The process of forming elementary mathematical representations is carried out under the guidance of a teacher as a result of systematic work carried out in the classroom and outside them, aimed at familiarizing children with quantitative, spatial and temporal relationships using a variety of means. Didactic tools are a kind of teacher's tools and tools cognitive activity children.
At present, in the practice of children's work preschool institutions The following means of forming elementary mathematical representations are widespread:
- sets of visual didactic material for classes;
– equipment for independent games and activities for children;
— teaching aids for the teacher kindergarten, which reveal the essence of the work on the formation of elementary mathematical representations in children in each age group and give exemplary notes of classes;
- a team of didactic games and exercises for the formation of quantitative, spatial and temporal representations in preschoolers;
- educational and cognitive books to prepare children for the assimilation of mathematics at school in a family setting.
When forming elementary mathematical representations, teaching aids perform various functions:
- implement the principle of visibility;
- adapt abstract mathematical concepts in a form accessible to kids;
- help preschoolers to master the methods of action required for the emergence of elementary mathematical concepts;
- contribute to the accumulation in children of the experience of sensory perception of properties, relationships, connections and dependencies, its constant expansion and enrichment, help to make a gradual transition from the material to the materialized, from the concrete to the abstract;
- enable the educator to organize the educational and cognitive activities of preschoolers and manage this work, develop in them the desire to acquire new knowledge, master counting, measurement, the simplest methods of calculation, etc .;
- increase the volume of independent cognitive activity of children in mathematics classes and outside them;
- expand the capabilities of the teacher in solving educational, educational and developmental tasks;
— rationalize and intensify the learning process.
Thus, teaching aids perform important functions: in the activities of the teacher and children in the formation of their elementary mathematical concepts. They are constantly changing, new ones are being constructed in close connection with the improvement of the theory and practice of pre-mathematical preparation of children in preschool institutions.
The main teaching tool is a set of visual didactic material for classes. It includes the following: AND - objects environment taken in in kind: A variety of 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 representations in the classroom, real objects and their images are most widely used. With the age of children, natural changes occur in the use of certain groups of didactic tools: along with visual aids, an indirect system of didactic materials is used. Modern research refute the statement about the inaccessibility of generalized mathematical concepts for children. Therefore, visual aids that model mathematical concepts are increasingly used in work with older preschoolers.
Didactic means should change not only with regard to age characteristics, but depending on the ratio of the concrete and the abstract at different stages of the children's assimilation of the program material. For example, at a certain stage, real objects can be replaced by numerical figures, and they, in turn, by numbers, etc.
Each age group has its own set of visual material. This is a complex didactic tool that provides the formation of elementary mathematical concepts in the conditions of purposeful learning in the classroom. Thanks to it, it is possible to solve almost all program problems. Visual didactic material is designed for a specific content, methods, frontal forms of organization of education, corresponds to age characteristics children, meets a variety of requirements: scientific, pedagogical, aesthetic, sanitary and hygienic, economic, etc. It is used in the classroom to explain the new, consolidate it, to repeat what has been passed and to test the knowledge of children, i.e. at all stages of learning .
Usually, two types of visual material are used: large (demonstration) for showing and working with children and small (handout), which the child uses while sitting at the table and performing the task of the teacher at the same time as everyone else. Demonstration and handout materials differ in purpose: the former serve to explain and show the methods of action by the educator, the latter make it possible to organize independent activities for children, during which the necessary skills and abilities are developed. These functions are basic, but not the only ones and are strictly fixed.
Demo materials include:
- typesetting canvases with two or more strips for laying out different planar images on them: fruits, vegetables, flowers, animals, etc .;
— geometric figures, cards with numbers and signs +, -, =, >,<;
- flannelgraph with a set of planar images pasted on the flannel with the pile outward, so that they hold more firmly on the surface of the flannelgraph board covered with flannel;
- an easel for drawing, on which two or three removable shelves are attached to demonstrate voluminous visual aids;
- a magnetic board with a set of geometric shapes, numbers, signs, flat subject images;
- shelves with two and three steps for demonstrating visual aids;
- sets of items (10 pieces each) of the same and different colors, sizes, volumetric and planar (on stands);
- cards and tables;
- models ("number ladder", calendar, etc.);
- logical blocks;
- panels and pictures for compiling and solving arithmetic problems;
– equipment for conducting didactic games;
- appliances (ordinary, hourglass, pan scales, floor and table abacus, horizontal and vertical abacus, etc.).
Certain types of demonstration materials are included in stationary equipment for educational activities: magnetic and regular boards, flannelgraph, abacus, wall clocks, etc.
Handout materials include:
- small objects, volumetric and planar, the same and different in color, size, shape, material, etc.;
- cards consisting of one, two, three or more stripes; cards with objects depicted on them, geometric shapes, numbers and signs, cards with nests, cards K with sewn buttons, lotto cards, etc .;
- sets of geometric shapes, flat and voluminous, of the same and different colors, sizes;
— tables and models;
- counting sticks, etc.
The division of visual didactic material into demonstration and handout is very conditional. The same tools will help to be used both for the show and for the exercises.
The size of the benefits should be taken into account: the handout should be such that the children sitting next to each other can conveniently place it on the table and not interfere with each other during work. Since the demonstration material is intended to be shown to all children, it is larger in all respects than the handout. The existing recommendations regarding the size of visual didactic materials in the formation of elementary mathematical representations of children are empirical in nature and are built on an experimental basis. In this regard, a certain standardization is urgently needed and can be achieved as a result of special scientific research. While there is no uniformity in the indication of sizes in the methodological literature and in those produced by the industry
sets, one should practically establish the most acceptable option and in each case, focus on the best pedagogical experience.
Handouts are required in large quantities for each child, demonstration - one per group of children. For a four-group kindergarten, demonstration material is selected as follows: 1-2 sets of each name, and handout - 25 sets of each name for the entire kindergarten.
garden to fully provide for one group.
Both material should be artistically designed: attractiveness is of great importance in teaching kids - it is more interesting for children to study with beautiful aids. However, this requirement should not become an end in itself, since the excessive attractiveness and novelty of toys and aids can distract the child from the main thing - the knowledge of quantitative, spatial and temporal relations.
Visual didactic material serves to implement the program for the development of elementary mathematical concepts
in the course of specially organized exercises in the classroom. For this purpose, use:
- aids for teaching children to count;
- manuals for exercises in recognizing the size of objects;
- manuals for children's exercises in recognizing the shape of objects and geometric shapes;
- manuals for the exercise of children in spatial orientation;
- manuals for the exercise of children in orientation in time. These kits correspond to the main sections
programs and include both demonstration and handout material. The didactic tools necessary for conducting classes are made by educators themselves, involving parents, chefs, older preschoolers, or they are taken ready-made from the environment. Currently, the industry has begun to produce separate visual aids and entire sets that are designed for mathematics classes in kindergarten. This significantly reduces the amount of preparatory work on equipping the pedagogical process, frees the educator time for work, including the design of new didactic tools and the creative use of existing ones.
Didactic tools that are not included in the equipment for organizing educational activities are stored in the methodical room of the kindergarten, in the methodical corner of the group room, they are kept in boxes with transparent lids or on tight lids they depict the objects that are in them with appliqué. Natural material, small counting toys can also be found in boxes with internal partitions. Such storage makes it easier to find the right material, saves time and space.
Equipment for independent games and activities may include:
- special didactic tools for individual work with children, for preliminary acquaintance with new toys and materials;
- a variety of didactic games: desktop-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 tasks, transfiguration tasks, etc. ), visual instructions, etc.;
- separate didactic tools: 3. Gyenesh blocks (logical blocks), X. Kuzener's sticks, counting material (different from what is used in the classroom), cubes with numbers and signs, children's computers and much more; 128
- books with educational and cognitive content for reading to children and looking at illustrations.
All these tools are best placed directly in the zone of independent cognitive and play activities, they should be updated periodically, taking into account children's interests and inclinations. These funds are mainly used during game hours, but can also be used in the classroom. Children should be given free access to them and their wide use.
Acting with a variety of didactic means outside the classroom, the child not only consolidates the knowledge gained in the classroom, but in some cases, assimilating additional content, can get ahead of the requirements of the program, gradually prepare for its assimilation. Independent activity under the guidance of a teacher, taking place individually, in a group, makes it possible to ensure the optimal pace of development for each child, taking into account his interests, inclinations, abilities, and characteristics.
Many of the didactic tools used outside the classroom are extremely effective. An example is the "colored numbers" - the didactic material of the Belgian teacher X. Kuzener, which is widely used in kindergartens abroad and in our country. It can be used from kindergarten through the last years of high school. "Colored numbers" is a set of sticks in the form of rectangular parallelepipeds and cubes. All sticks are painted in different colors. The starting point is a white cube - a regular hexagon measuring 1X1X1 cm, i.e. 1 cm3. A white stick is one, a pink one is two, a blue one is three, a red one is four, etc. The longer the stick, the greater the value of the number that it expresses. Thus, a number is modeled by color and magnitude. There is also a planar version of colored numbers in the form of a set of stripes of different colors. Laying out multi-colored rugs from sticks, composing trains from wagons, building a ladder and performing other actions, the child gets acquainted with the composition of a number of units, two numbers, with a sequence of numbers in the natural series, performs arithmetic operations, etc., i.e. prepares for mastering various mathematical concepts. Sticks make it possible to construct a model of the studied mathematical concept. / The blocks of 3. Gyenesh (logical blocks), a Hungarian psychologist and mathematician (this didactic material is described in the chapter, § 2) are the same universal and very effective didactic tool.
One of the means of forming elementary mathematical concepts in preschool children is entertaining games, exercises, tasks, questions. This entertaining mathematical material is extremely diverse in content, form, developmental and educational influence.
At the end of the last - the beginning of our century, it was believed that through the use of entertaining mathematical material it was possible to develop in children the ability to count, solve arithmetic problems, develop their desire to study, to overcome difficulties. It was recommended to use it in work with children up to school age.
In subsequent years, a decline in attention to entertaining mathematical material was noticed, and interest in it has increased again in the last 10-15 years in connection with the search for new teaching aids that would most contribute to the identification and realization of the potential cognitive abilities of each child.
Entertaining mathematical material, due to its inherent amusingness, the serious cognitive task hidden in it, captivating, develops children. There is no single, universally recognized classification. Most often, a task or a group of homogeneous tasks gets a name that reflects either the content, or the game goal, or the mode of action, or the objects used. Sometimes the title contains a description of the task or game in a condensed form. From entertaining mathematical material, the simplest types of it can be used in working with preschoolers:
- geometric kits: "Tangram", "Pythagoras", "Columbus egg", "Magic circle", etc., in which it is required to create a plot image from a set of flat geometric shapes based on a silhouette, contour sample or according to a plan;
- Rubik's "Snake", "Magic Balls", "Pyramid", "Fold the Pattern", "Unicube" and other puzzle toys consisting of three-dimensional geometric bodies rotating or folding in a certain way;
- logical exercises that require inferences built on the basis of logical schemes and rules;
- tasks for finding a sign (signs) of difference or similarity of figures (for example: “Find two identical figures”, “How do these objects differ from each other?”, “Which figure is superfluous here?”);
- tasks for finding the missing figure, in which, by analyzing object or geometric images, the child must establish a pattern in the set of features, their alternation and, on this basis, select the necessary figure, completing the row with it or filling in the missing space;
- labyrinths - exercises performed on a visual basis and requiring a combination of visual and mental analysis, accuracy of actions in order to find the shortest and surest path from the start to the end point (for example: "How does the mouse get out of the mink?", "Help the fishermen unravel the fishing rods ”, “Guess who lost the mitten”);
- entertaining exercises on the recognition of parts as a whole, in which children are required to establish how many and what shapes are contained in the picture;
- entertaining exercises to restore the whole from parts (to assemble a vase from fragments, a ball from multi-colored parts, etc.);
- tasks-savvy of a geometric nature with sticks, from the simplest ones for reproducing according to the model of the pattern and up to drawing up subject pictures, for transfiguration (change the shape by shifting the specified number of sticks);
- riddles that contain mathematical elements in the form of a term denoting quantitative, spatial or temporal relationships;
- poems, counting rhymes, tongue twisters and sayings with mathematical elements;
- tasks in a poetic form;
- joke tasks, etc.
This far from exhausts all the entertaining mathematical material that can be used in working with children. Some of its types are listed.
Entertaining mathematical material in its structure is close to a children's game: didactic, plot-role-playing, construction-constructive, dramatization. Like a didactic game, it is primarily aimed at developing mental abilities, qualities of the mind, and ways of cognitive activity. Its cognitive content, organically combined with an entertaining form, becomes an effective means of mental education, unintentional learning, in the best way corresponding to the age characteristics of a preschool child. Many joke tasks, puzzles, entertaining exercises and questions, having lost their authorship, are passed down from generation to generation, just like folk didactic games. The presence of rules organizing the order of actions, the nature of visibility, the possibility of competition, in many cases a pronounced result, make entertaining material related to a didactic game. At the same time, it contains elements of other types of games: roles, plot, content that reflects some kind of life phenomenon, actions with objects, solving a constructive problem, favorite images of fairy tales, stories, cartoons, dramatization - all this testifies to the multilateral connections of entertaining material with the game. . It seems to absorb many of its elements, features and characteristics: emotionality, creativity, independent and amateur character.
Entertaining material also has its own pedagogical value, allowing you to diversify didactic tools in working with preschoolers to form their simplest mathematical ideas. It expands the possibility of creating and solving problem situations, opens up effective ways to enhance mental activity, and promotes the organization of communication between children and adults.
Studies indicate the availability of certain mathematical entertaining tasks from 4-5 years. Being a kind of mental gymnastics, they prevent the emergence of intellectual passivity, form perseverance and purposefulness in children from an early age. Now everywhere there is a craving of children for intellectual games and toys. This desire should be used more widely in work with preschoolers.
Let us note the main pedagogical requirements for entertaining mathematical material as a didactic tool.
1. The material must be varied. This requirement follows from its main function, which consists in the development and improvement of quantitative, spatial and temporal representations in children. Entertaining tasks should be varied according to the methods of solution. When a solution is found, similar tasks are solved without much difficulty, the task itself becomes a template from a non-standard one, and its developmental influence is sharply reduced. The forms of organizing work with this material should also be diversified: individual and group, in free independent activity and in the classroom, in kindergarten and at home, etc.
2. Entertaining material should not be used occasionally, by chance, but in a certain system, involving the gradual complication of tasks, games, exercises.
3. When organizing the activities of children with entertaining material and managing it, it is necessary to combine direct teaching methods with the creation of conditions for independent searches for solutions.
4. Entertaining material should correspond to different levels of general and mathematical development of the child. This requirement is realized due to the variation of tasks, methodological techniques and forms of organization.
5. The use of entertaining mathematical material should be combined with other didactic means for the formation of elementary mathematical concepts in children.
Entertaining mathematical material is a means of complex influence on the development of children, with its help mental and volitional development is carried out, problems in learning are created, the child takes an active position in the learning process itself. Spatial imagination, logical thinking, purposefulness and purposefulness, the ability to independently seek and find ways of action to solve practical and cognitive problems - all this, taken together, is required for the successful assimilation of mathematics and other subjects at school.
Didactic tools include manuals for a kindergarten teacher, which reveal the system of work on the formation of elementary mathematical concepts. Their main purpose is to help the educator put into practice the pre-mathematical preparation of children for school.
High demands are placed on manuals for kindergarten teachers as a didactic tool. They must:
a) be built on a solid scientific and theoretical foundation, reflect the main modern scientific concepts of the development and formation of elementary mathematical concepts in preschoolers, put forward by teachers, psychologists, mathematicians;
b) correspond to the modern didactic system of pre-mathematical preparation: goals, objectives, content, methods, means and forms of organizing work in kindergarten;
c) take into account advanced pedagogical experience, include the best achievements of mass practice;
d) be convenient for work, simple, practical, specific.
The practical orientation of the manuals that serve as a teacher's reference book is reflected in their structure and content.
The age principle is most often the leading one in the presentation of the material. The content of the manual can be methodological recommendations for organizing and carrying out work on the formation of elementary mathematical concepts in preschoolers as a whole or in separate sections, topics, questions; summaries of the lessons of games.
An abstract is a brief description containing the goal (program content: educational and educational tasks), a list of visual aids and equipment, coverage of the course (main parts, stages) of a lesson or game. Usually, manuals provide a system of notes that sequentially reveal the main methods and techniques of teaching, with the help of which tasks from different sections of the program for the development of elementary mathematical representations are solved: work with demonstration and handout material, demonstration, explanation, demonstration of samples and methods of action by the educator, questions to children and generalizations, independent activities of children, individual and collective tasks and other forms and types of work. The content of the notes consists of a variety of exercises and didactic games that can be used in mathematics classes in kindergarten and outside them in order to form quantitative, spatial and temporal representations in children.
Using the notes, the educator concretizes, clarifies the tasks (the notes usually indicate educational tasks in the most general form), can change the visual material, determine the number of exercises and their parts in the lesson or in the game at their own discretion, involve additional methods of enhancing cognitive activity, individualize questions , tasks according to the degree of difficulty for a particular child.
The existence of abstracts does not at all mean direct adherence to the finished material, they leave room for creativity in the use of a variety of methods and techniques, didactic tools, forms of work organization, etc. The teacher can combine, choose the best options from several, create a new one by analogy with the existing one.
Summaries of classes in mathematics and games are a didactic tool successfully found by the method, which, with the right attitude towards it and use, increases the effectiveness of the pedagogical activity of the educator.
In recent years, such a didactic tool as educational and cognitive books has become more widely used to prepare children for learning mathematics at school. Some of them are addressed to the family, others to both the family and the kindergarten. Being teaching aids for adults, they are also intended for children as a book for reading and viewing and lustration.
This didactic tool has the following characteristic features:
- a sufficiently large amount of cognitive content, which generally meets the program requirements for the development of quantitative, spatial and temporal representations in children, but may not coincide with them;
- a combination of cognitive content with an artistic form: characters (fairy tale characters, adults, children), plot (journey, family life, various events in which the main characters become participants, etc.);
- entertaining, colorful, which are achieved by a complex of means: a literary text, numerous illustrations, various exercises, direct, appeal to children, humor, bright design, etc .; all this is aimed at making the cognitive content more attractive, meaningful, interesting for the child;
- books are designed for a minimum methodological and mathematical training of an adult, contain specific, clear recommendations for him either in the preface or in the afterword, and sometimes in parallel with the text for reading to children;
- the main material is divided into chapters (parts, lessons, etc.), which are read by an adult, and the child looks at the illustrations and performs exercises. It is recommended to work with the child several times a week for 20-25 minutes, which generally corresponds to the number and duration of math classes in kindergarten;
- the content of the books is designed for the consistent, gradual formation of elementary mathematical concepts in a certain system, taking into account the basic laws of development of the cognitive activity of preschoolers.
Educational and cognitive books are especially needed in cases where children go to school directly from the family. If the child attends kindergarten, then they can be used to consolidate knowledge.
The process of forming elementary mathematical representations requires the complex use of a variety of didactic tools and their correspondence to the content, methods and techniques, forms of organization of work on the pre-mathematical preparation of children in kindergarten.

Nutsa Marina Gennadievna
Job title: educator
Educational institution: MADOU Murmansk №96
Locality: Murmansk
Material name: Didactic games as a means of developing the mathematical abilities of preschoolers
Topic: Formation of elementary mathematical representations in accordance with GEF DO
Publication date: 14.05.2017
Chapter: preschool education

Nutsa Marina Gennadievna

educator MADOU Murmansk No. 96

Didactic games as a means of development

mathematical abilities of pupils

senior preschool age in preschool

educational organization

'From how laid

elementary math

representations to a large extent

path depends

mathematical development,

the success of the child in

this field of knowledge"

L.A. Wenger

One of the most important tasks of educating a preschool child

age is the development of his mind, the formation of such thinking skills and

abilities that make it easy to learn new things.

For the modern educational system, the problem of mental

education (and the development of cognitive activity is one of the

tasks of mental education) is extremely important and relevant. So important

learn to think creatively, outside the box, independently find the right

maths

hones

develops

flexibility

thinking, teaches logic, forms memory, attention, imagination, speech.

mastering

elementary

mathematical

representations

attractive,

unobtrusive,

joyful.

Mathematical development of preschoolers - positive changes in

cognitive sphere of the personality, which occur as a result of the development

mathematical representations and related logical operations.

The formation of elementary mathematical representations is

purposeful process of transfer and assimilation of knowledge, techniques and methods

mental activity provided by program requirements.

Main

preparation

successful

mastery

mathematics at school, but also the comprehensive development of children.

Mathematical education of a preschooler is a purposeful

learning

elementary

mathematical

ideas

ways

knowledge

mathematical

reality

preschool

institutions

whom

is

upbringing

culture

thinking and mathematical development of the child.

Organization of educational activities in mathematical

development of children of senior preschool age

preschool age.

In accordance with the Federal State Educational Standard, the main goals of the mathematical

development of preschool children are:

1. The development of logical and mathematical ideas about mathematical

properties

relations

items

(specific

quantities,

geometric shapes, dependencies, regularities);

Development of sensory, subject-effective ways of cognition

mathematical

relations:

examination,

matching,

grouping, ordering, splitting);

Mastering experimental research methods by children

knowledge

mathematical

(experimentation,

modeling, transformation);

The development in children of logical ways of learning mathematical

relations

abstraction,

negation,

comparison,

classification);

Mastery

mathematical

ways

knowledge

reality: counting, measurement, simple calculations;

Development

intellectual and creative

manifestations

resourcefulness, ingenuity, conjecture, ingenuity, desire to search

non-standard solutions;

Development

reasoned

evidence

enrichment of the child's vocabulary;

8. Raising the readiness of children to study at school,

activity,

initiative,

autonomy, responsibility, perseverance in

overcoming difficulties, eye coordination and fine motor skills

hands, skills of self-control and self-esteem.

All tasks of mathematical development of older preschoolers

are resolved

education

entertaining.

entertaining

learning

escalate

emotional and mental

processes,

forcing

observe,

compare,

reason,

argue

prove

right

completed

actions.

adult-

support

Trying

line up

educational

activity

was active and enthusiastic. Giving children math assignments

take into account

individual

capabilities

preferences

various

development

mathematical content is purely individual in nature.

Mastering mathematical concepts will be effective and

effective only when children do not see that they are being taught something. Them

it seems like they are just playing. Not noticeable to yourself in the process of gaming

actions with game material count, add, subtract, decide

brain teaser

Capabilities

organizations

activities

are expanding subject to the creation of a developing group in the kindergarten group

object-spatial environment. Therefore, I do my best to

creation in a group of properly organized subject-spatial

environment that allows each child to find something to do, to believe

to their strengths and abilities, learn to interact with teachers and

peers, understand and evaluate feelings and actions, argue

their conclusions.

in mathematics

development of older children

preschool

age

varied,

usage

a specific educational task, regime moment, developing environment, etc.:

organized educational activities, didactic games, experiments,

experiments, mathematical holidays, leisure activities, everyday household

situations, conversations, independent activities of children.

The fundamental principle of the development of modern preschool

about r a z o v a n and i,

proposed

Federal

state

educational

standard

preschool

education

integration

educational

areas.

Development

mathematical

representations of children, their acquisition of basic mathematical knowledge in

in accordance with program requirements and age characteristics

carried out

educational

social

communicative

development,

cognitive

development,

development,

artistic and aesthetic development, physical development. Necessary

pedagogical

conditions

mathematical

development

preschoolers

integrated

are:

thoughtful

organized

educational

activities,

including

integrated

rational

combination

various

activities (playing, visual, cognitive, research

activation

cognitive

interest

mathematics

preschoolers and the desire to learn new knowledge.

Novikova

"Maths

allows

realize

educational work on the formation of mathematical representations

integrated

majority

activities. I use a variety of

methodical

combination

practical

activities,

solving problem-game and search situations. All received during

knowledge, skills, skills are fixed in didactic games, because

each math lesson scenario has a "Let's play" section,

meaning

formation

mathematical

representations

preschoolers

technology, in particular, such a component as a didactic game.

2. The value of the didactic game as a component of the game

technologies in the mathematical development of children of senior preschool

age.

Didactic games play an important role in solving specific

tasks of mathematical development of older preschoolers; they activate

mental activity, interested in mathematical material,

captivate

entertain

develop

intellectual

capabilities,

deepen mathematical concepts, consolidate acquired knowledge and

skills. They are important as one of the means of providing exercise

distinction,

allocation,

naming

sets

items,

geometric shapes, directions, etc. In didactic games

possibility

form

meet

ways

actions.

didactic

efficient,

effective

means

mathematical

development

preschoolers,

necessary

creation

purposefully

organized

subject-developing environment, saturated with a variety of subjects and

game material of mathematical content, including:

1. Didactic,

developing

logico-mathematical

directed

development

actions

comparisons,

logical

operations

classification,

recognition

description,

recreation,

transformation,

orientation according to the scheme, model; for the implementation of control and verification

actions, following and alternating, etc.

2. Games with Gyenesh logic blocks, Kuizener sticks.

3. Games for the development of counting and computing skills.

4.Various

developing

didactic

allowing children to exercise in establishing relationships, dependencies.

5. Educational games for planar and volumetric modeling, in

which children not only post pictures, designs based on samples,

but they also independently come up with and make up silhouettes.

options

recreation

("Tangram",

"Mongolian

game”, “Leaf”, “Columbus egg”), puzzle games.

7. Games on the method of formation and composition of numbers, comparison of numbers.

In the mathematical development of older preschoolers, I use

a variety of didactic games, but especially effective

didactic games with logic blocks developed by the Hungarian

psychologist and mathematician

Zoltan Gyenes (see Annex 2), as in them

are successfully solved

educational,

educational and developing

Familiarization

geometric

figures,

size

items;

2. Development of thinking skills;

3. Mastering the elementary skills of the algorithmic culture of thinking;

Development

cognitive

processes:

perception,

attention

imagination, creativity.

Each block is characterized by four properties: color,

shape, size and thickness.

In didactic

are used

cards with a conditional indication (symbols) of one or another property of the blocks

cards

denial

Usage

cards

didactic games allows you to develop in children the ability to replace

and modeling properties, the ability to encode and decode information about

them. Didactic games with logical blocks help the child master

mental operations and actions that are important from the point of view of the general

intellectual

development,

develop

cognitive

activity,

ability

act

master

representation

numbers and geometric shapes, spatial orientation. So

Thus, didactic games with Gyenes blocks are indispensable

means

formation

mathematical

representations

preschoolers, for the development of their cognitive activity.

Conclusion

It is the formation

mathematical concepts about

properties,

logico-mathematical

relations

relationship,

ways

changes

transformations

objects

space

quantitative characteristics, about dividing into parts and recreating the whole

from parts, the development of cognitive research skills

implements

the goal of the cognitive development of preschoolers in accordance with the Federal State Educational Standard.

Initial mathematical training in preschool education

institution

promotes:

development

curiosity

cognitive

motivation, imagination, creative activity, the formation of primary

ideas about the objects of the surrounding world, properties and relationships

objects,

computing,

measurement,

modeling,

mastery

mathematical

terminology;

development

cognitive

interests

abilities,

logical thinking, the general intellectual development of the child. From that

to what extent, at what level

laid down elementary math

representation

preschool

childhood,

significant

further

path mathematical

development

child,

success

progress in this field of knowledge. Mastering elementary children

representations from the field of mathematics has

important educational

aspect: it requires preschoolers to be organized, independent,

mindfulness,

perseverance

discipline,

promotes

formation of purposefulness and responsibility in them.

Numerous psychological and pedagogical studies and

advanced

pedagogical

preschool

institutions

show that only properly organized children's activities and

systematic

education

provide

timely

mathematical

preschooler development. Entertaining mathematical material is

a good means of educating children already at preschool age of interest

to mathematics, to the logic and evidence of reasoning, the desire to show

mental

voltage,

focus

Attention

problem.

Didactic games and game exercises of mathematical content as

components of gaming technology - the most famous and frequently used

contemporary

practice

preschool

education

entertaining

mathematical material, so they must be included

in the process of teaching preschoolers mathematics as a means of forming

new knowledge, expansion, clarification, consolidation of educational material.

Literature

1. Babaeva T.I., Gogoberidze A.G., Solntseva O.V. etc. Complex

educational program of preschool education "Childhood". - SPB.:

Detstvo-Press, 2016

2. Istomina N.B. Getting ready for school. Mathematical preparation of children

senior preschool age. - M.: Association XXI century, 2015

3. Kolesnikova E.V. Mathematical steps. Development Program

mathematical concepts in preschoolers. - M.: Sfera, 2015

Lelyavina

Finkelstein

let's play.

methodical

use

didactic

Gyenes and logical figures. - St. Petersburg: Corvette, 2012

4. Mavrina

Math games for preschoolers. - M.:

Dragonfly, 2012

5. Mikhailova, Z.A. Logical and mathematical development of preschoolers. -

St. Petersburg: Detstvo-Press, 2015

6. Mikhailova Z.A. Theories and technologies of mathematical development for

preschool children. - St. Petersburg: Childhood-Press, 2008

Count.

development

mathematical concepts in older preschoolers. - St. Petersburg: Childhood-

Press, 2013

8. Novikova V.P. Mathematics in kindergarten. Lesson scenarios. 5-6 years.

- M.: Mosaic-Synthesis, 2016

9. Novikova V.P. Mathematics in kindergarten. Lesson scenarios. 6-7 years old.

M.: Mosaic-Synthesis, 2016

No. 1155 "On approval of the federal state educational

standard of preschool education"

Municipal budgetary preschool educational institution

"Kindergarten No. 47 "Veselinka" of the city of Dimitrovgrad, Ulyanovsk Region"

Consultation for teachers

“Formation of the foundations of mathematical culture among preschoolers. Modern approaches in accordance with the requirements of the Federal State Educational Standard.

Prepared by:

Nazarova G.F. - senior teacher

Modern approaches to the organization of the formation of mathematical representations of preschoolers in accordance with the requirements of the Federal State Educational Standard

“The further path of mathematical development, the success of the child’s advancement in this field of knowledge, to a large extent depends on how elementary mathematical representations are laid down” L.A. Wenger

Purpose of the consultation:

Increasing the competence of teachers and preventing possible pedagogical errors in the organization of a developing subject-spatial environment for the implementation of the tasks of the cognitive development of preschool children in the process of forming elementary mathematical representations in them.

One of the most important tasksraising a child preschool age - this is the development of his mind, the formation of such mental skills and abilities that make it easy to learn new things.

For the modern educational systemthe problem of mental education (and the development of cognitive activity is one of the tasks of mental education)extremely important and relevant . It is so important to learn to think creatively, outside the box, to find the right solution on your own.

It is mathematics that sharpens the child's mind, develops the flexibility of thinking, teaches logic, forms memory, attention, imagination, speech.

GEF DO requires the process of mastering elementary mathematical conceptsattractive, unobtrusive, joyful .

In accordance with the Federal State Educational Standard, the main goals of the mathematical development of preschool children are:

Development of logical and mathematical ideas about the mathematical properties and relationships of objects (specific quantities, numbers, geometric shapes, dependencies, patterns);

Development of sensory, subject-effective ways of knowing mathematical properties and relationships: examination, comparison, grouping, ordering, splitting);

Mastering by children of experimental and research methods of cognition of mathematical content (experimentation, modeling, transformation);

Development in children of logical ways of knowing mathematical properties and relationships (analysis, abstraction, negation, comparison, classification);

Mastering by children mathematical methods of cognition of reality: counting, measurement, simple calculations;

The development of intellectual and creative manifestations of children: resourcefulness, ingenuity, guesswork, ingenuity, the desire to find non-standard solutions;

Development of accurate, reasoned and evidence-based speech, enrichment of the child's vocabulary;

Development of initiative and activity of children.

Targets for the formation of elementary mathematical representations :

Counts, calculates, measures, models

Proficient in mathematical terminology

Developed cognitive interests and abilities, logical thinking

Possesses the simplest graphic skills and abilities

Owns general methods of mental activity (classification, comparison, generalization, etc.)

Mathematical development of preschoolers - positive changes in the cognitive sphere of the individual, which occur as a result of the development of mathematical concepts and related logical operations.

The formation of elementary mathematical representations is a purposeful process of transferring and mastering knowledge, techniques and methods of mental activity provided for by program requirements. Its main goal is not only preparation for the successful mastering of mathematics at school, but also the comprehensive development of children.

Mathematical education of a preschooler is a purposeful process of teaching elementary mathematical concepts and ways of knowing mathematical reality in preschool institutions and the family, the purpose of which is to foster a culture of thinking and mathematical development of the child.

How to “wake up” the cognitive interest of the child?

Answers:novelty, unusualness, unexpectedness, inconsistency with previous ideas.

That is, you need to doentertaining learning . Entertaining learning intensifies emotional and thought processes that make you observe, compare,argue, argue, prove the correctness of the actions performed.

The task of an adult is to keep the interest of the child!

Today, the teacher needs to build educational activities in kindergarten in such a way that each child is actively and enthusiastically engaged.When offering children tasks of mathematical content, it must be taken into account that their individual abilities and preferences will be different, and therefore the development of mathematical content by children is purely individual.

Mastering mathematical concepts will be effective and efficient only when children do not see that they are being taught something. They think they are just playing. Unnoticeably, in the process of playing actions with game material, they count, add, subtract, solve logical problems.

The possibilities of organizing such activities are expanding provided that a developing object-spatial environment is created in the kindergarten group. After all, a properly organized object-spatial environment allows each child to find something to their liking, to believe in their strengths and abilities, to learn how to interact with teachers and peers, to understand and evaluate feelings and actions, to argue their conclusions.

Using an integrated approach in all types of activities helps teachers to have entertaining material in each group of the kindergarten, namely card files with a selection of mathematical riddles, funny poems, mathematical proverbs and sayings, counting rhymes, logical tasks, joke tasks, mathematical fairy tales. Entertaining in content, aimed at developing attention, memory, imagination, these materials stimulate children's manifestations of cognitive interest. Naturally, success can be ensured under the condition of a child-oriented interaction with an adult and other children.

So, puzzles are useful for fixing ideas about geometric shapes, their transformation. Riddles, tasks - jokes are appropriate in the course of learning to solve arithmetic problems, operations on numbers, in the formation of ideas about time. Children are very active in the perception of tasks - jokes, puzzles, logical exercises. The child is interested in the ultimate goal: to add, find the desired figure, transform, which captivates him.

Particular attention is paid to saturation of the environment - the educational space should be equipped with the means of training and education (including technical ones). These are various modern educational games: constructors - designer Polikarpov, plot constructor "Transport", "City", "Castle", constructor TIKO "Balls", "Geometry", mathematical tablet, arithmetic account, logical pyramids "Colored columns", "Learning to count" with numbers, logical dominoes, labyrinths, wooden construction kits "Tomik", counting material "Geometric figures", educational games by Voskobovich.

Construction

In the game with the designer, the child remembers the names and appearance of planar figures (triangles - equilateral, acute-angled, rectangular), squares, rectangles, rhombuses, trapezoids, etc. children learn to model objects of the world around them and gain social experience. Children develop spatial thinking, they can easily change the color, shape, size of the structure, if necessary.The skills and abilities acquired in the preschool period will serve as the foundation for gaining knowledge and developing abilities at school age. And the most important among these skills is the skill of logical thinking, the ability to "act in the mind."

Wooden constructors are a convenient didactic material. Multi-colored details help the child not only learn the names of colors and geometric flat and voluminous figures, but also the concepts of “more-less”, “higher-lower”, “wider-narrower”.

To children of early ageworking with a logical pyramid makes it possible to manipulate the components and compare them in size using the comparison method. Folding the pyramid, the child not only sees the details, but also feels them with his hands.

For 1

In the center of sensory development, it is recommended to have a variety of didactic and visual material:

Didactic games for color, shape, size, development of tactile sensations;

Educational games - Gyenesh blocks, Kuizener sticks, Montessori insert frames, etc., with teaching aids for them (albums, instructions, etc.);

Attributes, materials for games with sand and water;

Visual material on sensory education;

Board and printed games;

"Wonderful bag";

Card file of the artistic word to familiarize children with sensory standards.

Assistant devices: magnifying glass, hourglass, magnets, measuring spoons, rubber pears of different sizes

For kids 3-4 years

In the center of entertaining mathematics, didactic toys and board games can be located that develop children's skills:

group items based on common features (this is dishes, these are shoes; ribbons of the same length and the same color); make up a whole image from 6-8 parts (“Toys”, “Animals”, “Flowers”): lotto (dishes, clothes, furniture, animals, plants);

real objects: games "Freeze", "Magic pictures", "Think up yourself", etc.;

Didactic games: “Lotto”, paired pictures, large and medium plastic mosaic, for example: “Geometric shapes”, puzzles from 6 to 18 parts, sets of split pictures on cubes, stencil pictures: “Fold a flower”, “Fold a Christmas tree”, “Fold a house with a window (for a cockerel)”, “Wonderful bag”, etc.

Educational games: "Fold the Pattern", "Dots", "Corners", "Unicube", "Gyenes Blocks", "Kuizener's Sticks", Montessori insert frames, etc. in accordance with age requirements.

For kids 4-5 years

The Center for Entertaining Mathematics of the Middle Group may contain:

Didactic toys and board games that develop skills in children:

- compare objects according to various criteria - size, shape, color, purpose, etc.;

- group items based on common features (this is dishes,
this is shoes, this is furniture; tapes of the same length and the same color); make up a whole image from 6-8 parts (“Toys”, “Animals”, “Flowers”, etc.): lotto (dishes, clothes, furniture, animals, plants); geometric mosaic;

- make rows of identical objects in descending or ascending order of one or another attribute: volume, height, color intensity, etc .;

- draw up a simple plan-scheme using a variety of substitutions for real objects: the games “Freeze”, “Magic Pictures”, “Make it Yourself”, “Where is Mom?” and etc.;

Didactic games:

Games for understanding symbolism, schematics and conventions (“What does it look like?”, “Finish”);

Models: numerical ladder, a series of values, spiral models for the knowledge of temporal relationships;

Games for mastering the magnitude, numerical, spatio-temporal relations (“Make the same pattern”);

Games with algorithms, including 3-5 elements (“Growing a tree”), etc.

Educational games: "Fold the Pattern", "Dots", "Corners", "Unicube", "Gyenes Blocks", "Kuizener's Sticks", Montessori insert frames, etc. in accordance with age goals

For kids 5-7 years

In groups of senior preschool age, the center of entertaining mathematics may contain:

Stencils, rulers and other measuring standards

Didactic games:

- games for dividing a whole object into parts and composing a whole from parts (“Fractions”, “Make a circle”);

- games with numbers, coins;

- games for the development of numerical representations and the ability to quantify different quantities. ("Compare and select");

- Games with algorithms ("Computing machines").

- Models of numerical and temporal relations ("Number ladder", "Days of the week").

- Calendar, calendar model.

Educational games

- games that develop mental processes: chess, checkers, backgammon, loto kegs, etc.

- game-allowance "Stoschet" N.A. Zaitsev, watch-designer, scales;

- Nikitin's games, Gyenes' blocks, Kuizener's sticks, Voskobovich's games, etc. in accordance with age-related tasks, natural and "junk" material.

METHOD OF MATHEMATICAL DEVELOPMENT

The purpose of the mathematical development of preschoolers

All-round development of the personality of the child.

Preparing for success in school.

Correctional and educational work.

Tasks of mathematical development of preschoolers

1. Formation of a system of elementary mathematical representations.

2. Formation of prerequisites for mathematical thinking.

3. Formation of sensory processes and abilities.

4. Expansion and enrichment of the vocabulary and improvement
related speech.

5. Formation of initial forms of educational activity.

Summary of sections of the program for FEMP in preschool educational institutions

I. "Number and count": ideas about the set, number, count, arithmetic operations, word problems.

I. "Value": ideas about various quantities, their comparisons and measurements (length, width, height, thickness, area, volume, mass, time).

III. "Form": ideas about the shape of objects, about geometric shapes (flat and three-dimensional), their properties and relationships.

IV. "Orientation in space": orientation on one's body, relative to oneself, relative to objects, relative to another person, orientation on a plane and in space, on a sheet of paper (clean and in a cage), orientation in motion.

V. "Orientation in time": an idea of ​​the parts of the day, days of the week, months and seasons; development of a sense of time.

Principles of teaching mathematics

Consciousness and activity.

visibility.

Activity approach.

Systematic and consistent.

Strength.

Constant repeatability.

Scientific.

Availability.

Connection with life.

Developmental training.

Individual and differentiated approach.

Correctional orientation, etc.

Features of the practical method:

Performing a variety of subject-practical and mental actions;

Wide use of didactic material;

The emergence of mathematical concepts as a result of action with didactic material;

Development of special mathematical skills (accounts, measurements, calculations, etc.);

The use of mathematical representations in everyday life, play, work, etc.

Features of the visual method

Types of visual material:

Demonstration and distribution;

plot and plotless;

Volumetric and planar;

Specially counting (counting sticks, abacus, abacus, etc.);

Factory and homemade.

Methodological requirements for the use of visual material:

It is better to start a new program task with a volumetric plot material;

As the learning material is mastered, move on to plot-planar and plotless visualization;

One program task is explained on a wide variety of visual material;

It is better to show new visual material to children in advance ...

Requirements for self-made visual material:

Hygiene (paints are covered with varnish or film, velvet paper is used only for demonstration material);

Aesthetics;

Reality;

Diversity;

Uniformity;

Strength;

Logical connectedness (hare - carrot, squirrel - bump, etc.);

Sufficient amount...

Features of the verbal method

All work is built on the dialogue between the educator and the child.

Requirements for the teacher's speech:

emotional;

Competent;

Available;

Loud enough;

friendly;

In the younger groups, the tone is mysterious, fabulous, mysterious, the pace is slow, repeated repetitions;

In older groups, the tone is interesting, using problem situations, the pace is quite fast, approaching the lesson at school ...

Requirements for the speech of children:

Competent;

Understandable (if the child has poor pronunciation, the teacher pronounces the answer and asks to repeat it); full sentences;

With the necessary mathematical terms;

Loud enough...

FEMP techniques

1. Demonstration (usually used when communicating new knowledge).

2. Instruction (used in preparation for independent work).

3. Explanation, indication, clarification (used to prevent, detect and eliminate errors).

4. Questions for children.

5. Verbal reports of children.

6. Subject-practical and mental actions.

7. Monitoring and evaluation.

Teacher Requirements:

Accuracy, concreteness, conciseness;

logical sequence;

Variety of wording;

A small but sufficient amount;

Avoid prompting questions;

Skillfully use additional questions;

Give kids time to think...

Children's response requirements:

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

To the question posed;

Independent and conscious;

Accurate, clear;

Loud enough;

Grammatically correct...

Lecture #2

ORGANIZATION OF WORK ON MATHEMATICAL DEVELOPMENT

CHILDREN IN DOE

Approximate structure of traditional occupations

1. Organization of the lesson.

2. The course of the lesson.

3. Summary of the lesson.

Organization of the lesson

The lesson does not begin at the desks, but with the gathering of children around the teacher, who checks their appearance, attracts attention, seats them taking into account individual characteristics, taking into account developmental problems (vision, hearing, etc.).

In younger groups: a subgroup of children can, for example, sit on chairs in a semicircle in front of the teacher.

In older groups: a group of children usually sits down at their desks in twos, facing the teacher, as work is being done with handouts, learning skills are being developed.

The organization depends on the content of the work, the age and individual characteristics of the children. The lesson can be started and carried out in the game room, in the sports or music hall, on the street, etc., standing, sitting and even lying on the carpet.

The beginning of the lesson should be emotional, interesting, joyful.

In younger groups: surprise moments, fairy tales are used.

In older groups: it is advisable to use problem situations.

In the preparatory groups, the work of the attendants is organized, it is discussed what they did in the last lesson (in order to prepare for school).

Lesson progress

Approximate parts of the course of a mathematical lesson

1. Mathematical warm-up (usually from the older group).

2. Working with demonstration material.

3. Work with handouts.

4. Physical education (usually from the middle group).

5. Didactic game.

The number of parts and their order depend on the age of the children and the assigned tasks.

In the younger group: at the beginning of the year there can be only one part - a didactic game; in the second half of the year - up to three hours (usually work with demonstration material, work with handouts, outdoor didactic game).

In the middle group: usually four parts (regular work begins with handouts, after which a physical education minute is needed).

In the senior group: up to five parts.

In the preparatory group: up to seven parts.

The attention of children is preserved: 3-4 minutes for younger preschoolers, 5-7 minutes for older preschoolers - this is the approximate duration of one part.

Types of physical education:

1. Poetic form (it is better for children not to pronounce, but to breathe correctly) - usually carried out in the 2nd junior and middle groups.

2. A set of physical exercises for the muscles of the arms, legs, back, etc. (it is better to perform to the music) - it is advisable to carry out in the older group.

3. With mathematical content (used if the lesson does not carry a large mental load) - more often used in the preparatory group.

4. Special gymnastics (finger, articulation, for the eyes, etc.) - regularly performed with children with developmental problems.

Comment:

If the lesson is mobile, physical education can be omitted;

Instead of physical education, you can spend relaxation.

3. Summary of the lesson

Any activity must be completed.

In the younger group: the teacher sums up after each part of the lesson. (“How well we played. Let’s collect the toys and get dressed for a walk.”)

In the middle and senior groups: at the end of the lesson, the teacher himself sums up, introducing the children. (“What did we learn new today? What did we talk about? What did we play?”). In the preparatory group: children draw their own conclusions. (“What did we do today?”) The work of the duty officers is being organized.

It is necessary to evaluate the work of children (including individually praising or making a comment).

Methodological requirements for a lesson in mathematics (depend on the principles of teaching)

1. Educational tasks are taken from different sections of the program for the formation of elementary mathematical representations and combined in a relationship.

2. New tasks are submitted in small portions and specified for this lesson.

3. In one lesson, it is advisable to solve no more than one new problem, the rest for repetition and consolidation.

4. Knowledge is given systematically and consistently in an accessible form.

5. Used various visual material.

6. The connection of the acquired knowledge with life is demonstrated.

7. Individual work is carried out with children, a differentiated approach to the selection of tasks is carried out.

8. The level of assimilation of the material by children is regularly monitored, gaps in their knowledge are identified and they are eliminated.

9. All work has a developmental, correctional and educational focus.

10. Mathematics classes are held in the morning in the middle of the week.

11. Math classes are best combined with activities that do not require a lot of mental stress (in physical education, music, drawing).

12. You can conduct combined and integrated classes using different methods, if the tasks are combined.

13. Each the child must actively participate in everyone class, perform mental and practical actions, reflect their knowledge in speech.

It is in the first years of life that a child has the opportunity to learn a huge amount of important information. There is a special technique for the formation of elementary mathematical representations, with the help of which a small person acquires the skills of logical thinking.

Features of psychological and pedagogical research

Diagnostics, repeatedly carried out in state preschool institutions, confirm the possibility of forming the foundations of mathematical thinking at the age of 4-7. The information that falls on the child in a huge volume involves the search for answers using logical skills. A variety of FEMP role-playing games in the middle group teach preschoolers to perceive objects, compare and generalize observed phenomena, and understand the simplest relationships between them. Intellectual and sensual experience acts as the main source of knowledge at this age. It is difficult for a child to independently correctly build logical chains, therefore the leading role in the formation of thinking belongs to the teacher. Any FEMP lesson in the middle group is aimed at the development of children, preparation for schooling. Modern realities require the educator to apply the foundations of developmental education, the active use of innovative techniques and ways of developing the foundations of mathematical thinking in the work.

The history of the emergence of FEMP in preschool education

The modern methodology for the formation of the simplest mathematical skills in children has a long historical path. For the first time, the question of the methods and content of preschool teaching of arithmetic was considered in the 17-18 centuries by foreign and domestic teachers and psychologists. In their educational systems, designed for 4-6-year-old children, K. D. Ushinsky, I. G. Pestalozzi, Ya. A. Kamensky pointed out the importance of forming a clear idea of ​​​​space, measures of measurement of different quantities, sizes of objects, proposed an algorithm of actions .

Children at preschool age, taking into account the peculiarities of physical and mental development, show unstable interest in the following mathematical concepts: time, shape, quantity, space. It is difficult for them to connect these categories with each other, to streamline them, to apply the acquired knowledge to specific life situations. According to the new federal educational standards developed for kindergartens, FEMP in the middle group is a mandatory element.

A special place in preschool mathematical education belongs to developmental education. Any abstract on FEMP in the middle group involves the use of visual aids (manuals, standards, paintings, photographs), so that the kids get a complete picture of the objects, their properties and characteristics.

Requirements for a preschool educational institution

Depending on the educational tasks, individual and age characteristics of children, there are certain rules that visual mathematical materials must fully comply with:

• variety in size, color, shape;
• the possibility of using in role-playing games;
• dynamism, strength, stability;
• aesthetic external characteristics;

E. V. Serbina in her book offers “pedagogical commandments” that a preschool teacher uses in her work:

• "Don't rush into results." Each child develops according to his own “script”, it is important to direct him, and not try to accelerate the desired result.
• "Encouragement is the best path to success." GCD for FEMP in the middle group involves the encouragement of any efforts of the baby. The teacher must find such moments for which the child can be encouraged. The situation of haste, created by the self of each pupil, contributes to the speedy development of logical skills, increasing interest in mathematics.

The specifics of working with preschoolers

Preschool age does not imply the use of negative marks, censures from the educator. It is impossible to compare the achievements of one kid with the results of another pupil, only an analysis of the individual growth of a preschooler is allowed. The teacher should use in his work those methods and techniques that arouse genuine interest in his wards. Classes "under compulsion" will not bring benefits, on the contrary, they will lead to the formation of a negative attitude towards mathematics and computational skills. If there is personal contact and friendly relations between the child and his mentor, a positive result is guaranteed.

Sections of preschool mathematical education

The program of preschool mathematical education involves the study of the following sections: magnitude, quantity, geometric shapes, orientation in space in time. At the age of four, children learn counting skills, use numbers, and perform simple computational operations orally. During this period, you can play games with cubes of different sizes, colors, shapes.

During the game, the teacher develops the following skills and abilities in kids:

• operating with properties, numbers, objects, identifying the simplest changes in shape, size;
• comparison, generalization of groups of objects, correlation, isolation of patterns;
• independence, putting forward a hypothesis, searching for a plan of action

Conclusion

GEF for preschool institutions contains a list of those concepts that should be formed among kindergarten graduates. Future first-graders should know the shapes of objects, the structural parts of various geometric shapes, and the sizes of bodies. In order to compare two geometric objects, a 6-7-year-old child uses speech and cognitive skills. Research and project methods help to develop curiosity in kids. When developing mathematical activities, the teacher selects such forms and methods of work that would contribute to the comprehensive development of preschoolers. In the first place is not the content of the classes, but the formation of the personality of the future student.