CITY THEORETICAL AND PRACTICAL SEMINAR

"MODERN TECHNOLOGIES IN THE FORMATION OF ELEMENTARY MATHEMATICAL CONCEPTS IN PRESCHOOL CHILDREN"

SPEECH BY THE TRAINER ATAVINA N.M.

"The use of Dienesh blocks in the formation of elementary mathematical representations in preschoolers"

Games with Gienesh blocks as a means of forming universal prerequisites for educational activity in preschool children.

Dear teachers! "The human mind is marked by such an insatiable susceptibility to knowledge that it is like an abyss ..."

Ya.A. Comenius.

Any teacher is especially concerned about children who are indifferent to everything. If a child has no interest in what is happening in class, there is no need to learn something new, this is a disaster for everyone. The trouble for a teacher: it is very difficult to teach someone who does not want to learn. The trouble for parents: if there is no interest in knowledge, the void will be filled with other, not always harmless interests. And most importantly, this is the child's misfortune: he is not only bored, but also difficult, and hence the difficult relationship with his parents, with peers, and with himself. It is impossible to maintain self-confidence, self-respect, if everyone around is striving for something, rejoicing at something, and he alone does not understand either the aspirations, or the achievements of his comrades, or what others expect from him.

For the modern educational system, the problem of cognitive activity is extremely important and relevant. According to the forecasts of scientists, the third millennium will be marked by the information revolution. Knowledgeable, active and educated people will be valued as a true national wealth, since it is necessary to competently navigate the ever-increasing volume of knowledge. Already now, an indispensable characteristic of readiness to learn at school is the presence of an interest in knowledge, as well as the ability to voluntary actions. These abilities and skills "grow" from strong cognitive interests, therefore it is so important to form them, teach them to think creatively, outside the box, independently find the right solution.

Interest! The perpetual motion machine of all human searches, the unquenchable fire of an inquiring soul. One of the most exciting issues of upbringing for teachers remains: How to arouse a stable cognitive interest, how to arouse a thirst for the difficult process of learning?
Cognitive interest is a means of attracting to learning, a means of activating the thinking of children, a means of making them worry and work enthusiastically.

How to "awaken" the cognitive interest of the child? You need to make learning fun.

The essence of amusement is novelty, unusualness, unexpectedness, strangeness, inconsistency with previous ideas. With entertaining learning, emotional and mental processes are exacerbated, forcing them to look more closely at the subject, observe, guess, remember, compare, and seek explanations.

Thus, the lesson will be informative and entertaining if the children in the course of it:

Think (analyze, compare, generalize, prove);

Are surprised (rejoice at success and achievements, novelty);

They fantasize (anticipate, create independent new images).

Achieve (purposeful, persistent, show will in achieving a result);

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

However, practice shows that the assimilation of knowledge at various stages of education causes significant difficulties for many children.

- mental operations

(analysis, synthesis, comparison, systematization, classification)

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

in synthesis - the construction of a whole from parts;

in comparison - highlighting common and different features in a number of subjects;

in systematization and classification - the construction of objects or objects according to some scheme and ordering them according to some attribute;

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

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

Intellectual work is not very easy, and given the age capabilities of preschool children, teachers should remember

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

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

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

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

The Gyenesh blocks were invented by the Hungarian psychologist, professor, creator of the author's methodology "New Mathematics" - Zoltan Gyenesh.

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

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

Over the past decade, this material has been gaining more and more recognition among the teachers of our country.

So, Dienesh logic blocks are designed for children from 2 to 8 years old. As you can see, they belong to the type of toys with which you can play for more than a year by complicating tasks from simple to complex.

Target: the use of Dienes logic blocks is the development of logical and mathematical representations in children

The tasks of using logical blocks in working with children are defined:

1. Develop logical thinking.

2. To form an idea of ​​mathematical concepts -

algorithm, (sequence of actions)

coding, (saving information using special characters)

decoding information, (decoding symbols and signs)

Negative coding (using the "not" particle).

3. Develop the ability to identify properties in objects, name them, adequately designate their absence, generalize objects by their properties (one, two, three attributes), explain the similarities and differences between objects, justify their reasoning.

4. To acquaint with the shape, color, size, thickness of objects.

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

6. To develop knowledge, abilities, skills necessary for independent solution of educational and practical problems.

7. To foster independence, initiative, persistence in achieving goals, overcoming difficulties.

8. Develop cognitive processes, mental operations.

9. Develop creativity, imagination, fantasy,

10. Ability to model and design.

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

The game has a classic structure:

Task (s).

Didactic material (actually blocks, tables, diagrams).

Rules (signs, schemes, verbal instructions).

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

Result (must be verified against the task at hand).

And so, let's open the box.

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

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

2. Color - red, yellow, blue;

3. Size-large and small;

4. Thick - thick and thin.

So what?

Let's get the figure out of the box and say: "This is a big red triangle, this is a small blue circle."

Simple and boring? Yes, I agree. That is why, a huge number of games and activities with Dienes blocks have been proposed.

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

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

Where do you start?

Working with Gienesh Blocks is based on the principle - from simple to complex.

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

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

Stages of learning games with Dienes blocks

Stage 1 "Acquaintance"

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

We would like to clarify that at this stage children get to know the blocks on their own, i.e. without assignments, teachings from the educator.

Stage 2 "Inspection"

At this stage, the children examined the blocks. With the help of perception, they cognized the external properties of objects in their totality (color, shape, size). Children for a long time, without being distracted, practiced the transformation of figures, rearranging the blocks of their own free will. For example, red shapes to red, squares to squares, etc.

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

Stage 3 "Game"

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

(showing the brochure included in the set for the units)

4 Stage "Comparison"

Then the children begin to establish the similarities and differences between the figures. The child's perception becomes more focused and organized. It is important that the child understands the meaning of the questions "How are the figures similar?" and "How do the figures differ?"

In a similar way, the children established the differences in thickness between the figures. Gradually, children began to use sensory standards and their generalized concepts such as shape, color, size, thickness.

5 stage "Search"

At the next stage, search elements are included in the game. Children learn to find blocks according to a verbal assignment in one, two, three and all four available signs. For example, they were asked to find and show any square.

6 stage "Acquaintance with symbols"

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

Riddles without words (coding). Explained to the children that cards will help us to guess the blocks.

The children were offered games and exercises, where the properties of the blocks are shown schematically, on cards. This allows you to develop the ability to model and substitute properties, the ability to encode and decode information.

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

The teacher, using the code cards, makes a block, the children decode the information and find the coded block.

Using the code cards, the guys called the "name" of each block, i.e. listed its signs.

(Displaying cards on a ring album)

7 stage "Competitive"

Having learned to search for a figure with the help of cards, the children happily thought of a figure for each other to find, invented and drew their own diagram. Let me remind you that visual didactic material must be present in games. For example, "Russell tenants", "Floors", etc. A competitive element was included in the block game. There are tasks for games where you need to quickly and correctly find a given figure. The winner is the one who never makes a mistake both when encrypting and when searching for a coded figure.

Stage 8 "Denial"

At the next stage, the games with blocks became much more complicated due to the introduction of the negation icon “not”, which in the drawing code is expressed by crossing the corresponding coding pattern “not square”, “not red”, “not large”, and so on.

Show - cards

So, for example, "small" means "small", "big" means "big". You can enter one cut-off sign into the scheme - according to one feature, for example, "not large" means small. And you can enter a negation sign according to all the criteria "not a circle, not a square, not a rectangle", "not red, not blue", "not large", "not thick" - which block? Yellow, small, thin triangle. Such games form in children the concept of denying a certain property with the help of the “not” particle.

If you started acquainting children with the Dienes blocks in the older group, then the stages "Acquaintance", "Examination" can be combined.

The peculiarities of the structure of games and exercises make it possible to vary in different ways the possibility of their use at different stages of learning. Didactic games are distributed according to the age of the children. But it is possible to use each game in any age group (complicating or simplifying tasks), thereby providing a huge field of activity for the teacher's creativity.

Children speech

Since we work with OHP children, we attach great importance to the development of children's speech. Games with Dienes blocks contribute to the development of speech: children learn to reason, enter into a dialogue with their peers, build their utterances using the conjunctions "and", "or", "not", etc. in sentences, willingly enter into verbal contact with adults , vocabulary is enriched, a keen interest in learning awakens.

Interaction with parents

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

Games with Dienes blocks are extremely diverse and are not at all limited to the proposed options. There is a wide variety of different options, from the simplest to the most complex, over which an adult is also interested in "smashing his head". The main thing is that the games are conducted in a certain system, taking into account the principle "from simple to complex". The teacher's understanding of the importance of including these games in educational activities will help him more rationally use their intellectual and developmental resources and independently create author's original didactic games. And then the game for his pupils will become a "school of thinking" - a natural, joyful school and not difficult to suck.

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Games with Dienes blocks as a means of forming universal prerequisites for educational activity in preschool children

Tasks: Develop logical thinking. To form an idea of ​​mathematical concepts To develop the ability to identify properties in objects To acquaint with the shape, color, size, thickness of objects. Develop spatial representations. To develop knowledge, abilities, skills necessary for independent solution of educational and practical problems. To cultivate independence, initiative, perseverance. To develop cognitive processes, mental operations. Develop creativity, imagination, fantasy Develop the ability to model and design.

Stages of learning games with Dienes blocks Stage 1 "Acquaintance" to give children the opportunity to get acquainted with the blocks

Stage 2 "Survey". For example, red shapes to red, squares to squares, etc.

Stage 3 "Game"

4 Stage "Comparison"

5 stage "Search"

6 stage "Acquaintance with symbols"

7 stage "Competitive"

Play is a huge bright window through which a life-giving stream of ideas and concepts about the world around is poured into the child's spiritual world.

The game is a spark that ignites the spark of inquisitiveness and curiosity.
(In A. Sukhomlinsky)

Target: increasing the level of knowledge of teachers in the formation of elementary mathematical concepts

Tasks:

1. To acquaint teachers with non-traditional technologies for using games in FEMP work.

2. To equip teachers with practical skills in conducting mathematical games.

3. To present a complex of didactic games for the formation of elementary mathematical concepts in preschool children.

Relevance of the problem: in mathematics there are tremendous opportunities for the development of the thinking of children in the process of their learning from a very early age.

Dear Colleagues!

The development of the mental abilities of preschool children is one of the urgent problems of our time. A preschooler with a developed intellect memorizes material faster, is more confident in his abilities, and is better prepared for school. The main form of organization is play. Play contributes to the mental development of the preschooler.

The development of elementary mathematical concepts is an extremely important part of the intellectual and personal development of a preschooler. In accordance with the Federal State Educational Standard, a preschool educational institution is the first educational stage and a kindergarten performs an important function.

Speaking about the mental development of a preschooler, I would like to show the role of play as a means of forming a cognitive interest in mathematics in preschool children.

Games with mathematical content develop logical thinking, cognitive interests, creativity, speech, foster independence, initiative, perseverance in achieving goals, overcoming difficulties.

Play is not only pleasure and joy for a child, which is very important in itself, with its help you can develop the attention, memory, thinking, and imagination of the baby. While playing, a child can acquire new knowledge, abilities, skills, develop abilities, sometimes without realizing it. The most important properties of play include the fact that in play, children act as they would in the most extreme situations, at the limit of their strength to overcome difficulties. Moreover, such a high level of activity is achieved by them, almost always voluntarily, without coercion.

The following features of the game for preschoolers can be distinguished:

1. Play is the most accessible and leading activity for preschool children.

2. Play is also an effective means of shaping the personality of a preschooler, his moral and volitional qualities.

3. All psychological neoplasms originate in the game.

4. Play contributes to the formation of all aspects of the child's personality, leads to significant changes in his psyche.

5. Play is an important means of mental education of a child, where mental activity is associated with the work of all mental processes.

At all stages of preschool childhood, the play method during educational activities plays a large role.

Didactic games are included directly in the content of educational activities as one of the means of implementing program tasks. The place of didactic play in the structure of OA in the formation of elementary mathematical concepts is determined by the age of children, the purpose, purpose, content of OA. It can be used as an educational task, an exercise aimed at performing a specific task of forming representations.

In the formation of mathematical concepts in children, various didactic game exercises, entertaining in form and content, are widely used.

Didactic games are divided into:

Object games

Board games

Word games

Didactic games for the formation of mathematical representations are conventionally divided into the following groups:

1. Games with numbers and numbers

2. Time travel games

3. Orienteering games in space

4. Games with geometric shapes

5. Games for logical thinking

We present to your attention the games, made by hand, for the formation of elementary mathematical representations.

Trainer "Beads"

Target: assistant in solving the simplest examples and problems of addition and subtraction

Tasks:

• develop the ability to solve the simplest examples and problems of addition and subtraction;
• educate attentiveness, perseverance;
• develop fine motor skills of the hands.

Material: string, beads (no more than 10), colors of your choice.

• Children can first count all the beads on the machine.
• Then the simplest tasks are solved:

1) "There were five apples hanging on the tree." (Five apples are counted.) Two apples fell. (Two apples are taken away). How many apples are left on the tree? (count the beads)

2) Three birds were sitting on the tree, three more birds flew to them. (How many birds are left to sit on the tree)

• Children solve the simplest problems of both addition and subtraction.

Exercise machine "Colored palms"

Target: formation of elementary mathematical concepts

Tasks:

• develop color perception, orientation in space;
• teach counting;
• develop the ability to use schemes.

Tasks:

1. How many hands (red, yellow, green, pink, orange)?

2. How many squares (yellow, green, blue, red, orange, purple) are the colors?

3. How many hands in the first row are facing up?

4. How many hands in the third row are facing downward?

5. How many palms in the third row from the left are looking to the right?

6. How many palms in the second row on the left are facing left?

7. A green palm in a red square looks at us, if we take three steps to the right and two steps down, where will we find ourselves?

8. Set a route for a friend

The manual is made of multi-colored colored cardboard using children's pens

Dynamic pauses

Exercises to reduce muscle tone

We're kicking - top-top
We are hands - clap-clap.
We eyes - a moment, a moment.
We are shoulders - chik-chik.
One - here, two - there,
Turn around you.
One - sat down, two - got up,
Everyone raised their hands up.
They sat down, got up,
Vanka-vstanka seemed to be steel.
Hands pressed everything to the body
And they began to make jumps,
And then they set off at a gallop,
Like my bouncy ball.
Glad two, one two,
It's time for us to study!

Perform movements according to the content of the text.

Hands on the belt. We blink our eyes.
Hands on the belt, shoulders up and down.
Hands on the belt, deep turns left and right.
Perform movements according to the content of the text.
Standing still, raise your arms through the sides up and lower down.

Exercises to develop the vestibular apparatus and a sense of balance

On a flat path

On a flat path
On a flat path
Our feet are walking
One-two, one-two.

By pebbles, pebbles,
By pebbles, pebbles,
One-two, one-two.

On a flat path
On a flat path.
Our legs are tired
Our legs are tired.

Here is our home
We live in it. Walking with high knees on a level surface (possibly in a line)
Walking on uneven surfaces (ribbed path, walnuts, peas).
Walking on a flat surface.
To squat.
Fold your palms, raise your arms above your head.

Exercises to develop the perception of the rhythms of the surrounding life and the sensations of one's own body

Big feet

We walked along the road:
Top, top, top. T
op, top, top.
Small feet
We ran along the path:
Top, top, top, top, top,
Top, top, top, top, top.

Mom and baby move at a slow pace, stamping with force in time with the words.

The pace of movement increases. Mom and child stomp 2 times faster.

Dynamic exercise

The text is spoken before starting the exercises.

- We count up to five, we squeeze the weights, (and. P. - standing, legs slightly apart, raise your hands slowly up - to the sides, fingers clenched into a fist (4-5 times))

- How many dots there will be in the circle, Raise our hands so many times (there is a circle with dots on the board. An adult points to them, and the children count how many times they need to raise their hands)

- How many times I hit the tambourine, So many times we cut the wood

- How many green Christmas trees, So many bends, (and. P. - standing, legs apart, hands on the belt. Bends are performed)

- How many cells to the line, How many times will you jump (3 to 5 times), (there are 5 cells on the board. An adult points to them, children jump)

- We squat as many times, How many butterflies we have (and. P. - standing, legs slightly apart. During squats, arms forward)

- Let's get up on toes, we will get the ceiling (and. P. - the main stand, hands on the belt. Rising on toes, hands up - to the sides, stretch)

- How many dashes to a point, So many stand on toes (4-5 times)

- Bent over as many times as we have ducks. (etc. - standing, legs apart, Do not bend the legs when bending)

- How many circles I will show, So many jumps (5 x 3 times), (etc. - standing, hands on the belt, jumping on toes).

Dynamic exercise "Charging"

Bent over first
To the bottom of our head (forward bend)
Right - left you and I
Shake our head (side bends)
Hands behind your head, together
We start running on the spot, (imitation of running)
We will take away both you and me
Hands over the head.

Dynamic exercise "Masha the confused"

The text of the poem is recited, and the accompanying movements are performed at the same time.

Looking for things Masha, (turn in one direction)
Masha is confused. (turn to the other side, to the starting position)
And there is no chair on, (hands forward, to the sides)
And there is no under the chair, (sit down, spread your arms to the sides)
Not on the bed
(hands dropped)
(head tilts to the left - to the right, “shake” the index finger)
Masha is confused.

Dynamic exercise

The sun looked into the bed ... One, two, three, four, five. We all do exercises, Stretch our arms wider, One, two, three, four, five. Bend over - three, four. And jump on the spot. On the toe, then on the heel, We all do exercises.

"Geometric figures"

Target: the formation of elementary mathematical skills.

Educational tasks:

• Strengthen the ability to distinguish geometric shapes by color, shape, size, teach children to systematize and classify geometric shapes according to their characteristics.

Developmental tasks:

• Develop logical thinking, attention.

Educational tasks:

• Foster emotional responsiveness, curiosity.

At the initial stage, we introduce children to the name of three-dimensional geometric shapes: a ball, a cube, a pyramid, a parallelepiped. You can replace the names with more familiar to children: ball, cube, brick. Then we introduce you to color, then gradually introduce you to geometric shapes: a circle, a square, a triangle, and so on, according to the educational program. Tasks can be given different depending on the age, abilities of the children.

Assignment for children aged 2-3 years (correlation by color)

• "Find flowers and shapes of the same color as the ball."

Assignment for children aged 3-4 years (correlation by form)

• "Find the shapes that look like a cube."

Assignment for children aged 4-5 years (correlation by shape and color)

• "Find shapes that look like a pyramid of the same color."

Assignment for children aged 4-7 years (correlation by form)

• “Find objects that look like a parallelepiped (brick)”.

Didactic game "Week"

Target: introducing children to the week as a unit of time and the names of the days of the week

Tasks:

• to form an idea of ​​the week as a unit of measurement of time;
• be able to compare the number of items in a group based on the score;
• develop visual perception and memory;
• create a favorable emotional atmosphere and conditions for active gaming activities.

There are 7 gnomes on the table.

How many gnomes?

Name the colors the gnomes are wearing.

Monday comes first. This gnome loves everything red. And his apple is red.

Tuesday comes second. This gnome has everything orange. His cap and jacket are orange.

Wednesday comes third. This gnome's favorite color is yellow. And my favorite toy is a yellow chicken.

Thursday appears fourth. This gnome is dressed in all green. He treats everyone to green apples.

Friday comes fifth. This gnome loves everything that is blue. He loves to look at the blue sky.

Saturday appears sixth. This gnome has everything blue. He loves blue flowers, and he paints the fence blue.

The seventh comes Sunday. This is a gnome in all purple. He loves his purple jacket and his purple cap.

So that the gnomes do not get confused when they replace each other, Snow White gave them a special colored watch in the shape of a flower with multi-colored petals. Here they are. Today is Thursday, where should the arrow turn? - Right on the green petal of the clock.

Guys, now it's time to relax on the Warm-up Island.

Physical education minute.

We played on Monday
And on Tuesday we wrote.
On Wednesday, the shelves were wiped clean.
We washed the dishes all Thursday,
We bought sweets on Friday
And on Saturday they cooked mors
Well, on Sunday
there will be a noisy birthday.

Tell me, is there a middle of the week? Let's see. Guys, now you need to arrange the cards so that all days of the week go in the right order.

Children lay out seven cards with numbers in order.

Clever girls, all the cards were laid out correctly.

(Count from 1 to 7 and names of each day of the week).

Well, now everything is in order. Close your eyes (remove one of the numbers). Guys, what happened, one day of the week was gone. Name it.

We check, we name all the numbers in order and the days of the week, and the lost day is found. I change the numbers in places and invite the children to put things in order.

Today is Tuesday, and we'll be visiting in a week. What day are we going to visit? (Tuesday).

Mom's birthday is on Wednesday, and today is Friday. How many days will pass before mom's holiday? (1 day)

We will go to grandma's on Saturday, and today is Tuesday. In how many days will we go to grandma's? (3 days).

Nastya wiped the dust 2 days ago. Today is Sunday. When did Nastya wipe the dust? (Friday).

Which comes first Wednesday or Monday?

Our journey continues, we need to jump from bump to bump, only the numbers are laid out, on the contrary, from 10 to 1.

(Suggest circles of different colors corresponding to the days of the week). It turns out that the child whose color of the circle corresponds to the envisioned day of the week.

The first day of our week, a difficult day, he ... (Monday).

A child stands up with a red circle.

Here comes a slender giraffe says: "Today ... (Tuesday)."

A child stands up with an orange circle.

A heron came up to us and said: Now ...? ... (Wednesday).

A child stands up, whose circle is yellow.

We cleaned all the snow on the fourth day at ... (Thursday).

A child with a green circle stands up.

And on the fifth day they gave me a dress, because it was ... (Friday).

A child stands up with a blue circle

On the sixth day, dad did not work because it was ... (Saturday).

A child stands up with a blue circle.

I asked my brother for forgiveness on the seventh day on ... (Sunday).

A child with a purple circle stands up.

Clever girls, they coped with all the tasks.

The development of elementary mathematical concepts in preschoolers is a special area of ​​knowledge, in which, on condition of consistent teaching, it is possible to purposefully form abstract logical thinking and raise the intellectual level.

Mathematics has a unique developmental effect. “Mathematics is the queen of all sciences! She puts the mind in order! ”. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creativity of the individual.

“Formation of elementary mathematical concepts by means of the methods of OTSM - TRIZ technology. Many scientists and practitioners believe that modern requirements for preschool education ... "

Formation of elementary mathematical representations

by means of OTSM - TRIZ technology methods.

Many scientists and practitioners believe that modern requirements for preschool

education can be fulfilled, provided that work with children will be

methods of TRIZ-OTSM technology are actively used. In educational

activities with older preschool children, I use the following methods:

morphological analysis, system operator, dichotomy, synectics (direct

analogy), on the contrary.

MORPHOLOGICAL ANALYSIS

Morphological analysis is a method by which a child learns from an early age to think systematically, to imagine the world in his imagination as an endless combination of various elements - signs, forms, etc.

Main goal: To form in children the ability to give a large number of different categories of answers within a given topic.

Method capabilities:

Develops attention, imagination, speech of children, mathematical thinking.

Forms mobility and consistency of thinking.

Forms primary ideas about the basic properties and relationships of objects of the surrounding world: shape, color, size, quantity, number, part and whole, space and time. (FSES DO) Helps the child learn the principle of variability.

Develops children's abilities in the field of perception, cognitive interest.

Technological chain of educational activities (OD) along the morphological path (MD)

1. Presentation of MD ("Magic Path") with predetermined horizontal indicators (signs), depending on the purpose of the OOD.

2. Presentation of the Hero, who will "travel" along the "Magic Path".

(The role of the Hero will be played by the children themselves.)

3. Message of the task to be completed by the children. (For example, help the subject follow the Magic Path by answering the questions of the signs).

4. Morphological analysis is carried out in the form of a discussion (it is possible to fix the results of the discussion with the help of pictures, diagrams, signs). Some of the children asks a question on behalf of the trait. The rest of the children, being in the “helpers” situation, answer the question.

Chain of example questions:

1.Object, who are you?

2. Object, what color are you?

3. Object, what is your main business?

4. Object, what else can you do?

5.Object, what parts do you have?

6. The object where you are ("hiding")? Object, and what are the names of your "relatives", among which you can be found?

Designate the shape I am, In the natural world (leaf, Christmas tree, triangle of objects tops

- & nbsp– & nbsp–

Note. Complications: the introduction of new indicators or an increase in their number.

Technological chain of educational activities (OD) according to the morphological table (MT)

1. Presentation of a morphological table (MT) with predetermined horizontal and vertical indicators, depending on the purpose of the OOD.

2. Message of the task to be completed by the children.

3. Morphological analysis in the form of discussion. (Search for an object by two specified properties).

Note. Horizontal and vertical indicators are indicated by pictures (diagrams, color, letters, word). The morphological track (table) remains for some time in the group and is used by the teacher in individual work with children and children in independent activities. First, starting with the middle group, work is carried out on MD, and then on MT (in the second half of the academic year).

In the senior and preparatory for school groups of kindergarten, educational activities are carried out in MD and MT.

What can be a morphological table (track) in a group?

In my work I use:

a) a table (track) in the form of a typesetting canvas;

b) a morphological path, which is laid out on the floor with strings, on which signs of signs are placed.

SYSTEM OPERATOR

The system operator is a model of systems thinking. With the help of the "system operator" we get a nine-screen system of representation about the structure, relationships, stages of the life of the system.

The main goal: To form in children the ability to think systematically in relation to any object.

Method capabilities:

Develops imagination, speech of children.

Forms the foundations of systems thinking in children.

Forms elementary mathematical representations.

Develops in children the ability to highlight the object's main purpose.

Forms the idea that each object consists of parts, has its own location.

Helps the child to build the line of development of any object.

The minimum system operator model is nine screens. The screens show the sequence of working with the system operator in numbers.

In my work with children, I play around with the system operator, play games on it ("Sound filmstrip", "Magic TV", "Casket").

For example: Work on CO. (Considered number 5. Screens 2-3-4-7 open).

Q: Children, I wanted to show our guests information about the number 5. But someone hid it behind the doors of the casket. We need to open the chest.

- & nbsp– & nbsp–

Algorithm for working with CO:

Q: Why did people come up with the number 5?

D: Indicate the number of items.

Q: What are the parts of the number 5? (What two numbers can be used to make up the number 5? How can the number 5 be made up of ones?).

D: 1u4, 4u1, 2uZ, Zi2, 1,1,1,1i1.

Q: Where is the number 5? Where did you see the number 5 ?, D: On the house, on the elevator, on the clock, on the phone, on the remote control, in transport, in the book, Q: Name the numbers - relatives, among which you can find the number 5.

D: Natural numbers that we use when counting.

Q: What number was the number 5 until it was joined by 1?

D: Number 4.

Q: And what number will the number 5 be if it is joined by 1?

D: Number 6.

Note.

Children should not be told terms (system, supersystem, subsystem).

Of course, it is not necessary to look at all the screens during organized educational activities. Only those screens are considered that are necessary to achieve the goal.

In the middle group, it is recommended, deviating from the filling order, to begin to consider subsystem signs immediately after the name of the system and its main function, and then determine which supersystem it belongs to (1-3 What can a system operator in a group represent? I use a system operator in the form of a typesetting canvas: screens are filled with pictures, drawings, diagrams.

SYNECTICS

Translated from Greek, the word "synectics" means "the union of dissimilar elements."

This work is based on four types of operations: empathy, direct analogy, symbolic analogy, fantastic analogy. A direct analogy can be used in the FEMP process. A direct analogy is the search for similar objects in other areas of knowledge for some reason.

The main goal: To form in children the ability to establish correspondence between objects (phenomena) according to the given characteristics.

Method capabilities:

Develops attention, imagination, speech of children, associative thinking.

Forms elementary mathematical representations.

Develops in children the ability to build various associative rows.

Forms cognitive interests and cognitive actions of the child.

The child's mastery of a direct analogy goes through the games: "City of Circles (Squares, Triangles, Rectangles, etc.)", "Magic glasses", "Find an object of the same shape", "Gift bag", "City of colored numbers" and etc. In the course of games, children get acquainted with various types of associations, learn to purposefully build various associative series, acquire skills to go beyond the usual chains of reasoning. Associative thinking is formed, which is very necessary for the future schoolchild and for an adult. The child's mastery of a direct analogy is closely related to the development of creative imagination.

In this regard, it is also important to teach the child two skills that help to create original images:

a) the ability to "include" an object in new connections and relationships (through the game "Draw a figure");

b) the ability to choose the most original from several images (through the game "What does it look like?").

Game "What's Like What?" (from 3 years old).

Target. Develop associative thinking, imagination. To form the ability to compare mathematical objects with objects of the natural and man-made world.

Course of the game: The presenter names a mathematical object (number, figure), and the children name objects similar to it from the natural and man-made world.

For example, Q: What does the number 3 look like?

D: On the letter z, on a snake, on a swallow,….

Q: And if you turn the number 3 to a horizontal position?

D: On the horns of a ram.

Q: What does a rhombus look like? D: On a kite, on cookies.

DICHOTOMY.

Dichotomy - the method of dividing in half, used for the collective performance of creative tasks requiring search work, is represented in pedagogical activity by various types of "Yes - No" games.

The child's ability to ask strong questions (search questions) is one of the indicators of the development of his creative abilities. To empower the child and break stereotypes in the formulation of questions, it is necessary to show the child samples of other forms of questions, to demonstrate the differences and research capabilities of these forms. It is also important to help the child learn a certain sequence (algorithm) of asking questions. You can teach a child this skill by using the "Yes-no" game in your work with children.

The main goal: - To form the ability to narrow the search field

Teaching thinking action is a dichotomy.

Method capabilities:

Develops attention, thinking, memory, imagination, speech of children.

Forms elementary mathematical representations.

Breaks stereotypes in the wording of questions.

Helps the child learn a certain sequence of questions (algorithm).

Activates the children's dictionary.

Develops the ability of children to ask search questions.

Forms cognitive interests and cognitive actions of the child The essence of the game is simple - children must unravel the riddle by asking the teacher questions according to the learned algorithm. The educator can only answer them with the words: "yes", "no" or "yes and no." The educator's answer "yes and no" shows the presence of contradictory features of the object. If a child asks a question to which it is impossible to give an answer, then it is necessary to show with a pre-established sign that the question was asked incorrectly.

Di. "Well no". (Linear, with flat and volumetric shapes).

The teacher pre-sets geometric shapes in a row (cube, circle, prism, oval, pyramid, pentagon, cylinder, trapezoid, rhombus, triangle, ball, square, cone, rectangle, hexagon).

The teacher makes a guess, and the children guess by asking questions using a familiar algorithm:

Is this a trapezoid? - No.

Is it to the right of the trapezoid? - No. (Shapes are removed: trapezoid, rhombus, triangle, ball, square, cone, rectangle, hexagon),

Is it an oval? - No.

Is it to the left of the oval? - Yes.

Is it a circle? - No.

Is it to the right of the circle? - Yes.

Is it a prism? - Yes, well done.

The “VERSA” method.

The essence of the “vice versa” method is in identifying a certain function or property of an object and replacing them with their opposite ones. This technique can be used in working with preschoolers starting from the middle group of kindergarten.

Main goal: Development of sensitivity to contradictions.

Method capabilities:

Develops attention, imagination, speech of children, the foundations of dialectical thinking.

Forms elementary mathematical representations.

Develops in children the ability to select and name antonymic pairs.

Forms cognitive interests and cognitive actions of the child.

The reverse method is the basis of the reverse game.

Game options:

1. Purpose: To form the ability of children to find words of antonyms.

The main action: the presenter names the word - the players select and name the antonymic pair. For children, these tasks are announced as ball games.

2. Purpose: To form the ability to draw objects "in reverse".

For example, the teacher shows a page from the notebook "Game mathematics"

and says: "Jolly Pencil drew a short arrow, and you draw" the other way around. "

Prepared by the teacher Zhuravleva V.A.

Formation of elementary mathematical concepts using non-traditional forms of work with preschool children.

Forms of work on the formation of elementary mathematical concepts in preschoolers.

Non-traditional forms of work in direct educational activities in mathematics with preschool children.

1.Forms of work on the formation of elementary mathematical concepts in preschoolers.

The mathematical development of a child is not only the ability of a preschooler to count and solve arithmetic problems, it is also the development of the ability to see relationships, dependencies in the world around him, to operate with objects, signs, symbols. mathematical development is a long and very laborious process for preschoolers, since the formation of the basic techniques of logical cognition requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality. Mathematical development is carried out in all structures of the pedagogical process: in the joint activities of an adult with children (organized educational activities and regime moments), independent children's activities, in individual work with children and during circle work, thereby, children are given the opportunity to analyze, compare, generalize ... The formation of elementary mathematical concepts in preschoolers is carried out in the classroom and outside, in kindergarten and at home.

Classes are the main form of development of elementary mathematical concepts in kindergarten. They are entrusted with the leading role in solving problems of the general mental and mathematical development of the child and preparing him for school. Practically all software requirements are implemented in the classroom; the implementation of educational, upbringing and developmental tasks is complex; mathematical concepts are formed and developed in a specific system.

Classes on the formation of elementary mathematical concepts in children are built taking into account general didactic principles: scientific nature, consistency and consistency, accessibility, visibility, connection with life, an individual approach to children, etc.

Forms the organization of the classes is varied. As well as traditional occupation, where you get acquainted with new material and methods of survey, counting, measuring, computing, search activities, are used games-lessons, conversations-lessons, travel-lessons, problem-search situations, lessons-dramatizations, games library.

Didactic games play a special role. They are of enduring importance for the cognitive development of the preschooler. With their help, children's ideas about numbers, about the relationships between them, about geometric shapes, temporal and spatial relationships are clarified and consolidated. Games contribute to the development of observation, attention, memory, thinking, speech. They can change as the program content becomes more complex, and the use of visual material allows not only to diversify the game, but also to make it attractive to children.

For mathematics to enter the life of preschoolers as a way to get acquainted with interesting phenomena of the surrounding world, it is necessary to use, along with traditional, non-traditional forms of work. They encourage children to actively think and practice. The process of forming elementary mathematical concepts in children becomes more effective and interesting if the teacher uses play methods and techniques. The child manifests mental activity in the course of achieving the game goal in educational activities and everyday life.

An important role in the development of the cognitive interest of preschoolers in mathematics is played by activities specially organized by teachers. Classes in an unconventional form are of great interest: based on fairy tales, in the form of travel games, investigations, experiments, excursions, quizzes, role-playing games, KVN, "Fields of Miracles", classes using ICT, etc.

2. Non-traditional forms of work in direct educational activities in mathematics with preschool children.

What will make your math class effective?

Unconventional form.

Accounting for individual, age and psychological

characteristics of children.

Tasks of a developing, problem-searching nature.

Game motivation.

Favorable psychological atmosphere and emotional attitude.

Integration of different types of activities (play, music,

motor, visual, constructive, etc.)

based on mathematical content.

Alternation of activities.

Non-traditional forms of employment include:

Competition classes. They are built on the basis of competition between children: who will name, find, define, notice, etc. faster. Mathematical KVN. Children are supposed to be divided into 2 subgroups and are conducted as a mathematical or literary quiz.

Theatrical classes. Microscopes are played that carry cognitive information to children. Consultation lesson. When a child learns "horizontally" by consulting another child.

Mutual training sessions. The child “counselor” teaches other children.

Classes-auctions... They are conducted as a board game "manager".

Classes-doubts(search for truth). Research activity of children of the type "melts-does not melt, flies-does not fly."

Binary classes. Drawing up creative stories based on the use of two objects, from a change in the position of which the plot and content of the story change.

Concert classes... Separate concert numbers carrying cognitive information.

Classes-dialogues... They are conducted by the type of conversation, but the topic is chosen relevant and interesting.

Classes of the type "Investigation are conducted by experts." Working with the scheme, orientation according to the scheme with a detective storyline.

Classes of the "Field of Miracles" type. Conducted as a game "Field of Miracles" for reading children. Lesson "Intellectual casino". It is conducted as a game "Intellectual Casino" or a quiz with answers to the questions: what? where? when. Experimentation and experimentation... Elementary experiments are one of the modern methods of teaching mathematics. For example, children are encouraged to pour water from bottles of different sizes (high, narrow and low, wide) into identical vessels in order to determine: the volume of water is the same; weigh on a scale two pieces of plasticine of different shapes (long sausage and a ball) to determine that they are the same in weight; arrange glasses and bottles one to one (bottles are in a row far from each other, and glasses in a pile are close to each other) to determine that their number (equal) does not depend on how much space they take up.

Tours and Observations... For the formation of elementary ideas of preschoolers about the world around them and elementary mathematical knowledge, the experience of children, which they receive during excursions and observations, is of great importance. Such excursions and observations can be organized both in a preschool setting and during family outings. All any walks with children, even the road to kindergarten, can become a valuable source of educational information. During excursions and observations, preschoolers get to know:

With three-dimensional space of the surrounding world (shape and size of real objects);

With quantitative properties and relationships that exist in the real space of the premises, on the site of the kindergarten and outside the territory, that is, in the world around the child;

With time orientations in natural conditions, corresponding to a particular time of the year, part of the day, etc.

Excursions can be introductory, clarifying previously received ideas, reinforcing, that is, final. Their number is determined by the need to expand and enrich the elementary mathematical experience of children. Depending on the goals and objectives of mathematical teaching, excursions can be conducted before the start of the lesson to familiarize children with any mathematical properties and relationships that exist in the real natural and social world, as well as as they master mathematical material. On excursions, children get acquainted with the activities of people, including elements of mathematical content in natural conditions. For example, they observe the following situations: customers buy products and pay money (quantitative representations); schoolchildren go to school (temporary performances); pedestrians crossing the street (spatial representations); builders are building a house, and cranes of different heights are working at the construction site (ideas about the size), etc. During the excursions, the attention of children is drawn to the peculiarities of the life of people, animals and plants at different times of the year and day.

The use of fiction in games and exercises.

For the formation of full-fledged mathematical concepts and for the development of cognitive interest in preschoolers, it is very important to use entertaining problem situations. The fairy tale genre allows you to combine both the fairy tale itself and the problem situation. Listening to interesting fairy tales and experiencing with the heroes, the preschooler at the same time gets involved in solving a number of complex mathematical problems, learns to reason, think logically, and argue the course of his reasoning. The impact of fiction on the mental, speech and aesthetic development of preschool children is well known. Its importance is invaluable in the process of forming elementary mathematical concepts and preventing violations of counting activity. A literary work as a means of mathematical development of children must be considered in the unity of content and artistic form. When choosing literary works for classes with mathematical content, it is necessary to take into account the state of coherent speech and the formation of elementary mathematical concepts in preschoolers. If you carefully read the works for children, you will notice that almost each of them with the help of a figurative word conveys a certain mathematical content. Nevertheless, it is recommended to use for reading and classes, first of all, such literary texts that form children's ideas about the seasons, time of day, days of the week, about the size and spatial orientations, quantitative representations. Works of art, primarily poetry, can be used by the teacher in the classroom, during walks, hygiene procedures, teaching self-service skills, work skills, etc. literary works are included in theatrical and plot-didactic games, outdoor games, that is, games with rules. The same piece can be used in different game situations. Thus, it seems to pass through the life and play experience of the child. For the mathematical development of preschool children, it is recommended, first of all, works of folk art (nursery rhymes, riddles, songs, fairy tales, proverbs, sayings, poems), as well as author's poems, fairy tales and other works. When forming temporal representations in children, the following poems are recommended: "Clock" (G. Sapgir), "Mashenka" (A. Barto), "Shepherd" (G. Demchenko), "The alarm clock rang" (G. Ladonshchikov). S. Marshak has a whole cycle of poems dedicated to the seasons. It's called “All year round”. He also belongs in the full sense of the mathematical poem "Merry Count". Thus, the ability to select the lexical means that most accurately reveal the mathematical meaning is manifested both in the context of the formation of mathematical concepts, and in the context of teaching the arbitrariness of constructing a coherent statement. For example: the fairy tale "Teremok" - will help to remember not only the quantitative and ordinal score (the mouse came to the tower first, the second frog, etc.), but also the basics of arithmetic. Children easily learn how the amount increases by one. A bunny galloped up, and there were three. A fox came running, and there were four of them. Fairy tales "Kolobok" and "Turnip" are good for mastering the order of counting. Who pulled the turnip first? Who met the third kolobok? In the turnip, you can talk about the size. Who is the smallest? Mouse. Who is the biggest? Grandfather. Who stands in front of the cat? And who's behind the grandmother? The fairy tale "Three Bears" is a mathematical super - fairy tale. And 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), correlate the bears with the corresponding chairs, plates. In "Little Red Riding Hood" talk about the concepts of "long", "short". Especially if you draw or lay out paths from cubes and see which of them little fingers or a toy car will run faster. In the fairy tale “About the kid who could count to ten” - the children together with the kid recount the heroes of the fairy tale, easily memorize the quantitative count up to 10, etc.

A promising method of teaching mathematics to preschoolers at the present stage is modeling: it promotes the assimilation of specific, objective actions that underlie the concept of number. Children used models (substitutes) to reproduce the same number of objects (they bought as many hats in the store as dolls; at the same time, the number of dolls was fixed with chips, since the condition was set - dolls cannot be taken to the store); reproduced the same size (they built a house the same height as the sample; for this they took a stick of the same size as the height of the sample house, and made their building the same height as the size of the stick). When measuring a value with a conventional yardstick, the children recorded the ratio of the measure to the entire value either by object substitutes (objects) or verbal (numeral words).

Classes using new information technologies.

The use of computer technology allows you to make each lesson non-traditional, bright, rich and accessible for the perception of children. In practice, they use multimedia presentations and training programs, since the educational material presented by various media (sound, video, graphics, animation) is easier for preschoolers to learn. The use of multimedia technologies activates the cognitive activity of children, increases their motivation, improves the forms and methods of organizing mathematical classes. They guide children to use them creatively and productively in their learning.

The inclusion of multimedia technologies complements the traditional program for preschool institutions for the formation of the counting activity of preschoolers. Using multimedia technologies in preschool mathematics education, it is possible to create effective pedagogical conditions for the formation of mathematical concepts in older preschool children. Project activity Today, in science and practice, the view of the child as a “self-developing system” is intensively defended, while the efforts of adults should be aimed at creating conditions for the self-development of children.

One such technology is project activities. When designing an activity, the educator, together with the children, creates a plan. All narrative-didactic games are combined into one project on the topic. The proposed plot should evoke positive emotions in preschoolers, the desire to get involved in the process of plot-didactic games. It is necessary for the child to be comfortable from performing various actions, motivated by the logic of the plot development. Project activity turns out to be a fairly effective method of teaching almost all natural science disciplines, including mathematics. The main goal of organizing project activities is the development of deep, stable interests in the subject of mathematics in children, based on broad cognitive activity and curiosity. The technology is based on the conceptual idea of ​​trust in the nature of the child, reliance on his search behavior. The main goal of the project method is to provide children with the opportunity to independently acquire knowledge in the process of solving practical problems or problems that require the integration of knowledge from various subject areas. In a mathematics course, the project method can be used within the framework of program material on almost any topic. Each project is related to a specific topic and is developed over several sessions. In carrying out this work, children can compose tasks with different characters. These can be fabulous tasks, "cartoon" tasks, tasks from the life of a group, cognitive tasks, and so on. A project is a system of gradually becoming more complex practical tasks. Thus, the child accumulates his own experience, deepens his knowledge and improves his skills. A preschooler develops such personality traits as independence, initiative, curiosity, interaction experience, etc., which is spelled out in the Federal State Educational Standards, in the Target Guidelines for preschool education - social and psychological characteristics of the child's possible achievements at the stage of completion of the preschool level.

Output:

The use of educational activities directly in a non-traditional form helps to involve all children in the work.

You can organize the verification of any task through mutual control.

An unconventional approach is fraught with tremendous potential for the development of speech in preschoolers.

GCD contributes to the development of the ability to work independently.

In the group, the relationship between the children and the teacher changes (we are partners).

The guys are looking forward to such games.

Bibliography

1. Beloshistaya AV Preschool age: formation and development of mathematical abilities // Preschool education. 2002, No. 2 p. 69-79

2. Berezina R.L., Mikhailova Z.A., Nepomnyashchy R.L., Richterman T.D., Joiner A.A. Formation of elementary mathematical concepts in preschoolers. Moscow, publishing house "Education", 1990.

3. Wenger L.A., Dyachenko O.M. Games and exercises for the development of mental abilities in preschool children. - M .: Education 1989

4. Veraksa N. Ye., Veraksa AN Project activity of preschoolers. A handbook for teachers of preschool institutions.- M .: Mosaic - Synthesis, 2008. - 112 p.

5. Kolesnikova EV Development of mathematical thinking in children 5-7 years old. M; "Gnome-Press", "New School", 1998 p. 128.

6. Leushina AM Formation of elementary mathematical concepts in preschool children. M; Enlightenment, 1974

Olga Vasilievna Goryacheva, teacher MDOU - kindergarten number 44 "Kolokolchik", Serpukhov

"The ability to think mathematically is one of the noblest human abilities"
(Bernard Show)

In the past decade, disturbing trends have emerged. In the educational work of kindergartens, school uniforms and teaching methods began to be used, which does not correspond to the age characteristics of children, their perception, thinking, memory. The formalism in education that arises on this basis, the overestimation of requirements for children, the curbing of the pace of development of some and inattention to the difficulties of others is justly criticized. Children are involved in such types of cognitive activities for which they are not functionally ready. Feeling the great potential of the preschooler, adults often begin to force children to study mathematics. It would seem that the child should only remember and use ready-made knowledge at the right time and in the right place. However, this does not happen, and such knowledge is perceived by children formally. At the same time, according to N.N. Poddyakov, the law of the development of thinking is violated, the essence of what is being studied is distorted.

Children of preschool age have an inexhaustible interest in the new and unknown. Children are not afraid of the difficult and incomprehensible, they try to learn everything and achieve everything. Sometimes they lack the attention of adults, their support, timely help or advice in difficult, from a child's point of view, situations. Therefore, the child loses interest in the subject. This is due to the fact that each preschooler has his own intellectual and psychophysical potential for the assimilation of knowledge. And to make it interesting for everyone, it is necessary to use a differentiated approach to children.

Acquisition of mathematical concepts by preschoolers is essential for mental development. Those who have been engaged in mathematics since childhood develops attention, trains their brain, their will, fosters perseverance and perseverance in achieving the goal (A. Markushevich)

To form the mathematical abilities of children, it is necessary:

• to reveal the level of mathematical development of preschool children;
• use a variety of games to develop math skills;
• create conditions for combining the efforts of the family and kindergarten teachers, contributing to the successful development of mathematical abilities.

The subject of mathematics is so serious that one should not miss a single opportunity to make it more entertaining (B. Pascal)

What is the development of mathematical concepts in the historical aspect?

At first glance, completely new concepts, concepts, original ideas have their own history. This story is reflected in various literary sources.

Historical and mathematical information is of considerable interest in this respect. They allow us to trace the dependence of the development of mathematics on the needs of human society, its relationship with related sciences and technology. In works on the history of mathematics, psychology, pedagogy, methods of teaching mathematics, a historical-genetic approach to the development of certain ideas and concepts in preschool children has been developed (L.S. Vygotsky, G.S. Kostyuk, A.M. Leushina, Zh Piaget, A.A. Carpenter and others).

Behind the particular problem of teaching children the basics of mathematics, there is a global philosophical problem of the community of people who have common "origins" in everything, including in the formation of mathematical knowledge. In this sense, mathematics can be figuratively called an "international" language of communication, since even at the elementary level of communication, the most accessible signs, symbols for communication are "finger counting", showing numbers, clock time, orientation to various geometric shapes, etc. These standards are also understandable at the non-verbal level of communication.

In the modern methodology for the formation of elementary mathematical concepts in preschool children, the genetic principle is used. It is based on the study of the development of mathematics since ancient times (TI Erofeeva, AM Leushin, ZA Mikhailova, VP Novikov, LN Pavlova ...).

After all, the ability to think mathematically is one of the noblest human abilities (B. Shaw)

One of the main tasks of preschool education is the intellectual development of the child. It not only boils down to teaching a preschooler to count, measure and solve arithmetic problems, but to develop the ability to see, discover properties, relationships, dependencies in the surrounding world, the ability to “construct” them with objects, signs and words. Many scientists emphasize the role of preschool age in human intellectual development (about 60% of the ability to process information is formed by the age of 5-11). Mathematics develops flexibility of thinking, teaches logic. All these qualities will be useful for children in school. Mathematics is the science of the young. It cannot be otherwise. Classes in mathematics are mental gymnastics, for which all the flexibility and all the endurance of a person is needed (N. Viper).

Game technologies play a special role in the development of elementary mathematical concepts. Thanks to games, it is possible to concentrate attention and attract interest even among the most mobile preschool children. In the beginning, they are carried away only by game actions, and then by what this or that game teaches. Gradually, children develop an interest in mathematics. As M, V, Lomonosov wrote: "Mathematics must then be taught, that it puts the mind in order." The system of exciting mathematical games and exercises will help us teachers prepare children for school and will allow them to master the preschool education program:

• the formation of a stock of knowledge, abilities and skills that will become the basis for further training;
• mastering mental operations (analysis and synthesis, comparison, generalization, classification);
• development of variable and imaginative thinking, creative abilities of children;
• the formation of the ability to understand the educational task and complete it independently;
• the formation of the ability to plan educational activities and exercise self-control and self-assessment;
• the development of the ability to self-regulation of behavior and the manifestation of volitional efforts to complete the tasks;
• the development of fine motor skills and visual-motor coordination.

The FEMP program is aimed at developing logical and mathematical concepts and skills in a playful way. Acquaintance of children with new materials is carried out on the basis of an active approach, comprehended through independent analysis, comparison, identification of essential features. At the same time, I assign a special role to non-standard didactic means. For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education.

V.A. Sukhomlinsky wrote: “In the game the world is revealed to the children, the creative abilities of the individual are revealed. Without play, there is no, and there cannot be, full-fledged mental development. The game is a spark that kindles the spark of inquisitiveness and curiosity. "

The game is valuable only if it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of the mathematical knowledge of the preschooler.

All didactic games for the formation of elementary mathematical concepts are divided into several groups:

• games with numbers and numbers;
• time travel games;
• games for orientation in space;
• games with geometric shapes;
• games for logical thinking.

Modern logic and math games are varied. In them, the child masters standards, models, speech, masters the methods of cognition, and develops thinking.

These include:

• GCD for FEMP ("Unusual adventures in the city of Mathematical Riddles", "On a visit to the gnome - watchmaker", "Petrushka toys", "Space travel");
• mathematical tournaments ("Clever and clever men", "What, where, when?");
• quizzes, contests ("Journey to the Wonderland", "Visiting the Fairy of Mathematics", "Tasks for Dunno").
• Riddles of mathematical content: "Who has one leg, and even that one without a shoe?"; “One hundred and one brothers, all in one row, belted with one sash”; "An annual bush drops a leaf every day, a year will pass - the whole leaf will fall off."
• Board-printed games: "Color and Shape", "Mathematical Lotto", "Our Game Library", "Magic Mosaic", "Puzzles".
• Schematic and simulation games: "Logic Tables", "Pick up the Parts", "Find Errors", "Cube - Chameleon", "Counting Sticks".
• Games - puzzles for plane modeling: "Tangram", "Pythagoras", "Vietnamese game", "Mongolian game", "Magic circle", "Columbus egg", "Pentamino".
• Volumetric modeling games: "Nikitin's Cubes", Kuisener sticks, Dienesh blocks, "Tetris", "Ball", "Geometric constructor".
• Games - fun, labyrinths, math crosswords, charades, puzzles: "Tea set", "Cubes for everyone", "Make up an elephant", "Mill".
• Tasks are jokes (the essence of the task is masked by external conditions): "Can it rain for two days in a row?" (No). "Which figure has no beginning or end?" (at the ring). “Three brothers have one sister. How many children are there in the family? " (4). "How can you pluck a branch without frightening off the birds on it?" (not allowed, it will fly away)
• Educational games in mathematics: "What button has the Absent-minded one lost?", "Who, where does he live?", "How many pairs of shoes?" (the task of the children is to name the missing numbers).
• Checkers, chess.
  Checkers are an indispensable "simulator" for those who wish to grow wiser and learn to think logically. You can use games: "Wolf and Sheep", "Fox and Geese", "Quartet", "Leopard and Hares".
• Games with a motivational situation: "Traveling around the room", "Be attentive", "Put on boxes."

For the effective organization of mathematical activities, for the development of the mathematical abilities of children in the group, a subject-developing environment should be organized, corners of mathematics and experimentation should be created in accordance with the age of the children. In a corner of mathematics you can put:

• visual - demonstration mathematical material;
• educational books for children;
• board - printed games;
• didactic, developmental games;
• checkers, chess;
• Kuizener sticks, Dienesh blocks;
• cubes with numbers, signs;
• counting sticks;
• a variety of entertaining mathematical material.

The material is in the zone of independent cognitive and play activities, it is periodically updated. Timely change of manuals maintains children's attention to the corner and attracts them to perform a variety of tasks, contributes to the assimilation of the material. It provides free access for children.

The introduction of the developmental "Game technology" is carried out in accordance with the principle "from simple to complex" and a personality-oriented learning model. "Game technology" must meet the psychologically sound requirements for the use of game situations in the teaching process of the kindergarten. The game or the elements of the game give the educational task a specific, relevant meaning, mobilize the mental, emotional and volitional forces of children, orient them towards solving the assigned tasks. Play is one of the wonderful things in life. Activity, as if useless and at the same time necessary. Involuntarily charming and attracting to itself as a life phenomenon, the game turned out to be a very serious and difficult problem for scientific thought. Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence. Teaching mathematics in the form of a game can and should be interesting, varied, entertaining, but not entertaining. The mathematical development of a child is a laborious and lengthy process, and the result depends on the systematic and planned nature of the lessons with the child. Educational games will help children in the future to successfully master the basics of mathematics and computer science in a fun way, to prevent intellectual passivity, to form perseverance and purposefulness. The game is valuable only if it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of mathematical knowledge and abilities of the preschooler.

LIST OF USED SOURCES

1. Wenger L.A., Dyachenko O.M. "Games and exercises for the development of mental abilities in preschool children." "Education" 1989 - 127 p.
2. Volina V.V. "Riddles, puzzles, games" "Bustard" 2003 - 32p.
3. Volina V.V. "Funny Figures" "Bustard" 2002 32 pp.
4. Erofeeva T.I. "Acquaintance with mathematics: a methodological guide for teachers." - M .: Education, 2006 .-- 112 p.
5. Zaitsev V.V. "Mathematics for Preschool Children". Humanist. Ed. Center "Vlados" - 64 p.
6. Kolesnikova E.V. "The development of mathematical thinking in children 5-7 years old" - M: "Gnom-Press", "New school" 1998. 128 pages
7. G.P. Popova, V.I. Usacheva; "Entertaining mathematics" Volgograd: Teacher. 2006 - 141 p.
8. Shevelev K.V. "Preschool mathematics in games" "Mosaic - Synthesis" 2004. - 80 p.