Report on the theme “the use of developing gaming technologies in the formation of elementary mathematical representations in preschoolers. Education portal

Olga Vasilyevna Goryacheva, educator MDOU - kindergarten No. 44 "Bell", Serpukhov

“The ability to think mathematically is one of the noblest abilities of man”
(Bernard Show)

Alarming trends have emerged in the last decade. In the educational work of kindergartens, school forms and teaching methods began to be used, which does not correspond to the age characteristics of children, their perception, thinking, and memory. The formalism in education that arises on this basis is rightly criticized, overstatement of requirements for children, restraining the pace of development of some and inattention to the difficulties of others. Children are involved in such types of cognitive activities for which they are not functionally ready. Feeling the great potential of a preschooler, adults often begin to speed up the study of mathematics by children. It would seem that the child should only remember and use ready-made knowledge at the right time and in the right place. However, this does not happen, and such knowledge is perceived by children formally. Moreover, according to N.N. Poddyakov, the law of the development of thinking is violated, the essence of the subject is distorted.

In preschool children, interest in the new and the unknown is inexhaustible. Children are not afraid of the difficult and incomprehensible; they try to learn everything and achieve everything. Sometimes they lack the attention of adults, their support, timely assistance or tips in difficult, from a children's point of view, situations. Therefore, the child loses interest in the subject. This is due to the fact that each preschooler has his own intellectual and psychophysical potential for mastering knowledge. And for everyone to be interested, it is necessary to use a differentiated approach to children

For mental development, the acquisition of mathematical representations by preschoolers is essential. Anyone who has been engaged in mathematics since childhood, develops attention, trains his brain, his will, fosters perseverance and perseverance in achieving the goal (A. Markushevich)

To form the mathematical abilities of children it is necessary:

to identify the level of mathematical development of preschool children;
use a variety of games to develop mathematical abilities;
create conditions for combining the efforts of family and kindergarten teachers, contributing to the successful development of mathematical abilities.

The subject of mathematics is so serious that one should not miss a single opportunity to make it more entertaining (B. Pascal)

What is the development of mathematical representations in the historical aspect?

Completely new, at first glance, ideas, concepts, original ideas have their own history. This story is reflected in various literary sources.

Significant interest in this regard is represented by historical and mathematical information. They allow us to trace the dependence of the development of mathematics on the needs of human society, its relationship with related sciences and technology. In works on the history of mathematics, psychology, pedagogy, and the methodology of teaching mathematics, a historical-genetic approach to the development of various representations and concepts in preschool children has been developed (L.S. Vygotsky, G.S. Kostyuk, A.M. Leushina, Zh Piaget, A.A. Stolyar et al.).

Behind the private problem of teaching children the basics of mathematics is a global philosophical problem of the community of people who have common “sources” in everything, including the formation of mathematical knowledge. In this sense, mathematics can be figuratively called the "international" language of communication, since even at the elementary level of communication, the most accessible signs, symbols for communication are the "finger count", the display of numbers, time on the clock, orientation to various geometric figures, etc. These standards are also understandable at a non-verbal level of communication.

The modern methodology for the formation of elementary mathematical representations in preschool children uses the genetic principle. It is based on the study of the development of mathematics, starting from ancient times (T.I. Erofeeva, A.M. Leushina, Z.A. Mikhailova, V.P. Novikov, L.N. Pavlova ...).

Indeed, the ability to think mathematically is one of the noblest abilities of a person (B. Shaw)

One of the main tasks of preschool education is the intellectual development of the child. It not only boils down to teaching a preschooler to count, measure and solve arithmetic problems, but to develop the ability to see, discover properties, relationships, dependencies, and the ability to “construct” them with objects, signs and words in the surrounding world. Many scientists emphasize the role of preschool age in the human intellectual development (about 60% of information processing abilities are already formed by the age of 5-11). Mathematics develops the flexibility of thinking, teaches logic. All these qualities will be useful to children when studying at school. Mathematics is the science of the young. It cannot be otherwise. Classes in mathematics are the gymnastics of the mind, which requires all the flexibility and all the endurance of a person (N. Viper).

A special role in the development of elementary mathematical representations belongs to gaming technologies. Thanks to the games, it is possible to concentrate attention and attract interest even among the most mobile preschool children. At the beginning, they are only interested in game actions, and then what a particular game teaches. Gradually, interest in mathematics arouses in children. As M, B, Lomonosov wrote: "Then you need to teach mathematics that it brings the mind into order." The system of exciting mathematical games and exercises will help us educators to prepare children for school and will allow us to learn the program of preschool education:

the formation of a stock of knowledge, skills that will become the basis for further training;
mastery of mental operations (analysis and synthesis, comparison, generalization, classification);
development of varied and imaginative thinking, creative abilities of children;
the formation of the ability to understand the learning task and perform it yourself;
the formation of the ability to plan educational activities and carry out self-control and self-esteem;
development of the ability to self-regulate behavior and the manifestation of volitional efforts to accomplish assigned tasks;
the development of fine motor skills and hand-eye coordination.

The FEMP program is aimed at developing logical and mathematical representations and skills in a playful way. The acquaintance of children with new materials is carried out on the basis of an active approach, is comprehended by self-analysis, comparison, identification of essential features. In this case, I assign a special role to non-standard didactic means. 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.

V.A. Sukhomlinsky wrote: “The game reveals the world to children, reveals the creative abilities of the individual. Without a game there is no, and there cannot be a full mental development. The game is a spark that kindles the light of inquisitiveness and curiosity. ”

A game is valuable only if it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of the mathematical knowledge of a preschooler.

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

games with numbers and numbers;
time travel games;
orienteering games in space;
games with geometric shapes;
games of logical thinking.

Modern logical and mathematical games are diverse. In them, the child masters standards, models, speech, masters the methods of cognition, and thinking develops.

These include:

FODC NOD (“Unusual adventures in the city of Mathematical Riddles”, “On a visit to the gnome - watchmaker”, “Petrushkin toys”, “Space travel”);
math tournaments ("Clever and clever", "What, where, when?");
quizzes, contests ("Journey to the Land of Miracles", "Visiting the fairies of Mathematics", "Tasks for Dunno").
Riddles of mathematical content: “Who has one leg, and even one without a shoe?”; “One hundred and one brother, all in one row, with one sash belted”; "An annual bush drops a leaf every day, A year passes - the whole leaf falls off."
Board and print games: “Color and Shape”, “Mathematical Lotto”, “Our Toy Library”, “Magic Mosaic”, “Puzzles”.
Schematic and modeling games: “Logical tables”, “Pick up the details”, “Find errors”, “Cube - chameleon”, “Counting sticks”.
Games - puzzles for plane modeling: “Tangram”, “Pythagoras”, “Vietnamese game”, “Mongolian game”, “Magic circle”, “Columbus egg”, “Pentamino”.
Games for volumetric modeling: “Nikitin’s Cubes”, Kuyzener’s sticks, Dyenesh blocks, “Tetris”, “Sphere”, “Geometric constructor”.
Games - fun, mazes, crossword puzzles, charades, puzzles: “Tea set”, “Cubes for everyone”, “Make an elephant”, “Mill”.
Tasks - jokes (the essence of the task is masked by external conditions): “Can it rain for two days in a row?” (No). “Which figure has neither beginning nor end?” (Near the ring). “Three brothers have one sister. How many children are in the family? ”(4).“ How can I break a branch without frightening off the birds on it? ”(It’s impossible, it will fly away)
Educational games in mathematics: “What button did the Broken person lose?”, “Who lives where?”, “How many pairs of shoes?” (Task of the children, to name the missing numbers).
Game of checkers, chess.
Checkers - an indispensable "simulator" for those who want to grow wiser and learn to think logically. You can use the game: “Wolf and Sheep”, “Fox and Geese”, “Quartet”, “Leopard and Hares”.
Games with a motivational situation: “Traveling around the room”, “Be attentive”, “Box.”

For the effective organization of mathematical activity, for the development of mathematical abilities of children in a group, a subject-developing environment should be organized, corners of mathematics and experimentation should be created in accordance with the age of the children. In the corner of mathematics you can put:

visual - demonstration mathematical material;
educational books for children;
desktop - printed games;
didactic, educational games;
checkers, chess;
kuyzener's wands, Gyenes blocks;
cubes with numbers, signs;
counting sticks;
various entertaining mathematical material.

The material is in the zone of independent cognitive and game activity, periodically updated. Timely change of benefits supports the attention of children to the corner and attracts them to a variety of tasks, contributes to the assimilation of the material. It provides free access to children

The implementation of the developing “Game Technology” is carried out in accordance with the principle of “from simple to complex” and a personality-oriented model of training. “Game technology” must meet psychologically sound requirements for the use of game situations in the learning process of kindergarten. The game or elements of the game give the educational task a specific, relevant meaning, mobilize the mental, emotional and volitional forces of children, orient them towards solving the tasks. The game is one of the wonderful phenomena of life. Activity, as if useless and at the same time necessary. Involuntarily charmed and attracting to itself as a vital phenomenon, the game turned out to be a very serious and difficult problem for scientific thought. The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence. Learning mathematics in the form of a game can and should be interesting, varied, entertaining, but not entertaining. The child’s mathematical development is a laborious and lengthy process, and the result depends on the systematic nature and regularity of activities with the child. Educational games will help children in the future to successfully master the basics of mathematics and computer science in a fun way, to prevent intellectual passivity, to form perseverance and determination. A game is valuable only if it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of mathematical knowledge and abilities of a preschooler.

LIST OF USED SOURCES

Venger L.A., Dyachenko O.M. "Games and exercises for the development of mental abilities in preschool children." Enlightenment 1989 - 127 pages
Volina V.V. "Riddles, puzzles, games" "Bustard" 2003 - 32 pages
Volina V.V. “Funny figures” of “Bustard” 2002 32 pp.
Erofeeva T.I. "Acquaintance with mathematics: a methodological manual for teachers." - M.: Education, 2006 .-- 112 p.
Zaitsev V.V. "Mathematics for preschool children." Humanity. Ed. Center "Vlados" - 64 pages
Kolesnikova E.V. "The development of mathematical thinking in children 5-7 years old" - M: "Gnome-Press", "New School" 1998. 128 p.
G.P. Popova, V.I. Usacheva; "Entertaining mathematics" Volgograd: Teacher. 2006 - 141 p.
Shevelev K.V. "Preschool mathematics in games" "Mosaic - Synthesis" 2004 - 80 p.

State educational institution of the Samara region secondary school 5 of the city of Syzran structural unit implementing the kindergarten preschool education program
Winter teaching week
Topic of the speech: “Modern technologies in the formation of elementary mathematical representations in middle preschool age”
Compiled by: teacher GBOU SOSH№5 SP DOU№29 Gorshunova Galina Mikhailovna
Syzran, 2013
The introduction of state standard education opens up the opportunity to competently and creatively use various educational programs. In our kindergarten use the program "Igralochka" L.G. Peterson E.E. Kochemasova.
Years of experience show that for the effective education of children it is important to form a cognitive interest, desire and
the habit of thinking, the desire to learn something new. It is important to teach them to communicate with peers and adults, to engage in joint play and socially useful activities, etc. Therefore, the main tasks of the mathematical development of preschoolers in the program "Little Game." Are:
Tasks:
1) Formation of the motivation of learning, focused on the satisfaction of cognitive interests, the joy of creativity.
2) Increased attention and memory.
3) The formation of mental actions (analysis, synthesis, comparison, generalization, classification, analogy).
4) The development of variable thinking, imagination, creative abilities.
5) The development of speech, the ability to argue their statements, to build simple conclusions.
6) The development of the ability to purposefully possess strong-willed efforts, to establish the right relationships with peers and adults, to see oneself through the eyes of others.
7) Formation of general educational skills and abilities (the ability to think and plan their actions, implement a decision in accordance with the given rules, check the result of their actions, etc.).
I solve these problems in the process of introducing children to different areas of mathematical reality: with quantity and counting, measuring and comparing quantities, and spatial and temporal orientations. I don’t give the new building to the children in finished form, it is comprehended
them through self-analysis, comparison, identification of essential features. Thus, mathematics enters into the life of children as the “discovery” of regular connections and relations of the surrounding world. I bring children to these “discoveries” by organizing and directing their search actions. So, for example, I suggest children to ride through the gate two objects. As a result of their own objective actions, they establish that the ball is rolling, because it is “round”, without corners, and the corners prevent the cube from rolling.
The leading activity among preschoolers is play activity. Therefore, classes are essentially a system of didactic games, during which children explore problematic situations, identify significant signs and relationships, compete, and make “discoveries”. In the course of these games, a person-oriented interaction of an adult with a child and children among themselves is carried out, their communication in pairs, in groups. Children do not notice that training is in progress - they move around the room, work with toys, pictures, balls, LEGO blocks ... The whole system of organizing activities should be perceived by the child as a natural continuation of his play activity.
The saturation of the educational material with game tasks and determined the name of the manual - "Igloochka".
I pay a lot of attention to the development of varied thinking and creative abilities of the child. Children do not just explore various mathematical objects, but come up with images of numbers, numbers, and geometric shapes. Starting from the very first lessons, they are systematically offered tasks that allow various solutions. In preschool age
emotions play perhaps the most important role in personality development. Therefore, a prerequisite for organizing an educational field with children is an atmosphere of goodwill, the creation of a success situation for each child. This is important not only for the cognitive development of children, but also for maintaining and supporting their health.
Since all children have their own, only their inherent qualities and level of development, it is necessary that each child move forward at his own pace. The mechanism for solving the problem of multilevel education is the approach that was formed in didactics based on the ideas of L.S. Vygotsky about the "zone of proximal development" of the child.
It is known that at any age, each baby has a circle of affairs with which he can handle himself. For example, he washes his hands, removes toys. Outside of this circle, things are accessible to him only with the participation of an adult or inaccessible at all. L.S. Vygotsky showed that as a child develops, the range of tasks that he begins to perform independently increases due to those tasks that he previously performed with adults. In other words, tomorrow the baby will do what he did today with the caregiver, mom, grandmother ...
Therefore, I work with children in this course at a high level of difficulty (that is, in the zone of their “immediate development”, or “maximum”): I offer them, along with tasks that they can perform independently, and tasks that require them guesses, ingenuity, observation. Their solution forms in children a desire and ability to overcome difficulties. IN
as a result, all children without overload master the “minimum” necessary for further advancement, but at the same time, the development of more capable children is not inhibited.
Thus, the basis of the organization of work with children in this program is the following system of didactic principles:
- an educational environment is created that ensures the removal of all stress-generating factors of the educational process (the principle of psychological comfort);
- new knowledge is introduced not in finished form, but through independent “discovery” by his children (principle of activity);
- it is possible to advance each child at their own pace (minimax principle);
- with the introduction of new knowledge reveals its relationship with objects and phenomena of the world (the principle of a holistic view of the world);
- children develop the ability to make their own choices and they are systematically given the opportunity to choose (principle of variability);
- the learning process is focused on the acquisition by children of their own experience in creative activity (the principle of creativity);
- Continuous connections between all levels of education are provided (principle of continuity).
The above principles integrate modern scientific views on the foundations of organization
developing education and provide solutions to the problems of intellectual and personal development of children.
The Iglochka program is methodically provided with benefits:
1) L.G. Peterson, E.E. Kochemasova. "The little game." A practical course in mathematics for preschoolers 3–4 and 4–5 years old (guidelines). -M., Juventa 2010.
2) L.G. Peterson, E.E. Kochemasova. Notebooks "Iglochka", ch. 1-2. Additional material to the practical course “Iglorachka.” - M. Juventa 2010.
Practical course "Igloochka" contains guidelines for educators and parents on the organization of classes with children. Their volume and content can be adjusted in accordance with specific working conditions, the level of preparation of children, and the characteristics of their development.
It should be emphasized that the formation of mathematical representations is not limited to one area of \u200b\u200beducation, but is included in
the context of all other activities: games, drawing, applique, design, etc.
When I get to know numbers, I use Marshak’s verses “Figures.” To fix the direct and reverse counts, I use V. Kataev’s fairy tales “Tsvetik-Semitsvetik”, “Snow White and the Seven Dwarfs”, various games, for example: “Walk into the Forest”. (Children using triangles depict (green and white, a tree and a birch) they consider, compare, establish equality. I create difficulties in the game situation: the chatty magpie lived in the forest, she did not believe that the Christmas trees and birch trees were equally divided. Children lay out the squares (magpies) over Christmas trees and birches.
When imagining color and shades, I use the games “Draw a story” (lay out the picture using multi-colored circles), “Dress up the Christmas tree” (match Christmas trees and toys), “Compote”, (I use two cans, one can have a light red compote, and another dark red). Bring up children
to self-discovery, I propose to cook the compote ourselves.
To fix the concept of “long”, “short” I create a motivational situation, the game “Shop”. Ribbons messed up in the store, you need to arrange them in length from the longest to the shortest.
To get acquainted with spatial concepts (on-above-under, above-below, left-right, above-below, wider-narrower, wider-narrower, inside-outside)): I play such games: “A gift to a hare” (take to the right hand a big carrot, and in the small left hand, give it to the bunny), "Tale" Turnip "(fixing the concept of" front "," back "," Blankets "(pick up a blanket for a bunny and a bear, introduce the concept of wide-narrow)," Squirrel " (children pick mushrooms, berries, on a signal "night" get into the hoop (inside).
To form the concept of rhythm, I use the seasons (sequence), the games "Artists" (lay out squares alternating in color), "In a different rhythm" (move to music in a certain rhythm).
To familiarize children with the concept of “Couple” I use the game “Going to the ice rink” (children list what needs to be dressed and taken in pairs), children conclude that there are things that are used only together.
I also introduce children to geometric shapes: square, circle, oval, rectangle, square, triangle;
geometric bodies: cube, cylinder, cone, prism, pyramid.
To do this, I apply the game situation “Shop” (find objects of geometric shapes), “Rectangle and square”, “Unusual kindergarten” (acquaintance with a cone), “Find a passport” (they select geometric bodies for the card).
For individual work, it is convenient to use situations of dressing, walking, preparing for dinner. For example, you can ask a child how many buttons on his shirt, which of the two scarves is longer (wider),
what is more on the plate - apples or pears, where is the right mitten, and where is the left, etc.
In my work I use physical exercises: "Rest in the forest" (children lying on the carpet looking at various bugs), "Wild and domestic animals" (depict movements and voices of various animals, "Bicycle" (lying on their back imitate the movement of a bicycle), and etc. thematically related to assignments.
This allows you to switch the activity of children (mental, motor, speech), without leaving the learning situation. It is advisable to learn funny poems and counters for physical education in advance. They can also be used during walks, during the day in a group to relieve stress and switch to another type of activity.
Notebooks "Igralochka" are additional material for individual work with children. In educational activities, their use is not intended - they are intended for joint work of children with parents, or in individual work, which is carried out during the week.
Notebooks are bright, with interesting pictures, therefore, once falling into the hands of a baby, they risk being filled up and viewed from beginning to end.
Work on the notebook should begin when the baby is not very excited and is not busy with any interesting thing: after all, he is offered to play, and the game is voluntary!
First you need to consider a picture with him, ask him to name objects and phenomena known to him, and tell about the unknowns. In no case should you rush or stop the baby - each child should work at his own pace.
You can not immediately explain to the baby what and how he should do. He must try it himself! With his non-intervention, the adult, as it were, tells the child: “Everything is in order with you! You can do it! ”
You need to be patient and listen to even the most absurd offers of the baby: he has his own logic, you need to listen to the end of all his thoughts.
You should not insist that the child does all the tasks on the sheet at a time. If the baby has lost interest - it is necessary to interrupt. But it is better to complete the task already begun, justifying it in a way that is meaningful for the child. For example: “The cockerel will be upset if he does not have one wing painted, because they will laugh at him”, etc.
Toolkit for the development of mathematical representations
Notebooks "Igralochka", parts 1-2 are an additional allowance to the course "Igralochka" for children 3-4 and 4-5 years old.
They provide material that allows you to consolidate and expand knowledge on the Igloochka program in the individual work of children with parents or carers.
Educational - methodical manuals "Iglorachka" on the development of mathematical representations of children 3-4 and 4-5, respectively, is the initial link in the continuous course of mathematics "School 2000 ...". They contain a brief description of the concept, program and conducting classes with children in accordance with the new requirements for the organization of the educational field “Cognition” according to the didactic system of the activity method “School 2000 ...”.

The game is a huge bright window through which the life-giving stream of ideas and concepts about the world flows into the child’s spiritual world.

A game is a spark that ignites the light of inquisitiveness and curiosity.
(V. A. Sukhomlinsky)

Purpose: increasing the level of knowledge of teachers in the formation of elementary mathematical representations

Tasks:

1. To acquaint teachers with non-traditional technologies for using games in FEMP work.

2. To equip teachers with practical skills in conducting mathematical games.

3. Introduce a set of didactic games for the formation of elementary mathematical representations in preschool children.

Relevance of the problem: in mathematics there are enormous opportunities for the development of thinking of children in the process of learning from a very young age.

Dear colleagues!

The development of mental abilities of preschool children is one of the pressing problems of our time. A preschooler with a developed intellect remembers material faster, more confident in his abilities, better prepared for school. The main form of organization is the game. The game contributes to the mental development of the preschooler.

The development of elementary mathematical representations is an extremely important part of the intellectual and personal development of a preschooler. In accordance with GEF, the pre-school educational institution is the first educational stage and the kindergarten has an important function.

Speaking about the mental development of a preschooler, I wanted to show the role of the game as a means of forming a cognitive interest in mathematics in preschool children.

Games with mathematical content develop logical thinking, cognitive interests, creative abilities, speech, educate independence, initiative, perseverance in achieving goals, overcoming difficulties.

The game is not only pleasure and joy for the child, which in itself is very important, with its help you can develop attention, memory, thinking, imagination of the baby. By playing, a child can acquire new knowledge, skills, develop abilities, sometimes without realizing it. The most important properties of the game include the fact that in the game children act as they would in the most extreme situations, at the limit of overcoming difficulties. Moreover, such a high level of activity is achieved by them, almost always voluntarily, without coercion.

We can distinguish the following features of the game for preschoolers:

1. The game is the most accessible and leading activity of preschool children.

2. The game is also an effective means of forming the personality of a preschooler, his moral-volitional qualities.

3. All psychological neoplasms originate in the game.

4. The game contributes to the formation of all aspects of the child’s personality, leads to significant changes in his psyche.

5. The game is an important means of mental education of the child, where mental activity is associated with the work of all mental processes.

At all levels of preschool childhood, a game role during educational activity plays a large role.

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

In the formation of mathematical representations in children, various didactic game exercises, entertaining in form and content, are widely used.

Didactic games are divided into:

Games with items

Board and Printed Games

Word games

Didactic games for the formation of mathematical representations are conditionally divided into the following groups:

1. Games with numbers and numbers

2. Time travel games

3. Orienteering games in space

4. Games with geometric shapes

5. Games for logical thinking

We present to your attention the games made by yourself, on the formation of elementary mathematical representations.

Trainer "Beads"

Purpose:assistant in solving simple examples and problems of addition and subtraction

Tasks:

develop the ability to solve the simplest examples and problems of addition and subtraction;
to cultivate attentiveness, perseverance;
develop fine motor skills of the hands.

Material: rope, beads (no more than 10), colors to your taste.

Children can first count all the beads on the simulator.
Then they solve the simplest tasks:

1) "Five apples hung on a tree." (Five apples count). Two apples fell. (Two apples are taken). How many apples are left on the tree? (recount beads)

2) Three birds sat on a tree, three more birds flew to them. (How many birds are left to sit on a tree)

Children solve the simplest problems of addition and subtraction.

Simulator “Colored hands”

Purpose:the formation of elementary mathematical representations

Tasks:

to develop color perception, orientation in space;
teach account;
develop the ability to use schemes.

Tasks:

1. How many hands (red, yellow, green, pink, orange) color?

2. How many squares (yellow, green, blue, red, orange, purple) color?

3. How many hands in the front row look up?

4. How many hands in the third row look down?

5. How many hands in the third row on the left look to the right?

6. How many hands in the second row on the left look to the left?

7. A green palm in a red square looks at us, if we take three steps to the right and two down, where will we be?

8. Set a route to a friend

The manual is made of multi-colored colored cardboard with the help of children's pens

Dynamic pauses

Muscle tone exercises

We kicked the top
We hands-clap-clap.
We through the eyes - moment to moment.
We shoulders - chik-chik.
One - here, two - there,
Turn around you.
One - crouched, two - got up,
Hands up all raised.
They sat down, stood up,
Roly-vstanka as if steel.
Hands pressed to the body
And they started to jump,
And then they started up,
Like my elastic ball.
Glad two, one, two
It's time for us to do!

Moves to perform according to the content of the text.

Hands on the belt. Blink your eyes.
   Hands on the belt, shoulders up and down.
   Hands on the belt, deep turns left and right.
   Moves to perform according to the content of the text.
   Standing still, raise your hands through the sides up and lower them down.

Exercises for the development of the vestibular apparatus and a sense of balance

On a flat track

On a flat track
   On a flat track
   Our legs are walking
   One-two, one-two.

By pebbles, by pebbles,
   By pebbles, by pebbles,
   One-two, one-two.

On a flat track
   On a flat track.
   Tired of our legs
   Tired of our legs.

Here is our house
   We live in it. Walking with your knees high on a flat surface (possibly in a line)
Walking on uneven surfaces (ribbed path, walnuts, peas).
   Walking on a flat surface.
   To squat.
   Fold your palms, raise your hands above your head.

Exercises for the development of perception of the rhythms of life and the sensations of your own body

Big feet

We walked along the road:
   Top, top, top. T
   op, top, top.
   Small feet
   We ran along the path:
   Top, top, top, top, top, top,
   Top, top, top, top, top.

Mom and baby are moving at a slow pace, forcefully stamping to the beat with the words.

The pace of movement increases. Mom and child trample 2 times faster.

Dynamic exercise

The text is pronounced before the exercises.

- We think up to five, squeeze weights, (etc. - standing, legs slightly apart, hands raise slowly upwards - to the sides, fingers clenched (4-5 times))

- How many points will be in the circle, We will raise our hands so many times (on the blackboard there is a circle with points. An adult points to them, and children count how many times they need to raise their hands)

- How many times I’ll hit a tambourine, How many times will we chop wood, (etc. - standing, feet shoulder-width apart, hands in the castle up sharp bends forward - down)

- How many green Christmas trees, So many bends, (etc. - standing, legs apart, hands on the belt. Bends are performed)

- How many cells to hell, So many times you jump (3 to 5 times), (5 cells are shown on the board. An adult points to them, children jump)

- Squat so many times, How many butterflies we have (etc. - standing, legs apart. During squats, arms forward)

- We stand on socks, We get the ceiling (and. P. - the main stand, hands on the belt. Rising on socks, hands up - to the sides, stretch)

- How many little dashes to the point, So much we stand on the socks (4-5 times), (etc. - the main stance. When lifting the toes of your hands to the sides - up, palms below shoulder level)

- Bent so many times, How many ducks we have. (etc. - standing, legs apart, When bending the legs do not bend)

- How many show circles, So many jumps (5 to 3 times), (etc. - standing, hands on the belt, jumping on toes).

Dynamic exercise “Charging”

Leaned first
   To the bottom of our head (leaning forward)
   To the right - to the left we are with you
   Shake our heads, (tilts to the sides)
   Hands behind your head, together
   We start running on the spot, (imitation of running)
   We will remove both me and you
   Hands from behind the head.

Dynamic exercise “Masha-confused”

The text of the poem is pronounced, and at the same time accompanying movements are performed.

Looking for things Masha, (one-way turn)
   Masha is confused. (turn the other way, to the starting position)
And there is no chair, (arms forward, to the sides)
   And under the chair, no (sit down, spread your arms to the sides)
   There is no bed
   (hands down)
   (tilts the head to the left - to the right, “threaten” with the index finger)
   Masha is confused.

Dynamic exercise

The sun looked into the crib ... One, two, three, four, five. We all do exercises, Hands extend wider, One, two, three, four, five. Lean - three, four. And jump on the spot. On the toe, then on the heel, We all do exercises.

"Geometric figures"

purpose: the formation of elementary mathematical skills.

Educational tasks:

To consolidate the ability to distinguish geometric shapes by color, shape, size, teach children to systematize and classify geometric shapes by signs.

Developing tasks:

Develop logical thinking, attention.

Educational tasks:

To bring up emotional responsiveness, curiosity.

At the initial stage, we introduce children to the name of three-dimensional geometric figures: a ball, a cube, a pyramid, a box. You can replace the names with more familiar ones for children: a ball, a cube, a brick. Then we introduce the color, then gradually introduce the geometric shapes: circle, square, triangle and so on, according to the educational program. Tasks can be given different depending on the age, abilities of children.

Assignment for children aged 2-3 years (color matching)

“Find flowers and figures of the same color as the ball.”

Assignment for children aged 3-4 years (correlation in form)

“Find the shapes that look like a cube.”

Task for children aged 4-5 years (correlation in shape and color)

“Find figures that look like a pyramid of the same color.”

Task for children aged 4-7 years (correlation in form)

“Find items that look like a box (brick).”

Didactic game “Week”

Purpose:introducing children to the week as a unit of time and the names of the days of the week

Tasks:

to form an idea of \u200b\u200bthe week as a unit of time;
be able to compare the number of items in the group based on the count;
to develop visual perception and memory;
create a favorable emotional atmosphere and conditions for active gaming.

On the table are 7 gnomes.

How many gnomes?

What are the colors the gnomes are wearing.

Monday comes first. This dwarf loves everything red. And his apple is red.

The second comes Tuesday. This gnome is all orange. The cap and jacket are orange.

Third comes Wednesday. The favorite color of this gnome is yellow. A favorite toy is a yellow chicken.

The fourth appears Thursday. This gnome is dressed in all green. He treats everyone with green apples.

Fifth comes Friday. This gnome loves everything in blue. He likes to look at the blue sky.

The sixth appears Saturday. This gnome is all blue. He loves blue flowers, and he paints the fence in blue.

The seventh comes Sunday. This is a gnome in everything purple. He loves his purple jacket and his purple cap.

So that the dwarves did not confuse when they should succeed, Snow White gave them a special colored clock in the shape of a flower with colorful petals. Here they are. Today is Thursday, where do you need to turn the arrow? - Right on the green petal of the watch.

Guys, now it's time to relax on the Warm Up Island.

Sports minute.

Monday we played
   And on Tuesday we wrote.
   On Wednesday, the shelves were wiped.
   All Thursday washed dishes,
   On Friday bought sweets
   And on Saturday, the fruit drink was cooked
   Well, on Sunday
   it will be a noisy birthday.

Tell me, is there a middle of the week? We'll see. Guys, now you need to arrange the cards so that all the days of the week go in the right order.

Children lay out seven cards with numbers in order.

Clever, all the cards are laid out correctly.

(The score is from 1 to 7 and the name of each day of the week).

Well, now everything is all right. Close your eyes (remove one of the numbers). Guys, what happened, one day of the week was gone. Name him.

We check, call all the numbers in order and the days of the week, and the day is lost. I change the numbers in places and invite the children to put things in order.

Today is Tuesday, and we will go on a visit in a week. What day are we going to visit? (Tuesday).

Mom’s birthday is on Wednesday, and today is Friday. How many days will pass before my mother’s holiday? (1 day)

We will go to grandmother on Saturday, and today is Tuesday. How many days will we go to grandma? (3 days).

Nastya wiped the dust 2 days ago. Today is Sunday. When did Nastya wipe the dust? (Friday).

What is earlier Wednesday or Monday?

Our journey continues, we need to jump from bump to bump, only the numbers are laid out, on the contrary, from 10 to 1.

(Suggest circles of different colors corresponding to the days of the week). It turns out that child, whose color of the circle corresponds to the hidden day of the week.

The first day of our week, a difficult day, he ... (Monday).

A child with a red circle gets up.

Here the giraffe comes in slender says: "Today ... (Tuesday)."

A child with an orange circle gets up.

Here a heron came up to us and said: Now ...? ... (Wednesday).

A child gets up with a yellow circle.

We cleaned all the snow on the fourth day at ... (Thursday).

A child gets up with a green circle.

And on the fifth day I was presented with a dress, because it was ... (Friday).

A baby gets up with a blue circle.

On the sixth day, dad did not work because he was ... (Saturday).

A child with a blue circle gets up.

I asked my brother for forgiveness on the seventh day on ... (Sunday).

A child gets up with a purple circle.

Clever, with all the tasks coped.

The development of elementary mathematical representations among preschoolers is a special field of knowledge in which, subject to consistent training, it is possible to purposefully form abstract logical thinking and increase the intellectual level.

Mathematics has a unique developmental effect. “Mathematics is the queen of all sciences! She tidies her mind! ” Her study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creativity of personality.

Kozlova Lyudmila Nikolaevna
Generalization of pedagogical experience “Game technologies in the formation of elementary mathematical representations in preschoolers”

Municipal Autonomous preschool educational institution

Generalization of pedagogical work experience

Introduced:

Educator MADOU

"Kindergarten No. 13 of Sosnogorsk"

Kozlova L.N.

sosnogorsk, 2018

1. Relevance

I believe that development is an extremely important part of intellectual and personal development. preschooler. In the context of the implementation of GEF to the structure of the basic educational program preschool education, a significant difference is the exclusion of educational activity from the educational process, which does not correspond to the laws of child development at the stage preschool childhood. Therefore, before us, preschool educators, the search for others becomes relevant of forms and methods of working with children. The essence of the change also applies to the model of the educational process. Children preschool age must not be taught, but developed. You need to develop through activities available to their age - the game.

Having studied pedagogical technologies, I noted that a unique way to ensure cooperation between children and adults, a way to implement a personality-oriented approach to education is to use game forms training in the classroom. With proper organization, the game creates the conditions for the development of the physical, intellectual and personal qualities of the child, prerequisites learning activities and ensuring social success preschooler. In my work, I devote a large place to didactic games. They are used both in joint and in independent activities of children. Didactic games fulfill the function of learning tools - children master the signs itemslearn to classify generalizecompare. The use of didactic games as a means of learning increases the interest of children in educational activities, provides a better assimilation of the program.

2. The theoretical basis experience

The most important and urgent task of preparing children for school is their successful education in primary school, which depends on the level of development of the child, skills generalize and systematize your knowledge, creatively solve various problems. Developed mathematical thinking not only helps the child navigate and feel confident in the modern world around him, but also contributes to his overall mental development. Therefore, the main requirement for form training and education organizations - do classes on the formation of elementary mathematical representations as effective as possible in order to ensure at each age stage that the child assimilates the maximum amount of knowledge available to him and stimulates his intellectual development.

Classes organized in playfulness contribute tothat the child from a passive, inactive observer turns into an active participant, also such activities contribute the formation of the child has creative abilities that are necessary for his harmonious development. Developing Content gaming activities, and applying them in my work, I came to the conclusion that using gaming situations in the learning process should not be random. Every use game situation has its place and time: certain the period of studying those or other topics when the children have already acquired the necessary knowledge and mastered the necessary methods of activity and can transfer them to non-standard situations, use their practical an experience, knowledge, skills. In class in children learned certain forms of play, skills, and at the same time enriched aesthetically, emotionally, helped each other, learned to overcome difficulties together, evaluated themselves and others, made conclusions and conclusions. These classes combined game situations, didactic games, visual material and actions with it. They encouraged the child to apply his knowledge in practical activities, use the methods known to him and invent new ones for solving non-standard tasks, consider the given conditions from several points of view, put forward different ways of solving them, reason theoretically and act practically.

Game motivation helped maintain the interest of children throughout the lesson, created a positive emotional attitude. During these classes, children had a sense of satisfaction both from joint activities and from the right decision game situation. A special role in teaching children was given to such activities as classes - entertainment or classes - holidays.

I considered entertainment and holidays not only as form of rest, but also as a powerful means of indirect upbringing and education. They reflect the interest, needs, emotions, character and the child’s personal and intellectual qualities are equally cultivated. This is no coincidence. A joyful experience raised the vitality of the child, united children, created a cheerful mood. I built classes on intellectual entertaining content and used in varied educational work with children. The types of these occupations: classes - entertainment, math holidays, games - competitions, games - shows, math all-around, theatrical productions, dramatization games (on mathematical material, quiz.

Each of these species was built on a joint informal activities of children and adults, had their own characteristics in the organization and methodological requirements for stimulating the intellectual activity of children, differentiated and humane use of rewards, creating conditions for independent creative and discussion activities of children, “Delicate” the use of competitive moments preliminary preparing children for learning cognitive content.

Based on the foregoing, I concluded that conducting classes in play form, using didactic games and activities - entertainment helps children to absorb more easily material, consolidate previously acquired knowledge and skills. The significance of these activities is that they perform various the functions: identifying, consolidating knowledge and skills, methods of action, communicating new knowledge and help children more easily learn complex math material.

Communicating children is also very important. preschool family age to entertaining mathematical material. For this I used a variety of forms of work with parents. Conducted individual conversations, consultations, open classes, showed fragments of classes on an interactive whiteboard, made speeches at parent meetings, introduced parents to techniques for managing games, methods of conducting them, reminded them to play with children, taught them sequential actions, successfully planned in their minds, accustomed children to mental work. During conversations with parents, I recommended that they collect entertaining stuff, organize joint games with children, gradually create a home game library, told what games with children you can make your own hands: Make a Pattern, "What figure is superfluous?", "What day of the week did you hide?" and many others. Recommended to parents of children of senior and preparatory groups to engage with children using special literature. To make it easier for parents to determine what games and how to play with children, designed stand« Entertaining math» and folders, which reflected the theme of the games in the sections of the Program for the education and training of children and ages with the content of the games.

Organized with children math holidays, leisure evenings, invited parents to them so that they themselves could see and appreciate the knowledge and skills of children.

The organization of such work with parents contributed the formation of their creativityingenuity pedagogical culture. I believe that only the joint work of educators and parents in teaching children math through the game, will contribute to the comprehensive development of children, preparation for learning at school.

3. Effectiveness pedagogical work experience

With the aim of generalization of advanced pedagogical experience on the topic: « Game technologies in the formation of elementary mathematical representations in preschoolers»By me from March 2016 to May 2018 at MADOU "Kindergarten No. 13 of Sosnogorsk" with pupils of group No. 3 a number of classes and entertainments on FEMP were carried out in play form. In the course of the work, the goals and objectives of training, education and development of children were set. Analyzing the state of learning preschoolers, I came to the conclusion that the didactic game, along with the widely spread functions of consolidating and repeating knowledge, can also act as a function the formation of new knowledge, submissions and methods of cognitive activity. It should be noted that not all classes can be held completely in play form, because in the Kindergarten Education and Training Program there is such material, which requires a more serious attitude when meeting with him, and which can only be fixed in play form. For example, acquaintance with the composition of the number of two smaller numbers, familiarity with the structure of the problem, teaching the formation of the numbers of the second ten and some other tasks. That's why, in order to maintain the interest of children in such teaching classes, I included didactic games in them, but the game goes as part of the lesson, its place in the structure of the lesson determined by purpose, purpose and content of the lesson. In these games, both reinforcing skills and abilities were educational in nature, they helped children better master this or that material and attracted their interest in the lesson. It should be noted that regular use in class math special systems gaming tasks and exercises aimed at developing cognitive abilities and capabilities, expands mathematical horizons of preschoolers, promotes mathematical developmentimproves quality mathematical preparedness for school, allows children to more confidently navigate the simplest patterns of reality surrounding them and make more active use math knowledge in everyday life.

Despite the variety of games, their main task should be the development of logical thinking, namely the ability to establish the simplest patterns: the order of alternating shapes by color, formsize. This is facilitated by game exercises for finding a missing figure in a row.

Also a prerequisite for ensuring success in work is the teacher’s creative attitude towards math games: variation game action and questions, individualization of requirements for children, repetition of games in the same form or by complication. The need for modern requirements is due to the high level of modern school to mathematical preparing children in kindergarten, in connection with the transition to schooling from six years.

Effective organization of children's activities for the purpose of lasting and deep assimilation preschoolers of program material on the formation of elementary-mathematical cognition will be carried out when certain requirements:

1. In the process of children mathematics should combine traditional and non-standard forms of training.

2. Of great importance in teaching children math through the game have didactic games mathematical contentcarried out outside the educational activity, with the aim of consolidating, improving knowledge gained in the lesson.

3. It is necessary to organize corners entertaining maths in groupsstarting from middle preschool age, since they have a focused formation of interest in elementary mathematical activity, bring up the need for children to engage in intellectual games in their free time.

4. The unity in the work of the kindergarten and the family will contribute to the comprehensive development of children, preparing them for school, if they work actively with parents to organize at home entertaining math games.

3. Bibliographic list:

1. Arapova-Piskareva N. A. Development elementary mathematical representations. - M .: Mozayka-Sintez, 2005.

2. Agafonov V. "Your friend is a computer", Moscow, "Children's literature" 1996 year (computer science from 4 to 9) .

3. Bederkhanova V. P. Joint design activity as a means of development of children and adults // Personality development. 2000.

4. Volina. B. Feast of the number (Entertaining mathematics for children) -M .: Knowledge, 1993.

5. Wenger L. A., Wenger A. L. Home school of thinking. - M.: Knowledge, 1984.

6. Evdokimova E. S. Technology designing in DOW. - M.: SC Sphere, 2008.

7. Yuzbekova. E. A. Steps of creativity. - M., LINK-PRESS., 2006.

8. L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuykova. Design Method in Activities preschool. - M., 2003.

9. Metlina L.S. Math in kindergarten. - M., 1984.

10. Mikhailova. PER. Game entertaining tasks for preschoolers: M Enlightenment, 1990.

11. Popova G.P., V.I. Usacheva Entertaining math. – Volgograd: Teacher, 2006.

12. Petrova. MN Didactic games and exercises for math for working with children preschool age. –M .: Education, Educational literature, 1996.

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.