To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, guess, demonstrate mental stress. Intellectual activity, based on active thinking, searching for ways of action, already in preschool age, under appropriate conditions, can become habitual for children.
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Consultation for parents
Mathematical preparation of a child for school
Dear parents! To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, to guess, and to show mental effort. Intellectual activity, based on active thinking and searching for ways to act, can become habitual for children already in preschool age under appropriate conditions.
As is known, a child exhibits special mental activity in the course of achieving game goal, both in class and in Everyday life. Game entertaining tasks are contained in various kinds exciting math material
At the time of admission to school, the child must be able to:
- count within 10 (count forward and backward);
- decrease and increase a number by 1;
- compare numbers within 10, name the smallest, largest, equalize the number of objects;
- compare objects by length, height, width;
- place objects in ascending and descending order;
- distinguish the color and shape of objects;
- distinguish geometric figures;
- navigate on a piece of paper.
In order to develop children's thinking, you can use the following tasks:tasks to find identical properties of an object, tasks to find various properties of an object, game "What's extra?" tasks to find missing figures, tasks on quantitative and qualitative relationships between objects, count within 10.
Finding problems identical properties subject
Invite your child to find two identical objects.
Tasks on finding various properties of an object
Invite your child to find an object, a figure that is different from others and justify his choice.
Game "What's extra?"
Exercise 1.
Which geometric figure is the odd one out?
- Why?
Task 2.
The child is asked to answer the following questions:
What's extra?
- Why? Name it hallmark.
- How can you describe the remaining items in one word?
Problems to find missing figures
From the numbered figures, choose the one that can be placed instead of the question mark.
Task No. 1 | Task No. 2 | Task No. 3 |
Tasks on quantitative and qualitative relationships between objects
1. Show the largest and smallest tree in the picture.
2. Which fish swims deeper than others?
3. Show the shortest, longest pencil.
4. Show a picture in which the green cube is in front of the blue cube.
Count within 10
Exercise 1.
Task 3.
a) Draw as many green circles as there are legs for the chair.
b) Draw as many blue sticks as there are fingers on your left hand.
c) Draw four different colored triangles.
d) Draw seven circles with a red pencil.
Task 4.
a) Grandmother knitted two pairs of mittens for Sveta. How many mittens did grandma knit?
b) There were 4 cubes in the box. They took one cube. How many cubes are left in the box?
c) We bought 3 buns with raisins and 1 bun with jam. How many buns did you buy?
d) Kittens are sitting in the basket. All kittens have 5 pairs of ears. How many kittens are in the basket?
WORKING PROGRAMM
“Mathematical preparation of children for school”
Prepared by: Petrova Lyudmila Gennadievna
primary school teacher
Explanatory note
Schools today are changing rapidly, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. Therefore, it is important not only to give the child as many specific subject knowledge, but also to equip the child with such universal learning activities, which will help him develop and improve himself in a constantly changing society.
Purpose of the program: development of mathematical concepts and logic at children of the preparatory group for school.
Tasks:
Development of mathematical concepts about numbers and numbers;
Introduction to mathematical symbols;
Development of the ability to solve and compose arithmetic problems;
Development of attention, observation, logical thinking;
Preparing the hand for writing (“printing” numbers, drawing geometric shapes)
Relevance development and implementation of this work program in mathematics in our educational institution was due to the presence of two groups of pupils preparatory to school, who in the future academic year must start school. Modern school imposes some level requirements mathematical knowledge and skills of pupils, which must be taken into account when transferring a child from kindergarten to the next level of education. In addition, parents are certainly interested in their child’s school success. And if a child who has an insufficient level of mathematical readiness for school becomes a first-grader, there is a high probability of difficult adaptation to the conditions of school learning. The child’s intellectual readiness (along with emotional psychological readiness) is a priority for successful learning at school, successful interaction with peers and adults.
This additional educational program calculated for children aged 6 to 7 years. The duration of the program is eight months (the period from October to May inclusive), which is 8 lessons per month, 30 minutes each. Classes are held once a week.
Basic principles of work for teachers when preparing children for school:
Taking into account the individual capabilities and abilities of the children.
Respect for the child, the process and the results of his activities, combined with reasonable demands.
An integrated approach to developing activities.
Systematicity and sequence of classes.
Variability of content and forms of classes.
Visibility.
Class form - joint gaming and cognitive activity of adults and children.
Funds required to implement the program:
educational and thematic planning;
workbooks;
copybook “Studying Mathematics” by Burdina S.V.;
visual aids;
counting material;
Thematic planning.p/p
Subject of the lesson
Number of hours
the date of the
TB in classes and during breaks. Counting items. Numbers from 0 to 3. Number 0.
Number and figure 1. Logic problems(on spatial orientation, identification of geometric shapes in drawings).
Number and figure 2. Composition of number 2. Logical tasks (task for developing attention).
Number and figure 3. Composition of number 3. Logical problems (continuation of the logical series).
Number and figure 4. Composition of number 4. Logical tasks (task for developing attention).
Number and figure 5. Composition of number 5. Comparison of numbers. Logical tasks (finding an “extra” object in a group of objects).
Number and figure 6. Composition of number 6.
Number and figure 7. Composition of number 7. Logical tasks (task for developing attention).
Number and figure 8. Composition of number 8. Comparison of numbers. Logical tasks (continuation of the logical series).
Number and figure 9. Composition of number 9. Repetition of composition of numbers 2, 3, 4, 5, 6, 7, 8.
Number and figure 10. Composition of number 10. Comparison of numbers.
Count through one within the first ten. Count forward and backward to 10.
Logical tasks (continuation of a logical series, filling in the ninth square, drawing figures in cells). Comparison of numbers.
Numbers 1-10. Direct and reverse counting. Comparison of numbers. Repetition.
Meaning arithmetic action"addition".
The meaning of the arithmetic operation "subtraction".
Adding and subtracting the number 1.
Adding and subtracting the number 2. Composition of numbers.
Adding and subtracting the number 3. Logic problems (finding the odd one).
Adding and subtracting the number 4.
Introduction to the task.
Adding and subtracting the number 5. Solving problems. Repetition of the composition of the number 5.
Adding and subtracting the number 6. Repeating the composition of the number 6.
Adding and subtracting the number 7. Inventing drawing and expression problems.
Adding and subtracting the number 8. Counting through one. Logic problems (
Composition of the number 10.
Repetition of numbers 8 and 9. Logic problems ( definition of geometric shapes in a drawing).
Formation of numbers of the second ten. The score is within 20.
Expected results.
By the end of the year of study, preschoolers have formed the following prerequisites for universal educational activities:
Subject:
name numbers in direct and reverse order within 10;
relate the number to the number of objects;
use arithmetic symbols;
compose and solve problems in one operation of addition or subtraction;
ordinal counting within 20;
composition of the number of the first ten;
previous number, subsequent number, numbers - neighbors;
concepts: left, right, above, below, closer, further, close, far, next, high, low, deep;
geometric shapes: triangle, circle, square, rectangle, oval, polygon, rhombus;
signs +, -, =, >,< и правильно их использовать;
direction of movement: left to right, right to left, top to bottom, bottom to top, forward, backward, in the same direction, in the opposite direction;
navigate on a sheet of checkered paper.
Meta-subject results:
Cognitive UUD: sign-symbolic modeling and transformation of objects; analysis of objects in order to identify features (essential, non-essential); synthesis as the composition of a whole from parts, including independent completion, completion of missing elements; compare and contrast; highlighting the common and the different; implementation of classification; establishing an analogy; independent choice of task methods depending on specific conditions; conscious and voluntary construction speech utterance in oral form.
Regulatory UUD: implementation of actions according to a model and a given rule; maintaining a given goal; the ability to see the indicated error and correct it as directed by an adult; monitoring your activities based on results; the ability to adequately understand the assessment of an adult and a peer.
Communicative UUD: mastery of certain verbal and non-verbal means communication; an emotionally positive attitude towards the process of cooperation with adults and peers; communication partner orientation; the ability to listen to your interlocutor; to ask questions.
Personal UUD: motivational and communicative, formation of self-concept and self-esteem in preparation for studying at school, positive attitude towards schooling.
Forms and methods of summing up the results of the program implementation.
The methods and techniques for determining the effectiveness of an educational program are varied. The degree of assistance that the teacher provides to the student when completing tasks: the less adult help, the higher the independence of the students and, therefore, the higher the developmental effect of the classes. Children's workbooks and copybooks provide a visual representation of the results of the work. Positive results are encouraged by prints with designs. This helps students take a more attentive and serious approach to their own work and stimulates their activity. At the end of the training, the last open lesson for parents.
Based on the results of the academic half-year and year of the course, diagnostic classes are held, in which the knowledge and skills of students are assessed verbally.
Literature:
Arapova-Piskareva N.A. Formation of elementary mathematical concepts in kindergarten. - M.: Mosaika-Sintez, 2006.
Burdina S.V. Studying mathematics. Notebook with tasks for children's development. Part 1, 2. - Kirov: OJSC "House of Printing - VYATKA", 2014.
Volina V.V. Holiday of numbers. Entertaining mathematics for children. - M., 1993.
Erofeeva T.I., Novikova V.P., Pavlova L.N. Children at the origins of mathematics. Special course: methods of teaching mathematics. - M., 1994.
Continuity: a program for preparing children aged 5-7 years for school / [N. A. Fedosova, E. V. Kovalenko, I. A. Dedyushkina and others; scientific hands N. A. Fedosova.] - M.: Education, 2012.
Serbina E.V. Mathematics for kids. M., 1992
Chiligrirova L, Spiridonova B. Playing, learning mathematics M., 1993
ova NA., Gerasimova L.P.
Ready for school implies presence of certain components: development of all types of children’s activities (subject, play, labor, visual, especially constructive), ensuring the unity of the development of all internal forces preschoolers - thinking, strong-willed qualities, feelings, creative possibilities, speech, as well as learning ethical standards and development of moral behavior.
The term " readiness for school» traditionally perceived by teachers preschool education And school teachers quite clearly, mainly from the point of view of readiness to study specific school subjects, which gave rise to the actual system of preliminary testing of knowledge, skills and abilities of preschoolers upon entering school on specific content material (counting, solving examples “in the head” and solving simple tasks, reading texts, copying words and phrases, etc.).
Build readiness for school means creating conditions for children to successfully learn curriculum and their normal entry into the student body.
One of important indicators special (mathematical) readiness is preschoolers have certain knowledge, skills and abilities. As the analysis shows pedagogical work, the level of assimilation of this knowledge, skills and abilities depends on age, individual characteristics children, as well as on the state of the educational process in kindergarten.
For the teacher preschool special meaning acquires identifying this level before children enter school. This is facilitated diagnostic tests: individual conversations, didactic games and exercises with children, performing special tasks for them, etc.
In this case it is necessary to highlight the main components of a child’s readiness to master mathematics in school e: motivational, substantive and procedural.
Motivational component readiness includes:
Positive attitude towards school and educational activities in general;
Interest in the mathematical side of reality;
Desire to study mathematics.
The volume and quality of mathematical knowledge: awareness, strength of memorization, the ability to assimilate them in independent activity(flexibility);
Features of speech development (mastery of mathematical terminology);
Level cognitive activity generally.
Procedural component- This:
Abilities and skills of educational activities (planning, independently performing activities, exercising self-control and self-assessment).
The level of knowledge acquisition is easier to determine than the degree of mastery of the methods of educational activity, especially the degree of formation of cognitive activity.
Due to this to identify general academic skills need to be selected tasks in pairs: for example, the first task is guess, tell, count, show, etc., the second is compare, explain, prove, tell, etc. The second task is more difficult for children, but it is the completion of such tasks that indicates the child’s level of preparedness for learning in school.
Important indicators readiness for school - productivity of attention(according to adapted correction tables), features of mental development and educational activity.
In preparation for school great importance It has proper organization And targeted development children's attention during the learning process. In older children preschool age occupies a significant place in the activity voluntary attention . At this age, the volume and stability of attention increases significantly. The kindergarten teacher organizes educational activities child, teaches him to understand tasks, goals and conditions for performing cognitive tasks.
The success of children's education at school is associated not only with the presence of a certain amount of knowledge in preschoolers. Even the ability to count and solve problems is not of decisive importance. School education places basic demands primarily on mental activity.
Due to this state of the art mental abilities– one of the important indicators of a child’s readiness for school. We need to teach children to observe, analyze, generalize, and draw conclusions. Intellectual capabilities expand in the process of active and purposeful familiarization with objects and ideas of the environment, the laws of nature, and the peculiarities of relationships between people.
Research shows that high levels intellectual development the child’s expectations do not always coincide with his personal readiness for school. In some cases At the beginning of school, children lack a positive attitude to a new way of life, involving appropriate changes in conditions, rules, requirements of the training regime, life and activity in general.
Therefore, in kindergarten teachers should also to form a positive attitude of preschoolers towards learning, which includes the child’s desire to achieve new things social status, - i.e. become a schoolboy. The child must understand the importance of schooling, respect teachers and his work, respect older schoolmates, love books, and treat them conscientiously.
Study readiness level six- and seven-year-old children can be enrolled in school with the help of both group and individual examinations.
Individual examination allows the teacher to create an idea of the characteristics of children’s thinking, speech, general level knowledge and special mathematical training.
As diagnostic (test) exercises You can use tasks of this type.
1. The child is asked to answer the questions: “When will you go to school? What do you know about school? Do you want to go to school?
2. The child is asked to answer the questions: “Do you like math classes? What do you think students do in math lessons?”
3. The child is shown a card with numbers placed in random sequence, and ask to name and show them.
4. The child is asked to name the numbers adjacent to the ones named - the game “Find the Neighbors”.
5. In front of the child is a sheet of paper with two rows of circles depicted on it. The top row is eight large circles, the bottom row is nine small ones, which are placed at a smaller distance from each other than the large ones. The question is asked: “Which circles are there more? Which ones are smaller?
6. The child is shown three pictures in turn: “Apple tree”, “Airport”, “Girl with flags”. They ask you to come up with a problem for each picture and solve it.
7. The child is shown the picture “Houses”. He is asked to look carefully at the picture and say what geometric shapes he recognizes in the picture. (Window square shape, doors - rectangular, etc.)
8. In front of the child there are eight figures of four colors: three red, two green, two blue, one yellow. The teacher asks: “How much is there? different colors?»
9. In front of the child there is a picture that shows ten various items, placed in a row. The child is asked to answer the question: “How many objects are there in total? How did you calculate? What location is the house on? How many pyramids are there in total? etc.
10. The child is asked to look at the drawing (pattern), then draw it in a checkered notebook. After this, children compare their own results with the model, that is, they demonstrate the skills of self-control and self-esteem.
Children draw a flag in the bottom corner of the page: if done correctly, red, if done incorrectly, blue.
11. The child is asked to make a square, a triangle, a pentagon, a boat, a Christmas tree, etc. from colored sticks.
According to the degree of success in completing the task can be identified child's level of mathematical readiness for schooling. This data should be supplemented systematic observations, individual conversations with children.
Conditionally we can distinguish three levels of children's readiness for school.
To the first level should be attributed readiness of children who have learned well software requirements previous groups, have good skills in counting activities, examination, measurement, dividing a whole into parts, solving problems, etc. At the same time, children of the preparatory group are able to perform simple actions in their minds without relying on clarity; when comparing objects by shape, they use a geometric figure as a standard, they are able to classify, generalize, act in accordance with the teacher’s instructions, have self-control skills, show interest in learning, are able to work concentratedly without distractions, adequately use mathematical terminology, correctly, efficiently, in fixed time complete tasks and objectively evaluate your work.
To the second level can be attributed readiness of children who have mastered the program of this group; have certain skills in counting, measuring quantities, dividing a whole into parts. However, they have an underdeveloped mental activity: it is difficult for them to explain the choice of arithmetic operation, generalize and classify; self-control in these children is unstable, they do not show interest in educational activities; math dictionary their poor; self-esteem is most often underestimated, sometimes overestimated.
To the third level applies readiness of children who have poorly mastered the mathematics curriculum. These children have some skills in performing counting operations, but in all other types mathematical activity have weak skills or no skills at all. Children who belong to the third level of mastering mathematical knowledge experience significant difficulties when performing mental operations of comparison, generalization, and classification. These children do not show interest in educational activities, incorrectly use special mathematical terminology, and often cannot complete the teacher’s assignment or compare it with a model.
Pedagogical work to prepare children should be sent to the school on complete liquidation third, lowest level of formation mathematical knowledge, skills and abilities and to achieve sufficient high-quality mathematical readiness for school.
Efforts teaching staff must ensure the formation in children solid knowledge and skills in the scope of the Education Program in kindergarten, the development of their speech, thinking, cognitive activity, interests and abilities.
We all want our child to be the smartest, most educated, most successful and, of course, happy. For his sake we are ready to sacrifice everything, to give him the whole world, teach everything, and learning to count is not the least in this series. But, unfortunately, we do not always know where to start teaching mathematics, what to expect from him, and in general, how to prepare him for school.
WHY DOES YOUR BABY NEED MATH?
There are two reasons why children should be taught mathematics. Mathematical calculations are one of the higher functions human brain. Only man is capable of counting. Besides, we can’t go a day without counting. Everyone counts: schoolchildren, housewives, businessmen, and scientists.
The second reason is that the score helps physical development brain, and therefore the child’s intelligence. The main thing for a preschooler is to learn logical mental processes.
PREPARATION FOR SCHOOL
What should a future student know?
To prepare your child for school, the main thing is to teach your child to count to ten (back and forth), add and subtract within ten. Then it will be much easier for him to master counting to 20, 30 or 100. Nowadays there are many books and coloring books for kids “Learn to count”, “Learn to think”. On back side The authors of the books explain their tasks. When choosing literature, proceed from this.
By the time of school, a child should know forward and backward counting up to 10 (minimum) or up to 30 (this depends on the child), and be able to add and subtract within these limits. A 6-year-old preschooler should be able to solve various arithmetic problems, where objects can be visually counted.
For example, they show 2 vases with apples. One has 2 apples, the other 3. How many apples do you need to add to the first vase to get as many as there are in the first vase?”
The child must be able to solve problems that can be solved in the mind. For example, “Imagine that there are 4 pencils in a pencil box, and I add 2 more. How many pencils are there in the box?”
By school, the child develops the rudiments of abstract ideas. IN preparatory group The child must know geometric shapes, directions of movement, and navigate by the clock. He must have developed measurement skills, he must be able to compare sets (more - less). For example, there are 5 pencils in one box and 6 in another, which means that there is one less pencil in the first box than in the second.
WHERE TO START TEACHING MATHEMATICS?
OUR FINGERS WERE COUNTING
Learning to count should begin at age 3.
The first stage is mastering quantity. We start with quantitative concepts, such concepts as “many - few”, “one - many”, “nothing - many”. Then, when the baby understands the number “one,” we gradually add the following numbers.
The child gets acquainted with mathematics, starting with himself, with his body. He learns that he has one nose and two eyes, two arms, two legs and one mouth, and five fingers on one hand. Count his ears and eyes with him (“how many hands and eyes do you have?”), count the fingers on one hand, on the other, on his feet. Periodically ask him questions: how many legs (eyes, ears) does mom, dad, grandma, doll, bear have (how many upper legs, how many lower ones).
You can teach your child math in a casual way. For example, playing, walking, washing dishes (how many cups, plates I washed, how many were left). While walking, count leaves, flowers and petals, birds and pebbles.
When your child plays with toys, ask how many cars, dolls, blocks, balls he has, how many cars are on the floor, and how many are in the box. Teaching counting to girls and boys is exactly the same. Just use toys depending on the gender of the child: talk to a boy about his cars (how many wheels and steering wheels the car has), and talk to a girl about dolls.
So, take the doll and her things (for example, 2 panties, 5 dresses, socks). Invite the girl to play: “Let’s dress the doll. How many dresses and socks do you need to dress the doll? How many panties and socks did you take?”
When the child learns to easily count objects, we complicate the task: we look at pictures with objects and count them in the picture.
Teach your child tongue twisters, songs, and rhymes that include counting. They help the child remember the sequence of numbers.
TEACHING COUNTING: TWO PLUS TWO IS FOUR.
The second stage of learning to count is folding.
Take one ball (glass, cube) and at the same time slowly say “one plus.” Then take the second object and at the same time say “one equals” and, moving both objects towards the baby, say “two”. Repeat these steps again with the words “one plus one equals two” or “one plus one equals two.” Let the child talk to you.
Then you can put one ball in front of him, then another and ask him how many balls there are in front of him. Help, prompt the baby without getting annoyed. He doesn't have to be a prodigy. Explain why there are two balls by counting both balls again.
When the child learns that one plus one equals two, complicate the task: add one more ball to two. After your child solves one problem (but not before), set him another. Each lesson should consist of no more than three equations.
Don't be afraid of the words "plus" and "equals." There is no need to explain their meaning, the child will understand it from the context.
Always stick to the same style of presentation, using the same terms. If you once said the phrase: “one plus two equals three,” you should not then change it to others, for example: “adding two to one equals three.”
Children see facts, not symbols. When you teach them facts, they draw their own conclusions and learn the rules. If we change the terms, then the child has reason to believe that the terms have changed and the rules have changed.
Children are little scientists. They have an amazing ability to discover laws if we give them the facts. During the first three years, the child learns more facts than for the rest of my life. He then systematizes them to discover the laws to which they obey.
THE NEXT STAGE OF TEACHING MATHEMATICS IS SUBTRACTING.
The principles of teaching mathematics at this stage are the same.
You show 2 dice, then remove one, while saying, “two minus one equals one.”
First, teach your child to add and subtract on objects, then on pictures that depict these objects. And only then use story pictures. For example, the picture shows a clearing with 4 mushrooms on it. The squirrel takes 1 mushroom. You carefully examine the picture: a clearing, mushrooms (you count them), a squirrel with a mushroom, then ask: “how many mushrooms are left in the clearing?”
ONE, TWO, THREE, FOUR, FIVE, LEARNING TO COUNT...
At the age of 4, we begin to introduce the baby to numbers. A number is a symbol that represents quantity, and when we use the word "number" we mean real quantity(not a symbol, but a fact) of the objects themselves.
Make cards from white cardboard, write the numbers with a red felt-tip pen (this color attracts children’s attention best, especially since it creates good contrast on a white background). When writing, use the same font.
First, select a set of numbers from 1 to 3. Show in order, then in breakdown. Then write easy equations. Use plus, minus, and equal signs.
By the way, preschool mathematics also includes ideas about shape, size, duration, extent, space, location between objects and location in relation to the child (front-back, left-right).
At 4 years old, a child should not only be able to count to 5, but also become familiar with the concepts of equality and inequality. For example, if there are 2 pebbles in one hand and two pebbles in the other, then the number of pebbles in both hands is equal, and “two is equal to two.” If in right hand one pebble, and on the left there are two, then the number of pebbles is unequal, and “two is not equal to one.”
At 5 years old, a child should be able to count up to 6-8, at 6 years old - up to 10, add and subtract within these limits.
PREPARATION FOR SCHOOL: QUICK COUNTING. IS IT NEEDED?
I wanted to teach my child quick counting, - the mother of 9-year-old Igor shares with me. - I made special cards (up to 100), glued dots on them (the last cards had 99, 100 dots each). I quickly showed them to the baby, he determined the number of dots on the card. Then she made up equations with cards, and quite complex ones (for example, twenty points plus fifteen). My son could already decide at the age of three math problems. But it turned out that everything was in vain. When I sent him to kindergarten, the teachers were not too happy about my son's success. And at school he actually started having problems with mathematics. It turned out that, having become carried away by the technique of counting and bringing it to automatism, we missed another, no less important thing - logical thinking. Now let's catch up with the others."
This - main mistake parents. Having decided to raise a little genius, they strive for the heights of mathematics and computer science, and forget (of course, out of ignorance) to instill in their children basic skills. For example, there are children who are excellent at counting and problem solving, but not knowledgeable composition numbers within ten. They can count automatically, but they don’t logically understand how to do it. Unthoughtful counting will later result in problems with mathematics, the child will be confused. And relearning is always more difficult.
What other mistakes do parents make?
PREPARATION FOR SCHOOL: PARENTS' MISTAKES
1. Parents often try to speed up their child’s learning in mathematics by stepping over important stages its development and the knowledge necessary for a child at his age. This should under no circumstances be done. There are children who know how to play computer games, but they don’t know how to play with toys and don’t know Chukovsky’s poems. And toys (learning to count with toys) and nursery rhymes and counting rhymes are MORE IMPORTANT for him at this age. And this omission will certainly affect the child’s development in the future.
2. Some parents, chasing good results in learning to count, forget to give the child ideas about size, shape, space, time, length and duration. Some children count to 100, but do not know how to compare values: tall house or low, long or short road, narrow or wide scarf, do not know geometric shapes. By the way, tasks to compare objects by characteristics and properties develop logic. And they cannot be neglected. The child must figure this out in preschool age, then it will be more difficult for him, and subsequently this will lead the child to problems with geometry at school.
3. Another mistake parents make: they often overestimate the requirements for a child, without taking into account his age. For example, at 2 years old they require a child to know numbers, but at this age he does not yet have abstract thinking.
4. Parents often scold their children, get irritated if they count slowly or incorrectly, or do not understand something. Not everyone is born a mathematician and logician. Maybe your child is a humanitarian and is close to art and creativity. Then you shouldn’t forcefully “sculpt” him into a mathematical genius. Rejoice that he is so emotional, affectionate, sensitive, and understanding.
5. Parents, unfortunately, do not have a system for teaching counting. They tend to jump from one level of difficulty to another when learning mathematics. As a result, the child has not yet mastered the very concept of number, and they are already asking him how much 2 plus 3 is. It is especially difficult for children raised at home.
6. It’s even worse when parents set several tasks for their child at once. A child cannot solve them all at once. Let him first cope with one task, understand the essence of its solution, and only then give him another task.
7. Most often, mathematics is explained to children at home using their fingers. It is difficult for a child to understand what is being said we're talking about due to lack visual material. To understand, he needs to see and touch everything. Therefore, at home (even if the child goes to kindergarten) there must be counting material so that the child can consolidate the material covered in kindergarten.
You can buy counting material, or you can make it yourself together with your child from thin cardboard, preferably colored (or stick it on white cardboard colored paper), and then cut out figures in the form of houses, mushrooms, Christmas trees, boats, birds, mice.
8. Many parents are not patient and rush their child while learning to count (“well, well, how much?”). The main thing is not speed, but understanding of the essence.
9. When preparing their child for school, many parents turn learning to count into boring, tedious activities that resemble school lessons.
Mathematics is an abstract science, so when teaching counting your child needs to be interested. Remember that activities should be enjoyable for both you and your child, and should be played in the form of a game.
Play is the main activity of preschool children. Exercise only in a good, upbeat mood (so as not to discourage the child from studying, learning, learning something). As paradoxical as it may seem to you, in order to attract a child’s interest in this abstract science, you need to be very emotional with him, even emphatically emotional. So, be joyful and friendly.
Kudryavtseva Oksana Igorevna, student of the Institute of Pedagogy and Psychology of the Federal State Budgetary Educational Institution of Higher Professional Education "Vyatka State Humanities University", Kirov [email protected]
Features of children's mathematical readiness for school
Abstract. The article is devoted to the issue of children's mathematical readiness for school. The components of both general and special (mathematics) readiness of children for school have been identified and analyzed. Based on empirical research to identify the characteristics of children’s mathematical readiness for school, recommendations have been made to parents and teachers to increase the level of knowledge, skills and abilities in the field of mathematics. Key words: mathematical readiness, general readiness of children for school.
The general readiness of children for school requires a specific organization of pedagogical work. Such an organization creates conditions conducive to raising the level general development children of senior preschool age. In addition to general development, the work of a preschool general education institution also involves special preparation of children for studying academic subjects in primary school.
In this article we will pay attention to mathematical readiness, since in the 21st century the problem of teaching mathematics is becoming increasingly important. Mathematics is complex science which causes children difficulties in mastering the school mathematics curriculum. It is possible that some of the children who come to school do not know basic mathematical representations and has no inclination to study this science. Therefore, from the effectiveness mathematical development a child in preschool age depends on the success of learning mathematics in primary school. Summarizing the above, it should be concluded that one of the main criteria for the readiness of children to study at school is mathematical readiness.
Before addressing the issue regarding math readiness, one should take into account brief description general readiness of children for school. Issues related to the general readiness of children for schooling, in Their works included such domestic and foreign authors as A. L. Syurotyuk and M. M. Bezrukikh, D. B. Elkonin, L. A. Wenger, V. S. Mukhina, A. V. Zaporozhets, L. I. Bozhovich, A. Anastasi, I. Shvantsar, Sh. A. Amonashvili, R. S. Bure, A. M. Raevoy, G. N. Tsukerman, etc. Having analyzed the interpretation of the concept of “readiness for schooling” of the above authors, it should be considered as the general development of an individual who favorably masters the school curriculum, is systematically included in the learning process and has certain properties and qualities that need to be mastered in preschool age through mental, mental, aesthetic and physical development. Thus, the concept of “readiness for schooling” holistic education that requires complex psychological pedagogical research. In order to conduct research to identify the level of general readiness for schooling, you need to know that in the structure of general readiness it is customary to distinguish the following components:
1.Motivational readiness.2.Volitional readiness.3.Intellectual readiness.4.Social-psychological readiness.5.Personal readiness.
Studied and analyzed the components of children's readiness for school put forward in the works of the following authors O. O. Gonina, N. I. Gutkina, G. V. Fadinoyedr., they can be presented in Table 1. Table 1 Components of readiness to learn at school
No. Component of readiness Essence of the component Features of the component 1 Motivational Motivational readiness for learning at school includes the child’s developed need for knowledge, skills, as well as the desire to improve them. Motivational readiness for school is a prerequisite successful adaptation child to school, his adoption of the “schoolchild position” (the child wants to go to school, understands the importance and necessity of learning, shows a pronounced interest in acquiring knowledge). If learning motivation the child is not formed, then difficulties arise in adapting him to new conditions, for example, to the class group and the teacher. The following signs may appear: the child does not perceive school material well enough, insufficient emotional stability, apathy, etc., which leads to maladjustment in cool team. 2VolitionalThe child’s ability to work hard, fulfilling the teacher’s requirements, adaptability to school regime, the ability to control one’s behavior and mental activity. Completion of the basic elements of volitional action occurs towards the end preschool period: the child is able to set a goal, make a decision, outline a plan of action, execute it, show a certain effort in case of overcoming an obstacle, evaluate the result of his action. 3IntellectualThe ability of the future schoolchild to master such mental operations as analysis and synthesis, comparison, generalization and classification; the ability to establish causality in the process of educational activity. Development of intellectual readiness for learning at school presupposes: 1. Elements indicators idea of living and inanimate nature, some social phenomena, systematicity of these ideas. 2. Level cognitive activity: attention, perception, memory, thinking, imagination, speech. Prerequisites investigative connections between objects and phenomena, to resolve contradictions. The development of intellectual readiness for learning at school also presupposes certain knowledge of the world around us and some educational skills. For the formation of educational activities: the ability to perceive tasks, instructions from an adult and to be guided by it, to follow the rules. 3. Elementary educational skills: implementation sound analysis words, reading, counting and calculations, preparedness of the hand for writing.
4Social-psychologicalImplies the formation in children of communicative qualities necessary for communicating with other children and teachers. Includes the presence social position schoolchild: the child must be able to establish contact with older peers, fulfill the requests and demands of the teacher, control his behavior. 5 Personal formation in the child personal qualities necessary for accepting a new social position. Parameters necessary for a child to successfully master educational activities: 1. The ability to listen carefully to the speaker and accurately carry out tasks proposed orally. 2. The ability of children to consciously subject their actions to the rule that determines the method of action. 3. The ability to navigate on given system requirements.4. Independently complete the required tasks according to a visually perceptible model.
Therefore, the concept of “readiness for schooling” is complex nature. If we consider each component separately, it gives an idea only of a certain aspect of the child’s readiness for school. The integrated use of the five components of readiness in the study will allow the teacher or psychologist to carry out timely corrective work with the future first-grader for his successful transition to systematically organized learning. Having determined the essence and content of the general readiness of children for school, we should move on to characterizing the mathematical readiness of children for school. Issues related to the mathematical readiness of children for school were dealt with a large number of scientists, but the most important, in my opinion, are Dr. pedagogical sciences, Russian pedagogue and methodologist L. G. Peterson and Doctor of Pedagogical Sciences, Professor N. B Istomina. Having analyzed the interpretation of the concept of “mathematical readiness for learning at school,” we can imagine it as the degree of mastery of mathematical content aimed at developing creative skills. cognitive abilities children as the ability to identify, compare, generalize, establish patterns, etc. In the structure of children’s mathematical readiness in school, proposed
E.I. Shcherbakov, includes the following components, the characteristics of which are presented in Table 2. Table 2 Characteristics of the components of mathematical readiness
ComponentsEntityComponent Features1
Motivational
A positive attitude towards school and educational activities in general. Positive motivation is an incentive that determines achievement positive result to future educational activities. Interest in the mathematical side of reality Mathematics for preschool children is a complex science, which often causes difficulties while studying at school, therefore the development of a preschooler’s interest in mathematics in early age will make it much easier for him to study at school. desire to study mathematics
In the process of learning mathematics, a child develops cognitive interest, the desire to learn new things, the formation of primary mathematical concepts, motivational states (interest, curiosity, desire, etc.). Interest in mathematics leads to deeper and more lasting learning of the material.2
The volume and quality of mathematical knowledge: awareness, strength of memorization, flexibility. Awareness of mathematical knowledge is expressed in understanding the connections between them, in understanding the principle of operation of the connections and the mechanism of their formation. Such quality as the flexibility of mathematical knowledge is characterized by the ability to assimilate it in independent activity. Features of speech development (mastering mathematical terminology) Approximate knowledge of words prevents the full assimilation of concepts; in addition, this makes it difficult to use them at the time of producing coherent statements. Level of cognitive activity in general Success of assimilation educational material depends not only on the activities of the teacher, but also on the cognitive capabilities and abilities of the students. 3
Procedural
1.Knowledge of numbers up to ten.2.Counting and counting objects of a given quantity.3.Naming numbers within ten.4.Knowledge of the signs “plus”, “minus”, “equals”, the ability to use arithmetic signs of operations.5.Ability to name the previous and the next number from a given one.6.Knowledge of the composition of the numbers of the first ten (from individual units) and from two smaller numbers.7.Ability to navigate on a piece of checkered paper.8.Ability to correlate a number and the number of objects.9.Ability to compose and solve simple addition problems and subtraction.10.Knowledge of geometric shapes: circle, square, quadrangle.11.Ability to divide a circle, square into two and four parts.abilities and skills of educational activities. At the time of admission to school, a child must be able to plan his educational activities, carry them out independently, exercise self-control and self-esteem.
The motivational component provides orientation toward the acquisition of knowledge and the development of abilities and skills necessary for the formation of mathematical readiness. The action of the content component is aimed at enriching preschool children with knowledge, speech development and increasing the level of cognitive activity. The procedural component is aimed at mastering in practice by preschoolers the skills and abilities necessary for the formation of mathematical readiness. Having illuminated theoretical essence the issue of general and mathematical readiness of children for school, it is necessary to conduct experimental work in order to identify the characteristics of children’s mathematical readiness for school. In order to identify the characteristics of children’s mathematical readiness for school, experimental work, which includes a confirmatory experiment. The procedure for diagnosing mathematical readiness for school was carried out using an experimental conversation, observation and a complex methodology consisting of seven tasks. The result of the experimental conversation showed that in 67% of the subjects the motivation for studying mathematics at school was formed, in 25% it was partially formed and in 8% it was not formed The result of the observation is that 4 out of 12 subjects (33%) have some deviations in speech development, while 8 out of 12 subjects have normal speech development. 3 out of 12 subjects (25%) have a low level of cognitive activity, while 9 subjects have a higher than average level of cognitive activity. The result of the complex methodology showed that 68% of the subjects have a high level of developed mathematical knowledge, skills and abilities, 16% average and 16% low. Summarizing the results of the experimental conversation, complex methodology and observation aimed at identifying the formation of mathematical readiness, can be presented in the form of a diagram (See Fig.).
Rice. 1. General result of the ascertaining experiment to identify the level of mathematical readiness of children for school
Thus, we can conclude that 67% of children have high level mathematical readiness, which indicates that they have highly motivated and a sufficient level of mathematical knowledge, 8% have average level motivation and preparedness, and 25% have low level motivation and preparedness to master mathematics at school. In order to increase the level of general and mathematical readiness of children with low scores, it is necessary to draw up the following guidelines teachers to develop children's motivation for learning at school, knowledge, skills and abilities in mathematics for their successful mastery of the school curriculum in mathematics and the formation of general readiness for learning in general:
1. Arouse your child’s interest in mathematics, motivate him to study this subject. To do this you need to link the execution math assignments With interesting story some character who needs to reach the intended goal. 2. Develop spatial thinking in the child, i.e. teach him to determine where is right and left, where is up and down. To do this, offer tasks like: “Count the butterflies flying to the left, write down...” 3. Teach the child to name the previous and subsequent numbers from a given number. 4. Develop logical thinking in the child. To do this, you should solve logical problems with your child. For example, “...color in blue the numbers that are greater than 7 but less than 9, and in red the numbers that you get in the answer by solving the examples...” 5. Develop and shape in your child the ability to compose and solve examples, addition and subtraction problems. For this, you can use plot pictures, as well as conventional drawings. 6. Develop in your child the ability to identify basic geometric shapes and perform using them various kinds tasks. For example, “Look at the picture and tell me how many figures were needed to make a giraffe?”. 7. Teach to use the signs “plus”, “minus”, “more”, “less”, “equal”. competent speech, in particular mathematical (mastering mathematical terminology). In the process of completing tasks, require the child to think out loud. 9. Develop in the child the ability to work hard, fulfill requirements, manage his behavior, i.e. develop the volitional component of readiness. This development is facilitated by tasks aimed at helping the main character (or his friend) and the desire to achieve a specific result.10.
Form positive motivation for school in your child. You can conduct classes in game form with children at home. eleven.
Increase overall intellectual level future student for successful mastery of it school curriculum, in particular, in mathematics. Offer tasks for classification, comparison, generalization, memorization, etc. 12.
Increase your level of cognitive activity.
Develop qualities in children that will enable them to communicate with other children and teachers. Every child should be able to interact with both peers and elders.14.
Help the child develop the personal qualities necessary to accept a new social position (independence, responsibility, hard work, attentiveness, etc.).15.
Create a situation of success for your child.
Thus, it should be concluded that one of the important tasks Parents and teachers are to develop the child’s existing knowledge, skills and abilities in mathematics and to develop children’s motivation to study mathematics at school. The use of the developed methodological recommendations when working with children will contribute to the development and formation of their elementary mathematical concepts and motivation for learning at school.
Links to sources 1. Antonyuk, V.Z. Formation of intellectual readiness of a senior preschooler to study at school [Text] / V.Z. Antonyuk // Baltic Humanitarian Journal. Kaliningrad. 2013. No. 3 (4) P. 57.2. Gonina, O.O. Motivational readiness for schooling and the content of communication between preschoolers and parents [Text] / O.O. Gonina // International magazine experimental education. 2014. No. 3. S. 8184.3. Koryukova, N.N. To the question of the problem of socio-psychological readiness of children with disabilities general underdevelopment speeches for teaching at school [Text] / N.N. Koryukova, V.N. Ponikarova // Bulletin of magistracy. 2012. No. 910. WITH. 3538.4.Shcherbakova, E.I. Theory and methods of mathematical development of preschool children [Text] /: textbook. allowance / E.I. Shcherbakova. M.: Izvo of the Moscow Psychosocial Institute; Voronezh: Publishing House NPO "MODEK", 2005. 392 p.