Theme on self-education and mathematical development. Self-education plan for the formation of mathematical abilities in children of senior preschool age using entertaining games. Individual self-education plan
MKDOU "Novokhopersk kindergarten general developmental type No. 3 "Sun"
INDIVIDUAL PLAN OF SELF-EDUCATION
FOR 2016-2017 academic year
FULL NAME. Pozdnysheva Oksana Vladimirovna
Date of Birth 22.07.1979
Place of work MKDOU "Novokhopersk kindergarten of a general developmental type No. 3" Sun "
Job title educator
General pedage 22
Topic of self-education work
"Development mathematical representations at preschool age.
Target: create optimal conditions for the mathematical development of preschoolers; combine the efforts of teachers and parents to develop the mathematical abilities of children.
Relevance of the chosen topic
Throughout life, a person is formed and develops in activity. Preschool age is a short but very important period of personality formation: it is at this time that the child acquires initial knowledge about the world around him and he develops the skills of adequate behavior. of paramount importance for mental development children has the acquisition of mathematical representations by them, tk. mathematics is necessary both for understanding the world around us and solving various kinds of practical problems and, of course, for successful schooling.
Within the framework of the Concept for the Development of Mathematical Education in Russian Federation the topic "Development of mathematical concepts in kindergarten" becomes very important and relevant. The purpose of the Concept is to bring Russian mathematical education to a leading position in the world. “Mathematics in Russia should become an advanced and attractive field of knowledge and activity, the acquisition of mathematical knowledge should be a conscious and internally motivated process,” the Concept says.
Formation of mathematical representations, according to Educational program preschool educational institution, starts at junior group kindergarten. But already in early age educators work on the sensory development of children, thus creating conditions for the successful development of mathematical concepts in the future.
Getting to know math doesn't have to be a boring activity for kids. After all, as you know, the memory of the child is selective. The child will remember only what he is interested in, what surprised him, caused any emotions. That is why the task of teachers and parents is to arouse a genuine, lively interest in mathematics.
It should be noted that children do not always understand the meaning of the actions they perform, they do not know why they need to count, measure, compare. To avoid this, it is necessary to correctly select the methods and forms of work with children, based on object-sensory activity. The educator needs to search for and apply teaching methods that, in addition to the formation of mathematical representations in children, also provide development mental functions- perception, memory, thinking, imagination. This will be the pledge successful preparation children to learning mathematics at school.
Plan of work for the year on this topic for the year
| Chapter | Timing | practical outputs |
|
| The study of methodological literature | September - May | 1. Arapova - Piskareva N.A. "Formation of elementary mathematical representations in kindergarten", Mozaika-Sintez Moscow, 2008. 2. Erofeeva T.I., Pavlova L.N., Novikova V.P. "Mathematics for preschoolers", Moscow, 1997. 3. Wenger L.A. More, less, equally, "Preschool education", 1996 No. 6 4. Metlina L.S. "Mathematics in Kindergarten", Education, Moscow, 1977. 5. Mikhailova Z.A. "Game entertaining tasks for preschoolers, Moscow, 1985. | Analysis of the studied literature. |
| Work with children | September-May | Game activity of a mathematical orientation in a group, on walks. | Games during independent and joint activities in a group and on walks. |
| September-May | Reflection and consolidation of acquired knowledge in creative activity. | Mathematics in visual activity (sculpting, applications, drawing). |
|
| Inventing fairy tales about geometric shapes. | Storybook. |
||
| Game activity using mathematical tasks. | Entertainment "Merry Math" |
||
| Family work | September | Involving parents in the production of manuals and games in mathematics for the equipment of the mathematical corner. | Creating a corner "Entertaining Mathematics". |
| Consultation for parents "How to instill interest in mathematics?" | Parent meeting "Main areas of work for the academic year" |
||
| Open display of the educational situation. | Day open doors. |
||
| Information in the corner for parents "Mathematics around us" | Folder-slider. |
||
| Self-realization | Drawing up a card file of games for the development of mathematical representations. | Presentation of the card file at the teaching hour. |
|
| Consultation for teachers "Queen of Sciences - Mathematics" | Speech at the pedagogical council. |
||
| Report and presentation on the topic “Development of interest in mathematics in children preschool age» | Presentation at the workshop. |
||
| Report on the topic of self-education. | Speech at the final pedagogical council. |
Advice for parents
A little about mathematics.
"Mathematics always ... remains a difficult job for students." So D.I. Pisarev claimed almost a century and a half ago. Since then, the perception of mathematics has changed little. Parents, teachers and students talk about it. What about preschoolers? They don't know that mathematics is a difficult discipline. The task of adults is to let the child feel that he can understand, learn not only private concepts, but also general patterns. And most importantly - to know the joy in overcoming difficulties. Scientists note that, protecting the child from the need to comprehend the world, we cause irreparable damage to children: we contribute to the development of their intellectual passivity. The ultimate goal, as noted by the domestic psychologist D.B. Elkonin, is a contribution to mental development, quantitative and qualitative positive changes in it. It is also important to give the child confidence that he is able to comprehend mathematics. In the preschool years, the child develops a circle of ideas “about a little bit of everything” at a conceptual level. There are connections between new and already acquired knowledge. Adults should support and guide the manifestations of children's activity, as well as specially create situations in which they would feel the joy of discovery. It is also necessary to create such an environment at home so that the child, through practical actions, can confirm his assumptions, establish himself in the understanding of any concepts. For example, comparing liquid volumes in vessels of different shapes, measuring bulk solids (cereals) when cooking, using measurements when rearranging furniture, and more. It is good if parents become equal partners in the game. The child, telling them about the rules of the game, choosing the type of task, not only improves explanatory speech, but also begins to better understand mathematical concepts, trace dependencies. “Learning can only be fun ...” - it’s hard to disagree with these words.
Card file of didactic games on the formation of elementary mathematical representations.
"Number and Count":
Purpose: to consolidate the ability of ordinal counting within 10, to develop coordination of movements, auditory attention
Material: ball.
Game progress. Children stand in a circle. The leader is in the center of the circle with the ball. In accordance with the commands of the leader, the players count in order to 10.
Complication: the leader takes the ball before the player counts to 10, throws it to the next with the words "Count further"
Option. The host throws the ball and says "Up to five." The child calls the numbers up to 5. If the command "After five" is given, the children call the numbers after five.
"Boys".
Target. Fix the score and ordinal numbers. Develop ideas: "high", "low", "fat", "thin", "the fattest", "the thinnest", "left", "right", "to the left", "to the right", "between". Teach your child to reason.
Rules of the game. The game is divided into two parts. First, the children must learn the names of the boys, and then answer the questions.
WHO IS THE NAME?
In the same city lived and were inseparable friends: Kolya, Tolya, Misha, Grisha, Tisha and Seva. Look carefully at the picture, take a pointer and show who's name, if: Seva is the tallest; Misha, Grisha and Tisha are the same height, but Tisha is the fattest of them, and Grisha is the thinnest; Kolya is the shortest boy. You yourself can find out who Tolya's name is. Now show the boys in order: Kolya, Tolya, Misha, Tisha, Grisha, Seva. Now show the boys in this order: Seva, Tisha, Misha, Grisha, Tolya, Kolya. How many boys are there?
WHO IS WHERE?
Now you know the names of the boys, and you can answer the questions: who is to the left of Seva? Who is to the right of Tolya? Who is to the right of Tisha? Who is to the left of Kolya? Who stands between Kolya and Grisha? Who stands between Tisha and Tolya? Who stands between Seva and Misha? Who stands between Tolya and Kolya? What is the name of the first boy on the left? Third? Fifth? sixth? If Seva goes home, how many boys will be left? If Kolya and Tolya go home, how many boys will be left? If their friend Petya approaches these boys, how many boys will there be then?
"Place a beetle on a flower."
Purpose: to fix the score within 10, the ability to correlate a figure with a quantity, knowledge of geometric shapes, the ability to read code information; develop the ability to move in different directions.
Materials: Cardboard (A4 format): red - 5 sheets, yellow - 3 sheets, white - 4 sheets; glue; numbers from 1 to 10; colored markers.
Game progress:
Rhyme Reading:
black head,
Fly to the sky
Bring us some bread
Black and white
Just not hot.
2. Ladybug, Black head,
Fly - fly over the sea
It's warm there
It's cold here.
I option. Daisies with a different number of petals (from 1 to 5) lie on the floor. In the hands of children, beetles with a different number of points on their backs. Children count the dots and "sit down" on flowers with the same number of petals after the leader's words:
Beetle, beetle, show yourself
Sit on the flower!
Option II: The number of daisies increases to 10. The further course of the game is the same as in Option 1.
III option:
Daisies have numbers from 1 to 10. The number of petals does not match the number on the flower. We need to find the error. Whoever finds it first is the winner.
The teacher shows a card (color, shape). Children run out with beetles in their hands with geometric figures corresponding to this card, and imitate buzzing.
"Name the previous and next number."
Purpose: To learn to name the previous and subsequent number for each number of the natural series within 10
Materials: Cards with circles (from 1 to 10), sets of 10 cards with circles (from 1 to 10).
Action: Each child has a card with the image of circles (from 1 to 10) and a set of 10 cards with circles (from 1 to 10).
The teacher explains to the children: “Each number has two neighbor numbers: the younger one is less than one, it stands in front and is called the previous number; the older one is greater by one, it comes in front and is called the next number. Examine your cards and determine the neighbors of your number.
Children find the previous and subsequent numbers to the number of circles shown on the card and cover the empty squares with a card with a certain number of circles.
After completing the task, the children explain: what number is the previous and next to the indicated number on their card and why these numbers became neighbors.
"Count right."
Purpose: to exercise in counting objects by touch.
Material. Cards with buttons sewn on them in a row from 2 to 10.
"Shape and Color":
"Constructor".
Purpose: the formation of the ability to decompose a complex figure into those that we have. Practice counting to ten.
game material. Multicolored figures.
Rules of the game. Take triangles, squares, rectangles, circles and other necessary shapes from the set and apply them to the outlines of the shapes shown on the page. After constructing each item, count how many figures of each type were required.
The game can be started by turning to the children with the following verses:
I took a triangle and a square,
He built a house out of them.
And I am very happy about this:
Now a gnome lives there.
square, rectangle, circle,
Another rectangle and two circles...
And my friend will be very happy:
I built the car for a friend.
I took three triangles
And a needle stick.
I laid them lightly
And suddenly got a Christmas tree.
First, choose two circles-wheels,
And between them place a triangle.
Make a steering wheel out of sticks.
And what a miracle - The bike is standing.
Now ride, schoolboy!
"Compare and complete".
Purpose: the ability to carry out a visual-mental analysis of the method of arranging the figures; consolidation of ideas about geometric shapes.
game material. Set of geometric shapes.
Rules of the game. Two are playing. Each of the players must carefully examine their plate with the image of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with question marks, putting the desired figure in them. The winner is the one who correctly and quickly completes the task.
The game can be repeated by arranging the shapes and question marks differently.
"Fix the blanket."
Objective: Introduction to geometric shapes. Compiling geometric shapes from data.
game material. Figures.
Rules of the game. Use the figures to close the white "holes". The game can be built in the form of a story.
Once upon a time Pinocchio had a beautiful red blanket on his bed. Once Pinocchio went to the theater of Karabas-Barabas, and at that time the rat Shushara gnawed holes in the blanket. Count how many holes there are in the blanket. Now take your pieces and help Pinocchio mend the blanket.
Geometric figures. Fairy tale
A long time ago in the wonderful country of Geometry, not ordinary people lived, but geometric figures: Circle, Oval, Triangle, Square and Rectangle. Were they good friends and always helped each other. One day, friends quarreled, proving that each figure is the best.
The circle said: “I am the best, like me, do not count: a round plate, a wheel, a coin. You won’t find corners, I don’t have them.”
The oval shouted: “I am the most beautiful of all, I have an elongated circumference. In the bathroom there is an oval mirror, and a dish, and an egg, and also a person’s face.”
The triangle interrupted everyone: “There is no prettier than me, because I have three identical angles. A triangular saddle for a bicycle and a wing for an airplane.
Here the angry Square says: “You break off a piece of chocolate and you get a square. There is a square poster on the wall, and a square window, and a square chair. The board where the chess stands, and each cell on it is also a square. A square has four sides, all sides are equal, and all angles are right.
The rectangle says to the Square: “I am almost the same as you, I also have four corners, however, I am longer. The door is a rectangle, the book is a rectangle.
The circle tells them all: “Guys, what are we doing? Why are we arguing? After all, all the figures are good, beautiful in their own way.
Friends realized that they were wrong and reconciled.
So that each of you, kids, have good friends!
|
One magical land called Mathematics, lived geometric figures. They loved to work very much, and everyone had a favorite thing. Krug loved his apple garden, where he grew sweet, juicy apples, and in the evenings he sat on the veranda and drank tea with apple jam, he dreamed about how it would be good to build a city for animals made of geometric shapes. Rectangle lived next to the circle, he was very fond of flowers. Every morning, while watering the flowers, Rectangle admired their beauty, and in the evening he went to visit the Circle for tea. One day Krug decided to tell a friend about his dream. Rectangle really liked the idea and they told Square and Triangle about it. Everyone, the geometric figures decided to start work slowly. The Square and the Rectangle were good builders, they built walls with bricks, the Triangle built roofs with tiles, and the Circle built windows. Soon the city was built, it remains only to invite the animals. The circle around the city planted apple trees, and the Rectangle did beautiful flower beds with flowers. Various animals came to live in the city: an elephant, an owl, an ostrich, a dog. Geometric figures and animals became friends, and began to visit each other. What geometric shapes built the city? From what geometric shapes can a city be built? Invent your little animal that will live in the city? What else can be built from geometric shapes? |
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN "Batyr"
"PLAN FOR SELF-EDUCATION OF THE TEACHER"
Popova Irina Viktorovna
educator
General experiencePedagogical experience
Teaching experience in this team
Date of last certification
Date of intended certification
25 years 25 years 5 years 1
2016 - 2017 academic year
senior group
Stage of work on the topic: preparatory
Start date of work on the topic: September 2016
Estimated completion date: May 2017
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN "Batyr"
PROJECT
Topic: "The development of mathematical abilities in children
preschool age through play activities "
2016
1.Introduction.
This topic is one of the complex and interesting problems preschool education, since the foundations of logical thinking are laid in preschool childhood. IN modern world Mathematics is assigned a responsible role in the development and formation of an active, independently thinking person, ready to constructively and creatively solve the problems that arise before society. This is due to the "mathematization" and "computerization" of all spheres of human life. Parents think that main goal teaching children mathematics is teaching children to count, as well as the accumulation of minimal knowledge, such as familiarity with numbers and geometric shapes. Parents forget that mathematics makes a great contribution to the development of logical thinking, the education of such important qualities of scientific thinking as criticality and generalization, the formation of the ability to analyze and synthesize, the ability to put forward and formulate a logically justified hypothesis, etc.
At preschool age, the leading activity of the child is the game. In this regard, taking into account the age characteristics of children, all types of classes can be carried out in the form of a game or with the content of a game situation using a character (toy). For example, the following game plots are interesting for younger preschoolers: "," Visiting the Old Man-Forester", "Three Bears", "Teremok". For children of older preschool age, the plots become more complex: "Space Journey", "At the Toy Factory", "The Kingdom of Mathematics". Other characters come to visit the guys: Pinocchio, Dunno, Ole-Lukoye, the Snow Queen, etc.
. Target:
integrity assurance educational process through the organization of classes in the form of exercises of a game nature; promoting a better understanding essence of the issue, clarification and formation of mathematical knowledge in preschoolers; creation of favorable conditions for the development of mathematical abilities; the development of a child's interest in mathematics at preschool age.
Tasks:
Increase your own level of knowledge through self-education and study of methodological literature;
Organize joint activities of an adult with children;
Develop perspective plan work with children;
Make a corner in the group "I think";
Create a card file of mathematical games.
Create a math circle "Entertainers"
2. Abstract part.
I assign a special role in the development of mathematical abilities to non-standard didactic means. For children of preschool age, the game is of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the world around them. The game will be a means of education if it is included in a holistic pedagogical process. Leading the game, organizing the life of children in the game, the educator influences all aspects of the development of the child's personality: feelings, consciousness, will and behavior in general. However, if for the pupil the goal is in the game itself, then for the adult organizing the game there is another goal - the development of children, the assimilation of certain knowledge by them, the formation of skills, the development of certain personality traits. This, by the way, is one of the main contradictions of the game as a means of education: on the one hand, the absence of a goal in the game, and on the other hand, the game is a means of purposeful personality formation. This is most evident in the so-called didactic games. The nature of the resolution of this contradiction determines the educational value of the game: if the achievement of the didactic goal is carried out in the game as an activity that contains the goal in itself, then its educational value will be the most significant. If the didactic task is solved in game actions, the purpose of which for their participants is this didactic task, then the educational value of the game will be minimal.
The game is valuable only when it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of students' mathematical knowledge. Didactic games and game exercises stimulate communication, because in the process of conducting these games, the relationship between children, a child and a parent, a child and a teacher begins to take on a more relaxed and emotional character.
3. Design part.
№Stages of work
Events
Dates
Theoretical
The study of scientific and methodological literature;
review of information on the topic under study on the Internet
September 2016 - May 2017
Practical
Development of outlines of classes with children
September
2016 - 2017
Registration in the group "I think"
October 2016
Creation of a file cabinet of mathematical games
November 2016
Preparing material for the circle
September 2016
May 2017
Issue a collection of advice for parents "The development of mathematical abilities in older preschoolers"
December 2016
Topic output:
Holding open classes. Topic: Number Glade Adventure (May 2017)
Making a card index of mathematical games.
Collection of advice for parents. Topic: "The development of mathematical abilities in older preschoolers."
Making the folder for the movement "Mathematics for preschoolers"
Report on the work done for the academic year.
4. Conclusion.
INDIVIDUAL PLAN OF SELF-EDUCATION
FOR 2016-2017 academic year
FULL NAME . Pozdnysheva Oksana Vladimirovna
Date of Birth 22.07.1979
Place of work MKDOU "Novokhopersk kindergarten of a general developmental type No. 3" Sun "
Job title educator
General pedage 22
Topic of self-education work
"The development of mathematical representations in preschool age".
Target: create optimal conditions for the mathematical development of preschoolers; combine the efforts of teachers and parents to develop the mathematical abilities of children.
Relevance of the chosen topic
Throughout life, a person is formed and develops in activity. Preschool age is a short but very important period of personality formation: it is at this time that the child acquires initial knowledge about the world around him and he develops the skills of adequate behavior. Of paramount importance for the mental development of children is the acquisition of mathematical representations by them, because. mathematics is necessary both for understanding the world around us and solving various kinds of practical problems and, of course, for successful schooling.
Within the framework of the Concept for the Development of Mathematical Education in the Russian Federation, the topic “Development of Mathematical Concepts in Kindergarten” becomes very important and relevant. The purpose of the Concept is to bring Russian mathematical education to a leading position in the world. “Mathematics in Russia should become an advanced and attractive field of knowledge and activity, the acquisition of mathematical knowledge should be a conscious and internally motivated process,” the Concept says.
The formation of mathematical representations, according to the Educational program of a preschool educational institution, begins in the younger group of kindergarten. But already at an early age, educators work on the sensory development of children, thus creating conditions for the successful mastering of mathematical concepts in the future.
Getting to know math doesn't have to be a boring activity for kids. After all, as you know, the memory of the child is selective. The child will remember only what he is interested in, what surprised him, caused any emotions. That is why the task of teachers and parents is to arouse a genuine, lively interest in mathematics.
It should be noted that children do not always understand the meaning of the actions they perform, they do not know why they need to count, measure, compare. To avoid this, it is necessary to correctly select the methods and forms of work with children, based on object-sensory activity. The educator needs to search for and apply teaching methods that provide, in addition to the formation of mathematical representations in children, the development of mental functions - perception, memory, thinking, imagination. This will be the key to the successful preparation of children for learning mathematics at school.
Plan of work for the year on this topic for the year
ChapterTiming
practical outputs
The study of methodological literature
September - May
1. Arapova - Piskareva N.A. "Formation of elementary mathematical representations in kindergarten", Mozaika-Sintez Moscow, 2008.
2. Erofeeva T.I., Pavlova L.N., Novikova V.P. "Mathematics for preschoolers", Moscow, 1997.
3. Wenger L.A. More, less, equally, "Preschool education", 1996 No. 6
4. Metlina L.S. "Mathematics in Kindergarten", Education, Moscow, 1977.
5. Mikhailova Z.A. "Game entertaining tasks for preschoolers, Moscow, 1985.
Analysis of the studied literature.
Work with children
September-May
Game activity of a mathematical orientation in a group, on walks.
Games during independent and joint activities in a group and on walks.
September-May
Reflection and consolidation of acquired knowledge in creative activity.
Mathematics in visual activity (sculpting, applications, drawing).
Inventing fairy tales about geometric shapes.
Storybook.
Game activity using mathematical tasks.
Entertainment "Merry Math"
Family work
September
Involving parents in the production of manuals and games in mathematics for the equipment of the mathematical corner.
Creating a corner "Entertaining Mathematics".
Consultation for parents "How to instill interest in mathematics?"
Parent meeting "Main areas of work for the academic year"
Open display of the educational situation.
Open Day.
Information in the corner for parents "Mathematics around us"
Folder-slider.
Self-realization
Drawing up a card file of games for the development of mathematical representations.
Presentation of the card file at the teaching hour.
Consultation for teachers "Queen of Sciences - Mathematics"
Speech at the pedagogical council.
Report and presentation on the topic "Development of interest in mathematics in preschool children"
Presentation at the workshop.
Report on the topic of self-education.
Speech at the final pedagogical council.
Advice for parents
A little about mathematics.
"Mathematics always ... remains a difficult job for students." So D.I. Pisarev claimed almost a century and a half ago. Since then, the perception of mathematics has changed little. Parents, teachers and students talk about it. What about preschoolers? They don't know that mathematics is a difficult discipline. The task of adults is to let the child feel that he can understand, learn not only private concepts, but also general patterns. And most importantly - to know the joy in overcoming difficulties. Scientists note that by protecting the child from the need to comprehend the world around us, we cause irreparable damage to children: we contribute to the development of their intellectual passivity. The ultimate goal, as noted by the domestic psychologist D.B. Elkonin, is a contribution to mental development, quantitative and qualitative positive changes in it. It is also important to give the child confidence that he is able to comprehend mathematics. In the preschool years, the child develops a circle of ideas “about a little bit of everything” at a conceptual level. There are connections between new and already acquired knowledge. Adults should support and guide the manifestations of children's activity, as well as specially create situations in which they would feel the joy of discovery. It is also necessary to create such an environment at home so that the child, through practical actions, can confirm his assumptions, establish himself in the understanding of any concepts. For example, comparing liquid volumes in vessels of different shapes, measuring bulk solids (cereals) when cooking, using measurements when rearranging furniture, and more. It is good if parents become equal partners in the game. The child, telling them about the rules of the game, choosing the type of task, not only improves explanatory speech, but also begins to better understand mathematical concepts, trace dependencies. “Learning can only be fun ...” - it’s hard to disagree with these words.
Card file of didactic games on the formation of elementary mathematical representations.
"Number and Count":
"Who knows, let him keep counting."
Purpose: to consolidate the ability of ordinal counting within 10, to develop coordination of movements, auditory attention
Material: ball.
Game progress. Children stand in a circle. The leader is in the center of the circle with the ball. In accordance with the commands of the leader, the players count in order to 10.
Complication: the leader takes the ball before the player counts to 10, throws it to the next with the words "Count further"
Option. The host throws the ball and says "Up to five." The child calls the numbers up to 5. If the command "After five" is given, the children call the numbers after five.
"Boys".
Target. Fix the score and ordinal numbers. Develop ideas: "high", "low", "fat", "thin", "the fattest", "the thinnest", "left", "right", "to the left", "to the right", "between". Teach your child to reason.
Rules of the game. The game is divided into two parts. First, the children must learn the names of the boys, and then answer the questions.
WHO IS THE NAME?
In the same city lived and were inseparable friends: Kolya, Tolya, Misha, Grisha, Tisha and Seva. Look carefully at the picture, take a pointer and show who's name, if: Seva is the tallest; Misha, Grisha and Tisha are the same height, but Tisha is the fattest of them, and Grisha is the thinnest; Kolya is the shortest boy. You yourself can find out who Tolya's name is. Now show the boys in order: Kolya, Tolya, Misha, Tisha, Grisha, Seva. Now show the boys in this order: Seva, Tisha, Misha, Grisha, Tolya, Kolya. How many boys are there?
WHO IS WHERE?
Now you know the names of the boys, and you can answer the questions: who is to the left of Seva? Who is to the right of Tolya? Who is to the right of Tisha? Who is to the left of Kolya? Who stands between Kolya and Grisha? Who stands between Tisha and Tolya? Who stands between Seva and Misha? Who stands between Tolya and Kolya? What is the name of the first boy on the left? Third? Fifth? sixth? If Seva goes home, how many boys will be left? If Kolya and Tolya go home, how many boys will be left? If their friend Petya approaches these boys, how many boys will there be then?
"Place a beetle on a flower."
Purpose: to fix the score within 10, the ability to correlate a figure with a quantity, knowledge of geometric shapes, the ability to read code information; develop the ability to move in different directions.
Materials: Cardboard (A4 format): red - 5 sheets, yellow - 3 sheets, white - 4 sheets; glue; numbers from 1 to 10; colored markers.
Game progress:
Rhyme Reading:
Ladybug,
black head,
Fly to the sky
Bring us some bread
Black and white
Just not hot.
2. Ladybug, Black head,
Fly - fly over the sea
It's warm there
It's cold here.
I option. Daisies with a different number of petals (from 1 to 5) lie on the floor. In the hands of children, beetles with a different number of points on their backs. Children count the dots and "sit down" on flowers with the same number of petals after the leader's words:
Beetle, beetle, show yourself
Sit on the flower!
Option II: The number of daisies increases to 10. The further course of the game is the same as in Option 1.
III option:
Daisies have numbers from 1 to 10. The number of petals does not match the number on the flower. We need to find the error. Whoever finds it first is the winner.
The teacher shows a card (color, shape). Children run out with beetles in their hands with geometric figures corresponding to this card, and imitate buzzing.
"Name the previous and next number."
Purpose: To learn to name the previous and subsequent number for each number of the natural series within 10
Materials: Cards with circles (from 1 to 10), sets of 10 cards with circles (from 1 to 10).
Action: Each child has a card with the image of circles (from 1 to 10) and a set of 10 cards with circles (from 1 to 10).
The teacher explains to the children: “Each number has two neighbor numbers: the younger one is less than one, it stands in front and is called the previous number; the older one is greater by one, it comes in front and is called the next number. Examine your cards and determine the neighbors of your number.
Children find the previous and subsequent numbers to the number of circles shown on the card and cover the empty squares with a card with a certain number of circles.
After completing the task, the children explain: what number is the previous and next to the indicated number on their card and why these numbers became neighbors.
"Count right."
Purpose: to exercise in counting objects by touch.
Material. Cards with buttons sewn on them in a row from 2 to 10.
Content. Children stand in a row, hands held behind their backs. The facilitator distributes one card to everyone. On a signal: "Let's go, let's go" - the children pass cards to each other from left to right. At the signal "Stop!" - stop sending cards. Then the host calls the numbers “2 and 3”, and the children, in whose hands a card with the same number of buttons, show it.
"Shape and Color":
"Constructor".
Purpose: the formation of the ability to decompose a complex figure into those that we have. Practice counting to ten.
game material. Multicolored figures.
Rules of the game. Take triangles, squares, rectangles, circles and other necessary shapes from the set and apply them to the outlines of the shapes shown on the page. After constructing each item, count how many figures of each type were required.
The game can be started by turning to the children with the following verses:
I took a triangle and a square,
He built a house out of them.
And I am very happy about this:
Now a gnome lives there.
square, rectangle, circle,
Another rectangle and two circles...
And my friend will be very happy:
I built the car for a friend.
I took three triangles
And a needle stick.
I laid them lightly
And suddenly got a Christmas tree.
First, choose two circles-wheels,
And between them place a triangle.
Make a steering wheel out of sticks.
And what a miracle - The bike is standing.
Now ride, schoolboy!
"Compare and complete".
Purpose: the ability to carry out a visual-mental analysis of the method of arranging the figures; consolidation of ideas about geometric shapes.
game material. Set of geometric shapes.
Rules of the game. Two are playing. Each of the players must carefully examine their plate with the image of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with question marks, putting the desired figure in them. The winner is the one who correctly and quickly completes the task.
The game can be repeated by arranging the shapes and question marks differently.
"Fix the blanket."
Objective: Introduction to geometric shapes. Compiling geometric shapes from data.
game material. Figures.
Rules of the game. Use the figures to close the white "holes". The game can be built in the form of a story.
Once upon a time Pinocchio had a beautiful red blanket on his bed. Once Pinocchio went to the theater of Karabas-Barabas, and at that time the rat Shushara gnawed holes in the blanket. Count how many holes there are in the blanket. Now take your pieces and help Pinocchio mend the blanket.
Geometric figures. Fairy tale
A long time ago in the wonderful country of Geometry, not ordinary people lived, but geometric figures: Circle, Oval, Triangle, Square and Rectangle. They were good friends and always helped each other. One day, friends quarreled, proving that each figure is the best.
The circle said: “I am the best, like me, do not count: a round plate, a wheel, a coin. You won’t find corners, I don’t have them.”
The oval shouted: “I am the most beautiful of all, I have an elongated circumference. In the bathroom there is an oval mirror, and a dish, and an egg, and also a person’s face.”
The triangle interrupted everyone: “There is no prettier than me, because I have three identical angles. A triangular saddle for a bicycle and a wing for an airplane.
Here the angry Square says: “You break off a piece of chocolate and you get a square. There is a square poster on the wall, and a square window, and a square chair. The board where the chess stands, and each cell on it is also a square. A square has four sides, all sides are equal, and all angles are right.
The rectangle says to the Square: “I am almost the same as you, I also have four corners, however, I am longer. The door is a rectangle, the book is a rectangle.
The circle tells them all: “Guys, what are we doing? Why are we arguing? After all, all the figures are good, beautiful in their own way.
Friends realized that they were wrong and reconciled.
So that each of you, kids, have good friends!
Fairy tale "How the city was built by geometric figures."In one magical country called Mathematics, geometric figures lived. They loved to work very much, and everyone had a favorite thing.
Krug loved his apple garden, where he grew sweet, juicy apples, and in the evenings he sat on the veranda and drank tea with apple jam, he dreamed about how it would be good to build a city for animals made of geometric shapes.
Rectangle lived next to the circle, he was very fond of flowers. Every morning, while watering the flowers, Rectangle admired their beauty, and in the evening he went to visit the Circle for tea. One day Krug decided to tell a friend about his dream. Rectangle really liked the idea and they told Square and Triangle about it. Everyone, the geometric figures decided to start work slowly. The Square and the Rectangle were good builders, they built walls with bricks, the Triangle built roofs with tiles, and the Circle built windows. Soon the city was built, it remains only to invite the animals. The circle planted apple trees around the city, and the Rectangle made beautiful flower beds.
Various animals came to live in the city: an elephant, an owl, an ostrich, a dog. Geometric figures and animals became friends, and began to visit each other.
Exercise
What geometric shapes built the city?
From what geometric shapes can a city be built?
Invent your little animal that will live in the city?
What else can be built from geometric shapes?
Development of elementary mathematical
representations is an extremely important part
intellectual and personal development
preschooler. In accordance with the Federal State Educational Standard, preschool
educational institution is the first
educational level, and the kindergarten performs
an important function of preparing children for school. And from
the quality and timeliness of
the child is prepared for school, largely depends
the success of his further education.
TEACHER'S EXPERIENCE
MKDOU №169
Kirov
Erdyakova Larisa Olegovna
SUBJECT:
"Formation of elementary mathematical representations through didactic games"
I would like to bring to your attention a presentation from my experience on the topic:
"FEMP through didactic games"
The development of elementary mathematical concepts is an extremely important part of the intellectual and personal development of a preschooler. In accordance with the Federal State Educational Standard, a preschool educational institution is the first educational level, and the kindergarten performs an important function of preparing children for school. And the success of his further education largely depends on how well and timely the child is prepared for school.
Relevance
Mathematics has a unique developmental effect. Mathematics is the queen of all sciences! She clears her mind! ". Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual.
Having studied the literature on pedagogy, I came to the conclusion that the maximum effect with FEMP can be achieved using didactic games, entertaining exercises, tasks and entertainment.
Therefore, for in-depth study I chose topic:
"FEMP through didactic games".
Working on this topic, I set myself target:
organize work on FEMP for preschool children in accordance with modern requirements using didactic games to develop memory, attention, imagination, logical thinking.
To achieve this goal, I have identified the following tasks:
-acquisition of knowledge about the set, number, size, shape, space and time as the basis of mathematical development
- the formation of a broad initial orientation in the quantitative, spatial and temporal relations of the surrounding reality;
- formation of skills and abilities in counting, calculations, measurement, modeling, general educational skills;
- mastery of mathematical terminology;
- development of cognitive interests and abilities, logical thinking, general development of the child
- formation of the simplest graphic skills;
- formation and development of general methods of mental activity (classification, comparison, generalization, etc.).
I build the educational process for the formation of elementary mathematical abilities, taking into account the following principles:
1) Accessibility - correlation of the content, nature and volume of educational material with the level of development, readiness of children.
2) Continuity - at the current stage, education is designed to form a steady interest in the younger generation in the constant replenishment of their intellectual baggage.
3) Integrity - the formation of a holistic view of mathematics in preschoolers.
4) Scientific.
5) Consistency - this principle is implemented in the process of interconnected formation of the child's ideas about mathematics in various types activity and effective attitude to the environment.
6) Continuity - learning continues in primary school.
To develop cognitive abilities and cognitive interests in preschoolers, I use the following innovative methods and techniques:
* elementary analysis (establishment of cause-and-effect relationships)
* comparison
* modeling and design method
* solving logic problems
* experimentation and experiences
*recreation and transformation
*information and communication technologies
*health-saving technologies (physical education minutes, dynamic pauses, psycho-gymnastics, finger gymnastics subject matter)
Depending on the pedagogical tasks and the totality of the methods used, I conduct educational activities with pupils in various forms:
* direct educational activities (fantasy travel, game expedition, detective activity; intellectual marathon, quiz; KVN, presentation, thematic leisure)
* demonstration experiments;
* sensory holidays;
* theatricalization with mathematical content;
* learning in everyday life situations;
* conversations
*independent activity in a developing environment
The main form of work with preschoolers and the leading type of their activity is - a game.
As V. A. Sukhomlinsky said “ There is no, and cannot be, full-fledged mental development without play. The game is a huge bright window through which spiritual world the child is infused with a life-giving stream of ideas, concepts. The game is a spark that ignites the flame of inquisitiveness and curiosity. ”
It is a game with elements of learning, interesting to the child will help in the development of cognitive abilities of preschoolers. Such a game is a didactic game.
Didactic games on the formation of mathematical representations can be divided into the following groups:
1. Games with numbers and numbers
2. Time travel games
3. Games for orientation in space
4. Games with geometric shapes
5. Games for logical thinking
main feature didactic game in that the task is offered to children in a playful form, which consists of cognitive and educational content, as well as game tasks, game actions and organizational relationships.
1. The first group of games includes teaching children to count forward and backward.
Using a fairy story, I introduce children to the formation of all numbers within 10 by comparing equal and unequal groups of objects. Educational games such as:
"What number is missing?"
"How many?"
"Confusion?"
"Fix the mistake"
"Remove the numbers"
"Name the Neighbors"
Children learn to freely operate with numbers within 10 and accompany their actions with words.
Didactic games such as:
"Think of a Number"
"Number what's your name?
"Make a Number"
"Who will be the first to name which toy is gone?"
develop attention, memory, thinking in children.
2. The second group of mathematical games (games - time travel). They serve to introduce children to the days of the week, the names of the months, their sequence.
3. The third group includes spatial orientation games.
My task is to teach children to navigate in specially created spatial situations and determine their place according to a given condition. With the help of didactic games and exercises, children master the ability to determine the position of an object in relation to another object with a word.
4. To consolidate knowledge about the shape of geometric shapes, I suggest that children learn the shape of a circle, triangle, square in the surrounding objects.
For example, I ask: "What geometric figure does it look like the bottom of a plate?" (tabletop surface, sheet of paper, etc.)
5. Any mathematical task for ingenuity, no matter what age it is intended for, carries a certain mental load.
During the course of each new task the child is involved in active mental activity, striving to achieve the ultimate goal, thereby developing logical thinking.
Working in depth in this direction, I always remember that in the didactic game of the mathematical direction, my role, the role of the educator, is incomparably greater than in games of a different direction.
It is I who introduce children to this or that game and acquaint them with the method of its conduct. I participate in it, I lead it in such a way that I can use it to achieve the greatest possible number of didactic tasks.
When selecting games, I proceed from what program tasks I will solve with their help, how the game will contribute to the development of the mental activity of children, the education of the moral aspects of the individual.
First, I break down the game in terms of its structure:
didactic task
content
rules
game action
Then, I make sure that in the chosen game the children consolidate, clarify, expand their knowledge and skills and at the same time do not turn the game into an occupation or exercise.
I think over in detail how, while performing a program task, to preserve the game action and provide an opportunity for each child to actively act in a game situation.
I try to remember that the management of didactic games is carried out in accordance with the age characteristics of children.
Working with young children the educator must himself join the game. At first, children should be involved in playing with didactic material (turrets, cubes).
The teacher must, together with the children, disassemble and assemble them, thereby arousing in children an interest in didactic material, a desire to play with it.
Children of middle preschool age already have some experience of joint games, but even here I, the educator, must take part in didactic games.
I am teacher and participant, I teach children and play with them, I strive to involve all children, gradually I bring them to the ability to follow the actions and words of my comrades, that is, I am interested in the process of the whole game.
I select such games during which children must remember and consolidate certain concepts.
The task of didactic games is to streamline, generalize, group impressions, clarify ideas, distinguish and assimilate the names of forms, colors, sizes, spatial relationships, sounds.
older children in the course of didactic games, they observe, compare, contrast, classify objects according to one or another feature, make an analysis and synthesis available to them, and make generalizations.
I believe, that didactic games necessary in the education and upbringing of preschool children. Didactic game is purposeful creative activity, during which pupils more deeply and brightly comprehend the phenomena of the surrounding reality and learn about the world. They allow you to expand the knowledge of preschoolers, consolidate their ideas about quantity, size, geometric shapes, teach you to navigate in space and time.
A.V. Zaporozhets, assessing the role of the didactic game, emphasized: "We need to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to the overall development of the child."
In my work I use innovative ideas and pedagogical technologies the following authors:
1.T.I. Erofeeva "Mathematics for preschoolers"
2. Z.A. Mikhailov "Mathematics from 3 to 7".
3. T.M. Bondarenko "Didactic games in kindergarten"
4. I.A. Ponomareva, V.A. Pozina "FEMP"
5. V.V.Volina "The Holiday of the Number"
6. T.I. Erofeev "Mathematics for preschoolers" and others.
Also, the condition for the successful implementation of the program for the formation of elementary mathematical representations is organization of a subject-spatial, developing environment in age groups.
In order to stimulate the intellectual development of children, I have equipped entertaining math corner, consisting of educational and entertaining games, center established cognitive development , where didactic games and other entertaining game material are located: Gyenes blocks, Kuizener shelves, the simplest versions of the Tangram games, Columbus Egg, Cubes and Color, etc.
I collected and organized:
visual material on logical thinking
puzzles
joke tasks
entertaining questions
labyrinths
Crosswords
puzzles
puzzles
counting rhymes
proverbs
sayings and physical education minutes with mathematical content.
The organization of the developing environment is carried out with the feasible participation of children, which creates in them a positive attitude and interest in the material, a desire to play.
To determine the effectiveness of my work, I spend monitoring.
The analysis carried out showed that regular use in educational activities according to FEMP, a system of special game tasks and exercises aimed at developing cognitive capabilities and abilities, expands the mathematical horizons of preschoolers, promotes mathematical development, improves the quality of mathematical preparedness for school, allows children to more confidently navigate the simplest patterns of the reality around them and more actively use mathematical knowledge in Everyday life.
Thanks to the use of a well-thought-out system of didactic games in various forms of work, children learned mathematical knowledge and skills according to the program without overload and tedious work.
I came to the conclusion that most preschoolers have a high level of development of elementary mathematical concepts.
I work in close cooperation with the DOW specialists.
And yet it is not possible to give a full amount of knowledge only on the basis of preschool educational institutions.
The family plays the main, long-term and most important role in the upbringing of the child. I use different forms work with parents:
-general and group parent meetings
-consultation "Didactic game in a child's life". "Bright and interesting games"
-projects involving parents
- making didactic games together with parents
-master class for parents
-participation of parents in the preparation and holding of holidays, leisure activities
- joint creation of a subject-developing environment
Questionnaire: "What games do your children like to play?"
I make every effort to ensure that the knowledge and skills acquired by children in kindergarten - the parents of the children consolidated at home.
Family and kindergarten - two educational phenomena, each of which in its own way gives the child a social experience. But only in combination with each other they create optimal conditions for entry little man to the big world.
I believe that teaching children mathematics at preschool age contributes to the formation and improvement of intellectual abilities: the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity and ingenuity, the development of creative thinking.
In conclusion, the following conclusion can be drawn:
* the development of cognitive abilities and cognitive interest of preschoolers is one of the most important issues in the upbringing and development of a preschool child.
* the success of his schooling and the success of his development as a whole depends on how developed the child's cognitive interest and cognitive abilities are.
A child who is interested in learning something new, and who succeeds in learning something new, will always strive to learn even more - which, of course, will have the most positive effect on his mental development.
The better a child can do on their own
obtain information, the more
his curiosity grows.
The best students come from
inquisitive children, as the process
they are interested in gaining knowledge.
Thus, inquisitive children are more initiative, purposeful, hardworking, persistent, self-confident, which contributes to school performance. Therefore, the development of curiosity is one of the important tasks of modern education.
MBDOU "Totemsky kindergarten No. 7 "Sun"
Step-by-step creative perspective work plan on the topic:
"Formation of mathematical abilities in children of senior preschool age using entertaining games."
for 2016 - 2017 academic year
Educator: Novoselova E.N.
MonthWork with children
Working with parents
Working with teachers
Replenishment of the developing object-spatial environment
Literature
September
Games and exercises with counting sticks (see card index of games)
Memo "Entertaining mathematics for preschoolers"
Creating a card index of tasks and exercises with counting sticks for children
The study of the exemplary basic general educational program of preschool education "From birth to school" edited by N.E. Veraksa in the new edition of 2016
October
Games for the development of spatial representations: “Continue the pattern”, “Find the same toys”, “The fourth extra”, “Circle the paths”, “Help the bunny get to his house”, etc.
Booklet " New life old games"
Creation of a mathematical corner of developing and entertaining games in a group.
"Mathematics before school", "Game entertaining tasks for preschoolers" Z.I. Mikhailova
November
Games for the development of logical thinking: “Find an extra word”, “The fourth extra”, “Name it in one word”, etc. (see card index of games)
Creation of a card file of games for the development of logical thinking.
Internet Sources:
Game entertaining tasks for preschoolers,
- "Development of mathematical abilities through the game"
December
Games for the development of attention and observation: "Do as I did", "Arrange as it was", "Draw", "Find the differences" (see card index of games for attention)
Mathematical KVN for parents at the parent meeting
Creation of a card file of games for attention and observation for children of the older group
D. Denisova "Mathematics for preschoolers" ( workbook)
January
Imagination games: “What clouds look like”, “Magic mosaic”, “What to draw in an empty cage”, “Determine how the last ball should be painted”, “Determine what windows should be in the last house? and etc.
Memo "Adult participation in children's games. Problem situations and their solution»
Consultation "Games for the development of the imagination of children"
Creating a card index of games for children to develop the imagination
V.V. Voskobovich "Fairytale labyrinths of the game"
February
Voskobovich's educational games: "Geokont", "Wonder Flower", "Fold the Pattern", "Magic Belt", "Game Square", etc. (see card index of games)
Booklet “The use of educational games by V.V. Voskobovich in the intellectual development of children"
Development of a task system for children using Cusener's Sticks
Tutorial: Cusener colored counting sticks. Album with stick games.
March
Cusener's colored stick games: "Magic Paths", "Help the Baby", etc.
Consultation "Kusener's sticks - as a means of learning logic and mathematics for children"
Creating a presentation of "Kusener's Sticks"
V.P. Novikova, L.I. Tikhonova "Educational games and exercises with Kuzener's sticks"
April
B.P. Games Nikitin:
"Collect-ka", "Fold the pattern", "Miracle cubes", etc.
Reading math tales
Booklet “Using B.P. Nikitin as a means of developing cognitive interest in mathematics in children
Acquisition and introduction of educational games by B. Nikitin
May
Games to consolidate the material covered
Master class at the parent meeting "Entertaining mathematics with preschoolers"
Presentation of a lapbook on this topic.
Making a laptop.
