Currently, there is an increasing increase in the influence of media technologies on a person. This is especially true for a child who would rather watch TV than read a book. In preschool childhood, the child learns ways to carry out activities. In the course of mastering specific children's activities, the motivational structure of his personality is formed. There is a generalization of the experience of activity, a dynamically developing generalized image of the world is formed, which determines the orientation of the child in the conditions of achieving the goals of his actions.

The powerful flow of new information, advertising, the use of computer technology on television, the distribution of game consoles, electronic toys and computers have a great impact on the upbringing of a child and his perception of the world around him. The nature of his favorite practical activity - play, also changes significantly, the form and content of the play environment changes, and the child's social and personal development is influenced. Favorite characters and hobbies change.

Previously, a child could receive information on any topic through various channels: books, reference books, the story of a teacher or parent. But, today, taking into account modern realities, the educator must introduce new methods of presenting information into the educational process. The question arises why this is necessary. The child's brain, tuned in to gain knowledge in the form of entertainment programs on television, will much more easily perceive the information offered during GCD with the help of media. Mastering new information technologies in education is the key to the successful realization of the personality of a modern preschooler.

At present, technologies occupy a significant place in the life of modern society. The importance of the technological component of modern civilization lies in the fact that it is it that largely determines the sustainable development of society and the personality of each individual. Almost all processes in society, one way or another, are accompanied by technology. Its influence on social processes leads to significant transformations of the latter. Thus, the rapid development of information and communication technologies is a key factor determining the accelerating process of information globalization, which is becoming a characteristic phenomenon of the present time.

The information society is an objective condition for the modern existence of man. Today, a person cannot do without modern technologies in everyday life, this, of course, affects the development of a child's personality and his attitude to life in general.

The current stage in the development of Russian education is characterized by the widespread introduction of computer technologies into the educational process. They allow you to reach a new level of learning, open up previously inaccessible opportunities. In today's conditions of informatization of society, parents should be prepared for the fact that when entering school, a child will be faced with the use of computers. Therefore, we were faced with the task of preparing the child in advance for constant interaction with information technologies and in developing a system of meaningful work with software, since preschool education is the first link in lifelong education. This direction of work was reflected in the organization of continuous educational activities on FEMP.

The increase in mental load during GCD according to FEMP makes you think about how to maintain interest in the material under study in children, their activity throughout the entire activity. In this regard, a search is underway for new effective teaching methods and such methodical techniques that would activate the thought of preschoolers, would stimulate them to acquire knowledge on their own. The emergence of interest in mathematics in a significant number of children depends to a greater extent on the methodology of teaching it, on how skillfully the educational work will be structured. This is especially important in preschool age, when constant interests and inclinations for a particular subject are still being determined.

Domestic and foreign studies on the use of a computer in kindergartens convincingly prove not only the possibility and feasibility of this, but also the special role of the computer in the development of the intellect and the whole personality of the child (S.L. Novoselova noted that the introduction of a computer into the system of didactic means of a kindergarten can become a powerful factor in the enrichment of the intellectual basis of the mental, aesthetic, social and physical development of the child.

proved that computer tools effectively enrich the system of developing didactics in kindergarten, forming general mental abilities in children.) G.P. Petku) indicates that the specificity of computer games allows us to consider them as a special means of children's development.

Modern research in the field of preschool pedagogy (K.N. Motorina, S.P. Pervina, M.A.Kholodnaya, S.A. As you know, this period coincides with the moment of intensive development of the child's thinking, preparing the transition from visual-figurative to abstract-logical thinking. In my work, I relied on the works of these authors.

Goalsthe use of ICT during GCD on FEMP are the following: development of interdisciplinary connections of mathematics and informatics; preparing a child for life in an information society, teaching the elements of computer literacy and fostering psychological readiness to use a computer, creating a sense of confidence in the process of working on it; development of independent work of children during GCD; creation conditions for the development of intellectual and creative abilities; implementation of an individual, personality-oriented approach; social and personal development of a preschooler.

Tasks:

• Provide basic mathematical training for children to be successful in school;
• To form an information culture, a creative style of preschoolers' activity;
• Prepare preschoolers to use information technology and other information structures;
• Show the child his own abilities to control the computer when solving the assigned tasks;
• Raise in children the need for cooperation, interaction with peers, the ability to subordinate their interests to certain rules.

Stages of organizing the FEMP educational process using ICT:

Stage 1. Preparatory.

Tasks:

2. Creation of the necessary methodological and didactic materials (information bank) for conducting GCD.

At this stage, it is necessary to develop methodological support for the use of computer technology in upbringing and educational work with preschoolers, including from the point of view of the compliance of the conditions and possibilities of using ICT with sanitary and hygienic requirements. The selection and selection of didactic materials in accordance with the program content of the selected areas of work, as well as their compliance with the mental and age characteristics of preschool children, require special attention. In addition to teachers, a methodologist and a teacher-psychologist are involved in this type of work, who analyze and evaluate the selected materials. In addition, it is planned to conduct a survey of parents about possible help for children in mastering PC at home.

Stage 2. Implementation.

Tasks:

1. To test the mechanisms of using computer technology in the classroom with preschoolers.

2. To continue the formation of a database of didactic materials, a video library necessary for classes with preschool children with the involvement of children and parents.

This stage involves the direct conduct of ML at home using multimedia technology according to thematic plans. At the same stage, we plan to involve our pupils and their parents in the search and creation of didactic games, exercises and other materials that involve the use of a PC.

Stage 3. Control and diagnostic.

Tasks:

1. Analysis of the effectiveness of using ICT for the development of cognitive interest, cognitive activity, the formation of knowledge and ideas, the level of development of the child.

This stage involves summing up the results of the work on the use of multimedia technology, their understanding and development, on their basis, of recommendations for the implementation of these forms of work in other groups of our institution and other preschool institutions.

The program is focused on a large amount of practical, creative work. To solve the set tasks, conversations, practical work, quizzes, contests and creative activities with elements of logic and didactic games are used, and the following forms of working with a computer are used: demo - the teacher performs, and the children observe; independent - short-term work of children to assimilate or consolidate the material. The teacher provides individual control over the work of children.

The forms and methods of using a computer during GCD, of course, depend on the content of this GCD, the goal that the teacher sets for himself and the children. Nevertheless, the most effective techniques can be identified:

• when conducting an oral account - it makes it possible to promptly present tasks and correct the results of their implementation;
• when studying new material - it allows you to illustrate the topic with a variety of visual means;
• when checking frontal independent work - provides quick control of the results;
• when solving educational problems, it helps to complete the drawing, draw up a work plan, control the intermediate and final results of the work according to the plan.

Information technologies, in my opinion, can be used at various stages of the GCD for FEMP:

• self-study with the help of a consultant educator;
• self-study with the absence or denial of the teacher's activities;
• partial replacement (fragmentary, selective use of additional material);
• the use of training (training) programs;
• use of diagnostic and control materials;
• homework assignments;
• the use of programs that simulate experiments and laboratory work;
• use of game and entertaining programs;
• use of information and reference programs.

Using information technologies in FEMP lessons, we proceeded from the following ideas: the idea of ​​humane relations; the idea of ​​a difficult goal; the idea of ​​a personal approach; the idea of ​​an activity approach; the idea of ​​free choice.

The organization of the educational process using ICT became possible thanks to the creation in 2007 in our kindergarten of a computer class for preschoolers.

For the organization of workplaces in the computer class, special furniture was used, which is custom-made, taking into account the age characteristics of preschoolers and the requirements of SanPin. The organization of work at the computer takes place taking into account age characteristics and sanitary and hygienic requirements.

The entire course is held using elements of the game, interdisciplinary material, alternating theoretical and practical work in mathematics, the use of interactive forms of learning, etc.

The program is aimed at teaching children elementary mathematical concepts, the development of mathematical thinking, which helps the child to navigate and feel confident in the modern world around him, it also contributes to his overall mental development. The goal of the program is the all-round development of the child - the development of his motivational sphere, intellectual and creative powers.

The basis for the construction of FEMP lessons using ICT is based on the principle of developmental education. In the structure of the lessons, the methods of direct teaching (explanatory-illustrative and reproductive) and partially search are used. Great importance is attached to methods of emotional stimulation, such as creating an atmosphere of success and comfort. The use of games and game forms of conducting classes are widely used in GCD. Multimedia elements in FEMP lessons create additional psychological structures that contribute to the perception and memorization of the material. There are opportunities to use a methodological technique, do as I do - we are talking about the joint activities of the teacher and the child. The most effective use of combined teaching methods.

The use of a computer for educational purposes in preschool institutions requires careful preparation and organization of the OD itself, consistency and systematicity in work. OD in a computer classroom of a preschool institution consists of the following stages.

I. Preparatory stage.

This stage includes:

• educational tasks using colorful materials rial aimed at the development of higher mental functions tions in children.
• tasks for preparing the hand for writing and for the ability toput with a computer mouse:
• didactic games and exercises:
• various finger games and exercises are usedfor the development of thinking, speech, fine motor skills, as well as for preparing hands for writing and using a computer mouse; finger-chick games with tongue twisters, poems, matches, plasticlin, toys, nuts, cereals, etc.

P. Work on the computer.

All computer games in kindergarten can be conventionally developeddivided into the following types:

• Games for the development of mental operations;
• Games for the development of knowledge about the world around;
• Games for the development of mathematical concepts;
• Literacy games;
• Games for the development of skills in creative drawing, construction;
• Games for the development of memory, attention;
• Perception development games;
• Games for the development of spatial and temporal orientations.

III. The final stage.

Relaxation. Gymnastics for the eyes (prevention of visual fatigue).

Forms of organization of the educational process in the computer class- subgroup and individual.

When organizing GCD in mathematics, it is recommended to combine both traditional forms of education (conversation, lecture, group lesson with visual display on a computer) and various new forms of organizing educational activities (work in small groups, game methods, widespread use of individualized training programs, training testing ). One of the main innovations in our kindergarten is the use of an interactive whiteboard when organizing educational activities directly.

An interactive whiteboard is a very handy educational equipment that is a touch screen connected to a computer. The image from it is transferred to the board by the projector. Unlike a conventional multimedia projector, an interactive whiteboard allows not only showing slides and videos, but also drawing, drawing, annotating the projected image, making any changes, and saving them as computer files. And besides this, to directly make educational activities bright, visual, dynamic.

During my work at the preschool educational institution, a lot of work was done to cooperate with parents. At the beginning of training, parents are introduced to the goals and objectives of the training program, methods of its implementation, inform about the characteristics of the child's behavior that may accompany work, give a clear idea of ​​the nature and extent of their participation in ML.

Consultations, meetings, open views of the GCD, joint holidays were held, information exhibitions were organized.

The preschool educational institution has developed a system of work with the parents of pupils. This work is based on:

• Pedagogical education of parents through parenting meetings, individual and group consultations;
• Informing parents about the state and prospects of the kindergarten in general;
• Inclusion of parents in the upbringing and educational process (through Open Doors Days, demonstration of the personal achievements of pupils);
• Involvement of parents in the leadership of the preschool educational institution (through participation in the work of the parent committee).

Working with my parents, I came to the conclusion that involving parents in active participation in ML, as this greatly facilitates the work of a specialist and accelerates the child's success.

The success of the GCD depends not only on cooperation with parents, but also on the close interaction of the educator with all the specialists of the preschool educational institution.

An integrated approach to teaching preschoolers is required. For educators and narrow specialists, consultations were held, both general and for individual age groups. She spoke at teachers' councils, giving the necessary knowledge to educators and specialists, answered questions that arise. Seminars were held for educators, where they could get acquainted with the basics of working with ICT and master the basic techniques and methods of teaching.

For the most effective work, all classes are currently conducted according to the thematic plan for the kindergarten.

The use of ICT during GCD according to FEMP allows the teacher to reduce the time spent on studying the material due to the clarity and speed of the work, to check the knowledge of preschoolers in an interactive mode, which increases the effectiveness of learning, helps to realize the full potential of the individual - cognitive, moral, moral, creative, communicative and aesthetic, contributes to the development of intelligence, information culture of children. The use of information technologies in teaching is based on data from human physiology: 1/4 of the material heard, 1/3 of what is seen, 1/2 of what is seen and heard, 3/4 of the material, if the preschooler actively participates in the process, remains in the memory of a person.

The process of organizing GCD for FEMP using ICT allows:

• to make this process interesting, on the one hand, due to the novelty and uniqueness of this form of work for children, and on the other hand, to make it exciting and bright, diverse in form by using the multimedia capabilities of modern computers;
• effectively solve the problem of visualization of teaching, expand the possibilities of visualization of educational material, making it more understandable and accessible;
• individualize the learning process due to the presence of multi-level tasks, due to immersion and assimilation of the material at an individual pace, independently, using convenient ways of perceiving information, which causes positive emotions in preschoolers and forms positive educational motives;
• to liberate preschoolers when answering questions, because the computer allows you to record the results (including without scoring), correctly responds to errors; independently analyze and correct mistakes made, correct their activities due to the presence of feedback, as a result of which self-control skills are improved. An important aspect is the child's social adaptation, his relationship with peers. It should be noted that the achievements of children in computer game programs do not go unnoticed by themselves and others. Children feel more self-confident and their self-esteem rises. Children with dignity tell their friends about all the "subtleties" of working on a computer, which acts as an effective way of self-affirmation, increasing their own prestige. Mastering a computer has a beneficial effect on the formation of a child's personality and gives him a higher social status.

However, one should not forget about the negative consequences: intensive intellectual and creative development does not guarantee that the student is successfully adapting to the needs and requirements of the social environment. Computer addiction, which students of all ages can undergo, also remains real. The psychological consequences of this phenomenon are social isolation (partial or complete refusal to communicate with other people, isolation in communication, replacement of real friends with virtual ones, weakening of emotional reactions, a significant narrowing of the sphere of interests, anger).

Thus, the consequences of the use of ICT in education can be both positive and negative, therefore, when assessing the result and effectiveness of their implementation in the educational process, one must approach from different angles. When designing the use of ICT, the educator must analyze those possible direct and indirect effects on the student's personality, which will determine the development of all his abilities.

So, it cannot be denied that ICT is the reality of modern GCD. Analysis of GCD on FEMP using ICT shows the effectiveness of using computer technology for the development of mathematical abilities of children and for their social and personal adaptation. With the use of innovative technologies in GCD, one can observe an increase in the level of dynamics of the development of children and the productivity of learning. The use of information and communication technologies in preschool education makes it possible to expand the teacher's creative capabilities and has a positive effect on various aspects of the mental development of children. Preschoolers are more actively involved in GCD, the attitude towards work is changing even among the most problematic children. And the educator is required to master the capabilities of ICT, carefully think through the content of the GCD and plan the work of preschoolers at each stage of the GCD. The time it takes to prepare a teacher for GCD using ICT undoubtedly increases at the first stage. But gradually experience and methodological base are accumulated, created jointly by the educator and the children, which greatly facilitates the preparation of the GCD in the future. The experience of using ICT during the GCD on FEMP has shown that such a GCD is most effective. I believe that the introduction of ICT into the system of didactic means of kindergarten stimulates the social and personal, artistic and aesthetic development of the child, activates cognitive and speech activity, and contributes to the development of mental processes in children. Mastering new information technologies in education is the key to the successful realization of the personality of a modern preschooler.

Active interaction of the pedagogical and parental community, support of the media should be aimed at forming the right attitude to the use of ICT in the life of a child. Such an important concept as "a healthy lifestyle" must certainly include the concept of "information and communication security". Purposeful work to improve parental competence in the use of ICTs by children from the point of view of protecting physical and mental health, will make their use necessary, interesting and not dangerous.

Topic: "Using FEMP gaming technologies in working with children"

"Learn to think by playing" - said the famous psychologist E. Zaika, who developed a series of games aimed at developing thinking. Play and thinking - these two concepts have become fundamental in the modern system of mathematical development of preschoolers. Famous scientists (Vygotsky P.S., Davydov V.V., J. Piaget, Zaporozhets) have established that the mastery of logical operations takes an essential place in the general development of the child. Thus, Piaget considered the level of formation of classification and serialization operations as the central indicator of the level of a child's intellectual development.

I set myself the task: to organize work on the mathematical development of children on the basis of games that develop thinking to such a level that the child could successfully study mathematics and other sciences in the future.

I work on the formation of elementary mathematical representations in accordance with the Program "From birth to school", which defines the sections, purpose and tasks of working with children, builds the child's mathematical development on the basis of educational games, using the main game technology, thereby echoing the modern concept mathematical education of preschoolers.

The child develops in activity. Activity is the only way of self-realization, self-disclosure of a person. The preschooler strives for vigorous activity, and it is important not to let this desire fade away, to contribute to its further development.

The main ways of implementing the program for the mathematical development of children are cognitive and developmental games (play activities), as well as independent children's activities, mathematical competitions, leisure evenings, etc.

She identified the following areas of work:

• selection of gaming technologies in the formation of mathematical representation of preschool children;
• drawing up a long-term plan of work on the intellectual development of children through the use of game technologies, methods and techniques in direct educational activities in the educational field "Cognitive development" in the formation of elementary mathematical concepts;
• selection and production of didactic materials and manuals, selection of didactic games, games with rules aimed at the development of intellectual abilities from modern gaming technologies for the intellectual development of preschoolers B.N. Nikitina, V.V. Voskobovich, T.A. Sidorchuk, G.S. Altshuller;
• creation of a subject-developing environment that ensures the development of cognitive interests, conducive to the creative self-expression of each child;
• development and implementation of a methodology for conducting GCD for intellectual development in the process of forming mathematical representations using game techniques.

Forms of work organization:

• specially organized training in the form of GCD for the formation of elementary mathematical representations (complex, integrated, providing visibility, consistency and accessibility, change of activity);
• joint activity of an adult with children, built in a relaxed form (subgroup, individual work);
• joint independent activity of the children themselves;
• work with parents.

I began my work on creating conditions for the successful intellectual development of pupils: a corner of mathematical games is being replenished, equipped with the necessary educational and game aids for organizing educational activities in the field of mathematical development of children. The material in the math corner is varied. These are plot pictures and didactic, desktop-printed, logical and mathematical games, geometric puzzles, labyrinths, notebooks on a printed basis, books for the classes themselves, number lotto, calendars, measuring instruments and tools: scales, measuring cups, rulers; magnetic numbers, counting sticks; sets of geometric shapes, etc. The variety of visual and didactic material in the mathematical corner contributed to the assimilation of a large volume of material, and the timely change of the manuals supported the children's attention to the corner and attracted them to perform various tasks.

Thus, a properly organized subject-developing environment in the group helped not only to develop the child's creative abilities, his individual characteristics, to activate his independent thinking activity, to develop an understanding of mathematical speech, but also helped to develop the child's intellectual abilities.

I successfully implement the plan with the use of the most effective game and educational-game aids, such as Dienesh logic blocks, Kuisener sticks.

Gyenesh's logic blocks are the most effective tool among a huge variety of didactic materials. This manual was developed by the Hungarian psychologist and mathematician Gyenes, primarily to prepare the thinking of children to master mathematics. A set of logical blocks consists of 48 volumetric geometric shapes that differ in shape, color, size and thickness. Thus, each shape is characterized by four properties: color, shape, size and thickness. The set of the game includes cards with conditional indication of block properties and cards with negation of properties. The use of such cards allows children to develop the ability to substitute and model properties, the ability to encode and decode information about them. Cards-properties help children to move from visual-figurative thinking to visual-schematic, and cards with the negation of properties - a bridge to verbal-logical. Logic blocks help the child master mental operations and actions, which are important both in terms of pre-mathematical preparation and from the point of view of general intellectual development. Such actions include: identification of properties, their abstraction, comparison, classification, generalization, encoding and decoding. Moreover, using blocks, you can develop in children the ability to act in the mind, master the idea of ​​numbers and geometric shapes, spatial orientation. Working with blocks takes place in three stages:

1. Development of skills to identify and abstract properties.
2. Development of the ability to compare objects by their properties.
3. Development of the ability to logical actions and operations.

Games and exercises, with the exception of the 3rd group, are not addressed to a specific age. In the process of studying the system of working with Dienes Blocks, it became clear that they can be used in working with children of the middle group, since the blocks are standards of color, shape, size. I drew up a long-term plan for the games for the middle group. Their use helps to diversify the content of the developing environment in the group, to make classes more exciting. Cuisener's Stick games as well as Gienesch Blocks have also taken a firm place in the group's developing environment. From a mathematical point of view, the Kuisener rods are a set on which equivalence and order relations are easily found. There are numerous situations hidden in this multitude. Color and size, modeling a number, lead children to understand various abstract concepts that arise in a child's thinking as a result of his independent practical activity (search, research). The use of "numbers in color" allows preschoolers to develop an idea of ​​number based on counting and measurement. Children come to the conclusion that number appears as a result of counting and measuring on the basis of practical activity. As you know, this is the concept of number that is the most complete.

In addition to games and exercises with logic blocks and Kuisener's Sticks, I widely use Nikitin's Cubes and Pythagoras-type puzzles in my work. In order not to fade away children's interest in these fascinating intellectual activities, you can give them an unexpected form. For example, the floor version "Pythagoras" and "Fold the pattern" (Nikitin's cubes). The unusual version of the familiar familiar game was very interesting for the children and caused a new stream of imagination and fantasy.

The technology of developing games by B. P. Nikitin. The game activity program consists of a set of educational games. Each game is a set of problems that the child solves with the help of cubes, bricks, squares or plastic, parts from the constructor - mechanics, etc. The solution to the problem appears to the child not in the abstract form of the answer to a mathematical problem, but in the idea of structures.

Playing lessons is one of the main ways to implement the program of mathematical development, proposed by "Childhood". Since the main technology of the "Childhood" program is game technology, then in the lesson the main place is played by the game, we can say that the lesson is the game, since the structure of the lesson itself is several developmental games, differing in complexity and degree of mobility, related in content. When planning and organizing GCD, to activate mental activity, to increase children's interest, I took into account the topic of joint work in mathematics, came up with various educational and play situations, each directly educational activity was devoted to one topic or plot, all parts of it are interconnected, complement each other or follow one from the other and are aimed at the emotional, speech, intellectual development of the child.

The guests of the NOD were fairy-tale heroes, heroes of their favorite cartoons, whom the children helped to understand in a fairy-tale situation: they counted objects, compared numbers, named geometric figures, laid out paths along the length, solved logic problems, etc., the method of intentional errors was also used, i.e. incorrect answers from the guests of the lesson, which helped to develop thought processes.

In such joint work, the motivational basis for the further development of the personality was laid, cognitive interest was formed, a desire to learn something new, and intellectual activity was manifested.

In educational activities in mathematics, she constantly paid attention to speech work (many children showed violations of coordination in gender, number, mixing of case forms, due to poor vocabulary, underdevelopment of the grammatical structure of speech when compiling arithmetic problems, children made gross violations of the logic of presentation, it was noted stereotype in the choice of the plot, the construction of phrases, etc., in the learning process I tried to enrich the speech of children with mathematical terms, taught the children to clearly express their thoughts, draw conclusions, explain, prove, use full and short answers.

She led the children to the understanding that a complete answer is necessary when it is necessary to draw a conclusion, inference, to explain why this or that result is obtained.

Varying questions and tasks, she ensured the inclusion of new words in the active vocabulary of children. So they were asked to tell on questions what they did, how they completed the task, for what. We patiently listened to the answers of preschoolers, slowly with a hint. If necessary, we gave samples of answers, sometimes we would start a phrase and the child would finish it. The children were asked to repeat the correct answer (instead of the wrong one).

Consequently, if you constantly pay attention to the speech, correct it, the guys themselves learn to follow their speech, it becomes richer, more meaningful.

During the OOD, an individual and differentiated approach was carried out, as one of the optimal conditions for identifying the abilities of each child. Timely assistance was provided to children who were experiencing difficulties in assimilating mathematical material, and an individual approach was provided to children with advanced development.

Interaction of children with peers was also encouraged. She specially seated the children in such a way that there was a high child and a low-level child at the same table. Such interaction of children with each other contributed to the development of cognitive interest, overcoming fear of failure (on the part of a weak child), the emergence of the need to seek help, the desire to help a friend, control over their actions and the actions of other children. Here, such important qualities as mutual respect and empathy were brought up.

As a result of mastering practical actions, children learn the properties and relationships of objects, numbers, arithmetic operations, quantities and their characteristic features, space-time relationships, a variety of geometric shapes.

A lot of time was devoted to organizing games in their free time. All the games were conditionally divided according to the time periods of the day regimen in kindergarten. For example, situations of "waiting" between regime moments, pauses after games of great physical activity can be used to play "Smart minutes" games. Such games are held with all children with any level of speech and intellectual development. These can be word-logical games and exercises such as:

1. Recognition of objects according to the given characteristics.
2. Comparison of two or more items.
3. Analyze three logically related concepts, highlight one that differs from the others in some way. Explain the line of reasoning.
4. Logical tasks.
5. The most complete and coherent explanation of what is the ambiguity, implausibility of the situation.
6. According to the drawing or according to the content set forth in the poem. "Wise" questions:

• Can a table have 3 legs?
• Is there a sky under your feet?
• You and me, yes you and me - how many of us are there in total?
• Why is snow white?
• Why do frogs croak?
• Can it rain without thunder?
• Can you reach your right ear with your left hand?
• Maybe the clown looks sad?
• What does a grandmother call her daughter's daughter?
• Can I wear panties in winter?

Logic endings:

• If the table is higher than the chair, then the chair ... (below the table)
• If two are more than one, then one ... (less than two)
• If Sasha left the house before Seryozha, then Seryozha ... (left after Sasha)
• If the river is deeper than the brook, then the brook ... (smaller than the river)
• If a sister is older than a brother, then a brother ... (younger than a sister)
• If the right hand is on the right, then the left ... (left). Riddles, counting rhymes, proverbs and sayings, problems-poems, poems-jokes Such games and game exercises give the teacher the opportunity to spend time with children more lively and interestingly. Almost all games are aimed at solving many problems. You can return to them several times, helping children learn new material and consolidate what they have passed or just play.

In the morning and evening periods of time, we organize both games aimed at individual work with children with low development indicators and, conversely, games for gifted children, as well as general plot-role, dramatization of verses with mathematical content. In the Childhood program, the main indicators of a child's intellectual development are indicators of the development of such thought processes as comparison, generalization, grouping, and classification. Children who have difficulty in choosing objects according to certain properties, in their grouping, usually lag behind in sensory development (especially at a younger and middle age). Therefore, games for sensory development take a large place in working with these children and. usually give good results. Outstanding foreign scientists in the field of preschool pedagogy: F. Frebel, M. Montessori, O. Decroli, as well as famous representatives of domestic preschool pedagogy and psychology: E.I. Tikheeva, A.V. Zaporozhets, A.P. Usova, N.P. Sakulina rightly believed that the ability of children to perceive an object, its quality, aimed at ensuring full sensory development, is one of the important aspects of preschool education.

In addition to traditional games aimed at sensory development, games with Gienesh Blocks are very effective. For example, such:

• Make a pattern. Objective: to develop the perception of form
• Balloons. Purpose: to draw the attention of children to the color of the object, to teach to select objects of the same color
• Remember the pattern. Purpose: to develop observation, attention, memory
• Find your house. Purpose: to develop the ability to distinguish colors, shapes of geometric shapes, to form an idea of ​​the symbolic image of objects; teach to organize and classify geometric shapes by color and shape.
• Complimentary ticket. Purpose: to develop the ability of children to distinguish geometric shapes, abstracting them in color and size.
• Ants. Purpose: to develop the ability of children to distinguish between the color and size of objects; to form an idea of ​​the symbolic image of objects.
• Carousel. Purpose: to develop children's imagination, logical thinking; exercise in the ability to distinguish, name, organize blocks by color, size, shape.
• Multicolored balloons.

Purpose: to develop logical thinking; learn to read the code designation of logical blocks.

The further order of games is determined by complication: the development of skills to compare and generalize, analyze, describe blocks using symbols, classify according to 1-2 signs, encode geometric figures through negation, etc. These and further complications translate games into the category of games for gifted children. The "lagging" children themselves can move to the same category, thanks to the attentive and competent attitude of the teacher to the success of the kids and their problems. It is important to make the necessary transition of children to the next step in time. In order not to overexpose children at a certain stage, the task should be difficult, but doable. To work with gifted children, we use games and exercises by A.Z. Zak and Gogoleva. Nikitin Cubes are equally good for both of the above categories of children.

I would like to draw your attention to the fact that, as you know, the development of verbal-logical thinking is only concomitant at preschool age, but games with the Gienesh Blocks and Kuizener's Sticks very effectively contribute to the development of this type of thinking, because in the process of these games and exercises, children can freely reason, substantiate the legality of actions as a result of their own search, manipulations with objects. Thus, trying to take into account the interests of each child in the group, striving to create a situation of success for everyone, taking into account his achievements at the moment of development.

Requirements for the developing environment in the group:

• The presence of games with a variety of content - to give children the right to choose.
• The presence of games aimed at advancing development (for gifted children).
• Compliance with the principle of novelty - the environment must be changeable, renewable - children love new things.
• Compliance with the principle of surprise and unusual. All of the above requirements ensure the effective interaction of the child with this environment and do not run counter to the requirements for the developing environment by the Childhood program - the subject-developing environment should be:
• ensuring the full and timely development of the child;
• encouraging children to be active;
• contributing to the development of independence and creativity;
• ensuring the development of the child's subjective position. Organized in line with gaming technologies, work on the mathematical development of children meets the interests of the kids themselves, contributes to the development of their interest in intellectual activity, meets the current requirements for organizing the educational process for preschoolers and stimulates teachers to further creativity in joint activities with children.

Used Books:

1. Beloshistaya A.V. Preschool age: formation and development of mathematical features // Preschool education. - 2/2000.
2. Beloshistaya A.V. Classes in mathematics: developing logical thinking // Preschool education - 9/2004.
3. Gutkovich, I. Ya. Program for the Development of Creative Imagination (RTV) and Teaching the Dialectical Way of Thinking Using Elements of the Theory of Inventive Problem Solving (TRIZ) for Preschool Children / I.Ya. Gutkovich, I.M. Kostrakova, T.A. Sidorchuk. - Ulyanovsk, 1994, - 65 p.
4. Karelina S.N. "Different types of activities with developing games Voskobovich VV"
5. Kolesnikova E.V. Development of mathematical thinking in children 5-7 years old. - Publishing house "AKALIS", 1996.
6. Logic and mathematics for preschoolers. E. A. Nosova, R. L. Nepomnyashchaya
7. Mathematics in problem situations for young children. A.A. Smolentseva.
8. Mikhailova Z.A. "Game entertaining tasks for preschoolers"
9. Nikitin B.P. "Steps of creativity or educational games"
10. T.N. Shpareva, I.P. Konovalov "Intellectual games for children 3-7 years old"
11. Sidorchuk, T.A. On the use of TRIZ elements in working with preschool children / T.A. Sidorchuk. - Ulyanovsk, 1991 .-- 52p.

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 the three-dimensional space of the surrounding world (the 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 temporary 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” and “short”. Especially if you draw or lay out paths from cubes and see which one 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 of 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 assimilate. 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 activities 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. Design technology makes preschoolers active participants in educational and educational processes, becomes a tool for preschoolers' self-development. 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

Safronova Nadezhda Vasilievna
Position: educator
Educational institution: MBDOU kindergarten number 19
Locality: Novokuznetsk city, Kemerovo region
Material name: Toolkit
Theme:"Game technologies for mathematical development of preschool children"
Date of publication: 30.10.2017
Chapter: preschool education

MBDOU Danish Garden No. 19.

Toolkit.

Topic: Game technologies of mathematical development of preschool children

age.

Educator: Safronova N.V.

Novokuznetsk, 2017

Introduction ……………………………………………………………… ... 3

Play as the main method of teaching ………………………………… ... 4

The process of forming elementary mathematical

performances, gaming technologies ………………………………… ..5

Conclusion ……………………………………………………………… 11

Used literature …………………………………………… ... 12

INTRODUCTION

Assimilation of mathematical knowledge at various stages of the school

learning causes significant difficulties for many students. One of

reasons causing difficulties and overload of students in the process

assimilation of knowledge, consists in insufficient preparation of thinking

preschoolers to assimilate this knowledge.

The problems of developing thinking based on experience are ideas

domestic and foreign teachers - psychologists:

L.S. Vygotsky, P.P. Blonsky, P.P. Golperin, S.L. Rubinstein, V.V.

Davydova, A.I. Meshcheryakova, I.A. Menchinskaya, D.B. Elkonin, A.V.

Zaporozhets,

M. Montessori.

Thinking- the highest level of human cognition of reality.

The question of where and how to start preparing preschool children for

study of mathematics (or pre-mathematical training) cannot

to be solved at the present time in the same way as it was decided 100 or even 50 years ago.

the formation of ideas about numbers and the simplest geometric

figures, learning to count, addition and subtraction, measurements in

the simplest cases. From the point of view of a modern teaching concept

the youngest children are no less important than arithmetic operations for

preparing them for the assimilation of mathematical knowledge is the formation

logical thinking. Children need to be taught not only to calculate and

measure, but also reason.

1. Game as the main method of teaching preschool children.

When it comes to teaching preschoolers, of course, we do not mean

direct teaching of logical operations and relationships, and preparing children for

assimilation of the exact meaning of words and phrases denoting these

operations and relationships through practical actions leading to

Thus, before the mathematical training of children, it seems

consisting of two closely intertwined main lines: logical, i.e.

preparing the thinking of children for the methods used in mathematics

reasoning, and actually before the mathematical, consisting in the formation

elementary mathematical representations. Note that the logical

preparation goes beyond preparing for the study of mathematics by developing

cognitive abilities of children, in particular their thinking and speech.

The analysis of the state of learning of preschoolers leads many

experts to the conclusion about the need for development in didactic games

(along with the widely used function of pinning and

repetition of knowledge) the function of forming new knowledge, ideas and

ways of cognitive activity. In other words, we are talking about

the need to develop the learning functions of the game, which presupposes

learning through play.

Play for them is work, study, a serious form of education. Sometimes

asking when to play with children, before or after class, unaware

even that you can play with children in the class itself, teach them in the process

games by playing with them.

In teaching children 4-6 years old, play is seen not just as one of the

teaching methods, but as the main method of teaching children of this age, in

further gradually giving way to other methods

learning. For children 4-6 years old, play is the leading activity: in

her psyche of the child is most vividly and intensely manifested, formed and

is developing.

Learning through play, an interesting and exciting activity for the most

small, promotes the gradual transfer of interest and enthusiasm with

play for educational activities. A game that captivates children, they are not

overloads neither mentally nor physically. Obviously, children's interest in

the game gradually turns not only into an interest in learning, but also to the fact that

studied, that is, in interest in mathematics.

2. The process of forming elementary mathematical

performances, gaming technology

The development and selection of technologies depends on what is to be learned and

what will the development of the child's mental activity consist of is

connections and interconnections of objects and phenomena of the surrounding world. it

mastering the properties of objects (shape, color, size, mass, capacity, etc.)

Game technologies:

Logic and math games;

Educational situations (developing, playing);

Problem situations, questions;

Experimentation, research activities;

Creative tasks, questions and situations.

The process of forming elementary mathematical representations

carried out under the guidance of a teacher, as a result, systematically

the work carried out on the GCD and outside it, aimed at familiarizing children with

quantitative, spatial and temporal relationships with

using a variety of means. peculiar tools of the teacher's labor and

instruments of cognitive activity of children.

In practice, the following means of formation are used

elementary mathematical representations:

Sets of visual didactic material for classes;

Equipment for independent games and activities for children;

Methodological aids for a kindergarten teacher, in which

the essence of work on the formation of elementary

mathematical representations in children in every age group and are given

approximate class notes;

Team of didactic games and exercises for the formation

quantitative, spatial and temporal representations

preschoolers;

Educational and cognitive books to prepare children for assimilation

mathematics at school in a family setting.

When forming elementary mathematical representations

teaching aids perform a variety of functions:

Implement the principle of clarity;

Adapt abstract mathematical concepts in an accessible

toddlers form;

Help children learn the ways of doing things necessary to

the emergence of elementary mathematical concepts;

Promote sensory experience in children

properties, relationships, connections and dependencies, its constant expansion and

enrichment, help to make a gradual transition from material

to the materialized, from the concrete and the abstract;

Give the teacher the opportunity to organize educational and cognitive

activities of preschoolers and manage this work, develop in them

desire to acquire new knowledge, master counting, measurement,

the simplest methods of calculation, etc .;

Increase the volume of independent cognitive activity of children

in and out of mathematics classes;

Expand the teacher's capabilities in addressing educational,

educational and developmental tasks;

Rationalize and intensify the learning process.

Thus, learning tools perform important functions: in

activities of the teacher and children in the formation of their elementary

mathematical representations. They are constantly changing, new

are designed in close connection with the improvement of theory and practice

before the mathematical training of children.

The main teaching tool is visual didactic

material for classes. It includes the following: objects of the environment

environments taken in kind: a variety of household items, toys,

dishes, buttons, bumps, acorns, pebbles, shells, etc .;

Images of objects: flat, outline, color, with and without stands

them, drawn on cards;

Graphic and schematic tools: logic blocks, shapes,

cards, tables, models.

When forming elementary mathematical representations on

I use real objects and their images most widely in my studies.

As children age, there are regular changes in use.

separate groups of didactic tools: along with visual aids

a mediated system of didactic materials is used.

Modern research refutes the assertion of inaccessibility for

children of generalized mathematical concepts. Therefore, when working with

older preschoolers use visual aids that simulate

mathematical concepts.

Didactic tools should change not only taking into account age

features, but depending on the ratio of concrete and abstract

at different stages of assimilation of program material by children. For example, on

at a certain stage, real objects can be replaced by numerical

figures, and they, in turn, numbers, etc.

Each age group must use a different kit

visual material. Visual didactic material corresponds

age characteristics of children, meets various requirements:

scientific, pedagogical, aesthetic, sanitary and hygienic,

economic, etc.

It is used in the classroom when explaining new things, consolidating them, for

repetition of the passed and when checking the knowledge of children, that is, at all stages

learning.

Usually, two types of visual material are used: large,

(demo) for showing and working of children and small (handout),

which the child uses while sitting at the table and performing simultaneously with

all the teacher's task.

Demonstration and handouts differ in purpose:

the first serve to explain and show the methods of action by the teacher,

the latter make it possible to organize independent activities

children, in the process of which the necessary skills and abilities are developed.

These functions are basic, but not the only and strictly

fixed.

The size of the benefits is taken into account: the handout should be

so that the children sitting next to them can conveniently place it on the table and not

interfere with each other during work.

Visual didactic material serves to implement the program

development of elementary mathematical concepts

in the process of specially organized exercises during GCD. With this

the purpose is used:

Manuals for teaching children to count;

Aids for Exercises in Recognizing the Size of Objects;

Aids for Exercising Children in Recognizing the Shape of Objects and

geometric shapes;

Aids for children to exercise in spatial orientation;

Manuals for the exercise of children in orientation in time. Data

kits of manuals must correspond to the main sections

programs and include both demonstration and handouts.

The didactic tools necessary for conducting GCD are manufactured

a teacher, involving parents in this, or are taken ready-made from

environment.

Equipment for independent games and activities can include:

Special didactic tools for individual work with

children, for preliminary acquaintance with new toys and

materials;

Various didactic games: board-printed and with objects;

educational, developed by A. A. Stolyar; developing, developed by B.

P. Nikitin; checkers, chess;

Entertaining math material: puzzles, geometric

mosaics and constructors, labyrinths, joke tasks, tasks on

transfiguration, etc. with the attachment, where necessary, of samples

(for example, the game "Tangram" requires samples dismembered and

undivided, outline), visual instructions, etc.;

Separate didactic tools: 3. Dienesh blocks (logical blocks),

rods of X. Kuzener, counting material (different from what is used

in the classroom), cubes with numbers and signs, children's computers

and much more.

Books with educational and cognitive content for reading to children and

viewing illustrations.

All these funds are placed directly in the self-contained zone.

cognitive and play activities. These funds are used in

mainly during game hours, but can also be applied to GCD

Working with a variety of didactic means outside of the classroom,

the child not only consolidates the knowledge gained in the classroom, but also in

in some cases, assimilating additional content, it can outstrip

the requirements of the program, gradually prepare for its assimilation.

Independent activity under the guidance of a teacher, taking place

individually, in a group, makes it possible to ensure the optimal pace

development of each child, taking into account his interests, inclinations, abilities,

peculiarities.

One of the means of formation in preschool children

elementary mathematical concepts are entertaining games,

exercises, tasks, questions. This entertaining math material

extremely diverse in content, form, developing and

educational influence.

From entertaining mathematical material in working with preschoolers

its simplest types can be used:

Geometric constructors: "Tangram", "Pythagoras", "Columbus egg",

"Magic circle", etc., in which from a set of flat geometric shapes

it is required to create a subject image based on a silhouette, contour

sample or by design;

- Rubik's Snake, Magic Balls, Pyramid, Fold the Pattern,

"Unicub" and other puzzle toys, consisting of

It expands the ability to create and solve problem situations,

opens up effective ways to enhance mental activity,

promotes the organization of communication between children and adults.

Entertaining mathematical material is a means of

complex impact on the development of children, with its help is carried out

mental and volitional development, problems in learning are created, the child

takes an active position in the learning process itself. Spatial

imagination, logical thinking, purposefulness and

purposefulness, the ability to independently seek and find ways

actions for solving practical and cognitive tasks - all this,

taken together, is required for successful mastering of mathematics and other

school subjects.

In the Childhood program, the main indicators of intellectual

development of the child are indicators of the development of such mental

processes like comparison, generalization, grouping, classification. Children,

having difficulty in choosing subjects for certain

properties, in their grouping usually lag behind in sensory development

(especially in younger and middle age). Therefore, games for the touch

development take a large place in working with these children and. usually,

give a good result.

In addition to traditional games aimed at sensory development, very

games with Gyenesh Blocks are effective. For example, such:

Make a pattern. Objective: to develop the perception of form

Balloons. Purpose: to draw the attention of children to the color of the object,

learn to pick objects of the same color

Remember the pattern. Purpose: to develop observation, attention, memory

Find your house. Purpose: to develop the ability to distinguish colors, shapes

geometric shapes, form an idea of ​​\ u200b \ u200bthe symbolic

the image of objects; teach to organize and classify

geometric shapes in color and shape.

Complimentary ticket. Purpose: to develop the ability of children to distinguish

geometric shapes, abstracting them in color and size.

Ants. Purpose: to develop the ability of children to distinguish between color and size

items; form an idea of ​​a symbolic image

items.

Carousel. Purpose: to develop children's imagination, logical thinking;

exercise in the ability to distinguish, name, organize blocks by color,

size, shape.

Multicolored balloons. Purpose: to develop logical thinking; learn

The further order of games is determined by complication: the development of skills

compare and generalize, analyze, describe blocks using

characters, classified according to 1-2 criteria. These and further

complications translate games into the category of games for gifted children. In the same

"lagging" children themselves can go to the category. It is important to implement on time

the necessary transition of children to the next step. In order not to overexpose

children at a certain stage, the task should be difficult, but

doable.

Thus, trying to take into account the interests of each child in the group, the teacher

should strive to create a situation of success for everyone, taking into account his

achievements at the moment of development. You must have:

The presence of games with a variety of content - to provide children

choice rights

The presence of games aimed at advancing development (for the gifted

Compliance with the principle of novelty - the environment must be changeable,

renewable - children love new

Compliance with the principle of surprise and unusual.

Conclusion

Organized in line with gaming technologies, work on mathematical

the development of children meets the interests of the kids themselves, contributes to the development

their interest in intellectual activity, corresponds to the current

requirements for the organization of the educational process for preschoolers and

stimulates further creativity in joint activities with

BIBLIOGRAPHY.

Wenger L.A., Dyachenko O.M. "Games and exercises for development

mental abilities in preschool children ”.

"Education" 1989

Erofeeva T.I. "Acquaintance with mathematics: a methodological guide for

teachers ". - M .: Education, 2006.

Zaitsev V.V. "Mathematics for Preschool Children". Humanist.

Ed. Center "Vlados"

Kolesnikova E.V. "Development of mathematical thinking in children 5-7

years "- M:" Gnom-Press "," New School "1998.

Valentina Kornisheva
Effective technologies and methods for the formation of elementary mathematical representations in preschoolers

" Effective technologies and methods for the formation of elementary mathematical representations in preschoolers"

Prepared by an educator of the 1st category of MADOU "Bell" V. N. Kornisheva

One of the most important tasks of raising a child is the development of his mind, shaping such thinking skills and abilities that make it easy to learn new things. The content and methods training thinking preschoolers to schooling, in particular pre-mathematical training.

Many parents believe that the main thing in preparing for school is to introduce the child to numbers and teach him how to write, count, add and subtract (in fact, this usually translates into an attempt to memorize the results of addition and subtraction in within 10). However, when teaching mathematics at school, especially according to the textbooks of modern developmental systems, these skills do not help the child for a very long time in the classroom mathematics... The stock of learned knowledge ends very quickly (in a month or two, and unformed own ability to think productively (that is, independently perform the above mental actions on mathematical content) very quickly leads to the appearance "Problems with mathematics» .

Perhaps one of the main reasons for these difficulties is the loss of interest in mathematics as a subject... In addition, not all children have inclinations and possess mathematical mindset... So that the student does not experience difficulties literally from the first lessons and he does not have to study from scratch, in preschool During the period, teachers try to help children master not only the first ten in the classroom. A lot of work is going on to develop skills such as comparison and generalization, identification of the simplest changes in objects according to shape and size, the ability to operate with the properties of objects and numbers. One of the most important and urgent tasks of preparing children for school is the development of logical thinking and cognitive abilities. preschoolers.

The successful teaching of children in primary school and in the future depends on the level of development of the child's thinking, the ability to generalize and systematize their knowledge, and creatively solve various problems. Developed mathematical thinking not only helps the child to navigate and feel confident in the modern world around him, but also contributes to his overall mental development. This implies the main requirement for form organization of training and education - to make classes on the formation of elementary mathematical representations as efficient as possible for, in order to ensure the child's assimilation with the maximum amount of knowledge available to him at each age stage and to stimulate progressive intellectual development.

V mathematics the child enters from a very early age. Throughout preschool age, the child begins to lay elementary mathematical representations, which in the future will be the basis for the development of his intellect and further educational activities. The source elementary mathematical representations for the child is the surrounding reality, which he learns in the course of his various activities, in communication with adults and under their teaching guidance.

Progress does not stand still, and it can and should be introduced into the educational environment of kindergartens. Consider what technologies and how they are applied in mathematical early childhood development.

The main types of innovative technologies used in children's preschool institutions:

1. Information and communication technologies.

Modern development information technologies and the prevalence of computing technicians in educational institutions allow the teacher today to use the computer as an everyday teaching tool preschoolers... The possibilities of using a personal computer with its peripheral devices in direct educational activities are enormous. The simplest presentations created in Microsoft Office Power Point serve as a demonstration material... They replace many didactic aids and pictures used in GCD for FEMP, but unlike ordinary pictures, they can come to life and talk to the child, which makes direct educational activities using multimedia installations more interesting and cognitive. The most important information on the slide can be highlighted by giving it animation effect... Animation is very important element in presentation... The movement of individual parts of the slide will attract the child's attention, and he will focus on the animated part. information... Thus, all the theses of the teacher's message will be heard and seen. All this increases interest in learning and contributes to better assimilation of new things. material.

2. Health-saving technologies.

T. V. Khatskevich: “To make your child smart and sensible, make him strong and healthy: let him work, act, run, shout, let him be in constant motion. "

Cognitive activity during GCD is given according to the principle "Minimax", that is, knowledge is given to children to the maximum possible, and the requirements for the assimilation of knowledge presented at a minimum... Thus, success is achieved not by facilitating knowledge to the level of the weakest children, but by formation each child has the desire and ability to overcome difficulties, which allows children to reach the level of mandatory results without overloading, without slowing down the level of development of more capable children. During the GCD, dynamic pauses, finger gymnastics, gymnastics for the eyes, "Minutes of silence" (relaxation, psychogomnastics, auto-training elements) .

3. Design and research activities.

While developing the mental abilities of the child, it is much more important to teach him to set his own tasks, and not to solve the set ones. “It would be wonderful,” wrote M. Montessori, “if all knowledge entered us in such a natural way, which does not require more effort than those that we spend to breathe and eat”. Modern society needs people who are intellectually courageous, independent, original thinking, creative, able to make non-standard decisions. All these personality traits in preschool age can be formed through a variety of games through project activities. At an early age, children - "Why Much" who are interested in literally everything, everyone tries to try "To the teeth", which is very convenient to use in the development of short-term projects.

Through project activities can:

shape persistent interest in research activities;

Consolidate knowledge about mathematical concepts, using which in different types of activity, the child can create something new;

teach children to make decisions, operate subjects, identify properties and signs items.

4. Technology creating a developing environment.

Subject the world of childhood is not only a play environment, but also an environment for the development of all specific children's activities (A.V. Zaporozhets, none of which can fully develop outside subject organization... The developing environment of an educational institution is the source of the formation of the child's subjective experience. Each component contributes to the formation the child has the experience of mastering the means and methods of cognition and interaction with the outside world, the experience of the emergence of motives for new types of activity, the experience of communicating with adults and peers. The enriched development of the child's personality is characterized by the manifestation of direct childish inquisitiveness, curiosity, individual capabilities; The child's activity in an enriched developmental environment is stimulated by the freedom of choice of activity. The child plays based on his interests and capabilities, the desire for self-affirmation; is engaged not at the will of an adult, but of his own free will, under the influence of the game that attracted his attention materials... Such an environment contributes to the establishment, confirmation of a sense of self-confidence, and in fact it is this defines features of personal development at the stage preschool childhood.

I consider the selection of games, toys, play equipment by the teacher to be an important condition in organizing the developmental environment. Saturation substantively-the developmental environment must be reasonable. Games should be appropriate for the age of the children and the tasks that are being solved at this stage. Shelves should not be cluttered with excess material... The teacher needs to change in a timely manner substantively-game environment through new attributes, games, toys, play equipment in accordance with the new content of games. Of course, content availability is also important. substantively-development environment for children: games, toys, various game attributes should be located no higher than the child's outstretched arm.

The key to success in the implementation of these tasks, undoubtedly, is the competent construction and equipment of the developing environment in group: creating comfortable and convenient conditions for productive gaming activities preschoolers.

Children are very fond of puzzle games. (geometric constructors) "Tangram", "Magic circle","Columbus egg", "Leaf", "Vietnam game"... The essence of these games is to recreate silhouettes on a plane items, animals, birds, man in image or design. For a long time, these puzzles served to entertain adults and adolescents, but modern research has proven that they are effective mental means, in particular mathematical, development preschoolers.

Counting sticks have traditionally been used as a counting material... However, their diverse design possibilities allow to form geometric representations in children, develop spatial imagination. In games with counting sticks, great opportunities are created for the development of not only ingenuity and ingenuity, but also due to the discovery of new ways of acting with material activity and independence

5. Socio-game technologies

The development of intelligence is a purposeful and organized process of transferring and assimilating knowledge, techniques and methods of mental activity. Its main goal is not only preparation for successful mastery mathematics at school but also the all-round development of children. Intellectual development is considered as the main condition for the preservation of the individual in children, since it is the mind and imagination that allow them to build a meaningful picture of the world and realize their place in it

Methods used in the practice of FEMP at preschoolers

Visual - observation, demonstration, use of TCO;

Verbal - explanation, story, reading, conversation

Practical and play - exercise, play methods, elementary experiments, modeling

Basic form of work with preschoolers and their leading activity is play. Guided by one of the principles of the Federal State Educational Standard - the implementation of the program takes place using various shape specific for children of this age group and especially in the form of the game.

As V. A. Sukhomlinsky said, “There is no game without a game, and there can be no full-fledged mental development. Play is a huge bright window through which a life-giving stream flows into the child's spiritual world. views, concepts. The game is a spark that ignites the spark of inquisitiveness and curiosity. "

It is the game with learning elements interesting for the child, will help in the development of cognitive abilities preschooler... Such a game is a didactic game.

Didactic games for shaping mathematical concepts can be divided into the following groups.

1. Games with numbers and numbers

2. Time travel games

3. Games for orientation in space

4. Games with geometric shapes

5. Games for logical thinking

In didactic games, the child observes, compares, compares, classifies subjects for one reason or another, makes analysis and synthesis available to him, makes generalizations. Didactic games are essential in teaching and upbringing of children preschool age... Thus, didactic play is a purposeful creative activity, in the process of which pupils comprehend the phenomena of the surrounding reality deeper and brighter and learn the world.

In conclusion, you can do the following output: development of cognitive abilities and cognitive interest preschoolers- one of the most important issues in the upbringing and development of a child preschool age... The success of his education in school and the success of his development in general depend on how well the child's cognitive interest and cognitive abilities are developed. A child who is interested in learning something new, and who succeeds in it, will always strive to learn even more - which, of course, will have the most positive effect on his mental development.