Cheat sheet: Means of forming elementary mathematical concepts in children in kindergarten. Education portal

Olga Vasilievna Goryacheva, teacher of preschool educational institution – kindergarten No. 44 “Bell”, Serpukhov

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

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

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

The acquisition of mathematical concepts by preschoolers is essential for mental development. Whoever studies mathematics from childhood develops attention, trains his brain, his will, cultivates perseverance and perseverance in achieving the goal (A. Markushevich)

To develop children’s mathematical abilities it is necessary:

• identify the level of mathematical development of preschool children;
• use a variety of games to develop mathematical abilities;
• create conditions for combining the efforts of families and kindergarten teachers, promoting the successful development of mathematical abilities.

The subject of mathematics is so serious that no opportunity should be missed to make it more entertaining (B. Pascal)

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

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

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

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

The modern method of forming elementary mathematical concepts in preschool children uses the genetic principle. It is based on the study of the development of mathematics, starting from ancient times (T.I. Erofeeva, A.M. Leushina, Z.A. Mikhailova, V.P. Novikova, L.N. Pavlova...).

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

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

A special role in the development of elementary mathematical concepts belongs to gaming technologies. Thanks to games, it is possible to concentrate the attention and attract the interest of even the most active preschool children. At the beginning, they are captivated only by game actions, and then by what this or that game teaches. Gradually, children develop an interest in mathematics. As M.V.Lomonosov wrote: “Then you need to learn mathematics so that it puts your mind in order.” A system of exciting mathematical games and exercises will help us teachers prepare children for school and allow them to master the preschool education program:

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

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

V.A. Sukhomlinsky wrote: “In play, the world is revealed to children, the creative abilities of the individual are revealed. Without play there is not and cannot be full-fledged mental development. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”

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

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

• number and number games;
• time travel games;
• games for spatial orientation;
• games with geometric shapes;
• games for logical thinking.

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

These include:

• GCD for FEMP (“Extraordinary Adventures in the City of Mathematical Riddles”, “Visiting the Dwarf Watchmaker”, “Parsley’s Toys”, “Space Travel”);
• mathematical tournaments (“Clever Men and Clever Girls”, “What, Where, When?”);
• quizzes, competitions (“Journey to Wonderland”, “Visiting the Mathematics Fairy”, “Tasks for Dunno”).
• Riddles of mathematical content: “Who has one leg, and even that one without a shoe?”; “One hundred and one brothers, all in one row, belted with one sash”; “An annual bush drops a leaf every day, A year will pass - the whole leaf will fall off.”
• Printed board games: “Color and Shape”, “Mathematical Lotto”, “Our Game Library”, “Magic Mosaic”, “Puzzles”.
• Schematic and modeling games: “Logic tables”, “Pick up the parts”, “Find errors”, “Chameleon cube”, “Counting sticks”.
• Games - puzzles on plane modeling: “Tangram”, “Pythagoras”, “Vietnamese game”, “Mongolian game”, “Magic circle”, “Columbus egg”, “Pentamino”.
• Three-dimensional modeling games: “Nikitin Cubes”, Cuisenaire sticks, Dienesh blocks, “Tetris”, “Ball”, “Geometric Constructor”.
• Games - fun, labyrinths, mathematical crosswords, charades, puzzles: “Tea set”, “Cubes for everyone”, “Make an elephant”, “Mill”.
• The problems are jokes (the essence of the problem is masked by external conditions): “Can it rain for two days in a row?” (No). “Which figure has neither beginning nor end?” (at the ring). “Three brothers have one sister. How many children are in the family? (4) “How can you pick a branch without scaring away the birds on it?” (impossible, it will fly away)
• Educational games in mathematics: “Which button did the Absent-Minded Man lose?”, “Who lives where?”, “How many pairs of shoes?” (children’s task is to name the missing numbers).
• Games of checkers, chess.
  Checkers is an indispensable “simulator” for those who want to become wiser and learn to think logically. You can use the following games: “Wolf and Sheep”, “Fox and Geese”, “Quartet”, “Leopard and Hares”.
• Games with a motivational situation: “Travelling around the room”, “Be careful”, “Place in boxes”.

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

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

The material is in the zone of independent cognitive and play activity, updated periodically. Timely change of aids maintains children's attention to the corner and attracts them to perform a variety of tasks, promoting the assimilation of the material. Children have free access to it

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

LIST OF SOURCES USED

1. Wenger L.A., Dyachenko O.M. "Games and exercises to develop mental abilities in preschool children." "Enlightenment" 1989 – 127 pages.
2. Volina V.V. “Riddles, puzzles, games” “Bustard” 2003 – 32 pages
3. Volina V.V. “Funny numbers” “Bustard” 2002 32pp.
4. Erofeeva T.I. "Introduction to mathematics: Toolkit for teachers." – M.: Education, 2006. – 112 p.
5. Zaitsev V.V. "Mathematics for preschool children." Humanitarian. Ed. Center "Vlados" - 64 pages.
6. Kolesnikova E.V. “Development of mathematical thinking in children 5-7 years old” - M: “Gnome-Press”, “New School” 1998. 128 pp.
7. G.P. Popova, V.I. Usacheva; " Entertaining mathematics» Volgograd: Teacher. 2006 – 141 pages
8. Shevelev K.V. “Preschool mathematics in games” “Mosaic – Synthesis” 2004 – 80 pages

Tarasyuk S.K.

KSU "Secondary school No. 26"

Akimat of the city of Ust-Kamenogorsk

mini-center teacher

Formation of elementary mathematical competencies using gaming technologies.

Introduction

The concept of “development of mathematical abilities” is quite complex, comprehensive and multifaceted. It consists of interrelated and interdependent ideas about space, form, size, time, quantity, their properties and relationships, which are necessary for the formation of “everyday” and “scientific” concepts in a child.

The mathematical development of preschoolers refers to qualitative changes in the child’s cognitive activity that occur as a result of the formation of elementary mathematical concepts and related logical operations. Mathematical development is a significant component in the formation of a child’s “picture of the world.”

The development of mathematical concepts in a child is facilitated by the use of a variety of didactic games. In the game, the child acquires new knowledge, skills and abilities. Games that promote the development of perception, attention, memory, thinking, and the development of creative abilities are aimed at the mental development of the preschooler as a whole.

In the game, the child acquires new knowledge, skills and abilities. Didactic games that promote the development of perception, attention, memory, thinking, and the development of creative abilities.

Work in kindergarten requires the educator, teacher-psychologist to set such pedagogical tasks as: developing children's memory, attention, thinking, imagination, since without these qualities the development of a child is unthinkable.

Purpose of the study: studying and analyzing the effectiveness of using didactic games in the process of forming mathematical knowledge of a preschooler.

Object of study: play activities of preschoolers.

Subject of study: the process of developing mathematical abilities with the help of didactic games.

Research hypothesis: the use of various types of didactic games can contribute to the formation and development of mathematical abilities of preschoolers.

The purpose, subject and hypothesis of the study determine the formulation of the following tasks:

Study and analysis of psychological, pedagogical and methodological literature on the topic of research.

Analysis of the developmental features and maturity of preschool children’s mathematical abilities.

Selection and justification of didactic games for the formation of mathematical abilities.

Conducting experimental work and studying the specifics of didactic games in the process of developing mathematical knowledge.

Research methods:

Theoretical analysis of psychological, pedagogical and methodological literature,

Pedagogical observation of the activities of preschool children,

Studying the products of preschool children's activities,

Conducting ascertaining and training experiments.

1. Didactic game as a means of forming elementary mathematical concepts

1.1 Specifics of the development of mathematical abilities

In connection with the problem of the formation and development of abilities, it should be noted that a number of studies by psychologists are aimed at identifying the structure of schoolchildren’s abilities for various types of activities. In this case, abilities are understood as a complex individually - psychological characteristics person who meet the requirements of this activity and are a condition for successful implementation. Thus, abilities are a complex, integral, mental formation, a kind of synthesis of properties, or, as they are called, components.

The general law of the formation of abilities is that they are formed in the process of mastering and performing those types of activities for which they are necessary.

Abilities are not something predetermined once and for all, they are formed and developed in the process of learning, in the process of exercise, mastering the corresponding activity, therefore it is necessary to form, develop, educate, improve the abilities of children and it is impossible to predict in advance exactly how far this development can go.

Speaking about mathematical abilities as features of mental activity, we should first of all point out several common misconceptions among teachers.

First, many people believe that mathematical ability lies primarily in the ability to perform quick and accurate calculations (particularly in the mind). In fact, computational abilities are not always associated with the formation of truly mathematical (creative) abilities. Secondly, many people think that those who are capable of mathematics have a good memory for formulas, numbers, numbers. However, as academician A.N. points out. Kolmogorov, success in mathematics is least of all based on the ability to quickly and firmly memorize a large number of facts, figures, and formulas. Finally, it is believed that one of the indicators of mathematical ability is the speed of thought processes. A particularly fast pace of work in itself has nothing to do with mathematical ability. A child can work slowly and deliberately, but at the same time thoughtfully, creatively, and successfully progress in mastering mathematics.

Krutetsky V.A. in the book “Psychology of Mathematical Abilities of Preschool Children,” he distinguishes nine abilities (components of mathematical abilities):

1) The ability to formalize mathematical material, to separate form from content, to abstract from specific quantitative relationships and spatial forms and to operate with formal structures, structures of relationships and connections;

2) The ability to generalize mathematical material, to isolate the main thing, abstracting from the unimportant, to see the general in what is externally different;

3) Ability to operate with numerical and symbolic symbols;

4) The ability for “consistent, correctly dissected logical reasoning” associated with the need for evidence, justification, and conclusions;

5) The ability to shorten the reasoning process, to think in collapsed structures;

6) The ability to reversible the thought process (to switch from a direct to a reverse train of thought);

7) Flexibility of thinking, the ability to switch from one mental operation to another, freedom from the constraining influence of templates and stencils;

8) Mathematical memory. It can be assumed that its characteristic features also follow from the features of mathematical science, that it is a memory for generalizations, formalized structures, logical schemes;

9) The ability for spatial representations, which is directly related to the presence of such a branch of mathematics as geometry.

1.2 Didactic game as a teaching method

ON THE. Vinogradova noted that due to age characteristics For preschool children, didactic games should be widely used for their education, board-printed games, games with objects (plot-didactic and dramatization games), verbal and gaming techniques, didactic material.

The origins of the development of modern didactic games and materials are M. Montessori and F. Froebel. M. Montessori created didactic material built on the principle of autodidactism, which served as the basis for self-education and self-education of children in kindergarten classes using special didactic material (“Froebel’s gifts”), a system of didactic games for sensory education and development in productive activities (modeling, drawing, paper folding and cutting, weaving, embroidery).

According to A.K. Bondarenko, the requirement of didactics helps to separate from the general course of the educational process what is associated with learning in educational work. According to the classification of A.K. Bondarenko, didactic means of educational work are divided into two groups: the first group is characterized by the fact that the training is conducted by an adult, in the second group the educational impact is transferred to didactic material, a didactic game, built taking into account educational tasks.

L.N. Tolstoy, K.D. Ushinsky, in connection with criticism of classes according to the Froebelian system, said that where a child is seen only as an object of influence, and not a being capable, to the best of his childish abilities, of thinking independently, having his own judgments, capable of accomplishing something on his own, influence adult loses its value; where these abilities of the child are taken into account and the adult relies on them, the effect is different.

The most popular means in a didactic game preschool education, the child learns counting, speech, etc., by following the rules of the game and game actions. Didactic games have the opportunity to form new knowledge, introduce children to methods of action, each of the games solves a specific didactic problem of improving children’s ideas.

Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of the lesson is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming ideas.

Didactic games pay off in problem solving individual work with children or with a subgroup in free time.

According to Sorokina A.I. The value of the game as an educational tool lies in the fact that, by influencing each of the children in the game, the teacher forms not only the habits and norms of behavior of children in different conditions and outside the game.

The game is also a means of initial learning, assimilation by children and science to science. By directing the game, the teacher fosters an active desire in children to learn something, search, show effort and find, enriches the spiritual world of children.

According to A.I. Sorokina, a didactic game is an educational game aimed at expanding, strengthening, and systematizing children’s ideas about the environment, nurturing cognitive interests, and developing cognitive abilities. According to A.P. Usova, didactic games, game tasks and techniques make it possible to increase the sensitivity of children, diversify the child’s educational activities, and add entertainment.

The theory and practice of didactic games were developed by A.P. Usova, E.I. Radina, F.N. Blecher, B.I. Khachapuridze, Z.M. Boguslavskaya, E.F. Ivanitskaya, A.I. Sorokina, E.I. Udaltseva, V.N. Avanesova, A.N. Bondarenko, L.A. Wenger, who established the relationship between learning and play, the structure of the game process, the basic forms and methods of leadership.

A didactic game is valuable only if it contributes to a better understanding of the essence of the issue, clarification and formation of children’s knowledge. Thus, a didactic game is a purposeful creative activity, during which students comprehend the phenomena of the surrounding reality more deeply and clearly and learn about the world. Thanks to games, it is possible to concentrate the attention and attract the interest of even the most disorganized preschool children. At first, only the game actions captivate you, and then what this or that game teaches you. Gradually, children awaken interest in the subject of study itself.

1.3 Modern requirements to the mathematical development of preschool children

Children actively master counting, use numbers, carry out elementary calculations visually and orally, master the simplest temporal and spatial relationships, and transform objects of various shapes and sizes. The child, without realizing it, practically gets involved in simple mathematical activities, while mastering properties, relationships, connections and dependencies on objects and the numerical level.

The volume of ideas should be considered as the basis of cognitive development. Cognitive and speech skills constitute, as it were, the technology of the cognition process, a minimum of skills, without the development of which further knowledge of the world and the development of the child will be difficult. The child’s activity, aimed at cognition, is realized in meaningful independent play and practical activities, in cognitive developmental games organized by the teacher.

An adult creates conditions and an environment favorable for involving the child in the activities of comparison, counting, reconstruction, grouping, regrouping, etc. At the same time, the initiative in developing the game and action belongs to the child. The teacher isolates, analyzes the situation, directs the process of its development, and contributes to obtaining a result.

The child is surrounded by games that develop his thoughts and introduce him to mental work. For example, games from the series: “Logic cubes”, “Corners”, “Make a cube” and others; It is impossible to do without didactic aids. They help the child isolate the analyzed object, see it in all its diversity of properties, establish connections and dependencies, determine elementary relationships, similarities and differences. Didactic aids that perform similar functions include Dienesh logic blocks, colored counting sticks (Cuisenaire sticks), models and others.

By playing and studying with children, the teacher helps them develop skills and abilities:

Operate with properties, relationships of objects, numbers; identify the simplest changes and dependencies of objects in shape and size;

Compare, generalize groups of objects, correlate, identify patterns of alternation and succession, operate in terms of ideas, strive for creativity;

Show initiative in activities, independence in clarifying or setting goals, in the course of reasoning, in carrying out and achieving results;

Talk about the action being performed or completed, talk with adults and peers about the content of the game (practical) action.

PROPERTIES. Representation.

Item size: length (long, short); by height (high, low); width (wide, narrow); by thickness (thick, thin); by weight (heavy, light); by depth (deep, shallow); by volume (large, small).

Geometric shapes and bodies: circle, square, triangle, oval, rectangle, ball, cube, cylinder.

Structural elements geometric shapes: side, angle, number of them.

Shape of objects: round, triangular, square. Logical connections between groups of quantities, shapes: low, but thick; find common and different in groups of figures of round, square, triangular shapes.

Relationships between changes (changes) in the basis of classification (grouping) and the number of resulting groups and objects in them.

Cognitive and verbal skills. Purposefully visually and tactilely examine geometric shapes and objects in a motor way in order to determine the shape. Compare geometric shapes in pairs in order to identify structural elements: angles, sides, their number. Independently find and apply a way to determine the shape, size of objects, geometric figures. Independently name the properties of objects and geometric figures; express in speech a way of determining such properties as shape, size; group them by characteristics.

RELATIONSHIP. Representation.

Relationships between groups of objects: by quantity, by size, etc. Consecutive increase (decrease) of 3-5 items.

Spatial relations in paired directions from oneself, from other objects, in movement in the indicated direction; temporal - in the sequence of parts of the day, present, past and future tense: today, yesterday and tomorrow.

Generalization of 3-5 objects, sounds, movement according to properties - size, quantity, shape, etc.

Cognitive and verbal skills. Compare objects by eye, by superimposition, application. Express in speech quantitative, spatial, temporal relationships between objects, explain their sequential increase and decrease in quantity and size.

NUMBERS AND FIGURES. Representation.

Designation of quantity by number and figure within 10. Quantitative and ordinal assignment of number. Generalization of groups of objects, sounds and movements by number. Connections between number, number and quantity: the more objects, the larger the number they are designated; counting both homogeneous and dissimilar objects, in different locations, etc.

Cognitive and verbal skills.

Count, compare by characteristics, quantity and number; reproduce quantity according to pattern and number; count down.

Name numbers, coordinate numeral words with nouns in gender, number, case.

Reflect in speech a method of practical action. Answer the questions: “How did you find out how much there is?”; “What will you find out if you count?”

PRESERVATION (UNCHANGE) OF QUANTITY AND VALUES. Representation.

Independence of the number of objects from their location in space, grouping.

Consistency of size, volume of liquid and granular bodies, absence or presence of dependence on the shape and size of the vessel.

Generalization by size, number, level of filling of vessels of the same shape, etc.

Cognitive and verbal skills to visually perceive sizes, quantities, properties of objects, count, compare in order to prove equality or inequality.

Express in speech the location of objects in space. Use prepositions and adverbs: to the right, from above, from..., next to..., about, in, on, for, etc.; Explain the method of comparison and detection of correspondence.

ALGORITHMS. Representation.

Designation of the sequence and stages of educational and game action, the dependence of the order of objects by symbol (arrow). Using the simplest algorithms of different types (linear and branched).

Cognitive and verbal skills. Visually perceive and understand the sequence of development and execution of an action, focusing on the direction indicated by the arrow.

Reflect in speech the order of actions:

At first;

If... then.

Five-year-olds show high cognitive activity; they literally bombard their elders with various questions about the world around them. When exploring objects, their properties and qualities, children use a variety of exploration activities: they are able to group objects by color, shape, size, purpose, quantity; are able to compose a whole from 4-6 parts; master counting.

Children rejoice at their achievements and new opportunities. They are aimed at creative manifestations and a friendly attitude towards others. The teacher’s individual approach will help each child demonstrate their skills and inclinations in a variety of exciting activities.

2. Experimental work on the formation of elementary mathematical concepts in children 4-5 years old in didactic games

2.1 The role of educational games

The didactic game as an independent gaming activity is based on the awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules have been learned by them. How long can a child be interested in a game if its rules and content are well known to him? This is a problem that needs to be solved almost directly in the process of work. Children love games that are familiar to them and enjoy playing them.

Didactic play is also a form of learning that is most typical for preschoolers. A didactic game contains all the structural elements (parts) characteristic of children’s play activities: intent (task), content, play actions, rules, result. But they manifest themselves in a slightly different form and are determined by the special role of didactic games in the upbringing and teaching of preschool children.

The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity. In contrast to the direct formulation of a problem in the classroom, in a didactic game it also arises as a game task for the child himself. The importance of didactic play is that it develops independence and active thinking and speech in children.

In each game, the teacher sets a specific task to teach children to talk about the subject, develop connected speech, and master counting. The game task is sometimes included in the very name of the game: “Let’s find out what’s in the wonderful bag”, “Who lives in which house”, etc. Interest in it and the desire to fulfill it are activated by play actions. The more varied and meaningful they are, the more interesting the game itself is for children and the more successfully cognitive and play tasks are solved.

Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself. In preschoolers' games, play actions are not always the same for all participants. When children are divided into groups or when there are roles, play actions are different. The volume of game actions also varies. In younger groups this is most often one or two repeated actions, in older groups it is already five or six. In games of a sports nature, the play actions of older preschoolers are divided in time from the very beginning and carried out sequentially. Later, having mastered them, children act purposefully, clearly, quickly, consistently and solve the game problem at an already selected pace.

What is the significance of the game? In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, and the desire for knowledge. Being carried away, children do not notice that they are learning: they learn, remember new things, navigate unusual situations, replenish their stock of ideas and concepts, and develop their imagination. Even the most passive of children join the game with great desire and make every effort not to let their playmates down.

In the game, the child acquires new knowledge, skills and abilities. Games that promote the development of perception, attention, memory, thinking, and the development of creative abilities are aimed at the mental development of the preschooler as a whole.

Unlike other activities, play contains a goal in itself; The child does not set or solve extraneous and separate tasks in the game. A game is often defined as an activity that is performed for its own sake and does not pursue extraneous goals or objectives.

For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Play for preschoolers is a way of learning about the world around them. Play will be a means of education if it is included in a holistic pedagogical process. By directing the game, organizing the life of children in the game, the teacher influences all aspects of the development of the child’s personality: feelings, consciousness, will and behavior in general.

However, if for the student the goal is the game itself, then for the adult organizing the game there is another goal - the development of children, their acquisition of certain knowledge, the formation of skills, the development of certain personality qualities. This, by the way, is one of the main contradictions of the game as a means of education: on the one hand, there is no goal in the game, and on the other, the game is a means of purposeful personality formation.

This is most evident in the so-called didactic games. The nature of the resolution of this contradiction determines the educational value of the game: if the achievement of a didactic goal is achieved in the game as an activity that contains the goal in itself, then its educational value will be the most significant. If the didactic task is solved in game actions, the purpose of which for their participants is this didactic task, then the educational value of the game will be minimal.

A game is valuable only if it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of students’ mathematical knowledge . Didactic games and play exercises stimulate communication, since in the process of these games the relationships between children, child and parent, child and teacher begin to be more relaxed and emotional.

Free and voluntary inclusion of children in the game: not imposing the game, but involving children in it. Children must understand well the meaning and content of the game, its rules, and the idea of ​​each game role. The meaning of game actions must coincide with the meaning and content of behavior in real situations so that the main meaning of game actions is transferred to real life activities. The game should be guided by socially accepted moral standards based on humanism, universal human values. The game should not humiliate the dignity of its participants, including the losers.

Thus, a didactic game is a purposeful creative activity, during which students comprehend the phenomena of the surrounding reality more deeply and clearly and learn about the world.

2.2 Methods of teaching the basics of mathematics through didactic games and tasks for preschoolers

In older preschool age, children show increased interest in sign systems, modeling, performing arithmetic operations with numbers, independence in solving creative problems and evaluating results. Children's mastery of the content specified in the program is not carried out in isolation, but in conjunction and in the context of other meaningful types of activities, such as natural history, fine arts, constructive, etc.

The program provides for deepening children's understanding of the properties and relationships of objects, mainly through classification and seriation games, practical activities aimed at recreating and transforming the shapes of objects and geometric figures. Children not only use the signs and symbols they know, but also find ways to symbolize new, previously unknown parameters of quantities, geometric figures, time and spatial relations etc.

Children denote relations of equality and inequality with the signs =, *; dependencies between quantities and numbers are also expressed in the signs “more than”, “less than” (,

In the course of mastering numbers, the teacher helps children understand the sequence of numbers and the place of each of them in the natural series. This is expressed in the ability of children to form a number greater or less than a given one, to prove the equality or inequality of a group of objects by number, and to find a missing number. Measurement (and not just counting) is considered the leading practical activity.

The limit of children’s mastery of numbers (up to 10, 20) should be determined depending on the children’s ability to master the content offered to them and the teaching methods used. In this case, one should focus on the development of numerical concepts in children, and not on the formal assimilation of numbers and arithmetic operations with them.

Mastering the terminology necessary to express relationships and dependencies occurs in games that are interesting to the child, creative tasks, practical exercises. In a game setting, during classes, the teacher organizes lively, relaxed communication with children, eliminating obsessive repetitions.

In older preschool age, mastering mathematical content is aimed primarily at developing children’s cognitive and creative abilities: the ability to generalize, compare, identify and establish patterns, connections and relationships, solve problems, put forward them, anticipate the result and course of solving a creative problem. To do this, children should be involved in meaningful, active and developmental activities in the classroom, in independent play and practical activities outside of class, based on self-control and self-esteem .

The tasks of mathematical and personal development of children of senior preschool age are to develop their skills: to establish a connection between the goal (task), implementation (process) of any action and the result; construct simple statements about the essence of a phenomenon, property, relationship, etc.; find the right way to complete a task, leading to the result in the most economical way; actively participate in a group game, help a peer if necessary; talk freely with adults about games, practical tasks, exercises, including those invented by children.

Ingenuity tasks, puzzles, and entertaining games arouse great interest among preschoolers. Children can, without distraction, practice transforming figures for a long time, rearranging sticks or other objects according to a given pattern, according to their own ideas. In such activities, important qualities of the child’s personality are formed: independence, observation, resourcefulness, intelligence, perseverance is developed, and constructive skills are developed.

Entertaining mathematical material is also considered as one of the means that ensures a rational relationship between the teacher’s work in and outside the classroom. Such material can be included in the main part of the lesson on the formation of elementary mathematical concepts or used at the end of it, when there is a decrease in the mental activity of children. Thus, puzzles are useful for consolidating ideas about geometric shapes and their transformation. Riddles and joke problems are appropriate during learning to solve arithmetic problems, operations with numbers, and when forming ideas about time. At the very beginning of classes in senior and preparatory school groups, the use of simple entertaining tasks as “mental gymnastics” is justified.

The teacher can also use entertaining mathematical games to organize children’s independent activities. In the course of solving ingenuity problems and puzzles, children learn to plan their actions, think about them, look for an answer, guess the result, while showing creativity. This kind of work will activate mental activity child, develops in him the qualities necessary for professional excellence, no matter in what field he later works.

Any mathematical problem involving ingenuity, no matter what age it is intended for, carries a certain mental load, which is most often disguised by an entertaining plot, external data, the conditions of the problem, etc. Mental task: make a figure or modify it, find a solution , guess the number - is implemented by means of the game in game actions. Ingenuity, resourcefulness, and initiative are manifested in active mental activity based on direct interest.

What makes mathematical material interesting is the game elements contained in every problem, logic exercise, and entertainment, be it chess or the most basic puzzle. For example, the unusual way of asking the question: “How can you make a square on a table using two sticks?” - makes the child think and get involved in the game of imagination in search of an answer. The variety of entertaining material - games, tasks, puzzles - provides the basis for their classification, although it is quite difficult to divide such diverse material created by mathematicians, teachers, and methodologists into groups. It can be classified according to different signs: by content and meaning, the nature of mental operations, as well as the focus on the development of certain skills.

Based on the logic of actions carried out by those who solve the problem, a variety of elementary entertaining material can be classified into 3 main groups:

Entertainment,

Mathematical games and problems,

Educational (didactic) games and exercises. The basis for identifying such groups is the nature and purpose of the material of one type or another.

During mathematics classes in kindergarten, teachers can use mathematical entertainment: puzzles, puzzles, mazes, spatial transformation games, etc. (Appendix). They are interesting in content, entertaining in form, distinguished by their unusual solutions and paradoxical results. For example, puzzles can be arithmetic (guessing numbers), geometric (cutting paper, bending wire), or alphabetic (anagrams, crosswords, charades). There are puzzles designed only for the play of fantasy and imagination.

Math games are used in kindergarten. These are games in which mathematical constructions, relationships, and patterns are modeled. To find an answer (solution), as a rule, a preliminary analysis of the conditions, rules, and content of the game or task is necessary. The solution requires the use of mathematical methods and inferences.

A variety of mathematical games and tasks are logic games, tasks, and exercises. They are aimed at training thinking when performing logical operations and actions: “Find the missing figure”, “What are the differences?”, “Mill”, “Fox and Geese”, “Four by Four”, etc. Games “Growing a Tree”, “Miracle Bag” ", "Computing machine" assume a strict logic of action.

Mathematical entertainment can be represented by various kinds of tasks, exercises, games on spatial transformations, modeling, recreation of silhouette figures, figurative images from certain parts. They are exciting for children. The solution is carried out through practical actions in compiling, selecting, and arranging according to the rules and conditions. These are games in which you need to create a silhouette figure from a specially selected set of figures, using the entire proposed set of figures. In some games they are composed flat figures: “Tangram”, “Pythagoras” puzzle, “Columbus Egg”, “Magic Circle”, “Pentamino”. In others, you need to create a three-dimensional figure: “Cubes for everyone”, “Chameleon Cube”, “Assemble a prism”, etc.

The mathematical material used in classes with preschoolers is very diverse in nature, topic, and method of solution. The simplest tasks, exercises that require resourcefulness, ingenuity, originality of thinking, and the ability to critically evaluate conditions, are an effective means of teaching preschool children in mathematics classes, developing their independent games, entertainment, outside of school hours.

Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. At the same time, the role of simple entertaining mathematical material is determined taking into account the age capabilities of children and the tasks of comprehensive development and education: to activate mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand and deepen mathematical concepts, to consolidate acquired knowledge and skills, to exercise applying them in other types of activities, new environments.

Entertaining material (didactic games) is also used to form ideas and familiarize with new information. In this case, an indispensable condition is the use of a system of games and exercises.

Children are very active in the perception of tasks - jokes, puzzles, and logical exercises. They persistently search for a solution that leads to a result. When an entertaining task is accessible to a child, he develops a positive emotional attitude towards it, which stimulates mental activity. The child is interested in the final goal: folding, finding the right shape, transforming - which captivates him.

In this case, children use two types of search tests: practical (actions of shifting, picking) and mental (thinking about a move, predicting the result, guessing a solution). During the search, hypotheses, and solutions, children also make guesses, i.e. as if suddenly they come to the right decision. But this suddenness is certainly apparent. In fact, they find a way, a solution, only on the basis of practical actions and deliberation. At the same time, preschoolers tend to guess only about some part of the solution, some stage. Children, as a rule, do not explain the moment when a guess appears: “I thought and decided. This must be done."

In the process of solving ingenuity problems, children’s thinking about the process of searching for a result precedes practical actions. An indicator of the rationality of the search is the level of its independence and the nature of the samples produced. Analysis of the ratio of tests shows that practical tests are typical, as a rule, for children of the middle and older groups. Children in the preparatory group search either through a combination of mental and practical tests, or only mentally. All this gives grounds for the statement about the possibility of introducing preschoolers to the elements of creative activity. Children develop the ability to search for a solution by making assumptions, carry out tests of different natures, and guess.

Of all the variety of entertaining mathematical material in preschool age, didactic games are most used. Their main purpose is to ensure that children practice distinguishing, isolating, naming sets of objects, numbers, geometric figures, directions, etc. Didactic games have the opportunity to form new knowledge and introduce children to methods of action. Each of the games solves a specific problem of improving children’s mathematical (quantitative, spatial, temporal) concepts.

Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of a didactic game in the structure of a lesson on the formation of elementary mathematical concepts is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming ideas. In the younger group, especially at the beginning of the year, the entire lesson should be conducted in the form of a game. Didactic games are also appropriate at the end of a lesson in order to reproduce and consolidate what has been previously learned. So, in middle group For classes on the formation of elementary mathematical concepts, after a series of exercises to consolidate the names and basic properties (presence of sides, angles) of geometric figures, a game can be used. (Application)

In developing children's mathematical understanding, a variety of didactic game exercises that are entertaining in form and content are widely used. They differ from typical educational tasks and exercises in the unusual way of setting the problem (find, guess), and the unexpectedness of presenting it on behalf of some literary fairy-tale character (Pinocchio, Cheburashka). Game exercises should be distinguished from didactic games in structure, purpose, level of children's independence, and the role of the teacher. As a rule, they do not include all the structural elements of a didactic game (didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills.

Often in the practice of teaching preschoolers, didactic games take the form of a gaming exercise. In this case, children’s play actions and their results are directed and controlled by the teacher. So, in the older group, in order to train children in grouping geometric shapes, the exercise “Help Cheburashka find and correct a mistake” is carried out. Children are asked to consider how geometric figures are arranged, in what groups, and by what criteria they are united, notice the error, correct it and explain. The answer should be addressed to Cheburashka. The error may be that there is a triangle in the group of squares, in the group of shapes of blue color- red, etc.

Thus, didactic games and game exercises with mathematical content are the most well-known and frequently used types of entertaining mathematical material in modern preschool education practice. In the process of teaching preschoolers mathematics, the game is directly included in the lesson, being a means of forming new knowledge, expanding, clarifying, and consolidating educational material. Didactic games justify themselves in solving problems of individual work with children, and are also carried out with all children or with a subgroup in their free time.

In an integrated approach to the education and training of preschool children in modern didactics, an important role belongs to entertaining educational games, tasks, and entertainment. They are interesting for children and emotionally captivate them. And the process of solving, searching for an answer, based on interest in the problem, is impossible without the active work of thought. This situation explains the importance of entertaining tasks in the mental and all-round development of children. Through games and exercises with entertaining mathematical material, children master the ability to search for solutions independently. The teacher equips children only with a scheme and direction for analyzing an entertaining task, leading to end result to a decision (right or wrong). Systematic exercise in solving problems in this way develops mental activity, independence of thought, creative attitude to a learning task, and initiative. .

Solving various kinds of non-standard problems in preschool age contributes to the formation and improvement of general mental abilities: logic of thought, reasoning and action, flexibility of the thought process, ingenuity and ingenuity, spatial concepts. Particularly important should be considered the development in children of the ability to guess the solution at a certain stage of the analysis of an entertaining problem, search actions of a practical and mental nature. A guess in this case indicates a depth of understanding of the problem, a high level of search actions, mobilization of past experience, and transfer of learned methods of solution to completely new conditions.

In teaching preschoolers, a non-standard task, purposefully and appropriately used, acts as a problem one. Here, the search for a solution is clearly presented by putting forward a hypothesis, testing it, refuting the wrong direction of the search, and finding ways to prove the correct solution.

Entertaining mathematical material is a good means of instilling in children, already at preschool age, an interest in mathematics, logic and evidence-based reasoning, a desire to show mental effort, and focus on the problem.

The development of mathematical concepts in a child is facilitated by the use of a variety of didactic games. Such games teach the child to understand some complex mathematical concepts, form an understanding of the relationship between numbers and numbers, quantities and numbers, develop the ability to navigate in the directions of space, and draw conclusions.

When using didactic games, various objects and visual material are widely used, which helps ensure that classes are held in a fun, entertaining and accessible way.

If your child has difficulty counting, show him, counting out loud, two blue circles, four red, three green. Ask him to count the objects out loud himself. Constantly count various items(books , balls, toys, etc.), from time to time ask the child: “How many cups are there on the table?”, “How many magazines are there?”, “How many children are walking on the playground?” and so on.

The acquisition of mental counting skills is facilitated by teaching children to understand the purpose of certain household items on which numbers are written. Such items are a watch and a thermometer.

Such visual material opens up space for imagination when playing various games. After teaching your baby how to measure temperature, ask him to measure the temperature on an outdoor thermometer every day. You can keep a record of the air temperature in a special “log”, noting daily temperature fluctuations in it. Analyze the changes, ask your child to determine the decrease and increase in temperature outside the window, ask how many degrees the temperature has changed. Together with your child, draw up a chart of air temperature changes over a week or month.

When reading a book to a child or telling fairy tales, when numerals are encountered, ask him to put aside as many counting sticks as, for example, there were animals in the story. After you have counted how many animals there were in the fairy tale, ask who there were more, who were fewer, and who were the same number. Compare toys by size: who is bigger - a bunny or a bear, who is smaller, who is the same height.

Let the preschooler come up with fairy tales with numerals himself. Let him say how many heroes there are, what kind of characters they are (who is bigger - smaller, taller - shorter), ask him to put down the counting sticks during the story. And then he can draw the heroes of his story and talk about them, make their verbal portraits and compare them.

It is very useful to compare pictures that have both similarities and differences. It’s especially good if the pictures have a different number of objects. Ask your child how the pictures differ. Ask him to draw a different number of objects, things, animals, etc.

The preparatory work for teaching children the basic mathematical operations of addition and subtraction includes the development of skills such as parsing a number into its component parts and identifying the previous and subsequent numbers within the first ten.

In a playful way, children have fun guessing the previous and next numbers. Ask, for example, what number is greater than five but less than seven, less than three but greater than one, etc. Children love to guess numbers and guess what they have in mind. Think of, for example, a number within ten and ask your child to name different numbers. You say whether the named number is greater than or less than what you had in mind. Then switch roles with your child.

To parse numbers, you can use counting sticks. Ask your child to place two chopsticks on the table. Ask how many chopsticks are on the table. Then spread the sticks on both sides. Ask how many sticks are on the left and how many are on the right. Then take three sticks and also lay them out on two sides. Take four sticks and have your child separate them. Ask him how else you can arrange the four sticks. Let him change the arrangement of the counting sticks so that there is one stick on one side and three on the other. In the same way, sequentially sort out all the numbers within ten. The larger the number, the correspondingly more parsing options.

It is necessary to introduce the baby to basic geometric shapes. Show him a rectangle, a circle, a triangle. Explain what a rectangle (square, rhombus) can be. Explain what a side is and what an angle is. Why is a triangle called a triangle (three angles). Explain that there are other geometric shapes that differ in the number of angles.

Let the child make geometric shapes from sticks. You can give it the required dimensions based on the number of sticks. Invite him, for example, to fold a rectangle with sides of three sticks and four sticks; triangle with sides two and three sticks.

Also make shapes of different sizes and shapes with different numbers of sticks. Ask your child to compare the shapes. Another option would be combined figures, in which some sides will be common.

For example, from five sticks you need to simultaneously make a square and two identical triangles; or make two squares from ten sticks: large and small ( small square made up of two sticks inside a large one). Using chopsticks is also useful to form letters and numbers. In this case, a comparison of concept and symbol occurs. Let the child match the number made up of sticks with the number of sticks that makes up this number.

It is very important to instill in your child the skills necessary to write numbers. To do this, it is recommended to carry out a lot of preparatory work with him, aimed at understanding the layout of the notebook. Take a squared notebook. Show the cell, its sides and corners. Ask your child to place a dot, for example, in the lower left corner of the cell, in the upper right corner, etc. Show the middle of the cage and the midpoints of the sides of the cage.

Show your child how to draw simple patterns using cells. To do this, write individual elements, connecting, for example, the upper right and lower left corners of the cell; upper right and left corners; two dots located in the middle of adjacent cells. Draw simple “borders” in a checkered notebook.

It is important here that the child himself wants to study. Therefore, you cannot force him, let him draw no more than two patterns in one lesson. Such exercises not only introduce the child to the basics of writing numbers, but also instill fine motor skills, which will greatly help the child in learning to write letters in the future.

Logical games with mathematical content cultivate children's cognitive interest, the ability to creatively search, and the desire and ability to learn. An unusual game situation with problematic elements characteristic of each entertaining task always arouses interest in children.

Entertaining tasks help develop a child’s ability to quickly perceive cognitive problems and find the right solutions for them. Children begin to understand that in order to correctly solve a logical problem it is necessary to concentrate; they begin to realize that such an entertaining problem contains a certain “catch” and to solve it it is necessary to understand what the trick is.

The didactic game promotes a better understanding of the essence of the issue, clarification and formation of knowledge. Games can be used at different stages of knowledge acquisition: at the stages of explaining new material, consolidating it, repeating it, and controlling it. The game allows you to include a larger number of children in active cognitive activity. It should fully solve both the educational tasks of educational activities and the tasks of enhancing cognitive activity, and be the main step in the development of the cognitive interests of preschool children. The game helps the teacher convey difficult material in an accessible form. In mathematics classes I use a game to develop logical thinking: “Which figure is extra?” Children find an extra geometric figure based on certain characteristics: color, shape, size.

When we reinforce the topic “Geometric Shapes,” we play the game “Find the Patch.” The game can be built in the form of a story.

Once upon a time there lived Pinocchio, he had a beautiful red shirt and pants. One day Pinocchio went to the theater, and at that time the rat Shushara gnawed holes in his clothes. Count how many holes there are in your clothes. Take your geometric shapes and help Pinocchio fix his things.

During this game of “What does it look like?” Material: a set of ten cards with various figures. Each card has a figure drawn on it, which can be perceived as a detail or an outline image of an object. The teacher strives to ensure that each participant in the game comes up with something new that none of the children have yet said.

Research results

Comparing the amount of children’s knowledge at the beginning, middle and end of the school year, there are significant changes in the development of children, which is reflected in the monitoring “Formation of mathematical, spatial, constructive data”, which clearly shows that “Ignorance decreases, but knowledge increases.” Monitoring is carried out in the 5-6 years-1st grade system. At the same time, I would like to note that children develop a strong interest in learning and a desire to learn as much as possible. If at the beginning of the year, six-year-olds are characterized mainly by visual-effective thinking. Then at the end of the year, visual-figurative thinking predominates and the rudiments of theoretical, conceptual thinking develop.

Conclusion

So, a didactic game is a complex multifaceted phenomenon. In didactic games, not only learning occurs educational knowledge and skills, but also all the mental processes of children, their emotional-volitional sphere, abilities and skills develop. A didactic game helps to make educational material exciting and create a joyful working mood. The skillful use of didactic games in the educational process makes it easier. The didactic game is part of a holistic pedagogical process and is combined and interconnected with other forms of teaching and upbringing.

Literature

1. Amonashvili Sh.A. “To school from the age of six” M., 1986

2. Anikieva N.P. “Education by play” M., 1987

3. Geller E.M. “Our friend the game” Minsk, 1979

4. Games and exercises in teaching six-year-olds Minsk, 1985

5. Nikitin B.L. "Educational games" M., 1981

6. Pedagogy and psychology of play. Edited by Anikieva I.P. Novosibirsk, 1985.

7. Stolyar A.A. “Let's Play” M., 1991

8. Usova A.P. The role of play in raising children” M., 1976

9. Shvaiko G.V. “Didactic games in kindergarten” M., 1982

10. Elkonin D.B. “Selected psychological works” M., 1989

11. Yanovskaya M.G. “Creative play in the education of primary schoolchildren” M., 1974

Currently, there is an increasing increase in the influence of media technologies on humans. This has a particularly strong effect on a child, who would rather watch TV than read a book. In preschool childhood, the child masters ways of carrying out activities. In the course of mastering specific children's activities, the motivational structure of his personality is formed. The experience of activity is generalized, a dynamically developing generalized image of the world is formed, which determines the child’s orientation in terms of achieving the goals of his actions.

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

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

Currently, technology occupies a significant place in the life of modern society. The importance of the technological component of modern civilization lies in the fact that it largely determines the sustainable development of society and the personality of each individual. Almost all processes in society, one way or another, occur accompanied by technology. Her 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 of modern human existence. Today, a person cannot do without modern technologies in Everyday life, this, of course, affects the development of the child’s personality and his attitude towards life in general.

The current stage of 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 and open up previously unavailable opportunities. In today's conditions of informatization of society, parents must be prepared for the fact that when entering school, the child will be faced with the use of computer technology. Therefore, we were faced with the task of preparing the child in advance for constant interaction with information technology and developing a system for meaningful work with software, since preschool education is the first link of continuous education. This area of ​​work is reflected in the organization of continuous educational activities on FEMP.

The increase in mental load when conducting ECD on FEMP makes us think about how to maintain children’s interest in the material being studied and their activity throughout the entire activity. In this regard, a search is underway for new effective teaching methods and methodological techniques that would activate the thoughts of preschoolers and stimulate them to independently acquire knowledge. The emergence of interest in mathematics in a significant number of children depends to a large extent on the methodology of its teaching, on how skillfully the educational work is structured. This is especially important in preschool age, when permanent interests and aptitudes for a particular subject are just being determined.

Domestic and foreign studies on the use of computers in kindergartens convincingly prove not only the possibility and expediency of this, but also the special role of the computer in the development of intelligence and the child’s personality in general (S.L. Novoselova noted that the introduction of a computer into the system of didactic tools in kindergartens can become a powerful factor in enriching the intellectual basis of the child’s mental, aesthetic, social and physical development.

proved that computer tools effectively enrich the system of developmental didactics of kindergarten, forming general mental abilities in children.) In psychological and pedagogical research on the use of computer games in working with preschool children (E.V. Zvorygina, S.L. Novoselova, 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. Kholodnoy, S.A. Shapkina, etc.) indicates the possibility of children aged 3-6 years mastering a computer. As is known, 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 educational activities for FEMP is as follows: development of interdisciplinary connections between mathematics and computer science; preparing a child for life in the information society, teaching the elements of computer literacy and education psychological readiness to using a computer, creating a feeling of confidence in the process of working on it; development of independent work of children during educational activities; Creation conditions for the development of intellectual and creative abilities; implementation of an individual, person-oriented approach; social and personal development of a preschooler.

Tasks:

• Provide children with initial mathematical preparation for successful schooling;
• To form an information culture and creative style of activity of preschool children;
• Prepare preschoolers to use information technologies and other information structures;
• Show the child his own capabilities in computer control when solving assigned problems;
• To instill in children the need for cooperation, interaction with peers, and the ability to subordinate their interests to certain rules.

Stages of organizing the educational process on FEMP using ICT:

Stage 1. Preparatory.

Tasks:

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

At this stage, it is necessary to develop methodological support for the use of computer technologies in educational work with preschoolers, including from the point of view of compliance of the conditions and possibilities for the use of ICT with sanitary and hygienic requirements. Particular attention is required to 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. In addition to teachers, a methodologist and an educational 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 assistance to their children in mastering PCs at home.

Stage 2. Implementation.

Tasks:

1. Test the mechanisms of using computer technology in classes with preschoolers.

2. Continue to form a database of didactic materials and a video library necessary for classes with preschool children, with the involvement of children and parents.

This stage involves directly conducting OD at home using multimedia technology according to thematic plans. At the same stage, we plan to involve our students and their parents in the search and creation of educational 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, and the level of development of the child.

This stage involves summing up the results of the work on the use of multimedia technology, understanding them and developing, based on them, 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 works. To solve the assigned problems, conversations, practical work, quizzes, competitions and creative activities with elements of logic and didactic games are used, and the following forms of working with a computer are used: demonstration - performed by the teacher, and children observe; independent - short-term work of children to master or consolidate the material. The teacher provides individual control over the children’s work.

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. However, the most effective techniques can be identified:

• when conducting oral calculations - makes it possible to quickly submit 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 results;
• when solving educational problems - helps to complete a drawing, draw up a work plan, monitor the intermediate and final results of the work according to the plan.

Information technology, in my opinion, can be used to various stages GCD according to FEMP:

• independent learning with the help of a teacher-consultant;
• independent learning with the absence or denial of the teacher’s activities;
• partial replacement (fragmentary, selective use of additional material);
• use of training (training) programs;
• use of diagnostic and monitoring materials;
• doing homework on your own;
• use of programs that simulate experiments and laboratory works;
• use of gaming and entertaining programs;
• use of information and reference programs.

Using information technology in FEMP classes, we proceeded from the following ideas: idea 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 of a computer class for preschoolers in our kindergarten.

To organize workplaces in the computer class, special furniture was used, which was made to order, taking into account the age characteristics of preschoolers and the requirements of SanPin. The organization of work at the computer takes into account age characteristics and sanitary and hygienic requirements.

The entire course is taught using game elements, interdisciplinary material, alternating theoretical and practical work in mathematics, using interactive forms of teaching, etc.

The program is aimed at teaching children basic mathematical concepts, developing mathematical thinking that helps the child navigate and feel confident in his surroundings modern world, it also contributes to his overall mental development. The goal of the program is the comprehensive development of the child - the development of his motivational sphere, intellectual and creative powers.

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

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

I. Preparatory stage.

This stage includes:

• developmental tasks using colorful math rial, aimed at the development of higher mental functions tions in children.
• tasks for preparing the hand for writing and for the ability to controlmove 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 the hand for writing and using a computer mouse; finger-chic games with tongue twisters, poems, matches, plasticlin, toys, nuts, cereals, etc.

P. Working on a computer.

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

• Games for the development of mental operations;
• Games to develop knowledge about the world around us;
• Games for the development of mathematical concepts;
• Literacy games;
• Games to develop creative drawing and design skills;
• Games to develop memory and attention;
• Games for the development of perception;
• 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 educational activities in mathematics, it is recommended to combine both traditional forms of teaching (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, educational testing ). One of the main innovations in our kindergarten was the use of an interactive whiteboard in organizing direct educational activities.

An interactive whiteboard is a very convenient educational equipment, which is a touch screen attached to a computer. The image from it is transferred to the board by a projector. Unlike a conventional multimedia projector, an interactive whiteboard allows you not only to demonstrate slides and videos, but also to draw, draw, mark the projected image, make any changes, and save them as computer files. And besides this, do it directly 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, informed about the characteristics of the child’s behavior that may accompany work, and given a clear idea of ​​the nature and extent of their participation in OD.

Consultations, meetings, open viewings of NODs, joint celebrations were held, and information exhibitions were organized.

The preschool educational institution has developed a system of working with parents of pupils. The basis of this work includes:

• Pedagogical education of parents through parent meetings, individual and group consultations;
• Informing parents about the status and prospects of the kindergarten as a whole;
• Inclusion of parents in educational educational process(via Days open doors, demonstration of personal achievements of students);
• Involving parents in the management of preschool educational institutions (through participation in the work of the parent committee).

Working with parents, I came to the conclusion about the need involving parents in active participation in OD, as this greatly facilitates the specialist’s work and accelerates the child’s success.

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

An integrated approach to teaching preschoolers is needed. Consultations were held for educators and specialists, both general and for specific age groups. She spoke at teacher councils, providing the necessary knowledge to teachers and specialists, and answered questions that arose. Seminars were held for educators, where they could become familiar with the basics of working with ICT and learn basic teaching techniques and methods.

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

The use of ICT during educational activities for FEMP allows the teacher to reduce the time spent studying the material due to the clarity and speed of work, test 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, creative, communicative and aesthetic, promotes the development of intelligence, information culture children. The use of information technologies in education 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 remains in a person’s memory if the preschooler actively participates in the process.

The process of organizing GCD for FEMP using ICT allows you to:

• make this process interesting, on the one hand, due to the novelty and unusualness of this form of work for children, and on the other, make it exciting and bright, varied in form through the use of multimedia capabilities modern computers;
• effectively solve the problem of visualization of learning, expand the possibilities of visualizing educational material, making it more understandable and accessible;
• individualize the learning process due to the presence of multi-level tasks, through immersion and assimilation of the material at an individual pace, independently, using convenient ways perception of information, which evokes positive emotions in preschoolers and forms positive learning motives;
• to liberate preschoolers when answering questions, because the computer allows you to record results (including without assigning a grade), and responds correctly to errors; independently analyze and correct mistakes made, adjust their activities thanks to the presence of feedback, as a result of which self-control skills are improved. An important aspect is the child’s social adaptation and his relationships with peers. It should be noted that children’s achievements in computer science game programs do not go unnoticed by themselves and others. Children feel more confident and their self-esteem increases. Children with dignity tell their friends about all the “subtleties” of working on a computer, which acts as an effective way of self-affirmation and 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, we should not forget about the negative consequences: intensive intellectual and creative development does not guarantee that the student successfully adapts to the demands and requirements of the social environment. Computer addiction also remains a reality, which can affect students of all ages. 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, significant narrowing of the sphere of interests, embitterment).

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, it is necessary to approach it from different angles. When designing the use of ICT, the educator must analyze those possible direct and indirect impacts 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 for FEMP using ICT shows the effectiveness of using computer technologies for the development of children’s mathematical abilities and for their social and personal adaptation. With the use of innovative technologies in educational activities, one can observe an increase in the level of dynamics of children's development and learning productivity. The use of information and communication technologies in preschool education allows one to expand the creative capabilities of the teacher and has a positive impact on various aspects of the mental development of children. Preschoolers are more actively taking part in educational activities, and even the most problematic children’s attitude towards work is changing. And the teacher is required to master the capabilities of ICT, carefully think through the content of GCD and plan the work of preschoolers at each stage of GCD. The time for preparing a teacher for educational activities using ICT undoubtedly increases at the first stage. But experience and a methodological base, created jointly by the teacher and the children, are gradually accumulating, which greatly facilitates the preparation of GCD in the future. The experience of using ICT during the implementation of ECD for FEMP has shown that such ECD is most effective. I believe that the introduction of ICT into the system of didactic means in kindergarten stimulates the social, personal, artistic and aesthetic development of the child, activates cognitive and speech activity, and promotes development mental processes children. Mastering new information technologies in education is the key to the successful realization of the personality of a modern preschooler.

Active interaction between the pedagogical and parental communities and media support should be aimed at developing the right attitude towards the use of ICT in a child’s life. In such an important concept as “ healthy image life”, the concept of “information and communication security” must certainly be included. Targeted work to increase parental competence in the field of children’s use of ICT from the point of view of protecting physical and mental health will make their use necessary, interesting and not dangerous.

One of the main goals of preschool education is the child’s mathematical development. It does not indicate that at this stage the child must specifically master any specific knowledge. Mathematical development of a preschooler should provide the opportunity to think outside the box and discover new dependent connections. A special role in this type of activity is given to TRIZ technology (the theory of solving inventive problems). Introduction of innovative technologies into the educational process of preschool educational institutions - important condition achieving a new quality of preschool education in the process of implementing the Federal State Educational Standard.
Game is the leading form of educational activities in preschool institutions. Games using TRIZ technology captivate a child into the world of knowledge and, unnoticed by him, develop thinking, the ability to find non-standard solutions, and ingenuity.
The following games are widely used in classes to develop elementary mathematical concepts:
- “Which number is lost?”
- “Where do we meet this number in life?”
- “Where do we meet these lines?”
- “Where are the geometric shapes hidden?”
- "Puzzle Games"
Games using game material:
(counting sticks)
- “Measure the length of the object”;
- “Lay out a pattern”;
- “Construction of objects according to instructions”;
- (cubes)
- “Comparison of objects by the number of cubes...”;
- “construction of facilities.”
Thanks to such games, the child trains in memorizing colors, develops intelligence, and establishes friendly relationships in the team. The gradual complication of tasks allows each child to move forward on his own individual route.
The use of games using TRIZ technology develops spatial concepts, imagination, thinking, combinatorial abilities, intelligence, ingenuity, resourcefulness, focus in solving practical problems, and contributes to the successful preparation of children for school. Children are attracted to games by the fun, freedom of action, and obedience to rules, the opportunity to show creativity and imagination.
Using games using TRIZ technology in our work in classes on the formation of elementary mathematical concepts in preschoolers, we can conclude that a preschooler, having mastered the skills to understand a task, quickly navigates them, knows how to make an independent decision, successfully copes with a lot of creative tasks, and easily adapts to school regardless of the educational system. He has a high level of cognitive activity, well-developed speech, pronounced creative abilities, and a developed imagination. He knows how and wants to learn on his own.
I present my experience in compiling lesson notes using the structure of a creative lesson:
Block 1. Motivation (surprise, surprise).
Block 2. Content of the lesson (1).
Block 3. Psychological relief.
Block 4. Puzzle.
Block 5. Intellectual warm-up.
Block 6. Content of the lesson (2).
Block 7. Summary.

GCD for FEMP in the preparatory group using TRIZ technologies
Lesson author: S. M. Ovchinnikova, preschool teacher Fomichevsky kindergarten

Lesson notes developed according to the “Kindergarten 2100” program
Subject: "We play and count"
Type of lesson: application of mathematical knowledge in directed gaming activities
Equipment: numbers and number model, models of mushrooms: fly agaric and boletus, toys of domestic and wild animals, geometric shapes and bodies.
Program content:
- promote the development of creative abilities, analytical, associative thinking, imagination, positive communication skills;
- continue to teach children ordinal and quantitative counting within 10, teach them to navigate a series of numbers up to 10;
- classify objects according to three characteristics (color, shape, size), perform practical actions in dividing the whole into parts and record them in mathematical cards;
- adequately evaluate yourself and your comrades; - cultivate a desire to help each other and overcome difficulties together.

Progress of the lesson

Block 1. Motivation (surprise, surprise)
Children enter the group and greet the teacher and each other. Educator: Guys, look at each other and smile, we are in a good mood, let’s get ready to travel to the country of Mathematics. Smart, literate, erudite people live in this country. This means that we need to take with us intelligence, ingenuity, resourcefulness and friendship to help friends in difficulties, as well as numbers, geometric figures, and math cards.
A riddle will tell us where we will go:
It is big, thick, green,
Represents the whole house
Birds will also find shelter in it.
Bunnies, wolves and martens. (Forest)
Yes, you can get to the country of mathematics through the forest, overcoming obstacles. Let's hit the road!
- Oh! But what happened? Guys, we are in a commotion, the numbers have all disappeared, the geometric figures and bodies have hidden, the math cards have all run away. The forest king hid them in his domain.
- What should we do?
- We need to go on a trip.
While traveling through the forest, we must return everything that belongs to mathematics that the forest king stole. And in order to cope with all the difficulties, you and I must be friendly, responsive, and attentive. I really hope that we will be honest and fair to ourselves and to our comrades. The chips will speak about our merits in the journey (red - everything worked out, blue - we encountered some difficulties, but we managed to overcome them, yellow - “it didn’t work out for me, please help”). I really hope that we will be honest and fair to ourselves and to our comrades.
Block 2. Content part
Educator: First we will go into the dense forest. So what's here?
Look, there is a real mess here. The stolen numbers have lost their place, and are screaming and squeaking, help them get into line in order.
Group work: 1st subgroup - children put numbers in one row on a magnetic board, 2nd subgroup - model numbers in order from 1 to 7 in another row and notice that the number and number 4 are missing.
- What did you notice? (no number 4 model, number 4)
- The forest king will give this number back if you tell him where the number 4 is found in life? (4 legs for a table, chair, 4 corners, 4 legs for animals)
- Counting forward and backward
- Name all numbers greater than 5.
- Name all numbers less than 6.
- What number is between 3 and 5?
- Which number is to the right of 3.
- Which number is to the left of 7.
- Who are 4’s neighbors?
- What happens to the numbers when you move to the right along the number track?
- What happens to them when they move to the left?
You have successfully completed task No. 1 of the forest king and returned the numbers.
Collectively evaluate the work of each travel participant with a chip and start accumulating chips.
Block 3. Psychological relief. Did you manage? Ready to continue your journey? Then let's take each other by the shoulders, feel the warmth, friendship, strength, support of each other. The fairy tale will soon be told, but the deed will not be done soon. Well, now we're ready, it's time to hit the road again. Go. Fizminutka: We go, we go, we go. To distant lands, Good neighbors, happy friends, We live happily, We sing songs, and in the song we sing
About how we live.
Block 4. Puzzle
Educator: Guys, let's continue our journey. Our trials are not over. We go further to the domain of the Forest King. He hid the inhabitants of the land of geometry in his possessions. Let's try to return them to mathematics. (In a forest clearing there are geometric figures, bodies and objects in which geometric figures and bodies can be seen). You must make a chain in the same way, which consists of an object, a geometric figure that can be seen in the object and a body that occurs in it (for example: a drum - a cylinder, a circle, a house - a triangle, a rectangle, a pyramid).
- How many geometric shapes and bodies are there?
- 5.
- When they are together, what do we call them? (whole)
- Can this whole be divided into parts?
Children divide the whole into parts: geometric shapes and bodies.
- What can you tell me? (the whole 5 consists of parts - 3 bodies and 2 geometric figures)
- Can these figures and bodies still be divided into parts?
- Yes, you can, according to size. 1 - large and 4 - small.
- Now the Forest King returns you geometric shapes and bodies. You have successfully completed this test and returned the geometric inhabitants to the country of Mathematics.
Individually evaluate the result of your work with chips.
Block 5. Intellectual warm-up. Educator: Here we have arrived in the animal kingdom. In the clearing (path) there are domestic and wild animals (fish among them).
-Who did we meet? (inhabitants of nature)
- Find the answer to my questions among these inhabitants and explain the answer.
- Who is the odd one out here? Why?
- Fish, because it lives in water, and the rest live on land.
- How many legs do all the wild animals present here have?
- 8 (goat, bear)
- How many inhabitants are there in total?
- 6.
- How many tails do they have?
- 6.
- How many ears do they have?
- 10, since fish have no ears.
- How many legs?
- To return them to mathematics, we must line them up one after another in size, starting from large to small (horse, goat, calf, hare, dog, fish).
- Who comes third?
- What number is the horse?...
- How many animals will come to mathematics?
- Thank you.
Why are animals used in mathematics? (to make up mathematical stories about them and solve problems)
- Can these animals be divided into parts? (wild and domestic)
Make up a mathematical story with the words “was”, “ran away”, “remained”.
Let's fill out the math card:
- What is known? (part, whole)
- What are the animals that ran away? (part of)
- What do you need to know? (Part)
- How do we find the unknown part? (To find an unknown part, you need to remove the known part from the whole)
- How many animals are left? (4)
Block 6. Content of the lesson
- We go to the thicket of the forest, where they grow, guess what?
Mystery:
He stands among the grass
In a hat, but without a head.
He has one leg
And even she without a boot. (Mushroom)
- What mushrooms grow in the thicket of the forest? (boletus and fly agarics)
- Which of them can you eat?
- What can fly agaric be used for? (for medical purposes, to combat flies and insects)
- Let's collect boletus for the boys, and fly agaric for the girls.
- Compare the number of butter mushrooms and the number of fly agaric mushrooms?
- What needs to be done to compare the quantities of items? (make a pair).
- What can you say about mushrooms? (there are 1 more fly agarics, because 1 fly agaric pair was not enough).
- How to make them equally?
- Let's return to mathematics the rule that helps to compare objects, let's say it.
- Thank you!
Block 7. Summary
- What good deeds did we do in class?
- What did you learn during the trip? - Did we succeed?
- Look at the chips you earned and analyze your work in class.
- Guys, thanks to our hard work, we managed to return its inhabitants to the country of Mathematics? (digits and number model, ordinal and quantitative counting, geometric bodies and figures, a rule for comparing two numbers, problems).
- And the Forest King thanks you for Good work, perseverance, friendship and offers to pull a surprise out of a magic box.

1. Utemov V.V., Zinovkina M.M., Gorev P.M. Pedagogy of creativity: Applied course scientific creativity: tutorial. - Kirov: ANOO "Interregional CITO", 2013. - 212 p.
2. A child in kindergarten: an illustrated methodological magazine for preschool teachers. - 2013. - No. 2.

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

Features of psychological and pedagogical research

Diagnostics, repeatedly carried out in state preschool institutions, confirm the possibility of forming the foundations of mathematical thinking at the age of 4-7. The information that bombards the child in huge volumes involves searching for answers using logical skills. A variety of FEMP role-playing games in the middle group teach preschoolers to perceive objects, compare and generalize observed phenomena, and understand the simplest relationships between them. As the main source of knowledge in at this age intellectual and sensory experience appears. It is difficult for a child to correctly build logical chains on his own, so the leading role in the formation of thinking belongs to the teacher. Any lesson on FEMP in the middle group is aimed at the development of children and preparation for school. Modern realities require the teacher to apply the fundamentals of developmental education, actively use innovative techniques and ways to develop the foundations of mathematical thinking in their work.

The history of the appearance of FEMP in preschool education

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

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

A special place in preschool mathematics education belongs to developmental education. Any note on FEMP in the middle group involves the use of visual aids (manuals, standards, paintings, photographs), thanks to which children get a complete understanding of objects, their properties and characteristics.

Requirements for preschool education

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

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

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

• "Don't rush into results." Each child develops according to his own “scenario”; it is important to guide him, and not try to speed up the desired result.
• "Encouragement - the best way to success". ECD for FEMP in the middle group involves encouraging any efforts of the child. The teacher must find moments for which the child can be rewarded. The rush situation created by each student contributes to the rapid development of logical skills and increased interest in mathematics.

Specifics of working with preschoolers

Preschool age does not imply the use of negative marks or reprimands from the teacher. It is impossible to compare the achievements of one child with the results of another pupil; only an analysis of the individual growth of a preschooler is allowed. The teacher must use in his work those methods and techniques that arouse genuine interest in his students. Classes “under duress” will not bring any benefit; on the contrary, they will lead to the formation of a negative attitude towards mathematics and computing skills. If there is personal contact and a friendly relationship between the child and his mentor, a positive result is guaranteed.

Sections of preschool mathematics education

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

During the game, the teacher develops the following skills in children:

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

Conclusion

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