Consultation for educators
“Logical-mathematical games in the classroom
on FEMP and in free time"
Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. At the same time, the role of simple entertaining material is determined taking into account the age capabilities of children and the tasks of comprehensive development and education: to activate mental activity, interest in mathematical material, captivate and entertain children, develop the mind, expand and deepen mathematical concepts, consolidate acquired knowledge and skills, exercise in application them in other types of activities, new environments.
Logical and mathematical games are also used to form ideas and familiarize with new information. In this case, an indispensable condition is the use of a system of games and exercises. Children are very active in the perception of tasks - jokes, puzzles, logical exercises. They persistently search for a solution that leads to a result. When an entertaining task is accessible to a child, he develops a positive emotional attitude towards it, which stimulates mental activity. The child is interested in the final goal: folding, finding the right shape, transforming, which captivates him. Of all the variety of mathematical material in preschool age, didactic games are most used.
The main purpose of the games is to ensure that children exercise in distinguishing, highlighting, naming sets of objects, numbers, geometric figures, directions, etc. Didactic games have the opportunity to form new knowledge and introduce children to methods of action. Each game solves a specific improvement problem
mathematical (quantitative, spatial, temporal) representations of children. Logical and mathematical games are included directly in the content of classes as one of the means of implementing program tasks. The place of these games in the structure of the FEMP lesson is determined by the age of the children, the purpose, meaning, content of the lesson,
aimed at performing a specific task of forming ideas. In the younger group, especially at the beginning of the year, the entire lesson should be conducted in the form of a game.
Logical and mathematical games are also appropriate at the end of a lesson in order to reproduce and consolidate what has been previously learned. Thus, in the middle group, after a series of exercises to consolidate the names and basic properties (presence of sides, angles) of geometric shapes, the “find and name” game can be used during FEMP classes. In developing children's mathematical understanding, a variety of didactic game exercises that are entertaining in form and content are widely used. They differ from typical tasks and exercises in the unusual setting of the problem (to find, guess, the surprise of presenting it on behalf of some literary fairy-tale character (Pinocchio, Cheburashka, Dunno). They are interesting for children, emotionally captivating them. And the process of solving, finding an answer based on interest in the task, is impossible without the active work of thought. This situation explains the importance of logical-mathematical games, tasks and exercises in the mental and all-round development of children. During games and exercises with entertaining
With mathematical material, children master the ability to search for solutions
on one's own. The teacher equips children only with a scheme and direction for analyzing an entertaining problem, which ultimately leads to a solution. Systematic exercise in solving problems in this way develops mental activity, logical thinking, independence of thought, creative attitude to a learning task, and initiative. In kindergarten, in the morning and evening, you can play games with mathematical content (verbal and using manuals, board-printed, such as “Dominoes of figures”, “Make a picture”, “Arithmetic Domino”,
“Loto”, “Find a Pair”, games of checkers and chess. With proper organization and guidance from educators, these games help children develop cognitive abilities, develop interest in working with numbers, geometric shapes, quantities, and problem solving. Thus, children's mathematical understanding is improved. But this is not enough to identify and develop
diverse interests and inclinations of preschoolers. Didactic games are organized and directed by the teacher. Children rarely play them of their own free will. In kindergarten, it is necessary to create such conditions for the child’s mathematical activity in which he would show independence in choosing play material and games, based on his developing needs and interests. During the game, which arises on the initiative of the child himself, he becomes involved in complex intellectual work. An entertaining mathematics corner is a specially designated place, mathematically equipped with games, aids and materials, and in a certain way artistically decorated. You can organize it using ordinary pieces of children's furniture: a table, a closet, providing children with free access to the materials located there. These same children are given the opportunity to choose a game that interests them, a manual with mathematical content, and play
individually or together with other children, a small subgroup. When organizing an entertaining mathematics corner, one must proceed from the principle that games are accessible to children at the moment and place in the corner such games and gaming materials that children can master at different levels. From mastering the given rules and game actions, they move on to inventing new game options. Great options for creativity
are available in the games “Tangram”, “Columbus Egg”, “Magic Circle”, “Cubes and Color”, “Cubes for Everyone”, etc. Children can come up with new, more complex silhouettes not only from one, but also from 2 – 3 sets to the game; one and the same silhouette, for example, a fox, can be composed from different sets. To stimulate collective games and creative activity of preschoolers, it is necessary to use magnetic boards, flannelographs with
sets of figures, counting sticks, sketchbooks for sketching problems they invented, and composing figures. Of the variety of puzzles, the most suitable for older preschool age are puzzles with sticks. They are called problems of ingenuity of a geometric nature, since during the solution, as a rule, there is transfiguration, the transformation of some figures into others, and not just a change in their number. In preschool age, the simplest puzzles are used. It is necessary to have sets of ordinary counting sticks in order to compose visual problems from them -
puzzles. In addition, you will need tables with figures graphically depicted on them that are subject to transformation. The back of the table indicates what transformation needs to be done and what shape should be the result.
A special place among mathematical entertainments is occupied by games for creating planar images of objects, animals, birds, houses, ships from special sets of geometric shapes. The sets of figures are not selected arbitrarily, but represent parts of a figure cut in a certain way: a square, a triangle, a circle, an oval. They are interesting for children and adults. Children are fascinated by the result of creating what they saw on the sample or what they had in mind, and they are involved in active practical activities in selecting a way to arrange the figures in order to create
silhouette. Of the variety of logical and mathematical games and entertainment, the most accessible and interesting in preschool age are riddles, tasks and jokes. In riddles of mathematical content, an object is analyzed from a temporal, quantitative or spatial point of view, the simplest mathematical relationships are noted: Two rings, two ends, and in the middle there are nails (scissors). Four brothers under
They live under one roof (table). The purpose of riddles and problems - jokes, entertaining questions is to introduce children to active mental activity, to develop the ability to identify the main properties, mathematical relationships, disguised by external unimportant data. They can be used by the teacher in the process of conversations, discussions, observations with children of any phenomena, that is, in
when the necessary situation arises. In order to develop children's thinking, various types of logical problems and exercises are used. These are tasks for finding a missing figure, continuing a series of figures, signs, searching for patterns, numbers, matrix-type problems, searching for a missing figure in a series (finding the patterns underlying the choice of this figure), etc., for example, Which of the figures is here? extra and why? What number should be put in the empty cell? Game – “Fourth wheel”. The purpose of logical tasks and exercises is to activate the mental activity of children and to revitalize the learning process. Games of ingenuity, puzzles, and entertaining games arouse great interest among children. Children can, without distraction, practice transforming figures for a long time, rearranging sticks or other objects according to a given pattern, according to their own ideas. In such activities, important qualities of the child’s personality are formed: independence, observation, resourcefulness, intelligence, perseverance is developed, and constructive skills are developed. In the course of solving ingenuity problems and puzzles, children learn to plan their actions, think about them, look for the answer, guess the answer, while showing creativity.
CONSULTATION FOR PARENTS
"ORIENTATION IN SPACE".
In order for a child to successfully study at school, he must be free to navigate in space and master basic spatial concepts. Research by scientists has shown that if a child’s spatial representations are insufficiently or inaccurately formed, this directly affects the level of his intellectual development: when constructing, it can be difficult for a child to create a whole from parts, to reproduce a given shape, and his graphic activity is disrupted. Due to the fact that it is difficult for a child to distinguish how individual elements of letters are located in space and to remember their configuration, he can write some letters in a mirror image: Z instead of E, R instead of Z. When writing, the height, width and slope of the letter are disturbed, which , of course, affects both the quality and speed of writing. In addition, the child often has difficulties mastering reading and counting.
Parents often hope that with age the child will “level up”, “get better”, “start trying” and his studies will go better. Alas, this is a very dangerous misconception. With age, these difficulties do not go away on their own, but only worsen and contribute to the emergence of new problems in the child’s learning (the appearance of specific errors in writing). Moreover, if the child is not provided with qualified assistance from a specialist, then difficulties may arise when studying geometry, geography, history, a foreign language, etc.
Therefore, so that your child does not have problems at school, it is worth paying attention now to games that will help him form and develop spatial concepts.
Hey guys, why are you sleeping?!
Get ready to exercise!
On the right is a friend and on the left is a friend!
Together everyone is in a fun circle!
To cheerful tunes
Let's turn right, left.
Hands up! Hands down!
Up! And bow again!
Right, left with your head!
Hands up! In front of you!
Stomp your right foot!
Step right. Stay where you are!
Stomp your left foot!
Step left! And stop again.
Turn right towards your friend.
Give your right hand to your friend.
Turn left towards your friend.
Give your left hand to your friend.
One step back and two steps forward!
Right, left turn!
Let's spin around, let's turn around,
Let's join hands again.
Whether in the garden or in the vegetable garden
Ivan's donkey is wandering around.
Chooses, chooses,
He doesn’t know what to eat first.
The plum is ripe at the top,
And nettles grow below.
Gooseberries are ripening ahead,
Behind me the raspberries are ripe.
On the left - beets, on the right - rutabaga,
On the left is pumpkin, on the right is cranberry.
Below is fresh grass,
On top there are juicy tops.
Head is spinning,
The foliage is spinning in the eyes.
The donkey took a deep breath...
And he lay down on the ground exhausted.
When working with your baby, you can use the following tasks:
think, draw, tell. Think and make sentences based on the picture. Don’t forget to use the words in your sentences: ON, IN, UNDER, FOR, BEFORE, U, FROM.
Consultation for parents “Fun math at home”
Parents can provide invaluable assistance in a preschooler’s child’s mastery of elementary mathematical concepts from the age of 3. And only the joint work of the kindergarten and the family can ensure the child’s success in mastering this section of the preschool educational institution program. The home environment contributes to the child’s liberation and he learns educational material at his own pace, consolidating the knowledge acquired in kindergarten. Parents, in turn, learn a lot about their child. Therefore, we can recommend some mathematical games and exercises for doing them with the family. These games are accessible to children of primary preschool age and do not require lengthy preparation or production of complex didactic material.
1. Mathematical game “Match the wheels to the trailers”
Purpose of the game: learning to distinguish and name geometric shapes, establishing correspondence between groups of shapes, counting to 5.
Progress of the game: the child is asked to select the appropriate wheels - red wheels for the blue trailer, and blue wheels for the red one. Then you need to count the wheels from left to right for each carriage separately (cars and wheels can be cut out of colored cardboard in 5-10 minutes).
2. Mathematical game “Make a flower”
Purpose of the game: to teach how to compose the silhouette of a flower from geometric shapes of the same shape, grouping them.
Progress of the game: an adult invites the child to make a flower for his mother or grandmother for the holiday from geometric shapes. At the same time, he explains that the middle of the flower is a circle, and the petals are triangles or circles. The child is given the choice of collecting a flower with triangular or round petals. In this way, you can reinforce the names of geometric shapes in the game, inviting the child to show the desired shape.
3. Game-exercise “Name a similar object”
Purpose of the game: development of visual attention, observation and coherent speech.
Progress of the game: an adult asks the child to name objects that are similar to different geometric shapes, for example, “Find what looks like a square” or find everything
round objects... This game can easily be played while traveling or on the way home.
4. “Collect beads”
Purpose of the game: to develop the perception of color, size; ability to generalize and concentrate attention; speech.
Progress of the game: for sequences, you can use a Lego constructor, figures cut out of paper (but I prefer figures made from kitchen cellulose napkins - they are more convenient to work with), and any other objects.
Of course, at this age the sequence should be very simple, and the task for the child should be to lay one or two bricks in its continuation. Examples of sequences (the child must continue the logical series - complete the path with the “right bricks”):
5. Mathematical game “What is in our apartment”
Purpose of the game: to develop the ability to navigate in space; logical thinking, creative imagination; coherent speech, self-control
development of visual attention, observation and coherent speech.
Progress of the game: first you need to consider sequentially the interior of the room or apartment. Then you can ask your child to tell you what is in each room. If he finds it difficult or does not name all the objects, help him with leading questions.
I would like to remind you, dear parents, of the need to support the child’s initiative and find 10-15 minutes daily for joint play activities. It is necessary to constantly evaluate the child’s successes, and in case of failures, approve his efforts and aspirations. It is important to instill in a child faith in his own strength. Praise him, in no case scold him for the mistakes he made, but only show him how to correct them, how to improve the result, encourage him to find a solution. Children are emotionally responsive, so if you are not in the mood for play right now, it is better to postpone the lesson. Game communication should be interesting for all participants in the game.
Have fun playing with your child!
A child’s mathematical development occurs not only in a preschool institution, but also in the family. It is carried out under the guidance of an adult gradually, in the process of systematic lessons with children.
It is very important that parents teach their child to think logically and encourage him to engage in independent mental activity. And for this, special exercises are not at all necessary. You can use any observations, various games, conversations with him. And the younger the child, the more games should be present in his life, starting with waking up, dressing, washing, at the table and while walking. It is through play that a child learns.
In the morning, as soon as the child wakes up, you can start working with him: “One hand, the other, one leg, the other. Right arm, left, right leg, left. And slippers are waiting for our feet. How many slippers? Two. Why? Because there are two legs. There are as many feet as there are slippers.”
Water procedures are also accompanied by games. “Left eye, right eye, which hand do we brush our teeth with?” How many toothbrushes? Why? The same number as there are people in the family.”
At breakfast, lunch or dinner, ask your child: “How many plates, spoons, cups?”, “Is there enough for everyone?” Ask your child to distribute fruits and candies equally to everyone.
The basic principles of organizing classes with children in the family are the availability of the proposed material, informality, consistency, systematic work, and the activity of children. Parents select the material for each lesson in accordance with the purpose of learning.
It is advisable to conduct classes with children in the form of games, conversations, stories and explanations, as well as organizing the practical actions of the children themselves (applying, applying, constructing, etc.). Thus, the child develops knowledge that the world around him consists of many sounds, movements, objects, and they differ in nature, including in quantity, shape, size, and location in space.
For activities with children at home, you can use: small objects and toys (matryoshka dolls, cubes, bunnies, ducks, buttons); as well as fruits, vegetables, and any household items. The content and methodology of conducting classes in the family depend, first of all, on the level of development of the child, the child’s experience and knowledge.
In mathematics, the number of subjects is important. Operations with numbers are not entirely clear to the child at first. But he understands that toys, fruits, and various objects can be counted. You can teach your preschooler counting using specific objects. At the same time, you can learn to count “in between times.”
You can teach your child to count while doing homework together. The baby really enjoys doing small housework. Therefore, often ask your child to bring you a certain number of items. In the same way, you can teach your child to compare and distinguish objects: ask him to bring you a large spoon or a towel that is wider.
Before the baby begins to compare objects, he must clearly understand what “same” means. Together with your child, look for identical cubes in a construction set and build a tower out of them, choose identical buttons, find identical
beads in a necklace, pick up pairs of socks after washing, set the doll’s table with identical plates, etc. In games you can come up with many similar situations.
At the same time, the child learns to compare individual objects and sets, highlight their main features and qualities, group and combine according to these characteristics. To help your child better remember the names of groups of objects, name them more often: dishes, toys, clothes, shoes, hats, etc. When getting ready for a walk, say: “Now we will put on a sweater, jeans and a jacket - these are clothes.” When cleaning the room, suggest to your child: “Let’s put the teddy bear, bunny and toy car away.” When setting the table, say: “Cups, plates and spoons are utensils.” Play a game where you need to divide objects into groups depending on a given characteristic. Collect all the toys, build a house out of cubes and say that this house is magical. Only... dogs can live in it. Together with your child, choose toy dogs and “place” them in the house. Next time it could be dolls or other animals, etc. When the child masters sorting by one characteristic, complicate the task. Select, for example, large dogs or only small cars. You can build two houses: all the big toys live in one house, and the small ones in the other. This one has endless options.
There is also a game where children learn to compare identical objects without counting. For it you will need two toy trucks of different sizes and several cubes. Together with your child, put 3 cubes in a small car and 5 cubes in a large car. Tell your child that one machine has few cubes, and the other has many. Invite your child: “Let’s take the cubes to the bear!” Take the cubes to the bear. Unload from the big machine and say: “Here are a lot of cubes for you, bear!” Then unload from the small one: “And here it’s not enough!” Next time, load a lot of cubes (4-5) into a small machine and fewer (2-3) into a large one. Show your child that now there are few cubes in the big machine, and many in the small one. Then ask your child to make sure that there are equal numbers of cubes in both machines. Say: “Equal! Equally!". Place two more cubes in one of the machines. Show: “There’s more here now!” Each time you add a different number of cubes to the cars, you can show your child where there are more and where there are fewer. This game can also be played on the street, then you can load pebbles into the car. Such mathematical games will allow the child to master basic mathematical concepts: quantity, magnitude, number, number composition.
One of the basic and important principles of teaching children the basics of mathematics is visualization. When a child sees, feels, touches an object, teaching him mathematics will be much easier. Ask your child: “How many cups are there on the table?”, “How many magazines are there?”, “How many children are walking on the playground?” and so on. So, ask your child to count objects out loud on their own as often as possible. And also count different objects together (books, balls, toys, etc.). For example, there are many chairs, one table; there are a lot of books. The child, imperceptibly for himself, acquires such concepts of mathematics as many, few, one, several, more, less, equally. By operating with different sets (objects, toys), the child learns to figure out the equality and inequality of sets, to name quantities in certain words: more, less, equally.
Comparing concrete sets prepares the child to master the concept of number in the future.
While sitting in front of the TV, you can pour buttons onto the floor and ask the child to put a large red button on a piece of paper on the right (left, in the upper right or lower left corner). You can group buttons by color, shape and size.
The best material for a child’s non-boring education are didactic games. It's good if you have Lotto and Dominoes at home. Which also contribute to the formation of basic counting skills in a preschooler.
You can do math while walking. In the park you can draw your child's attention to the pine cones. Ask your child: “How many pine cones did you find?” - “One.” “And look how many there are under this tree!” - "A lot of". “Let’s collect everything... How much is left under the tree?” - “There’s not a single one left.” You can also collect pebbles, leaves, etc.
You can ask your child to count the objects you meet along the way or name objects that are many, few, or one. For example, cars, or trucks, or all cars are white, or all girls, or boys. Say, for example, the following phrases: “Look, there are two red cars and two blue ones. There are four in total. Two boys and three girls are playing in the sandbox. There are only five children." Invite your child to look for “everything that has two.” People have two legs, here are two benches at the entrance, and in this flowerbed there are two roses. Count what the child has in twos - eyes, ears, arms, legs, eyebrows. Why one at a time - nose, mouth, head, etc. Gradually, through play, the baby will learn these concepts.
Fairy tales provide great assistance in mastering mathematical skills. They are your invaluable helpers. There are many different mathematical situations in any fairy tale. “Teremok” will help you remember not only quantitative and ordinal counting (the mouse came to the tower first, the frog second, etc.), but also the basics of arithmetic. The child will easily understand how the quantity increases if you add one each time. A bunny galloped up - and there were three of them. The fox came running - there were four. The book always contains illustrations from which the child can count the inhabitants of the tower. You can also act out a fairy tale using toys. The fairy tales “Kolobok” and “Turnip” are suitable for mastering ordinal counting. Who pulled the turnip first? Who was the third person Kolobok met? Who is standing in front of the cat? Who's after grandma? And in “Repka” you can talk about size. Who's the biggest? Grandfather. Who is the smallest? Mouse. The tale “The Three Bears” is generally a mathematical super-tale. In it you can count the bears, and talk about the size (large, small, medium, who is larger, who is smaller, who is the biggest, who is the smallest), and correlate the bears with chairs and plates that correspond in size to them. Another useful fairy tale for learning to count is “About the Little Goat Who Could Count to Ten.” You can count the characters together with the little goat from the fairy tale, and the child will easily remember the numerical count up to 10.
When teaching your child to count, be sure to pay attention to poems. Almost all children's poets have poems with counting. For example, S. Mikhalkov has a poem “Kittens”, and S. Marshak has a “Merry Count”, etc.
You can practice mathematics even during outdoor games. It is very important to train children in counting sets perceived by ear, based on visual perception, and also teach them to count movements. Invite your child to march around the room, first on a count of “one-two,” then on a count of “one-two-three,” and “one-two-three-four.” Ask him to raise his arms on the count of “one”, and on the count of “two” - lower or spread them to the sides. You can also jump on two legs, squat, lean forward or to the sides while counting.
When practicing counting movements, you can invite the child to reproduce the specified number of movements according to a model or a named number: “Knock as many times as the hammer hits,” “Squat 4 times,” etc.
The road to kindergarten and back, traveling on public transport, waiting in line at a doctor’s appointment, climbing stairs, etc. is also a very fertile time for communicating with a child and his development.
The ability to navigate in space, the simplest logical and arithmetic operations, and basic mathematical concepts are simply necessary for the baby. Without them, the child will not be able to fully master the world around him. By the time a child enters school, he must have basic mathematical knowledge. In the future, they will be his “helpers” in studying, in the ability to alternate work, play, and rest.
"How to organize children's games at home using entertaining mathematical material."
Dear parents! We would like to offer you a number of games that you can use to practice with your children at home.
1. “The fourth wheel.”
The child is offered three toys that are similar in one way (color, shape, purpose) and one object that is different from the rest. It is proposed to exclude the extra item.
2. “What is missing; what changed"
Several toys are presented (from 3 to 5) and the child is asked to name and remember them. Then one of the toys is quietly removed. The child must determine which of the toys is missing or has changed place.
3. “Through the stream”
The floor is lined with carved figures that vary in color and shape. The child is asked to cross to the other side of the stream using blue pebbles (only using red bricks, etc.)
4. “Who called?”
A game to develop auditory attention and memory. Blindfold the child or ask him to turn away; one of the familiar people in the room calls the child by name. The child must guess who called him.
5. “Find a toy”
A “finger pool” is made: any large box in which cereal or beans are poured. Any small object is hidden in the “finger pool”. The child is asked to find it and determine by touch what it is.
6. “What did you hear?”
Behind the screen, various actions are performed, accompanied by specific sounds (pouring water, rustling paper, knocking a spoon, etc.) the child is asked to determine by ear what action is being performed.
7. “What did I wish for?”
Several toys are laid out in front of the child. An adult describes the characteristic features of one of them. The child is asked to find and name this toy.
8. “Rock the bear”
This game is for developing diaphragmatic breathing. The child lies down on the carpet, the adult places a toy bear or hare, etc. on the child’s tummy and offers to “rock” it: inflate the tummy, lower it.
You can use these games at home to communicate with your child.
Consultation for parents
"Math games at home."
I bring to your attention advice for parents on how to play math games with their children at home together as a family. You should not rely only on kindergarten and expect that children there will learn to read, write, and count. Let's work at home with our children - it will be both useful and exciting. Moreover, methods have now been developed that allow studying to be turned into an exciting activity.
So, we bring to your attention several games that will help children learn to navigate the world of numbers, as well as perform basic mathematical operations with them. Game "Hidden numbers". This game will teach your child to distinguish numbers, remember their spelling, and also navigate simple calculations. It is extremely simple to play: you need to find the hidden numbers in the given picture and put them in the appropriate cells. If at first this search takes your child a longer time, then after several trainings he will be perfectly oriented in numbers, which will undoubtedly make his life at school easier during real mathematics lessons.
Game "Fun Train" will help even small children learn to count. On a special model - a funny train, you need to load cargo and daisies. But only after loading the required amount will the train be able to move - for this, the game uses a semaphore. Your child will be very interested in this activity, and in addition to the fact that he will learn to count without much hassle, the game will motivate the development of increased attention and will force the child to concentrate.
Simple arithmetic problems within 10. In this game, the main task is to learn to count well; to simplify the task, kids are given a hint - in the form of stars, by counting which the kid will find out the correct answer. Thus, the number of items is linked to the accepted designation of this number in numbers. As a reward - a cartoon, this is a great motivation for children.
Game "From 1 to 10" teaches not only to count and navigate numbers, but also helps the child learn to be patient. On the simulator there is a simple table with numbers, as well as daisies scattered throughout the field. The young mathematician will need to sort the required number of objects into cells. Attention, patience, remembering the writing of numbers plus basic counting - that’s what this game is aimed at.
Game "Add to 10" will help children navigate activities such as subtraction. The bright picture shows a funny heroine - a chicken with eggs on which numbers are written. Help your child complete all the options up to the number 10, and in the future he will crack all the problems like nuts.
"The role of educational games
in the education of preschool children."
"Play with me!" – how often do we hear this request from our children. And how much joy they receive when we, overcoming fatigue and pushing aside household chores, agree to be a patient or a passenger, a student or a gray wolf for at least a few minutes.
However, play is not only pleasure and joy for a child, which in itself is very important. With its help, you can develop the child’s attention, memory, thinking, imagination, i.e. those qualities that are necessary for later life. While playing, a child can acquire new knowledge, skills, abilities, and develop abilities, sometimes without knowing it. Parents sometimes themselves invite their child to play school in order to strengthen reading skills; to the store to test their counting skills, etc.
All games can be divided into relatively independent groups. These are games that develop perception, attention, memory, thinking and creativity. A special group of games will help prepare your child for school.
Games aimed at developing perception develop in a child the ability to analyze objects based on characteristics such as color, shape, and size. By the end of preschool age, children can navigate the 7 colors of the spectrum, distinguish their shades by saturation and hue. They must know the basic geometric shapes (circle, oval, square, rectangle and triangle), and be able to select objects of a certain shape by pattern or name.
The next group of games is aimed at developing attention. The proposed games develop in the child the ability to focus on certain aspects and phenomena of reality. (Without concentration it is impossible to complete any work, even the simplest). The main properties of attention that are formed already in preschool age are its stability, switching and distribution. Sustained attention means the ability to focus on something for a long time. By the end of preschool age, children can engage in the same type of activity for up to 1 - 1.5 hours. Shifting attention is the ability to move from one activity to another, from one activity to another. We talk about distribution of attention when a child has to act with two or more objects at once. In preschool age, there is a gradual transition from involuntary attention to voluntary attention. Involuntary attention is characterized by the fact that it is caused by new, attractive and interesting objects for the child at the moment. Voluntary attention involves the ability to focus on a task, even if it is not very interesting.
The next group of games is aimed at developing memory, which, like attention, gradually becomes voluntary. A child of senior preschool age can already set a goal for himself - to remember something and, with greater or less success, select the means to achieve this goal, i.e. means to facilitate the process of memorization. Memory development games will help with this.
The development of thinking occurs under the condition of mastering three main forms of thinking: visual-effective, visual-figurative and logical. Visual-effective thinking is thinking in action. It develops in younger preschoolers in the process of actions with various objects,
toys. The main form of thinking of a preschooler is visual-figurative thinking, i.e. such an organization of images that allows you to highlight the most essential in objects, as well as see their relationship with each other and the relationship of their parts. The child must learn to use various plans and diagrams. By the end of preschool age, children begin to develop elements of logical thinking, i.e. the ability to reason and draw conclusions in accordance with the laws of logic is formed.
The development of a child’s creative abilities implies the development of imagination and flexible, non-standard thinking. Creativity is largely determined by the ability to express one’s feelings and ideas about the world in various ways. And to do this, you need to learn to see its different sides in each object, to be able to build an image, starting from a separate feature of the object; not only to fantasize freely, but also to direct your imagination and creative abilities to solve various problems.
And finally, games that help prepare your child for school. These are games that develop elementary mathematical concepts in a child, introduce him to the sound analysis of words, and prepare his hand for mastering writing.
When organizing games with your child, take a close look at him and evaluate his individual characteristics. If he copes with tasks quickly and easily, you can offer him more complex ones and, conversely, in case of difficulties, it is better to stay longer on simple ones. Under no circumstances should you force the completion of tasks or reproach your child for not being able to do something, even if his peers do it easily. It is important not only to teach a child something, but also to instill self-confidence in him, to develop the ability to defend your idea, your decision. This is especially true for performing creative tasks, which usually have several solutions and do not require a strict assessment: “true or false.” You need to teach your child to accept criticism without offense and put forward new ideas.
And again, the individual characteristics of the child are important here. If he is brave and confident, you can begin to teach him to critically evaluate his answers. If you are shy or indecisive, it is better to first encourage him and support any initiative. If a child tends to quickly change tasks, getting away with the first answer he comes across, then it would be good to interest him in the task, teach him to find new details in it, saturating the familiar with new content. And vice versa, if, while completing a game task, a child “gets bogged down” in endless details, which prevents him from moving forward, it is better to help him choose one option, leaving everything unnecessary aside, to practice the ability to move from one idea to another, which is especially important when performing creative tasks. Each game is a child’s communication with an adult, with other children; This is a school of cooperation in which he learns to both rejoice in the success of his peers and endure his own failures. Goodwill, support, a joyful atmosphere of fiction and fantasy - only in this case our games will be useful for the development of the child.
Each game can be played with one child, or with several. And it’s even better to play with the whole family, putting off your own chores for at least a few minutes. The joy that you bring to your child will become your joy, and the pleasant moments spent together will help you make your life together kinder and more fun.
“Teaching preschoolers mathematics
in a family environment."
In preschool age, the foundations of the knowledge a child needs in school are laid. Mathematics is a complex subject that can present some challenges during schooling. In addition, not all children are inclined and have a mathematical mind, so when preparing for school it is important to introduce the child to the basics of counting.
In modern schools, the programs are quite rich, and there are experimental classes. In addition, new technologies are entering our homes more and more rapidly: many families are purchasing computers to educate and entertain their children. Life itself demands knowledge of the basics of computer science. All this makes it necessary for a child to become acquainted with the basics of computer science already in the preschool period.
When teaching children the basics of mathematics and computer science, it is important that when they start school they have the following knowledge:
Counting to ten in ascending and descending order, the ability to recognize numbers in a row and separately, quantitative (one, two, three...) and ordinal (first, second, third...) numbers from one to ten;
Previous and subsequent numbers within
one ten, ability to form numbers
top ten;
Recognize and depict basic geometric
shapes (triangle, quadrangle, circle);
Shares, the ability to divide an object into 2-4 equal parts;
Basics of measurement: a child must be able to measure length, width, height using a string or sticks;
Comparing objects: more - less, wider - narrower, higher - lower;
The basis of the fundamentals of mathematics is the concept of number. However, number, like almost any mathematical concept, is an abstract category. Therefore, difficulties often arise in explaining to a child what a number is. In mathematics, it is not the quality of objects that is important, but their quantity. Operations with numbers themselves are still difficult and not entirely clear to children. However, you can teach your child counting using specific subjects. The child understands that toys, fruits, and objects can be counted. At the same time, you can count objects “in between times.” For example, on the way to kindergarten, you can ask your child to count the objects you meet along the way.
It is known that children really like doing small housework. Therefore, you can teach your child to count while doing homework together. For example, ask him to bring you a certain amount of any items needed for the business. In the same way, you can teach your child to distinguish and compare objects: ask him to bring you a large ball or a tray that is wider.
When a child sees, feels, touches an object, it is much easier to teach him. Therefore, one of the basic principles of teaching children the basics of mathematics is clarity. Make math aids because it is better to count certain objects, such as colored circles, cubes, strips of paper, etc.
It will be good if you make geometric shapes for your classes, if you have the games “Loto” and “Dominoes”, which also contribute to the formation of basic counting skills.
The school mathematics course is not at all easy. Children often experience various kinds of difficulties when mastering the school mathematics curriculum. Perhaps one of the main reasons for such difficulties is the loss of interest in mathematics as a subject.
Consequently, one of the most important tasks of preparing a preschooler for school will be to develop his interest in mathematics. Introducing preschoolers to this subject in a family setting in a playful and entertaining way will help them in the future to quickly and easily master complex issues of the school course.
If your child has difficulty counting, show him, counting out loud, two blue circles, four red, three green. Ask him to count the objects out loud himself. Constantly count different objects (books, balls, toys, etc.), from time to time ask the child: “How many cups are there on the table?”, “How many magazines are there?”, “How many children are walking on the playground?” and so on.
It is very important to teach a child to distinguish the location of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above). For this you can use different toys. Arrange them in different orders and ask what is in front, behind, next to, far, etc. Consider with your child the decoration of his room, ask what is on top, what is below, what is on the right, on the left, etc.
The child must also learn concepts such as many, few, one, several, more, less, equally. While walking or at home, ask your child to name objects that are many, few, or one object. For example, there are many chairs, one table; There are many books, few notebooks.
Place blocks of different colors in front of your child.
Let there be four green cubes and two red cubes.
Ask which cubes are more and which are smaller.
Add two more red cubes.
What can we say about the red cubes now?
When reading a book to a child or telling fairy tales, when numerals are encountered, ask him to put down as many counting sticks as, for example, there were animals in the story. After you have counted how many animals there were in the fairy tale, ask who there were more, who were fewer, and who were the same number. Compare toys by size: who is bigger - a bunny or a bear, who is smaller, who is the same height.
Let your child come up with fairy tales with numerals himself. Let him say how many heroes there are, what kind of characters they are (who is bigger - smaller, taller - shorter), ask him to put down the counting sticks during the story. And then he can draw the heroes of his story and talk about them, make their verbal portraits and compare them.
It is very useful to compare pictures that have both similarities and differences. It’s especially good if the pictures have a different number of objects. Ask your child how the pictures differ. Ask him to draw a different number of objects, things, animals, etc.
It is necessary to introduce the baby to basic geometric shapes. Show him a rectangle, a circle, a triangle. Explain what a rectangle (square, rhombus) can be. Explain what a side is and what an angle is. Why is a triangle called a triangle (three angles). Explain that there are other geometric shapes that differ in the number of angles.
Let the child make geometric shapes from sticks. You can give it the required dimensions based on the number of sticks. Invite him, for example, to fold a rectangle with sides of three sticks and four sticks; triangle with sides two and three sticks.
Thus, in a playful way, you will instill in your child knowledge in the field of mathematics, teach him to perform various actions, develop memory, thinking, and creativity. In the process of playing, children learn complex mathematical concepts, learn to count, and the closest people - his parents - help the child develop these skills.
But it's not only a workout, it's also a great time spent with your own child. However, in the pursuit of knowledge, it is important not to overdo it. The most important thing is to instill in the child an interest in learning. To do this, classes should be held in a fun way.
“How to help your child fall in love with mathematics”
Dear parents, the work of a kindergarten on the formation of elementary mathematical concepts is one of the means of mental education of a child.
Summer is ahead and children may have forgotten some math material.
Therefore, I want to bring to your attention some tasks and exercises for playing with children at home.
1. Consolidate knowledge of the sequence of days of the week.
Ball game
What day of the week comes after Thursday? After Tuesday?
What day is before Tuesday? Before Monday?
What is the name of the third day of the week?
What day is between Thursday and Saturday?
Name the days of the week in order, starting with Wednesday.
Name the days off.
Name the working days.
2. Strengthen ideas about the parts of the day.(There are pictures on the table depicting parts of the day) what parts of the day do you know?
Arrange the pictures in the correct sequence, starting in the evening.
What time of day is there between morning and evening? Between day and night?
What time of day comes after evening? Day? Morning? Nights?
3. Consolidate knowledge of the sequence of seasons.(There are pictures of the seasons on the table)
Arrange the pictures with the seasons in order, starting with summer.
What time of year comes after spring? Winters? Autumn?
What time of year is between winter and summer? Between autumn and spring?
4. Fix the names of the months by the seasons, knowledge of the sequence of months of the year.
How many months are there in each season?
What are the months of winter? Spring? Summer? Autumn?
List all the months of the year.
5. “What number did I miss?”
An adult names a series of numbers from 1 to 10.
One of the numbers is missing. The child must name what was missed.
6. “What has changed?”
Place cards with numbers from 1 to 10 on the table. Ask your child to close his eyes and swap some numbers. Ask your child to find mistakes and correct them.
7. “How much and why?”
In the morning, ask your child how many brushes are there in a cup in the bathroom? Why? (There are three of us and three brushes.)
We sat down to have breakfast. Ask what is more on the table, forks or spoons? How many cups? Place a teaspoon in each cup. What is more, what is less?
We came to the clinic. There is a long line at the doctor's office. To take your mind off the boring waiting, you can offer logic puzzles.
The children made a snow fortress. After a walk, 8 wet mittens were drying on the radiator. How many children were there?
6 squirrel tails peeked out of the hollow. How many squirrels are there in a hollow?
Grandfather, grandmother, granddaughter, Bug, cat and mouse pulled out a turnip. How many eyes saw the turnip?
From under the gate you can see 8 cat paws. How many cats are there in the yard?
How many ears do three babies have?
Grandma Dasha has a granddaughter Masha, a dog Druzhok, and a cat Fluff. How many grandchildren does grandma have? Etc.
8. “Which is higher?”
House or fence? Elephant or crocodile? Table or chair?
Truck or car? Etc.
9. “Look around.”
What is rectangular in shape?
What is round?
What is triangular?
10. Between tasks, you can play the following games with your child:
There are toys on the shelf.
How many toys are there in total?
Which one is the bear?
Who's first? Third?
Who stands between second and fourth?
Who's second from the right?
Who is the tallest?
Who's the shortest?
I wish you and your kids success!
Consultation for parents
on the formation of elementary mathematical concepts in six-year-old children.
Usually, parents begin to teach their children to count very early and are proud of their children’s counting skills:
My Kolya will be an excellent student: he is not six years old, but he can count to one hundred. I’m only afraid that he’ll start playing around at school - after all, he already knows everything!
Many of you have heard similar conversations, admired Kolya’s “mind”, who counts to one hundred, and sympathized with Petya’s mother. Does this mean that Petya is already, at the age of six, predetermined by the fate of a math failure?
Yes, much of the success of first-graders depends on preschool preparation. The reasons for failure in mathematics are different, but one of them is an excessive passion for pointless counting, the desire to teach children as early as possible, faster, further. The child mechanically names numeral words without understanding the meaning of counting activities. The textbook for first grade is called very seriously: “Mathematics.” This means that in the elementary grades the student will not only count, but also become familiar with arithmetic operations, elements of geometry, algebra, various quantities and methods of measuring them.
The teacher will teach you all this. Therefore, before school, you, fellow parents, need to pay serious attention to your child’s mathematical development. To do this, you need to make mathematics classes not only entertaining and interesting, but also subject-specific, then mathematics will become close and understandable to the child.
Your child may already be able to count to ten, and perhaps further, listing the words for numbers. This is also a necessary skill, but not the most important one. The main thing is to master the correct counting techniques and the ability to consciously apply these techniques in a wide variety of conditions.
For example:
Guests will arrive soon. How many guests are we expecting?
Six!
For six guests you need to prepare six utensils: bring six saucers and five cups. How many cups should I add?
You put eight forks in, how many are extra?
One guest didn't come. How many cutlery will we remove from the table?
You can use a variety of life situations to give your child extra exercise.
You are sewing buttons. The child is nearby, examining and sorting out the buttons, admiring the shape and color. Take this opportunity and suggest: “Take eight buttons, arrange them one by one. Put another button. How many buttons did you get? How did we get nine if we already have eight? How can we make eight again if we have nine buttons?”
Offer children a variety of colors, shapes, and sizes to count: toys, dishes, vegetables, furniture. It is easier to count objects located in a row, close to each other. Therefore, older preschoolers should practice counting objects that are distant from each other. Sometimes children think that if objects take up a lot of space, then there are more of them than those that take up less space. That three large dolls and three small “nesting dolls” are equal in number - the quantity will not change.
You can play various games to consolidate knowledge about the quantitative (counting) and ordinal value of a number. You put six to eight toys on the table, the child counts them, remembering the order in which the toys are located, then closes his eyes, you remove one or two toys and ask: “How many did you remove? Which ones were removed according to the bill?”
In order for children to master counting not only in forward, but also in reverse order, they are shown that by removing one object, they get a number less by one (There were nine nesting dolls, one went for a walk. Eight remained. And so on). Redenok masters counting backwards from any number.
When introducing the task, children are explained that what is said in the task are the conditions, what is asked about is the question. Solving a problem means answering a question. The problem must not only be invented, but also solved. If the problem asks: “how much will it be, how much will it be, how much will it be?” - you need to connect, add objects, and if they ask: “how much is left?” - you have to subtract, subtract. You can do this: an adult says the conditions - the child poses a question, the child comes up with conditions - the adult poses a question.
There were eight pears in the vase. They put another pear there. Come up with a question for this problem!
When teaching mathematics, pay the main attention not to what the child can do, but to how he does it. It is easier to teach how to count and even solve problems than to teach them the ability to set problems correctly - to act meaningfully with numbers and quantities. And this is the main thing when teaching mathematics. Think about whether you can solve this problem: Lena had a lot of toys. She shared the toys with her sister. How many toys does Lena have left?
This problem cannot be solved because there are no numbers in it.
There were three glasses of water in the small kettle, and the same in the large jug. How much water was in the large jug? Please clarify how the water in the jug is measured? Glasses or cups? If water is measured in glasses, as in a teapot, then there is the same amount of water, but if in cups, then not.
It is important to ask how the child understands what he is talking about: “Did you say that it was equal? How equally? I didn't understand. Tell me and show me!” It is important that children in their speech use expressions and words that are used to describe the relationships of various quantities: more, less, equally, the same amount, by the same amount, add, subtract, divide, compare, measure....
It is very important to constantly reinforce time orientation with your daughter or son: correctly use the words “today,” “tomorrow,” “yesterday,” and derivatives from them. Children learn this skill gradually, in everyday life, when you ask them questions related to the idea of days and hours: “Where will we go tomorrow?”, “What game did you play yesterday with Zhenya?”, “What time are we going to kindergarten?”, “When does quiet time start?”, “What time do you go to bed on weekdays and weekends?” At the same time, fix the names of the days of the week and their sequence: “What day is tomorrow?”, “What is the name of the first day of the week, the last day?”, “Which day comes after Wednesday, and which day is Saturday?”, “How many only days in a week? After children learn to accurately name the days of the week, work with them to memorize the names and sequence of months and seasons.
You also need to repeat and reinforce the simplest geometric concepts with children, teach them to find familiar shapes in things around them: “The window is rectangular. The window is square. Triangular flag. The egg is oval. The wheel is round." It is important to show the difference between similar shapes (oval and circle, square and rectangle) and the common features between them (for example, the angles between the sides of a square and a rectangle, the curvature of the lines of a circle and an oval). When drawing with your child, suggest how to complete this or that detail of the drawing, if possible referring to the following forms: “Draw the portholes round”, “It is better to make the roof of the fairytale house triangular”, “Draw the blocks for construction square”. To visually consolidate children’s knowledge, use printed, educational games, and sets of counting and handouts more often.
By the age of seven, children should be able to voluntarily add and subtract numbers up to ten and count up to twenty, divide simple figures into equal parts and add figures from the same parts. Freely navigate in time within one year.
Consultation for parents “Mathematics is interesting!”
The mental development of a child and his cognitive abilities are closely
associated with the process of formation of elementary mathematical
ideas through familiarity with geometric shapes and
geometric bodies, quantitative and ordinal counting; skill
count and count objects, compare objects one by one and
several signs, to navigate in time, in space and on
sheet of paper, establish the sequence of events, compose
Play as one of the most natural activities for children
promotes the formation and development of intellectual and personal
manifestations, self-expression, independence. This developmental function
fully characteristic of entertaining mathematical games. Games
mathematical content help to develop cognitive skills in children
interest, ability for research and creative search, desire and
ability to learn. An unusual game situation with problematic elements,
inherent in an entertaining task, it is interesting to children. Achieving the goal of the game -
make a figure, model, give an answer, find a figure - leads to mental
activity based on the child’s direct interest in
getting the result. All this contributes to the formation of readiness for
(from work experience)
Completed by: teacher of MBDOU kindergarten No. 244 Belskaya N.V. Municipal budgetary preschool educational institution kindergarten No. 244 of a general developmental type in the Sovetsky district of the city of Ufa of the Republic of Bashkortostan
Our mathematics flies above the stars
Goes to the seas, builds buildings, plows
Plants trees, forges turbines
It reaches right up to the sky with your hand.
Yu.Yakovlev
“Math continues to be the most time-consuming subject in school” , - teachers, parents, and students themselves talk about this. What about preschoolers? They don't know that mathematics is a difficult discipline, and they should never know about it.
Modern mathematical development of preschoolers is no longer considered as a complex methodological direction that implements the main task - preparing children for further education at school.
The main thing is to introduce children to the world of logic, i.e. to teach thinking, reasoning, guessing, analyzing, comprehending mathematical concepts, promoting interest in mathematics and self-confidence - this is the true purpose of the essence of mathematical development of preschoolers at the present stage. Revealing the wonderful world of surrounding numbers and figures, mathematics teaches children to think more clearly and consistently, develops the brain and attention, fosters perseverance and will, and teaches children to acquire knowledge. “Mathematics must be taught later because it puts the mind in order” M.V. Lomonosov. The serious content of mathematical development can be absorbed by modern children if it gives them pleasure. Therefore, a significant role is played by the form of presentation, which evokes emotional coloring, ease, interest, and cognitive interest, which develops into the cognitive activity of the child. “You can only learn through fun... To digest knowledge, you need to absorb it with appetite” A. France During math classes, my children and I go to an amazing, fairy-tale Kingdom "Mathematics" , travel around the islands, discover new countries. A wide variety of educational games helps us here. ("Geometric Lotto" , "Decorate the rug" , "Logical tables" ) , word games (“Who knows, let him keep counting” , "Name the next day of the week" , "What is round..." ) , games with geometric material ("Columbus Egg" , "Tangram" , "Mongolian game" , "Magic Circle" ) , puzzle games, logic problems, proverbs, sayings, catchphrases, funny poems about numbers (S. Marshak, Z. Alexandrova, P. Bashmakov, V. Stepanov, V. Bakaldin), problems in verses, riddles, counting rhymes. Children love games with counting sticks. With the help of sticks they create not only familiar objects, but also fantasize about something unusual and original. Parents helped us design a math mat (numbers on one side, geometric shapes on the other) On a magical math rug we go on a journey to the forest, to the city of mathematical riddles, to the world of numbers. To visit Dunno. To consolidate knowledge about the sequence of days of the week, we prepared a manual "Seven-flowered flower" , from colored caps manual "Collect a day" , for counting activities, pencil cases with geometric shapes.
We consolidate knowledge in mathematics not only in FEMP classes, but also in other types of educational activities. So, in art classes, children depict objects that resemble one or another geometric figure. ("The Three Little Pigs' House" , "Snow Family" , "Ribbon Decoration" ) , on modeling, children make large and small balls, carrots, vegetables, fruits, on appliqué they create geometric patterns, cut out a circle from a square, an oval from a rectangle ("Bear" , "Tumbler" , "Building a house" ) . In classes on familiarization with fiction, we read fairy tales by M.I. Stozharova. The attractive plot of fairy tales can be used for didactic purposes, connecting fairy-tale twists and turns and problem-cognitive situations. Here children learn to reason, think logically, and justify their chosen solution options. So, in “The Tale of How a Circle and a Square Go on a Hiking Tour” , children pick up objects similar to one or another geometric figure in a fairy tale "Apple" - children divide the circle into two and four equal parts.
One of the types of cognitive activities are mathematical competitions, holidays, entertainment, quizzes (contest "Catch-up" , evening "Riddle Grandmother" , entertainment "Teremok" ) . They require from participants not only knowledge, but also resourcefulness and ingenuity, and arouse genuine interest in children of all ages.
While walking with children, we count leaves, pebbles, and pine cones. (“Arrange leaves of different sizes” ) , compare houses, trees, draw with sticks on wet sand on the topic "Funny picture" .
A lot of work is being done with parents. We invite parents to open classes on FEMP (“Our guest is Buratino” , “1,2, 3, 4, 5 – we learned to count” , “An amazing journey to the country of Chisland” ) , we hold joint entertainment-competitions ("Sellers Competition" , “Come on, little star, light up!” , "Math Quiz" ) , open evening "Mathematical toy library" (joint games between children and parents using didactic games), brought the tradition of the group "Game for the weekend!" (children can take one game home each day off if they wish), add information to the stand ("Learn by playing" , "Country of Mathematics" , "Cultivate the joy of learning" , "Play with us" ) .
Traveling through a fairyland "Mathematics" , our children learn about the world around them, show their ingenuity, attention, courage, imagination, flexibility of mind. And we believe that upon entering first grade, our little person will retain within himself a spark of inquisitiveness and curiosity, a thirst for new discoveries!
“Formation of elementary mathematical concepts in preschoolers in various types of children's activities”
Consultation for teachers of MADOU No. “Iskorka”, Berdsk
Prepared and performed by teacher of group No. 3 “Droplets”
Kozlovskaya Anna Ivanovna
One of the components of the educational area “Cognition” is the formation of elementary mathematical concepts of preschoolers.The acquisition of these ideas is essential for the mental development of children and has an active influence on the formation of mental actions that are so necessary for understanding the world around them.
According to program requirements, in senior preschool age a child must master mathematical concepts in the main sections:
Quantity and counting;
Numbers and signs;
Counting actions;
Quantities;
Orientation in space;
Time orientation;
Geometric figures.
To achieve a positive result of work in this direction, the educational process is carried out by preschool teachers through the organization of various types of children's activities.
But in order for a child to be able to master mathematical knowledge, skills and abilities in full, it is necessary for parents to participate and include them in the child’s development process.
The teacher organizes work to develop children’s elementary mathematical concepts in class and outside of class 2–3 times a week. The lesson consists of several parts, united by one topic. The duration and intensity of classes increases gradually throughout the year.
The structure of each lesson includes a break to relieve mental and physical stress lasting 1-3 minutes. This could be a dynamic exercise with speech accompaniment or “finger gymnastics”, eye exercises or a relaxation exercise. At each lesson, children perform various types of activities in order to consolidate their mathematical knowledge.
In mathematics classes, teachers use methods (verbal, visual, game) and techniques (story, conversation, description, instructions and explanations, questions for children, children’s answers, a sample, showing real objects, paintings, actions with number cards, numbers, didactic games and exercises, outdoor games, etc.)
How to attract a child's attention to mathematics and help him develop in everyday life?Everything is very simple, you need to talk with the child, include him in communicative activities. For example: Morning has come. The child woke up, and loving parents rush to say the words to him:
Good morning, son!
Good morning, mom and dad!
Waking up cannot be quick, there must be a transition from sleep to activity, so it’s time to use the minutes for the child’s development.
Conversation “What comes first, what comes next”:
Let's list everything we will do this morning - says mom.
First, we’ll wash ourselves, second, we’ll comb our hair, third, we’ll make the bed, fourth, we’ll do exercises, fifth, we’ll get dressed, and sixth, we’ll have breakfast.
How many cases have we counted?
Total 6.
When should we do all these things?
Of course this morning.
And when have you and I already done all this?
Yesterday morning?
When will we do all this again?
Tomorrow morning.
Another example: We got up early today,
We can't sleep today!
They say the starlings are back!
They say she came... (spring)!
Come on, you will get dressed and listen carefully to the signs of spring, adding words to themordinals: first, second, etc.
When you make the bed, name the signs that you remember, and I will count.
What seasons are spring's neighbors?
Winter and summer.
So in a simple conversation duringcommunicative activitieschild during the day, you can easily reinforce the concepts of “morning”, “day”, “evening”, “night”, “yesterday”, “today”, “tomorrow”, time of year, ordinal counting, the ability to answerquestion: “How much?”
Child playing with toys, which can be counted in a variety of interesting ways.For example, we count with our eyes. Let the child sit in his arms. Place any number of toys in front of him, say five, and let him look at them for a minute or two. You can’t touch toys, you can’t count out loud, or even whisper. Only the eyes work.
During the day you can count your ears. The child sits in his arms, silently, with his eyes closed. The teacher or Mom claps his hands several times, let him count how many. Another game: the child hides, the mother says: “Peek-a-boo” several times, and the baby responds by clapping her one more time. Or the same option. Or one less time.
We consider it a “language”. Finely chop the apple and place a few pieces in the child's mouth. Let him count how many pieces you put in.
We count with the whole body. The baby closes his eyes, plugs his ears with his fingers, and the teacher touches his shoulder several times. How many times? The child must count.
Offer the girl the game “wardrobe”. While playing, she will select clothes for the doll to wear for a walk. Together, count the items in her wardrobe. Ask what is more: jackets or boots, trousers or blouses.
On small cards, sketch out puddles, thawed patches, primroses and add them to the boy’s “road” game. Let the car drive around them, and the child counts how many puddles he drove around, how many primroses he met in thawed patches. What was more and what was less. Just don’t forget to ask him about it, sometimes getting involved in the game.
While playing, the child learns numbers with pleasure. This process instills a taste for intellectual pursuits and teaches one to exert effort in mental activity.
It must be said that during play activities, the child canget to know color:
Target. Learn to establish identities and color differences between homogeneous objects
Laying out homogeneous objects, sharply different in color, into two groups;
Arranging homogeneous objects of similar color tones into two groups.
2. Purpose. Learn to select objects of two given colors from four possible ones, compare objects by color;
Placing two given colors when choosing from four.
Getting to know size
Target. Strengthen the ability to group homogeneous objects by color
Arranging homogeneous objects of different colors into two groups
Placing mushrooms of two colors in the holes of tables of the corresponding color
2. Purpose. Select objects of two given colors from four possible ones, familiarize yourself with the sequence of tones in the spectrum
Selecting similar items by color from four offered
Correlating objects of two given colors when choosing from four
3. Purpose. Designation using color of the properties of objects, alternating colors
Mosaic: “Hen and Chicks”, “Houses and Flags”, “Christmas Trees and Mushrooms”, “Geese with Goslings”
Stringing beads of different colors, selecting buttons (ribbons, balls, geometric shapes) by color
Games: “Run to me”, “Multi-colored ribbons”, “Look for your house”, “Color lotto”, “Jump-jump”.
Getting to know the form
The child enjoys participating inlabor activity.If you organize it in the form of a game with questions and tasks.
For example , the mother is busy in the kitchen and offers the child to prepare a salad
Take 3 cucumbers and 2 tomatoes from the refrigerator.
How many vegetables did you take from the refrigerator?
Look and count how many tomatoes are left there?
What are more cucumbers or tomatoes on our table?
Make sure they are equal.
How many vegetables did we prepare for the salad?
Now we will separate the leaves from the green salad, and you will count them. Tear off pieces from each leaf, put them on a plate and count.
Take the same number of peppers from the refrigerator as there are cucumbers on the table.
Count all the vegetables for the salad.
How many vegetables did you count?
The streets are dirty and shoes require constant care. Put your shoes in order together with your child, giving him instructions:
- Arrange the shoes we wear in pairs.
Count how many pairs of shoes are clean and how many are dirty.
How many boots are in one pair?
How many boots are there in two pairs?
And in three pairs?
Diversify motor activitychild with play exercises. Hide a bouquet of primroses and invite your child to find it. You give the child instructions, and he follows. 3 steps to the right, 4 steps forward, 2 steps to the left, 1 step back, etc. At the same time, the child will learn where is left and where is right. Hurray, you found the bouquet! Name and count the flowers in it. How many flowers are in the bouquet? Don’t forget to switch roles with your child: now you are looking for a bouquet, and you are constantly making mistakes. But they won’t let you make a mistake; the child will be happy to point out mistakes and inaccuracies. You can draw your child a diagram with a digital indication of the number of steps, and then he will be able to look for objects on his own. You can use this game on a walk, directing the child to a thawed patch or puddle, to a bench or tree.
Children are big bastards. There are many answers to the question: “Why?” Spring walks are fraught with them. The most exciting math experiences happen there.In educational and research activitiesDuring a walk, invite your child to play one mathematical game, then another.
The simplest but most exciting Game "Counter Objects".
Objects come in different shapes. Let's see this using the example of puddles.
Let's look at puddles, of which there are many in the spring.
What shape are they?
Which puddles are more round or oval?
Items come in different sizes.
Let's find big and small pebbles and compare them.
Items vary in length.
There are a lot of dry, fallen branches on the ground. Let's collect 5 long branches and 5 short ones. Let's compare the number of long and short branches. There are equal numbers of them. The same amount, the same.
Objects vary in thickness.
Try to compare the thickness of the trees in the park with your child. If you grab the trunk of a tree with your hands, it means it is thin; if you cannot wrap your hands around it, it means it is thick.
Objects vary in height.
Be sure to compare, if possible, the height of trees and bushes, houses, the width of bridges, roadways and sidewalks, the length of benches, etc.
Items vary in width.
There are many paths and paths in the park. You can invite the child to first walk along a narrow path. And then along the wide path. Return to the narrow path again, and then to the wide path. The child will learn to compare paths by width using a clear practical example.
So, in a relaxed atmosphere, while playing, the child will easily learn all the complex mathematical concepts
Returning from a walk, you can attract your baby’s attention toproductive activity.For example, in the “Ships” project. Invite your child to make paper boats together. Let these be large and small boats, which the child will decorate with multi-colored geometric shapes and numbers, and then take them on their next walk and float them along the streams. Launch a large boat along a wide stream, and a small one along a narrow stream.
You can collect pebbles while walking and use them to make streams or paths of different lengths and widths at home. And play with boats and streams at home.
Musical and artistic activities.You can draw throughout the theme week, saving the drawings.
Having interrupted for a whileartistic activitychild, invite him to play with his fingers to the cheerful musical songs of Ekaterina Zheleznova, which are presented on the “Music with Mom” CD series. On the disc “5 Little Pigs” and “10 Mice” you can find melodies with mathematical content.
In the evenings you can play with the drawn pictures. Place the pictures on the table and reinforce math concepts with activities and questions. Tasks and questions may contain the following content:
Count the pictures from left to right.
How many pictures did you count?
Count the pictures in reverse order.
Which picture is the second and which is the eighth?
What pictures are the neighbors of the thawed patch?
With the help of visual perception, the child will clearly understand the signs of spring, and in the process of answering questions, he will develop mathematical skills.
When organizing and conducting mathematics classes, you must always remember the age of the children and the individual characteristics of each child. Therefore, it is necessary to consider each age group in more detail and correlate it with the methods and techniques that would be advisable to use when teaching mathematics.
Methods and techniques of teaching in the younger group
Classes on the development of children's mathematical concepts are held from September on a certain day of the week. The duration of the lesson is 12 – 15 minutes. The child acquires new knowledge on the basis of direct perception, when he watches the actions of the teacher, listens to his explanations and instructions, and acts with the didactic material himself.
Attention in children 3–4 years old is involuntary, unstable, the ability to remember is characterized by unintentionality. Therefore, gaming techniques and didactic games are widely used in classes. They are organized so that, if possible, all children participate in the action at the same time and they do not have to wait for their turn. Games related to active movements are played: walking and running. However, using game techniques, the teacher does not allow them to distract children from the main thing (even elementary, but mathematical work). When a property is first highlighted and it is important to focus children’s attention on it, play moments may be absent.
The use of visual aids that are attractive to children is of great importance. Each manual clearly emphasizes exactly the sign to which children’s attention should be directed, and the rest are leveled out.
Determination of mathematical properties is carried out on the basis of comparison of objects characterized by either similar or opposite properties. Objects are used that have a clearly expressed cognitive property, that are familiar to children, without unnecessary details, and differ in no more than 1-2 characteristics. Accuracy of perception is facilitated by movements (hand gestures), circling a model of a geometric figure with a hand helps children more accurately perceive its shape, and holding a hand along, say, a scarf or ribbon helps establish the relationship of objects precisely according to this characteristic.
Children are taught to consistently identify and compare homogeneous properties of things. The comparison is made based on practical comparison methods: overlay or application.
Great importance is attached to children’s work with didactic material. Kids are already able to perform quite complex actions in a certain sequence. However, if a child fails to cope with a task and works unproductively, he quickly loses interest in it, gets tired and is distracted from work. Taking this into account, the teacher gives children an example of each new method of action. In an effort to prevent possible mistakes, he shows all the working methods and explains in detail the sequence of actions. In this case, explanations must be extremely clear, clear, specific, and given at a pace understandable to a small child. If the teacher speaks hastily, then the children cease to understand him and are distracted. The teacher demonstrates the most complex methods of action 2-3 times, drawing the children’s attention to new details each time. Only repeated demonstrations and naming of the same methods of action in different situations when changing visual material allow children to learn them. When children learn the method of action, then showing it becomes unnecessary. Now they can be asked to complete a task only according to verbal instructions.
Spatial and quantitative relationships can be reflected using words. Each new method of action acquired by children, each newly identified property, is fixed in an exact word. The teacher pronounces the new word slowly, emphasizing it with intonation. All the children repeat it together (in chorus).
The most difficult thing for kids is to reflect mathematical connections and relationships in speech, since it requires the ability to construct not only simple, but also complex sentences. The teacher gives a sample answer. If the child finds it difficult, the teacher can begin the answer phrase, and the child will finish it. First, you have to ask children supporting questions, and then ask them to tell you everything at once.
In order for children to understand the method of action, they are asked to say during the work what and how they are doing, and when the action has already been mastered, before starting work, make an assumption about what and how to do. Connections are established between the properties of things and the actions through which they are identified. At the same time, the teacher does not allow the use of words whose meaning is not clear to children.
Methods and techniques of teaching in the middle group
In the middle group, classes on the development of elementary mathematical concepts are held weekly, on a certain day of the week. The duration of the lesson is 20 minutes. At each lesson, work is carried out simultaneously on a new topic and repetition of what has been covered. From the first lessons, children in this group are given cognitive tasks that give their actions a targeted character.
The attention of four-year-old children, like three-year-olds, is not yet stable. To ensure a lasting assimilation of knowledge, they must be interested in work. A relaxed conversation with children, which is conducted at a leisurely pace, the attractiveness of visual aids, the widespread use of play exercises and didactic games - all this creates a good emotional mood in children. Games are used in which the game action is at the same time an elementary mathematical action.
In mathematics classes, visual and effective teaching methods are used: the teacher shows examples and methods of action, children perform practical tasks, including elementary mathematical activities.
In the fifth year, children intensively develop their ability to conduct research. In this regard, children are encouraged to more or less independently identify the properties and relationships of mathematical objects. The teacher poses questions to the children that require searching. He suggests, and if necessary, shows what needs to be done to find the answer to them.
Children acquire knowledge through experience, reflecting in speech what they have directly observed. In this way, it is possible to avoid the separation of the verbal form of the statement from the content expressed in it, that is, to eliminate the formal assimilation of knowledge. This is especially important! Children of this age easily remember words and expressions, sometimes without relating them to specific objects or their properties.
The place and nature of the use of visual (sample, demonstration) and verbal (instructions, explanations, questions, etc.) teaching methods are determined by the level of children’s assimilation of the material being studied. When children become acquainted with new types of activities (counting, counting, comparing objects by size), a complete, detailed demonstration and explanation of all methods of action, their nature and sequence, and a detailed and consistent examination of the sample are necessary. Instructions encourage children to follow the actions of the teacher or a child called to his table, familiarize them with the exact verbal designation of these actions. Explanations should be concise and clear. It is unacceptable to use words and expressions that children do not understand.
During the explanation of new things, children are involved in joint actions with the teacher and in performing individual actions. New knowledge only gradually acquires its generalized meaning for children of this age.
In the middle group, as in the younger group, it is necessary to repeatedly demonstrate actions that are new to children, while visual aids change, tasks and work methods vary slightly. This ensures that children are active and independent in learning new ways of doing things. The more varied the children’s work with visual aids, the more consciously they acquire knowledge. The teacher poses questions so that new knowledge is reflected in the exact word. Children are constantly taught to explain their actions, talk about what they did and how they did it, and what happened as a result. The teacher patiently listens to the children's answers, does not rush with a hint, and does not finish speaking for them. If necessary, gives a sample answer, poses additional questions, in some cases begins a phrase, and the child finishes it. When correcting mistakes in speech, the teacher suggests repeating words and expressions and encourages children to rely on visual material. As children master the appropriate vocabulary and discover the semantic meaning of words, they no longer need a full, detailed demonstration.
In subsequent classes, they act mainly according to verbal instructions. The teacher shows only certain techniques. By answering questions, the child repeats the instructions, for example, saying what size strip should be placed first, which one after. Children learn to talk coherently about the completed task. In the future, they act on the basis of only verbal instructions. However, if the children find it difficult, the teacher resorts to a model, a demonstration, and additional questions. All errors are corrected in the process of working with the didactic material.
The volume of tasks is gradually increased, they begin to consist of 2-3 links.
Methods and techniques of teaching in the senior group
In the older group, the duration of the lesson changes slightly compared to the average (from 20 to 25 minutes), but the volume of knowledge and pace of work increases noticeably.
Visual, verbal and practical teaching methods and techniques in mathematics classes in the senior group are mainly used in combination. Five-year-old children are able to understand the cognitive task set by the teacher and act in accordance with his instructions. Setting a task allows you to stimulate their cognitive activity. Situations arise when existing knowledge is not enough to find the answer to the question posed, and a need arises to learn something new, to learn something new.
The incentive to search is offers to solve some kind of game or practical problem.
By organizing children’s independent work with handouts, the teacher also sets tasks for them (to check, learn, learn new things, etc.).
Consolidation and clarification of knowledge and methods of action in a number of cases is carried out by offering children tasks, the content of which reflects situations that are close and understandable to them. The interest of children in solving such problems ensures the active work of thought and the solid assimilation of knowledge.
Mathematical concepts “equal”, “not equal”, “more - less”, “whole and part”, etc. are formed on the basis of comparison. Children 5 years old can already, under the guidance of a teacher, sequentially examine objects, identify and compare their homogeneous features. Based on comparison, they identify significant relations, for example, relations of equality and inequality, sequence, whole and part, etc., and make simple conclusions.
Mathematical concepts “equal”, “not equal”, “more - less”, “whole and part”, etc. are formed on the basis of comparison. Children 5 years old can already, under the guidance of a teacher, sequentially examine objects, identify and compare their homogeneous features. Children are first taught to compare objects in pairs, and then to compare several objects at once. They arrange the same objects in a row or group them according to one or another attribute. Finally, they make comparisons in a conflict situation, when essential features for solving a given problem are masked by others, outwardly more pronounced. The comparison is made on the basis of direct and indirect methods of comparison and contrast (overlay, application, calculation, “measurement modeling”). As a result of these actions, children equalize the quantities of objects or violate their equality, that is, they perform elementary actions of a mathematical nature.
Consideration, analysis and comparison of objects when solving problems of the same type are carried out in a certain sequence. For example, children are taught to consistently analyze and describe a pattern made up of models of geometric shapes, etc. Gradually, they master the general method of solving problems in this category and consciously use it.
Since children of this age are aware of the content of the task and how to solve it in the course of practical actions, mistakes made by children are always corrected through actions with didactic material.
Isolation and assimilation of mathematical properties, connections, and relationships is achieved by performing various actions. The active inclusion of various analyzers in the work of children continues to be of great importance in the education of 5-year-old children.
“Substitutes” of real objects begin to serve as visual support. The teacher represents objects that are currently missing with models of geometric shapes. Experience shows that children easily accept such abstract clarity. Visualization activates children and serves as a support for voluntary memory, therefore, in some cases, phenomena that do not have a visual form are modeled. For example, the days of the week are conventionally indicated by multi-colored chips. This helps children establish ordinal relationships between the days of the week and remember their sequence.
In working with children 5-6 years old, the role of verbal teaching methods increases. The teacher’s instructions and explanations guide and plan the children’s activities. When giving instructions, he takes into account what the children know and can do, and only shows new methods of work. The teacher’s questions during the explanation stimulate children to show independence and intelligence, encouraging them to look for different ways to solve the same problem.
Children are taught to find different formulations to characterize the same mathematical connections and relationships. It is essential to practice new methods of action in speech. Therefore, in the course of working with. With handouts, the teacher asks first one or the other child what, how and why he is doing. One child can do the task at the board at this time and explain his actions. Accompanying an action with speech allows children to comprehend it. After completing any task there is a survey. Children report on what they did and how they did it, and what happened as a result.
As the child accumulates the ability to perform certain actions, you can first suggest what should be done and how (build a series of objects, group them, etc.), and then perform a practical action. This is how children are taught to plan the ways and order of completing a task.
The assimilation of correct figures of speech is ensured by their repeated repetition in connection with the implementation of different versions of tasks of the same type.
In the older group, they begin to use verbal games and game exercises, which are based on presentation actions.
Increasing complexity and variation in work methods, changing aids and situations stimulate children to show independence and activate their thinking. To maintain interest in classes, the teacher constantly introduces elements of games (search, guessing) and competition into them.
Based on all of the above, we can draw the following conclusion: the use of various methods and techniques in the formation of elementary mathematical concepts depends on the age of the children, the level of mathematical development, and the individual characteristics of each child. It should also be noted that for more effective teaching of mathematics to children, it is necessary to integrate all methods and techniques of teaching preschool children.
So, let's summarize.The integrated use of all methods and techniques, forms of teaching will help solve one of the main problems - to carry out the mathematical training of preschoolers and bring the development of their thinking to a level sufficient for the successful mastery of mathematics at school.
Consultation for educators on FEMP for children of senior preschool age “What counting sticks can do”
Target.Increasing the competence of teachers in implementing the tasks of cognitive development of preschool children in the process of forming their elementary geometric concepts using counting sticks.
“The mind does not die from wear and tear,
it rusts from disuse.”
Folk wisdom
Counting sticks have been used since ancient times in China, Japan, and were popular in Korea and Vietnam. Today they are used to teach counting, including in schools, also in the Maria Montessori method and other early development methods for teaching preschoolers and as educational toys. Entertaining games with counting sticks can be a good help in both group and individual lessons.
Why counting sticks? Because:
counting sticks develop finger motor skills: from the simplest operation of taking it out of the case and folding it back to complex patterns of counting material - all these tasks play a huge role in training the brain through the fingers;
activities with counting sticks are also useful for the formation of mathematical concepts in preschool children;
During classes with counting sticks, spatial orientation is formed, children learn the concepts of right-left, front-back, top-bottom;
various tasks with counting sticks require attention, visual-effective thinking, and active thinking;
By completing tasks using counting sticks, the child learns color;
By making drawings, a preschooler activates creativity, design thinking, and imagination;
and, finally, their direct purpose is to teach elementary mathematics: counting, getting acquainted with geometric figures, comparing quantities, performing simple arithmetic operations.
The purpose of math games with counting sticks is:
an exercise in composing geometric figures on a table plane, analyzing and examining the figure in a visually tangible way.
In preschool age, the simplest puzzles are used.
How to start using counting sticks for fun with preschool children?
There are two stages of working with this simple material: – initial – when counting sticks are used as a playing tool.
In kindergarten, we begin working with a counting instrument by getting to know it: children look at the sticks, learn to determine their color, lay them out on the table, and put them in a box. Then they put as many sticks as possible into each handle, then into the other, and finally with both handles;
-the second stage is mathematical - a higher level, which involves mastering the basics of mathematics with the help of colored assistants.
Having played enough with counting sticks, we proceed to geometric design. Construction is the most enjoyable way for preschoolers to learn basic geometry.
I want to focus on the formation of elementary geometric concepts in preschool children as one of the stages of FEMP.
In the Basic General Educational Preschool Education “From Birth to School”, edited by N.E. Veraksa, it is written that “in preschool age from 3-5 years, children get acquainted with geometric shapes: circle, square, triangle, learn to examine the shape of the figure using the visual and tactile -motor analyzers.
In preschool age from 3-5 years, work with counting sticks is accompanied by:
laying out geometric shapes following the example of an adult: path, ladder, fence, squares, rectangles. Then we complicate it: house, train, car, butterfly, garage, etc.
laying out according to the picture: there is an image of a mushroom, flower, sun, and the child must guess how to lay it out from sticks.
For this purpose the following tasks are offered: count the sticks from which the figure is made; if the figure is made up of multi-colored sticks, then count the sticks of each color; count the geometric shapes depicting the object and the corners of the figures; come up with and put together a figure from a given number of sticks. Making stick figures starts with a simple image. In the process of completing the task, it is necessary to explain to the child what this or that figure is called, how to put together a house or the sun. The display of sample images is accompanied by poems, riddles, and nursery rhymes. This is necessary so that the child develops not only a visual, but also an auditory image, as well as to maintain interest in this type of activity.
Educator:
-What are these guys? (Children's answers) That's right, well done! So, let’s make a Christmas tree out of counting sticks (children complete the task). Sample. Examination of the sample.
Educator:
- Guys, we made so many Christmas trees with you that we ended up with a forest. Who lives in the forest? (Children's answers) That's right, guys, a wolf, a fox, a hare, a bear and many more animals live there. So I want to make a wish for you a riddle about a forest dweller:
Long ear
A ball of fluff.
Jumps deftly
Loves carrots.
(Hare.)
Educator:
-That's right guys! It’s cold in the forest now, there will be severe frost soon, and the bunny doesn’t have a house. Can you build him a house? (Children's response) Let's, guys, help the bunny build a house from counting sticks. (Sample. Examination of sample).
Demonstration of slides of the presentation “Games with counting sticks for children 4-5 years old.”
In older preschool age (5-7 years), of the variety of mathematical games, the most acceptable are puzzles with sticks (you can use matches without sulfur). They are called problems of ingenuity of a geometric nature, since during the solution, as a rule, there is a transformation of some figures into others, and not just a change in their number.
These classes are also useful for the formation of mathematical concepts in preschoolers: they allow you to consolidate ideas about geometric shapes, and they teach quantitative calculation.
Complicating tasks for older preschoolers, we solve the following program problems:
In older preschool age, children develop geometric vigilance: the ability to analyze and compare objects by shape, to find objects of the same and different shapes in the immediate environment. The idea of how to make another form from one form develops. In the pre-school group, children learn to model geometric shapes (to make one polygon from several triangles, one large one from several small squares, etc.).
Counting sticks can be used in GCD:
for comparison by size: height and length.
Exercise.
Invite the children to place the sticks in three lines:
the first line is three sticks, the second is two sticks, the third is one stick. Compare track lengths. Draw a conclusion.
Also build fences in height and compare the heights.
Make a train where the first carriage consists of 4 sticks, the second – of 6, the third – of 8 (Value);
Take as many sticks as possible in your hand. Without opening your palm, count them. Lay out the corresponding numbers from the sticks (Introduction to numbers from 0-9);
Lay out cards or cubes with numbers, the child places the corresponding number of sticks next to them (Quantity and Counting);
On a visual basis, we teach how to solve simple addition and subtraction problems, and use action signs (=,-,+) when solving problems;
We teach the equal sign: we put 5-6 sticks, we invite the child to put the same number next to it. Between two piles we place two sticks in parallel (Equal sign);
To a certain number of sticks you need to add enough to get a certain number. For example, we add 2 sticks to 3, we get 5. This is how we learn simple addition.
Mathematical tasks to consolidate knowledge about geometric shapes:
Target.
Development of spatial concepts, consolidation of knowledge about the properties and distinctive features of geometric shapes.
1. Make 2 equal triangles from 5 sticks;
2. Make 2 equal squares from 7 sticks;
3. Make 3 equal triangles from 7 sticks;
4. Make 4 equal triangles from 9 sticks;
5. Make 3 equal squares from 10 sticks;
6. Make a square and 2 equal triangles from 5 sticks;
7. Make a square and 4 triangles from 9 sticks;
8. From 9 sticks make 2 squares and 4 equal triangles (from 7 sticks make 2 squares and divide into triangles);
9. From 10 sticks, make 2 squares: large and small (a small square is made of 2 sticks inside a large one);
10. Make 5 triangles from 9 sticks (4 small triangles obtained as a result of the construction form 1 large one);
11. Make a small square and triangle;
12. Make small and large squares;
13. Make a rectangle, the top and bottom sides of which will be equal to 3 sticks, and the left and right sides will be equal to 2.
For children 5-7 years old, puzzle tasks can be combined into 3 groups(according to the method of rearranging the figures, degree of complexity).
1. Tasks to create a given figure from a certain number of sticks: create 2 equal squares from 7 sticks, 2 equal triangles from 5 sticks.
2. Problems involving changing figures, to solve which you need to remove the specified number of sticks.
3. Ingenuity tasks, the solution of which consists in rearranging sticks in order to modify or transform a given figure.
In the course of teaching methods of solution, ingenuity tasks are given in the specified sequence, starting with the simpler ones, so that the skills and abilities acquired by the children prepare the children for more complex actions. By organizing this work, the teacher sets the goal of teaching children how to independently find solutions to problems, without offering any ready-made techniques, methods, or sample solutions.
The mental task: to make a figure, modify it, find a solution, guess the number - is realized through the means of the game, in game actions. The development of ingenuity, resourcefulness, and initiative is carried out in active mental activity based on direct interest.
Subsequently, preschoolers can be asked to use chopsticks to “draw” their favorite book character and reconstruct the figure, which contributes to the development of thinking and spatial orientation.