Studying the problem of the formation and development of the mathematical abilities of preschoolers, for several years we proposed to organize a discussion on this topic for the educator1 and methodologists of preschool educational institutions working with children of all ages: from early age to the preparatory group. In all cases: the educators usually confidently answered the question whether they could name and single out children capable of mathematics in their group.
This question was answered in a similar way by teachers of both primary level and subject teachers. At the same time, the main criterion for such a choice among teachers is the success of the child in the subject itself (although it is quite obvious that this success is only a consequence of the presence of abilities).
A much more difficult task turned out to be the rationale for choosing a child capable of mathematics for preschool teacher. And this is natural, since younger child, the less the teacher has the opportunity to replace the cause with the effect, referring to the success of the child in the subject, when identifying capable children.
Mathematical abilities belong to the group of early abilities, which is an indisputable historical fact and confirmation that not only mathematicians, but also preschool teachers should study this issue.
Further analysis of the concept of "capable child" most often leads to the isolation of the characteristic "curiosity".
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"The development of mathematical abilities in older children preschool age through play activities
Work experience of Sibogatova N.A. - educator of GBOU School No. 2083
Kindergarten "Semitsvetik"
In our time, in the age of "computers" mathematics
in one way or another, a huge number of
people of various professions.
It is known that the special role of mathematics is in mental education and in the development of intellect. This is explained by the fact that the results of learning are not only knowledge, but also a certain style of thinking. Mathematics contains enormous opportunities for the development of children's thinking in the process of their learning from a very early age, and the omissions here are difficult to make up.
Psychology has established that the basic logical structures of thinking are formed approximately at the age of 5 to 11 years. The belated formation of the logical structures of thinking of these structures proceeds with great difficulty and often remains incomplete.
Therefore, mathematics rightfully occupies a very large place in the system of preschool education. It sharpens the child's mind, develops flexibility of thinking, and teaches logic. All these qualities will be useful to children, and not only in teaching mathematics.
It is known that the game is the main institution for the education and development of the culture of a preschooler, a kind of academy of his life. In play, the child is the creator and subject. In the game, the child embodies creative transformations and, summarizing everything that he has learned from adults, from books, TV shows, movies, his own experience and provides a connection between generations and the conditions of the culture of society.
We recognize that one of the main tasks of preschool education is the mathematical development of the child. The purpose of the work: to promote a better understanding of the mathematical essence of the issue, to clarify and form mathematical knowledge among preschoolers.
Working on this topic, we have identified the following tasks for ourselves,
1. To develop children's interest in mathematics.
2. To introduce them to this subject in a playful and entertaining way.
The following methods contributed to the solution of these problems:
1. Study, analysis and generalization of literary sources on the topic.
2. The study and generalization of pedagogical experience in the development of children's mathematical abilities.
We do not strive to teach a preschooler to count, measure and solve arithmetic problems, but develop their ability to see, discover properties, relationships, dependencies, the ability to “design” objects, signs and words in the world around them.
In embodying L. S. Vygotsky’s idea of advanced development, we strive to focus not on the level reached by children, but on the zone of proximal development, so that children can make some effort to master the material. It is known that intellectual work is very difficult and, given age features children, we understand and remember that the main method of development is problem-search and the main form of organizing children's activities is a game.
Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. Kids need to play math.
Didactic games provide an opportunity to solve various pedagogical tasks in a playful way, the most accessible and attractive for children. Their main purpose is to provide children with exercise in distinguishing, highlighting, naming sets of objects, numbers, geometric shapes, directions. We include such didactic games in the content directly. educational activities.
In our work, we use a complex-game technique. It is based on developing entertaining games, selected according to the topic of the lesson. This makes it possible to purposefully develop the child's mental abilities, the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity and ingenuity. Introducing children to numbers, I use didactic games aimed at getting to know numbers:
- "Lay out the number from the sticks";
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Development of mathematical abilities of older preschoolers with the help of flexagons.
Statement of the problem. At present, one of the promising approaches to the mathematical development of a child is an orientation towards mathematical modeling, with the help of which children actively master the construction and use of various kinds of object, graphic and mental models.
Searching for effective means mathematical modeling with preschoolers, I came to the conclusion that the technology of mathematical modeling based on flexagons is the most effective for the mathematical development of older preschoolers, since the feature of game materials for this technology is the unlimited combinatorial possibilities hidden in a regular sheet of paper. If we consider that an ideal intellectual constructor should consist of one part, with the help of which an infinite variety of forms is created, then the flexagon is just such a constructor.
Flexagon - "flexible polygon" - one of the simplest mathematical abstractions. It is based on sensory form standards; when properly assembled, the flexagon contains “hidden” surfaces.
A careful analysis of the development of flexagons allowed me to identify their developing mathematical potential for preschoolers. Flexagons contribute to the development of fine motor skills, spatial imagination, memory, attention, patience. With a specially thought-out coloring, the formation of ideas in all sections of mathematics for preschoolers is activated.
The use of flexagons in the development of elementary mathematical concepts of children is a deeply creative process that dialectically combines the unity of creation and negation. Therefore, when designing the author's local method of using flexagons, I, first of all, deeply studied the available theoretical and practical developments on the issues of interest to me, took into account the specifics of the children of my group, and only on this basis created innovations.
For the first time in my practice, I used flexagons in the mathematical development of children, firstly, as a means of ordinal and quantitative counting. With the help of flexagons, she introduced children to the composition of a number from units; relations “more”, “less”, etc.; numbers; taught to compose and solve simple and indirect arithmetic problems. To do this, I used a variety of coloring of the sides of the flexagon, taking into account the interests of the children of a particular group.
Secondly, in the section on geometric shapes - to introduce children to the triangle, circle, ellipse, square, rectangle, quadrilaterals as a class of shapes, etc. Flexagons will help to find similarities and differences between figures, to classify them.
Thirdly, flexagons are good for children to master the concept of “time”. You can use them to show the clock face, it is convenient to show seasonal phenomena, days of the week, months.
The process of development of sensory, intellectual culture and creative activity was accompanied by a phased introduction of flexagons into classes.
1) When getting acquainted with the flexagon, I used the technique of a problem situation: the character received a magical gift, what to do with it is unknown; help the character.
2) offered the children to tell what they can play with the flexagon. It is specified to which class this figure can be attributed.
3) I “accidentally” folded the flexagon so that it opened up. Give the children time to experiment with the flexagon.
1) I offered the children a few minutes to remember the properties of the flexagon. What is the name of this figure? How many sides, vertices, angles?
2) She suggested folding the flexagon in half. Name the resulting figure, count the angles, name the figures that make up the trapezoid (triangle, rhombus). The children were offered to lay out a trapezoid from real geometric shapes, or just name them.
3) She offered to fold the rhombus on her own, count the angles; open the flexagon and tell about it.
1) I remembered with the children what the axis of symmetry is. She suggested showing and counting the number of symmetry axes of the flexagon. Show them.
2) Research task: if the flexagon is turned inside out, will the number of symmetry axes change? Why?
3) Task. Fold the flexagon in half. How many identical figures did you get? What are these figures? How many corners does each figure have?
How many angles will the 2 trapeziums that make up the plane of the flexagon have? How many corners does a flexagon have?
Analyzing the lessons, it should be noted that the effect of "focus" when introducing flexagon aroused the persistent interest of children, created motivation for several lessons in advance. The search activity of children was motivated both by the interest of parents in mathematical puzzles modeled and shown by children, and by the variety of options for the “mathematical stuffing” of flexagons.
In this way, technological process classes include a number of interdependent and interrelated components that ensure effective assimilation educational material and incorporating it into action.
The conducted experimental work, theoretical modeling and analysis of the mathematical essence of flexagons made it possible to formulate the following guidelines for preschool teachers:
- Starting a lesson on introducing children to the flexagon, I advise you to simultaneously consolidate the distinction between colors and their shades, since multi-colored flexagons are introduced into the kindergarten group.
- Older preschoolers can be offered to collect flexagons by color. For example: each side of a hexahexaflexagon can consist of six triangles of additional colors that differ by 1-3 tones from the main color. We recommend using this exercise to develop fine motor skills and stimulate the intellectual activity of children.
The use of flexagons as a means of mathematical development of a child has shown their effectiveness in solving the problem of harmonizing affect and intellect, which, in turn, allows solving wide range tasks that require a high level of generalization without classical formalization. At the same time, the process of development of sensory, intellectual culture and creative activity is accompanied by positive emotions of children due to the variants of “cognitive” coloring of flexagons.
Conclusion. The work I did gave the following results: by the end of the year, the children learned to correlate the shape of objects with geometric shapes, highlight the elements of geometric shapes (angle, vertex, sides), They have formed knowledge basic concepts flexagons, intrinsic motivation and sustained interest to this type of activity.
The feeling that all my efforts were not in vain gave me strength in my work. After all, the delight, joy, surprise of children upon reaching end result- the biggest reward in my work and, of course, an incentive to move on in my profession.
LITERATURE
- Afonkin S. Games and tricks with paper / S. Afonkin, E. Afonkina .- M .: Rolf, AKIM, 1999. - P. 12–67.
- BeloshistayaA. B. Formation and development of mathematical abilities of preschoolers: Questions of theory and practice: A course of lectures. - M.: VLADOS, 2003. - S.11–77.
- Games and entertainment: Book. 3 / Comp. L. M. Firsova. - M.: Mol. Guard, 1991.
- MikhailovaZ. A. Game entertaining tasks for preschoolers. - M.: Enlightenment, 1990.
- NikitinB. P. Steps of creativity or educational games. - M.: Enlightenment, 1991.
- Origami and Pedagogy: Proceedings of the First All-Russian Conference of Origami Teachers. - St. Petersburg, 1996.
- RepinaG. A. Technologies of mathematical modeling with preschoolers. - Smolensk, 1999.
- RepinaG. A. Perspective approaches to the mathematical development of the child. - Smolensk, 2000.
- 365 educational games / Comp. E. A. Belyakov. - M.: Rolf, Iris-press, 1998.
On this topic:
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Beloshistaya AV Formation and development of mathematical abilities of preschoolers. Questions of theory and practice Free download
A course of lectures for students of preschool faculties of higher educational institutions. - M.: Humanit. ed. center VLADOS, 2003. - 400 p.: ill. ISBN 5-691-01229-0. Agency CIP RSL.
The publication is a course of lectures that deal with the formation and development of mathematical abilities of preschoolers. The manual reflects the modern understanding of the continuity of mathematical education of preschoolers and primary schoolchildren, the possibility of forming the components of educational activities and the development of cognitive processes of preschoolers.
It highlights the principles of selecting the content of the course of preschool mathematical training, the issues of methodological analysis of classes and programs in mathematics, the organization of an individual approach to the child in teaching mathematics. The manual includes questions of a private methodology for the formation of elementary mathematical representations of preschoolers from the standpoint of developmental education, as well as the experience of organizing relevant classes. Posted by:
The relationship between the development of cognitive processes and the mathematical abilities of the child
For the development of mathematical abilities, it is important to selectively perceive the specific characteristics of the external world: shape, size, spatial arrangement and quantitative characteristics of objects. Obviously, of these characteristics, the fastest and easiest to perceive sensory shape, size and spatial arrangement.
As noted earlier, for an adequate identification and perception of quantitative characteristics by a child, special training is required. For the formation and development of perception, it is necessary to provide the child with the opportunity to examine the perceived object, ways and means of creating its adequate model (its likeness), first in material form in external activities, to ensure then its interiorization into an internal form - a representation. Thus, there will be an accumulation of stock images of the imagination. In the productive perception of an object, the most important thing for a child is the action that he uses: the activity of tactile examination must precede the activity of visual observation and analysis of the observed object, phenomenon, etc.
Such a sequence of actions of the child with the material being studied is easy to ensure when predominantly working with geometric material, since for any geometric figure or geometric body it is not difficult to design a wide variety of models from a wide variety of materials, and all of them will adequately reflect its main characteristics. For example, a square made of paper, sticks, plasticine, constructor, fabric, thread, as well as its drawing on sand, clay, wax tablet, blackboard, etc. will be a model of the same concept, reflecting its main properties: the presence of four equal straight sides and four right angles. The child can perform all of the above models on his own, with his own hands, and then conduct a whole series of observations (expressing them verbally) when examining any of them - compare the lengths of the sides, count them, compare the shape and equality of the angles, and also establish many other of its properties by simple manipulation of the model.
The way to organize such a child's cognitive activity is an appropriately designed task (exercise), performing which, the child carries out a productive perception of the object (examination, modeling) and comprehension of the perceived sensory information (accompanies sensory perception with a word).
Exercise 1
Target. Prepare children for subsequent modeling activities through simple constructive actions, update counting skills, and organize attention.
Materials. Counting sticks of two colors, a flannelograph with cardboard models of sticks from the teacher.
Exercise.
- Take as many sticks out of the box as I have. Place in front of you in the same way (II). How many sticks? (Two.)
- Who has sticks of the same color? Who has a different color? What color are your sticks? (One is red, one is green.)
- One yes one. How many together? (Two.)
Exercise 2
Target. Organize constructive activities according to the model, exercise in counting, development of imagination, speech activity. Materials.
Exercise.
- Take another stick and place it on top (II) . How many sticks were there? Let's count. (Three.)
- What does the figure look like? (On the gate, on the letter P). Who knows words that start with P?
Children say words.
Exercise 3
Target. Develop observation, imagination and speech activity; to form the ability to evaluate the quantitative characteristics of a changing structure (without changing the number of elements); preparation for the correct perception of the meaning of arithmetic operations.
Materials. Counting sticks, flannelgraph.
Exercise.
- Move the top stick like this: "H\ Has the number of sticks changed? Why hasn't it changed? (The wand was rearranged, but not removed or added.)
- What does the figure look like now? (Starting with the letter N.) List words that start with N.
Exercise 4
Target. To form design skills, imagination, memory and attention.
Exercise.
- Fold these three sticks into different figures.
Children put together figures and letters. Name them, make up words. One of the children will definitely fold the triangle.
Exercise 5
Target. To form the image of a triangle, the primary examination of the triangle model.
Materials. Counting sticks, flannelgraph.
Execution method. The teacher invites everyone to lay down such a figure:
How many sticks did you need for this figure? (Three.) Who knows what it is? (Triangle.) Who knows why it's called that? (Three corners.)
If the children cannot name the figure, the teacher suggests its name and asks the children to explain how they understand it.
The teacher asks to circle the figure with a finger, count the corners (vertices), touching them with a finger.
Exercise 6
Target. To fix the image of the triangle on the kinesthetic and visual level. Recognize a triangle among other shapes (volume and stability of perception). Outline and hatch triangles (develop small muscles of the hand).
Materials. Frame-stencil with slots in the form of geometric shapes, paper, pencils.
Note. The task is problematic, because the frame used has several triangles and shapes similar to them with sharp corners (rhombus, trapezium).
Exercise.
- Find a triangle on the frame. Circle it. Shade the triangle around the frame. (Hatching is done inside the frame, the brush moves freely, the pencil “knocks” on the frame.)
Exercise 7
Target. Fix the visual image of the triangle. Recognize the right triangles among other triangles (perception accuracy). Develop imagination and attention, fine motor skills.
Materials. Stencil, paper, pencils.
Look at this picture: Mother cat, father cat and kitten, what figures are they made up of? (Circles and triangles.)
- Who drew such a triangle, what is needed for a kitten? For the mother cat? For cat dad?
Draw your cat.
Children draw using the triangle that they have, i.e. each gets their own cat. Then they draw the rest of the cats, focusing on the sample, but on their own.
The teacher draws attention to the fact that the cat-dad is the tallest.
Set the frame correctly so that cat-dad is the tallest.
This exercise not only contributes to the accumulation of stocks of images of geometric shapes in the child, but also develops his spatial thinking, since the figures on the frame are located in different positions and in order to find the right one, you need to recognize it in a different position, and then rotate the frame to draw it in such the position required by the drawing.
The given fragments of the lessons show a way to build an interconnected system of tasks for the formation and development of sensory cognitive abilities on the basis of mathematical material. Obviously, the activity of the child in this fragment is also organizing his attention and stimulating his imagination.
Let's move on to another group of cognitive abilities - to intellectual abilities. As already mentioned, they are based on the developed thinking.
The process of development of thinking methodically consists in the formation and development generalized methods of mental actions(comparison, generalization, analysis, synthesis, seriation, classification, abstraction, analogy, etc.), which is general condition the functioning of thinking itself as a process in any field of knowledge, including mathematics. It is unconditional that the formation of mental actions is an absolute necessity for the development of mathematical thinking, it is no coincidence that these mental actions are also called methods of logical mental actions.
Their formation stimulates the development of the child's mathematical abilities. One of the most significant studies in this area was the work of the Swiss psychologist J. Piaget “The Genesis of Number in a Child”1, in which the author quite convincingly proves that the formation of the concept of number (as well as arithmetic operations) in a child is correlative to the development of logic itself: the formation of logical structures, in particular, the formation of a hierarchy of logical classes, i.e., classification, and the formation of asymmetric relations, i.e., qualitative seriations. Classification and seriation are methods of mental actions, the formation of which is impossible without the preliminary development of operations in the child. comparison, generalization, analysis and synthesis, abstraction, analogy and systematization.
It is easy to show in the above fragment of the lesson that each of the above exercises simultaneously "works" also for the formation of all these mental techniques. For example, exercise 1 teaches the child to compare; exercise 2 - compare and generalize, as well as analyze; exercise 3 teaches analysis and comparison; exercise 4 - synthesis; exercise 5 - analysis, synthesis and generalization; exercise b - actual classification by attribute; exercise 7 teaches comparison, synthesis and elementary seriation.
Thus, the mathematical content is optimal for the development of all cognitive abilities (both sensory and intellectual), leading to the active development of the child's mathematical abilities.
So, the relationship between mathematical and cognitive abilities is as follows (Scheme 2).
So, the essence of the issue of organizing external conditions for the development of the child's mathematical abilities brings us back to the problem of selecting adequate mathematical content for classes with preschool children. The younger the child, the greater the need for him to be able to receive information about the studied objects and their relationships directly through sensory channels, with the hands and eyes being most important before the age of 6-7 years.
It is no coincidence that everything that the teacher brings to class, the child seeks to at least touch, or better, get into his own hands for manipulation. Optimal for such manipulation is geometric material.
A quantitative characteristic is indirect, for its perception one must be prepared to understand what this characteristic is and that, as a rule, it does not depend on other properties and qualities of an object (a fly has more legs than an elephant; and in Parrots, the Boa constrictor is no longer than in Monkeys, although Popugaev - 38, and Monkeys - 3). In other words, the quantitative characteristics of objects and phenomena (and even more so the relationship between them) are not directly perceived by the child, but require special preliminary training for adequate perception and comprehension.
In the previous lecture, we have already dwelled on the specifics of the mathematical characteristics of objects and phenomena, on the specifics of mathematical symbolism. The complexity of these concepts is often not realized even by educators-practitioners.
For example, when asked whether it is possible to give a child in hand number or show children in class, you can often hear: "Yes, you can." To the question: “What exactly will you show by introducing the child to the number two? ”- educators often answer: “Number 2” or “Two dice”, etc. These answers show that even an adult does not always differentiate such elementary mathematical concepts as number, number and set.
The correct perception and adequate understanding of these concepts requires preliminary special education of the child, but this does not mean that it is impossible to engage in the mathematical development of the baby. Geometric material is a full-fledged mathematical material, it is just less familiar to the traditional perception of an adult in the content of preschool education than arithmetic.
From a psychological and methodological point of view, geometric material is much more convenient for teaching a preschooler, since it is perceived by sensors and easily lends itself to visual (real and graphic) modeling. At the same time, any geometric object has quantitative characteristics, both perceived with a child’s minimal preparation (number of sides, angles), and allowing you to repeatedly return to the analysis of these objects in order to identify new numerical characteristics (later at school, the child will get acquainted with methods for measuring the lengths of sides and degree measure of angles, methods for calculating perimeters and areas, etc.). For example, in the lesson fragment discussed above, any construction ( constructive situation) had a quantitative characteristic, but did not require symbolization (digital designation), although it could be accompanied by it. The same fragment of the lesson in symbolic accompaniment could be offered for holding in the senior and even preparatory group(naturally, with some modernization and complication of the content of the exercises). As you can see, we are not talking about a complete rejection of work with the quantitative characteristics of objects and relations between them, we are talking about changing the hierarchy of this work in accordance with the principle of conformity to nature (i.e., in accordance with the psychological characteristics of children learning mathematical concepts), as well as in accordance with the didactic principles of the organization of developmental education.
Thus, the restructuring of the methodological base of the mathematical development of preschoolers based on the use of modeling as the leading method and means of studying mathematical concepts and relationships between them requires a certain shift in emphasis in the selection and building the content basis of this process.
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"The development of mathematical abilities
in preschool children
through play activities
in the context of the implementation of GEF DO "
caregiver
MBDOU "Kindergarten with. Kupino"
Ishkova Tatyana Ivanovna
1. Introduction
2. Main body
2.1. Practical section
2.2. Methods and techniques
3. Conclusion
4. Literature
“The game is the most serious business. In the game, the world, the creative abilities of the individual are revealed to the children. Without play, there is not and cannot be full-fledged mental development. The game is a huge bright window through which a vital stream of ideas and concepts about the world around flows into the spiritual world of the child. A game is a game that ignites the flame of inquisitiveness and curiosity.
Sukhomlinsky V. A.
Introductory part
Nowadays, in the age of “computers”, mathematics is needed to some extent by a huge number of people of various professions, not only mathematicians. The special role of mathematics is in mental education, in the development of intellect. The belated formation of the logical structures of thinking of these structures proceeds with great difficulty and often remains incomplete. Therefore, mathematics rightfully occupies a very large place in the system of preschool education. It sharpens the child's mind, develops flexibility of thinking, teaches logic. All these qualities will be useful to children, and not only in teaching mathematics. Psychology has established that the basic logical structures of thinking are formed approximately at the age of 5 to 11 years.
We recognize that one of the main tasks of preschool education is the mathematical development of the child.
Relevance of the topic is due to the fact that the Concept for preschool education, guidelines and requirements for updating the content of preschool education outline a number of fairly serious requirements for the cognitive development of preschoolers, part of which is the formation of elementary mathematical concepts. In this regard, I was interested in the problem: how to ensure the mathematical development of children that meets the modern requirements of the Federal State Educational Standard.
Objective:ensuring the integrity of the educational process through the organization of classes in the form of exercises of a game nature; promotion of a better understanding of the mathematical essence of the issue, clarification and formation of mathematical knowledge among preschoolers; creation favorable conditions for the development of mathematical abilities; the development of a child's interest in mathematics at preschool age.
Working on this topic, we have identified the following tasks for ourselves:
1. To develop a child's interest in mathematics at preschool age.
2. Introduction to the subject in a playful and entertaining way.
The solution of these problems was facilitated by the following methods:
1. Study, analysis and generalization of literary sources on the topic.
2. The study and generalization of pedagogical experience in the development of children's mathematical abilities.
We do not strive to teach a preschooler to count, measure and solve arithmetic problems, but develop their ability to see, discover properties, relationships, dependencies, the ability to “design” objects, signs and words in the world around them.
Embodying the idea of L.S. Vygotsky about advanced development, we strive to focus not on the level reached by children, but on the zone of proximal development, so that children can make some effort to master the material. It is known that intellectual work is very difficult and, given the age characteristics of children, we understand and remember that the main method of development is problem-search and the main form of organizing children's activities is play.
It is known that the game is the main institution for the education and development of the culture of a preschooler, a kind of academy of his life. In play, the child is the creator and subject. In the game, the child embodies creative transformations and, summarizing everything that he has learned from adults, from books, TV shows, films, his own experience and provides a connection between generations and the conditions of the culture of society.
2. Main body
2.1. Practical section
Studying the works of great teachers: Krupskaya N.K., Sukhomlinsky V.A., Makarenko A.S. , as well as modern literature, I set myself the task: to instill in a preschooler an interest in the very process of teaching mathematics, to form in children a cognitive interest, a desire and a habit of thinking, a desire to learn new things. To teach a child to learn, to study with interest and pleasure, to comprehend mathematics and to believe in oneself is my main goal in teaching children.
I tried to find a form of teaching mathematics that would organically enter the life of the kindergarten, solve the issues of the formation of mental operations (analysis, synthesis, comparison, classification), would have a connection with other types of activity, and most importantly, children would like it.
The practice of teaching has shown that success is influenced not only by the content of the proposed material, but also by the form of presentation, which can arouse the interest and cognitive activity of children. Adults should not suppress, but support, not fetter, but direct the manifestations of children's activity, and also specially create situations in which they would feel the joy of discoveries.
For children of preschool age, the game is of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the world around them. The game will be a means of education if it is included in a holistic pedagogical process. Leading the game, organizing the life of children in the game, the educator influences all aspects of the development of the child's personality: feelings, consciousness, will and behavior in general. However, if for the pupil the goal is in the game itself, then for the adult organizing the game there is another goal - the development of children, the assimilation of certain knowledge by them, the formation of skills, the development of certain personality traits.
The game is valuable only when it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of students' mathematical knowledge. Didactic games and game exercises stimulate communication, because in the process of conducting these games, the relationship between children, a child and a parent, a child and a teacher begins to take on a more relaxed and emotional character.
2.2. Methods and techniques.
Children's education occurs through: 1) organized educational activities; 2) joke tasks; 3) developing games and exercises; 4) puzzle games; 5) riddles; 6) didactic games.
The organized educational activity of children begins with a game minute, a problem situation. This arouses interest in children and organizes them for cognitive activities. I also use various presentations (“Funny Figures”, “Hours, Minutes, Days”, “Math Train”, etc.).
A child, a small explorer of the world, and, receiving various information about the world, is in dire need of explanation, confirmation or denial of his thoughts. Often, teachers and parents face the problem of how to teach a child to ask questions in order to get comprehensive information about the subject and understanding of what is happening from the answers. The question is an indicator of independent thinking. AT early age the child acquires vital skills and abilities: use a spoon and fork, wash, dress; equally important is the ability to acquire and apply knowledge. These include the following intellectual skills: 1) observe; 2) see the problem; 3) form questions (fill in the lack of information); 4) put forward a hypothesis; 5) define concepts; 6) compare; 7) structure; 8) classify; 9) observe; 10) draw conclusions; 11) prove and defend ideas. The third on the list is the important ability to ask questions - to formulate them correctly. Socrates, as you know, when talking with students, asked them questions, and the students tried to find answers to them, expressing their guesses, putting forward their own hypotheses, and in turn, asking questions to Socrates, the result of the conversations is a brilliant education.
In my pedagogical work, I use educational games that allow me to “pull out” knowledge, teach children to ask “strong” questions that help solve a problem. One such game is the "Magic Belt". This game teaches not only to ask questions, but also develops other intellectual skills along the way, systematizes knowledge in the field of mathematics, the ability of children to play by the rules, to get out of conflict situations during the game. Making sure that the children guessed the intended picture, they feel joy and pride.
In the "Number and Count" section, in my opinion, the following didactic games are appropriate: "Even - odd"; "How many of us are without one?";"What number did I have in mind?"; "Name the number one more - less"; “Who knows, let him think further”; "What numbers are missing?"; "Name the neighbors."
Introducing children to numbers , I use didactic games: "Lay out the number from the sticks"; "Collect the number correctly"; "Blind from plasticine"; "What does the number look like?"; Name things that look like numbers. We also guess riddles with mathematical content, learn poems about numbers, introduce fairy tales in which there are numbers, memorize proverbs, sayings, winged expressions, where there is a number, use physical education minutes.
I often use the game "Draw a number" in my work. Children show the number with their hands, fingers. In pairs, children like to write on each other's back or palm. "Voskobovich's Games" is an excellent material for intellectual development. Children with great pleasure and interest compose various numbers using colored rubber bands and tablets. This is where color knowledge comes in.
Introduce children to the world of geometric shapes It is also possible with the help of educational games, which can be used both in the organized educational activities of children and in their free time. These games include: "Shapes", "Geometric Mosaic". These games are aimed at developing children's spatial imagination. They develop visual perception, voluntary attention, memory and figurative thinking, and also fix the name of colors and geometric shapes. Introducing geometric shapes, we use the word game "A Pair of Words". We say circle. Children name an object that looks like a steering wheel or a wheel.
In addition, children love to playdidactic games : "Name an extra figure";"Pick up a patch"; "Find a lid for each box"; "Geometric Lotto"; Name the figures.
We use counting sticks very often. Children learn to draw patterns from a model, from memory, then the tasks become more complicated: we suggest that children make 2 equal squares of 7 sticks, a square of two sticks, using the corner of the table.
For the development of spatial orientations for children, I picked up a series of exercises: "Help the bunny get to his house", "Help each ant get into his anthill."
At preschool age, elements of logical thinking begin to form in children, that is, the ability to reason and draw their own conclusions is formed.
There are many games and exercises that affect development creativity in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. These exercises include: “What should I draw in an empty cell? ”, “Determine how the last ball should be painted”, “Which ball should be drawn in an empty cage?”, “Determine what windows should be in the last house? " etc.
For the development of observation from children I picked up a series of exercises “Find differences in the drawing”, “Find two identical fish”, etc.
To reinforce the concept of "value" I use a series of pictures "Place each animal in a house of the right size", "Name the animals and insects from large to smallest, or from small to large." I introduce games with folk toys-inserts (matryoshkas, cubes, pyramids), the design of which is based on the principle of taking into account the size.
When forming cyclic ideas, we play the following games with children: "Color, continuing the pattern"; "What first, what then?"; "Which figure will be the last one?".
To maintain interest, activate, motivate and consolidate what has been learned, we use the following forms of work with children:
· complex of developing games;
· travel;
· experimentation;
· subgroup work;
· travel game;
· mathematical KVN;
· experiment;
· educational games;
· mathematical ring;
· individual work.
In my work, I use many exercises, of varying degrees of difficulty, depending on the individual abilities of the children.
I definitely include music, physical minutes, games for the development of fine motor skills, gymnastics for the eyes and hands in the game complexes. I will not be mistaken if I say that the success of education largely depends on the organization of the educational process. On each form of OOD, we necessarily change the types of activities in order to improve the perception of the information of the educator and enhance the activities of the children themselves in a playful way.
3. Conclusion
Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. Kids need to play math. Didactic games provide an opportunity to solve various pedagogical tasks in a playful way, the most accessible and attractive for children. Their main purpose is to provide children with exercise in distinguishing, highlighting, naming sets of objects, numbers, geometric shapes, directions.
Children are interested in playing mathematical games, they are interesting for them, emotionally capture children. And the process of solving, searching for an answer, based on interest in the problem, is impossible without the active work of thought. Working with children, every time I find new games that we learn and play. After all, these games will help children in the future to successfully master the basics of mathematics and computer science.
Using various educational games and exercises in working with children, I was convinced that when playing, children learn the program material better and correctly perform complex tasks. Teaching young children in the process of play, she strived to ensure that the joy of games turned into the joy of learning. Teaching should be joyful!
Didactic game- this is one of the main methods of upbringing and educational work, since in didactic games the child observes, compares, contrasts, classifies objects according to one or another feature, makes analysis and synthesis available to him, and makes generalizations. At the same time, children develop arbitrary memory and attention.
The success of the game depends entirely on the educator, his ability to play the game vividly, to activate and direct the attention of some, to provide timely assistance to other children.
My work experience shows that knowledge given in an entertaining form, in the form of a game, is acquired by children faster, stronger and easier than those that are associated with long "soulless" exercises. “Learning can only be fun ... To digest knowledge, you need to absorb it with appetite”, - these words do not belong to a specialist in the field of preschool didactics, the French writer A. Franco , but it's hard to disagree with them.
4. Literature
1. Abramov I.A. Peculiarities of childhood. - M., 1993.
2. Arginskaya I.I. Mathematics, mathematical games. - Samara: Fedorov, 2005 - 32 p.
3. Beloshistaya A.V. Preschool age: the formation of primary ideas about natural numbers // Preschool education. – 2002 - No. 8. – P.30-39
4. Beloshistaya A.V. Formation and development of mathematical abilities of preschoolers. M.: Humanit. Ed. VLADOS Center, 2003
5. Vasina V.V., The holiday of the number. M., 1991
6. Volina V. "Merry Mathematics" - Moscow, 1999.
7. Zhikalkina T.K. "Game and entertaining tasks in mathematics" - Moscow, 1989.
8. Games and exercises for the development of mental abilities in preschool children: Book. for the teacher of children garden. - M., 1989.
9. "Playing numbers" - a series of benefits.
10. Leushina A.M. Formation of mathematical representations in preschool children: Ucheb.pos. - M., 1974.
11. Mikhailova Z.A. Game tasks for preschoolers: Book. for kindergarten teacher. - St. Petersburg: "Childhood-Press", 2010.
12. "Orientation in space" - T. Museynova - candidate of pedagogical sciences.
13. The program "From birth to school" - Ed. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva.
14. “We develop perception, imagination” - A. Levina.
15. Uzorova O., Nefedova E. "1000 exercises to prepare for school" - LLC Astrel Publishing House, 2002.
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Catalog information resources with a brief annotation
- Beloshistaya, A.V. Formation and development of mathematical abilities. Questions of theory and practice. - M. - Vlados, 2004.
- Bartkovsky A., Lykova I. Color geometry.Genis A.L., Zimnukhova I.A., Shitov A.M. Counting.Kolesnikova E.V. Geometric figures.Sharygin I., Sharygina T. "First steps in geometry"
- Morgacheva, I.N. Child in space. - St. Petersburg. – 2009.
- Cribs for every day. Methods of mathematical development of preschool children. Authors-compilers: Rocheva O.I., Kravtsova N.V. - Syktyvkar, 2006.
Beloshistaya, A. V. Formation and development of mathematical abilities of preschoolers: questions of theory and practice: a course of lectures for students. doshk. faculties of higher textbook establishments. - M.: Humanit. ed. center VLADOS, 2003. - 400 s: ill. The publication is a course of lectures that deal with the formation and development of mathematical abilities of preschoolers. The manual reflects the modern understanding of the continuity of mathematical education of preschoolers and primary schoolchildren, the possibility of forming the components of educational activities and the development of cognitive processes of preschoolers. It highlights the principles of selecting the content of the course of preschool mathematical training, the issues of methodological analysis of classes and programs in mathematics, the organization of an individual approach to the child in teaching mathematics. The manual includes questions of a private methodology for the formation of elementary mathematical representations of preschoolers from the standpoint of developmental education, as well as the experience of organizing relevant classes.
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"Mathematical game" - Question for decision. 21. Under the ashes of Pompeii, archaeologists have discovered many objects made of bronze. Do you hear how quickly the speech fell silent? Game progress: Mathematics, you give us hardening to overcome difficulties. Fan competition. Station work. Question: What is in the black box? (Compass.). Station number 2.
"Mathematical sophisms" - However, sophisms alone are not enough to win in any dispute. Algebraic sophistry. Sophisms are logical methods of dishonest, but successful discussion. Solution. Conclusion. Excursion to History. Those. algebraic sophisms - deliberately hidden errors in equations and numerical expressions.
"Mathematical tournament" - Beam 1. Task 4 beam 1. Didactic game. Game results. Ray 3. Ray 2. Task 4 beam 3. Task 1 beam 1. Task 2 beam 2. Task 1 beam 2. Task 5 beam 2. Task 5 beam 3. Task 3 beam 3. "Mathematical tournament".
"Human abilities" - Abilities? Field feeling. Forecast (30s of the 20th century): -100 m-10.0 sec, -height-2.25 m Barbell-200kg, What's in the way? Social science. Outstanding Human Achievement. Human abilities. Remains of knowledge of ancient civilizations? Eastern medicine. Telepathy. Unexplained possibilities. World records (2000): -100 m-9.81 sec, height-2.45 m Barbell-280kg,
"Development of students' creative abilities" - The main task of the teacher is to contribute to the development of each individual. We were very happy. Forms of work established in the development of students' creative abilities: Therefore, the formula "human development as the end in itself of creativity" means the following: . Intelligence. Memory, imagination.
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