Mathematical development of children preschool age It is carried out both as a result of the acquisition of knowledge by the child in everyday life (primarily as a result of communication with an adult), and through targeted training in the classroom on the formation of elementary mathematical knowledge. It is elementary mathematical knowledge and skills of children that should be considered as the main means of mathematical development.
G.S. Kostyuk proved that in the process of learning, children develop the ability to more accurately and fully perceive the world around them, to highlight the signs of objects and phenomena, to reveal their connections, to notice properties, to interpret what is observed; mental actions, techniques are formed mental activity, internal conditions are created for the transition to new forms of memory, thinking and imagination.
Psychological experimental research and pedagogical experience indicate that, thanks to the systematic teaching of mathematics to preschool children, they form sensory, perceptual, mental, verbal, mnemonic and other components of general and special abilities. In the studies of V.V. Davydov, L.V. Zankov and others it has been proven that the inclinations of the individual are converted into specific abilities through learning. The difference in the levels of development of children, as experience shows, is expressed mainly in the pace and with what success they acquire knowledge.
However, with all the importance of education in the mental development of the individual, the latter cannot be reduced to teaching. Development is not limited to those personality changes that are a direct consequence of learning (G.S. Kostyuk). It is characterized by those “mental turns” that occur in the child’s head when he learns the art of speaking, reading, counting, assimilating the social experience passed on to him by adults ( I.I. Sechenov).
As studies show (A.V. Zaporozhets, D.B. Elkonin, V.V. Davydov, etc.), development goes beyond what is acquired at one or another moment of learning. In the process of learning and under the influence of learning, a holistic, progressive change in personality, its views, feelings, abilities. Thanks to training, opportunities are expanding
further assimilation of new, more complex material, new training reserves are created.
There is a reciprocal connection between learning and development. Learning actively contributes to the development of the child, but it also relies heavily on its level of development. In this process, much depends on how training is aimed at development.
Education can develop a child in different ways depending on its content and methods. It is the content and its structure that guarantee mathematical development child.
In the methodology, the question “what to teach?” has always been and remains one of the main questions. Whether to give children the basics of scientific knowledge, or to equip them only with a set of specific skills with which they would have some practical orientation, is an important problem of kindergarten didactics.
Selecting cognitive material for study, taking into account its significance and in accordance with the capabilities of children, is a very difficult task. The content of education, that is, the program for the formation of elements of mathematics, has been worked out over many years. A.M.Leushina, V.V.Danshgova, T.V.Taruntaeva, R.L.Berezina, G.A.Korneeva, N.I.Nepomnyashchaya et al.).
An analysis of various (variable) programs in mathematics in kindergarten allows us to conclude that the main thing in their content is a fairly diverse range of representations and concepts: quantity, number, set, subset, value, measure, shape of an object and geometric shapes; representations and concepts of space (direction, distance, relative position of objects in space) and time (time units, some of its features).
At the same time, it is important to emphasize that each mathematical concept is formed gradually, step by step, linearly.
but to the concentric principle. Different mathematical concepts are closely related to each other. Thus, in working with children of the fourth year of life, the main attention is paid to the formation of knowledge about the set. Children learn to compare “contrasting” and “adjacent” sets (lot and one; more (less) for one). Later, in the groups of the fifth, sixth, seventh years of life, knowledge about the set deepens: children compare the set of elements by the number of components, divide the set into subsets, establishing relationships between the whole and its parts, etc.
On the basis of ideas about the set, children form ideas and concepts about numbers and quantities, etc. By mastering the concepts of numbers, the child learns to abstract quantitative relations from all other features of the elements of the set (size, color, shape). This requires the child to be able to single out individual properties of objects, compare, generalize, and draw conclusions.
The formation of concepts of size is closely related to the development of numerical representations in children. The formation of estimates of magnitude, knowledge of the number positively affects the formation of knowledge about the shape of objects (a square has 4 sides, all sides are equal, and a rectangle has only opposite, etc.).
In to school age basic mathematical concepts are introduced descriptively. So, when getting acquainted with the number, children practice counting specific objects, real and drawn (count girls and boys, bunnies and chanterelles, circles and squares), along the way they get acquainted with the simplest geometric shapes, without any definitions and even descriptions these concepts. In the same way, children learn the concepts: more less; one two Three; first, second, last etc.
Each concept is introduced visually, by contemplating specific objects or by operating them in practice.
In the period of preschool childhood, as noted by N.N. Poddyakov, A.A. Stolyar and others, there is a rather extensive area of “preconceptual”, “everyday” concepts. The content of "everyday" concepts is very vague, diffuse, it covers the most various forms preceding the present terms. Nevertheless, "everyday concepts" are important for the mathematical development of the child.
The specific feature of "everyday concepts" is such that they are built on the basis of a generalization of the features of objects that are essential from the point of view of any needs of a person.
lovek, fulfillment by him various kinds practical activities.
Interesting data in this regard were obtained by Z.M. Boguslavskaya (1955), who studied the features of the formation of generalizations in children of various preschool ages in the process didactic game. In younger preschoolers, cognitive activity was subordinated to the solution of one or another specific game task and served it. Children assimilated only the information communicated to them that was necessary to achieve a certain practical effect in the game. Assimilation of knowledge was of a utilitarian nature. The acquired knowledge was immediately applied to perform the given grouping of pictures.
In older preschoolers, cognitive activity in the process of didactic games went beyond the framework of only direct servicing of practical problems, losing its purely empirical character, and already appeared in the form of expanded content-based activity with characteristic, specific methods of implementation. As a result, the ideas and concepts formed in children quite fully and adequately reflected a certain range of events.
Another direction in teaching preschoolers mathematics is to familiarize them with a number of mathematical dependencies and relationships. For example, children are aware of some relationships between subject sets (equal-number-unequal), the order relation in the natural series, temporal relations; dependencies between the properties of geometric shapes, between the magnitude , measure and measurement result, etc.
Of particular note are the requirements for the formation of certain mathematical actions in children: imposing, applying, recalculating, counting, measuring, etc. It is the mastery of actions that has the greatest influence on development.
There are two groups of mathematical operations in the methodology:
basic: counting, measuring, calculating;
additional: propaedeutic, designed for didactic purposes; practical comparison, overlay, application (A. M. Leushina); equalization and acquisition; comparison (V. V. Davydov, N. I. Nepomnyashchaya).
As you can see, the content of "pre-mathematical" preparation in kindergarten has its own characteristics. They are explained by: the specifics of mathematical concepts;
traditions in teaching preschoolers; the requirements of the modern school for the mathematical development of children (A.A. Stolyar).
The educational material is programmed in such a way that on the basis of already acquired simpler knowledge and methods of activity, new ones are formed in children, which, in turn, will act as a prerequisite for the formation of complex knowledge and skills, etc.
In the learning process, along with the formation of practical actions in children, cognitive (mental) actions are also formed, which a child cannot master without the help of adults. It is mental actions that play the leading role, since the object of knowledge in mathematics is hidden quantitative relations, algorithms, relationships.
The whole process of forming the elements of mathematics is directly related to the assimilation of special terminology. The word makes the concept meaningful, leads to generalizations, to abstraction.
A special place in the implementation of the content of education (program tasks) is occupied by the planning of educational work in the classroom and outside them in the form of a perspective and calendar plan. Considerable assistance in the work of the educator can be provided by indicative long-term plans; outline plans for classes in mathematics. The educator should use these plans and outlines precisely as indicative, while constantly comparing their content with the level of mathematical development of children in this group.
The plan-summary of lessons in mathematics includes the following structural components: the topic of the lesson; program tasks (goals); activation of the children's vocabulary; didactic material; the course of the lesson (methodological techniques, their use in different parts classes), result.
The teacher conducts classes in accordance with the plan. Each lesson, regardless of its duration and form of conducting, is an organizational, logically and psychologically completed whole. The organizational integrity and completeness of the lesson lies in the fact that it begins and ends at a clearly allotted time.
Logical integrity lies in the content of the lesson, in logical transitions from one part of the lesson to another.
Psychological integrity is characterized by the achievement of a goal, a sense of satisfaction, a desire to continue working further.
Self Test Exercises
mathematics intellectual
In the process of teaching children ... their ..., in particular, mathematical development is carried out.
mathematical cognitive
mathematical tool
base
mathematics
development state
In the preschool period, children master a fairly large amount of ... concepts, acquire practical and ... skills.
The content of training is considered in the methodology ... of the development of children, first of all, as ... leading to the accumulation of knowledge, skills and to those internal changes that constitute ..., the basis for development. In choosing a specific content of education ... the educator should focus on The program ... and the upbringing of children, reflecting ... the standard of knowledge of preschoolers and their actual level in this group.
One of critical tasks raising a child preschool age - this is the development of his mind, the formation of such mental skills and abilities that make it easy to learn new things.
For modern educational system (but the development cognitive activity and is one of the tasks of mental education) . It is so important to learn to think creatively, outside the box, to find the right solution on your own.
It is mathematics that sharpens the child's mind, develops the flexibility of thinking, teaches logic, forms memory, attention, imagination, and speech.
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Modern approaches to organizing the formation mathematical representations preschoolers in accordance with the requirements of the Federal State Educational Standard
“On how elementary mathematical representations are laid down, to a large extent depends further way mathematical development, the success of the child’s advancement in this field of knowledge” L.A. Wenger
One of the most important tasksraising a preschool child- this is the development of his mind, the formation of such mental skills and abilities that make it easy to learn new things.
For the modern educational systemthe problem of mental education(and the development of cognitive activity is one of the tasks of mental education)extremely important and relevant. It is so important to learn to think creatively, outside the box, to find the right solution on your own.
It is mathematicssharpens the child's mind, develops flexibility of thinking, teaches logic, forms memory, attention, imagination, speech.
GEF DO requires the process of mastering elementary mathematical conceptsattractive, unobtrusive, joyful.
In accordance with the Federal State Educational Standard, the main goals of the mathematical development of preschool children are:
- The development of logical and mathematical ideas about mathematical properties ah and relations of objects (specific quantities, numbers, geometric shapes, dependencies, regularities);
- Development of sensory, subject-effective ways of knowing mathematical properties and relationships: examination, comparison, grouping, ordering, splitting);
- Mastering by children of experimental and research methods of cognition of mathematical content (experimentation, modeling, transformation);
- Development in children logical ways knowledge of mathematical properties and relations (analysis, abstraction, negation, comparison, classification);
- Child Mastery mathematical ways knowledge of reality: counting, measurement, simple calculations;
- The development of intellectual and creative manifestations of children: resourcefulness, ingenuity, guesswork, ingenuity, the desire to find non-standard solutions;
- Development of accurate, reasoned and evidence-based speech, enrichment of the child's vocabulary;
- Development of initiative and activity of children.
Targets for the formation of elementary mathematical representations:
Mathematical development of preschoolers- positive changes in the cognitive sphere of the individual, which occur as a result of the development of mathematical concepts and related logical operations.
Formation of elementary mathematical representations- This purposeful process transfer and assimilation of knowledge, techniques and methods of mental activity provided for by program requirements. Its main goal is not only preparation for the successful mastery of mathematics at school, but also comprehensive development children.
Mathematics education of a preschooler- this is a purposeful process of teaching elementary mathematical concepts and ways of knowing mathematical reality in preschool institutions and the family, the purpose of which is to foster a culture of thinking and the mathematical development of the child.
How to "wake up" the cognitive interest of the child?
Answers: novelty, unusualness, unexpectedness, inconsistency with previous ideas.
That is, you need to doentertaining learning. Entertaining learning intensifies emotional and thought processes that make you observe, compare,argue, argue, prove the correctness of the actions performed.
The task of an adult is to keep the interest of the child!
Today, the educator needs to build educational activities in kindergarten, so that each child is actively and enthusiastically engaged.When offering children tasks of mathematical content, it must be taken into account that their individual abilities and preferences will be different, and therefore the development of mathematical content by children is purely individual.
Mastering mathematical concepts will be effective and efficient only when children do not see that they are being taught something. They think they are just playing. Not noticeable to yourself in the process game actions with game material they count, add, subtract, solve logical problems.
The possibilities for organizing such activities are expanding provided that a developing object-spatial environment is created in the kindergarten group. After alla properly organized object-spatial environment allows each childfind an occupation to your liking, believe in your strengths and abilities, learn to interact with teachers and peers, understand and evaluate feelings and actions, argue your conclusions.
The presence of a kindergarten in each group helps teachers to use an integrated approach in all activities entertaining material, namely card files with a selection of mathematical riddles, funny poems, mathematical proverbs and sayings, counting rhymes, logical tasks, joke tasks, mathematical fairy tales. (a photo) Entertaining in content, aimed at developing attention, memory, imagination, these materials stimulate children's manifestations of cognitive interest. Naturally, success can be ensured if person-centered child's interactions with adults and other children.
So, puzzles are useful for fixing ideas about geometric shapes, their transformation. Riddles, tasks - jokes are appropriate in the course of learning to solve arithmetic problems, operations on numbers, in the formation of ideas about time.Children are very active in the perception of tasks - jokes, puzzles, logical exercises. The child is interested final goal: add, find desired figure, transform - which captivates him.
DOE work experience
In 2015-2016 academic year in our preschool educational institution, work continues on the formation cognitive interests preschoolers through developing mathematical games and creating a developing subject-spatial environment for the formation of mathematical representations in accordance with the Federal State Educational Standard.
Special attention givensaturation of the environment -educational space must be equipped with the means of training and education (including technical ones). Yes, in kindergartenvariousmodern educational games: constructors - designer Polikarpov, plot constructor "Transport", "City", "Castle", constructor TIKO "Balls", "Geometry", mathematical tablet, arithmetic account, logical pyramids "Colored columns","Learning to count" with numbers, logical dominoes, mazes,wooden building designers "Tomik",counting material "Geometric shapes",educational games of Voskobovich.
Construction
tool for the development of creative and logical abilities children perform workshops with "TIKO"-constructor for planar and volumetric modeling.In our preschool teachers, enthusiastically working with the designer "TIKO", opened it great opportunities for the mathematical development of children, starting from younger age. In the game with the designer, the child remembers the names and appearance of planar figures (triangles - equilateral, acute-angled, rectangular), squares, rectangles, rhombuses, trapezoids, etc. children learn to model objects of the world around them and acquire social experience. Children develop spatial thinking, they can easily change the color, shape, size of the design if needed. Skills acquired inpreschool period, will serve as the foundation for gaining knowledge and developing abilities at school age. And the most important among these skills is the skill of logical thinking, the ability to "act in the mind."
Wooden constructors are convenient didactic material. Multi-colored details help the child not only learn the names of colors and geometric flat and volumetric figures, but also the concepts of "more-less", "higher-lower", "wider-narrower".
children early age working with a logical pyramid makes it possible to manipulate the components and compare them in size using the comparison method. Folding the pyramid, the child not only sees the details, but also feels them with his hands.
Lego
At the end of 2015, we purchased the LEGO Wedo 9580 protobot to work with older preschool children. It is designed to assemble and program simple LEGO models that connect to a computer. The WeDo constructor is based on a corporate base LegoSystem - bricks with spikes, with which modern children, as a rule, get acquainted very early. Added to these are sensors and a USB switch to connect to a computer and bring the designs to life. Therefore, laptops were purchased for the groups and appropriate programs were installed. From the constructor, you can create different models, both according to Lego instructions, and inventing it yourself. In the form of a game, you can get acquainted with various mechanisms and even learn to design.
We plan to introduce you to this constructor in more detail at a seminar in the fall.
Educational games by Voskobovich
Voskobovich's educational games are of particular interest to teachers and children. The use of Voskobovich's games in the pedagogical process makes it possible to restructure educational activities into cognitive gaming activities.
There are many educational games by Voskobovich. Among the most common in our kindergarten are: “Two-color and four-color squares”, Igrovisor, “Transparent square”, “Geocont”, “Miracle - crosses”, “Miracle flower”, “Cord-entertainer”, “Logo moulds”, “Carpet graph “Larchik”,Ship "Spray - spray" other. During the game, the child masters the numbers; recognizes and remembers color, shape; trains fine motor skills hands; improves thinking, attention, memory, imagination. Games are based on three main principles - interest, knowledge, creativity. These are not just games - these are fairy tales, intrigues, adventures, funny characters that encourage the baby to think and be creative.
For the development of mathematical representations of children, teachers use one more modern form work with children iris folding.
Iris folding develops the ability to compare and find differences between two or more objects, restores previously seen from memory (diagram, drawing, model), and also allows children to create unusual visual images to memorize the desired operation.
Iris folding allows children to develop the ability to think logically: find similarities and differences, highlight the essential, establish causal investigative links. All mental activity is activated.
Interaction with parents
Not less than important condition the formation of elementary mathematical concepts in children is Active participation in the educational process of parents.
In kindergarten, we use the following forms of work with the family: consultations, designing folders, conducting mathematical entertainment, fairs, master classes on the topics: “Logic - a mathematical game - as a means of teaching and educating preschool children”; “Fabulous labyrinths of V.V. Voskobovich".
In groups, parents made mini-books with their childrenfairy tales on mathematical plots: "Numbers", "Circle and Square" other.
The teachers brochures with tasks for logical blocks Gyenes, Kuizener's sticks; booklets "Math games with a child at home", "Mathematics for the development of your child" and others to consolidate mathematical ideas with children at home.
Project activity
Undoubtedly, one of the modern and effective forms of supporting children's initiative is project activity, in which the participation of parents is always relevant. Using project activities for the development of mathematical representations of children, teachers thereby activate cognitive and creative development child, as well as pay attention to the formation of the child's personal qualities. The knowledge acquired by children during the implementation of the project becomes the property of their personal experience. Mathematics projects such as " fun math"in the middle group No. 9," Entertaining mathematics” in the middle group No. 14, “ABC of numbers” middle group No. 1 and others made it possible to embody the personality-developing nature of the interaction between adults and children in practice, taking into account their needs, opportunities, desires in the educational process.
Personnel
Quality pedagogical activity on use modern means for the formation of mathematical representations mainly depends on qualified teachers. In this regard, 2 teachers of our kindergarten were trained in KOIRO on gaming technology intellectual and creative development of children aged 3-7 years “Fairytale labyrinths of the game V.V. Voskobovich". Education in KOIRO under the advanced training program "Updating the content of educational and educational activities in unification of technical orientation”; under the program "Development technical creativity in educational organization in the conditions of the Federal State Educational Standard ", 2 teachers studied, according to the program" Tutoring activities in additional vocational education» - 1 teacher.
Teachers actively participate in seminars, workshops held in the preschool educational institution on the topics: "Organization and conduct of work on the formation of the cognitive interests of preschoolers through developing mathematical games", "Peculiarities of the organization of mathematical games in preschool age"; in municipal seminars on the topics: “Development of technical creativity of students within the framework of networking institutions of general and additional education”, “Dissemination of innovative models for the development of the technosphere of the activities of institutions of additional education in the framework of the development network model interaction with preschool educational institutions”; regional seminars "Game is the most important sphere of self-expression", international seminars « Preschool education: the experience of Italy", where teachers exchanged experience in TIKO design as well as in webinars organized by FGAU "FIRO" and the magazine "Obruch", such as "How to prepare a preschooler to solve arithmetic problems", "Geometric propaedeutics in modern preschool" other.
Maria Trofimova
Mathematical education in a modern preschool educational institution in accordance with the requirements of the Federal State Educational Standard up to
One of the most important tasks of educating a child of preschool age is the development of his mind, the formation of such mental skills and abilities that make it easy to learn new things.
For modern educational system, the problem of mental education (and the development of cognitive activity is one of the tasks of mental education) is extremely important and relevant. It is so important to learn to think creatively, outside the box, to find the right solution on your own.
Exactly mathematics sharpens the child's mind, develops flexibility of thinking, teaches logic, forms memory, attention, imagination, speech.
GEF DO requires make the process of mastering elementary mathematical representations attractive, unobtrusive, joyful.
AT in accordance with GEF BEFORE the main goals mathematical development of preschool children are:
The development of logical mathematical concepts about mathematical properties and relationships of objects (specific values, numbers, geometric shapes, dependencies, patterns);
Development of sensory, subject-effective ways of cognition mathematical properties and relationships: survey, comparison, grouping, ordering, splitting);
Mastering children's experimental and research methods of cognition mathematical content(experimentation, modeling, transformation);
The development of logical ways of knowing in children mathematical properties and relationships (analysis, abstraction, denial, comparison, classification);
Child Mastery mathematical ways of knowing reality: counting, measurement, simple calculations;
Development of intellectual and creative manifestations children: resourcefulness, ingenuity, guesswork, ingenuity, striving to find non-standard solutions;
Development of accurate, reasoned and evidence-based speech, enrichment of the child's vocabulary;
Development of initiative and activity of children.
How "to wake" child's curiosity?
Answers: novelty, unusualness, surprise, discrepancy previous notions.
i.e. need to do training entertaining. At entertaining training, emotional and thought processes are aggravated, forcing to observe, compare, reason, argue, prove the correctness of the actions performed.
The task of an adult is to keep the interest of the child!
Today, the educator needs to build educational activities in kindergarten, so that each child is actively and enthusiastically involved. Giving children tasks mathematical content, it must be borne in mind that their individual abilities and preferences will be different and therefore the development of children mathematical content is purely personal.
Mastery mathematical performances will be effective and efficient only when children do not see that they are being taught something. They think they are just playing. Not noticeable to yourself in the process of gaming actions with the game material is considered, add, subtract, solve logical problems.
The possibilities of organizing such activities are expanding provided that a developing object-spatial environment is created in the kindergarten group. After all, a properly organized object-spatial environment allows each child to find something to their liking, to believe in their strengths and abilities, to learn how to interact with teachers and peers, to understand and evaluate feelings and actions, to argue their conclusions.
The presence of a kindergarten in each group helps teachers to use an integrated approach in all activities entertaining material, namely a card file with a selection mathematical riddles funny poems, mathematical proverbs and sayings, counting rhymes, logical tasks, joke tasks, mathematical fairy tales. Entertaining in content aimed at developing attention, memory, imagination, these materials stimulate children's curiosity. Naturally, success can be ensured under the condition of a child-oriented interaction with an adult and other children.
Yes, puzzles. expedient when fixing ideas about geometric shapes, their transformation. Riddles, tasks - jokes are appropriate in the course of learning to solve arithmetic problems, operations on numbers, in the formation of ideas about time. Children are very active in the perception of tasks - jokes, puzzles, logical exercises. The child is interested in the final goal convert- which captivates him.
DOE work experience
In the 2016-2017 academic year, our preschool educational institution continues to work on the formation of the cognitive interests of preschoolers through developing mathematical games and the creation of a developing subject-spatial environment for the formation mathematical representations in accordance with GEF DO and offices are open intellectual games, which are divided into blocks "Robotics", « Entertaining mathematics» and "Experimentation". Interesting things appeared in the office, modern didactic aids which aroused great interest among the children. Particular attention is paid to the saturation of the environment - educational the space is equipped with means of education and upbringing (including technical). So, various modern educational games: math tablet"Arithmetic 1" reusable with marker mathematical pyramid, counting beads and demo version(create number image; help to interest mathematics the possibility of tactile and kinesthetic perception, since in most preschoolers it prevails over visual and sound (number composition, addition, subtraction, mathematical boat and geometric shapes, "Palette"(develops perception, attention, memory, thinking; improves quantitative representations and counting skills within 20 (number composition, addition, subtraction, comparison, arithmetic counting, logical pyramids "Color bars", "Learning to count" with numbers, labyrinths, wooden construction kits "Tomik", hourglass on the different time(develop an eye, the ability to value time and try to complete the task in the allotted time, counting material"Dinosaurs", "Animals", "Cheese Slice"(develops orientation in space, hand coordination, eye, perseverance) and educational games of Voskobovich.
Educational games by Voskobovich
Voskobovich's educational games are of particular interest to teachers and children. The use of Voskobovich's games in the pedagogical process allows you to rebuild educational activity into cognitive play activity.
There are many educational games by Voskobovich. Among the most common in our kindergarten can be highlight: "Two-color and four-color squares", Igrovisor, "Transparent Square", "Geokont", "Miracle - crosses","Miracle flower", "Cord-Entertainer", "Logo molds", Carpetograph "Larchik", Boat "Splash - splash" and others. During the game, the child masters numbers; learns and remembers color, shape; trains fine motor skills of hands; improves thinking, attention, memory, imagination. Games are based on three main principles - interest, knowledge, creativity. These are not just games - these are fairy tales, intrigues, adventures, funny characters that encourage the baby to think and be creative.
When using gaming entertaining math games and exercises, children learn software better material while solving various creative tasks they develop activity, independent thinking, creativity and develops a child's personality. By consolidating knowledge during the game, we strive to ensure that the joy of games turns into the joy of learning.
logical- mathematical games are included directly in the content of classes as one of the means of implementing program tasks. The place of these games in the structure of the FEMP lesson is determined by the age of the children, the purpose, meaning, and content of the lesson. Logico - mathematical games are appropriate at the end of the lesson with the aim of reproducing, consolidating what was previously learned, and in free time. The purpose of logical tasks and exercises is to activate the mental activity of the children, to revitalize the learning process.
Their use in the classroom creates important qualities personalities child: independence, observation, resourcefulness, cleverness, perseverance is developed, constructive skills are developed. In the course of solving tasks with ingenuity, puzzles, children learn to plan their actions, think about them, look for an answer, guess about the answer, while showing creativity.
Children are very active in the perception of tasks - jokes, puzzles, logical exercises. They are persistently looking for a course of action that leads to a result. In that case when entertaining the task is available to the child, he develops a positive emotional attitude to it, which stimulates mental activity. The child is interested in the final goal: fold, find the desired shape, convert that captivates him.
Decision different kind non-standard tasks at preschool age contributes to the formation and improvement of general mental abilities: logic of thought, reasoning and action, flexibility thought process, ingenuity and ingenuity, spatial representations. Of particular importance should be considered the development in children of the ability to guess about the decision at a certain stage of the analysis. entertaining task , search actions of a practical and mental nature. The guess in this case indicates the depth of understanding of the problem, high level search actions, mobilization of past experience, transfer of learned methods of solution to completely new conditions.
In preschool education non-standard task, purposefully and appropriately used, acts as a problem. Here there is a search for a solution with the advancement of a hypothesis, its verification, refutation of the wrong direction of the search, finding ways to prove the correct solution.
Entertaining math material is an a good remedy educating children already at preschool age of interest in mathematics, to the logic and evidence of reasoning, the desire to show mental stress, to focus on the problem.
In our methodical office collected some benefits helping to solve the problems of developing logical thinking in preschoolers.
So way, in our preschool educational institution all conditions for development are created mathematical thinking.
Olga Stulnikova
The concept of mathematical development in preschool education
The concept of mathematical development in preschool education
Stulnikova Olga Gennadievna, senior teacher,
SP GBOU secondary school No. 10 "OC LIK" Kindergarten № 16,
Samara region, Otradny
Mathematical development of children in preschool educational institution is designed on the basis preschool concept education and training, programs of the institution, goals and objectives child development, diagnostic data, predicted results. concept the ratio is determined pre-mathematical and prepositional components in the content education. The predicted results: development intellectual abilities children, their logical, creative or critical thinking; formation of ideas about numbers, computational or combinatorial skills, methods object transformations, etc.. d.
The acquisition of knowledge and skills is formed under the influence developing
training and thanks to a special organization educational process develop all cognitive mental processes associated with sensation, perception, memory, attention, speech, thinking, as well as volitional and emotional processes generally. Developing learning effect should be focused on "zone of the nearest development» . Children are offered, along with tasks that they can now perform on their own, and such tasks that require them to guess, ingenuity, and observation. Acquired by such way of knowing, and most importantly - the systematic improvement of their quality, plus development of thinking, provide general child development.
PROCESS MATHEMATICAL DEVELOPMENT
Process child's mathematical development, first of all, with development
his cognitive sphere (various ways of knowing, cognitive
activities, etc., as well as with the development of a mathematical style of thinking.
Thanks to mathematical development in preschoolers develop personal qualities : activity, curiosity, perseverance in overcoming difficulties, independence and responsibility. During mathematical development there is a general intellectual and speech child development(evidence-based and reasoned speech, dictionary enrichment).
aim mathematical development of a preschooler is familiarity with the basics
mathematical culture and instilling interest in further knowledge
of the surrounding world using elements of this culture (Decree of the Government of the Russian Federation "On approval Development concepts mathematics education in Russian Federation”, December 2013).
MAIN TASKS MATHEMATICAL DEVELOPMENT:
Formation of skills and abilities in counting, calculations, measurement,
modeling.
Development logical and mathematical ideas and ideas about
mathematical properties and relationships of objects, specific quantities, numbers, geometric shapes, dependencies and patterns.
Development of sensory(subject-effective) ways of knowing
mathematical properties and relationships, namely surveys, comparisons,
grouping, ordering.
Development children have logical ways of knowing mathematical properties and
relations, namely analysis, comparison, generalization, classification, seriation.
GENERAL DIDACTIC PRINCIPLES OF TRAINING PRESCHOOL CHILDREN ELEMENTS OF MATHEMATICS
The principle of nurturing education.
Education and training - nurturing education, characterized by
concrete mental and practical work of children, which develops them
organization, discipline, accuracy, responsibility.
Level preschooler development depends on specially organized
"mental education", which represents pedagogical process, aimed at the formation of preschoolers elementary knowledge and skills, ways of mental activity, as well as development abilities of children and their need for mental activity. The main component of mental education preschooler are ways mental actions. Each mental action is a corresponding mental operation. These operations are different, interrelated, passing into each other aspects of thinking.
Basic thinking operations Keywords: analysis, synthesis, comparison, classification, generalization, abstraction. All of these operations cannot manifest themselves in isolation, out of connection with each other, i.e., it is impossible to form any mental operation separately without connection and reliance on other operations. “An indicator of the assimilation of a technique is its conscious transfer to the solution of new problems.” At preschooler methods of mental actions should be laid down precisely at this age, moreover, without the formation of mental operations, the mental upbringing of a child is impossible.
The principle of humanization of the pedagogical process.
This is the principle of a personality-oriented model of education and training.
The main thing in education should be development opportunities to acquire knowledge and
skills and use them in life, individualization of learning, creation of conditions for the development of the child as a person.
Principle individual approach.
The principle of an individual approach provides for the organization of training based on profound knowledge individual abilities child, creating conditions for active cognitive activity all the children in the group and each child individually.
The principle of scientific education and its accessibility.
This principle means the formation in children preschool age
elementary, but essentially scientific, reliable mathematical knowledge.
Ideas about quantity, size and shape, space and time are given to children in such a volume and at such a level of specificity and generalization that it is accessible to them, and that this knowledge does not distort the content, taking into account the age of children, the characteristics of their perception, memory, attention, thinking.
The implementation of the principle of accessibility is also facilitated by the fact that material, which
studied, presented in accordance with rules: from simple to complex; from the known to the unknown; from general to specific.
So way, children's knowledge is gradually expanding, deepening, better
they learn, but new knowledge should be offered to children small doses, providing repetition and consolidation of their different exercises using their application in different types activities.
The principle of accessibility also provides for the selection not too much material
difficult, but not too easy. Organizing the education of children, the teacher should
proceed from the available level of difficulty for children of a certain age.
The principle of awareness and activity.
Conscious assimilation of educational material provides for the revitalization
mental (cognitive) processes in the child.
Cognitive activity is independence, awareness,
meaningfulness, initiative, creativity in the process of mental activity, the ability of a child to see and independently set cognitive tasks, draw up a plan and choose ways to solve a problem using the most reliable and effective techniques to achieve results.
The principle of systematic, sequence.
Logical order of study material where knowledge is based on
previously received. This principle is especially important in the study mathematics, where each new knowledge, as it were, follows from the old, known. The teacher distributes the program material in this way to ensure its successive complication, the connection of the subsequent material with the previous. It is this study that provides solid and deep knowledge.
The principle of visibility.
This principle has importance in teaching children preschool age, because the child's thinking has mainly visual- figurative character. In the methodology of teaching children mathematics the principle of visibility is closely associated with the activity of the child. Conscious mastery of the elements mathematical knowledge is possible only if children have some sensual cognitive experience, through direct perception surrounding reality or knowledge of this reality through pictorial and technical means.
OBJECT SPATIAL ENVIRONMENT
For successful work a specially organized subject-
spatial development environment: a room with both a place for children to work at the tables, and enough space for games, including mobile ones. The presence of a game library materials for the manufacture of games and gaming material. The presence of balls, cubes and other physical education equipment.
PRINCIPLES OF ORGANIZATION EDUCATIONAL PROCESS
For organization educational process, a three-block model is chosen,
which collects in itself all the known basic models on which they work
preschool institutions: educational, complex-thematic, subject-
spatial - environmental. At the same time, they use strengths each separate model and, if possible, their shortcomings are eliminated.
I block. Specially organized learning in the form of classes - content
organized by "objects".
II block. Joint adult - child (affiliate) activity - content
organized thematically.
III block. Free independent activity children, in accordance with
traditional activities for children.
Within the framework of the first block, training is organized in the form of special
lessons based on the program. Learning process preschoolers is built taking into account age features children preschool age. Mainly used playing tricks and means attractive to children activities (the principle of "learning with passion", provides a combination of arbitrary and involuntary, static and dynamic forms in the classroom that is comfortable for the psychophysiological state of the child.
Within the framework of the second block, a cognitive-research
children's activities based on standards. The goal is to help students learn how to independently acquire knowledge, develop skills research activities to form a holistic picture of the world and an understanding of one's place in it. Research pupils: doing experiments and practical work; collect information and process data; make projects and make presentations;
Within the framework of the third block, independent activities of children are carried out in the classroom in activity centers and in arbitrary play activities.
The activity is aimed at development cognitive abilities and
search activities of children. In activity centers, the room is divided into
several zones, each of which contains class materials, games,
conducting experiments and research.
Undeniable role preschool preparation for school is not only in the formation, development and replenishment of mathematical knowledge, skills preschooler, but also in intellectual overall development of the child. Mathematics education in the early stages of development - powerful tool the formation of a personality with developed logical thinking, skills of analysis and synthesis, classification and systematization. These skills will be the key to success not only in school mathematics but also in other subjects. school cycle, and further professional activity rising citizen. Foundation preparation mathematical knowledge should take important place in programs preschool education and training.
LITERATURE.
1. N. N. Poddyakov. Content and methods of mental education preschoolers.
2. N. Yu. Boryakova, A. V. Soboleva, V. V. Tkacheva. Workshop on development mental activity at preschoolers.
3. E. A. Yuzbekova. steps of creativity.
4. A. V. Beloshistaya. Education mathematics in preschool.
5. Z. A. Mikhailova. Math from three to seven.
6. T. I. Erofeeva. Preschooler learning math.
7. A. A. Smolentseva. Story-didactic games with mathematical content.
8. Dagmar Alytkhauz, Erna Dum. Color, shape, quantity.
9. A. I. Ivanova. Naturally - scientific observations and experiments in kindergarten.
10. A. I. Savenkov. Methodology academic research in kindergarten.
