigue, unstable attention, as a result of which they make more mistakes. Hearing-impaired children are educated in special compensatory, combined type kindergartens with specialized (no more than six children) or integrated mixed (one or two children in a regular group) groups.
Teaching methods:
- Sign language - a specific gesture is a symbolic representation of a word, finger alphabet, when a finger sign displays a letter.
- An oral method that teaches spoken language without gesturing.
Punch cards are cardboard cards with cut-out “windows” into which children write answers. This visual and practical method expands the possibilities of implementing individual training.
An example of punch cards for working in a correctional group:
Mathematical exercises in kindergarten
It is difficult for preschool children to cope with monotonous, monotonous work, so it is advisable to carry out motor, finger or breathing exercises, in the process of work, connect outdoor games of a mathematical nature.
Video: math exercise
https://youtube.com/watch?v=KStWQt87caA Video can’t be loaded: Mathematical physical education minutes. Part 2 (https://youtube.com/watch?v=KStWQt87caA)
Table: poems for math exercises
| The sun lifts us up to exercise, We raise our hands at the command “one”. And above them the foliage rustles merrily. We lower our hands on the command “two”. |
One day the mice came out See what time it is. One, two, three, four - The mice pulled the weights... Suddenly there was a terrible ringing sound, The mice ran away. |
| Darkness lay all around. One, two, three - Run, run! Pinocchio stretched, Once - bent over, Two - bent over, Three - bent over. He spread his arms to the sides, Apparently I didn't find the key. To get us the key, We need to stand on our toes. |
Fingers fell asleep Curled into a fist. (Clench your fingers into fists.) One, two, three, four, five! (Extend your fingers one by one). Wanted to play! The sun looked into the crib... One, two, three, four, five. We all do exercises We need to sit down and stand up, Extend your arms wider. One, two, three, four, five. Bend over - three, four, And stand still. On the toe, then on the heel - We all do exercises. |
| One, two - head up, Three, four - arms wider. Five, six - sit down quietly, Seven, eight - let's discard laziness. |
One, two, three, four, five, We all know how to count. We also know how to relax - Let's put our hands behind our backs, Let's raise our heads higher And let's breathe easily. Pull up on your toes so many times Exactly as much as fingers on your hand. |
| One, two - head up. Three, four - arms wider. Five, six - sit down quietly. Once - rise. Pull yourself up. Two - bend over, straighten up. Three - three claps of your hands, Three nods of the head. Four - arms wider, Five - wave your arms, Six - sit quietly at the table. Together with you we believed And they talked about numbers. And now we stand together They kneaded their bones. On the count of “one”, let’s clench our fist. On the count of two, bend your elbows. On the count of three, press it to your shoulders. On four - to heaven. Well done And they smiled at each other. Let’s not forget about the “five” - we will always be kind. |
Let's all raise our hands! The two sat down, hands down, Look at your neighbor. Once! - and up Two! - and down Look at your neighbor. Let's get up together, To give my legs something to do. They sat down once, they stood up twice. Who tried to squat Maybe he can rest. One, two, three, four, five. We know how to relax. We stood up and sat down a little And the neighbor was not hurt. And now I have to get up Sit quietly and continue. |
Diagnostics of mathematical development of preschool children
Diagnostics of mathematical development is a study that helps to identify the degree to which children’s real knowledge and skills correspond to the program goals and objectives of the FEMP. The information obtained allows us to draw useful conclusions and choose the most effective technology for achieving high results, as well as adjust further pedagogical work strategy. The research material usually includes playful written and oral tasks, questions for conversation, similar to those discussed in class.
Method:
- the study is carried out at the beginning (questions on the program of the previous year of study) and at the end of the school year by teachers of preschool educational institutions (head, methodologist, teachers with qualification category, specialist teachers);
- the form of implementation can be either group (no more than ten to twelve people) or individual;
- the task is read at a calm pace, up to three minutes are allotted for completion, they move on to the next task when the majority (about ninety percent) of the children have completed the task;
- The duration of the study should not exceed the time frame of a normal lesson corresponding to a certain age.
The study allows us to adjust further pedagogical work strategy
The results of the study make it possible to determine the level of development of the subjects’ mathematical knowledge:
- Tall - the child copes with solving assigned tasks independently, productively using the acquired knowledge and skills. The answers are formulated in detailed form, with explanations of the algorithm of actions and logically constructed reasoning. The subject uses special terms and demonstrates high level speech development.
- Average - the child partially copes with the task; the stock of program knowledge and skills is not enough to solve the problems without additional help, hints, and leading questions. A limited supply of special words does not allow one to give a well-formulated, complete answer; the child finds it difficult to explain the sequence of actions performed.
- Low - the child experiences serious difficulties while completing tasks, makes erroneous actions, misses some tasks, and the help of the teacher does not lead to a positive result. Does not know special terms, level of speech development is low.
Table: examples of tasks for diagnostics in the middle group
| Development indicators (what is being assessed) |
Games and exercises |
| The ability to distinguish from which parts a group of objects is made up, to name their characteristic features (color, shape, size). | Game "Find and Color" Invite the children to color only the squares. - How many squares did you color? (3) - What size are the squares? - What color did you decorate the largest, smaller, smallest square? |
| Be able to count and count within 5, know the total of the count. | Game "Guess the riddle" - Draw as many circles in the rectangle as there are birds in the picture. |
| Ability to reproduce quantities using patterns and numbers. | Game "Count and Draw" - Draw as many circles in the lower rectangle as there are in the upper one. - Draw as many balls in the lower rectangle as there are in the upper one. |
| The ability to establish a connection between number and quantity. | Game "Find and Color" - Color as many squares as the number represents. |
| The ability to determine length, correlate several objects by length. | Exercise “Short and Long” The child is given a set of strips of the same width, but of different lengths. - Arrange the strips from longest to shortest. - Which strip is long (short)? - Which stripes are longer than the green one? - Which stripes are shorter than the red one? |
| The ability to see and name the properties of objects (width). | Game "Wide, Narrow" - Color the wide path with a yellow pencil, and the narrow path with green. - Who walks along the wide path? - On a narrow one? |
| Ability to distinguish objects by length and width. | Exercise “Compare tracks” Two tracks of different lengths and widths, a tennis ball. The teacher suggests comparing the paths by length and width. - Show me the long track (short track). - What can you say about the width of the tracks? - Show me the wide (narrow) path. - Roll the ball along a narrow (wide) path; along the long (short) path. |
| The ability to independently find a way to compare objects (overlay, application). | Exercise “Circles and Squares” 1. The child is asked to place all the circles on the top strip of the counting ruler, and all the squares on the bottom strip. - How many circles did you lay out, and how many squares? - What can you say about the number of circles and squares? (they are equal) - Put one square in the box. What can we say now about the number of circles and squares? 2. A box with figures is placed in front of the child. - How to determine which figures are more and which are smaller in a box? (Count). - How else can you check? (Place on top of each other, or place in pairs). |
| Ability to name geometric shapes (circle, square, triangle), geometric bodies (sphere, cube, cylinder). |
Game "Find and Color". - Name the geometric shapes (circle, oval, square, rectangle). - Name three-dimensional bodies: sphere, cube, cylinder. - Color the ball with a red pencil, the cube with blue, and the cylinder with green. - What was painted red? Blue? Green? |
| The ability to independently determine the shape of objects, independently use visual and tactile-motor methods of examination to identify signs of geometric shapes. | Game "Find and name" On the table in front of the child, 10–12 geometric shapes of different colors and sizes are laid out in disarray. The presenter asks to show various geometric shapes, for example: a large circle, a small blue square, etc. |
| The ability to correlate the shape of objects with geometric figures. | Game “Match the shape with the geometric figure.” Object pictures (plate, scarf, ball, glass, window, door) and geometric shapes (circle, square, cylinder, rectangle, etc.). The teacher asks to correlate the shape of objects with known geometric shapes: a plate is a circle, a scarf is a square, a ball is a sphere, a glass is a cylinder, a window, a door is a rectangle, etc. |
| Orientation in space. | Game “Where will you go, what will you find?” In the absence of children, the teacher hides toys in different places in the room, taking into account the child’s expected location (in front, behind, left, right). For example, he hides a bear behind a screen in front, and places a matryoshka doll on the shelf behind him, etc. He explains the task: “Today you will learn how to find hidden toys.” Calling the child, he says: “If you go forward, you will find a bear, if you go back, you will find a nesting doll.” Where do you want to go and what will you find there? The child must choose a direction, name it and go in that direction. Having found a toy, he says which toy and where he found it. (“I went back and found a nesting doll on the shelf”). Note. At first, the child is asked to choose a direction only from 2 paired directions offered to him (forward-backward, left-right), and later - from 4. The number of toys located on each side is gradually increased. The task can be offered to 2 children at the same time. |
| The ability to independently determine the location of objects in relation to oneself. | Game "Assignment". Material: set of toys (matryoshka, car, ball, pyramid). The child sits on the carpet facing the teacher. - Arrange the toys as follows: matryoshka - in front (relative to yourself), a car - behind, a ball - on the left, a pyramid - on the right. |
| Ability to navigate on a sheet of paper, on the plane of a table. | Exercise “What is where” - In the right rectangle, draw:
Tell us how the shapes are arranged in a rectangle. |
| Ability to navigate a group room. | Game "Name What You See". According to the teacher’s instructions, the child stands in a certain place in the group. Then the teacher asks the child to name the objects that are in front (right, left, behind) of him. Asks the child to show his right and left hand. |
| The ability to identify and denote spatial relationships in words (“right” - “left”). | Exercise “Left, Right.” Invite the children to color the clothes of the skier going to the right with a blue pencil, and the one going to the left with a red pencil. - Which direction is the skier in red going? (left). - In blue clothes? (to the right). |
| The ability to distinguish and correctly name parts of the day, their sequence | Game "When does this happen?" Pictures depicting parts of the day, nursery rhymes, poems about different parts of the day. Listen carefully to the nursery rhyme, determine the time of day and find the corresponding picture. Next, the teacher reminds the child of all parts of the day (using a poem). |
| The ability to understand time relations in the present, past and future tenses: today, yesterday, tomorrow. | Exercise “Answer correctly” The teacher speaks to the children: - What do you have to do today? (Walk, have lunch, sleep). - What did you do yesterday? (Drawing, playing, watching TV). - What are you going to do tomorrow? (Come to kindergarten, go to the pool, go on a visit). |
| Formation of the concepts “fast” - “slow”. | Game "Guess who's faster" - The lion and the turtle argued who would be the first to reach the palm tree. - Color the one who runs to the palm tree first. (Lion). -Who was painted? (Leo). - Why? (Because the turtle walks slowly and the lion runs fast). |
Thematic control on FEMP
Thematic control over the work of preschool teachers, aimed at developing mathematical knowledge, skills and abilities in students, pursues certain goals.
- Identify the degree of effectiveness pedagogical work using these methods:
- self-analysis of professional skills;
- interviews with teachers;
- analysis of self-education of educators;
- analysis of the content of the subject-development environment, information stands for parents;
- diagnostics of children's mathematical development;
- parent survey.
- To promote the exchange of teaching experience, to popularize methods and techniques of work that have demonstrated a high level of effectiveness.
- Provide methodological assistance to teachers who encounter problems in their work on the mathematical development of children.
Thematic control is carried out by a special commission consisting of representatives of the kindergarten administration and teachers based on the order of the head of the preschool educational institution and the control plan.
Table: example of a thematic control plan for FEMP
| Control issues | Control methods | Working materials | Responsible |
| 1. Survey of the level of development of cognitive interests and curiosity in children. | Observation ped. process. | GCD analysis map (children's activities). | Art. teacher |
| Studying children's cognitive interest. | Questionnaire “Studying the cognitive interests of children”, the “Little Curiosity” technique. | ||
| 2. System for planning educational activities with children in groups. | Analysis of work programs for working with children on this topic. | Card for checking work programs with children. | Art. teacher |
| 3. Level of professional skills of educators. | Analysis of the organization and conduct of open events. | Self-reflection map of an open event on children's cognitive development. | Head of preschool educational institution, Art. teacher |
| Analysis of the professional skills of educators. | Prof. self-esteem card skill of the teacher. | ||
| 4. Creation of conditions | Analysis of the conditions for the cognitive development of children according to the Federal State Educational Standard for Education. | Map of the survey of conditions for the cognitive development of children according to the Federal State Educational Standard for Education. Regulations on the competition for the best methodological support of the Center for Entertaining Mathematics. | Art. teacher, educational psychologist, speech therapist teacher |
| Review-competition of educational games and entertaining mathematics center. | |||
| 5. Working with parents |
Elena Beskrovnaya
Long-term planning for FEMP (Formation of elementary mathematical concepts) for the second junior group
SEPTEMBER
TOPIC: (3) Kindergarten. On the way to kindergarten
Program content: To give children the concept that there can be “one” and “many” objects; they can be located differently in space.
Learn to find a given number of objects in the environment.
Didactic game "Train" - orientation in space.
Material: Sets of toys: a hen with chicks, a car with Christmas trees (colored flat images on stands, as many chickens and Christmas trees as there are children in the group)
Work outside of class: Games in the play corner, d/game “Our group”
TOPIC: (1) Seasons. Autumn. Visiting Autumn
Program content: Reinforce the concepts of “one” and “many”.
Learn to lay out objects with your right hand from left to right. Game exercise: “Let’s assemble a bouquet of leaves” (many leaves in one bouquet).
Material: A box with small leaves, a red and blue stripe to the left and right of the other.
Work outside of class: Walks in the area, making a bouquet of leaves
TOPIC: (3) Garden. Fruits and berries. "Magic chest"
Program content: Introduce children to a new geometric figure - a square. Exercise in examining the form tactile-motor.
Reinforce the definition of the shape of objects (what shape is an apple, etc.)
Didactic game: “Find your house” - orientation in space using geometric shapes.
Materials: Chest, fruit dummies, cube, “Find your house” activity outside of class: Looking at fruits, drawing, coloring in coloring books
TOPIC: (1) Furniture. Comparing furniture pieces
Program content: Introduce children to the method of comparing two objects in length, using words (longer, shorter, equal in length).
Didactic game: “Name the figure” - fix geometric shapes: square, circle.
Material: A set of children's furniture, a toy cat and mouse, two strips of paper, short and long
Work outside of class: S.r. game "House", buildings from building materials, design
TOPIC:(3) Dishes. Tea party
Program content: Teach children to compare two equal and unequal in number and size groups of objects (within three, using the techniques of superimposing objects of one group on another and applying objects of one group to another. Use expressions in speech: as much as, equally.
Game exercise: “big and small cup” - consolidate the ability to compare objects by length, using the words longer, shorter, equal in length.
Materials: Dolls large and small, tea cups large and small: flat saucers 3 blue, 3 red, tablecloth
Working outside of class: Getting to know your surroundings, p. r. game "House", drawing
TOPIC: (1) Hygiene items. Gryaznulkin visiting children
Program content: Give the concept that objects can be different in size, shape, color. Reinforce the concepts of “one” and “many”.
Didactic game: “Which towel is longer”
Game exercise: “Lay out the combs from the shelf” - laying out objects with the right hand from left to right.
Material: A set of hygiene items, comb, soap, toothbrush, towel. Flat combs of different colors and a shelf.
D/i “Which towel is longer”
Work outside of class: Familiarization with the environment, conversations, carrying out cultural and hygienic skills
TOPIC: (3) Seasons. Winter. "Winter's Tale"
Program content: Teach children to distinguish between parts of the day based on changes in the content of the activities of children and adults.
Strengthen children's ability to recognize and name geometric shapes: circle, square, triangle.
Game exercise: “Snowman and snowflakes” - the concepts of “one” and “many”.
TOPIC: (3) Pets and birds. Visiting Byashka
Program content: Teach children to compare two objects in width, using the techniques of superposition and application, denoting the results of comparison with words wider - narrower, equal in width.
Material: Didactic game “Mashenka’s Day” - to develop the ability to identify contrasting parts of the day: morning - evening, evening - night. Large and small lamb toys, 2 white sheets, 2 boxes with ribbons for each
Work outside of class: Conversations, looking at paintings of rams, classes to familiarize yourself with the environment
TOPIC: (1) Wild birds. "Zayushkina's hut"
Program content: Teach children to compare two objects in height, using the words higher, lower, equal in height, consolidate the ability to establish equality and inequality between two groups of objects located in a row, using the words as much - as, more - less.
Material: Didactic game: “Colorful lanterns”
Didactic game: “Planes” - orientation in space. Toy sleigh, Oksanka doll, dolls - tall and small, 3 circles, 3 squares, handout: circles and squares
Work outside of class: Reading a fairy tale, holding conversations, walking
TOPIC: (3) Animals of hot countries. Let's go to the zoo
Program content: Develop the ability to distinguish spatial directions in relation to oneself: right - left, ahead - behind, above - below, far - close, high - low.
Didactic game: “Find an object of the same shape” - fixing geometric shapes.
Didactic game: “On which bridge is the bun rolling?”
Material: Zoo toys, images of grids for animals of different sizes and heights. r/m-l: Food for zoo residents,
Work outside of class: Looking at pictures, getting to know your surroundings
Program content: Continue to teach children to establish equality and inequality between two groups of objects located in a row, using in speech the expressions: more, less, equally, as much. Make groups of individual objects, coordinating nouns with numerals, arranging objects with the right hand from left to right.
Didactic game: “Mashenka’s Day” - parts of the day.
Game exercise: “Find the same one and put it in the basket” - size, shape, color of the object
Material: Karkusha toy, Masha doll, calendar with parts of the day, mushrooms of different sizes, basket
TOPIC: (3) Nauryz. Nauryz holiday
Program content: Teach children to find objects in the world around them that correspond to geometric shapes, comparing them with objects in the surrounding life: square - chair, circle - ball, triangle - pyramid, etc.
Didactic game: “Where is the toy” - orientation in space.
Didactic game “Streams” - comparison by size (wide - narrow, long - short).
Material: Toy, Aldar Kose, scarves - long and short, carpet of geometric shapes - circle, squares, triangles, ribbons, screen
Work outside of class: Classes to familiarize yourself with the environment, celebrating holidays in kindergarten and on the streets of the city
TOPIC: (1) Our street. Traveling down the street
Program content: Continue to teach children to compare two equal and unequal groups of objects in quantity and size, using the techniques of superposition and application.
Develop the ability to distinguish between where the right and where the left hand is.
Didactic game “One - many” - to consolidate the concepts of “one” and “many”.
Game exercise: “Big-small”.
Material: 3 squirrel toys; screen; Pinocchio toy, small and large fungus, basket.
Work outside of class: Games in the play corner, d/i “What we see on a walk”
TOPIC: (3) Professions in transport. Let's go visit Sunny
Program content: Develop the ability to find one or many identical objects in the environment. Improve the ability to recognize and name the geometric shapes circle, square, triangle.
Didactic game: “Colored cars” - focus on color and shape.
Game exercise “Where the path is longer”
Material: Matryoshka dolls – 3 large, 3 small, r/m-l: triangles, squares, circles of the same color, each group of figures
Work outside of class: Bus trips with parents, walks and observations on them, classes to get acquainted with the outside world
TOPIC: (1) Children all over the Earth are friends. We are so different
Program content: Continue to teach children to compare two objects in length using the overlapping method, using the words: longer, shorter, equal in length.
Reinforce the concepts of “one” and “many”.
Didactic game "Train".
Game exercise: “What has changed” - orientation in space.
Material: Cat and goat toys; stripes long and short; r/m-l geom. figures; (circles, squares, triangles, strips of different lengths, 2 pcs.
Work outside of class: Conversations, comparing the growth of children in the group, observations while walking.
TOPIC: (3) Insects. At the spring jailau"(final)
Program content: Tracking practical work skills.
Game exercises:
“Butterflies and Flowers” - develop the ability to find one or many identical objects in the environment.
“Let's walk along the bridge” - comparison of two objects in size (length and width).
“Help Baby Camel find the yurt” - orientation in space.
“Baby Camel’s Favorite Toy” - improve the ability to recognize and name geometric shapes.
“When it happens” - parts of the day.
Material: 3 boxes with geometric shapes glued on them; hint diagrams; insect models, r/m-l geom. figures; (circles, squares, triangles) Conversations, observations while walking, classes on speech development
Forms of control
Interim certification– test
Compiled by
Guzhenkova Natalya Valerievna, senior lecturer of the department of technologies of psychological, pedagogical and special education OSU.
Accepted abbreviations
Preschool educational institution - preschool educational institution
ZUN - knowledge, skills, abilities
MMR - method of mathematical development
REMP - development of elementary mathematical concepts
TiMMR - theory and methodology of mathematical development
FEMP - formation of elementary mathematical concepts.
Topic No. 1 (4 hours of lecture, 2 hours of practical work, 2 hours of laboratory, 4 hours of practical work)
General questions teaching mathematics to children with developmental disabilities.
Plan
1. Goals and objectives of mathematical development of preschool children.
in preschool age.
4. Principles of teaching mathematics.
5. FEMP methods.
6. FEMP techniques.
7. FEMP means.
8. Forms of work on the mathematical development of preschool children.
Goals and objectives of mathematical development of preschool children.
The mathematical development of preschoolers should be understood as shifts and changes in the cognitive activity of the individual that occur as a result of the formation of elementary mathematical concepts and related logical operations.
The formation of elementary mathematical concepts is a purposeful and organized process of transferring and assimilating knowledge, techniques and methods of mental activity (in the field of mathematics).
Objectives of the methodology of mathematical development as a scientific field
1. Scientific justification of program requirements for the level
formation of mathematical concepts in preschoolers in
every age group.
2. Determination of the content of mathematical material for
teaching children in preschool educational institutions.
3. Development and implementation of effective didactic tools, methods and various forms of organizing work on the mathematical development of children.
4. Implementation of continuity in the formation of mathematical concepts in preschool educational institutions and at school.
5. Development of content for the training of highly specialized personnel capable of carrying out work on the mathematical development of preschool children.
The goal of mathematical development of preschoolers
1. Comprehensive development of the child’s personality.
2. Preparing for success in school.
3. Correctional and educational work.
Problems of mathematical development of preschool children
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 dictionary and improvement
connected speech.
5. Formation of initial forms of educational activity.
Summary sections of the program on FEMP in preschool educational institutions
1. “Quantity and counting”: ideas about set, number, counting, 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, geometric figures (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 (blank and checkered), orientation in motion.
5. “Time orientation”: an idea of the parts of the day, days of the week, months and seasons; development of a “sense of time”.
3. The importance and possibilities of children’s mathematical development
in preschool age.
The Importance of Teaching Children Math
Education leads development and is a source of development.
Education 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 guidance of an adult. L. S. Vygodsky emphasized that we must focus on the “zone of proximal development.”
Orderly ideas, correctly formed first concepts, well-developed thinking abilities are the key to children’s further successful education at school.
Psychological research confirms that during the learning process, qualitative changes occur in the mental development of the child.
From an early age, it is important not only to provide children with ready-made knowledge, but also to develop children’s mental abilities, teach them independently, consciously obtain 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 complex gradually, taking into account the age and level of development of children.
It is important to organize the accumulation of a child’s experience, teach him to use standards (shapes, sizes, etc.), rational methods of action (counting, measuring, calculations, etc.).
Given the insignificant experience of children, learning proceeds primarily inductively: first, specific knowledge is accumulated with the help of an adult, then it is generalized into rules and patterns. It is also necessary to use the deductive method: first assimilation of the rule, then its application, specification and analysis.
To carry out competent training of preschoolers, their mathematical development, the teacher himself must know the subject of the science of mathematics, the psychological features of the development of children’s mathematical concepts and the methodology of work.
Opportunities for the comprehensive development of a 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.
The basis for young children’s cognition of qualitative and quantitative characteristics of objects and phenomena are sensory processes (eye movements 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 signs and properties of objects - color, shape, size, their spatial arrangement, quantity. Gradually, sensory experience accumulates, 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 at the same time develop them. The development of perception occurs through the improvement of perceptual actions (looking, feeling, listening, etc.) and the assimilation of systems of sensory standards developed by humanity (geometric figures, measures of quantities, etc.).
II. Development of thinking
Discussion
Name the types of thinking.
How does the work of a teacher on FEMP take into account the level
development of a child's thinking?
What logical operations do you know?
Give examples of mathematical tasks for each
logical operation.
Thinking is the process of consciously reflecting reality in ideas and judgments.
In the process of forming elementary mathematical concepts, children develop all types of thinking:
visually effective;
visual-figurative;
verbal-logical.
| Logical operations | Examples of tasks for preschoolers |
| Analysis (decomposition of the whole into its component parts) | - What geometric shapes is the machine made of? |
| Synthesis (cognition of the whole in the unity and interconnection of its parts) | - Make a house from geometric shapes |
| Comparison (comparison to establish similarities and differences) | - How are these objects similar? (shape) - How are these objects different? (size) |
| Specification (clarification) | - What do you know about the triangle? |
| Generalization (expression of the main results in general situation) | - How can you name a square, a rectangle and a rhombus in one word? |
| Systematization (arrangement in a certain order) | Arrange the nesting dolls according to height |
| Classification (distribution of objects into groups depending on their common features) | - Divide the figures into two groups. - On what grounds did you do this? |
| Abstraction (distraction from a number of properties and relationships) | - Show round objects |
III. Development of memory, attention, imagination
Discussion
What does the concept of “memory” include?
Offer children a math task to develop memory.
How to activate children's attention when forming elementary mathematical concepts?
Formulate a task for children to develop their imagination using mathematical concepts.
Memory includes memorization (“Remember - this is a square”), recollection (“What is the name of this figure?”), reproduction (“Draw a circle!”), recognition (“Find and name familiar figures!”).
Attention does not appear as 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, she needs to divide the apple equally between the two girls. Watch carefully how I will do this!”).
Imaginative 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 does mathematical development provide for the development of a child’s speech?
Mathematical classes have a huge positive impact on the development of a child’s speech:
vocabulary enrichment (numerals, spatial
prepositions and adverbs, mathematical terms characterizing shape, size, etc.);
agreement of words in the singular and plural(“one bunny, two bunnies, five bunnies”);
formulating answers in full sentences;
logical reasoning.
Formulating a thought in words leads to better understanding: by formulating, 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 concepts?
In mathematics 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 stimulate cognitive interest in mathematics in preschoolers?
How can you arouse cognitive interest in FEMP classes at a preschool educational institution?
The meaning of cognitive interest:
Activates perception and mental activity;
Expands horizons;
Promotes mental development;
Increases the quality and depth of knowledge;
Promotes the successful application of knowledge in practice;
Encourages independent acquisition of new knowledge;
Changes the nature of the activity and the experiences associated with it (the activity becomes active, independent, versatile, creative, joyful, productive);
Renders positive influence on personality formation;
Has a positive effect on the child’s health (stimulates energy, increases vitality, makes life happier);
Ways to stimulate interest in mathematics:
· connection of new knowledge with childhood experience;
· discovery of new aspects in children’s previous experiences;
· gaming activity;
· verbal stimulation;
· stimulation.
Psychological prerequisites for interest in mathematics:
Creating a positive emotional attitude towards the teacher;
Creating a positive attitude towards classes.
Ways to stimulate cognitive interest in FEMP classes:
§ explanation of the meaning of the work being performed (“The doll has nowhere to sleep. Let’s build a bed for her! What size should it be? Let’s measure it!”);
§ working with your favorite attractive objects (toys, fairy tales, pictures, etc.);
§ connection with a situation close to the children (“Misha’s birthday. When is your birthday, who comes to you?
Guests also came to Misha. How many cups should be put on the table for the holiday?");
§ activities that are interesting for children (games, drawing, design, appliqué, etc.);
§ feasible tasks and help in overcoming difficulties (the child should experience satisfaction from overcoming difficulties at the end of each lesson), a positive attitude towards children’s activities (interest, attention to each child’s answer, goodwill); encouraging initiative, etc.
FEMP methods.
Methods of organizing and implementing educational and cognitive activities
1. Perceptual aspect (methods that ensure the transmission of educational information by the teacher and the perception of it by children through listening, observation, and practical actions):
a) verbal (explanation, conversation, instructions, questions, etc.);
b) visual (demonstration, illustration, examination, etc.);
c) practical (subject-practical and mental activities, didactic games and exercises, etc.).
2. Gnostic aspect (methods characterizing 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 characterizing mental operations when presenting and mastering educational material):
a) inductive (from particular to general);
b) deductive (from general to specific).
4. Managerial aspect(methods characterizing the degree of independence of children’s educational and cognitive activity):
a) work under the guidance of a teacher,
b) independent work of children.
Peculiarities practical method:
ü performing a variety of subject-specific, practical and mental actions;
ü 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 (counting, measurement, calculations, etc.);
ü use of mathematical concepts in everyday life, play, work, etc.
Types of visual material:
Demonstration and distribution;
Plot and non-plot;
Volumetric and planar;
Special 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 voluminous plot material;
· as you master the educational material, move on to plot-flat and plotless visualization;
· one program task is explained using a wide variety of visual material;
It is better to show new visual material to children in advance...
Requirements for homemade visual material:
Hygienic (paints are covered with varnish or film, velvet paper is used only for demonstration material);
Aesthetics;
Reality;
Diversity;
Uniformity;
Strength;
Logical connection (hare - carrot, squirrel - pine cone, etc.);
Sufficient quantity...
Features of the verbal method
All work is based on the dialogue between teacher and child.
Requirements for the teacher's speech:
Emotional;
Competent;
Available;
Quite loud;
Friendly;
In younger groups, the tone is mysterious, fabulous, mysterious, the pace is slow, multiple repetitions;
In older groups, the tone is interesting, with the use of problem situations, the pace is quite fast, approaching the teaching of a lesson at school...
Requirements for children's speech:
Competent;
Understandable (if the child has poor pronunciation, the teacher pronounces the answer and asks to repeat it); in complete sentences;
With the necessary mathematical terms;
Quite loud...
FEMP techniques
1. Demonstration (usually used when communicating new knowledge).
2. Instructions (used in preparation for independent work).
3. Explanation, indication, clarification (used to prevent, identify and eliminate errors).
4. Questions for children.
5. Verbal reports of children.
6. Subject-based practical and mental actions.
7. Control and evaluation.
Requirements for teacher questions:
accuracy, specificity, laconicism;
logical sequence;
variety of wording;
small but sufficient amount;
avoid prompting questions;
skillfully use additional questions;
Give children time to think...
Requirements for children's answers:
short or complete depending on the nature of the question;
to the question posed;
independent and conscious;
precise, clear;
loud enough;
grammatically correct...
What to do if your 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 one who answered correctly.)
FEMP means
Equipment for games and activities (typesetting cloth, counting ladder, flannelgraph, magnetic board, writing board, TCO, etc.).
Sets of didactic visual material (toys, construction sets, building materials, demonstration and handout materials, “Learn to count” sets, etc.).
Literature (methodological manuals for educators, collections of games and exercises, books for children, workbooks, etc.)...
8. Forms of work on the mathematical development of preschool children
| Form | Tasks | time | Reaching children | Leading role |
| Class | 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) | Teacher (or defectologist) |
| Didactic game | Fix, apply, expand ZUN | In class or outside of class | Group, subgroup, one child | Teacher and children |
| Individual work | Clarify the ZUN and eliminate gaps | In and outside of class | One child | Educator |
| Leisure (math matinee, holiday, quiz, etc.) | Engage in mathematics, summarize | 1-2 times a year | Group or several groups | Teacher and other specialists |
| Independent activity | Repeat, apply, practice ZUN | During routine processes, everyday situations, daily activities | Group, subgroup, one child | Children and teacher |
Assignment for independent work of students
Laboratory work No. 1: “Analysis of the “Program of education and training in kindergarten” of the section “Formation of elementary mathematical concepts.”
Topic No. 2 (2 hours of lecture, 2 hours of practical work, 2 hours of laboratory, 2 hours of practical work)
PLAN
1. Organization of mathematics classes in a preschool institution.
2. Approximate structure of mathematics classes.
3. Methodological requirements for a lesson in mathematics.
4. Ways to maintain good performance of children in the classroom.
5. Formation of skills in working with handouts.
6. Formation of skills in educational activities.
7. The meaning and place of didactic games in the mathematical development of preschool children.
1. Organizing a math lesson in a preschool institution
Classes are the main form of organizing children's mathematics education in kindergarten.
The lesson begins not at their desks, but with the children gathering around the teacher, who checks their appearance, attracts attention, and seats them according to 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 desks in twos, facing the teacher, as work is being done with handouts, learning skills are developed.
The organization depends on the content of the work, the age and individual characteristics of the children. The lesson can begin and be held at game room, in a gym or music hall, on the street, etc., standing, sitting and even lying on the carpet.
The beginning of the lesson should be emotional, interesting, and joyful.
In younger groups: surprise moments and fairy-tale plots are used.
In older groups: it is advisable to use problem situations.
In preparatory groups, the work of those on duty is organized, and what they did in the last lesson (in order to prepare for school) is discussed.
Approximate structure of mathematics lessons.
Organization of the lesson.
Progress of the lesson.
Summary of the lesson.
2. Progress of the lesson
Sample parts of a math lesson
Mathematical warm-up (usually from the older group).
Working with demo material.
Working with handouts.
Physical education lesson (usually from the middle group).
Didactic game.
The number of parts and their order depend on the age of the children and the tasks assigned.
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 working with demonstration material, working with handouts, outdoor didactic games).
In the middle group: usually four parts (regular work with handouts begins, after which physical education is required).
In the senior group: up to five parts.
In the preparatory group: up to seven parts.
Children's attention is maintained: 3-4 minutes for younger preschoolers, 5-7 minutes for older preschoolers - this is the approximate duration of one part.
Types of physical education minutes:
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. Set physical exercise for the muscles of the arms, legs, back, etc. (better performed with 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 activity is active, physical education may not be carried out;
Instead of physical education, you can do relaxation.
3. Summary of the lesson
Any lesson must be completed.
In the younger group: the teacher summarizes after each part of the lesson. (“We played so well. Let’s collect our toys and get dressed for a walk.”)
In the middle and senior groups: at the end of the lesson, the teacher himself sums up the lesson, 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 organized.
It is necessary to evaluate the children’s work (including individual praise or reprimand).
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 concepts and combined in interconnection.
3. New tasks are presented in small portions and are specified for a given 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 between the acquired knowledge and 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 learning by children is regularly monitored, gaps in their knowledge are identified and they are eliminated.
10. All work has a developmental, correctional and educational orientation.
11. Mathematics classes are held in the first half of the day in the middle of the week.
12. It is better to combine mathematics classes with classes that do not require much mental stress (physical education, music, drawing).
13. You can conduct combined and integrated classes on different methods, if the tasks are combined.
14. Each child must actively participate in every lesson, perform mental and practical actions, and reflect their knowledge in speech.
PLAN
1. Stages of formation and content of quantitative ideas.
2. The importance of the development of quantitative concepts in preschoolers.
3. Physiological and psychological mechanisms of quantity perception.
4. Features of the development of quantitative concepts in children and methodological recommendations for their formation in preschool educational institutions.
1. Stages of formation and content of quantitative ideas.
Stages formation of quantitative ideas
(“Stages of counting activity” according to A.M. Leushina)
1. Pre-number activities.
2. Counting activities.
3. Computing activities.
1. Pre-numerical activity
For correct perception of numbers, for the successful formation of counting activities, it is necessary, first of all, to teach children to work with sets:
See and name the essential features of objects;
See the multitude as a whole;
Select elements of a set;
Name a set (“generalizing word”) and list its elements (define a set in two ways: indicating a characteristic property of the set and listing
all elements of the set);
Compose a set from individual elements and from subsets;
Divide a set into classes;
Arrange the elements of a set;
Compare sets by quantity through one-to-one correlation (establishing one-to-one correspondences);
Create equal sets;
Unite and separate sets (the concept of “whole and part”).
2. Accounting activities
Account ownership includes:
Knowledge of numeral words and naming them in order;
The ability to relate numerals to the elements of a 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 total number.
Mastery of the concept of number includes:
Understanding the independence of the result of a quantitative count from its direction, the location of the elements of the set and their qualitative characteristics (size, shape, color, etc.);
Understanding the quantitative and ordinal meaning of a number;
The idea of the natural number series and its properties includes:
Knowledge of the sequence of numbers (counting forward and backward, naming the previous and subsequent numbers);
Knowledge of the formation of adjacent numbers from each other (by adding and subtracting one);
Knowledge of connections between neighboring numbers (more, less).
3. Computing activities
Computing activities include:
· knowledge of connections 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 mastering the decimal number system you need to:
o mastery of oral and written numbering (naming and recording);
o mastery of arithmetic operations of addition and subtraction (naming, calculation and recording);
o mastery of counting in groups (pairs, triplets, heels, tens, etc.).
Comment. A preschooler needs to master this knowledge and skills qualitatively within the first ten. Only after fully mastering this material can you begin to work with the second ten (it is better to do this at school).
ABOUT VALUES AND THEIR MEASUREMENT
PLAN
2. The importance of developing 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 quantities in children and methodological recommendations for their formation in preschool educational institutions.
Preschoolers become familiar with various quantities: length, width, height, thickness, depth, area, volume, mass, time, temperature.
The initial idea of size is associated with the creation of a sensory basis, the formation of ideas about the size of objects: show and name length, width, height.
BASIC properties of the quantity:
Comparability
Relativity
Measurability
Variability
Determining a value is possible only on the basis of comparison (directly or by comparing it with a certain image). The characteristic of the quantity is relative and depends on the objects chosen for comparison (A< В, но А >WITH).
Measurement makes it possible to characterize a quantity with a number and move from directly comparing quantities to comparing numbers, which is more convenient because 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, and multiplied by a number.
All these properties can be comprehended by preschoolers in the process of their actions with objects, the selection and comparison of quantities, and measuring activities.
The concept of number arises in the process of counting and measuring. Measuring activities expand and deepen children's ideas about number, already developed in the process of counting activities.
In the 60-70s of the XX century. (P. Ya. Galperin, V. V. Davydov) the idea arose about measuring practice as the basis for the formation of the concept of number in a child. There are currently two concepts:
Formation of measuring activities based on knowledge of numbers and counting;
Formation of the concept of number on the basis of measuring activities.
Counting and measurement should not be opposed to each other, they complement each other in the process of mastering number as an abstract mathematical concept.
In kindergarten, we first teach children to identify and name different parameters sizes (length, width, height) based on eye comparison of sharply contrasting objects in size. Then we develop the ability to compare, using the method of application and superposition, objects that are slightly different and equal in size with a clearly expressed one value, then according to several parameters simultaneously. Work on laying out serial rows and special exercises for developing the eye strengthen ideas about quantities. Familiarity with a conventional measure, equal in size to one of the objects being compared, prepares children for measuring activities.
The measurement activity is quite complex. It requires certain knowledge, specific skills, knowledge of the generally accepted system of measures, and the use of measuring instruments. Measuring activities can be developed in preschoolers under the condition of targeted guidance from adults and a lot of practical work.
Measuring circuit
Before introducing generally accepted standards (centimeter, meter, liter, kilogram, etc.), it is advisable to first teach children to use conventional standards when measuring:
Length (length, width, height) using strips, sticks, ropes, steps;
Volume of liquid and bulk substances (amount of cereals, sand, water, etc.) using glasses, spoons, cans;
Squares (figures, sheets of paper, etc.) in cells or squares;
Masses of objects (for example: apple - acorns).
The use of conventional measures makes 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 be useful in school first of all.
After this work, you can introduce preschoolers to standards and some measuring instruments (ruler, scales).
In the process of developing measurement activities, preschoolers are able to understand that:
o measurement gives an accurate quantitative description of the quantity;
o for measurement it is necessary to choose an adequate measure;
o the number of measurements depends on the quantity being measured (the more
quantity, the greater its numerical value and vice versa);
o the measurement result depends on the selected measure (the larger the measure, the smaller the numerical value and vice versa);
o to compare quantities it is necessary to measure them with the same standards.
Measurement makes it possible to compare quantities not only on a sensory basis, but also on the basis of mental activity, and forms the idea of a quantity as a mathematical
ONE – MANY d.i.
Agreement between noun and numeral I.case.
Start the game with a counting counter:
We’ll go for a walk now, the children are walking on the carpet, looking at it. We’ll find a lot of new things. pictures lying on it. After the words
Collect what you see. Counters take the chosen one from the carpet
Give it to Tom the gnome. picture and put it in the basket,
One, two, three four, five - accompanying your actions with the words:
Let's start collecting. - Here you go, Tom, a lot (one) leaves.
LEFT - RIGHT d.i.
Orientation relative to oneself.
Children show body parts named after the words of the game.
This is the left hand.
This is the right hand.
This is the left leg.
This is the right leg.
We have the left ear.
We have the right ear.
And this is the left eye. cover your eyes with your palms
And this is the right eye.
Ku-ku
FIND YOUR HOUSE p.i.
Geometric shapes.
There are geometric shapes on the carpet; these are houses. The children have geometric lotto cards in their hands; these are addresses. While the music is playing, the children move along the carpet and, at a signal, find their house. One house can have one or more residents.
CROSSING p.i.
Numbers.
Walk over the “pebbles” in the order indicated by the numbers without getting your feet wet (without mixing up the numbers)
WHERE YOU WILL GO AND WHAT YOU WILL FIND p.i.
Orientation in space
Burn, burn clearly
So that it doesn't go out.
Look at the sky - Birds are flying,
The bells are ringing.
If you go straight, you will find the doll.
You will go left -……
The toys are hidden in the group in advance so that the child can easily find them when walking in a given direction.
WHAT WE DID - LET'S SHOW p.i.
Parts of the day.
One, two, three - what you did in the morning (afternoon) - show me. Children perform the hidden action, and the teacher solves it.
COUNT CORRECTLY p.i.
Counting and counting movements. One, two, three, four, five - The bunny began to jump. The little bunny is good at jumping (clap, stomp...), He jumped... once.
ONE – MANY d.i.
Correlating quantity with movements, attention.
If there is only one object, clap once. If there are a lot of objects, clap many times
∙ How many heads does a person have?
∙ How many fish are there in the sea?
∙ How many stripes does a zebra have?
∙ How many tails does a dog have?
∙ How many grains of sand are there at the bottom of the river?
∙ How many stars are there in the sky?
∙ How many leaves are there on a tree?
∙ How many stems does a flower have?...
GIVE A WORD TO D.I.
Gender agreement between adjectives and nouns.
What can you say about long, short, big, tall...
FEDORKA d.i.
Classification. Pairs of similar items that differ in some way are selected; one item without a pair is a “fedora.”
Example: a green cube and a red cube, a wooden spoon and a metal spoon... The objects are on the table. Children come up one by one and make pairs of objects, explaining their choice.
TAKE THE SAME d.i.
Counting, counting, comparing quantities.
Take as many items as I have. Count how many items you took.
WHAT FIGURE IS NOT D.I.
Numbers, attention.
A number series is built from familiar numbers. One number is removed when the children close their eyes (night). Then the children look at the numbers and name the missing one. Similarly, you can play with geometric shapes and any objects.
WHAT HAS CHANGED d.i.
Practicing the use of prepositions and geometric shapes.
To play you will need a basket, geometric shapes known to children. Name the figures. Where is the triangle? "Night". What has changed, where is the triangle now? (In the basket, to the right of the basket, under the basket...)
BE CAREFUL d.i.
Parts of the day, attention.
If I say it correctly, we clap our hands, if not, we stomp our feet.
∙ First evening, and then night.
∙ We have breakfast in the evening.
∙ We walk at night.
∙ After the day the evening will come...
RIKI – TIKI d.i.
Quantity, numbers.
Ricky - tics, look, how many fingers are talking. Shown from behind open fingers(What kind of number say) show a card with a number
SAY THE OPPOSITE d.i.
Words are antonyms
Warm Little Narrow Fast Heavy Previously High Thick Day…
FIRST - THEN d.i.
Temporal and quantitative representations.
First spring, and then... First the day, and then...
First small, and then... First 2, and then...
First 4, and then... First the egg, and then...
First a caterpillar, and then... First a flower, and then...
LET'S GET ORDER D.I.
Comparing the size of objects.
Arrange the objects in descending (increasing) order of size (objects vary in length, width, height).
ROLLING - NOT ROLLING d.i.
Determining the shape of an object. Properties of figures.
Slam if the named object rolls, stomp if it doesn’t roll
Watermelon, cube, book, wheel, pencil, jar, carrot, leaf, orange, house, ball...
“MATCH THE WHEELS TO THE CARRIERS”
"MAKE A FLOWER"
“NAME A SIMILAR OBJECT”
"COLLECT BEADS"
“WHAT IS IN OUR APARTMENT”
Purpose of the game: to develop the ability to navigate in space; logical thinking, creative imagination; coherent speech, self-control
development of visual attention, observation and coherent speech.
Preview:
Parents can provide invaluable assistance in helping a preschooler master basic mathematical concepts. And only the joint work of the kindergarten and the family can ensure the child’s success in mastering this section of the preschool educational institution program.
The home environment contributes to the child’s emancipation and he learns educational material at an individual pace, consolidates the knowledge acquired in kindergarten.
Therefore, we can recommend some mathematical games and exercises for doing them with the family. These games are available for younger children preschool age and do not require lengthy preparation or production of complex didactic material.
I would like to remind you, dear parents, of the need to support the child’s initiative and find 10-15 minutes daily for joint play activities. It is necessary to constantly evaluate the child’s successes, and in case of failures, approve his efforts and aspirations. It is important to instill in a child faith in his own strength. Praise him, in no case scold him for the mistakes he made, but only show him how to correct them, how to improve the result, encourage him to find a solution. Children are emotionally responsive, so if you are not in the mood for play right now, it is better to postpone the lesson. Game communication should be interesting for all participants in the game.
1. Math game“Match the wheels to the trailers”
Purpose of the game: learning to distinguish and name geometric shapes, establishing correspondence between groups of shapes, counting to 5.
Progress of the game: the child is asked to select the appropriate wheels - red wheels for the blue trailer, and blue wheels for the red one. Then you need to count the wheels from left to right for each carriage separately (cars and wheels can be cut out of colored cardboard in 5-10 minutes).
2. Mathematical game “Make a flower”
Purpose of the game: to teach how to compose the silhouette of a flower from geometric shapes of the same shape, grouping them.
Progress of the game: an adult invites the child to make a flower for his mother or grandmother for the holiday from geometric shapes. At the same time, he explains that the middle of the flower is a circle, and the petals are triangles or circles. The child is given the choice of collecting a flower with triangular or round petals. Thus, you can reinforce the names of geometric shapes in the game by asking the child to show the desired shape.
3. Game - exercise “Name a similar object”
Purpose of the game: development of visual attention, observation and coherent speech.
Progress of the game: an adult asks the child to name objects that are similar to different geometric shapes, for example, “Find what looks like a square” or find all the round objects... This game can easily be played while traveling or on the way home.
4. “Collect beads”
Purpose of the game: to develop the perception of color and size; ability to generalize and concentrate attention; speech.
Progress of the game: for sequences, you can use a Lego constructor, figures cut out of paper (but I prefer figures made from kitchen cellulose napkins - they are more convenient to work with), and any other objects.
Of course, at this age the sequence should be very simple, and the task for the child should be to lay one or two bricks in its continuation. Examples of sequences (the child must continue the logical series - complete the path with the “right bricks”):
5. Mathematical game “What is in our apartment”
Purpose of the game: to develop the ability to navigate in space; logical thinking
Progress of the game: first you need to consider sequentially the interior of the room or apartment. Then you can ask your child to tell you what is in each room. If he finds it difficult or does not name all the objects, help him with leading questions.
Preview:
Preview:
Preview:
In early and early preschool age, the development of thinking is “woven” into the child’s practical play activities. With its help, he learns to understand the surrounding reality, learns to understand speech addressed to him, and then speak.
However, at first the meaning of the word is merged with a specific object, i.e. does not yet carry a generalization. Later, the child begins to correlate the word with many objects, thereby uniting them with each other. Gradually he learns to form the simplest generalizations, begins to highlight general properties subjects, tries to solve practical problems “in his own way”, in an effective way.
The formation of visually effective thinking becomes possible thanks to such an organization of learning in which new, previously hidden properties of the object being studied are highlighted through practical actions. On the basis of visual-effective thinking, a more complex form is formed - visual-figurative thinking, which goes through two stages in its development.
The first corresponds to an action game, when the child does not invent a role for himself, but takes the one that is offered to him.
At the second stage, the child, on his own initiative, transforms the situation at the figurative level, independently solves problems based on ideas, without the use of practical actions.
Visual-effective and visual-figurative thinking are closely related to speech. The child’s verbal statements contribute to his awareness of the course and result of this action.
That's why this type thinking is called verbal-logical. In order for a child to begin to use the word as an independent means of thinking, he must master the concepts developed by mankind, i.e. knowledge about the general and essential features of objects and phenomena of reality, enshrined in words.
But there are significant differences between the words-concepts of an adult and the words-conceptions of a child. For this purpose, the child is first taught, with the help of his own actions, to identify in objects or their relationships those essential features that should be included in the content of the concept. Next move its formation consists in the child replacing real actions with detailed reasoning, which in verbal form reproduces all the main points of this action.
For this purpose, linguistic and didactic games, logical tasks, fable poems with logical errors are offered, which are aimed at developing coherent speech, logical thinking, enriching lexical vocabulary preschoolers.
Preview:
Play activity is the leading activity in children of early and preschool age. It is through play that children learn about the world, master simple everyday skills, play out everyday situations, and try themselves in new roles. The game allows a small child to understand in an accessible form many psychological and everyday problems that constantly get in his way. It is in games that children pick up new words, learn to think, truly feel and experience emotions: they laugh, are afraid, get angry, rejoice - and enjoy using different toys or objects, developing manipulative skills.
But don't expect them to keep themselves busy with the game. Children just don't know how to play. They need help. And the main assistant, of course, will be mom and dad. It is very important that you play together with your children. Children's play does not arise spontaneously; it develops under the guidance of an adult and in joint activities with him. In the future, when they master the skill of playing, they will be able to do it themselves. When organizing games, the main questions are two: what to play and how. Bring everything around you into the game small child. You can play in a store, a hairdresser, learn the profession of a cook, or go on a make-believe visit.
1. When playing with your child, lower yourself down next to him so that you are at the same level with him. By doing so, you show that you are on an equal footing in the game.
2. Choose bright, beautiful toys for the game. There shouldn't be too many of them, otherwise children's attention will dissipate.
3. When buying a new toy, be sure to show your child how to play it. Without knowing how to play it, the baby will quickly lose interest in the gift.
4. Your participation in the game must be gradually reduced. This gives the child the opportunity to show his activity.
5. All your actions must be voiced. The game should not be played in silence. New sounds, words, gestures stimulate the child to active speech.
6. It is best to set aside a special time in the day just for games. At this time, the baby should not want to sleep or eat, or be upset about anything.
7. Repeat games. A child begins to fantasize only when the game has already been well mastered. And to make a boring game interesting for a child again, you can change the characters or objects, or you can change the sequence.
If the mother does not play with the baby from early childhood, he will not only not learn to invent and implement games on his own in preschool age, he will not learn to be an active and creative explorer of the world and a member of society. But the game activates the child’s cognitive activity, develops his thinking and intelligence.
But the older the child, the more extensive his own life experience, creativity, independence. An older child uses roles and images to very accurately copy relationships that arise in the family, on the street, in kindergarten, and at work. Only by playing with partners (adults and children) can a child learn cooperation, mutual assistance, and compassion.
The game also has a certain disciplinary, organizing moment - these are its rules. Any game exists with the help of them, is developed and supported by them. There are games in which the rules are known in advance and unchangeable, games where the rules are invented by the players. There are also games where the rules are related to role-playing behavior. So in “family” games, the mother will educate, take care, and the children will obey or disobey, accept care or help. Violation of the rules leads to the disintegration of the game and to conflicts between partners. Only an adult can teach a child to understand and follow the rules. It is the presence of rules in the game that helps to educate and develop restraint, responsibility, and consistency in actions in a child.
Dear parents, please remember: one of the main children's needs is communication with their parents. If it is not enough, then the child’s development is distorted. Have fun playing together!
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Research by domestic and foreign authors shows that play is a genuine social practice of a child, his real life in the society of his peers, which is why it is so relevant as a means and method of comprehensive educational work and, first of all, for the purpose of achieving his mental development.
The development of mental abilities is of particular importance for preparing children for learning: after all, it is important not only what knowledge the child has when entering school, but whether he is ready to learn new knowledge, whether he can reason, draw independent conclusions, create plans for essays, drawings, design. (L. A. Wenger, L. S. Vygotsky).
Games with natural history content are of particular importance for the development of a child’s intellect. K. D. Ushinsky wrote that the logic of nature is a logic accessible to children. Indeed, in the process of such games, children develop cognitive abilities, imagination, and speech.
Among games with natural history content, didactic games occupy a large place. They are covered in detail in such collections as: “Didactic games in kindergarten” by L. K. Bondarenko, “Didactic games for familiarization with plants” by V. A. Dryazgunova and others.
Didactic game always has great value in the development of children's mental abilities (the ability to compare, generalize, classify objects and phenomena of the surrounding world, express their judgments, and draw conclusions).
The most important thing for the development of thinking is to be able to use knowledge, selecting from your mental baggage in each case the knowledge that is needed to solve the problem at hand. To do this, the child must be able to think, analyze and synthesize correctly.
Many didactic games challenge children to rationally independently. Use existing knowledge when solving mental problems: find characteristic features in objects and phenomena, group, classify. Scientific research the great effectiveness of using didactic games for mental activity and independent thinking.
By activating thinking, the game affects children’s emotions: the child experiences joy, satisfaction from a successfully found solution, approval from the teacher, and most importantly, independence in solving problems.
In a verbal didactic game, children learn to think about things that they do not directly perceive, with which given time don't work. These games require the use of previously acquired knowledge in new circumstances. Verbal didactic games are carried out in all age groups, but they are especially important in the upbringing and teaching of children of senior preschool age. helps prepare children for school: they develop the ability to listen to the teacher, quickly find an answer, and accurately formulate their thoughts.
A.I. Sorokina in the collection “Didactic Games in Kindergarten” offers such an interesting type of didactic game as riddle games. According to the author, such games develop children’s ability to analyze, generalize, and form the ability to reason, draw conclusions, and draw conclusions. In such games, children can guess riddles about a wide variety of natural objects.
Based on the above, we can conclude that logical thinking in preschool age manifests itself primarily through its individual structural components and their holistic development is possible subject to the psychological and pedagogical requirements:
Implementation of pedagogical guidance of didactic games (use of a system of activating questions, dosed system of adult assistance).
Step-by-step use of a variety of didactic games (verbal, riddle games, entertaining mathematical games).
Reliance on formed forms of thinking (use of visual material, systems of sensory actions).
Simultaneous impact on the emotional motivation of the child's sphere.
Games are played within the system and in close contact with the family.
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You often hear a child, approved by an adult, declare that he can count to 10, to 20. When he starts counting, he is in a hurry and misses numerals. The adults give him hints, and the child mechanically repeats everything they say. The question arises: Does the child really know how to count? Of course not. Here we see a mechanical memorization of numerals, behind which there is no main understanding. It is certainly necessary to teach preschoolers the basics of mathematics. This issue is especially acute now, when teachers and psychologists are tasked with creating the prerequisites for the transition to teaching children from the age of 6. A preschooler must be taught in such a way that the world around him becomes clearer.
Parents are called upon to help him with this, to show him significant interdependencies, to teach him to reason, compare, and contrast. Note that most parents, first of all, teach their children to count to 10, 20 and more. We'll have to upset them. Most often, such knowledge of children is useless, because the child has mechanically memorized the names and order of numerals and has practiced so-called abstract counting. As a rule, children have no idea of numbers.
How should you teach your child to count?How to ensure that counting for him is not a set of words memorized in a certain order, but remains based on understanding the meaning of the number? Even in the younger group, the child learned to define different numbers of objects with the words “one” and “many.” At the age of 4 to 5 years, the kindergarten program provides training in counting to 5 based on comparison of 2 sets. So, for example, having homogeneous toys, you can show children that we have many animals, but among them 2 hares are less than 3 bears; 1 fox is less than 2 hares. There are many dolls. Offer to find out: “More small dolls or big ones.” Acquaintance with each new number is carried out on the basis of comparison of 2 sets. You place two rows of objects so that each of them is strictly one below the other. The child, comparing the number of objects, without counting, determines where there are more and where there are fewer. After this, you name the new numeral. There are 1 green cubes, and 2 red cubes. 2 is more than 1, 1 is less than 2. In the same way, introduce your child to the numbers 3, 4, 5.
Don't forget: Our goal is to form a child’s understanding of numerals and the natural series of numbers by the beginning of school, and not just teach him how to count. To count, you need to take objects without distracting details, the objects must be interconnected (Christmas trees - mushrooms), (butterflies - flowers). Items should be familiar to children: buttons, sticks, etc. (no decorations). Show the children that it is more convenient to count objects with the right hand in the direction from left to right; while counting, each word - numeral must be related to only one object (the objects being counted are not named), teacher's demonstration. It is very important to teach the child to understand that “three” in this case does not refer to the name of the last object, but to the entire group of objects counted. You need to name objects, coordinating their name with the numeral in gender, number and case: “There are 2 cubes”, “There are only 3 apples”, “There are 5 mushrooms on the card”. First the numeral is called, then the noun. When a child learns to count objects, he can move them with his hand. Then you can move on to counting without moving your hand - visually.
For counting exercises, you can take different visual materials: toys, and later geometric shapes (circles, squares, triangles). Exercises need to be varied and set different tasks. For example: an adult puts 2 nesting dolls and 2 pyramids on the table. You ask: “How many nesting dolls are there?” How many pyramids are there here? “Which toys are there more? Less? How to make more pyramids? (does) Do it? How many pyramids are there? What toys are there fewer now? Why? How to make sure that there is an equal number of toys again.” Similar exercises can be done with different toys, outdoors and with natural materials: twigs, cones, pebbles, sticks, etc.
Focus on your children's actions, the way they answer the questions you ask. Don’t rush your child and don’t rush to give advice yourself. Let the child develop his thinking and learn to be independent.
Show the children that the number does not depend on the size of the objects (2 adult chairs and 2 children's chairs, 3 large and 3 small dolls). Children often associate the number of objects with their spatial arrangement; they think that if some things take up a lot of space, then there are more of them in number than those that take up little space. The following exercises are needed: when you ask your child to count 2 groups of objects, arrange them differently.
For example: in the top row there are 3 Christmas trees, located far from each other, and in the bottom row, 4 fungi are located closely. What are more mushrooms or Christmas trees? How can you find out? You can count, or you can do it in another way: put one mushroom under each Christmas tree, etc. teach your child to count or bring the number of objects you indicated: count out 3 buttons, bring the same number of cubes as I put on the table? Bring as many pyramids as I drew Christmas trees? It is useful to count objects by touch, with your eyes closed (how many potatoes are in the bowl? How many berries did mom put in her hand, etc.). Children will be happy to count the sounds: How many times did she clap her hands? How many times did you hit the drum with a stick? Place as many cubes as you want, how many sounds can you hear? You have to count out loud - 1, 2, 3.
To reinforce children’s quantitative concepts, play the following games with them:
- “WHAT HAPPENS IN 2?
Purpose of the game: Practice children counting to 2.
Place 15 - 20 sticks on the table. The adult and the child take turns naming those items that always come in only 2 (shoes, stockings). For each correct answer, the player takes 2 sticks from the table.
Rules of the game:
1. If the answer is incorrect, you cannot take the chopsticks.
2. Each player counts the winning sticks independently.
3. The game ends when there are no sticks left on the table, then the players compare the method of applying the stick and determine the winner.
The game can be simplified: name objects, of which there can be 2: cucumbers, pencils, etc.
Make it more difficult: name something that does not exist in twos: paws on a cat, noses on a person, legs on a stool.
When the child gets acquainted with other numbers, you can play similar games: “What happens by 3, by 4.”
- "ORDER"
Purpose of the game: Exercise children in the ability to count objects according to the named number.
The adult names a number familiar to the child, and the child brings the same number of toys. Then the child names the number, and the adult carries out the assignment. The correctness of the task is checked by the one who gave it. For each correctly completed task, the player receives a chip (small object). After the game, the number of chips collected is compared and the winner is determined.
Rules of the game:
1. The number is called only once.
2. The one who incorrectly fulfilled the order performs it a second time. An adult needs to make mistakes, but no more than by one (bring 5 items instead of 4).
Continue to teach children to distinguish and verbally indicate the size of objects. If the child is good at comparing the size of 2 objects, practice comparing the size of 3 objects.
Main attentionshould be aimed at the size of the average object. The tale “The Three Bears” will help you well. Ask your child: Who is the biggest? Who is the smallest? How big is Nastasya Petrovna? Offer to choose chairs and dishes for them. Show your child 3 colored pencils of different lengths. Ask about the medium pencil. What is its length? (Medium) Long, short, shorter, longer - introduce these concepts.
Compare the thickness of books with different covers. It will be easier for the child to explain what book we are talking about.
Teach your child to arrange objects in descending order of their size: large, smaller, smallest, then in ascending order. To consolidate children's ideas about size, you can use modeling, drawing, and appliqué.
Sample tasks: sculpt three mushrooms of different sizes, draw a tall and a low tree, make a pyramid out of circles of different sizes, etc. Play the following games with the children:
- "SHOP"
Purpose of the game: to train children in the ability to distinguish the size of objects, to actively use the words in speech: long - short, low, wide, narrow, large - small.
Toys and objects of different sizes are selected for the game, for example: large and small dolls, long and short ribbons, wide and narrow cribs, high and low saucepans. The adult is the seller, the child is the buyer. To buy a toy, the child must name its size: “Please give me a long ruler,” “I need a tall pyramid,” etc.
The basic rule of the game: a toy or thing is given to the buyer only if its size is indicated.
- "PUT IN ORDER"
Purpose of the game: to train children in the ability to arrange objects in descending or increasing order of their sizes.
There should be 10 - 15 objects of different sizes on the table (rings, pyramids, nesting dolls, paper mugs). At a signal, the adult and the child each take one object and arrange them by size (from smallest to largest and vice versa). The order of arrangement is agreed upon in advance. The winner is the one who, placing objects in a row, made fewer mistakes and completed his row faster.
Rules of the game:
1. Take one object at a time.
2. The selected item cannot be put back, but you can change its location in your row.
Children are already familiar with geometric shapes: circle, square, rectangle, triangle. Reinforce children's knowledge about shape in different types of activities: ask them to draw a square handkerchief, a rectangular towel, a quadrangular and a triangular flag. Teach children to correctly name the shapes used in construction: cube, cylinder, ball.
To reinforce children’s geometric concepts, play the following games:
- "FIND THE TRIANGLE"
Purpose of the game: to train children in the ability to distinguish a triangle among other geometric shapes. Before the start of the game, each player has 15–20 different geometric shapes, including 8–10 triangles. At a signal, the players select triangles and place them in a row. The first one to select all the triangles wins. The game can be changed: choose squares, rectangles, circles.
- "WHO IS FASTER"
Purpose of the game: exercise children in recognizing familiar geometric shapes.
Before the start of the game, each player has 10–20 pieces of different geometric shapes. They are mixed and covered with a sheet of paper. At the signal, each player opens his pieces and places them in a row: a row of squares, a row of circles, etc. The one who lays out 4 rows faster without mistakes wins.
Rule of the game: start laying out figures only after the signal.
Continue to train your children in their ability to navigate in space. It is most convenient to do this in everyday life, giving the exercise a playful character or the form of an order: “Go to the sideboard and bring the cup that is on the right,” “what do you see to your right?” etc.
Children should be taught to navigate time, distinguish between parts of the day (morning, afternoon, evening, night); use words: today, yesterday, tomorrow, quickly, slowly.
Draw the children's attention to the changing parts of the day: evening is coming, it will soon be night, tomorrow we will go to the cinema. We read this book yesterday.
By age 5 children must distinguish and name: circle, square, rectangle, regardless of the size or color of the shapes. Distinguish and name a ball, cube, cylinder, correctly use words denoting spatial directions and time.
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It is in the first years of life that a child has the opportunity to absorb a huge amount of important information. There is a special technique for the formation of elementary mathematical concepts, with the help of which a small person acquires logical thinking skills.
Features of psychological and pedagogical research
Diagnostics, repeatedly carried out in state preschool institutions, confirm the possibility of forming the foundations of mathematical thinking at the age of 4-7. The information that bombards the child in huge volumes involves searching for answers using logical skills. Varied role playing games according to FEMP in the middle group, preschoolers are taught to perceive objects, compare and generalize observed phenomena, and understand the simplest relationships between them. The main source of knowledge at this age is intellectual and sensory experience. It is difficult for a child to correctly build logical chains on his own, so the leading role in the formation of thinking belongs to the teacher. Any lesson on FEMP in the middle group is aimed at the development of children and preparation for school. Modern realities require the teacher to apply the fundamentals of developmental education, actively use innovative techniques and ways to develop the foundations of mathematical thinking in their work.
The history of the appearance of FEMP in preschool education
The modern method of developing the simplest mathematical skills in children has a long historical path. For the first time, the question of the methods and content of preschool teaching of arithmetic was considered in the 17th and 18th centuries by foreign and domestic teachers and psychologists. In their educational systems designed for 4-6 year old children, K. D. Ushinsky, I. G. Pestalozzi, Ya. A. Kamensky pointed out the importance of forming a clear idea of space, measures of different quantities, the sizes of objects, and proposed an algorithm of actions .
Children in preschool age, taking into account the characteristics of physical and mental development, show an unstable interest in the following mathematical concepts: time, shape, quantity, space. It is difficult for them to connect these categories with each other, organize them, and apply the acquired knowledge to specific life situations. According to the new federal educational standards developed for kindergartens, FEMP in the middle group is a mandatory element.
A special place in preschool mathematics education belongs to developmental education. Any summary of FEMP in the middle group implies the use visual aids(manuals, standards, paintings, photographs), thanks to which kids get a complete understanding of objects, their properties and characteristics.
Requirements for preschool education
Depending on educational objectives, individual and age characteristics of children, there are certain rules that visual mathematical materials must fully comply with:
- variety in size, color, shape;
- possibility of use in role-playing games;
- dynamism, strength, stability;
- aesthetic external characteristics;
E. V. Serbina in her book offers “pedagogical commandments” that a preschool teacher applies in her work:
- "Don't rush into results." Each child develops according to his own “scenario”; it is important to guide him, and not try to speed up the desired result.
- "Encouragement is the best path to success." ECD for FEMP in the middle group involves encouraging any efforts of the child. The teacher must find moments for which the child can be rewarded. The rush situation created by each pupil contributes to speedy development logical skills, increasing interest in mathematics.
Specifics of working with preschoolers
Preschool age does not imply the use of negative marks or reprimands from the teacher. It is impossible to compare the achievements of one child with the results of another pupil; only an analysis of the individual growth of a preschooler is allowed. The teacher must use in his work those methods and techniques that arouse genuine interest in his students. Classes “under duress” will not bring any benefit; on the contrary, they will lead to the formation of a negative attitude towards mathematics and computing skills. If there is personal contact and a friendly relationship between the child and his mentor, a positive result is guaranteed.
Sections of preschool mathematics education
The preschool mathematics education program involves studying the following sections: magnitude, quantity, geometric figures, orientation in space and time. At the age of four, children master counting skills, use numbers, and perform simple computational operations orally. During this period, you can play games with cubes of different sizes, colors, shapes.
During the game, the teacher develops the following skills in children:
- operating with properties, numbers, objects, identifying simple changes in shape and size;
- comparison, generalization of groups of objects, correlation, identification of patterns;
- independence, putting forward a hypothesis, searching for an action plan
Conclusion
Federal State Educational Standard for preschool institutions contains a list of concepts that should be formed in kindergarten graduates. Future first-graders should know the shapes of objects, the structural parts of various geometric figures, and the sizes of bodies. In order to compare two geometric objects, a 6-7 year old child uses verbal and cognitive skills. Research and project methods help develop curiosity in children. When developing mathematical activities, the teacher selects such forms and methods of work that would contribute to the comprehensive development of preschoolers. In the first place is not the content of the classes conducted, but the formation of the personality of the future student.
