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Modern technologies for mathematical development of preschool children. Methodology for the formation of elementary mathematical concepts (famp) in the middle group

CITY THEORETICAL AND PRACTICAL SEMINAR

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

SPEECH BY TEACHER ATAVINA N.M.

“The use of Dienesh blocks in the formation of elementary mathematical concepts in preschoolers”

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

Dear teachers! “The human mind is marked by such an insatiable receptivity to knowledge that it is, as it were, an abyss...”

Ya.A. Comenius.

Any teacher is especially concerned about children who are indifferent to everything. If a child has no interest in what is happening in class, no need to learn something new, this is a disaster for everyone. The problem for a teacher is that it is very difficult to teach someone who does not want to learn. The problem 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 child’s problem: he is not only bored, but also difficult, and hence difficult relationships with parents, with peers, and with himself. It is impossible to maintain self-confidence and self-respect if everyone around is striving for something, enjoying something, and he alone does not understand 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' forecasts, the third millennium will be marked by an information revolution. Knowledgeable, active and educated people will become valued as true national wealth, since it is necessary to competently navigate the ever-increasing volume of knowledge. Already now, an indispensable characteristic of readiness to study at school is the presence of interest in knowledge, as well as the ability to perform voluntary actions. These abilities and skills “grow” from strong cognitive interests, which is why it is so important to shape them, teach them to think creatively, outside the box, and to independently find the right solution.

Interest! Perpetual motion machine of all human quests, the unquenchable fire of an inquisitive soul. One of the most exciting questions of education for teachers remains: How to arouse sustainable cognitive interest, how to arouse a thirst for the difficult process of learning?
Cognitive interest is a means of attracting children to learning, a means of activating children’s thinking, a means of making them worry and work enthusiastically.

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

The essence of entertainment is novelty, unusualness, surprise, strangeness, and inconsistency with previous ideas. At fun learning emotional and mental processes intensify, forcing you to look more closely at the subject, observe, guess, remember, compare, and look for explanations.

Thus, the lesson will be educational and entertaining if 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 the will to achieve results);

All human mental activity consists of logical operations and is carried out in practical activity and is inextricably linked with it. Any type of activity, any work involves solving mental problems. Practice is the source of thinking. Everything that a person cognizes through thinking (objects, phenomena, their properties, natural connections between them) is verified by practice, which gives an answer to the question of whether he correctly cognized this or that phenomenon, this or that pattern or not.

However, practice shows that knowledge acquisition is limited various stages learning causes significant difficulties for many children.

– mental operations

(analysis, synthesis, comparison, systematization, classification)

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

in synthesis - building a whole from parts;

in comparison - identifying common and different features in a number of objects;

in systematization and classification - constructing objects or items according to any scheme and arranging them according to any criterion;

in generalization - linking an object with a class of objects based on essential features.

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

Intellectual work is not very easy, and, taking into account the age capabilities of preschool children, teachers must remember

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

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

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 Dienesh blocks.

Dienes blocks were invented by the Hungarian psychologist, professor, creator of the original “New Mathematics” methodology - Zoltan Dienes.

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

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

Last decade This material is gaining increasing recognition among teachers in our country.

So, Dienesh's logic blocks are intended for children from 2 to 8 years old. As you can see, they are the type of toys that you can play with for years by complicating tasks from simple to complex.

Target: the use of Dienesh's logical blocks is the development of logical and mathematical concepts in children

The tasks of using logical blocks in working with children have been identified:

1.Develop logical thinking.

2.To form an idea of mathematical concepts –

algorithm, (sequence of actions)

encoding, (storing information using special characters)

decoding information (decoding symbols and signs)

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

3. Develop the ability to identify properties in objects, name them, adequately indicate their absence, generalize objects according to their properties (one, two, three characteristics), explain the similarities and differences of objects, justify their reasoning.

4. Introduce the shape, color, size, thickness of objects.

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

6. Develop the knowledge, skills and abilities necessary to independently solve educational and practical problems.

7. Foster independence, initiative, perseverance in achieving goals and overcoming difficulties.

8. Develop cognitive processes, mental operations.

9. Develop creativity, imagination, fantasy,

10. Ability to model and design.

From a pedagogical point of view, this game belongs to the group of games with rules, to the group of games that are directed and supported by an adult.

The game has a classic structure:

Task(s).

Didactic material (actually blocks, tables, diagrams).

Rules (signs, diagrams, verbal instructions).

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

Result (necessarily verified with the task at hand).

So, let's open the box.

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

1. Shape - round, square, triangular, rectangular;

2. Color - red, yellow, blue;

3. Size - large and small;

4. Thickness - thick and thin.

And what?

We will take a 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 activities with Dienesh blocks were proposed.

It is no coincidence that many kindergartens in Russia teach children using this method. We want to show how interesting it is.

Our goal is to interest you, and if it is achieved, then we are sure that you will not have a box of blocks collecting dust on your shelves!

Where to start?

Working with Dienesh Blocks, build on the principle - from simple to complex.

As already mentioned, you can start working with blocks with children of primary preschool age. We would like to suggest stages of work. Where did we start?

We would like to warn you that strict adherence to one stage after another is not necessary. Depending on the age at which work with blocks begins, as well as on the level of development of children, the teacher can combine or exclude some stages.

Stages of learning games with Dienesh blocks

Stage 1 “Acquaintance”

Before directly moving on to playing with Dienesh blocks, at the first stage we gave the children the opportunity to get acquainted with the blocks: take them out of the box on their own and examine them, play at their own discretion. Educators can observe such acquaintance. And children can build turrets, houses, etc. In the process of manipulating the blocks, the children established that they have different shape, color, size, thickness.

We would like to clarify that at this stage children become familiar with the blocks on their own, i.e. without assignments or teachings from the teacher.

Stage 2 “Investigation”

At this stage, children examined the blocks. With the help of perception, they learned the external properties of objects in their totality (color, shape, size). Children spent a long time, without distractions, practicing transforming figures, moving blocks along at will. For example, red pieces to red ones, squares to squares, etc.

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

Stage 3 “Game”

And when the acquaintance and examination took place, they offered the children one of the games. Of course, when choosing games, you should take into account the intellectual capabilities of children. Didactic material is of great importance. Playing and arranging blocks is more interesting for someone or something. For example, treat animals, resettle residents, plant a vegetable garden, etc. Note that the set of games is presented in a small brochure, which is attached to the box with blocks.

(showing the brochure included with the blocks)

4 Stage “Comparison”

Children then begin to identify similarities and differences between the shapes. The child’s perception becomes more focused and organized. It is important that the child understands the meaning of the questions “How are the figures similar?” and “How are the shapes different?”

In a similar way, children established differences in shapes based on thickness. Gradually, children began to use sensory standards and their generalizing 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 using one, two, three or all four available signs. For example, they were asked to find and show any square.

Stage 6 “Acquaintance with symbols”

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

Riddles without words (coding). We 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 depicted schematically on cards. This allows you to develop the ability to model and replace properties, the ability to encode and decode information.

This interpretation of the coding of block properties was proposed by the author of the didactic material himself.

The teacher, using code cards, guesses a block, the children decipher the information and find the coded block.

Using code cards, the guys called the “name” of each block, i.e. listed its symptoms.

(Showing cards on a ring album)

Stage 7 “Competitive”

Having learned to search for a figure with the help of cards, the children happily asked each other about the figure that needed to be found, came up with and drew their own diagram. Let me remind you that games require the presence of visual didactic material. For example, “Resettlement of tenants”, “Floors”, etc. There was a competitive element to the block game. There are tasks for games where you need to quickly and correctly find a given figure. The winner is the one who never makes a mistake both when encrypting and when searching for the encoded figure.

Stage 8 “Denial”

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

Display - cards

So, for example, “small” means “small”, “not small” means “big”. You can enter one cutting sign into the diagram - according to one attribute, for example, “not big” means small. Is it possible to enter a negation sign for all characteristics: “not a circle, not a square, not a rectangle”, “not red, not blue”, “not big”, “not thick” - what block? Yellow, small, thin triangle. Such games form in children the concept of negating a certain property using the particle “not”.

If you started introducing children to Dienesh blocks in senior group, then the stages “Acquaintance” and “Examination” can be combined.

The structural features of games and exercises allow us to vary the possibility of their use at different stages of learning. Didactic games are distributed according to the age of the children. But each game can be used in any age group (complicating or simplifying the tasks), thereby providing a huge field of activity for the teacher’s creativity.

Children's speech

Since we work with OHP children, then great importance We pay attention to the development of children's speech. Games with Dienesh blocks contribute to the development of speech: children learn to reason, enter into dialogue with their peers, construct their statements using the conjunctions “and”, “or”, “not”, etc. in sentences, and willingly enter into verbal contact with adults , enriches lexicon, a keen interest in learning is awakened.

Interaction with parents

Having started working with children using this method, we introduced our parents to this entertaining game at practical seminars. Feedback from parents was very positive. They consider this logic game useful and exciting, regardless of the age of the children. We suggested that parents use planar logical material. It can be made from colored cardboard. They showed how easy, simple and interesting it is to play with them.

Games with Dienesh blocks are extremely diverse and are not at all limited to the proposed options. There is a wide variety of different options, from simple to the most complex, which even an adult would find interesting to puzzle over. The main thing is that the games are played in a specific system, taking into account the principle “from simple to complex.” Understanding by the teacher the importance of including these games in educational activities will help him use their intellectual and developmental resources more rationally and independently create his own original didactic games. And then the game for his pupils will become a “school of thinking” - a school that is natural, joyful and not at all difficult.

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Games with Dienesha blocks as a means of forming universal prerequisites for educational activities in preschool children PREPARED BY TEACHER ATAVINA NATALYA MIKHAILOVNA Pokachi, April 24, 2015

Objectives: Develop logical thinking. To form an understanding of mathematical concepts. To develop the ability to identify properties in objects. To become familiar with the shape, color, size, and thickness of objects. Develop spatial concepts. Develop the knowledge, skills and abilities necessary to independently solve educational and practical problems. Foster independence, initiative, perseverance; develop cognitive processes and mental operations. Develop creativity, imagination, fantasy Develop the ability to model and design.

Stages of learning games with Dienesha blocks Stage 1 “Acquaintance” to give children the opportunity to get acquainted with the blocks

Stage 2 “Investigation”. For example, red pieces to red ones, squares to squares, etc.

Stage 3 “Game”

4 Stage “Comparison”

Stage 5 “Search”

Stage 6 “Acquaintance with symbols”

Stage 7 “Competitive”

CITY THEORETICAL AND PRACTICAL SEMINAR

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

SPEECH BY TEACHER ATAVINA N.M.

“The use of Dienesh blocks in the formation of elementary mathematical concepts in preschoolers”

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

Dear teachers! “The human mind is marked by such an insatiable receptivity to knowledge that it is, as it were, an abyss...”

Ya.A. Comenius.

Interest! The perpetual motion machine of all human quests, the unquenchable fire of an inquisitive soul. One of the most exciting questions of education for teachers remains: How to arouse sustainable cognitive interest, how to arouse a thirst for the difficult process of learning?

Cognitive interest is a means of attracting children to learning, a means of activating children’s thinking, a means of making them worry and work enthusiastically.

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

The essence of entertainment is novelty, unusualness, surprise, strangeness, and inconsistency with previous ideas. With entertaining learning, emotional and mental processes intensify, forcing you to look more closely at the subject, observe, guess, remember, compare, and look for explanations.

Thus, the lesson will be educational and entertaining if 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 the will to achieve results);

However, practice shows that mastering 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 and their subsequent comparison;

in synthesis - building a whole from parts;

in comparison - identifying common and different features in a number of objects;

in systematization and classification - constructing objects or items according to any scheme and arranging them according to any criterion;

in generalization - linking an object with a class of objects based on essential features.

Therefore, education in kindergarten should be aimed, first of all, at the development of cognitive abilities, the formation of prerequisites for educational activity, which are closely related to the development of mental operations.

Intellectual work is not very easy, and, taking into account the age capabilities of preschool children, teachers must remember

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

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

The teachers of our preschool institution successfully use modern pedagogical technologies and methods for organizing the educational process.

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

Dienes blocks were invented by the Hungarian psychologist, professor, creator of the original “New Mathematics” methodology - Zoltan Dienes.

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

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

Over the past decade, this material has been gaining increasing recognition among teachers in our country.

So, Dienesh's logic blocks are intended for children from 2 to 8 years old. As you can see, they are the type of toys that you can play with for years by complicating tasks from simple to complex.

Target:the use of Dienesh's logical blocks is the development of logical and mathematical concepts in children

The tasks of using logical blocks in working with children have been identified:

1.Develop logical thinking.

2.To form an idea of mathematical concepts –

algorithm, (sequence of actions)

encoding, (storing information using special characters)

decoding information (decoding symbols and signs)

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

4. Introduce the shape, color, size, thickness of objects.

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

6. Develop the knowledge, skills and abilities necessary to independently solve educational and practical problems.

7. Foster independence, initiative, perseverance in achieving goals and overcoming difficulties.

8. Develop cognitive processes, mental operations.

9. Develop creativity, imagination, fantasy,

10. Ability to model and design.

From a pedagogical point of view, this game belongs to the group of games with rules, to the group of games that are directed and supported by an adult.

The game has a classic structure:

Task(s).

Didactic material (actually blocks, tables, diagrams).

Rules (signs, diagrams, verbal instructions).

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

Result (necessarily verified with the task at hand).

So, let's open the box.

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

1. Shape - round, square, triangular, rectangular;

2. Color - red, yellow, blue;

3. Size - large and small;

4. Thickness - thick and thin.

And what?

We will take a 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 activities with Dienesh blocks were proposed.

It is no coincidence that many kindergartens in Russia teach children using this method. We want to show how interesting it is.

Our goal is to interest you, and if it is achieved, then we are sure that you will not have a box of blocks collecting dust on your shelves!

Where to start?

Working with Dienesh Blocks, build on the principle - from simple to complex.

As already mentioned, you can start working with blocks with children of primary preschool age. We would like to suggest stages of work. Where did we start?

Stages of learning games with Dienesh blocks

Stage 1 “Acquaintance”

Before directly moving on to playing with Dienesh blocks, at the first stage we gave the children the opportunity to get acquainted with the blocks: take them out of the box on their own and examine them, play at their own discretion. Educators can observe such acquaintance. And children can build turrets, houses, etc. In the process of manipulating with blocks, children established that they have different shapes, colors, sizes, and thicknesses.

We would like to clarify that at this stage children become familiar with the blocks on their own, i.e. without assignments or teachings from the teacher.

Stage 2 “Investigation”

At this stage, children examined the blocks. With the help of perception, they learned the external properties of objects in their totality (color, shape, size). Children spent a long time, without distraction, practicing transforming figures, rearranging blocks at their own request. For example, red pieces to red ones, squares to squares, etc.

Stage 3 “Game”

(showing the brochure included with the blocks)

4 Stage “Comparison”

Stage 5 “Search”

Stage 6 “Acquaintance with symbols”

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

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

This interpretation of the coding of block properties was proposed by the author of the didactic material himself.

The teacher, using code cards, guesses a block, the children decipher the information and find the coded block.

Using code cards, the guys called the “name” of each block, i.e. listed its symptoms.

(Showing cards on a ring album)

Stage 7 “Competitive”

Stage 8 “Denial”

Display - cards

If you started introducing children to Dienesh blocks in the older group, then the “Acquaintance” and “Examination” stages can be combined.

Children's speech

Since we work with OHP children, we pay great attention to the development of children’s speech. Games with Dienesh blocks contribute to the development of speech: children learn to reason, enter into dialogue with their peers, construct their statements using the conjunctions “and”, “or”, “not”, etc. in sentences, and willingly enter into verbal contact with adults , vocabulary is enriched, and a keen interest in learning is awakened.

Interaction with parents

Having started working with children using this method, we introduced our parents to this entertaining game at practical seminars. Feedback from parents was very positive. They find this logic game useful and exciting, regardless of the age of the children. We suggested that parents use planar logical material. It can be made from colored cardboard. They showed how easy, simple and interesting it is to play with them.

Taking into account the Federal State Educational Standard, FEMP belongs to the field of cognitive development.

Cognitive development involves the development of children's interest, curiosity, cognitive motivation, and the formation of cognitive actions. The formation of consciousness, the formation of primary ideas about oneself, others, objects of the surrounding world (shape, color, size, material, quantity, number, part and whole, space and time).

The principles of mathematical development are:

2)Mathematical content in different types activities

Forms of work: in game, design

In the joint activities of the teacher and children.

When teaching children mathematics, teachers use different technologies.

Pedagogical technology - a special set of forms, methods, methods, teaching techniques and educational means systematically used in the educational process.

Technology for teaching children to count within 100.

Formation of numbers 2nd 10, counting within 20.

Erofeeva, Pavlova, Novikova.

10 sticks. The question is how much?

Teacher: before the word 10 was denoted by the word twenty. Let's collect 10 sticks and tie them with braid. You get 1 ten or twenty.

I'll put 1 stick. It will turn out to be 11, etc. until 20.

Let's collect these sticks and make 2 dozen.

Nikitin's hundred table.

E units from top to bottom

Tens from left to right

Children are given tasks: name the numbers from top to bottom, mark the number with a card, name the neighbors of the number. You can teach addition and subtraction. When folded to the right and down. When subtracting left and up.

The table is used to familiarize yourself with the first hundred, layering and subtraction within a hundred.

Technology hundred-account N.A. Zaitsev.

T
The table consists of: number tapes, cards with numbers, a number column, and arithmetic operation charts. Table from 0 to 99.

The child sees how many tens and units each number makes up.

Tasks: find neighbors, which number is greater and which is less. Find the number indicated by two identical numbers.

This material can be placed on the wall.

Cuinezer counting sticks

They contribute to the accumulation of sensory experience, which facilitates the transition from the concrete to the abstract to develop mastery of numbers, counting, and measurement.

A stick is a set on which the relation of equivalence and order is easily detected. Color and size.

Using numbers in color allows for the development of number concepts based on counting and measurement.

Let's get to the understanding of more less by.

The set consists of 241 sticks rectangular parallelepiped. The sticks have different lengths from 1 to 10 cm. Each stick is a number highlighted in color and size (1 is white, 2 is pink, two white is one pink). The exercises are carried out in 2 stages. 1 – children play with sticks. 2 – sticks as a means of teaching mathematics.

Dienesha blocks

The logical material consists of 48 logical blocks, which differ in 4 different shapes: round, square, rectangular, triangular.

Color – red yellow blue

Thickness.

Allows the development of mental operations and leads to logical thinking.

They play a game of collecting all the red blocks in one hoop, with all the others outside the hoop.

Question 33. Organization of environmental education for preschool children in preschool educational institutions.

From the Federal State Educational Standard. One of the tasks of social and communicative development is the formation of the foundations safe behavior in everyday life, society, nature. System of environmental education in preschool educational institutions: 1. Professional training of teachers. 2. Ecological and developmental environment in a preschool educational institution: its creation and work within it. 3. Direct environmental education for preschool children. 4. Environmental education of preschool children. 5. Work in society (visiting museums). One of important conditions Environmental education and upbringing in a preschool institution is the correct organization and greening of the developing subject environment. According to S.N. Nikolaeva, the main feature of such an environment is the introduction of living nature objects into it. The diversity of flora and fauna on the kindergarten site, the correct organization from an ecological point of view, and the organization of a nature zone in the premises of a preschool institution constitute a developing ecological environment necessary for raising children. It is precisely this environment that creates the conditions for the child to form the foundations of environmental consciousness, elements of ecological culture, and the implementation of new ideas about the universality and self-esteem of nature. N.A. Ryzhova notes that from the point of view of environmental education and upbringing, the environment in a preschool institution should create conditions for: 1. Cognitive development of the child (creating conditions for his cognitive activity, opportunities for experimenting with natural materials, systematic observations of objects of living and inanimate nature, searching for answers to questions that interest the child and posing new questions), 2. Ecological and aesthetic development of the child (attracting attention to others natural objects, development of the ability to see the beauty of the natural world, the diversity of its colors and shapes, to give preference to natural objects over artificial objects), 3. Improvement of the child’s health (use of environmentally friendly materials for interior design, toys, assessment of the environmental situation in the territory of the preschool institution),4. Formation of the child’s moral qualities (creation of conditions for daily care of living objects and communication with them, formation of the desire and ability to preserve the natural world),5. Formation of environmentally literate behavior (development of skills rational environmental management, caring for animals, plants, environmentally conscious behavior in nature and everyday life). Any ecological environment consists of various elements. Each of them performs its own functional role. Ecological room.This item ecological environment intended for complex classes on ecology, relaxation purposes, independent work and independent children's games. IN optimal option(depending on size) the room is divided into rows functional zones, for example, training area, collection area, relaxation area, library area. The design of an environmental class should serve as an example of safe and aesthetically competent design of premises, contribute to the development of environmentally friendly correct behavior children and adults in everyday life. Only natural materials are used here. The Living Corner is a fairly traditional element of preschool institutions, but its design and content are modern stage acquires new specificity associated with the tasks of environmental education and upbringing. Animals and plants in the corner are selected taking into account educational and educational purposes. The winter garden is also a fairly common element of the environment. The variability of its structure is manifested in the selection of plants according to species composition, appearance, environmental, geographical features, and the location of individual groups of plants. Alpine slide– a non-traditional element of the ecological environment. The variability of its design is manifested in the location of the slide (on the territory of a preschool educational institution, in the ecological room, winter garden, living corner), in the species composition of plants, appearance, sizes of stones. Museums. There are 2 areas of using museum pedagogy for the purposes of environmental education: visiting museums (local history, history, natural science, exhibitions) and creating small museums directly in preschool institutions. These areas are relatively new for kindergartens. Vegetable garden, garden - these elements are common in preschool educational institutions that are deeply involved in acquaintance with nature, and in many kindergartens located in small towns and villages. There are 3 main types of vegetable gardens: in the courtyard of a preschool institution, mini-gardens on windows, vegetable gardens in greenhouses and greenhouses. All these elements of the ecological environment serve the purposes of environmental education and training. First of all, they contribute to the emergence of cognitive interest, develop curiosity, teach how to care for plants and animals, and instill responsibility for living beings. According to S.N. Nikolaeva, the creation of an ecological environment, its maintenance at the required level, improvement and subsequent use in pedagogical activities can act as a method of environmental education of children. Proper organization nature zones presupposes that employees of preschool institutions acquire an ecological approach to the life of plants and animals and the peculiarities of the methods of environmental education of children. A feature of the method of environmental education of children is the child’s direct contact with objects of nature, “live” communication with nature and animals, observation and Practical activities to care for them. Near the child there should be natural objects that are in normal (from an environmental point of view) conditions, i.e. conditions that fully meet the needs of living organisms. The ecological environment in a preschool educational institution is, first of all, specific, individual animals and plants that constantly live in the institution and are under the care of adults and children. Teachers and other kindergarten employees need to know the environmental features of each natural object - its needs for certain factors external environment, the conditions under which he feels good and develops. A preschool institution can have any animals and plants if they meet the following requirements: safe for the life and health of children and adults; unpretentious in terms of maintenance and care. According to S.N. Nikolaeva, an ecological approach to living objects means environmentally correct keeping of animals, i.e. creation for them individual conditions, maximally copying natural environment their habitat: allocating a sufficiently large space, equipping the room with appropriate attributes from natural material, selection of the necessary feed, creation of the necessary temperature regime. Such conditions are the most in a humane way keeping animals, which is important from the point of view of environmental and moral education of children. In such conditions, animals are active, which makes it possible to organize observation of different spheres of life: nutrition, movement, raising offspring, etc.). In such conditions, children can trace the adaptive features of animals: camouflage coloring, storing food, caring for offspring, etc. An ecological approach is necessary not only for animals, but also for plants. The main factors determining plant life, their growth and development are light, soil, and air. Thus, the creation and maintenance of an ecological environment in a preschool educational institution, as well as adherence to the principle of an ecological approach to the maintenance of living objects, are an important condition for the formation of an ecological culture in preschool children.

Safronova Nadezhda Vasilievna
Job title: teacher
Educational institution: MBDOU kindergarten No. 19
Locality: Novokuznetsk city, Kemerovo region
Name of material: Toolkit
Subject:"Game technologies for the mathematical development of preschool children"
Publication date: 30.10.2017
Chapter: preschool education

MBDOU Danish garden No. 19.

Toolkit.

Topic: Game technologies for the mathematical development of preschool children

age.

Educator: Safronova N.V.

Novokuznetsk, 2017

Introduction…………………………………………………………………………………...3

Game as the main method of teaching…………………………………...4

The process of forming elementary mathematical

performances, gaming technologies…………………………………..5

Conclusion……………………………………………………………11

Used literature……………………………………………...12

INTRODUCTION

Mastering mathematical knowledge at various stages of school

learning causes significant difficulties for many students. One of

reasons that create difficulties and overload for students in the process

acquisition of knowledge consists in insufficient preparation of thinking

preschoolers to master this knowledge.

The problems of developing thinking based on experience are ideas

domestic and foreign teachers - psychologists:

L.S. Vygotsky.P.P. Blonsky, P.P. Golperin, S.L. Rubinshteina, V.V.

Davydova, A.I. Meshcheryakov, I.A. Menchinskaya, D.B. Elkonina, A.V.

Zaporozhets,

M. Montessori.

Thinking- the highest level of human knowledge of reality.

The question of where and how to start preparing preschool children for

studying mathematics (or pre-mathematics preparation) cannot

be decided now in the same way as it was decided 100 or even 50 years ago.

the formation of ideas about numbers and simple geometric

figures, learning to count, add and subtract, measure in

the simplest cases. From the point of view of the modern concept of teaching

for the youngest children no less important than arithmetic operations

preparing them for mastering mathematical knowledge is the formation

logical thinking. Children need to be taught not only to calculate and

measure, but also reason.

1.Game as the main method of teaching preschool children.

When we're talking about about teaching preschoolers, then, of course, this does not mean

direct teaching of logical operations and relations, and preparing children for

mastering the exact meaning of words and phrases denoting these

transactions and relationships through practical actions, leading to

Thus, pre-mathematical preparation of children seems

consisting of two closely intertwined main lines: logical, i.e.

preparing children's thinking for the methods used in mathematics

reasoning, and actually before the mathematical one, which consists in the formation

elementary mathematical concepts. Note that logical

preparation goes beyond preparation for the study of mathematics, developing

children's cognitive abilities, in particular their thinking and speech.

Analysis of the state of education of preschool children leads many

specialists to the conclusion about the need for development in didactic games

(along with the received wide use fastening function and

repetition of knowledge) functions of forming new knowledge, ideas and

ways of cognitive activity. In other words, we are talking about

the need to develop the educational functions of the game, which involves

learning through play.

For them, play is work, study, and a serious form of education. Sometimes

they ask when to play with children, before or after class, without knowing

even that you can play with children during the lesson itself and teach them in the process

games by playing with them.

In teaching children 4-6 years old, play is considered not just one of the

teaching methods, but as the main method of teaching children of this age, in

further gradually giving way to other methods

training. For children 4-6 years old, play is the leading activity:

It is where the child’s psyche most clearly and intensively manifests itself, is formed and

develops.

Learning through play is an interesting and exciting activity for the most

small, contributes to the gradual transfer of interest and passion from

game for educational activities. A game that captivates children, they are not

overloads both mentally and physically. It is obvious that children's interest in

the game gradually turns not only into an interest in learning, but also in the fact that

is being studied, that is, with an interest in mathematics.

2. The process of forming elementary mathematical

performances, gaming technologies

The development and selection of technologies depends on what is being developed and

what will the development of the child’s mental activity consist of?

connections and interconnections of objects and phenomena of the surrounding world. This

mastering the properties of objects (shape, color, size, weight, capacity, etc.)

Gaming technologies:

Logical and mathematical games;

Educational situations (developmental, gaming);

Problem situations, questions;

Experimentation, research activities;

Creative tasks, questions and situations.

The process of forming elementary mathematical concepts

carried out under the guidance of a teacher, as a result systematically

the work carried out at the GCD and outside it, aimed at familiarizing children with

quantitative, spatial and temporal relationships with

using a variety of means. unique tools of the teacher’s labor and

tools for children's cognitive activity.

In practice, the following formation tools are used

elementary mathematical concepts:

Sets of visual teaching materials for classes;

Equipment for independent games and activities for children;

Methodological manuals for kindergarten teachers, in which

reveals the essence of the work on the formation of elementary

mathematical concepts in children in each age group and are given

sample lesson notes;

Team didactic games and exercises for the formation

quantitative, spatial and temporal representations in

preschoolers;

Educational and educational books to prepare children to learn

mathematics at school in a family environment.

When forming elementary mathematical concepts

teaching aids perform various functions:

Implement the principle of visibility;

Adapt abstract mathematical concepts into accessible language

kids uniform;

Help children master the methods of action necessary to

the emergence of elementary mathematical concepts;

Helps children gain sensory experience

properties, relationships, connections and dependencies, its constant expansion and

enrichment, help to make a gradual transition from material

to the materialized, from the concrete to the abstract;

Give the teacher the opportunity to organize educational and cognitive

activities of preschoolers and manage this work, develop in them

desire to gain new knowledge, master counting, measurement,

the simplest methods of calculation, etc.;

Increase the volume of independent cognitive activity of children

in and outside of mathematics classes;

Expand the teacher’s capabilities in solving educational,

educational and developmental tasks;

Rationalize and intensify the learning process.

Thus, teaching aids perform important functions:

activities of the teacher and children in the formation of their elementary

mathematical concepts. They are constantly changing, new

are designed in close connection with the improvement of theory and practice

pre-mathematical preparation of children.

The main means of teaching is visual didactic

material for classes. It includes the following: environmental objects

media taken in in kind: various household items, toys,

dishes, buttons, cones, acorns, pebbles, shells, etc.;

Images of objects: flat, contour, color, on stands and without

them, drawn on cards;

Graphic and schematic tools: logical blocks, figures,

cards, tables, models.

When forming elementary mathematical concepts in

In my classes I most widely use real objects and their images.

As children age, there are natural changes in use

separate groups of didactic means: along with visual aids

an indirect system of didactic materials is used.

Modern research refutes the claim that it is inaccessible to

children of generalized mathematical concepts. Therefore, when working with

older preschoolers use visual aids that model

mathematical concepts.

Didactic tools should change not only taking into account age

features, but depending on the ratio of concrete and abstract

at different stages of children's learning program material. For example, on

at a certain stage, real objects can be replaced by numerical ones

figures, and they, in turn, numbers, etc.

Each age group must have its own kit.

visual material. Visual didactic material corresponds to

age characteristics of children, meets various requirements:

scientific, pedagogical, aesthetic, sanitary and hygienic,

economic, etc.

It is used in classes when explaining new things, consolidating them, for

repetition of what has been covered and when testing children’s knowledge, i.e. at all stages

training.

Usually two types of visual material are used: large,

(demonstration) for showing and working with children and small (distribution),

which the child uses while sitting at the table and simultaneously performing

everyone's task is the teacher's.

Demonstration and handout materials differ in purpose:

the former serve to explain and show methods of action by the teacher,

the latter provide the opportunity to organize independent activities

children, during which the necessary skills and abilities are developed.

These functions are basic, but not the only ones and strictly

fixed.

The size of benefits is taken into account: handouts must be

so that children sitting nearby can comfortably place it on the table and not

interfere with each other while working.

Visual didactic material serves to implement the program

development of elementary mathematical concepts

in the process of specially organized exercises during NOD. With this

the purpose is used:

Aids for teaching children to count;

Aids for exercises in recognizing the size of objects;

Aids for children's exercises in recognizing the shape of objects and

geometric shapes;

Aids for exercising children in spatial orientation;

Aids for teaching children time orientation. Data

sets of manuals must correspond to the main sections

programs and include both demonstration and handout material.

The didactic tools necessary for conducting educational activities are being prepared

teacher, involving parents in this, or are taken ready from

environment.

Equipment for independent games and activities can include:

Special didactic tools for individual work with

children, for preliminary acquaintance with new toys and

materials;

A variety of didactic games: board-printed and with objects;

training developed by A. A. Stolyar; developing, developed by B.

P. Nikitin; checkers, chess;

Entertaining mathematical material: puzzles, geometric

mosaics and constructors, labyrinths, joke problems, tasks on

transfiguration, etc. with the application, where necessary, of samples

(for example, the game "Tangram" requires dissected and

undivided, contour), visual instructions etc.;

Separate didactic tools: blocks 3. Dienesha (logical blocks),

X. Kusener sticks, counting material (different from what is used

in the classroom), cubes with numbers and signs, children's computers

and much more.

Books with educational and cognitive content for reading to children and

looking at illustrations.

All these facilities are located directly in the independent zone

cognitive and gaming activities. These funds are used in

mainly during gaming hours, but can also be used on GCD

Working with a variety of didactic means outside of class,

the child not only consolidates the knowledge acquired in the classroom, but also in

In some cases, by assimilating additional content, it can outstrip

requirements of the program, gradually prepare to master it.

Independent activity under the guidance of a teacher, taking place

individually, in a group, makes it possible to ensure the optimal pace

development of each child, taking into account his interests, inclinations, abilities,

peculiarities.

One of the means of developing in preschool children

elementary mathematical concepts are entertaining games,

exercises, tasks, questions. This fun math material

extremely diverse in content, form, developmental and

educational influence.

From entertaining mathematical material in working with preschoolers

The simplest types can be used:

Geometric construction sets: “Tangram”, “Pythagoras”, “Columbus Egg”,

“Magic Circle”, etc., in which from a set of flat geometric shapes

you need to create a plot image based on a silhouette, contour

sample or by design;

- “Rubik’s Snake”, “Magic Balls”, “Pyramid”, “Fold the Pattern”,

Unicube and other puzzle toys consisting of

It expands the ability to create and solve problem situations,

opens effective ways to enhance mental activity,

promotes the organization of communication between children and with adults.

Entertaining math material is a means

complex impact on the development of children, with its help it is carried out

mental and volitional development, problems in learning are created, child

takes an active position in the learning process itself. Spatial

imagination, logical thinking, purposefulness and

purposefulness, ability to independently search and find ways

actions to solve practical and cognitive problems - all this,

taken together, is required for successful mastery of mathematics and other

educational subjects at school.

In the "Childhood" program the main indicators of intellectual

child development are indicators of the development of such mental

processes such as comparison, generalization, grouping, classification. Children,

having difficulty choosing subjects for certain

properties, in their grouping they usually lag behind in sensory development

(especially in younger and middle age). Therefore, games for the touch

development occupy a large place in working with these children and. usually,

give good results.

In addition to traditional games aimed at sensory development, very

Games with Dienesh Blocks are effective. For example, these:

Make a pattern. Goal: develop perception of shape

Balloons. Purpose: to draw children's attention to the color of the object,

learn to select objects of the same color

Remember the pattern. Goal: develop observation, attention, memory

Find your house. Goal: develop the ability to distinguish colors and shapes

geometric shapes, to form an idea of the symbolic

image of objects; teach to systematize and classify

geometric shapes in color and shape.

Complimentary ticket. Goal: to develop children’s ability to distinguish

geometric shapes, abstracting them by color and size.

Ants. Goal: to develop children's ability to distinguish color and size

items; form an idea of a symbolic image

items.

Carousel. Goal: to develop children's imagination and logical thinking;

exercise the ability to distinguish, name, organize blocks by color,

size, shape.

Multi-colored balls. Goal: develop logical thinking; learn

The further order of the games is determined by the complication: the development of skills

compare and summarize, analyze, describe blocks using

characters, classified according to 1-2 criteria. These and further

complications transform the games into the category of games for gifted children. On the same

“lagging” children themselves can move up the ranks. It is important to implement on time

necessary transition of children to the next stage. So as not to overexpose

children at a certain level, the task should be difficult, but

feasible.

Thus, trying to take into account the interests of each child in the group, the teacher

must strive to create a situation of success for everyone, taking into account his

achievements at the moment of development. You must have:

Availability of games with a variety of content - to provide children with

rights of choice

The presence of games aimed at advancing development (for gifted

Compliance with the principle of novelty - the environment must be changeable,

updated - children love new things

Compliance with the principle of surprise and unusualness.

Conclusion

Organized in line gaming technologies work on mathematics

development of children meets the interests of the children themselves, promotes the development

their interest in intellectual activity corresponds to current

requirements for organizing the educational process for preschoolers and

stimulates further creativity in joint activities with

BIBLIOGRAPHY.

Wenger L.A., Dyachenko O.M. "Games and exercises to develop

mental abilities in preschool children."

"Enlightenment" 1989

Erofeeva T.I. "Introduction to mathematics: Toolkit For

teachers." – M.: Education, 2006.

Zaitsev V.V. "Mathematics for preschool children." Humanitarian.

Ed. Vlados Center

Kolesnikova E.V. “Development of mathematical thinking in children 5-7

years" - M: "Gnome-Press", " New school» 1998

https://accounts.google.com

Slide captions:

Seminar-workshop Using modern educational technologies as an effective means of developing elementary mathematical concepts in preschool children Kazakova E. M., Art. teacher of the kindergarten "Solnyshko" SP MBOU "Ustyanskaya Secondary School" March 2016

Goal: development of professional competence, formation of personal professional growth of teachers in the use of modern educational technologies in their work (“Situation” technologies). Plan of the seminar: 1. Introductory word“Effectiveness of work on FEMP in preschool children” 2. Formation of EMF in speech therapy classes (from the experience of the teacher - speech therapist Kim L. I.) 3. Technology “Situation” as a tool for realizing modern goals preschool education» 4. Reflection.

To digest knowledge, you need to absorb it with appetite (A. France).

Conditions for teaching mathematics in preschool educational institutions Compliance modern requirements Interaction with families of pupils The nature of interaction between an adult and a child Maintaining the child’s cognitive interest and activity Overcoming formalism in the mathematical concepts of preschoolers Using various forms of organizing cognitive activity

Game "B" in the right place, V right time, in the required doses"

2. Formation of EMF in speech therapy classes (from the experience of the teacher - speech therapist Kim L. I.)

3. “Situation” technology as a tool for realizing modern goals of preschool education"

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Slide captions:

Technology “Situation” as a tool for realizing modern goals of preschool education" Prepared by: Kazakova E. M., senior teacher of the kindergarten "Solnyshko" SP MBOU "Ustyanskaya Secondary School" March 2016

“The task of the education system is not to transfer a volume of knowledge, but to teach how to learn. At the same time, the formation of educational activity means the formation of the spiritual development of the individual. The crisis of education lies in the impoverishment of the soul while enriching with information.” A.G. Asmolov, director working group on the creation of Federal State Educational Standards of Additional Education, Director of FIRO

The activity approach is understood as such an organization of the educational process in which the student masters culture not by transmitting information, but in the process of his own educational activities.

Technology “Situation” is a modification technology of the activity method for preschoolers. The teacher creates conditions for children to “discover” new knowledge

Structure of the “Situation” technology 1) Introduction to the situation. 2) Updating. 3) Difficulty in the situation. 4) “Discovery” of new knowledge by children. 5) Inclusion in the knowledge system and repetition. 6) Understanding.

I. Introduction to the game situation: - situationally prepared inclusion of the child in cognitive activity; a situation that motivates children to engage in didactic play. Didactic task: to motivate children to be included in play activity. Recommendations for implementation: - good wishes, moral support, motto, riddle conversation, message, etc. (Do you like to travel? Do you want to go to... etc.). The key phrases for completing the stage are the questions: “Do you want to?”, “Can you?”

2. Updating: - updating the knowledge necessary to study new material and the subject activity of children. Didactic tasks: updating children’s knowledge. Requirements for stage 1. Knowledge, abilities, skills that are the basis for the “discovery” of new knowledge or necessary for building a new way of action are reproduced. 2. A task is proposed that requires children to take a new way of acting.

3. Difficulty in a game situation: - fixation of the difficulty; - establishing the cause of the difficulty. Didactic tasks: create a motivational situation for the “discovery” of new knowledge or a method of action; develop thinking and speech. Requirements for the stage Using the question system “Could you?” - “Why couldn’t they?” the difficulty that arises is recorded in the children’s speech and formulated by the teacher.

4. “Discovery” of new knowledge: - a new way of action, a new concept, a new form of records, etc. are proposed and accepted. Didactic tasks: to form a concept or idea of what is being studied; develop mental operations. Requirements for the stage Using the question “What should you do if you don’t know something?” The teacher encourages children to choose a way to overcome the difficulty. The teacher helps to put forward assumptions, hypotheses, ideas and justify them. 3. The teacher listens to the children’s answers, discusses them with others, and helps them draw a conclusion. 4. Subject actions with models and diagrams are used. 5. New way actions are recorded in verbal form, in the form of a drawing or in a symbolic form, an object model, etc. 6. With the help of the teacher, children overcome the difficulty that has arisen and draw conclusions using a new method of action.

5. Inclusion of new knowledge into the child’s knowledge system - assimilation of a new way of action; - consolidation of a new concept, new knowledge, new design of records, etc.; - ensuring the expression of knowledge in different shapes; - deepening understanding of new material. Didactic tasks: train thinking abilities (analysis, abstraction, etc.), communication skills; organize active recreation for children. Questions are used: “What will you do now? How will you complete the task?

6. Outcome of the lesson (comprehension): - fixation of new knowledge in children’s speech; - children’s analysis of their own and collective activities; - helping the child understand his achievements and problems. Didactic tasks: children’s comprehension of activities in class. Requirements for the stage. 1.Organization of children’s reflection and their self-assessment of their activities in the classroom. 2. Recording the achieved result in the lesson - the acquisition of new knowledge or method of activity. Questions: - “Where were you?”, “What were you doing?”, “Who did you help? “Why did we succeed?”, “You succeeded... because you learned..” It is important to create a situation of success (“I can!”, “I can!”, “I’m good!”, “I’m needed!”)

Work in groups Create a lesson algorithm in stages and select appropriate didactic tasks for the parts. Working with notes. The task of teachers is to analyze the lesson, highlight the stages, and write didactic tasks for each stage.

Thanks for the work! Reflection. Method "Determine the distance"

Preview:

Seminar - workshop

“The use of modern educational technologies as an effective means of developing elementary mathematical concepts in preschool children”

Target: development of professional competence, formation of personal professional growth of teachers in the use of modern educational technologies in their work (“Situation” technologies).

Seminar plan:

1. Introductory word “Effectiveness of work on FEMP in preschool children”

2. Formation of EMF in speech therapy classes (from the experience of the teacher - speech therapist Kim L. I.)

3. “Situation” technology as a tool for realizing modern goals of preschool education"

4. Reflection.

Approximate solution:

1. To increase the level of development of children’s cognitive abilities in the field of mathematical development, use effective forms of organizing joint educational activities with children both in classes and during routine moments. Term - constantly, resp. - group teachers.

2. In parent corners, place information on the problem of developing mathematical concepts in children (including a selection of mathematical concepts). Deadline - regularly until the end of the year and beyond. Rep. - educators.

3. Continue studying and use modern educational technology “Situation” (discovery of new knowledge) as one of effective means teaching preschoolers. The deadline is constant. Responsible - educators.

1. You all know that in preschool age, under the influence of training and upbringing, there is an intensive development of all cognitive mental processes - attention, memory, imagination, speech. At this time, the formation of the first forms of abstraction, generalization and simple conclusions takes place, the transition from practical to logical thinking, and the development of arbitrariness of perception.

Today, the rigid educational and disciplinary model of upbringing has been replaced by a person-oriented model based on a caring and sensitive attitude towards the child and his development. The problem of individually differentiated education and correctional work with children has become urgent.

Do the content and technologies of the implemented program meet modern requirements?

The main task was not the communication of new knowledge, but teaching how to independently obtain information, which is possible through search activities, and through organized collective reasoning, and through games and trainings. It is important not just to give a sum of knowledge, butteach a child to think creatively, maintain his curiosity, instill a love of mental effort and overcoming difficulties.

Let us highlight several important conditions for teaching mathematics in preschool age.

Condition one . Education must meet modern requirements. The readiness of a child for school, which allows him to be included in the educational system, occurs for each individual in an individual time frame. At the same time, there is a need to combine what the child can learn with what is advisable to develop, using a variety of means of preschool didactics.

Condition two . It is possible to ensure satisfaction of the child’s mathematical development needs through the interaction of preschool teachers and parents. The family, to a greater extent than other social institutions, is capable of making an important contribution to enriching the child’s cognitive sphere.

Condition four. It is necessary to maintain the child's cognitive interest and activity. Scientists have noticed that in the dictionary of a five- to six-year-old child, the most commonly used word is “why.” This is where the discovery of the world begins. Reflecting on what he saw, the child seeks to explain it using his life experience. Sometimes the logic in children's reasoning is naive, but it allows you to see that the child is trying to connect disparate facts and make sense of them.

Condition five . It is important to learn to recognize emerging formalism in the mathematical concepts of preschoolers and overcome it. Sometimes adults are amazed at how quickly a child learns some rather complex mathematical concepts: he easily recognizes a three-digit bus number, a two-digit apartment number, navigates the “zeros” on banknotes, and can count abstractly, naming numbers up to a hundred, a thousand, a million. This in itself is good, but it is not an absolute indicator of mathematical development and does not guarantee future school success. At the same time, a child may find it difficult to ask a simple question where it is necessary not only to reproduce knowledge, but to apply it in a new situation.

Condition six . When teaching mathematics it is necessary to use various forms organization of cognitive activity and methodological techniques, enrich gaming communication, diversify daily life, ensure partnership activities, stimulate independence.

At the same time, the activity of the preschooler himself is important - examination, object-manipulative, search. A child’s own actions cannot be replaced by looking at illustrations in mathematics textbooks or a teacher’s story. The teacher skillfully guides the learning process and leads the child to a result that is meaningful to him. The use of modern pedagogical technologies makes it possible to expand children's understanding, transfer knowledge and methods of activity to new conditions, determine the possibility of their application, update knowledge, develop perseverance and curiosity.

To digest knowledge, you need to absorb it with appetite(A. France).

The content of elementary mathematical concepts that preschool children learn follows from science itself, its initial, fundamental concepts that make up mathematical reality. Each direction is filled with specific content accessible to children and allows them to form ideas about the properties (size, shape, quantity) of objects in the surrounding world; organize ideas about the relationship of objects according to individual parameters (characteristics): shape, size, quantity, spatial location, time dependence.

Based on extensive practical actions with objects, visual material and conventional symbols, thinking and elements of search activity develop.

Key educational technology When implementing our program, we organize targeted intellectual and cognitive activities. It includes latent, real and mediated learning, which is carried out in a preschool educational institution and in the family.

Latent (hidden) learning ensures the accumulation of sensory and informational experience. Let us list the factors contributing to this.

✓ Enriched subject environment.

✓ Specially thought out and motivated independent activities (everyday, work, constructive, educational non-mathematical).

✓ Productive activity.

✓ Cognitive communication with adults, discussion of questions that arise in the child.

✓ Collecting remarkable facts, observing in various fields science and culture for the development of ideas that are interesting and accessible to today’s understanding of a preschooler.

✓ Reading specialized literature that popularizes the achievements of human thought in the field of mathematics and related sciences.

✓ Experimenting, observing and discussing with the child the process and results of cognitive activity.

Real (direct) learning occurs as cognitive activity specially organized by an adult for an entire group or subgroup of children, aimed at mastering basic concepts and establishing a relationship between conditions, process and result. Heuristic methods help the child establish dependencies between individual facts and independently “discover” patterns. Problem-search situations enrich the application experience different ways when solving cognitive problems, they allow you to combine techniques and apply them in non-standard situations.

Indirect learning involves the inclusion of a broadly organized pedagogy of cooperation, didactic and business games, joint completion of tasks, mutual control, mutual learning in the created toy library for children and parents, the use various types holidays and leisure. At the same time, individual dosage in the choice of content and repeatability of didactic influences is easily achieved. Indirect learning involves enriching parental experience in the use of humane and pedagogical effective methods cognitive development preschoolers.

The combination of latent, real and mediated learning ensures the integration of all types of children's activities. It is the complexity of the approach to the education of preschool children that allows full use of the sensitive period.

An important teaching tool is widely used in the mathematical development of preschoolers - a game. However, it becomes effective if it is used “in the right place, at the right time and in the right doses.” A game that is formalized, strictly regulated by adults, drawn out over time, and devoid of emotional intensity, can do more harm than good, as it extinguishes the child’s interest in both games and learning.

Replacing games with monotonous exercises when teaching mathematics is often found in home and public education. Children are forced to practice counting for a long time, perform the same type of tasks, are presented with monotonous visual material, and use primitive content that underestimates the intellectual capabilities of children. Adults, directing the game, get angry if the child gives the wrong answer, is absent-minded, and shows outright boredom. Children develop negative attitudes towards similar games. In fact, quite complex things can be presented to a child in such an exciting way that he will ask for more work with him.

About use math games in joint educational activities with children, we spoke at a consultation.

2. Formation of EMF in speech therapy classes (from the experience of the teacher - speech therapist Kim L.I.) The text of the speech is attached.

3. Technology "Situation"

Method "Determine the distance".The theme “technology “Situation” (discovery of new knowledge)” is displayed on the easel.

Teachers are asked to stand at a distance from the easel that best demonstrates their affinity or distance with the topic. Teachers then explain the chosen distance in one sentence.

The practice of preschool education shows that the success of learning is influenced not only by the content of the material offered, but also by the form of its presentation.

The basis for organizing the educational process is the technology of the activity methodLyudmila Georgievna Peterson.

Its main idea is to manage independent cognitive activity children, taking them into account age characteristics and opportunities.

The activity approach puts the child in an active position of a doer; the child himself changes himself by interacting with environment, other children and adults when solving personally significant tasks and problems.

In the educational process, the educator has two roles: the role of an organizer and the role of an assistant.

As an organizer, he models educational situations; chooses methods and means; organizes the educational process; asks children questions; offers games and tasks. Educational process should be of a fundamentally new type: the teacher does not give knowledge in a ready-made form, but creates situations when children have a need to “discover” this knowledge for themselves, and leads them to independent discoveries through a system of questions and tasks. If a child says: “I want to learn!”, “I want to find out!” and the like, which means that the teacher managed to fulfill the role of organizer.

As an assistant, an adult creates a friendly, psychologically comfortable environment, answers children’s questions, in difficult situations helps each child understand where he is wrong, correct the mistake and get results, notices and records the child’s success, and supports his faith in his own abilities. If children are psychologically comfortable in kindergarten, if they freely turn to adults and peers for help, are not afraid to express opinions, discuss various problems, then it means that the teacher has succeeded in the role of an assistant. The roles of the organizer and the assistant complement each other.

One such technology istechnology "Situation"which we will meet today.

Presentation is used.

Structure of the “Situation” technology

The holistic structure of the “situation” technology includes six successive stages. I want to briefly highlight them.

Stage 1 "Introduction to the situation."

At this stage, conditions are created for children to develop an internal need (motivation) to participate in activities. Children record what they want to do (children's goal). The teacher includes children in a conversation that is personally significant for them and related to their personal experience.

The key phrases for completing the stage are the questions: “Do you want? Can you?” By asking “would you like”, the teacher shows the child’s freedom of choice of activity. It is necessary to make sure that the child gets the feeling that he himself made the decision to get involved in the activity; based on this, children develop an integrative quality, like activity. It happens that one of the children refuses the proposed activity. And that's his right. You can invite him to sit on a chair and watch the other guys play. BUT if you refuse activity, you can sit on a chair and watch others, but there should not be any toys in your hands. Usually such “strikers” return because sitting on a chair and doing nothing is boring.

Stage 2 "Update".

Preparatory to the next stages, in which children must “discover” new knowledge for themselves. Here in progress didactic game The teacher organizes children's objective activities, in which mental operations (analysis, synthesis, comparison, generalization, classification) are purposefully updated. Children are in the game plot, moving towards their “childish” goal and have no idea that the teacher is leading them to new discoveries.

The actualization stage, like all other stages, must be permeated educational tasks, the formation in children of primary value ideas about what is good and what is bad.

Stage 3 "Difficulty in the situation."

This stage key. Within the framework of the selected plot, a situation is simulated in which, using the questions “Could you?” - “Why couldn’t they”, the teacher helps children gain experience in recording the difficulty and identifying its causes. This stage concludes with the teacher’s words, “So, what do we need to find out?”

Stage 4 “Discovery of new knowledge (method of action) by children.”

The teacher involves children in the process of independently solving problematic issues, searching for and discovering new knowledge. Using the question “What should you do if you don’t know something?” the teacher encourages children to choose a way to overcome the difficulty.

At this stage, children gain experience in choosing a method for solving a problem situation, putting forward and justifying hypotheses, and independently “discovering” new knowledge.

Stage 5 Inclusion of new knowledge (method of action) into the child’s system of knowledge and skills.

At this stage, the teacher offers situations in which new knowledge is used in conjunction with previously mastered methods. At the same time, the teacher pays attention to the children’s ability to listen, understand and repeat the adult’s instructions, apply the rule, and plan their activities. Questions are used: “What will you do now? How will you complete the task?” Particular attention at this stage is paid to developing the ability to control the way they perform their actions and the actions of their peers.

Stage 6 “Comprehension” (result).

This stage is necessary element in the structure of reflexive self-organization, since it allows you to gain experience in performing such important universal actions as recording the achievements of a goal and determining the conditions that made it possible to achieve this goal.

Using the questions “Where were you?”, “What were you doing?”, “Who did you help?” The teacher helps children comprehend their activities and record the achievement of children's goals. Next, using the question “Why did you succeed?” The teacher leads the children to the fact that they have achieved their children's goal due to the fact that they have learned something new and learned something. The teacher brings together the nursery and educational purpose and creates a situation of success: “You succeeded because you learned (learned).”

Considering the importance of emotions in the life of a preschooler, Special attention Here, attention should be paid to creating conditions for each child to receive joy and satisfaction from a well-made conclusion.

So, the technology situation is a tool that allows preschoolers to systematically and holistically form the primary experience of performing the entire complex of universal educational actions, while maintaining the originality of a preschool educational institution as educational institution, whose priority is gaming activity.

Watch a video recording of the lesson.

Practical work of teachers.

1. Divide into 2 teams using the “Choose a strip” method.Working at the easel.

Strips are available short and long. Teachers choose a strip and form a team (all long ones - one team, all short ones - the second).

Work in groups. Create a lesson algorithm in stages and select appropriate didactic tasks for the parts.

Envelopes with stages and didactic tasks.

Control : The presenter reads out the correct answer, the teams check the execution.

2. Division into 4 teams using the “Find the number” method.Teachers choose a card with images of objects from 1 to 4. Find a table with a number corresponding to the number of objects.

Work in groups. Working with notes.Teams are given notes of lessons compiled on the basis of this technology, but without marking the stages of the lesson. The task of teachers is to analyze the lesson, highlight the stages, and write didactic tasks for each stage.

Control: After completing the task, the teams are given a sample note with the marked stages and didactic tasks. Teams test themselves.

4. Reflection.

Method "Determine the distance".Teachers are again invited to stand at a distance from the easel with the topic of the seminar,which can best demonstrate their proximity or distance in relation to the topic. Teachers then explain the chosen distance in one sentence.

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