“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.

Currently, there is an increasing increase in the influence of media technologies on a person. This is especially true for a child who, with great pleasure, will watch television than read a book. In preschool childhood, the child learns how to carry out activities. In the course of mastering specific children's activities, the motivational structure of his personality is formed. A generalization of the experience of activity takes place, a dynamically developing generalized image of the world is formed, which determines the orientation of the child in the conditions of achieving the goals of his actions.

A powerful stream of new information, advertising, the use of computer technology on television, the distribution of game consoles, electronic toys and computers have a great influence on the upbringing of the child and his perception of the world. The nature of his favorite practical activity — the game — changes significantly, the form and content of the playing environment changes, and the child’s social and personal development is affected. Favorite characters and hobbies are changing.

Previously, the child could receive information on any topic through various channels: books, reference books, the story of the teacher or parent. But, today, given the modern realities, the educator must introduce new methods of presenting information into the educational process. The question is why this is necessary. A child’s brain, set up to receive knowledge in the form of entertainment programs on television, will be much easier to perceive the information offered during the GCD using media. The development of new information technologies in education is the key to the successful implementation of the personality of a modern preschooler.

Currently, technology occupies a significant place in the life of modern society. The importance of the technological component of modern civilization lies in the fact that it determines in many respects the sustainable development of society and the personality of each individual person. Almost all the processes in society, one way or another, occur accompanied by technology. Its influence on social processes leads to significant transformations of the latter. Thus, the rapid development of information and communication technologies is a key factor determining the accelerating process of information globalization, which is becoming a characteristic phenomenon of the present.

The information society is an objective condition for the modern existence of man. Today, a person can not do without modern technologies in everyday life, this, of course, affects the development of the child’s personality and his attitude to life in general.

The current stage of development of Russian education is characterized by the widespread introduction of computer technology in the educational process. They allow you to reach a new level of training, open previously inaccessible opportunities. In today's conditions of informatization of society, parents should be prepared for the fact that when entering school, a child will encounter the use of computer technology. Therefore, we faced the problem of the need to prepare the child in advance for constant interaction with information technologies and in the development of a system of meaningful work with software, since pre-school education is the first link in lifelong education. This area of \u200b\u200bwork was reflected in the organization of continuing educational activities in FEMP.

An increase in mental load during FEMP NOD makes you think about how to maintain interest in the material being studied in children, their activity throughout the entire activity. In this regard, a search is underway for new effective teaching methods and such methodological techniques that would activate the thought of preschoolers and stimulate them to acquire knowledge independently. The emergence of interest in mathematics in a significant number of children depends more on the methodology of its teaching, on how skillfully the educational work will be constructed. This is especially important in preschool years, when constant interests and inclinations to a particular subject are still being determined.

Domestic and foreign studies on the use of computers in kindergartens convincingly prove not only the possibility and expediency of this, but also the special role of computers in the development of the intellect and overall personality of a child (S.L. to become a powerful factor in enriching the intellectual basis of the child’s mental, aesthetic, social and physical development. I.Yu. Pashelite

proved that computer tools effectively enrich the system of developing didactics of kindergarten, forming common mental abilities in children.) In psychological and pedagogical studies on the use of computer games in working with preschool children (E.V. Zvorygina, S.L. Novoselova, G.P. Petku) indicates that the specificity of computer games allows us to consider them as a special means of development of children.

Modern studies in the field of preschool pedagogy (K.N. Motorin, S.P. Pervin, M.A. Kholodnoy, S.A. Shapkin, etc.) indicate the possibility of mastering the computer by children aged 3-6 years. As you know, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking. In my work, I relied on the works of these authors.

Goals  The use of ICTs during FEMP GCD is as follows: development of intersubject communications between mathematics and computer science;preparing a child for life in the information society, teaching the elements of computer literacy and raising the psychological readiness for using a computer, creating a sense of confidence in the process of working on it; development of independent work of children during GCD; creature   conditions for the development of intellectual and creative abilities; implementation of an individual, personality-oriented approach;social and personal development of a preschooler.

Tasks:

• Provide initial mathematical training for children to successfully study at school;
• To form an information culture, a creative style of activity for preschoolers;
• Prepare preschoolers for the use of information technology and other information structures;
• Show the child his own abilities in computer control while solving tasks;
• To educate children the need for cooperation, interaction with peers, the ability to subordinate their interests to certain rules.

Stages of the organization of the educational process in FEMP using ICT:

Stage 1. Preparatory.

Tasks:

2. Creation of the necessary methodological and didactic materials (information bank) for carrying out GCD.

At this stage, it is necessary to develop methodological support for the use of computer technology in educational work with preschoolers, including from the point of view of compliance with the conditions and possibilities for using ICT with sanitary and hygienic requirements. Particular attention is required to the selection and selection of didactic materials in accordance with the program content of the selected areas of work, as well as their compliance with the mental and age characteristics of preschool children. In addition to teachers, this method of work involves a methodologist and a pedagogical psychologist who analyze and evaluate the selected materials. In addition, it is planned to conduct a survey of parents about possible help for children in the development of PC at home.

2 stage. Implementation.

Tasks:

1. To test the mechanisms for using computer technology in class with preschoolers.

2. Continue to build a base of didactic materials, a video library, necessary for classes with preschool children with the involvement of children and parents.

This stage involves the direct conduct of OD at home using multimedia technology according to thematic plans. At the same stage, we plan to connect our students and their parents to the search and creation of didactic games, exercises and other materials involving the use of a PC.

Stage 3. Control and diagnostic.

Tasks:

1. Analysis of the effectiveness of the use of ICT for the development of cognitive interest, cognitive activity, the formation of knowledge and ideas, the level of development of the child.

This stage involves summing up the work on the use of multimedia equipment, their understanding and development on their basis of recommendations for the implementation of these forms of work in other groups of our institution and other preschool institutions.

The program is focused on a large amount of practical, creative work. To solve the set tasks, conversations, practical works, quizzes, contests and creative exercises with elements of logic and didactic games are used, and the following forms of working with a computer are used: a demonstration one is carried out by the teacher, and the children observe; independent - short-term work of children on the assimilation or consolidation of material. The teacher provides individual control over the work of children.

The forms and methods of using a computer during a GCD, of course, depend on the content of this GCD, the goal that the teacher sets for himself and the children. Nevertheless, the most effective techniques can be distinguished:

• when conducting an oral account - makes it possible to quickly present tasks and adjust the results of their implementation;
• when studying new material - allows you to illustrate the topic with a variety of visual aids;
• when checking frontal independent work - provides quick control of results;
• when solving tasks of an educational nature, it helps to complete a drawing, draw up a work plan, control the intermediate and final results of work according to the plan.

Information technologies, in my opinion, can be used at various stages of FEMP GCD:

• self-study with the help of a tutor-consultant;
• self-study with the absence or denial of the teacher's activities;
• partial replacement (fragmented, selective use of additional material);
• use of training (training) programs;
• use of diagnostic and control materials;
• homework assignments;
• the use of programs that simulate experiments and laboratory work;
• use of gaming and entertaining programs;
• use of information and reference programs.

Using information technology in the FEMP classes, we proceeded from the following ideas: the idea of \u200b\u200bhumane relations; the idea of \u200b\u200ba difficult goal; the idea of \u200b\u200ba personal approach; the idea of \u200b\u200ban activity approach; idea of \u200b\u200bfree choice.

The organization of the educational process using ICT was made possible thanks to the creation in 2007 in our kindergarten of a computer class for preschool children.

To organize workplaces in the computer classroom, special furniture was used, which was made to order, taking into account the age characteristics of preschoolers and the requirements of SanPin. Organization of work at the computer is taking into account age-related characteristics and sanitary requirements.

The entire course takes place using game elements, intersubject material, alternating theoretical and practical work in mathematics, using interactive forms of learning, etc.

The program is aimed at teaching children elementary mathematical concepts, the development of mathematical thinking that helps the child navigate and feel confident in the modern world around him, as well as it contributes to his overall mental development. The goal of the program is the comprehensive development of the child - the development of his motivational sphere, intellectual and creative forces.

The basis for the construction of FEMP classes using ICT is the principle of developing training. The structure of classes uses methods of direct learning (explanatory, illustrative and reproductive) and partially search. Great importance is attached to emotional stimulation methods, such as creating an atmosphere of success and comfort. The use of games and game forms of conducting classes are widely used in GCD. The multimedia elements in the FEMP classes create additional psychological structures that contribute to the perception and memorization of material. There are opportunities to use the methodological device, do it like me - this is a joint activity of the teacher and the child. The most effective use of combined teaching methods.

The use of a computer for educational purposes in preschool institutions requires careful preparation and organization of the OD itself, sequence and systematic work. OD in the computer classroom of a preschool institution consists of the following steps.

I.   Preparatory stage.

This phase includes:

• developing tasks using colorful rial aimed at the development of higher mental functionstion in children.
• tasks for preparing the hand for writing and for the ability toput with a computer mouse:
• didactic games and exercises:
• various finger games and exercises are usedfor the development of thinking, speech, fine motor skills, as well as for preparing the hand for writing and possession of a computer mouse; fingerchick games with tongue twisters, poems, matches, plasti-lin, toys, nuts, cereals, etc.

P. Work on the computer.

All computer games in kindergarten can be conditionallydivided into the following types:

• Games for the development of mental operations;
• Games for the development of knowledge about the world;
• Games for the development of mathematical representations;
• Literacy games;
• Games for the development of creative drawing skills, designing;
• Games for the development of memory, attention;
• Games for the development of perception;
• Games for the development of spatial and temporal orientations.

III. The final stage.

Relaxation. Gymnastics for the eyes (prevention of visual fatigue).

Forms of organization of the educational process in computer class  - subgroup and individual.

When organizing GCD in mathematics, it is recommended to combine both traditional forms of training (conversation, lecture, group lesson with a visual demonstration on a computer), and various new forms of organization of educational activities (work in small groups, game methods, widespread use of individualized training programs, educational testing ) One of the main innovations in our kindergarten was the use of an interactive whiteboard when organizing educational activities directly.

An interactive whiteboard is a very convenient training equipment, which is a touch screen connected to a computer. The image from it transfers the projector to the board. Unlike a conventional multimedia projector, an interactive whiteboard allows not only to show slides and videos, but also to draw, draw, mark, make any changes, and save them as computer files. And besides this, to make educational activities directly vivid, visual, dynamic.

During the work in the DOW, a lot of work was done on cooperation with parents. At the beginning of the training, parents are introduced to the goals and objectives of the training program, methods for its implementation, inform about the characteristics of the child’s behavior that may accompany work, give a clear idea of \u200b\u200bthe nature and extent of their participation in OD.

Consultations, meetings, open views of the NCD, joint holidays, informational exhibitions were organized.

The preschool educational institution has developed a system of work with parents of pupils. The basis of this work is:

• Pedagogical education of parents through parental meetings, individual and group consultations;
• Informing parents about the status and prospects of the kindergarten as a whole;
• Inclusion of parents in the educational process (through Open Doors Days, demonstration of the personal achievements of pupils);
• Involvement of parents in the management of the DOE (through participation in the work of the parent committee).

Working with my parents, I came to the conclusion thatattracting parents to active participation in ML, as this greatly facilitates the work of a specialist and accelerates the success of a child.

The success of the NCD depends not only on cooperation with parents, but also on the close interaction of the educator with all specialists of the preschool educational institution.

An integrated approach to learning from preschool children is needed. For educators and specialists, consultations were held, both general and for individual age groups. She spoke at teachers' councils, giving the necessary knowledge to educators and specialists, and answered questions that arose. Seminars were held for educators, where they could get acquainted with the basics of working with ICT and learn the basic techniques and teaching methods.

For the most effective work, all classes are currently held according to the thematic plan of the kindergarten.

The use of ICT during the FEMP GCD allows the educator to reduce the time to study the material due to the visibility and speed of the work, check the knowledge of preschoolers in an interactive mode, which increases the effectiveness of learning, helps to realize the full potential of the individual - cognitive, moral, creative, communicative and aesthetic, contributes to the development of intelligence, children's information culture. The use of information technology in teaching is based on the data of human physiology: 1/4 of the material heard remains in the human memory, 1/3 of what is seen, 1/2 of what is seen and heard, 3/4 of the material if the preschooler is actively involved in the process.

The process of organizing FEMP GCD using ICT allows you to:

• to make this process interesting, on the one hand, due to the novelty and unusualness of this form of work for children, and on the other, to make it fascinating and vibrant, diverse in form by using the multimedia capabilities of modern computers;
• effectively solve the problem of visualization of training, expand the possibilities of visualization of educational material, making it more understandable and accessible;
• to individualize the learning process due to the presence of multilevel tasks, due to immersion and assimilation of the material at an individual pace, independently, using convenient methods of perceiving information, which causes positive emotions in preschoolers and forms positive learning motives;
• liberate preschoolers when answering questions, because the computer allows you to record the results (including without scoring), correctly responds to errors; independently analyze and correct mistakes made, adjust their activities due to the presence of feedback, as a result of which self-control skills are improved. An important aspect is the social adaptation of the child, his relationship with peers. It should be noted that the achievements of children in computer gaming programs do not go unnoticed by themselves and others. Children feel more self-confidence, their self-esteem increases. Children with dignity tell their friends about all the "subtleties" of working on a computer, which acts as an effective way of asserting oneself and increasing one's own prestige. Mastery of a computer has a beneficial effect on the formation of a child’s personality and gives it a higher social status.

However, one should not forget about the negative consequences: intensive intellectual and creative development does not guarantee that the student successfully adapts to the needs and requirements of the social environment. The computer one remains also real - the dependence that students of various ages can undergo. The psychological consequences of this phenomenon are social isolation (partial or complete refusal to communicate with other people, isolation in communication, replacement of real friends with virtual ones, weakening of emotional reactions, significant narrowing of the sphere of interests, bitterness).

Thus, the consequences of the use of ICTs in education can be both positive and negative, therefore, when evaluating the result and the effectiveness of their implementation in the educational process, it is necessary to approach from different angles. When designing the use of ICT, the educator should analyze those possible direct and indirect effects on the personality of the student, which will determine the development of all his abilities.

So, it cannot be denied that ICT is the reality of modern GCD. The analysis of FEMP GCD using ICT shows the efficiency of using computer technologies for the development of mathematical abilities of children and for their social and personal adaptation. With the use of innovative technologies in NCD, one can observe an increase in the level of dynamics of the development of children and the productivity of instruction. The use of information and communication technologies in preschool education allows you to expand the creative capabilities of the teacher and has a positive impact on various aspects of children's mental development. Preschoolers are more actively involved in NCD, the attitude to work even in the most problematic children is changing. And the teacher is required to master the capabilities of ICT, carefully think through the content of the GCD and plan the work of preschoolers at each stage of the GCD. The time to prepare the teacher for the GCD using ICT undoubtedly increases at the first stage. But experience and methodological base are being gradually accumulated, created jointly by the teacher and children, which greatly facilitates the preparation of GCD in the future. The experience of using ICT during the FEMP GCD has shown that such a GCD is most effective. I believe that the introduction of ICT in the system of didactic tools of the kindergarten stimulates the social, personal, artistic and aesthetic development of the child, activates cognitive and speech activity, and contributes to the development of children's mental processes. The development of new information technologies in education is the key to the successful implementation of the personality of a modern preschooler.

Active interaction of the pedagogical and parental public, support for the media should be aimed at creating the right attitude to the use of ICT in the life of a child. In such an important concept as a "healthy lifestyle", the concept of "information and communication security" must certainly be included. Targeted work to increase parental competence in the use of ICT by children from the point of view of protecting physical and mental health will make their use necessary, interesting and not dangerous.

Modern technologies of mathematical development of preschoolers are aimed at enhancing the cognitive activity of the child, the development of the child's connections and dependencies of objects and phenomena of the world. The child gets acquainted with such concepts as shape, size, area, mass, volume, methods of measuring quantities, establishing relationships and dependencies of individual objects and groups according to different properties.

One of the most effective technologies is problem-gaming technology. It is based on the child’s active, conscious search for a way to achieve a result on the basis of his acceptance of the goal of activity and independent reflection on upcoming practical actions leading to the result. The purpose of this technology is the development of cognitive and creative abilities of children in logical and mathematical activities. Problem-gaming technology is represented in the system of the following means: logical-mathematical games, logical-mathematical subject games (classes), problem situations and questions, creative tasks, questions and situations, experimentation and research. The technology allows the child to master the means (speech, schemes and models) and the methods of cognition (comparison, classification), to accumulate logical and mathematical experience.

In problem-gaming technology, logical and mathematical games are presented in the form of groups: desktop-printed - “Color and Shape”, “Logical House”, etc .; games for volumetric modeling - “Cubes for all”, “Geometric Designer”, etc .; games for plane modeling - “Tangram”, “Sphinx”, “Tetris” and others; games from the series “Cubes and Color”, “Fold the Pattern”, “Cube Chameleon”, “Color Panel, etc .; games for the compilation of the whole of the parts - "Fractions", "Miracle Flower", etc .; fun games - shifters, labyrinths, games to replace places ("Fifteen"), etc.

The advantage of this technology is the development of game actions of varying degrees of complexity, which include grouping, folding, correlation, counting, measurement. At the same time, following the game of his own imagination, the child transforms his experience, creates game situations, introduces new cognitive tasks. The technology can be represented by successive steps: from mastering the game in joint activities of an adult with a child to participating in games at the amateur level, and then moving to participating in games at a higher level and, as a rule, re-emerging adult games with children or successfully playing them children. These games differ from those that the child mastered at the initial stage, with a changed plot, a transformed course of the game, therefore they acquire the complexity and emotional richness necessary for the child.

Nasal has developed a set of games and exercises, which are presented in the book "Logic and Mathematics in Kindergarten." She divided all the games into groups: games to identify and abstract the properties of objects; games for children to learn how to compare, classify and generalize; games for mastering logical actions and mental operations.

Problem-gaming technology involves the use of creative tasks, questions and situations. Such tasks help the child to establish various relationships, identify the cause of the investigation, and most importantly, the child begins to enjoy mental work, the process of thinking, and the awareness of his own abilities. It should be remembered that too simple a task is uninteresting for the child. It is recommended to divide all tasks into several difficulty levels and offer them as the child assumes the tasks of the previous level. The formation of children's readiness for solving problems is carried out in joint activities of an adult with a child. An adult can guide a child in solving a problem with creative questions. For example, draw a cat without drawing it. An option to complete this task is to draw a part of the cat, from which you can guess about the whole object (the dependence of the whole and the part). How to draw a sun if a pencil can draw only squares? The last problem can be solved through awareness of the structure of geometric shapes. You can offer the child to solve this problem in a practical way, laying a square on a square. At the highest level, children themselves can create creative tasks and offer them to their peers.

The problem situation for young children is in the form of a "need for knowledge." A child encounters it in the context of entertaining tasks, tasks-jokes that make children think and establish connections of objects in form, ratio of parts, their location in space, quantitative value, etc. Most often, problems are transmitted to the child by an adult, organizing joint activities with the child. They can appear in the form of problematic questions such as: How to cut a square into triangles? How many ways to divide squares into triangles exist? What are the common signs of the number four and the elephant?

Problem situations are part of TRIZ technology, which is based not only on teaching children mathematics, but on discovering ways to get the right result. The authors of TRIZ-technology offer to distinguish problem situations from cartoons that are familiar to the child, feature films, educational Internet, fairy tales, stories, story games. According to TRIZ theory, it is necessary to “turn harm in favor”.

The following types of TRIZ exercises are recommended for the mathematical development of children: “Search for common features” - find as many common features as possible in two different objects; “Third superfluous” - take three objects that are different along the semantic axis, find in two of them such similar features that are not in the third; “Search for opposing objects” - name the object and as many objects as possible opposite to it.

Along with exercises, TRIZ-technology offers special games such as “Good-bad”, “What is included”, “Choose three”, etc., compiled by the teacher on the basis of stories known to children. For example, in the Good-Bad game, a triangle is selected as an object. It is necessary to name all the good that is connected with the triangle in the life of people: it looks like a roof of a house, stable, looks like a scarf; and everything is bad: sharp, does not ride, heaps. In the game "Choose Three" it is proposed to name three words related to mathematics and tell us why they are needed and how they can interact. For example, “circle”, “four”, “small” - in the game you can use four circles as plates for dolls. In the “Yes and No” game, the teacher makes a word, and the children solve the question by asking questions so that the teacher can only answer “yes” or “no”. For example, a number from the first five digits (4) is conceived. Children ask the question: “Is this number more than two?” The teacher answers yes or no. The dialogue continues.

Another technology is heuristic technology. The bottom line is to immerse the child in the situation of the discoverer. The child is invited to discover knowledge unknown to him. Therefore, the purpose of the technology is to assist the child in opening channels of communication with the world of mathematics and awareness of its features. The child receives mathematical information through free educational interaction with the objects of the external world that already exist and are allocated for educational purposes (number, form, size). As a result, the child independently, relying on internal needs, cultural traditions and reflection, will be able to master the mathematical laws inherent in objective reality.

The authors of this heuristic technology recommend the use of cognitive and creative (creative) methods. Cognitive methods include: the method of survival, the method of heuristic questions, the method of errors, etc. Thus, the methods of survival are “feeling”, “instilling” the child into the state of the object being studied, “humanizing” the object through sensually-figurative and mental representations and knowing it from the inside . For example, imagine that you are the number 5 (triangle, cylinder). What are you What do you exist for? Who are you friends with? What are you made of? What do you like to do? Heuristic questions - allow the child to obtain information about the object being studied (Who? What? Why? Where? What? How? When?), Which provide an opportunity for an unusual vision of the object. The method of errors is the use of errors to deepen the educational process. The method helps to overcome the negative attitude of the teacher to the mistakes of children and the fear of children to make a mistake. For example, when a child mistakenly claims that 4 is less than 3, ask the question: can it really be that 4 is less than 3. Yes, it can, if we are talking about 4 days and 3 weeks.

Creative methods include inventing, hyperbolizing, brainstorming, synectic methods, etc. The inventing method consists in creating a previously unknown product as a result of using mental modeling techniques: replacing one quality with another, finding properties of an object in another environment. For example, draw a city with residents with fabulous numbers. The method of hyperbolization involves the increase or decrease of the studied object and its individual parts or qualities in order to identify its essence. For example, think of a polygon with the largest number of angles. Agglutination is a combination of qualities, parts of objects that are not connected in real life. For example, the top of the abyss, an empty set.

The brainstorming method is very popular. A. Osborne (creator of the method) proposed to separate the process of hypotheses and their assessment, analysis. Today, this method is recommended for use in working with preschoolers. A situation of brainstorming can occur spontaneously when solving a cognitive task during a game-lesson. The teacher can invite children to put forward any solutions to the problem, successful and unsuccessful. Ideas can be written down. For example, how to make a bead out of “ice captivity” (a bead in an ice cube)? Ideas: cut ice! Hold in your hands and the ice cube will melt. That is, the teacher accepts any ideas without an emotional and rational assessment. The child is not told that there is no borax, that his hands will freeze and you can catch a cold. Children come to these conclusions themselves on the basis of analysis, after all ideas have been expressed. The analysis is carried out on the following questions: What is positive in the idea? What is negative? Think about the best idea. In the end, you can check out the ideas. Brainstorming can also be used in preparation for the holidays, for example, to create ideas for children and parents.

The method of synectics is to search for analogies. Synectics, translated from Greek, means "the union of diverse elements." In working with children, they suggest using a direct analogy, that is, one object is compared with another from another area. A type of direct analogy is a functional analogy - to find an object in the world that performs similar functions, for example, the sun and a stove for cooking. It is important to answer the questions: what functions do these objects fulfill, what is common and what is different in these functions? Color analogy: sun - dandelion, lamp, lemon, fox, etc. A personal analogy is the ability to put yourself in the place of another object. For example, what kind of attitude do you prefer from other children? What would bother you if you were a door, the number five, a triangle, etc.?

Stages of the use of synectics in work with children: formulation of the problem by the teacher; formulation of the problem by children; generation of ideas based on questions proposed by the teacher, leading to a solution to the problem. The use of such types of analogy as direct, personal, symbolic is recommended. For example, come up with rules for comparing single digits. Children: why are 5 more than 3? Educator: Why do we know the composition of the number of units, application and overlay techniques, counting in pairs? This question is asked so that children have analogies, which may give rise to the idea of \u200b\u200bthe suitability of a rule for comparing arbitrary pairs of single digits; personal analogy can reveal the depth of mathematical knowledge; symbolic - can lead to the idea of \u200b\u200bstreamlining a natural series of numbers.

Along with the use of cognitive and creative methods, it is recommended to offer the child creative tasks. Among such tasks, come up with the designation of numbers, sound, letters, formulate a mathematical regularity. Along with these tasks, you can offer your child to compose a fairy tale, a proverb, a rhyme, a crossword puzzle, tasks for other children. Translate a fragment from the language of one subject to another, for example, draw music using geometric shapes, animate the number, determine the colors of the days of the week. Make a craft, model, mask, mathematical figure, invent your own games with numbers and figures.

All the technologies reviewed help the child discover hidden patterns between objects and phenomena of the world around him, and obtain information about properties, relationships, and dependencies. The use of effective means of enhancing the mental activity of a preschooler allows the child to find and master methods of cognition of the surrounding reality, to develop creative abilities and self-confidence.

math preschooler learning game

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.

One of the main tasks of preschool education is the mathematical development of the child. It does not indicate that at this stage the child should specifically master any specific knowledge. The mathematical development of a preschooler should give an opportunity to think outside the box, discover new dependent relationships. A special role in this type of activity is given to TRIZ technology (theory of solving inventive problems). The introduction of innovative technologies in the educational process of preschool education is an important condition for achieving a new quality of preschool education in the process of implementation of the GEF.
The game is the leading form of GCD in preschool institutions. Games using TRIZ technology carry the child into the world of knowledge, imperceptibly develop thinking, the ability to find innovative solutions, ingenuity.
The following games are widely used in the classes on the formation of elementary mathematical representations:
- "What number is lost?"
“Where do we find this number in life?”
“Where do we meet these lines?”
- "Where are the geometric shapes hidden?"
- "Puzzle Games"
Games using game material:
(counting sticks)
  - "Measure the length of the subject";
- “Lay out the pattern”;
- “Construction of objects on assignment”;
  - (cubes)
- “Comparison of objects by the number of cubes ...”;
- “construction of facilities”.
Thanks to such games, the child is trained in remembering color, the development of ingenuity, the establishment of friendly relations in the team. The gradual complication of tasks allows each child to move forward with his individual route.
The use of games based on TRIZ technology develops spatial representations, imagination, thinking, combinatory abilities, quick wit, ingenuity, resourcefulness, and purposefulness in solving practical problems, and contribute to the successful preparation of children for school. Children are attracted to games of entertainment, freedom of action, and submission to the rules, the ability to be creative and imaginative.
Using in his work in the classes on the formation of elementary mathematical representations of games by TRIZ technology for preschoolers, it can be concluded that, having mastered the skills to understand the task, he quickly learns about them, knows how to make an independent decision, successfully copes with a lot of creative tasks, easily adapts to school regardless of the training system. He has a high level of cognitive activity, well-developed speech, pronounced creative abilities, developed imagination. He knows how and wants to learn himself.
I present my experience in compiling a lesson using the structure of a creative lesson:
Block 1. Motivation (surprise, surprise).
Block 2. The content of the lesson (1).
Block 3. Psychological unloading.
Block 4. Puzzle.
Block 5. Intelligent workout.
Block 6. The content of the lesson (2).
Block 7. Summary.

FEMP GCD in the preparatory group using TRIZ technologies
Lesson author: S. M. Ovchinnikova, teacher of the pre-school educational institution Fomichevsky kindergarten

The lesson summary was developed under the program "Kindergarten 2100"
Subject: “We play and count”
Occupation Type:application of mathematical knowledge in directed game activity
Equipment: numbers and model of the number, models of mushrooms: fly agarics and butter, toys of domestic and wild animals, geometric figures and bodies.
Software Content:
- contribute to the development of creative abilities, analytical, associative thinking, imagination, positive communication skills;
- continue to teach children ordinal and quantitative counts within 10, learn to navigate in a number of numbers up to 10;
- classify objects according to three criteria (color, shape, size), perform practical actions in dividing the whole into parts and fix it in mathematical cards;
- adequately evaluate themselves and comrades; - cultivate a desire to help each other, overcome difficulties together.

Class progress

Block 1. Motivation (surprise, surprise)
Children enter the group and greet the teacher and each other. Educator:Guys, look at each other and smile, our mood is good, we are preparing for a trip to the country of Mathematics. Smart, competent, erudite people live in this country. So, we need to take our minds, ingenuity, resourcefulness and friendship to help friends in difficulties, as well as numbers, geometric shapes, mathematical cards.
Where we go, a riddle will tell us:
He is big, thick, green,
Represents the whole house
It will find shelter and birds
Bunnies, wolves and martens. (Forest)
Yes, in the country, mathematics can be passed through the forest, overcoming obstacles. Let's hit the road!
- Oh! But what happened? Guys, we have a commotion, the numbers have all disappeared, the geometric shapes and bodies have hidden, the math cards have all run away. They were hid in their possessions by a forest king.
- What should we do?
- We must go on a trip.
When traveling through the forest, we must return everything that belongs to the mathematics that the forest king stole. And in order to cope with all the difficulties, you and I must be friendly, responsive, attentive. I really hope that we will be honest, fair to ourselves and to comrades. Chips will talk about our merits in the journey (red - everything turned out, blue - there were small difficulties, but they managed to overcome them, yellow - "I didn’t succeed, please help"). I really hope that we will be honest, fair to ourselves and to comrades.
Block 2. Content
Educator:First we go into the dense forest. Well here?
Look, here is a real "jumble." The stolen figures lost their place, and they scream and squeak, help them to become operational in order.
Group work: 1st subgroup - children on a magnetic board put numbers in one row, the 2nd subgroup - in another row, model numbers in order from 1 to 7 and notice that there is not enough number and number 4.
- What did you notice? (no model number 4, number 4)
- The forest king will give this figure if you tell him where in life the number 4 occurs? (4 legs by the table, chair, 4 corners, 4 legs by animals)
  - Account direct and reverse
- Name all numbers greater than 5.
- Name all numbers less than 6.
- What number is between 3 and 5.
  - Which number is to the right of 3.
- What is the number to the left of 7.
- Who are the neighbors at 4.
- What happens to numbers when moving right on a number track?
- What happens to them when moving left?
You have successfully completed task number 1 of the forest king and returned the numbers.
Collectively evaluate the work of each travel participant with a chip and start accumulating chips.
Block 3. Psychological unloading.Did you do it? Ready to travel further? Then we will take each other by the shoulders, we will feel warmth, friendship, strength, support of each other. Soon the fairy tale affects, but not soon the thing is done. Well, here it’s time to set up again on the road. Go. Physical minute:We ride, ride, ride. To distant lands, Good neighbors, happy friends, We have fun living, We sing songs, and the song is sung
About how we live.
Block 4. Puzzle
Educator:Guys, let's continue the journey. Our trials did not end. We go further into the possession of the Forest King. He hid the inhabitants of the country of geometry in his possessions. Let's try to return them to mathematics. (In a forest glade, geometric figures, bodies and objects in which you can consider geometric figures and bodies). You have to make a chain in the same way, which consists of an object, a geometric figure, which can be considered in the object and the body that is found in it (for example: a drum - a cylinder, a circle, a house - a triangle, a rectangle, a pyramid).
- How many geometric figures and bodies are there?
- 5.
“When they are together, what shall we call them?” (whole)
- Can this whole be divided into parts?
Children divide the whole into parts: geometric shapes and bodies.
- What can you tell? (the whole 5 consists of parts - 3 bodies and 2 geometric figures)
- Can these figures and bodies still be divided into parts?
- Yes, you can, in size. 1 - large and 4 - small.
- Now the Forest King is returning to you geometric figures and bodies. You have successfully completed this test and returned the geometric inhabitants to the country of Mathematics.
Individually evaluate the result of your work with chips.
Block 5. Intelligent workout. Educator:So we arrived in the kingdom of the animal world. In the meadow (path) domestic and wild animals (among them - fish).
  - Who did we meet? (nature dwellers)
- Find the answer to my questions among these inhabitants and explain the answer.
“Who's the odd one out here?” Why?
- Fish, because it lives in water, and the rest on land.
“How many legs do all wild animals have here?”
- 8 (goat, bear)
- How many inhabitants?
- 6.
“How many tails do they have?”
- 6.
“How many ears do they have?”
  - 10, because the fish have no ears.
- How many legs?
- To return them to mathematics, we must build them one after another in size, from large to small (horse, goat, calf, hare, dog, fish).
- Who comes third?
  - What is the name of the horse? ...
- How many animals will come to math?
  - Thanks.
Why animals in math? (to make mathematical stories about them and solve problems)
- Can these animals be divided into parts? (wild and domestic)
Make a mathematical story with the words “was”, “ran away”, “left”.
Fill in the math card:
  - What is known? (part, whole)
  - What are the animals that ran away? (Part)
  - What do you need to know? (part)
- How do we find the unknown part? (To find the unknown part you need to remove the known part from the whole)
- How many animals are left? (4)
Block 6. Content of the lesson
- We leave for the thicket of the forest where they grow, guess what?
Riddle:
He stands among the grass
In a hat, but without a head.
He has one leg,
Yes, and that without a boot. (Mushroom)
- What mushrooms grow in the thicket of the forest? (oil and fly agaric)
  “Which ones can I eat?”
- Why can you use a fly agaric? (for medical purposes, to combat flies and insects)
“We will gather the boys oily, and the girls fly agaric.”
- Compare the amount of oil and the amount of fly agaric?
  - What needs to be done to compare the number of items? (make a couple).
- What can you say about mushrooms? (fly agaric by 1 more, because 1 fly agaric was not enough for a couple).
- How to make them equally?
- Let's return the rule to mathematics, which helps to compare objects, let’s talk about it.
- Thanks!
Block 7. Summary
- What good deeds did we do in class?
- What did you learn while traveling? - Did we succeed?
- Look at the earned chips and analyze your work in class.
- Guys, thanks to our hard work, we managed to return its inhabitants to the country of Mathematics? (digits and model of numbers, ordinal and quantitative counting, geometric bodies and figures, rule for comparing two numbers, tasks).
  - And the Forest Tsar thanks you for your good work, perseverance, friendship and offers to draw a surprise out of a magic box.

1. Utemov V.V., Zinovkina M.M., Gorev P.M. Pedagogy of creativity: Applied course in scientific creativity: a training manual. - Kirov: ANO "Interregional CITO", 2013. - 212 p.
2. A child in kindergarten: an illustrated methodological magazine for preschool teachers. - 2013. - No. 2.