on the topic “Use of developing gaming technologies in the formation of elementary mathematical representations in preschoolers”

tutor MBDOU Kindergarten № 5 village of Tymovskoye

Dubtsova Irina Nikolaevna

Mathematics occupies a special place in science, culture and social life, being one of the most important components of world scientific and technological progress. High-quality mathematical education is necessary for everyone for his successful life in modern society. In accordance with the Concept for the Development of Mathematical Education in the Russian Federation, approved by Decree of the Government of the Russian Federation dated December 24, 2013 No. 2506-r, an increase in the level of mathematical education will make the life of Russians more fulfilling and will provide for the need for qualified specialists.

The basis of human intelligence, his sensory experience is laid in the first years of a child’s life. In preschool childhood, the formation of the first forms of abstraction occurs, the generalization of simple conclusions, the transition from practical thinking to logical, the development of perception, attention, memory, imagination. Training is best done in the natural, most attractive form of activity for children - the game.

Currently, there are very few technologies that allow to fully build the process of joint and independent activity in a game form, as required by the new standard.

One of these technologies is Voskobovich’s games. These are extraordinary benefits that meet modern requirements in the development of a preschooler. The child folds, lays out, exercises, experiments, creates, without harming himself and the toy. In the process of the game, goal-setting, the symbolic function of consciousness, develops, the internal character of motivation is formed. The game is substantially complemented by a fairy tale. She introduces the child into an unusual “world” of opportunities and ideas, makes her promote and empathize with heroes and events.

Being engaged in games with puzzles of Voskobovich, we develop sensory abilities, intelligence, fine motor skills of hands, and creative abilities of children.

The basis of these games are two principles of learning - this is from simple to complex and "independently according to ability." This union allowed us to solve several problems in the game at once related to the development of intelligence and analytical abilities.

His work on technology V.V. Voskobovich, I built it this way: I added games to the group, said the name of the game, but did not explain how to play it, giving children the opportunity to come up with the rules of the game. So, for example, introducing the game “Two-Tone Square” into the group, I gave the children the opportunity to view the game and try it by touch. With independent play activities with a square, children received figures of the same color, noted that a small figure is obtained from a large square.

An interesting acquaintance occurred in children with the games "Miracle Crosses", "Miracle Cells". At the initial level, children collected fragments of figures into a single whole, and then the tasks became more complicated. Children, using schemes, collect various images of figures and objects.

Designer V.V. Voskobovich "Geocont" undoubtedly attracted the attention of the guys. With the help of magic gum strings, children performed tasks. At the first stage, they construct geometric figures without reliance on digital and letter designations. They get acquainted with such a property as elasticity (the elastic stretches and returns to its original position.) During the game, “obstacles” arise in front of the children in the form of a task, question, task. The personification of this obstacle is an elastic band stretched over the “Geocont” field. It "disappears" in the case of the correct solution of the problem.

After the presentation of each game, I introduced the children to the fairy tales that accompany the games. These are fairy tales of the Violet Forest, in the plot of which intellectual and creative tasks are organically “woven”. Violet forest is a kind of fabulous space in which each game has its own area and its hero. At this stage, a teacher plays a special role in the organization of game cognitive activity. I acquainted the children with the characters of fairy tales, selected game tasks depending on the age capabilities and interests of the children of the group, played and studied together with them. The children enjoyed listening to fairy tales, solving intellectual problems and completing creative tasks with the hero and with me.

With no less interest the guys got acquainted with the game "Transparent Square". The fairy tale story of Little Geo serves as an excellent motivation for a child to perform various intellectual tasks and at the same time, is a material for the development of speech. This game provides great opportunities for children to create their own creative ideas.

All parents want their baby to remember the numbers as early as possible, learn to count, figure out the composition of the number, and easily learn the multiplication table at school. To achieve these goals, “Mathematical baskets” help me in my work, where, without didactic pressure, the guys master the composition of the number within five, ten and the second ten, learn to count and add and subtract. Acquainted with such concepts as a complete, incomplete and empty set. The highlight of this didactic game is the integrated use of three child analyzers: auditory, visual and tactile-tactile. This helps the best mastery of the composition of the number and counting activity.

Another of the games that helps us master the composition of the number is Counting Carrier. An exciting educational game that develops spatial logical thinking, attention, memory, fine motor skills of children in children, introduces the composition of the number.

At all stages of working with Voskobovich’s games, one has to create a creative atmosphere: to encourage and support children's initiative, it is important for children to be interested in these games, because if a child likes the game, he will play it and, accordingly, increase his level of development.

Using these games helps me to solve math educational problems effectively. The system developed by us on the basis of Voskobovich’s technology is designed for children 5-7 years old and is designed for two years of study. The implementation of this system takes place during the joint activities of children and adults. Long-term planning has been developed, which includes 34 educational situations. Game educational situations are carried out in the framework of cultural practices in free time lasting 25-30 minutes. The constant complication of games allows you to support children's activities in the zone of optimal difficulty.

Using this technology, we have already been able to achieve positive results. Analysis of the diagnostic results shows an increase in the number of children with an average and high level of development of intellectual abilities. Best of all, children develop understanding, the ability to analyze, compare. The guys learned to concentrate when performing complex mental operations and to complete the work they started to the end, it is easy to distinguish and name: yellow, red, blue, do not confuse green, purple, blue, orange and other colors. In addition, the guys have no problems with the score, knowledge of geometric shapes, the ability to navigate on the plane. It is important that the guys have a desire to help those who are lagging behind. The ability to work in a team is being formed.

Children are interested in games in their free time, when children have a large selection of activities, many return to "Developing corner"  and continue fabulous adventures.

Seeing positive results, parents became interested in games. At their request, a seminar was held on the application of Voskobovich’s game technology « Fairytale Maze Game » .

In the future, we plan to introduce the whole complex of Voskobovich’s games into the educational process. To this end, we have already acquired sets of games for all children of the group, the panel "Violet Forest" and fairy-tale characters. In the group we want to create a separate corner of the Purple Forest.

I am sure that games will help our students grow up intellectually developed, creative, able to think logically, which will allow them to win competitions more than once, study well at school and be successful people in the future.

“The formation of elementary mathematical representations through the methods of OTSM - TRIZ technology. Many scientists and practitioners believe that the modern requirements for preschool education ... "

The formation of elementary mathematical representations

through the methods of OTSM - TRIZ technology.

Many scholars and practitioners believe that modern requirements for preschool

education can be met provided that when working with children will

actively used TRIZ-OTSM technology methods. In educational

activities with children of preschool age I use the following methods:

morphological analysis, system operator, dichotomy, synectics (direct

analogy), on the contrary.

MORPHOLOGICAL ANALYSIS

   Morphological analysis is a method by which a child from an early age learns to think systemically, to imagine the world in his imagination as an endless combination of various elements - signs, forms, etc.

The main goal: To form in children the ability to give a large number of different categories of answers within the framework of a given topic.

Method features:

Develops attention, imagination, speech of children, mathematical thinking.

It forms mobility and systematic thinking.

It forms primary ideas about the basic properties and relations of objects of the surrounding world: shape, color, size, quantity, number, part and whole, space and time. (GEF DO) Helps the child learn the principle of variability.

Develops children's abilities in the field of perception, cognitive interest.

The technological chain of educational activities (OD) on the morphological path (MD)

1. Presentation of MD (“Magic track”) with horizontal indicators pre-set (sign icons), depending on the purpose of the OOD.

2. Representation of the Hero who will “travel” along the “Magic Path”.

(The role of the Hero will be performed by the children themselves.)

3.Message of the task to be performed by children. (For example, to help the object go along the "Magic Path", answering questions of signs).

4. Morphological analysis is carried out in the form of a discussion (it is possible to fix the results of the discussion with the help of pictures, diagrams, signs). One of the children asks a question on behalf of the sign. The remaining children, being in the situation of "helpers", answer the question asked.

A chain of sample questions:

1. Object, who are you?

2. Object, what color are you?

3.Object, what is your main business?

4. Object, what else can you do?

5. Object, what parts do you have?

6. Object, where are you (“hiding”)? The object, and what are your “relatives” called among whom you can meet?

Designate the form I am, In the natural world (leaf, Christmas tree, triangle of objects vertex

- & nbsp– & nbsp–

Note. Complications: the introduction of new indicators or an increase in their number.

The technological chain of educational activities (OD) according to the morphological table (MT)

1. Presentation of the morphological table (MT) with pre-set indicators horizontally and vertically, depending on the purpose of the OOD.

2. The message of the task to be performed by children.

3. Morphological analysis in the form of discussion. (Search for an object by two specified properties).

Note. Indicators horizontally and vertically are indicated by pictures (diagrams, color, letters, word). The morphological path (table) remains for some time in the group and is used by the teacher in individual work with children and children in independent activities. First, starting from the middle group, work is done on MD, and then on MT (in the second half of the school year).

In the senior and preparatory groups for kindergarten, educational activities are carried out according to MD and MT.

What can be a morphological table (track) in a group?

In my work I use:

a) a table (track) in the form of a typesetting canvas;

b) the morphological path, which is laid out on the floor with ropes, on which the signs of signs are placed.

SYSTEM OPERATOR

   A system operator is a model of systemic thinking. With the help of the "system operator" we get a nine-screen system of representation about the structure, relationships, stages of the life of the system.

The main goal: To form in children the ability to think systemically in relation to any object.

Method features:

Develops imagination, speech of children.

Forms the basics of systemic thinking in children.

Forms elementary mathematical representations.

Develops in children the ability to distinguish the main purpose of an object.

It forms the idea that each object consists of parts, has its own location.

Helps the child build a line of development for an object.

The minimum system operator model is nine screens. The screens show the sequence of work with the system operator in numbers.

In my work with children, I beat the system operator and play games on it (“Sound the filmstrip”, “Magic TV”, “Casket”).

For example: Work on CO. (The number 5 is considered. The screens 2-3-4-7 are opened).

Q: Children, I wanted to show our guests information about number 5. But someone hid it behind the doors of the casket. We need to open the casket.

- & nbsp– & nbsp–

The algorithm of work on CO:

Q: Why did people come up with the number 5?

D: Designate the number of items.

Q: What parts does the number 5 consist of? (What two numbers can be used to make the number 5? And how can the number 5 be made up of units?).

D: 1i4, 4 and1, 2iZ, Zi2, 1,1,1,1i1.

Q: Where is the number 5 located? Where did you see the number 5 ?, D: On the house, on the elevator, on the clock, on the phone, on the remote control, on transport, in the book, Q: What are the numbers - relatives, among which you can find the number 5.

D: The natural numbers that we use when counting.

Q: And what was the number 5 until 1 joined it?

D: Number 4.

Q: And what number will be the number 5 if 1 joins it?

D: Number 6.

Note.

Children should not say terms (system, supersystem, subsystem).

Of course, it is not necessary to consider all the screens during organized educational activities. Only those screens that are necessary to achieve the goal are considered.

In the middle group, it is recommended, departing from the filling order, to begin to consider subsystem features immediately after the name of the system and its main function, and then to determine which supersystem it belongs to (1-3 What can a system operator be in a group? In my work, I use a system operator in the form of a typesetting canvas: screens are filled with pictures, drawings, diagrams.

SYNECTICS

   Translated from Greek, the word "synectics" means "the union of heterogeneous elements."

The basis of this work is four types of operations: empathy, direct analogy, symbolic analogy, fantastic analogy. In the FEMP process, a direct analogy can be used. A direct analogy is the search for similar objects in other areas of knowledge by some criteria.

The main goal: To form in children the ability to establish correspondence between objects (phenomena) by given signs.

Method features:

Develops attention, imagination, speech of children, associative thinking.

Forms elementary mathematical representations.

Develops the ability to build various associative rows in children.

Forms cognitive interests and cognitive actions of the child.

Mastering a child’s direct analogy goes through the games: “City of Circles (Squares, Triangles, Rectangles, etc.)”, “Magic Glasses”, “Find an Object of the Same Shape”, “Bag with Gifts”, “City of Colored Numbers” and etc. During the games, children get acquainted with various types of associations, learn to purposefully build various associative series, and acquire skills to go beyond the usual chains of reasoning. Associative thinking is being formed, which is very necessary for the future student and for an adult. Mastering a child's direct analogy is closely related to the development of creative imagination.

In this regard, it is also important to teach the child two skills that help create original images:

a) the ability to “incorporate” an object into new connections and relationships (through the game “Draw a figure”);

b) the ability to choose from several images the most original (through the game "What does this look like?").

The game "What is it like?" (From 3 years old).

Purpose. To develop associative thinking, imagination. To form the ability to compare mathematical objects with objects of the natural and man-made world.

Course of the game: The host calls a mathematical object (a figure, a figure), and the children call objects that are similar to it from the natural and man-made world.

For example, Q: What does the number 3 look like?

D: The letter h, the snake, the swallow, ....

Q: And if you turn the number 3 to the horizontal position?

D: On the ram’s horns.

Q: What does a rhombus look like? D: On a kite, on a cookie.

DICHOTOMY.

Dichotomy - a method of dividing in half, used for the collective execution of creative tasks requiring search work, is presented in pedagogical activities by various types of the game "Yes - No".

The child's ability to pose strong questions (search questions) is one of the indicators of the development of his creative abilities. To expand the child’s capabilities and break stereotypes in the wording of questions, it is necessary to show the baby samples of other forms of questions, demonstrate the differences and research capabilities of these forms. It is also important to help the child learn a certain sequence (algorithm) of posing questions. You can teach a child this skill by using the Yes-No game in his work with children.

The main goal: - To form the ability to narrow the search field

Teach mental action - dichotomy.

Method features:

Develops attention, thinking, memory, imagination, speech of children.

Forms elementary mathematical representations.

Breaks stereotypes in the wording of questions.

Helps the child learn a certain sequence of questions (algorithm).

Activates the vocabulary of children.

Develops children's abilities to pose search questions.

It forms the cognitive interests and cognitive actions of the child. The essence of the game is simple - children must unravel the riddle by asking the teacher questions about the learned algorithm. The educator can only answer them with the words: “yes,” “no,” or “and yes and no.” The educator’s answer “yes and no” indicates the presence of conflicting attributes of the object. If a child asks a question that cannot be answered, then it is necessary to show with a pre-established sign - the question is asked incorrectly.

Di. "Well no". (Linear, with flat and three-dimensional figures).

The teacher pre-sets the geometric shapes in a row (cube, circle, prism, oval, pyramid, pentagon, cylinder, trapezoid, rhombus, triangle, ball, square, cone, rectangle, hexagon).

  The teacher makes a guess, and the children guess, asking questions according to a familiar algorithm:

Is this a trapeze? - Not.

Is it to the right of the trapeze? - Not. (The figures are removed: trapezoid, rhombus, triangle, ball, square, cone, rectangle, hexagon),

Is this an oval? - Not.

Is it to the left of the oval? - Yes.

Is it a circle? - Not.

Is it to the right of the circle? - Yes.

Is this a prism? - Yes, well done.

The method of "the opposite."

The essence of the method is “vice versa” in identifying a specific function or property of an object and replacing them with opposite ones. This technique in working with preschoolers can be used, starting with the middle group of kindergarten.

Main goal: Development of sensitivity to contradictions.

Method features:

Develops attention, imagination, children's speech, the foundations of dialectical thinking.

Forms elementary mathematical representations.

Develops in children the ability to select and name antonymic couples.

Forms cognitive interests and cognitive actions of the child.

The method “vice versa" is the basis of the game "On the contrary.

Game options:

1. Objective: To shape the ability of children to find the words antonyms.

The main action: the leader calls the word - the players pick up and name the antonymic pair. These tasks are announced to children as ball games.

2. Objective: To form the ability to draw objects "vice versa."

For example, the teacher shows a page from the notebook "Game mathematics"

and says: "The Cheerful Pencil drew a short arrow, and you draw" the other way around. "

Prepared by teacher Zhuravleva V.A.

Preschool age is the beginning of a long road to the world of knowledge, to the world of miracles. After all, it is at this age that the foundation is laid for the further development of children. The task is not only how to hold a pen, write, count, but also the ability to think, create. A huge role in mental education and in the development of the child’s intellect is played by mathematical development.

The FSES states: cognitive development involves the development of the interests of children, curiosity and cognitive motivation. Therefore, the formation of elementary mathematical abilities is given an important place.

This is due to a number of reasons: the abundance of information received by the child, increased attention to computerization, the desire to make the learning process more intensive, the desire of parents in this regard to teach the child as early as possible to recognize numbers, count, and solve problems.

A child enters mathematics from a very early age. During the entire preschool age, the child begins to lay elementary mathematical representations, which in the future will be the basis for the development of his intellect and further educational activities.

The formation of elementary mathematical representations is a purposeful and organized process of the transfer and assimilation of knowledge, techniques and methods of mental activity (in the field of mathematics).

The source of elementary mathematical representations for the child is the surrounding reality, which he learns in the process of his various activities, in communication with adults, in communication with peers.

Methods and techniques for the formation of mathematical representations in preschoolers.

In the process of forming elementary mathematical representations in preschool children, the teacher uses a variety of teaching methods:

practical

visual

verbal

When choosing a method, a number of factors are taken into account:

software tasks solved at this stage;

age and individual characteristics of children;

the presence of the necessary didactic tools, etc .;

The constant attention of the teacher to a reasonable choice of methods and techniques, their rational use in each case provides:

Successful formation of elementary mathematical representations and their reflection in speech;

The ability to perceive and highlight the relations of equality and inequality (by number, size, shape), sequential dependence (decrease or increase in size, number), highlight the quantity, shape, size as a common feature of the analyzed objects, determine the relationships and dependencies;

Orientation of children to the application of the learned methods of practical actions (for example, comparisons by comparison, counting, measuring) in the new conditions and an independent search for practical ways to identify, detect significant in this situation signs, properties, relationships. For example, in the conditions of the game to identify the sequence, the pattern of alternating signs, common properties.

In the formation of elementary mathematical representations, the leading one is practical method.

Its essence lies in the organization of children's practical activities aimed at mastering strictly defined methods of action with objects or their substitutes (images, graphic drawings, models, etc.).

The characteristic features of the practical method in the formation of elementary mathematical representations:

Performing a variety of practical actions;

Widespread use of didactic material;

The emergence of representations as a result of practical actions with didactic material:

The development of counting skills, measurement and calculation in the most elementary form;

The widespread use of formed ideas and mastered actions in everyday life, play, work, that is, in a variety of activities.

This method involves organizing special exercises   which can be offered in the form of assignments, organized as actions with demonstration material or proceed as independent work with handout of didactic material.

Exercises are collective - performed by all children at the same time and individual - carried out by an individual child at the board or table of the teacher. Collective exercises, in addition to assimilation and consolidation of knowledge, can be used for control.

Individual, performing the same functions, also serve as a model for which children are guided in collective activity.

Game elements are included in exercises in all age groups: in the younger ones - in the form of a surprise moment, imitative movements, a fairy-tale character, etc .; in the elders they acquire the character of a search, competition.

From the point of view of the manifestation by children of activity, independence, creativity in the process of execution, one can distinguish reproductive (imitative) and productive exercises.

Game as a learning method   and the formation of elementary mathematical representations involves the use in classes of individual elements of different types of games (story, mobile, etc.), game techniques (a surprise moment, competition, search, etc.) A system of so-called educational games has now been developed.

All didactic games for the formation of elementary mathematical representations are divided into several groups:

1. Games with numbers and numbers

2. Time Travel Games

3. Orienteering games in space

4. Games with geometric shapes

5. Games for logical thinking

Visual and verbal methods in the formation of "elementary" mathematical representations are not independent, they accompany practical and game methods.

Techniques for the formation of mathematical representations.

In kindergarten, techniques are widely used that relate to visual, verbal and practical methods and are used in close unity with each other:

1. Display   (demonstration) of a mode of action in conjunction with an explanation or model of caregiver. This is the main method of training, it is clearly practical and effective in nature, performed using a variety of didactic tools, and makes it possible to form children's skills. The following requirements are imposed on him:

Clarity, fragmentation of the display of methods of action;

Consistency with verbal explanations;

The accuracy, brevity and expressiveness of the speech accompanying the show:

Activation of perception, thinking and speech of children.

2. Instruction   to perform independent exercises. This technique is associated with the teacher showing ways of acting and follows from it. The instructions reflect what needs to be done and how to get the desired result. In senior groups, instruction is given completely before the start of the assignment; in younger groups, each new action is preceded.

3. Explanations, clarifications, instructions.   These verbal techniques are used by the educator in demonstrating a method of action or in the hall for children to complete tasks in order to prevent mistakes, overcome difficulties, etc. They must be specific, short and figurative.

The show is appropriate in all age groups when acquaintance with new actions (application, measurement), but it is necessary to activate mental activity, excluding direct imitation. During the development of a new action, the formation of the ability to count, measure, it is advisable to avoid re-display.

Mastering the action and improving it is carried out under the influence of verbal techniques: explanations, instructions, questions. At the same time, the development of the speech expression of the mode of action is underway.

4. Questions to the children.

Questions activate perception, memory, thinking, speech of children, provide understanding and assimilation of material. In the formation of elementary mathematical representations, a series of questions is most significant: from simpler ones aimed at describing specific attributes, properties of an object, results of practical actions, i.e., ascertaining, to more complex ones that require establishing relationships, relationships, dependencies, their justification and explanation, use simplest evidence.

Most often, such questions are asked after the teacher demonstrates the sample or the children perform the exercises. For example, after the children divided the paper rectangle into two equal parts, the teacher asks: “What have you done? What are these parts called? Why can each of these two parts be called half? What form did the parts form? How to prove that the resulting squares? What must be done to divide the rectangle into four equal parts? ”

Basic requirements for questions as a methodological method:

- accuracy, concreteness, laconicism:

-   logical sequence;

- a variety of formulations, i.e., one and the same should be asked differently

- the optimal ratio of reproductive and productive issues depending on the age of the children and the material studied;

- give children time to think;

- the number of questions should be small, but sufficient to achieve the stated didactic goal;

Prompting questions should be avoided.

The teacher usually asks the whole group a question, and the called child answers it. In some cases, choral responses are possible, especially in younger groups. Children need to be given the opportunity to ponder the answer.

Children's answers should be:

Brief or complete, depending on the nature of the issue;

Independent, conscious;

Accurate, clear, loud enough;

Grammatically correct (observing the word order, the rules for their coordination, the use of special terminology).

When working with preschoolers, an adult often has to resort to accepting a reformulation of the answer, giving it the correct sample and offering to repeat it. For example: “There are four mushrooms on a shelf,” the baby says. “There are four mushrooms on the shelf,” the educator said.

5.   During the formation of elementary mathematical representations in preschoolers comparison, analysis, synthesis, generalization  act not only as cognitive processes (operations), but also as methodological methods that determine the path along which the child’s thought moves in the process of learning.

The basis of comparison is the establishment of similarities and differences between objects. Children compare objects in terms of quantity, shape, size, spatial location, time intervals - in duration, etc.

Analysis and synthesis as methodological techniques appear in unity. An example of their use is the formation in children of ideas about the "many" and "one" that arise under the influence of observation and practical actions with objects.

A generalization is made at the end of each part and the entire lesson. At the beginning, the teacher generalizes, and then the children.

6.   In the methodology for the formation of elementary mathematical representations, some special methods of action leading to the formation of representations and the development of mathematical relations play the role of methodological techniques. These are techniques for applying and applying, examining the shape of an object, “weighing” an object “on hand”, introducing chips - equivalents, counting and counting in units, etc.  Children master these techniques in the process of showing, explaining, performing exercises and then resorting to them for the purpose of checking, proving, explaining and answering, playing games and other activities.

7. Modeling - a visual and practical technique, including the creation of models and their use in order to form elementary mathematical representations in children. Reception is extremely promising due to the following factors:

Using models and modeling puts the child in an active position, stimulates his cognitive activity;

The preschooler has some psychological prerequisites for the introduction of individual models and modeling elements: the development of visual-effective and visual-figurative thinking.

Models can play a different role: some reproduce external connections, help the child see those that he does not notice on his own, others reproduce the sought-after, but hidden connections that are not directly perceived properties of things.

Widely used models in the formation

· Temporary representations: model of parts of the day, week, year, calendar;

· Quantitative; numerical ladder, numerical figure, etc.), spatial: (models of geometric figures), etc.

· When forming elementary mathematical representations, subject, subject-schematic, graphic models are used.

8. Experimentation - This is a method of mental education that provides independent identification by a child through trial and error, hidden from direct observation of relationships and dependencies. For example, experimentation in measurement (size, measure, volume).

9. Monitoring and evaluation .

These techniques are interconnected. Control is carried out through monitoring the process of fulfillment by children of tasks, the results of their actions, answers. These techniques are combined with instructions, explanations, explanations, demonstration of how to act as an example for adults, direct assistance, include error correction.

The methods and results of actions, the behavior of the guys are subject to assessment. The assessment of an adult who is accustomed to orienting himself on a sample begins to be combined with the assessment of his comrades and self-esteem. This technique is used in the course and at the end of exercises, games, classes.

These methods, in addition to teaching, also fulfill an educational function: they help to cultivate a benevolent attitude towards comrades, a desire and ability to help them, and form emotional responsiveness.

“The role of fairy tales in the formation of elementary mathematical representations among preschoolers”

“A fairy tale plays a crucial role in the development of imagination - an ability without which neither the child’s mental activity during school years nor any adult creative activity is possible” A. V. Zaporozhets.

A fairy tale is a universal remedy. It has educational, educational and developmental potential and is very valuable for teachers and children.

With the help of fairy tales, children more easily establish temporary relationships, learn ordinal and quantitative counts, determine the spatial arrangement of objects. Tales help to remember the simplest mathematical concepts (right, left, front, back), raise curiosity, develop memory, initiative, and form improvisation skills.

The presence of a fairy-tale hero on the NOD gives the training a bright, emotional coloring. A fairy tale carries humor, fantasy, creativity, and most importantly, it forms the ability to think logically.

Therefore, it can be argued that a fairy tale and its possibilities in the formation of mathematical representations of preschool children are unlimited. Since children love fairy tales, they are familiar to them because they are used both at home and in kindergarten. The fairy tale is especially interesting for children; it attracts them with its composition, fantastic images, expressive language, and dynamism of events. Children themselves do not notice how concepts, including mathematical ones, penetrate their thoughts.

When we open the doors of magic to a fairyland to our children, we not only introduce them to mathematics, but also cultivate kindness, love, mutual assistance, and trust in the world. We develop the ability to overcome difficulties, curiosity.

The fairy tale “Teremok” will help to remember not only the quantitative and ordinal account (the first mouse came to the teremka is the second frog, etc.) but also the basics of arithmetic. The kid will easily understand how the quantity increases, if you add one at a time. The bunny jumped up and there were three of them. The fox came running, it became four. Well, if the book has visual illustrations, according to which the baby can count the inhabitants of the tower. And you can play a fairy tale with the help of toys.

Tales "Gingerbread Man" and "Turnip" are especially good for mastering the ordinal account. Who pulled the turnip first? Who met the gingerbread man third? And in the fairy tale "Turnip" you can talk about the size. For example: Who is the biggest? (Grandfather). Who is the smallest? (Mouse).

It makes sense to remember the order. Who is standing in front of the cat? (Bug) And who is behind the grandmother? (Granddaughter)

The tale "Three Bears" is generally mathematical super - a tale. You can count the bears, and talk about the size (large, small, medium, who is bigger, who is smaller, who is the biggest, who is the smallest), and to correlate the bears with the corresponding chairs, plates.

Reading the fairy tale “Little Red Riding Hood” will give you the opportunity to talk about the concepts of “long” and short ”, especially if you draw a long and short paths on a sheet of paper or put them out of cubes on the floor and see which one will run your fingers faster, a toy car will pass by.

Another very useful tale for mastering an account is “About a kid who knew how to count to ten.” It seems that she was created precisely for this purpose. Count the fairy tales together with the kid of heroes, and children will easily remember the quantitative count to 10.

Also, for the development of elementary mathematical representations in preschool educational institutions, such forms of the artistic word can be used as: riddles, sayings, proverbs, tongue twisters, verses.

In puzzles of mathematical content, the subject is analyzed from a quantitative, spatial and temporal point of view.

The riddle can serve, firstly, as starting material for acquaintance with some mathematical concepts (number, ratio, magnitude, etc.).

Secondly, the same riddle can be used to consolidate the knowledge of preschoolers about numbers, sizes, relationships.

From it we build a house.

And the window in the house.

We sit down for him at lunch,

We have fun at leisure time.

Everyone in the house is happy for him.

Who is he?

Our friend - (square) *

The mountains look like him.

With a children's slide is also similar.

And also on the roof of the house

He looks very much.

What did I guess? The triangle is, friends.

Proverbs and sayings can be used to consolidate quantitative representations.

Of all the variety of genres and forms of folklore, the most enviable fate of counters. It carries cognitive and aesthetic functions, and together with the games, the prelude to which it most often acts, contributes to the physical development of children.

Counters-numerals are used to consolidate the numbering of numbers, ordinal and quantitative counts. Their memorization helps not only to develop memory, but also contributes to the development of the ability to count objects, to apply formed skills in everyday life.

Counters are offered, for example, used to consolidate the ability to keep count in the forward and backward directions. More often, readers are used to select the leader in the game.

One, two, three, four, five,

A bunny came out for a walk.

What should we do? How do we be?

Need to catch a hitch.

One, two, three, four, five.

Widely used on GCD poems.

For example: - for acquaintance or consolidation of the account of objects, serial and counting: - for acquaintance with numbers.

Among the conditions necessary for the formation of the cognitive interests of a preschooler, for the development of deep cognitive communication with adults and peers, and - no less important - for the formation of independent activity, the presence of a corner of entertaining mathematics is necessary in the group of preschool children.

The corner of entertaining mathematics should be a specially designated, thematically equipped with games, manuals and materials and in a certain way artistically decorated place.

CITY THEORETICAL AND PRACTICAL SEMINAR

“MODERN TECHNOLOGIES IN THE FORMATION OF ELEMENTARY MATHEMATICAL REPRESENTATIONS IN PRESCHOOL CHILDREN”

SPEECH OF THE TEACHER ATAVINA N.M.

"The use of Dyenesh blocks in the formation of elementary mathematical representations in preschoolers"

Games with Gyenesh blocks as a means of forming universal prerequisites for educational activities in preschool children.

Dear educators! “The human mind is marked by such an insatiable susceptibility to cognition that it is like an abyss ...”

Ya.A. Comenius.

Any teacher is particularly concerned about children who are indifferent to everything. If the child has no interest in what is happening in the classroom, there is no need to learn something new - this is a disaster for everyone. The trouble for the teacher: it is very difficult to teach someone who does not want to study. The trouble for parents: if there is no interest in knowledge, the void will be filled with other, not always harmless interests. And most importantly, this is the trouble of the child: he is not only bored, but also difficult, and this leads to complicated relationships with his parents, with his peers, and with himself. It is impossible to maintain self-confidence, self-esteem, if everyone around is striving for something, rejoicing for something, but he alone does not understand either the aspirations, achievements of his comrades, or what others expect from him.

For the modern educational system, the problem of cognitive activity is extremely important and relevant. According to scientists, the third millennium is marked by an information revolution. Knowledgeable, active and educated people will be appreciated as true national wealth, as it is necessary to competently navigate in an ever-increasing volume of knowledge. Already an indispensable characteristic of readiness for learning at school is an interest in knowledge, as well as the ability to take arbitrary actions. These abilities and skills “grow” out of strong cognitive interests, which is why it is so important to shape them, to teach to think creatively, unconventionally, and independently find the right solution.

Interest! The eternal engine of all human searches, the unquenchable fire of an inquisitive soul. One of the most exciting educational issues for educators remains: How to arouse sustained cognitive interest, how to arouse thirst for the difficult process of cognition?

Cognitive interest is a means of attracting to learning, a means of activating the thinking of children, a tool that makes you worry and work enthusiastically.

How to “wake up” a child’s cognitive interest? You need to make learning fun.

The essence of amusement is novelty, unusualness, surprise, strangeness, inconsistency with previous ideas. With entertaining training, emotional and mental processes become aggravated, forcing a closer look at the subject, observing, guessing, remembering, comparing, and looking for explanations.

Thus, the lesson will be informative and entertaining if the children 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 will in achieving a 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 includes the solution of mental tasks. Practice is a source of thinking. Everything that a person knows through thinking (objects, phenomena, their properties, regular relationships between them) is tested by practice, which gives an answer to the question of whether he correctly cognized this or that phenomenon, this or that law or not.

However, practice shows that the acquisition of knowledge at various stages of education causes significant difficulties for many children.

– mental operations

(analysis, synthesis, comparison, systematization, classification)

in analysis - the mental division of an object into parts with their subsequent comparison;

in synthesis - the construction of a whole of parts;

in comparison, the allocation of common and various features in a number of subjects;

in the systematization and classification - the construction of objects or objects according to any scheme and ordering them according to some characteristic;

in generalization, the binding of an object to a class of objects based on essential features.

Therefore, training in kindergarten should be directed, first of all, to the development of cognitive abilities, the formation of the prerequisites for educational activities, which are closely related to the development of mental operations.

Intellectual work is not easy, and given the age-related potential of preschool children, educators should remember

that the main development method is problem-search, and the main form of organization is the game.

Our kindergarten has gained positive experience in developing the intellectual and creative abilities of children in the process of forming mathematical representations

Teachers of our preschool successfully use modern pedagogical technologies and methods of organizing the educational process.

One of the universal modern pedagogical technologies is the use of Dyenesh blocks.

Blocks of Dyenesh were invented by a Hungarian psychologist, professor, creator of the author's methodology "New Mathematics" - Zoltan Dyenesh.

The didactic material is based on the method of replacing the subject with symbols and signs (modeling method).

Zoltan Dyenesh created a simple, but at the same time unique toy, cubes, which he placed in a small box.

Over the past decade, this material has gained increasing recognition among the educators of our country.

So, the logical blocks of Dyenesh are intended for children from 2 to 8 years. As you can see, they belong to the type of toys with which you can play for a single year by complicating tasks from simple to complex.

Purpose:the use of Gyenesh's logical blocks - development of logical and mathematical representations in children

The tasks of using logical blocks in working with children are defined:

1. Develop logical thinking.

2. To form an idea of \u200b\u200bmathematical concepts -

algorithm, (sequence of actions)

encoding, (saving information using special characters)

decoding information, (decoding of characters and signs)

coding with a sign of negation (using the particle “not”).

3. Develop skills to identify properties in objects, name them, adequately indicate their absence, generalize objects according to their properties (one, two, three signs), explain the similarity and difference of objects, justify their reasoning.

4. To introduce the shape, color, size, thickness of objects.

5. Develop spatial representations, (orientation on a sheet of paper).

6. To develop knowledge, skills necessary for the independent solution of educational and practical tasks.

7. To educate independence, initiative, perseverance in achieving the goal, overcoming difficulties.

8. Develop cognitive processes, mental operations.

9. Develop creativity, imagination, fantasy,

10. Ability to model and design.

From the point of view of pedagogy, this game refers to a group of games with rules, to a group of games that an adult directs and supports.

The game has a classic structure:

The task (s).

Didactic material (actually blocks, tables, diagrams).

Rules (signs, diagrams, verbal instructions).

Action (mainly according to the proposed rule, described either by models, or by a table, or by a diagram).

Result (necessarily verified with the task).

And so, open the box.

Game material is a set of 48 logical blocks that differ in four properties:

1. The shape is round, square, triangular, rectangular;

2. Color - red, yellow, blue;

3. The size is large and small;

4. Thick - thick and thin.

So what?

We will get the figure out of the box and say: "This is a big red triangle, this is a small blue circle."

Simple and boring? Yes, I agree. That is why, a huge number of games and classes with Dyenesh blocks were offered.

It is no coincidence that many Russian kindergartens deal with children according to this methodology. We want to show how interesting it is.

Our goal is to interest you, and if it is achieved, we are sure that you won’t have a box with blocks gathering dust on the shelves!

Where to start?

Work with Dyenesh Blocks, built on the principle - from simple to complex.

As already mentioned, you can start working with blocks with children of primary preschool age. We want to offer stages of work. Where did we start.

We want to warn that the strict following of one stage after another is optional. Depending on the age at which work with blocks begins, as well as on the level of development of children, the teacher may combine or exclude some stages.

Stages of learning games with Gyenesh blocks

Stage 1 "Acquaintance"

Before proceeding directly to the games with Gyenes blocks, we at the first stage gave the children the opportunity to get to know the blocks: get them out of the box and examine them, play as you wish. Carers can watch such an acquaintance. And children can build turrets, houses, etc. In the process of manipulating the blocks, the children found that they have a different shape, color, size, thickness.

We want to clarify that at this stage, children get acquainted with the blocks on their own, i.e. without assignments, teachings from the teacher.

Stage 2 "Examination"

At this stage, the children examined the blocks. With the help of perception, they cognized the external properties of objects in their totality (color, shape, size). Children for a long time, not being distracted, practiced the transformation of figures, shifting blocks of their own free will. For example, red shapes to red, squares to squares, etc.

In the process of games with blocks, children develop visual and tactile analyzers. Children perceive new qualities and properties in an object, trace the contours of objects with a finger, group them by color, size, shape, etc. Such methods of examining objects are important for the formation of comparison operations.

Stage 3 "Game"

And when the acquaintance and examination occurred, they offered the children one of the games. Of course, when choosing games, you should consider the intellectual abilities of children. Didactic material is of great importance. Playing and laying out blocks is more interesting for someone or something. For example, treat animals, resettle tenants, plant a garden, etc. Note that the complex of games is presented in a small brochure that is attached to the box with blocks.

(showing the brochure from the kit to the blocks)

4 Stage “Comparison”

Then the children begin to establish similarities and differences between the figures. The perception of the child becomes more focused and organized. It is important that the child understands the meaning of the questions “How are the figures similar?” And “How are the figures different?”

Similarly, children established differences in the thickness of the figures. 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 learn to find blocks according to a verbal task according to one, two, three and all four available signs. For example, they were asked to find and show any square.

Stage 6 “Acquaintance with Symbols”

At the next stage, the children were introduced to the code cards.

Riddles without words (coding). They explained to the children that cards would help us guess the blocks.

The children were offered games and exercises, where the properties of the blocks are shown schematically on the cards. This allows you to develop the ability to model and replace properties, the ability to encode and decode information.

Such an interpretation of the coding of block properties was proposed by the author of the didactic material.

The teacher, using code cards, makes a block, the children decrypt the information and find the encoded block.

Using code cards, the guys called the "name" of each block, i.e. listed his symptoms.

(Showing cards on an album with rings)

Stage 7 "Competitive"

Having learned how to use the cards to search for a figure, the children were happy to make each other a figure that needed to be found, devised and drew their diagram. Let me remind you that in games you need the presence of visual didactic material. For example, Russell Residents, Floors, etc. A competitive element was included in the game with blocks. 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 in encryption and in the search for an encoded figure.

Stage 8 "Denial"

At the next stage, games with blocks became much more complicated due to the introduction of the negation icon “not”, which is expressed in the picture code by crossing the cross - across the corresponding coding picture “not square”, “not red”, “not big”, etc.

Show Card

So, for example, “small” - means “small”, “rather big” - means “large”. You can enter one cut-off sign into the diagram - on one basis, for example, “not large”, then small. And you can enter the negation sign in all respects: “not a circle, not a square, not a rectangle”, “not red, not blue”, “not big”, “not thick” - which block? Yellow, small, thin triangle. Such games form the concept of the negation of a certain property in children with the help of the “not” particle.

If you began to acquaint children with the Gyenes blocks in the senior group, then the stages of "Acquaintance" and "Examination" can be combined.

Features of the structure of games and exercises allow varying the ability to use them at different stages of training. Didactic games are distributed by age of children. But each game can be used in any age group (complicating or simplifying tasks), thereby providing a huge field of activity for the teacher’s creativity.

Children speech

Since we work with children of ONR, we attach great importance to the development of children's speech. Games with Gyenesh blocks contribute to the development of speech: children learn to reason, enter into dialogue with their peers, build their statements using the unions “and”, “or”, “not”, etc. in sentences, willingly enter into verbal contact with adults , vocabulary is enriched, a lively interest in learning is awakened.

Interaction with parents

Having started working with children using this technique, we introduced our parents to this entertaining game at practical seminars. Reviews from parents were the most positive. They find this logical game useful and exciting, regardless of the age of the children. We suggested to parents to use planar logic material. You can make it from color cardboard. They showed how easy, simple and interesting to play with them.

Games with Dyenesh blocks are extremely diverse and are not limited to the proposed options. There is a wide variety of different options, from simple to the most complex, over which it is interesting for an adult to “smash his head”. The main thing is that the games are held in a certain system, taking into account the principle of "from simple to complex." The teacher’s understanding of the importance of including these games in educational activities will help him more rationally use their intellectually-developing resources and independently create original, original didactic games. And then the game for his students will become a "school of thinking" - a natural, joyful and not difficult school.

Tarasyuk S.K.

KSU "Secondary school number 26"

akimat of the city of Ust-Kamenogorsk

mini-center educator

The formation of elementary mathematical competencies using gaming technology.

Introduction

The concept of “development of mathematical abilities” is quite complex, complex and multi-faceted. It consists of interconnected and interdependent representations of space, form, size, time, quantity, their properties and relationships, which are necessary for the formation of “everyday” and “scientific” concepts in a child.

Under the mathematical development of preschoolers, we mean qualitative changes in the cognitive activity of the child that occur as a result of the formation of elementary mathematical representations and the logical operations associated with them. Mathematical development is a significant component in the formation of the "picture of the world" of the child.

The formation of mathematical representations in a child is facilitated by the use of a variety of didactic games. In the game, the child acquires new knowledge, skills. Games that promote the development of perception, attention, memory, thinking, the development of creative abilities are aimed at the mental development of the preschooler as a whole.

In the game, the child acquires new knowledge, skills. Didactic games that contribute to the development of perception, attention, memory, thinking, the development of creative abilities.

Work in a kindergarten requires a teacher, a psychologist to set such pedagogical tasks as: developing children's memory, attention, thinking, imagination, since without these qualities child development is unthinkable.

Purpose of the study:  study and analysis of the effectiveness of the use of didactic games in the process of forming the mathematical knowledge of a preschooler.

Object of study: play activities of preschoolers.

Subject of study: The process of forming mathematical abilities using didactic games.

Research hypothesis: the use of various types of didactic games, can contribute to the formation and development of mathematical abilities of preschoolers.

The purpose, subject and hypothesis of the study determine the formulation of the following tasks:

The study and analysis of psychological, pedagogical and methodological literature on the topic of research.

Analysis of the features of the development and formation of mathematical abilities of preschoolers.

Selection and justification of didactic games for the formation of mathematical abilities.

Pilot work and study of the specifics of didactic games in the process of forming mathematical knowledge.

Research Methods:

Theoretical analysis of psychological, pedagogical and methodical literature,

Pedagogical observation of the activities of preschoolers,

The study of the products of preschool children,

Conducting stating and training experiments.

1. Didactic game as a means of forming elementary mathematical representations

1.1 the specifics of the development of mathematical abilities

In connection with the problem of the formation and development of abilities, it should be pointed out that a number of psychologists 'studies are aimed at revealing the structure of students' abilities for various types of activities. Moreover, abilities are understood as a complex of individual psychological characteristics of a person that meets the requirements of this activity and is a condition for successful implementation. Thus, abilities are a complex, integral, mental formation, a peculiar synthesis of properties, or, as they are called components.

The general law of the formation of abilities is that they are formed in the process of mastering and performing those activities for which they are necessary.

Abilities are not something predetermined once and for all, they are formed and develop in the learning process, in the process of exercise, in mastering the corresponding activity, therefore, it is necessary to form, develop, educate, improve children's abilities and it is impossible to foresee exactly how far this development can go.

Speaking about mathematical abilities as features of mental activity, one should first of all point out several misconceptions common among teachers.

Firstly, many people believe that mathematical abilities consist primarily in the ability to quickly and accurately calculate (in particular, in the mind). In fact, computing abilities are far from always associated with the formation of truly mathematical (creative) abilities. Secondly, many think that those who are capable of mathematics have a good memory for formulas, numbers, numbers. However, as Academician A.N. Kolmogorov, success in mathematics is least of all based on the ability to quickly and firmly memorize a large number of facts, figures, formulas. Finally, they believe that one of the indicators of mathematical abilities is the speed of thought processes. A particularly fast pace of work in itself is not related to mathematical abilities. A child can work slowly and unhurriedly, but at the same time thoughtfully, creatively, successfully moving forward in mastering mathematics.

Krutetskiy V.A. in the book “Psychology of mathematical abilities of preschoolers” distinguishes nine abilities (components of mathematical abilities):

1) The ability to formalize mathematical material, to separate form from content, to abstract from specific quantitative relations and spatial forms, and to operate with formal structures, structures of relations and relationships;

2) The ability to generalize mathematical material, to isolate the main thing, distracting from the insignificant, to see the general in outwardly different;

3) The ability to operate with numerical and symbolic symbols;

4) The ability to "consistent, correctly dissected logical reasoning" associated with the need for evidence, justification, conclusions;

5) The ability to shorten the process of reasoning, think in convoluted structures;

6) The ability to reversibility of the thought process (to switch from direct to reverse train of thought);

7) The flexibility of thinking, the ability to switch from one mental operation to another, freedom from the fettering influence of templates and stencils;

8) Mathematical memory. It can be assumed that its characteristic features also follow from the features of mathematical science, that it is a memory for generalizations, formalized structures, logical circuits;

9) The ability to spatial representations, which is directly related to the presence of such a branch of mathematics as geometry.

1.2 Didactic game as a teaching method

ON. Vinogradova noted that due to the age characteristics of preschool children, didactic games, board-printed games, games with objects (subject-didactic and dramatization games), verbal and gaming techniques, and didactic material should be widely used for their education.

At the origins of the development of modern didactic games and materials are M. Montessori and F. Frebel. M. Montessori created the didactic material, built on the principle of autodidactism, which served as the basis for self-education and self-education of children in the kindergarten using special didactic material (“Frebel’s gifts”), a system of didactic games on sensory education and development in productive activities (modeling, drawing, folding and cutting out of paper, weaving, embroidery).

According to the remark of A.K. Bondarenko, the requirement of didactics help to separate from the general course of the educational process that which is related to learning in educational work. According to the classification of A.K. Bondarenko didactic means of educational work are divided into two groups: the first group is characterized by the fact that the training is conducted by an adult, in the second group the teaching effect is transmitted to the didactic material, the didactic game, built taking into account educational tasks.

L.N. Tolstoy, K.D. Ushinsky, in connection with criticism of studies on the Frebel system, they said that where the child sees only the object of influence, and not a creature that is capable of thinking independently, to the best of its children's abilities, has its own judgments, is able to fulfill something on its own, the impact an adult loses its value; in the same place where these abilities of the child are taken into account and the adult relies on them, the effect is different.

In a didactic game, the most popular means of preschool education, a child learns to count, speech, etc., following the rules of the game, game actions. In didactic games, it is possible to form new knowledge, to acquaint children with methods of action, each of the games solves a specific didactic task to improve the representations of children.

Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of the lesson is determined by the age of the children, the purpose, purpose, content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming ideas.

Didactic games justify themselves in solving the problems of individual work with children or with a subgroup in their free time.

According to Sorokina A.I. The value of the game as an educational tool lies in the fact that, exerting an influence on each of the children in the game, the teacher forms not only the habits and norms of behavior of children in different conditions and outside the game.

The game is also a means of initial learning, learning by children and science to science. Leading the game, the teacher fosters the active desire of children to learn, seek, exert effort and find something, enriches the spiritual world of children.

According to Sorokina A.I., a didactic game is a cognitive game aimed at expanding, aggravating, systematizing children's ideas about their surroundings, educating cognitive interests, and developing cognitive abilities. According to Usova A.P., didactic games, game tasks and techniques can increase the susceptibility of children, diversify the educational activities of the child, and make fun.

The theory and practice of didactic games were developed by A.P. Usova, E.I. Radina, F.N. Bleher, B.I. Khachapuridze, Z.M. Boguslavskaya, E.F. Ivanitskaya, A.I. Sorokina, E.I. Udaltseva, V.N. Avanesova, A.N. Bondarenko, L.A. Wenger, who established the relationship between learning and playing, the structure of the gameplay, the main forms and methods of leadership.

A didactic game is valuable only if it contributes to a better understanding of the essence of the issue, clarification and formation of children's knowledge. Thus, the didactic game is a purposeful creative activity, during which the trainees more deeply and brighterly comprehend the phenomena of the surrounding reality and perceive the world. Thanks to the games, it is possible to concentrate attention and attract interest even among the most unassembled children of preschool age. At first, only game actions are carried away, and then what a particular game teaches. Gradually, interest in the subject of instruction awakens in children.

1.3 Modern requirements for the mathematical development of preschool children

Children actively master the score, use numbers, perform elementary calculations on a visual basis and verbally, master the simplest temporal and spatial relationships, transform objects of various shapes and sizes. The child, without realizing it, is practically involved in simple mathematical activity, while mastering the properties, relationships, connections and dependencies on objects and on a numerical level.

The volume of ideas should be considered as the basis of cognitive development. Cognitive and speech skills constitute, as it were, the technology of the process of cognition, a minimum of skills, without mastering which further knowledge of the world and the development of the child will be difficult. The child’s activity aimed at cognition is realized in a meaningful independent play and practical activity, in educational educational games organized by the educator.

An adult creates conditions and conditions favorable for involving the child in the activities of comparison, counting, recreation, grouping, regrouping, etc. Moreover, the initiative in the deployment of the game, the action belongs to the child. The teacher isolates, analyzes the situation, directs the process of its development, contributes to the achievement of the result.

The child is surrounded by games that develop his thought and introduce him to mental work. For example, games from the series: "Logical cubes", "Corners", "Make a cube" and others; You can not do without didactic benefits. They help the child isolate the analyzed object, see it in the whole variety of properties, establish connections and dependencies, determine elementary relationships, similarities and differences. The didactic manuals that perform similar functions include Dyenesh logical blocks, colored counting sticks (Kyuizener sticks), models and others.

Playing and studying with children, the teacher contributes to the development of their skills and abilities:

To operate with properties, relations of objects, numbers; identify the simplest changes and dependencies of objects in form, size;

Compare, generalize groups of objects, correlate, isolate the laws of alternation and sequence, operate in terms of ideas, strive for creativity;

To show initiative in activity, independence in clarifying or setting goals, in the course of reasoning, in the implementation and achievement of the result;

Talk about the action being performed or performed, talk with adults, peers about the content of the game (practical) action.

PROPERTIES Representation.

Size of items: length (long, short); in height (high, low); in width (wide, narrow); by thickness (thick, thin); by weight (heavy, light); in depth (deep, shallow); by volume (large, small).

Geometric figures and bodies: circle, square, triangle, oval, rectangle, ball, cube, cylinder.

Structural elements of geometric shapes: side, angle, their number.

Shape: round, triangular, square. Logical connections between groups of quantities, forms: low, but thick; find common and different in groups of figures of round, square, triangular shapes.

The relationship between changes (change) in the basis of classification (grouping) and the number of received groups, objects in them.

Cognitive and speech skills. Purposefully and visually and motorively examine the geometric shapes, objects in order to determine the shape. Compare geometric shapes in pairs in order to highlight structural elements: angles, sides, their number. Independently find and apply a method for determining the shape, size of objects, geometric shapes. Independently name the properties of objects, geometric shapes; express in speech a way of determining properties such as shape, size; group them by attributes.

RELATIONSHIP. Representation.

Relations of groups of objects: by quantity, by size, etc. Successive increase (decrease) of 3-5 items.

Spatial relations in paired directions from oneself, from other objects, in motion in the indicated direction; temporary - in the sequence of parts of the day, present, past and future tenses: today, yesterday and tomorrow.

Generalization of 3-5 objects, sounds, movement by properties - size, quantity, shape, etc.

Cognitive and speech skills. Compare objects by eye, by overlay, application. Express in speech quantitative, spatial, temporal relationships between objects, explain the sequential increase and decrease in quantity, size.

NUMBERS AND NUMBERS. Representation.

The designation of the number by number and number within 10. The quantitative and ordinal purpose of the number. A generalization of groups of objects, sounds and movements by number. The relationship between number, number and quantity: the more objects, the more they are indicated; counting of both homogeneous and heterogeneous objects, in different locations, etc.

Cognitive and speech skills.

Count, compare by signs, quantity and number; reproduce the quantity according to the pattern and number; count out.

Name numbers, coordinate word-numbers with nouns in gender, number, case.

To reflect in speech a way of practical action. Answer the questions: "How did you find out how much is everything?"; "What do you know if you count?"

PRESERVATION (CONSTANT) OF QUANTITY AND QUANTITY. Representation.

Independence of the number of items from their location in space, grouping.

Constant size, volume of liquid and loose bodies, absence or presence of dependence on the shape and size of the vessel.

Generalization by size, number, level of fullness of vessels of identical shape, etc.

Cognitive and speech skills to visually perceive the magnitude, quantity, properties of objects, count, compare in order to prove equality or inequality.

Express in speech the arrangement of objects in space. Use prepositions and adverbs: on the right, from above, from ..., next to ..., about, in, on, for, etc .; explain the method of matching, finding compliance.

ALGORITHMS. Representation.

Designation of the sequence and phasing of the educational-game action, the dependence of the sequence of objects with a symbol (arrow). Using the simplest algorithms of different types (linear and branched).

Cognitive and speech skills. Visually perceive and understand the sequence of development, execution of actions, focusing on the direction indicated by the arrow.

Reflect in speech the order of actions:

At first;

If ... then.

Five-year-olds are highly cognitive, they literally bombard their elders with a variety of questions about the world around them. Exploring objects, their properties and qualities, children use a variety of survey actions: they can group objects according to color, shape, size, purpose, quantity; able to make a whole of 4-6 parts; master the score.

Children enjoy their achievements and new opportunities. They are aimed at creative manifestations and a friendly attitude towards others. An individual approach of the teacher will help each child to show their skills and inclinations in a variety of exciting activities.

2. Experimental work on the formation of elementary mathematical representations in children 4-5 years old in didactic games

2.1 The role of didactic games

A didactic game as an independent game activity is based on the awareness of this process. Independent gaming activity is carried out only if children show interest in the game, its rules and actions, if these rules are learned by them. How long can a child be interested in a game if its rules and content are well known to him? Here is a problem that must be solved almost directly in the process. Children love games that are familiar to them and enjoy playing them.

A didactic game is at the same time a form of instruction most characteristic of preschool children. The didactic game contains all the structural elements (parts) that are characteristic of the children's play activity: design (task), content, game actions, rules, result. But they appear in a slightly different form and are due to the special role of the didactic game in the upbringing and education of children of preschool age.

The presence of a didactic task emphasizes the educational nature of the game, the focus of its content on the development of cognitive activity of children. In contrast to the direct statement of the problem in the classroom in a didactic game, it also appears as a child’s game task. The importance of the didactic game is that it develops the independence and activity of thinking and speech in children.

In each game, the teacher sets a specific task to teach children to talk about the subject, to develop related speech, to master the score. The game task is sometimes laid down in the name of the game: “We find out what is in a wonderful bag”, “Who lives in which house”, etc. Interest in it, the desire to fulfill it is activated by game actions. The more diverse and informative they are, the more interesting is the game itself for children and the more successfully cognitive and game tasks are solved.

Game actions of children need to be taught. Only under this condition does the game acquire a learning character and become meaningful. Training in game actions is carried out through a test move in the game, showing the action itself. In preschooler games, game activities are not always the same for all participants. When distributing children into groups or when there are roles, the game actions are different. The volume of game actions is also different. In the younger groups - this is most often one or two repeating actions, in the older ones it is already five or six. In sports games, the game actions of senior preschoolers from the very beginning are divided in time and are carried out sequentially. Later, having mastered them, the children act purposefully, clearly, quickly, in concert and at the already selected pace, solve the game problem.

What does the game matter? During the game, children develop the habit of focusing, thinking independently, developing attention, the desire for knowledge. Being carried away, the children do not notice that they are learning: they learn, remember new things, orient themselves in unusual situations, replenish spare ideas, concepts, develop imagination. Even the most passive of children are included in the game with great desire, make every effort not to let down teammates.

In the game, the child acquires new knowledge, skills. Games that promote the development of perception, attention, memory, thinking, the development of creative abilities are aimed at the mental development of the preschooler as a whole.

Unlike other types of activity, the game contains a goal in itself; the child does not pose or solve external and separated tasks in the game. The game is often defined as an activity that is performed for its own sake, does not pursue extraneous goals and objectives.

For preschool children, 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. Play for preschoolers is a way of knowing the world around us. 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 acts on 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 qualities. This, by the way, is one of the main contradictions of the game as a means of education: on the one hand, the absence of a goal in the game, and on the other, the game is a means of purposeful personality formation.

This is most evident in the so-called didactic games. The nature of the resolution of this contradiction determines the educational value of the game: if the didactic goal is achieved in the game as an activity that embodies the goal in itself, then its educational value will be most significant. If the didactic task is solved in the game actions, the purpose of which for their participants is this didactic task, then the educational value of the game will be minimal.

The game is valuable only when it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of mathematical knowledge of students . Didactic games and game exercises stimulate communication, since in the process of holding these games, the relationships between children, the child and the parent, the child and the teacher begin to have a more relaxed and emotional character.

Free and voluntary inclusion of children in the game: not imposing a game, but involving children in it. Children should have a good understanding of the meaning and content of the game, its rules, the idea of \u200b\u200beach playing role. The meaning of game actions must coincide with the meaning and content of behavior in real situations so that the main meaning of game actions is transferred to real life. The game should be guided by the norms of morality accepted in society, based on humanism, universal values. The game should not degrade the dignity of its participants, including the losers.

Thus, the didactic game is a focused creative activity, during which the trainees more deeply and brighterly comprehend the phenomena of the surrounding reality and learn the world.

2.2 Methods of teaching the basics of mathematics through didactic games and tasks for preschoolers

In older preschool age, children show an increased interest in sign systems, modeling, performing arithmetic operations with numbers, in independence in solving creative problems and evaluating the result. Children mastering the content specified in the program is carried out not in isolation, but in the relationship and in the context of other meaningful activities, such as natural history, art, design, etc.

The program provides for deepening children's ideas about the properties and relationships of objects, mainly through games for classification and serialization, practical activities aimed at reconstructing, transforming the shapes of objects and geometric shapes. Children not only use signs and symbols known to them, but also find ways to symbolically designate new parameters of quantities, geometric shapes, temporal and spatial relationships, etc.

The relations of equality and inequality are indicated by children with the signs \u003d, *, the relationships between quantities, numbers are also expressed in the signs “more”, “less” (,

In the process of mastering the numbers, the teacher helps children to understand the sequence of numbers and the place of each of them in a natural order. This is expressed in the ability of children to form a number greater than or less than a given number, to prove the equality or inequality of a group of objects by number, to find the missing number. Measurement (and not just counting) is considered the leading practical activity.

The limit for children to master numbers (up to 10, 20) should be determined depending on the possibility of children mastering their proposed content, the teaching methods used. In this case, one should focus on the development of numerical representations in children, and not on the formal assimilation of numbers and arithmetic operations with them.

The development of the terminology necessary for expressing relationships and dependencies takes place in games that are interesting for the child, creative tasks, and practical exercises. In the conditions of the game, in the classroom, the teacher organizes lively, easy communication with children, eliminating intrusive repetitions.

In older preschool age, the development of mathematical content is primarily aimed at developing the cognitive and creative abilities of children: the ability to generalize, compare, identify and establish patterns, relationships and relationships, solve problems, put forward them, anticipate the outcome and progress of solving a creative problem. For this, children should be involved in meaningful, active and developing activities in the classroom, in independent play and practical activities outside the classroom, based on self-control and self-esteem. .

The tasks of the mathematical and personal development of older preschool children are to develop their skills: to establish a connection between the goal (task), the implementation (process) of an action and the result; to build simple statements about the essence of the phenomenon, properties, relationships, etc .; find the right way to complete the task, leading to the result in the most economical way; actively engage in a collective game, help peers if necessary; speak fluently with adults about games, practical tasks, exercises, including those invented by children.

Tricky tasks, puzzles, entertaining games, arouse great interest among preschoolers. Children can, without being distracted, exercise for a long time in the transformation of figures, shifting sticks or other objects according to a given pattern, according to their own plan. In such classes, important qualities of the child’s personality are formed: independence, observation, resourcefulness, quick wit, perseverance is developed, and constructive skills are developed.

Interesting mathematical material is also considered as one of the means providing a rational relationship between the work of the educator in and out of classes. Such material can be included in the main part of the lesson on the formation of elementary mathematical representations or used at the end of it when there is a decrease in the mental activity of children. So, puzzles are advisable when fixing ideas about geometric shapes, their transformation. Riddles, tasks-jokes are appropriate in the course of training in solving arithmetic problems, actions on numbers, and in the formation of ideas about time. At the very beginning of classes in the senior and preparatory groups for school, the use of simple entertaining tasks as “mental gymnastics” justifies itself.

The teacher can use entertaining mathematical games to organize the independent activities of children. In the course of solving ingenuity tasks, puzzles, children learn to plan their actions, think about them, look for the answer, guess the result, showing creativity. Such work activates the mental activity of the child, develops in him the qualities necessary for professional mastery, in whatever area he later worked.

Any mathematical task of ingenuity, for whatever age it is intended, carries a certain mental burden, which is most often masked by an entertaining plot, external data, the condition of the problem, etc. Mental task: draw a figure or modify it, find a solution , guess the number - it is realized by means of the game in game actions. Savvy, resourcefulness, initiative are manifested in active mental activity based on direct interest.

Interest in the mathematical material is given by the game elements contained in each task, logical exercise, entertainment, whether it is chess or the most elementary puzzle. For example, the unusual way of posing the question: “How to put a square on a table with the help of two sticks?” Makes the child think and get drawn into the game of imagination in search of an answer. The variety of entertaining material - games, tasks, puzzles - provides the basis for their classification, although it is rather difficult to divide into groups such diverse material created by mathematicians, teachers, and methodologists. It can be classified according to various criteria: according to the content and value, the nature of mental operations, as well as the focus on the development of certain skills.

Based on the logic of actions carried out by those who solve the problem, a variety of elementary entertaining material can be classified by conditionally identifying 3 main groups in it:

Entertainment,

Math games and tasks,

Developing (didactic) games and exercises. The basis for the allocation of such groups is the nature and purpose of the material of one kind or another.

In math classes in kindergarten, educators can use mathematical entertainment: puzzles, puzzles, labyrinths, games for spatial transformation, etc. (Appendix). They are interesting in content, entertaining in form, distinguished by the unusualness of the solution, the paradoxical result. For example, puzzles can be arithmetic (guessing numbers), geometric (cutting paper, bending wire), letter (anagrams, crosswords, charades). There are puzzles designed only for the game of fantasy and imagination.

Kindergarten uses math games. These are games in which mathematical constructions, relationships, patterns are modeled. To find the answer (solution), as a rule, a preliminary analysis of the conditions, rules, content of the game or task is required. In the course of solving, the application of mathematical methods and conclusions is required.

A variety of mathematical games and tasks are logical games, tasks, exercises. They are aimed at training thinking when performing logical operations and actions: “Find the missing figure”, “How are they different?”, “Mill”, “Fox and geese”, “Four by four” and other games “Growing a tree”, “Miracle bag” "," Computing machine "suggest a strict logic of action.

Mathematical entertainment can be represented by all sorts of tasks, exercises, games for spatial transformations, modeling, recreation of silhouette figures, figurative images from certain parts. They are fascinating for children. The decision is carried out through practical actions in the preparation, selection, folding according to the rules and conditions. These are games in which a silhouette figure must be drawn from a specially selected set of figures using the entire proposed set of figures. In some games flat figures are made: “Tangram”, puzzle “Pythagoras”, “Columbus egg”, “Magic circle”, “Pentamino”. In others, you need to make a three-dimensional figure: “Cubes for all”, “Cube-chameleon”, “Collect prism”, etc.

The mathematical material used in classes with preschoolers is very diverse in nature, subject, and method of solution. The simplest tasks, exercises that require the manifestation of resourcefulness, ingenuity, originality of thinking, the ability to critically evaluate the conditions, are an effective means of teaching preschool children in mathematics, developing their independent games, entertainment, outside of school time.

Learning the mathematics of preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. At the same time, the role of simple entertaining mathematical material is determined taking into account the age-related capabilities of children and the tasks of comprehensive development and upbringing: to intensify mental activity, interest in mathematical material, engage and entertain children, develop the mind, expand, deepen mathematical representations, consolidate acquired knowledge and skills, exercise in their use in other types of activities, in a new environment.

It uses entertaining material (didactic games) and for the purpose of forming representations, acquaintance with new information. In this case, an indispensable condition is the use of a system of games and exercises.

Children are very active in perceiving tasks-jokes, puzzles, logical exercises. They are persistently looking for a solution that leads to a result. In the case when an entertaining task is available to a child, he develops a positive emotional attitude towards her, which stimulates mental activity. The child is interested in the ultimate goal: to add, find the right figure, transform, - which captivates him.

At the same time, children use two types of search samples: practical (actions in shifting, selecting) and mental (thinking over the course, predicting the result, suggesting a solution). During the search, hypothesis, solutions, children show a hunch, i.e. as if suddenly come to the right decision. But this suddenness is certainly apparent. In fact, they find a way, a way to solve only on the basis of practical actions and deliberation. In this case, preschoolers tend to guess only about some part of the decision, at some stage. Children, as a rule, do not explain the moment of guessing: “I thought and decided. So you have to do it. ”

In the process of solving problems, quick thinking about the course of the search for results by children precedes practical actions. An indicator of the rationality of the search is its level of independence, the nature of the samples produced. Analysis of the ratio of samples shows that practical tests are typical, as a rule, for children of middle and older groups. Children in the preparatory group search either through a combination of mental and practical tests, or only mentally. All this provides the basis for the statement about the possibility of introducing preschoolers in the course of solving entertaining problems to the elements of creative activity. In children, the ability to search for a solution by means of assumptions, to carry out tests of a different nature, is formed.

Of the variety of entertaining mathematical material in preschool age, didactic games are most used. Their main purpose is to ensure children's exercise in distinguishing, highlighting, naming sets of objects, numbers, geometric shapes, directions, etc. In didactic games, it is possible to form new knowledge, to acquaint children with methods of action. Each of the games solves the specific task of improving the mathematical (quantitative, spatial, temporal) representations of children.

Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of the lesson on the formation of elementary mathematical representations is determined by the age of the children, purpose, purpose, content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming ideas. In the younger group, especially at the beginning of the year, the entire lesson should be held in the form of a game. Didactic games are appropriate at the end of the lesson in order to reproduce, consolidate the previously studied. So, in the middle group, a game can be used for classes in the formation of elementary mathematical representations after a series of exercises for fixing names, basic properties (the presence of sides, angles) of geometric figures. (Application)

In the formation of mathematical representations in children, various didactic game exercises, entertaining in form and content, are widely used. They differ from typical training tasks and exercises in the unusual setting of the task (to find, to guess), the unexpectedness of presenting it on behalf of a literary fairy-tale hero (Pinocchio, Cheburashka). Game exercises should be distinguished from didactic games in structure, purpose, level of children's independence, and the role of the teacher. They, as a rule, do not include all the structural elements of a didactic game (didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities.

Often in the practice of teaching preschoolers, a didactic game takes the form of a game exercise. In this case, the children's play actions, their results are directed and controlled by the teacher. So, in the older group, in order to exercise children in a group of geometric shapes, the exercise "Help Cheburashka find and fix a mistake" is carried out. Children are invited to consider how geometric shapes are located, in which groups, and on what basis they are united, notice a mistake, correct and explain. The answer is addressed to Cheburashka. The error may consist in the fact that in the group of squares there is a triangle, in the group of figures in blue - red, etc.

Thus, didactic games and game exercises of mathematical content are the most well-known and often used types of entertaining mathematical material in modern practice of preschool education. In the process of teaching preschoolers in mathematics, the game is directly included in the lesson, as a means of generating new knowledge, expanding, clarifying, and consolidating educational material. Didactic games justify themselves in solving the problems of individual work with children, and are also held with all children or with a subgroup in their free time.

In an integrated approach to the education and training of preschool children in modern didactics, an important role belongs to entertaining developing games, tasks, and entertainment. They are interesting for children, emotionally capture them. And the process of solving, searching for an answer, based on interest in the task, is impossible without the active work of thought. This position explains the importance of entertaining tasks in the mental and comprehensive development of children. During games and exercises with entertaining mathematical material, children master the ability to search for solutions on their own. The teacher equips the children only with the scheme and direction of the analysis of an entertaining task, leading in the end result to a solution (right or wrong). A systematic exercise in solving problems in this way develops mental activity, independence of thought, a creative attitude to the educational task, initiative .

The solution of various kinds of non-standard tasks at preschool age contributes to the formation and improvement of general mental abilities: the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity and ingenuity, spatial representations. Particularly important should be considered the development in children of the ability to guess about the solution at a certain stage of the analysis of an entertaining problem, search actions of a practical and mental nature. The guess in this case indicates the depth of understanding of the problem, the high level of search actions, the mobilization of past experience, the transfer of learned solutions to completely new conditions.

In teaching preschoolers, a non-standard task, purposefully and purposefully used, acts as a problem. Here, the search for the course of the solution is clearly presented by putting forward a hypothesis, checking it, refuting the wrong direction of the search, finding ways to prove the right solution.

Interesting mathematical material is a good way to educate children in pre-school age interest in mathematics, in logic and evidence of reasoning, the desire to exercise mental stress, focus on the problem.

The formation of mathematical representations in a child is facilitated by the use of a variety of didactic games. Such games teach a child to understand some complex mathematical concepts, form an idea of \u200b\u200bthe relationship between numbers and numbers, quantities and numbers, develop the ability to navigate in the directions of space, to draw conclusions.

When using didactic games, various objects and visual material are widely used, which contributes to the fact that classes are held in a fun, entertaining and accessible form.

If the child has difficulty calculating, show him, counting out loud, two blue circles, four red, three green. Ask him to count objects out loud. Constantly count different objects (books , balls, toys, etc.), from time to time ask the child: “How many cups are on the table?”, “How many magazines are there?”, “How many children are walking on the playground?” etc.

The acquisition of oral counting skills is facilitated by teaching children to understand the purpose of certain household items on which the numbers are written. Such items are a watch and a thermometer.

Such visual material opens up scope for imagination during various games. Having taught the baby to measure temperature, ask him to daily determine the temperature on an outdoor thermometer. You can keep a record of air temperature in a special "journal", noting daily temperature fluctuations in it. Analyze the changes, ask the child to determine the decrease and increase in temperature outside the window, ask how many degrees the temperature has changed. Make a schedule with your baby for a week or month of air temperature.

When reading a book to a child or telling fairy tales, when there are numbers, ask him to put as many counting sticks as there were, for example, animals in history. After you have counted how many animals there were in the fairy tale, ask who there were more, someone less, someone equal number. Compare toys by size: who is bigger - a bunny or a bear, who is smaller, who is the same height.

Let the preschooler come up with fairy tales with numbers. Let him say how many heroes they have in them, what they are (who is more - less, higher - lower), ask him to postpone counting sticks during the story. And then he can draw the heroes of his story and tell about them, draw up their verbal portraits and compare them.

It is very useful to compare pictures in which there is both general and excellent. It is especially good if the pictures will have a different number of objects. Ask the baby how the drawings differ. Ask him to draw a different number of objects, things, animals, etc.

The preparatory work of teaching children the elementary mathematical operations of addition and subtraction includes the development of skills such as parsing numbers into components and determining the previous and next numbers within the top ten.

In a playful way, children are happy to guess the previous and next numbers. Ask, for example, which number is more than five, but less than seven, less than three, but more than one, etc. Children are very fond of guessing numbers and guessing their plans. Consider, for example, a number within ten and ask the child to name different numbers. You say, more named number conceived by you or less. Then switch roles with the child.

You can use counting sticks to parse a number. Have the child put two sticks on the table. Ask how many chopsticks are on the table. Then spread the sticks on two sides. Ask how many sticks are on the left, how many on the right. Then take three sticks and also spread on two sides. Take four sticks and let the child separate them. Ask him how else you can lay out four sticks. Let him change the location of the counting sticks in such a way that one stick lies on one side, and three on the other. Similarly, sequentially parse all numbers within a dozen. The larger the number, the correspondingly more parsing options.

It is necessary to introduce the baby to the basic geometric shapes. Show him a rectangle, circle, triangle. Explain what a rectangle can be (square, rhombus). Explain what is a side, what is an angle. Why is a triangle called a triangle (three angles). Explain that there are other geometric shapes that differ in the number of angles.

Let the child make geometric shapes from sticks. You can ask him the necessary size, based on the number of sticks. Invite him, for example, to fold a rectangle with sides in three sticks and four sticks; triangle with sides two and three sticks.

Make also figures of different sizes and figures with different numbers of sticks. Have the baby compare the shapes. Another option would be combined figures, in which some sides will be common.

For example, from five sticks you need to simultaneously make a square and two identical triangles; or make ten squares of ten sticks: large and small (a small square is made up of two sticks inside a large one). Using sticks, it is also useful to make letters and numbers. In this case, the concept and symbol are compared. Let the kid select the number of sticks that makes up this figure made up of sticks.

It is very important to instill in your child the skills necessary for writing numbers. To do this, it is recommended to carry out a lot of preparatory work with him, aimed at clarifying the ruler of the notebook. Take the notebook into the cage. Show the cage, its sides and angles. Ask the child to put a dot, for example, in the lower left corner of the cage, in the upper right corner, etc. Show the middle of the cell and the middle of the sides of the cell.

Show your child how to draw simple patterns with cells. To do this, write the individual elements, connecting, for example, the upper right and lower left corners of the cell; right and left upper corners; two points located in the middle of neighboring cells. Draw simple “borders” in a cell notebook.

It is important that the child himself wants to do. Therefore, you can not force him, let him draw no more than two patterns in one lesson. Such exercises not only familiarize the child with the basics of writing numbers, but also instill fine motor skills, which in the future will greatly help the child in learning to write letters.

Logical games of mathematical content bring up cognitive interest in children, the ability to search creatively, the desire and ability to learn. An unusual game situation with problematic elements that are characteristic of each entertaining task always causes interest among children.

Entertaining tasks contribute to the development of the child's ability to quickly perceive cognitive tasks and find the right solutions for them. Children begin to understand that for the correct solution of a logical problem it is necessary to concentrate, they begin to realize that such an entertaining task contains a certain “catch” and for its solution it is necessary to understand what the trick is.

Didactic game contributes to a better understanding of the essence of the issue, refinement and the formation of knowledge. Games can be used at different stages of assimilation of knowledge: at the stages of explaining new material, its consolidation, repetition, control. The game allows you to include more children in active cognitive activity. It should fully solve both the educational tasks of the NCD and the tasks of enhancing cognitive activity, and be the main step in the development of the cognitive interests of preschool children. The game helps the teacher convey difficult material in an accessible way. In mathematics, I use the game, for the development of logical thinking, “What kind of figure is superfluous?” Children find by certain signs: color, shape, size an extra geometric figure.

When fixing the theme “Geometric figures” we play the game “Find the patch”. The game can be built in the form of a story.

Once upon a time there was Pinocchio, he had a beautiful red shirt and pants. Once Pinocchio went to the theater, and Shushar's rat at this time gnawed holes in his clothes. Count how many holes are on the clothes. Take your geometric shapes and help Pinocchio repair his things.

In the course of this game, “What does it look like?” Material: a set of ten cards with various figures. On each card a figure is drawn, which can be perceived as a part or a contour image of an object. The teacher strives for each participant in the game to come up with something new of their own, which none of the children have yet said.

Research results

Comparing the amount of knowledge of children at the beginning, middle and end of the school year, there are significant changes in the development of children, which is reflected in the monitoring “Formation of mathematical, spatial, constructive data”, which clearly shows that “Ignorance decreases and knowledge increases”. Monitoring is carried out in the system of 5-6 years-1 class. At the same time, I would like to note that children have a steady interest in learning, the desire to learn as much as possible. If at the beginning of the year six-year-olds are mostly characterized by visual-effective thinking. Then at the end of the year the visual-figurative prevails and the rudiments of theoretical, conceptual thinking develop.

Conclusion

So, a didactic game is a complex multifaceted phenomenon. In didactic games, not only the assimilation of educational knowledge and skills takes place, but also all the mental processes of children, their emotional-volitional sphere, abilities and skills develop. The didactic game helps to make the learning material fun, create a joyful working mood. The skillful use of didactic games in the educational process makes it easier. The didactic game is part of a holistic pedagogical process combined and interconnected with other forms of training and education.

Literature

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