Material on the topic: Seminar-workshop “Use of modern educational technologies as an effective means of developing elementary mathematical concepts in preschoolers. Using FAMP gaming technologies when working with children
One of the main goals of preschool education is the child’s mathematical development. It does not indicate that at this stage the child must specifically master any specific knowledge. Mathematical development of a preschooler should provide the opportunity to think outside the box and discover new dependent connections. A special role in this type of activity is given to TRIZ technology (the theory of solving inventive problems). The introduction of innovative technologies into the educational process of preschool educational institutions is an important condition for achieving a new quality of preschool education in the process of implementing the Federal State Educational Standard.
Game is the leading form of educational activities in preschool institutions. Games using TRIZ technology captivate a child into the world of knowledge and, unnoticed by him, develop thinking, the ability to find non-standard solutions, and ingenuity.
The following games are widely used in classes to develop elementary mathematical concepts:
- “Which number is lost?”
- “Where do we meet this number in life?”
- “Where do we meet these lines?”
- “Where are the geometric shapes hidden?”
- "Puzzle Games"
Games using game material:
(counting sticks)
- “Measure the length of the object”;
- “Lay out a pattern”;
- “Construction of objects according to instructions”;
- (cubes)
- “Comparison of objects by the number of cubes...”;
- “construction of facilities”.
Thanks to such games, the child trains in memorizing colors, develops intelligence, and establishes friendly relationships in the team. The gradual complication of tasks allows each child to move forward on his own individual route.
The use of games using TRIZ technology develops spatial concepts, imagination, thinking, combinatorial abilities, intelligence, ingenuity, resourcefulness, focus in solving practical problems, and contributes to the successful preparation of children for school. Children are attracted to games by the fun, freedom of action, and obedience to rules, the opportunity to show creativity and imagination.
Using games using TRIZ technology in our work in classes on the formation of elementary mathematical concepts in preschoolers, we can conclude that a preschooler, having mastered the skills to understand a task, quickly navigates them, knows how to make an independent decision, successfully copes with a lot of creative tasks, and easily adapts to school regardless of the educational system. He has a high level of cognitive activity, well-developed speech, pronounced creative abilities, and a developed imagination. He knows how and wants to learn on his own.
I present my experience in compiling lesson notes using the structure of a creative lesson:
Block 1. Motivation (surprise, surprise).
Block 2. Content of the lesson (1).
Block 3. Psychological relief.
Block 4. Puzzle.
Block 5. Intellectual warm-up.
Block 6. Content of the lesson (2).
Block 7. Summary.
GCD for FEMP in the preparatory group using TRIZ technologies
Author of the lesson: S. M. Ovchinnikova, teacher of the preschool educational institution Fomichevsky kindergarten
Lesson notes developed according to the “Kindergarten 2100” program
Subject: "We play and count"
Type of lesson: application of mathematical knowledge in directed gaming activities
Equipment: numbers and number model, models of mushrooms: fly agaric and boletus, toys of domestic and wild animals, geometric shapes and bodies.
Program content:
- promote the development of creative abilities, analytical, associative thinking, imagination, positive communication skills;
- continue to teach children ordinal and quantitative counting within 10, teach them to navigate a series of numbers up to 10;
- classify objects according to three characteristics (color, shape, size), perform practical actions in dividing the whole into parts and record them in mathematical cards;
- adequately evaluate yourself and your comrades; - cultivate a desire to help each other and overcome difficulties together.
Progress of the lesson
Block 1. Motivation (surprise, surprise)
Children enter the group and greet the teacher and each other. Educator: Guys, look at each other and smile, we are in a good mood, let’s get ready to travel to the country of Mathematics. Smart, literate, erudite people live in this country. This means that we need to take with us intelligence, ingenuity, resourcefulness and friendship to help friends in difficulties, as well as numbers, geometric figures, and math cards.
A riddle will tell us where we will go:
It is big, thick, green,
Represents the whole house
Birds will also find shelter in it.
Bunnies, wolves and martens. (Forest)
Yes, you can get to the country of mathematics through the forest, overcoming obstacles. Let's hit the road!
- Oh! But what happened? Guys, we are in a commotion, the numbers have all disappeared, the geometric figures and bodies have hidden, the math cards have all run away. The forest king hid them in his domain.
- What should we do?
- We need to go on a trip.
While traveling through the forest, we must return everything that belongs to mathematics that the forest king stole. And in order to cope with all the difficulties, you and I must be friendly, responsive, and attentive. I really hope that we will be honest and fair to ourselves and to our comrades. The chips will speak about our merits in the journey (red - everything worked out, blue - we encountered some difficulties, but we managed to overcome them, yellow - “it didn’t work out for me, please help”). I really hope that we will be honest and fair to ourselves and to our comrades.
Block 2. Content part
Educator: First we will go into the dense forest. So what's here?
Look, there is a real mess here. The stolen numbers have lost their place, and are screaming and squeaking, help them get into line in order.
Group work: 1st subgroup - children put numbers in one row on a magnetic board, 2nd subgroup - model numbers in order from 1 to 7 in another row and notice that the number and number 4 are missing.
- What did you notice? (no number 4 model, number 4)
- The forest king will give this number back if you tell him where the number 4 is found in life? (4 legs for a table, chair, 4 corners, 4 legs for animals)
- Counting forward and backward
- Name all numbers greater than 5.
- Name all numbers less than 6.
- What number is between 3 and 5?
- Which number is to the right of 3.
- Which number is to the left of 7.
- Who are 4’s neighbors?
- What happens to the numbers when you move to the right along the number track?
- What happens to them when they move to the left?
You have successfully completed task No. 1 of the forest king and returned the numbers.
Collectively evaluate the work of each travel participant with a chip and start accumulating chips.
Block 3. Psychological relief. Did you manage? Ready to continue your journey? Then let's take each other by the shoulders, feel the warmth, friendship, strength, support of each other. The fairy tale will soon be told, but the deed will not be done soon. Well, now we're ready, it's time to hit the road again. Go. Fizminutka: We go, we go, we go. To distant lands, Good neighbors, happy friends, We live happily, We sing songs, and in the song we sing
About how we live.
Block 4. Puzzle
Educator: Guys, let's continue our journey. Our trials are not over. We go further to the domain of the Forest King. He hid the inhabitants of the land of geometry in his possessions. Let's try to return them to mathematics. (In a forest clearing there are geometric figures, bodies and objects in which geometric figures and bodies can be seen). You must make a chain in the same way, which consists of an object, a geometric figure that can be seen in the object and a body that occurs in it (for example: a drum - a cylinder, a circle, a house - a triangle, a rectangle, a pyramid).
- How many geometric shapes and bodies are there?
- 5.
- When they are together, what do we call them? (whole)
- Can this whole be divided into parts?
Children divide the whole into parts: geometric shapes and bodies.
- What can you tell me? (the whole 5 consists of parts - 3 bodies and 2 geometric figures)
- Can these figures and bodies still be divided into parts?
- Yes, you can, according to size. 1 - large and 4 - small.
- Now the Forest King returns you geometric shapes and bodies. You have successfully completed this test and returned the geometric inhabitants to the country of Mathematics.
Individually evaluate the result of your work with chips.
Block 5. Intellectual warm-up. Educator: Here we have arrived in the animal kingdom. In the clearing (path) there are domestic and wild animals (fish among them).
-Who did we meet? (inhabitants of nature)
- Find the answer to my questions among these inhabitants and explain the answer.
- Who is the odd one out here? Why?
- Fish, because it lives in water, and the rest live on land.
- How many legs do all the wild animals present here have?
- 8 (goat, bear)
- How many inhabitants are there in total?
- 6.
- How many tails do they have?
- 6.
- How many ears do they have?
- 10, since fish have no ears.
- How many legs?
- To return them to mathematics, we must line them up one after another in size, starting from large to small (horse, goat, calf, hare, dog, fish).
- Who comes third?
- What number is the horse?...
- How many animals will come to mathematics?
- Thank you.
Why are animals used in mathematics? (to make up mathematical stories about them and solve problems)
- Can these animals be divided into parts? (wild and domestic)
Make up a mathematical story with the words “was”, “ran away”, “remained”.
Let's fill out the math card:
- What is known? (part, whole)
- What are the animals that ran away? (part of)
- What do you need to know? (Part)
- How do we find the unknown part? (To find an unknown part, you need to remove the known part from the whole)
- How many animals are left? (4)
Block 6. Content of the lesson
- We go to the thicket of the forest, where they grow, guess what?
Mystery:
He stands among the grass
In a hat, but without a head.
He has one leg
And even she without a boot. (Mushroom)
- What mushrooms grow in the thicket of the forest? (boletus and fly agarics)
- Which of them can you eat?
- What can fly agaric be used for? (for medical purposes, to combat flies and insects)
- Let's collect boletus for the boys, and fly agaric for the girls.
- Compare the number of butter mushrooms and the number of fly agaric mushrooms?
- What needs to be done to compare the quantities of items? (make a pair).
- What can you say about mushrooms? (there are 1 more fly agarics, because 1 fly agaric pair was not enough).
- How to make them equally?
- Let's return to mathematics the rule that helps to compare objects, let's say it.
- Thank you!
Block 7. Summary
- What good deeds did we do in class?
- What did you learn during the trip? - Did we succeed?
- Look at the chips you earned and analyze your work in class.
- Guys, thanks to our hard work, we managed to return its inhabitants to the country of Mathematics? (numbers and number model, ordinal and quantitative counting, geometric solids and figures, rule for comparing two numbers, tasks).
- And the Forest King thanks you for your good work, perseverance, friendship and offers to pull a surprise out of the magic box.
- Utemov V.V., Zinovkina M.M., Gorev P.M. Pedagogy of creativity: Applied course of scientific creativity: textbook. - Kirov: ANOO "Interregional CITO", 2013. - 212 p.
- A child in kindergarten: an illustrated methodological magazine for preschool teachers. - 2013. - No. 2.
Karlova Natalya Mikhailovna
Job title: teacher
Educational institution: MBDOU "Solnyshko"
Locality: Tiksi village, Bulunsky district, Republic of Sakha (Yakutia)
Name of material: article
Subject:"MODERN TECHNOLOGIES IN THE FORMATION OF ELEMENTARY MATHEMATICAL CONCEPTS IN PRESCHOOL CHILDREN"
Publication date: 22.05.2017
Chapter: preschool education
"MODERN TECHNOLOGIES IN THE FORMATION OF ELEMENTARY
MATHEMATICAL CONCEPTS IN PRESCHOOL CHILDREN
AGE"
TEACHER'S SPEECH: Karlova N.M.
“The use of Dienes blocks in the formation of elementary
mathematical concepts in preschoolers"
Games with Dienesh blocks as a means of forming universal
prerequisites for educational activities in preschool children.
Dear teachers! "The human mind is marked by such insatiable
receptivity to knowledge, which is like an abyss..."
Ya.A. Comenius.
Any teacher is especially concerned about children who treat everything
indifferent. If the child has no interest in what is happening in class,
there is no need to learn something new - this is a disaster for everyone. Trouble for the teacher:
It is very difficult to teach someone who does not want to learn. Trouble for parents: if not
interest in knowledge, the void will be filled by others, not always
harmless interests. And most importantly, this is the child’s misfortune: he not only
boring, but also difficult, and hence difficult relationships with parents, with
peers, and with yourself. It's impossible to maintain self-confidence
self-respect, if everyone around is striving for something, is happy about something, and he
one does not understand either the aspirations or achievements of his comrades, or what
those around him are waiting for him.
For the modern educational system, the problem of cognitive
activity is extremely important and relevant. According to scientists' forecasts, the third
The millennium is marked by an information revolution. Knowledgeable, active and
educated people will become valued as a true national wealth, as well as
how it is necessary to competently navigate an ever-increasing volume of
knowledge. Already now an indispensable characteristic of readiness to learn in
school is served by the presence of interest in knowledge, as well as the ability to
arbitrary actions. These abilities and skills “grow” from strong
cognitive interests, which is why it is so important to form them, teach them to think
creatively, unconventionally, independently find the right solution.
Interest! The perpetual motion machine of all human quests, the unquenchable fire
inquisitive soul. One of the most exciting issues in education for
teachers remain: How to arouse sustainable cognitive interest, how
to arouse a thirst for the difficult process of learning?
Cognitive interest is a means of attracting to learning, a means
activating the thinking of children, a means of making them worry and be enthusiastic
work.
How to “awaken” a child’s cognitive interest? Need to do
learning is entertaining.
The essence of entertainment is novelty, unusualness, surprise,
strangeness, inconsistency with previous ideas. In an entertaining
learning, emotional and mental processes become more acute, forcing
look more closely at an object, observe, guess, remember,
compare, look for explanations.
Thus, the lesson will be educational and entertaining if children are in
during it:
Think (analyze, compare, generalize, prove);
They are surprised (rejoice at successes and achievements, novelty);
They fantasize (anticipate, create independent new images).
Achieve (purposeful, persistent, show the will to achieve
result);
All human mental activity consists of logical operations and
is carried out in practical activity and is inextricably linked with it.
Any type of activity, any work involves solving mental problems.
Practice is the source of thinking. Whatever a person knows
through thinking (objects, phenomena, their properties, natural connections
between them), is verified by practice, which gives the answer to the question, correctly
whether he recognized this or that phenomenon, this or that pattern or not.
However, practice shows that the assimilation of knowledge at various stages
learning causes significant difficulties for many children.
mental operations
(analysis, synthesis, comparison, systematization, classification)
in analysis - the mental division of an object into parts and their subsequent
comparison;
in synthesis - building a whole from parts;
in comparison - identifying common and different features in a number of objects;
in systematization and classification - the construction of objects or objects according to
any scheme and ordering them according to any criteria;
in generalization - linking an object with a class of objects based on
significant signs.
Therefore, education in kindergarten should be aimed primarily at
development of cognitive abilities, formation of prerequisites for educational
activities that are closely related to the development of mental operations.
Intellectual work is not very easy, and, taking into account age capabilities
preschool children, teachers must remember
that the main method of development is problem-based - search, and the main form
organizations are a game.
Our kindergarten has accumulated positive experience in developing
intellectual and creative abilities of children in the process of formation
mathematical representations
The teachers of our preschool institution successfully use
modern pedagogical technologies and organizational methods
educational process.
One of the universal modern pedagogical technologies is
use of Dienes blocks.
Dienes blocks were invented by a Hungarian psychologist, professor, creator of the author's
methods “New Mathematics” - Zoltan Dienes.
Didactic material is based on the method of replacing the subject with symbols and
signs (modeling method).
Zoltan Dienes created a simple, but at the same time unique toy,
cubes, which I placed in a small box.
Over the past decade, this material has gained increasing recognition among
teachers of our country.
So, Dienesh's logic blocks are intended for children from 2 to 8 years old. How
we see that they are the type of toys that you can play with for years
by increasing the complexity of tasks from simple to complex.
Goal: the use of logical blocks of Dienesh is the development of logical
mathematical concepts in children
The tasks of using logical blocks in working with children have been identified:
1.Develop logical thinking.
2.To form an idea of mathematical concepts –
algorithm, (sequence of actions)
encoding, (storing information using special characters)
decoding information (decoding symbols and signs)
coding with a negation sign (using the particle “not”).
3. Develop the ability to identify properties in objects, name them adequately
indicate their absence, generalize objects according to their properties (one by one, by
two, three characteristics), explain the similarities and differences of objects, justify
your reasoning.
4. Introduce the shape, color, size, thickness of objects.
5. Develop spatial concepts (orientation on a sheet of paper).
6. Develop knowledge, skills and abilities necessary for independent
solving educational and practical problems.
7. Foster independence, initiative, perseverance in achieving
goals, overcoming difficulties.
8. Develop cognitive processes, mental operations.
9. Develop creativity, imagination, fantasy,
10. Ability to model and design.
From a pedagogical point of view, this game belongs to the group of games with rules,
a group of games that are directed and supported by an adult.
The game has a classic structure:
Task(s).
Didactic material (actually blocks, tables, diagrams).
Rules (signs, diagrams, verbal instructions).
Action (mainly according to the proposed rule, described either by models,
either a table or a diagram).
Result (necessarily verified with the task at hand).
So, let's open the box.
The game material is a set of 48 logical blocks,
differing in four properties:
1. Shape - round, square, triangular, rectangular;
2. Color - red, yellow, blue;
3. Size - large and small;
4. Thickness - thick and thin.
We will take a figure out of the box and say: “This is a big red
triangle, it's a little blue circle."
Simple and boring? Yes, I agree. That is why it was proposed a huge
number of games and activities with Dienesh blocks.
It is no coincidence that many kindergartens in Russia teach children according to this
methodology. We want to show how interesting it is.
Our goal is to interest you, and if it is achieved, then we are confident that
You won’t have a box of blocks collecting dust on your shelves!
in joint activities with children and independent play.
Where to start?
Working with Dienesh Blocks, build on the principle - from simple to complex.
As already mentioned, you can start working with blocks with younger children
preschool age. We would like to suggest stages of work. Where did we start?
We would like to warn you that strict adherence to one stage after another
not necessary. Depending on the age at which work begins with
blocks, as well as on the level of development of children, the teacher can combine or
exclude some steps.
Stages of learning games with Dienesh blocks
Stage 1 “Acquaintance”
Before we get directly into Dienes block games, we will
The first stage gave the children the opportunity to get acquainted with the blocks:
take them out of the box yourself and look at them, play in your own way
discretion. Educators can observe such acquaintance. But children can
build turrets, houses, etc. In the process of manipulating blocks, children
found that they have different shapes, colors, sizes, and thicknesses.
We would like to clarify that at this stage children become familiar with the blocks on their own,
those. without assignments or teachings from the teacher.
Stage 2 “Investigation”
At this stage, children examined the blocks. Through perception
they learned the external properties of objects in their totality (color, shape,
size). The children spent a long time, without distraction, practicing transforming figures,
rearranging blocks at will. For example, red figures to
red, squares to squares, etc.
In the process of playing with blocks, children develop visual and tactile
analyzers. Children perceive new qualities and properties in an object,
trace the outlines of objects with a finger, group them by color, size,
form, etc. Such methods of examining objects are important
to form comparison and generalization operations.
Stage 3 “Game”
And when the acquaintance and examination took place, they offered the children one of the games.
Of course, when choosing games you should take into account intellectual capabilities
children. Didactic material is of great importance. Play and
laying out blocks is more interesting for someone or something. For example, treat
animals, resettle residents, plant a vegetable garden, etc. Note that the complex of games
presented in a small brochure that comes with the box of blocks.
(showing the brochure included with the blocks)
4 Stage “Comparison”
Children then begin to identify similarities and differences between the shapes.
The child’s perception becomes more focused and organized
character. It is important that the child understands the meaning of the questions “How are they similar?
figures? and “How are the shapes different?”
In a similar way, children established differences in shapes based on thickness.
Gradually, children began to use sensory standards and their
general concepts such as shape, color, size, thickness.
Stage 5 “Search”
At the next stage, search elements are included in the game. Children study
find blocks according to a verbal task one, two, three and all four
available signs. For example, they were asked to find and show any
Stage 6 “Acquaintance with symbols”
At the next stage, children were introduced to code cards.
Riddles without words (coding). They explained to the children that it was up to us to guess the blocks
cards will help.
The children were offered games and exercises where the properties of blocks are depicted
schematically, on cards. This allows you to develop the ability to
modeling and substitution of properties, ability to encode and decode
information.
This interpretation of the encoding of block properties was proposed by the author himself.
didactic material.
The teacher, using code cards, makes a guess for the block, children
decipher the information and find the encoded block.
Using code cards, the guys called the “name” of each block, i.e.
listed its symptoms.
(Showing cards on a ring album)
Stage 7 “Competitive”
Having learned to search for a figure using cards, children enjoy
wished for each other a figure that needed to be found, came up with and
drew your diagram. Let me remind you that games require presence
visual didactic material. For example, “Resettlement of tenants”, “Floors”
etc. There was a competitive element to the block game. There are such
tasks for games where you need to quickly and correctly find a given figure.
The winner is the one who never makes a mistake both when encrypting and when searching
coded figure.
Stage 8 “Denial”
At the next stage, games with blocks became significantly more complicated due to the introduction
the negation icon “not”, which in the picture code is expressed
by crossing out the corresponding coding pattern “not
square”, “not red”, “not big”, etc.
Display - cards
So, for example, “small” means “small”, “not small” -
means "big". You can enter one cutting sign into the diagram - one at a time
sign, for example, “not big” means small. Can you enter a sign?
negations on all grounds “not a circle, not a square, not a rectangle”, “not
red, not blue”, “not big”, “not fat” - which block? Yellow,
small, thin triangle. Such games develop children's concepts of
negation of some property using the particle “not”.
If you started introducing children to Dienesh blocks in the senior group, then the stages
“Acquaintance” and “Examination” can be combined.
The structure of games and exercises allows you to vary them in different ways.
the possibility of their use at various stages of training. Didactic
Games are distributed according to the age of the children. But every game is possible to use
in any age group (complicating or simplifying tasks), thereby
A huge field of activity is provided for the creativity of the teacher.
Children's speech
Since we work with OHP children, we pay great attention to the development
children's speech. Games with Dienesha blocks promote speech development: children learn
reason, enter into dialogue with their peers, build their
statements using the conjunctions “and”, “or”, “not”, etc. in sentences, willingly
enter into verbal contact with adults, their vocabulary is enriched,
a keen interest in learning is awakened.
Interaction with parents
Having started working with children using this method, we introduced our parents to
this entertaining game in practical seminars. Feedback from parents
were the most positive. They find this logic game useful and
exciting, regardless of the age of the children. We offered parents
use planar logic material. It can be made from
colored cardboard. They showed how easy, simple and interesting it is to play with them.
Games with Dienesh blocks are extremely diverse and are not exhausted at all
the proposed options. There is a wide variety of different
options from simple to the most complex, which even an adult would be interested in
"break your head" The main thing is that the games are played in a specific system with
taking into account the principle “from simple to complex”. The teacher’s understanding of the significance
inclusion of these games in educational activities will help him more
rational use of their intellectual and developmental resources and
the game for his pupils will become a “school of thinking” - a natural school,
joyful and not at all difficult.
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“Use of gaming technologies in FEMP classes”
Currently, a variety of innovative technologies, including gaming ones, are actively used in preschool education. Play for a child is a natural form and means of learning about the world. For a teacher, a properly organized game is an effective pedagogical tool that allows you to comprehensively solve a variety of educational and developmental tasks.
Using a game in the educational process, you must have goodwill, be able to provide emotional support, create a joyful environment, and encourage the child’s inventions and fantasies. Only in this case will the game be useful for the development of the child and the creation of a positive atmosphere of cooperation with adults.
Classes are structured in such a way that children learn something new every time. In mathematics classes in the primary and secondary groups, I often use fairy tales, so-called lessons, with mathematical plot content, for example: “Travel”, “Birthday”, “Guests have come to us”, “The Tale of a Kolobok in a new way”, where the children carried out tasks that were offered to them by the heroes of the fairy tale. The point of such classes is that all the tasks of this lesson are united by one common plot. Children love this kind of mathematical fairy tale; they are happy to complete assignments and solve problems.
In older groups I use research and experimental activities and problem solving. During the lesson, children in the preparatory group for school “get into a rocket” and end up on a mathematical planet, where they are greeted by various geometric shapes. In addition, children perform various motor exercises: “Card exercises”, “Draw a figure”, including motor games: “Hide the frogs from the heron”, “Phones”, “Connect the carriages”, perform creative tasks “Lay out with chopsticks” , “How you can play”, “Complete the picture.”
Gradually, in each age group the tasks become more difficult. The child is asked not only to express the proposed solution, but also to explain why he thinks so. The relationship between teacher and child is built in the form of a dialogue of cooperation.
During classes, children not only communicate with the teacher, but also interact with each other. First of all, this is carried out during didactic games. For example, younger children lay out dominoes on the floor. Their games are still in the nature of joint action. Middle-aged children receive cards with pictures of telephones that need to be paired and found to be the same in shape. Children get up from the tables and begin to compare cards, gradually forming the desired pairs. At the same time, children are forced to communicate, sometimes prove or explain to each other the correct decision.
I offer multifunctional games, for example: “On a walk today,” “What did you see in the forest,” etc. Such games are multifunctional, since each time the child returns to the game, he receives a new individual task (for example, children who have already completed the task You can offer to exchange cards).
By the age of five, a preschooler moves from individual games to games in the company of peers. Therefore, starting from this age, I offer team games. So in the game “Living Numbers”, in order to master quantitative calculation in the older group, children receive mixed cards with numbers and line up in order. The first team to line up correctly wins. At the same time, children, trying to win, not only complete the task faster, but also teach each other during the game, helping the players of their team. I specifically put teams against each other so that everyone can clearly see the number line of the opposing team, while doing the check, the children clearly reinforce the order of the numbers.
Another type of didactic games used in working with children are games that do not require any didactic aids, which is very convenient for organizing the pedagogical process. For example, the game “Days of the Week”. Seven people are selected from a group of children and lined up in order. The first player is Monday, the second is Tuesday, and so on. I ask questions, the corresponding day of the week takes a step forward. For example, “the second day of the week”, “the day of the week preceding Friday”, “the day of the week is the middle of weekdays” and so on. The rest of the children carefully monitor the players’ assignments correctly. Such a visual game not only helps to remember the order of the days of the week, but also explains the meaning of their names and gives a greater effect than with simple memorization.
In preschool childhood, the child perceives information better in motion. For example, children show shapes with their hands, or draw with their fingers in the air. So, in the game “Geometric Shapes,” children, to the music, use symbolic movements to depict the figures that I show with the help of cards.
At the same time, the educational environment is organized in such a way that it is easy to change between different types of activities: children sit on the carpet, do exercises or play motor games, sit at tables, memorize various information in poetic form with movements. At the same time, they receive a psychological mood from the calm music that accompanies the process of completing certain tasks.
Of all the variety of entertaining material, when organizing educational activities with children using FEMP, I often use didactic games. Their main purpose is to provide children with ideas for distinguishing, highlighting, naming a variety of objects, numbers, geometric figures, directions. Didactic games are one of the means of implementing program tasks.
Printed board games: “Find the differences”, “Compare and match”, “In one word”, “Match by shape”, “Match by color”, “Logic”, “Four wheel”, etc.
Game sets for experimenting with restoring a whole from parts, dividing a whole into parts. Game sets “Cubes”. Logical domino.
I will name those that my children and I love to play.
« Geometric mosaic" (Make a picture)
. “Name the figure” - find the same one with a cube.
“Find the way to the house” - using coded information, reading landmarks.
“Find the next figure” - search for patterns.
The topic: “The use of gaming technologies in the formation of elementary mathematical concepts in preschoolers” interested me and motivated me to develop and manufacturegame teaching aid "Entertaining cards" onformation of elementary mathematical concepts. The set of cards is constantly updated. Each card contains tasks, for example: “Find 10 differences”, “What comes first, what comes next”, “Arrange by size”, etc.
In my teaching practice on the formation of elementary mathematical concepts I use"Tangram", Dienesh block technology,Kusener's sticks, which allows meconnect one of the basic principles of learning - from simple to complex. Choosing one or another gaming technologyI try to take into account the individual developmental characteristics of the child, which ensures the effectiveness of learning the material.
I have created a card index of games that allow me to reinforce the concepts in mathematics that I use. I organized a “center for cognitive activity” in the group, where math games are stored.
Game pedagogical technology is the organization of the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in: selecting, developing, preparing games; inclusion of children in play activities; implementation of the game itself; summing up the results of gaming activities.It is a game with educational elements that is interesting to the child that will help in the development of the preschooler’s cognitive abilities. Entertaining material not only entertains children, but also makes them think, develops independence, initiative, directs them to search for unconventional solutions, stimulates the development of non-standard thinking, develops memory and attention
imagination.
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Seminar-workshop Using modern educational technologies as an effective means of developing elementary mathematical concepts in preschool children Kazakova E. M., Art. teacher of the kindergarten "Solnyshko" SP MBOU "Ustyanskaya Secondary School" March 2016
Goal: development of professional competence, formation of personal professional growth of teachers in the use of modern educational technologies in their work (“Situation” technologies). Plan of the seminar: 1. Introductory word “Effectiveness of work on FEMP in preschool children” 2. Formation of EMF in speech therapy classes (from the experience of the teacher - speech therapist Kim L. I.) 3. Technology “Situation” as a tool for realizing modern goals of preschool education" 4. Reflection.
To digest knowledge, you need to absorb it with appetite (A. France).
Conditions for teaching mathematics in preschool educational institutions Compliance with modern requirements Interaction with families of pupils The nature of interaction between an adult and a child Maintaining the cognitive interest and activity of the child Overcoming formalism in the mathematical concepts of preschoolers Using various forms of organizing cognitive activity
The game “In the right place, at the right time, in the right doses”
2. Formation of EMF in speech therapy classes (from the experience of the teacher - speech therapist Kim L. I.)
3. “Situation” technology as a tool for realizing modern goals of preschool education"
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Technology “Situation” as a tool for realizing modern goals of preschool education" Prepared by: Kazakova E. M., senior teacher of the kindergarten "Solnyshko" SP MBOU "Ustyanskaya Secondary School" March 2016
“The task of the education system is not to transfer a volume of knowledge, but to teach how to learn. At the same time, the formation of educational activity means the formation of the spiritual development of the individual. The crisis of education lies in the impoverishment of the soul while enriching with information.” A.G. Asmolov, head of the working group for the creation of Federal State Educational Standards of Additional Education, director of FIRO
The activity approach is understood as such an organization of the educational process in which the student masters culture not by transmitting information, but in the process of his own educational activities.
Technology “Situation” is a modification technology of the activity method for preschoolers. The teacher creates conditions for children to “discover” new knowledge
Structure of the “Situation” technology 1) Introduction to the situation. 2) Updating. 3) Difficulty in the situation. 4) “Discovery” of new knowledge by children. 5) Inclusion in the knowledge system and repetition. 6) Understanding.
I. Introduction to the game situation: - situationally prepared inclusion of the child in cognitive activity; a situation that motivates children to engage in didactic play. Didactic task: to motivate children to engage in gaming activities. Recommendations for conducting: - good wishes, moral support, motto, riddle conversation, message, etc. (Do you like to travel? Do you want to go to... etc.). The key phrases for completing the stage are the questions: “Do you want to?”, “Can you?”
2. Updating: - updating the knowledge necessary to study new material and the subject activity of children. Didactic tasks: updating children’s knowledge. Requirements for stage 1. Knowledge, abilities, skills that are the basis for the “discovery” of new knowledge or necessary for building a new way of action are reproduced. 2. A task is proposed that requires children to take a new way of acting.
3. Difficulty in a game situation: - fixation of the difficulty; - establishing the cause of the difficulty. Didactic tasks: create a motivational situation for the “discovery” of new knowledge or a method of action; develop thinking and speech. Requirements for the stage Using the question system “Could you?” - “Why couldn’t they?” the difficulty that arises is recorded in the children’s speech and formulated by the teacher.
4. “Discovery” of new knowledge: - a new way of action, a new concept, a new form of records, etc. are proposed and accepted. Didactic tasks: to form a concept or idea of what is being studied; develop mental operations. Requirements for the stage Using the question “What should you do if you don’t know something?” The teacher encourages children to choose a way to overcome the difficulty. The teacher helps to put forward assumptions, hypotheses, ideas and justify them. 3. The teacher listens to the children’s answers, discusses them with others, and helps them draw a conclusion. 4. Subject actions with models and diagrams are used. 5. A new way of action is recorded in verbal form, in the form of a drawing or in a symbolic form, an object model, etc. 6. With the help of the teacher, children overcome the difficulty that has arisen and draw conclusions using a new method of action.
5. Inclusion of new knowledge into the child’s knowledge system - assimilation of a new way of action; - consolidation of a new concept, new knowledge, new design of records, etc.; - ensuring the expression of knowledge in different forms; - deepening understanding of new material. Didactic tasks: train thinking abilities (analysis, abstraction, etc.), communication skills; organize active recreation for children. Questions are used: “What will you do now? How will you complete the task?
6. Outcome of the lesson (comprehension): - fixation of new knowledge in children’s speech; - children’s analysis of their own and collective activities; - helping the child understand his achievements and problems. Didactic tasks: children’s comprehension of activities in class. Requirements for the stage. 1.Organization of children’s reflection and their self-assessment of their activities in the classroom. 2. Recording the achieved result in the lesson - the acquisition of new knowledge or method of activity. Questions: - “Where were you?”, “What were you doing?”, “Who did you help? “Why did we succeed?”, “You succeeded... because you learned..” It is important to create a situation of success (“I can!”, “I can!”, “I’m good!”, “I’m needed!”)
Work in groups Create a lesson algorithm in stages and select appropriate didactic tasks for the parts. Working with notes. The task of teachers is to analyze the lesson, highlight the stages, and write didactic tasks for each stage.
Thanks for the work! Reflection. Method "Determine the distance"
Preview:
Seminar - workshop
“The use of modern educational technologies as an effective means of developing elementary mathematical concepts in preschool children”
Target: development of professional competence, formation of personal professional growth of teachers in the use of modern educational technologies in their work (“Situation” technologies).
Seminar plan:
1. Introductory word “Effectiveness of work on FEMP in preschool children”
2. Formation of EMF in speech therapy classes (from the experience of the teacher - speech therapist Kim L. I.)
3. “Situation” technology as a tool for realizing modern goals of preschool education"
4. Reflection.
Approximate solution:
1. To increase the level of development of children’s cognitive abilities in the field of mathematical development, use effective forms of organizing joint educational activities with children both in the classroom and during routine moments. Term - constantly, resp. - group teachers.
2. In parent corners, place information on the problem of developing mathematical concepts in children (including a selection of mathematical ones). Deadline - regularly until the end of the year and beyond. Rep. - educators.
3. Continue studying and use modern educational technology “Situation” (discovery of new knowledge) as one of the effective means of teaching preschoolers. The deadline is constant. Responsible - educators.
1. You all know that in preschool age, under the influence of training and upbringing, there is an intensive development of all cognitive mental processes - attention, memory, imagination, speech. At this time, the formation of the first forms of abstraction, generalization and simple conclusions takes place, the transition from practical to logical thinking, and the development of arbitrariness of perception.
Today, the rigid educational and disciplinary model of upbringing has been replaced by a person-oriented model based on a caring and sensitive attitude towards the child and his development. The problem of individually differentiated education and correctional work with children has become urgent.
Do the content and technologies of the implemented program meet modern requirements?
The main task was not the communication of new knowledge, but teaching how to independently obtain information, which is possible through search activities, and through organized collective reasoning, and through games and trainings. It is important not just to give a sum of knowledge, butteach a child to think creatively, maintain his curiosity, instill a love of mental effort and overcoming difficulties.
Let us highlight several important conditions for teaching mathematics in preschool age.
Condition one . Education must meet modern requirements. The readiness of a child for school, which allows him to be included in the educational system, occurs for each individual in an individual time frame. At the same time, there is a need to combine what the child can learn with what is advisable to develop, using a variety of means of preschool didactics.
Condition two . It is possible to ensure satisfaction of the child’s mathematical development needs through the interaction of preschool teachers and parents. The family, to a greater extent than other social institutions, is capable of making an important contribution to enriching the child’s cognitive sphere.
Condition four. It is necessary to maintain the child's cognitive interest and activity. Scientists have noticed that in the dictionary of a five- to six-year-old child, the most commonly used word is “why.” This is where the discovery of the world begins. Reflecting on what he saw, the child seeks to explain it using his life experience. Sometimes the logic in children's reasoning is naive, but it allows you to see that the child is trying to connect disparate facts and make sense of them.
Condition five . It is important to learn to recognize emerging formalism in the mathematical concepts of preschoolers and overcome it. Sometimes adults are amazed at how quickly a child learns some rather complex mathematical concepts: he easily recognizes a three-digit bus number, a two-digit apartment number, navigates the “zeros” on banknotes, and can count abstractly, naming numbers up to a hundred, a thousand, a million. This in itself is good, but it is not an absolute indicator of mathematical development and does not guarantee future school success. At the same time, a child may find it difficult to ask a simple question where it is necessary not only to reproduce knowledge, but to apply it in a new situation.
Condition six . When teaching mathematics, it is necessary to use various forms of organizing cognitive activity and methodological techniques, enrich playful communication, diversify everyday life, provide partner activities, and stimulate independence.
At the same time, the activity of the preschooler himself is important - examination, object-manipulative, search. A child’s own actions cannot be replaced by looking at illustrations in mathematics textbooks or a teacher’s story. The teacher skillfully guides the learning process and leads the child to a result that is meaningful to him. The use of modern pedagogical technologies makes it possible to expand children's understanding, transfer knowledge and methods of activity to new conditions, determine the possibility of their application, update knowledge, develop perseverance and curiosity.
To digest knowledge, you need to absorb it with appetite(A. France).
The content of elementary mathematical concepts that preschool children learn follows from science itself, its initial, fundamental concepts that make up mathematical reality. Each direction is filled with specific content accessible to children and allows them to form ideas about the properties (size, shape, quantity) of objects in the surrounding world; organize ideas about the relationship of objects according to individual parameters (characteristics): shape, size, quantity, spatial location, time dependence.
Based on extensive practical actions with objects, visual material and conventional symbols, thinking and elements of search activity develop.
The key to pedagogical technology in the implementation of our program is the organization of purposeful intellectual and cognitive activity. It includes latent, real and mediated learning, which is carried out in a preschool educational institution and in the family.
Latent (hidden) learning ensures the accumulation of sensory and informational experience. Let us list the factors contributing to this.
✓ Enriched subject environment.
✓ Specially thought out and motivated independent activities (everyday, work, constructive, educational non-mathematical).
✓ Productive activity.
✓ Cognitive communication with adults, discussion of questions that arise in the child.
✓ Collecting remarkable facts, observing in various fields of science and culture the development of ideas that are interesting and accessible to today’s understanding of a preschooler.
✓ Reading specialized literature that popularizes the achievements of human thought in the field of mathematics and related sciences.
✓ Experimenting, observing and discussing with the child the process and results of cognitive activity.
Real (direct) learning occurs as cognitive activity specially organized by an adult for an entire group or subgroup of children, aimed at mastering basic concepts and establishing a relationship between conditions, process and result. Heuristic methods help the child establish dependencies between individual facts and independently “discover” patterns. Problem-search situations enrich the experience of using different methods when solving cognitive problems, allow you to combine techniques and apply them in non-standard situations.
Indirect learning involves the inclusion of a broadly organized pedagogy of cooperation, didactic and business games, joint completion of tasks, mutual control, mutual learning in the created toy room for children and parents, and the use of various types of holidays and leisure activities. At the same time, individual dosage in the choice of content and repeatability of didactic influences is easily achieved. Indirect learning involves enriching parental experience in the use of humane and pedagogically effective methods of cognitive development of preschool children.
The combination of latent, real and mediated learning ensures the integration of all types of children's activities. It is the complexity of the approach to the education of preschool children that allows full use of the sensitive period.
An important teaching tool is widely used in the mathematical development of preschoolers - a game. However, it becomes effective if it is used “in the right place, at the right time and in the right doses.” A game that is formalized, strictly regulated by adults, drawn out over time, and devoid of emotional intensity, can do more harm than good, as it extinguishes the child’s interest in both games and learning.
Replacing games with monotonous exercises when teaching mathematics is often found in home and public education. Children are forced to practice counting for a long time, perform the same type of tasks, are presented with monotonous visual material, and use primitive content that underestimates the intellectual capabilities of children. Adults, directing the game, get angry if the child gives the wrong answer, is absent-minded, and shows outright boredom. Children develop a negative attitude towards such games. In fact, quite complex things can be presented to a child in such an exciting way that he will ask for more work with him.
We talked about the use of mathematical games in joint educational activities with children at the consultation.
2. Formation of EMF in speech therapy classes (from the experience of the teacher - speech therapist Kim L.I.) The text of the speech is attached.
3. Technology "Situation"
Method "Determine the distance".The theme “technology “Situation” (discovery of new knowledge)” is displayed on the easel.
Teachers are asked to stand at a distance from the easel that best demonstrates their affinity or distance with the topic. Teachers then explain the chosen distance in one sentence.
The practice of preschool education shows that the success of learning is influenced not only by the content of the material offered, but also by the form of its presentation.
The basis for organizing the educational process is the technology of the activity methodLyudmila Georgievna Peterson.
Its main idea is to manage the independent cognitive activity of children at each educational level, taking into account their age characteristics and capabilities.
The activity approach puts the child in an active position of a doer; the child changes himself, interacting with the environment, other children and adults when solving personally significant tasks and problems.
In the educational process, the educator has two roles: the role of an organizer and the role of an assistant.
As an organizer, he models educational situations; chooses methods and means; organizes the educational process; asks children questions; offers games and tasks. The educational process must be of a fundamentally new type: the teacher does not give knowledge in a ready-made form, but creates situations when children have a need to “discover” this knowledge for themselves, and leads them to independent discoveries through a system of questions and tasks. If a child says: “I want to learn!”, “I want to find out!” and the like, which means that the teacher managed to fulfill the role of organizer.
As an assistant, an adult creates a friendly, psychologically comfortable environment, answers children’s questions, in difficult situations helps each child understand where he is wrong, correct the mistake and get results, notices and records the child’s success, and supports his faith in his own abilities. If children are psychologically comfortable in kindergarten, if they freely turn to adults and peers for help, are not afraid to express opinions, discuss various problems, then it means that the teacher has succeeded in the role of an assistant. The roles of the organizer and the assistant complement each other.
One such technology istechnology "Situation"which we will meet today.
Presentation is used.
Structure of the “Situation” technology
The holistic structure of the “situation” technology includes six successive stages. I want to briefly highlight them.
Stage 1 "Introduction to the situation."
At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (children's goal). The teacher includes children in a conversation that is personally significant for them and related to their personal experience.
The key phrases for completing the stage are the questions: “Do you want? Can you?” By asking “would you like”, the teacher shows the child’s freedom of choice of activity. It is necessary to make sure that the child gets the feeling that he himself made the decision to get involved in the activity; based on this, children develop an integrative quality, like activity. It happens that one of the children refuses the proposed activity. And that's his right. You can invite him to sit on a chair and watch the other guys play. BUT if you refuse activity, you can sit on a chair and watch others, but there should not be any toys in your hands. Usually such “strikers” return because sitting on a chair and doing nothing is boring.
Stage 2 "Update".
Preparatory to the next stages, in which children must “discover” new knowledge for themselves. Here, in the process of didactic play, the teacher organizes the children’s objective activities, in which mental operations (analysis, synthesis, comparison, generalization, classification) are purposefully updated. Children are in the game plot, moving towards their “childish” goal and have no idea that the teacher is leading them to new discoveries.
The actualization stage, like all other stages, must be permeated with educational tasks, the formation in children of primary value ideas about what is good and what is bad.
Stage 3 "Difficulty in the situation."
This stage is key. Within the framework of the selected plot, a situation is simulated in which, using the questions “Could you?” - “Why couldn’t they”, the teacher helps children gain experience in recording the difficulty and identifying its causes. This stage concludes with the teacher’s words, “So, what do we need to find out?”
Stage 4 “Discovery of new knowledge (method of action) by children.”
The teacher involves children in the process of independently solving problematic issues, searching for and discovering new knowledge. Using the question “What should you do if you don’t know something?” the teacher encourages children to choose a way to overcome the difficulty.
At this stage, children gain experience in choosing a method for solving a problem situation, putting forward and justifying hypotheses, and independently “discovering” new knowledge.
Stage 5 Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills.
At this stage, the teacher offers situations in which new knowledge is used in conjunction with previously mastered methods. At the same time, the teacher pays attention to the children’s ability to listen, understand and repeat the adult’s instructions, apply the rule, and plan their activities. Questions are used: “What will you do now? How will you complete the task?” Particular attention at this stage is paid to developing the ability to control the way they perform their actions and the actions of their peers.
Stage 6 “Comprehension” (result).
This stage is a necessary element in the structure of reflexive self-organization, as it allows one to gain experience in performing such important universal actions as recording the achievements of a goal and determining the conditions that made it possible to achieve this goal.
Using the questions “Where were you?”, “What were you doing?”, “Who did you help?” The teacher helps children comprehend their activities and record the achievement of children's goals. Next, using the question “Why did you succeed?” The teacher leads the children to the fact that they have achieved their children's goal due to the fact that they have learned something new and learned something. The teacher brings together children's and educational goals and creates a situation of success: “You succeeded because you learned (learned).”
Considering the importance of emotions in the life of a preschooler, Special attention Here, attention should be paid to creating conditions for each child to receive joy and satisfaction from a well-made conclusion.
So, the technology situation is a tool that allows preschoolers to systematically and holistically form the primary experience of performing the entire complex of universal educational activities, while maintaining the originality of a preschool educational institution as an educational institution whose priority is gaming activities.
Watch a video recording of the lesson.
Practical work of teachers.
1. Divide into 2 teams using the “Choose a strip” method.Working at the easel.
Strips are available short and long. Teachers choose a strip and form a team (all long ones - one team, all short ones - the second).
Work in groups. Create a lesson algorithm in stages and select appropriate didactic tasks for the parts.
Envelopes with stages and didactic tasks.
Control : The presenter reads out the correct answer, the teams check the execution.
2. Division into 4 teams using the “Find the number” method.Teachers choose a card with images of objects from 1 to 4. Find a table with a number corresponding to the number of objects.
Work in groups. Working with notes.Teams are given notes of lessons compiled on the basis of this technology, but without marking the stages of the lesson. The task of teachers is to analyze the lesson, highlight the stages, and write didactic tasks for each stage.
Control: After completing the task, the teams are given a sample note with the marked stages and didactic tasks. Teams test themselves.
4. Reflection.
Method "Determine the distance".Teachers are again invited to stand at a distance from the easel with the topic of the seminar,which can best demonstrate their proximity or distance in relation to the topic. Teachers then explain the chosen distance in one sentence.
(from work experience) will be useful for teachers and parents of children of older preschool age.
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State budgetary educational institution
Samara region secondary school named after. A.I. Kuznetsova
With. Kurumoch municipal district Volzhsky Samara region
structural unit "Kindergarten "Belochka"
Speech at the pedagogical council on the topic:
“The use of gaming technologies in FEMP classes in senior groups”
(from work experience)
Educator: Kuzminykh S.I.
2016
The main type of preschool activity is play. While playing, a child discovers the world, learns to communicate, and learns.
Based on the age characteristics of children, I constantly use gaming technologies in my practical activities.
Gaming technologies help solve not only problems of motivation and child development, but also health care.
In play and through playful communication, a growing person develops and develops a worldview, a need to influence the world, and adequately perceive what is happening. Play is the main content of a child's life.
In my teaching activities, I use travel activities, which are based on a game form of learning.
The guests of the NOD were fairy-tale characters, heroes of their favorite cartoons, whom the children helped to understand the fairy-tale situation: they counted objects, compared numbers, named geometric figures, laid out paths along the length, solved logical problems, etc., they also used the technique of intentional errors, i.e. incorrect answers from class guests, which helped develop thinking processes. We also conducted educational activities on such topics as “Funny Adventures”, “Journey to Wonderland”, “Walks in a Fairytale Forest”, etc., where children were direct participants in the game and performed interesting, educational tasks, independently found a way out of educational situations; and also used an element of competition (who is faster, who is more correct, who knows more).
To ensure the active activity of children in educational activities, I offer them a kind of real-life motivation: participation in performing interesting, moderately complex actions; expressing the essence of these actions in speech; manifestation of appropriate emotions, especially cognitive ones; the use of experimentation, solving creative problems, mastering the means and methods of cognition (comparison, measurement, classification, etc.)
As an example, I will give fragments of the educational activity “Space Travel”, in which learning is structured as an exciting problem-based game activity. The purpose of this direct educational activity was the formation of mathematical concepts, and mathematical concepts are a powerful factor in the intellectual development of preschool children.
In order to interest children, activate the attention of preschoolers, encourage them to engage in activities, master program tasks, and increase the effectiveness of learning, a game motivation was first created: “we are about to make a fantastic flight into space, where you will encounter wonders, unknown discoveries, where mysterious and exciting adventures await us.” "
After accepting the goal, the children were faced with a problem: “What can we use to fly into space? " Illustrations with images of an airplane, a balloon, and a rocket were shown here. Children expressed their proposals and proved the correctness of their choice, that is, they learned to think, reason, and fantasize independently. Children developed speech and thinking, and deepened their knowledge.
In the “Build a Rocket” game, children not only learned the names of geometric shapes and quantitative counting (how many squares, rectangles, etc.), but also learned to identify the elements of an object and combine them into a single whole. The game develops children’s geometric vigilance and mental actions: analysis, synthesis, comparison.
Also in the NOD, children were asked to “walk through a meteor shower.” Through the game “What does it look like? “Children learned to come up with their own variety of original answers, understand and “read” a schematic representation of an object, developed imagination, the ability to substitute, and create new images.
A new problematic situation arose before the children at the end of the NOD: “A signal was received from the Earth’s cosmic center to return home to Earth.” But in order to return, you need to give the correct answers to problems, such as: “How many suns are there in the sky? ", "How many ends does one stick have? What about two? ", "Find the difference", "Chain of patterns".
Entertaining tasks contribute to the child’s ability to quickly perceive cognitive tasks and find the right solutions for them, develop voluntary attention, mental operations, speech, spatial concepts, and learn to identify patterns based on comparison.
We make sure to include physical education lessons in the educational activities that are thematically related to educational tasks and play a positive role in mastering the program material. This allows you to switch activities (mental, motor, speech) without leaving the learning situation.
To intensify mental activity, to add interest and active participation of children in educational activities, to expand, deepen and consolidate knowledge, to give the lesson a playful nature, we use a variety of didactic, game materials and hand-made manuals.
A didactic game is a special type of gaming activity and a teaching tool. Didactic games help ensure that children exercise in distinguishing, highlighting, naming sets of objects, numbers, geometric shapes, directions, form new knowledge, and also in didactic games the acquired knowledge and skills are consolidated; perception, thinking, memory, attention develops. When using didactic games, we also widely use various objects and visual material, which contribute to the fact that the educational activity itself takes place in a fun, entertaining and accessible form.
Thus, didactic games “Show with numbers”, “Divide the square into parts”, “Help Pinocchio get to school”, “What does it look like? ", etc. - introduce children to tasks that are new to them, teach them to be smart, develop intelligence, train the child in analyzing geometric shapes, in recreating figures - symbols, and orientation in space.
Game "Find the toy".
“At night, when there was no one in the group,” says the teacher, Carlson flew to us and brought toys as a gift. Carlson likes to joke, so he hid the toys, and in the letter he wrote how to find them." He opens the envelope and reads: "You must stand in front of the teacher's desk, go straight." One of the children completes the task, goes and approaches the closet, where there is a car in a box. Another child performs the following task: goes to the window, turns left, crouches and finds a toy behind the curtain.
Game “Count - don’t be mistaken! »
Game "Wonderful bag"
Aimed at teaching children how to count using various analyzers and strengthening their understanding of quantitative relationships between numbers. The wonderful bag contains: counting material, two or three types of small toys. The presenter chooses one of the children to lead and asks to count as many objects as he hears the blows of a hammer, a tambourine, or as many objects as there are circles on the card. Children sitting at tables count the number of strokes and show the corresponding number.
In the game "Confusion" the numbers are laid out on the table or displayed on the board. The moment the children close their eyes, the numbers change places. Children find these changes and return the numbers to their places. The presenter comments on the children's actions.
In the game “Which number is missing?” one or two digits are also removed. Players not only notice the changes, but also say where each number is and why. For example, the number 5 is now between 7 and 8. This is not correct. Its place is between the numbers 4 and 6, because the number 5 is one more than 4, 5 should come after 4.
“Tangram” and “Mongolian Game” are among the many puzzle games on plane modeling.
The success of mastering games in preschool age depends on the level of sensory development of children. While playing, children remember the names of geometric figures, their properties, distinctive features, examine the forms visually and tactile-motor, and freely move them in order to obtain a new figure. Children develop the ability to analyze simple images, identify geometric shapes in them and in surrounding objects, practically modify the figures by cutting them and composing them from parts.
At the first stage of mastering the game “Tangram,” a series of exercises are carried out aimed at developing children’s spatial concepts, elements of geometric imagination, and developing practical skills in composing new figures by joining one of them to another.
Children are offered different tasks: to compose figures according to a model, an oral task, or a plan. These exercises are preparatory to the second stage of mastering the game - composing figures using dissected patterns.
Thus, we can conclude that in a playful way, the child is instilled with knowledge in the field of mathematics, he learns to perform various actions, mental operations, develops memory, attention, thinking, creative and cognitive abilities.
And problem-based learning contributes to the development of flexibility, variability of thinking, and forms the child’s active creative position.
LIST OF REFERENCES USED:
1. Vinogradova N. A., Pozdnyakova N. V. Role-playing games for older preschoolers. – M.: Iris-Press, 2008.
2. Gubanova N. F. Play activities in kindergarten. – M.: Mosaika-Sintez, 2006.
3. Diagnosis of a child’s readiness for school / Ed. N. E. Verkasy. – M.: Mozaika-Sintez, 2008.
4. Zhukova R. A. Didactic games as a means of preparing children for school. – Volgograd: Teacher-AST, 2005.
5. Panova E. N. Didactic games and activities in preschool educational institutions. – Voronezh: PE Lakotsenin, 2007.
6. Polyakova N. Cultivate the joy of learning // Preschool education. – 12/2004.
7. Smolentseva N. A. Plot-didactic games with mathematical content. – M.: Education, 1987.
