Cyclogram for the senior group

Games with mathematical content.

Appendix No. 6

Logical thinking tasks.

Appendix No. 7

Text material. Group design.

Appendix No. 8

Solving savvy problems:

2. From the same sticks, lay out three identical triangles.

3. In a figure consisting of 5 squares, remove 2 sticks so that three squares remain.

Joke tasks:

1. 
   A rooster flew up onto the fence and met two more there.

2. Squirrel, hedgehog and raccoon,

Wolf, fox, little mole Were friendly neighbors.

They came to the bear for a pie.

You guys don't yawn:

Count how many animals there are.

Problems with geometric content.

1. Place the circle to the right of the square, but to the left of the triangle. (Test by sample).

2.Color the small flags so that the large flag is between the blue and yellow, and the yellow is next to the green.

Observations.

Compiling pictures for children using puzzles, cubes, cut-out pictures.

Guessing riddles.

Poems-riddles “From January to December.”

In this month, no matter the year, This month, no matter the year,

comes to us New Year. The herbs dance in circles.

Christmas tree, music, gifts. Smoke from leaves is everywhere.

Hundreds of joyful chores. Oak got dressed. The garden is blooming.

(January.) (May.)

Day and night the blizzard blows - The sky is small for the birds.

Covers the path - the road, the Meadow - for the flowers. Mushrooms - myceliums.

Leads her at random. The day grows faster than the grass.

(February) (June.)

In this month, no matter the year, In this month, no matter the year,

A starling is singing above the porch. The heat floats above the ground.

The snow is sad, the icicles are crying - And it’s not for nothing that he hid in the bushes

The arrival of Spring is bitter for them. First hare litter.

(March.) (July.)

In this month, no matter the year, In this month, no matter the year,

Flood and ice are coming. Everything around is calling to itself:

The beaks open the buds, the garden - to taste the juicy apples,

Bees are looking for the first honey. Tomato garden.

(April.) (August.)

This month, no matter the year, people flock to school: golden leaves rustle, they carry a bouquet of bright asters. (September.)

In this month, no matter the year, we are greeted by seven weather conditions: sowing, blowing, twisting, chilling, whistling, windy, pouring from above. (October.)

This month, no matter the year. White day rises at lunchtime. Chilly dusk. Dirt and slush. Suddenly - snowdrifts at the gate. (November.)

This month, no matter the year. Winter's turn is coming. You can hear the frost crackling. And you can barely hear it snowing. (December.)

His days are shorter than all days, longer than nights, snow fell on the fields and meadows until spring. Only one month will pass - we are celebrating the New Year. (December.)

It stings your ears, stings your nose, and the frost creeps into your felt boots. If you splash water, it’s not water that falls, but ice. The sun has turned towards summer, what can you say about this month? (January.)

Snow is falling in bags from the sky. There are snowdrifts around the house. Then snowstorms and blizzards hit the village. At night the frost is severe, during the day the sound of drops can be heard. The day has lengthened noticeably. What month is this, tell me? (February.)

The sun is shining brighter, the snow is thinning, softening, softening, melting. The loud rook flies in. What month? Who will know? (March.)

It’s frosty at night, it’s dripping in the morning, which means it’s outside... (April.)

The distance of the fields turns green, the nightingale sings. IN White color the garden got dressed. The bees are the first to fly. Thunder rumbles. Guess what month this is? (May.)

The longest, longest day. At noon - a tiny shadow, an ear of corn blooms in the field, a grasshopper gives a voice, strawberries ripen. What month is it, tell me? (June.)

Hot, sultry, stuffy day. Even chickens seek shade. The mowing of bread has begun, the time for berries and mushrooms. His days are the peak of summer, what month is this? (July.)

The maple leaves turned yellow, and swift-winged swifts flew to the countries of the south. What month is it, tell me? (August.)

In what month does summer end and autumn begin? (September.)

The face of nature is getting darker and the vegetable gardens are turning black. The forests become bare, the bird voices become silent. The bear fell into hibernation, what happened to us in a month? (October).

The field has turned black and white, and it’s already getting colder, the winter rye is freezing in the field, what month is it, tell me? (November).

Questions and tasks for intelligence.

1. 
   8 cat paws are visible from under the fence. How many cats are there behind the fence? (2)
2. 
   Which shape has more corners: a square or a rectangle? (Each shape has 4 corners.)
3. 
   A tree grows in the forest. It has 6 branches. There are 5 sparrows sitting on the branches. How many birds are there on the tree? (6.)
4. 
   Eleven chickens are walking around the yard. How many pairs of legs do they have? (eleven.)
5. 
   Connect two numbers with arrows so that the total is the number 5. (0.1.2.3.4.5.)
6. 
   There was one candy in the vase. By evening she was gone. Who took it if there was a cat, fish in the aquarium, grandfather and a moth in the room? (Grandfather.)
7. 
   The girl has more than three nuts, but less than five. How many nuts does the girl have? (4.)
8. 
   How many people pulled the turnip in the fairy tale? (3.)
9. 
   Papa Goose bought 8 boots for his goslings. How many children does Daddy Goose have? (4.)
10. 
    Two played checkers for 2 hours. How long did each of them play checkers? (2 hours.)
11. 
    6 sparrows were sitting in the garden bed, 5 more flew to them. The cat crept up and grabbed one sparrow. How many sparrows are left in the garden? (Not one.)
12. 
    The boy had 7 flies in the box. With 2 flies he caught two fish. How many fish will he catch using the remaining flies?
13. 
    The housewife was carrying 100 eggs in a basket. And the bottom fell (it’s not read “a bottom”, but close to the word “one”). How many eggs are left in the basket?
14. 
    There were 50 pears growing on the pear tree, and 12 less on the willow tree. How many pears grew on the willow tree?
15. 
    An oak trunk is thicker than a pine trunk, and a pine trunk is thicker than a birch trunk. What is thicker: an oak trunk or a birch trunk?
16. 
    A pen is more expensive than a notebook, a pencil is cheaper than a pen. What costs more: a pencil or a notebook?
17. 
    Olya is taller than Vera, and Vera is taller than Natasha. Who is taller: Natasha or Olya?
18. 
    What is lighter: a kilogram of cotton wool or a kilogram of iron?

Appendix No. 10

Appendix No. 11

Games for consolidating quantity and counting.

"HIDE AND HIDE"

Name a chain of numbers, skipping a few of them. The children's task is to name the missing numbers. (Mastering the number series, developing attention).

"SHOW THE SAME"

Target: practice counting with children.

Material: cards with images of objects from 1 to 10.

Progress of the game.

Show a card on which the same number of objects are drawn as the teacher showed.

“WHO WILL FIND IT FASTER”

Target: Exercise children in counting from a distance.

Invite children to find groups of toys, furniture, things. (By 8,10, etc.). You can put toys in groups in advance, geometric figures.

"DO THE SAME"

The teacher shows the number and asks the children to do some movement the same number of times (squatting, raising their arms up, etc.). Then the children must explain how many times they squatted and why.

Target: Exercise children in counting, develop memory and attention.

“WHO HAS THE SAME MANY MUGS” OR “SHOW THE NUMBER” (author’s).

Target: practice counting sounds with eyes closed; consolidate the ability to establish a correspondence between the number of visually perceived objects and sounds.

Material: 2 sticks; numerical figures or numbers, 4 cards each with a different number of circles or numbers (4, 5,6,8).

The teacher offers to take the figures (numbers) out of the envelope and put them in a row in front of you, then explains the task: “I will knock the stick on the stick, and you will count the sounds with your eyes closed. Those who have cards with the same number of circles (numbers) as I knocked will pick them up.

First, count and remember how many circles are on the cards or what the number is. Now close your eyes and listen.

"COUNT THE APPLES"

Schematically depict several plates, each of which contains a different amount of candy or apples. Ask your child to indicate with numbers the number of apples in the plates. Which plate has more apples? Why? This means that the number indicating the number of apples in this plate is greater than the other numbers. So, when comparing the number of apples on each plate, consider each number.

“WHAT NUMBER IS MISSING?”

Children play in pairs. The teacher invites the children to arrange the numbers in order from 0 to 10. Then one child in a pair closes his eyes, the other rearranges the numbers in the number line. Opening his eyes, the child notes what has changed. If he guesses correctly, he becomes the leader.

Game continues.

"THE BEAR AND THE BEES."

Rules of the game: A bear is chosen, all the rest are bees. The place where the bees have a house is determined - the line beyond which the bear has the right to catch them. At the leader’s signal, the bees approach the bear and ask: “Bear, what are you eating?” The bear answers: “raspberries”, “fish”, “cones”... But as soon as the bear says: “Honey!”, he rushes at the bees and begins to catch them. They run to the house to save themselves. Whomever the bear catches, he takes him to his den. After three exits, a new bear leader is chosen. Whoever caught more bees than others during the game is declared the winner

“DO NOT MAKE A MISTAKE”

Appendix No. 12

« Using fairy tales"

Carlson loves to joke, so he hid the toys and wrote in the letter how to find them. Then I read the letter and offer to complete the task: stand in front of the teacher’s desk, walk 3 steps to the right, etc. Then the task becomes more complicated - i.e. The letter does not give a description of the location of the toy, but only a diagram. According to the diagram, children must determine where the hidden object is.

Winnie the Pooh invited his friends to visit. I ask the children to answer questions to consolidate ordinal counting and spatial orientation.

Appendix No. 13

Games - time travel.

Target: develop quick thinking, consolidate children’s knowledge of what they are doing in different time days. Rules. Having caught the ball, you need to name part of the day.

Progress of the game.

Children stand in a circle, the teacher has a ball in his hands. The adult names different actions (I’m going to exercise) and throws the ball to the child. The kid catches the ball and names the time of day (morning). A complication is to name a part of the day, and the child tells the actions that can occur at this time of day.

"COLOR WEEK"

Make a calendar where each day of the week is marked with a certain color. Every morning, explain to your child what day of the week it is by pointing to the color on the calendar. Cut out 7 circles from colored cardboard according to the color of the days. Invite your child to list the days of the week, starting with Monday. When completing the task, ask your child to name each day. To complicate the task, lay out circles starting from Tuesday, Wednesday, etc.

" 12 MONTHS"

Cut out a large circle from cardboard. Divide it into 12 segments. In each of them write the name of the month of the year. Invite your child to color the segments in accordance with the specific time of year: summer months - red, winter months - white, autumn months - yellow, spring months - green. Attach an arrow to the center of the circle, the tip of which should point to the current month. Ask your baby to move the needle at the beginning of each month.

The teacher reads a poem, and the children name the day of the week.

We asked Emelya: tell us the day of the week.

Emelya began to remember.

He began to call Emelya.

The guy shouted to me “loafer” -

It was on (Monday).

I climbed the fence, and the janitor

He drove me with a broom on (Tuesday)

On (Wednesday) I caught a bug

And fell from the attic

Fought on (Thursday) with cats

And got stuck under the gate

On (Friday) I teased the dog -

He tore his shirt.

And on (Saturday) - what fun! –

I rode a pig.

On (Sunday) I rested -

He was sitting on the bridge dozing.

Yes, he fell from the bridge into the river.

The man is unlucky!

So it is with our Emelya

The days of the week have flown by.

Live week.

For the game, 7 children are called to the board, counted in order and given circles of different colors, indicating the days of the week. Children line up in the same order as the days of the week. For example, the first child with a yellow circle in his hands, indicating the first day of the week - Monday, etc.

Then the game gets more difficult. Children are built from any other day of the week.

Appendix No. 14

Space navigation games.

"STAND WHERE I SAY"

Target: teach children to find the location of one object in relation to another (in front, behind).

The teacher says that today the children will learn to find a place that he will indicate and determine their place among other children. Offers each child tasks (to stand in front of the teacher, another behind Natasha, etc.). In conclusion, each player says who is in front of him and who is behind him.

" WHAT CHANGED"

Target:

• 
  teach children to consistently consider the arrangement of ornamental figures on a magnetic board,
• 
  correctly name the shapes and their spatial location (center, top, bottom, left, right),
• 
  remember the location of the figures.

The teacher explains the task: “Today we will look at the pattern and remember where each figure is located. To do this, you need to name them in order: first the figure located in the center (middle), then those that are at the top and bottom, and finally, to the left and to the right.” The child shows and names the figures and their location in order.

The teacher asks the other child to place the figures as he wishes, name the objects and talk about their location. Then the child stands with his back to the magnetic board, and the teacher swaps the places of the figures located on the left and right. The child turns around and determines what has changed.

Target: Teach children to navigate on a sheet of squared paper.

Rules of the game:

An adult invites children to play with a butterfly. I will tell you where the butterfly will fly, and you listen carefully and follow.

After each task, we check the correctness of the flight.

Preparatory group.

Complication: smaller cells and insects are taken.

Appendix No. 15

Games to consolidate knowledge about geometric shapes.

Target: Make Christmas tree decorations from four isosceles triangles, develop your imagination.

Progress of the game: A beauty stands in the forest

Slender and green

And the branches are like little fingers, did she put them aside (the Christmas tree) or does she dress up once a year?

New Year has arrived. It costs a lot in houses and on the streets beautiful Christmas trees, decorated with toys. I suggest you make from these triangles New Year's toy, and then we will decorate our Christmas tree. Children come up with their own toy, crafts should not be repeated.

Goal: to consolidate the name of geometric shapes, develop imagination, creativity in children, broaden their horizons.

The teacher introduces the kids to the types of aircraft and invites them to come up with a new aircraft design themselves using a geometric mosaic.

"NAME THE FIGURE"

In front of the children on the table is a “mat” (sheet of paper), divided into triangles of different configurations, squares, rectangles and a dice.

Game rule.

Children take turns throwing a die onto the mat and must name the shape on which the die falls.

Game options:

1. 
   Name not only the figure on which the cube fell, but also find the same number of such figures on the mat as there are points on the face of the cube;
2. 
   Name the shape on which the cube is, and then find objects of the same shape in the room.

Logical thinking games.

"WHO LIVES WHERE"

Once upon a time there was a bunny, a fox and a bear cub. Everyone lived in their own house. The bunny's house was neither yellow nor blue, and the bear cub lived neither in a yellow nor in a white house. Invite your child to guess who lives in which house.

« WHO WILL BE WHO?”

The child answers the adult’s questions: “Who will be (or what will be) an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, cloth, a student, a sick person, a weak person, etc.

« WHO WAS?"

The point of the game is to answer the question, by whom? (what?) was before: chicken, horse, cow, oak, fish, apple tree, frog, butterfly, bread, wardrobe, bicycle, shirt, boots, house, strong, etc.

"ADD A WORD"

Invite your child to find a pattern and continue the series of words:

Winter, spring, summer……..

January February March……...

Morning day Evening…….

Monday Tuesday Wednesday……..

Ten, nine, eight………

One two Three………

Ten, twenty, thirty…………

Appendix No. 17

"Tangram".

The rules of the game (use all seven parts of the square to make each figure, connect them only along the edges so that they are tightly adjacent to one another, and do not allow one part to overlap another) organize the actions of children, require accurate and strict adherence to the rules, and promote general mental and mathematical development.

Appendix No. 18

Game "Magic Circle"

The circle is cut into 10 parts. The result is 4 identical triangles; the rest are equal in pairs and resemble triangular figures, but one of the sides is rounded.

Rules of the game: To create the silhouette of animals, people, objects, geometric shapes, you must use all the parts. One part cannot be overlapped with another.

The games “Columbus Egg” and “Tangram” are played in the same way.

Appendix No. 19

Geometric mosaic.

Before the game starts, children are divided into two teams according to the level of their skills. Teams are given tasks of varying difficulty. For example: drawing up images of objects from geometric shapes (working from a ready-made dissected sample). Work according to the conditions (assemble a human figure, a girl in a dress). Work according to one's own design (just a person's).

Each team receives the same sets of geometric shapes. Children independently agree on ways to complete the task and the order of work. Each player in the team takes turns participating in the transformation of the geometric figure, adding his own element, making up a separate element of the object from several figures. In conclusion, children analyze their figures, find similarities and differences in solving a constructive plan.

Appendix No. 20

Parent meeting on the topic:

"Let's get acquainted - we are seniors"

Dear parents! The age of 5 years is the age of independence. Children have become independent not only in actions, but also in judgments. And now it is simply necessary to maintain this independence. And you and I must teach children to respect each other. We, educators, try to create such conditions, such an atmosphere in the group so that children do not have conflicts. Therefore, whenever you come to the group, the children are always busy. (Children find each other based on their interests: Board games, drawing, designing, magazines with logical tasks....)

And even in older preschool age, children can do real adult work - setting the table. Now look at how they cope with this.

1. 
   Serving.
2. 
   Self-analysis of the work done by children.

Do you think your children have changed in their actions? (They have become more confident, they work quickly, they know the procedure.)

Do they take part in homework? What instructions do you give them?

Tell and show the parents the album to evaluate the table setting. Explain how work is evaluated.

Conclusion: Table setting helps to develop strong-willed qualities; patience, responsibility, endurance. Moral: respect for peers, ability to say words of gratitude. Aesthetic: set the table beautifully.

All parents really want their child to be the best! The smartest, most skillful! But we forget that not a single person can master all the knowledge and all the skills that humanity possesses! What makes a person beautiful is that he masters some things perfectly, but not very well at others. Therefore, a child should appreciate what he owns and be happy about it. Skills, of course, need to be developed not only in kindergarten, but also at home. Therefore, we will introduce you to the tasks that a child must complete by the end of the school year. (Distribute reminders.)

Answer parents' questions.

Conduct a master class on the development of thinking in children.

Game "CHILDREN OF OUR YARD".

Goal: Learn to compose a human figure, observing the proportional relationship of parts: compare objects according to different signs; find similarities and differences between objects.

Description.

Parents are sitting at tables. They have everything prepared for the applique class. The trays contain squares of the same size.

Exercise. Model a human figure from any geometric shapes that can be cut out of a square. Those who have girls have the figure of a boy and vice versa.

Place the children in a row.

Determine without counting who more girls or boys?

Make a row: boy - girl; two boys - a girl.

CONCLUSION: By performing such exercises, we develop thinking, attention, and imagination.

It is important to remember: at 5 years old there is a great opportunity to develop the baby’s intelligence. Unfortunately, most adults underestimate the capabilities of this age, children’s needs for new information, and believe that there is a lot of time ahead and it is too early to work with the child. Active preparation for school begins only a year before entering first grade. As a result, development stops, the child’s cognitive activity fades away, and subsequent express classes lead to overload and overwork, which will subsequently cause a negative attitude towards learning.

Appendix No. 21

Math lesson notes in senior group

Based on the fairy tale "Doctor Aibolit"

Program content:

1. Practice counting sounds within 10

2. Continue learning to correlate numbers with the number of objects and sounds.

3. Learn to compare objects by size (length, height, width) according to one and at the same time according to two characteristics, by contact and by eye

1. Improve the ability to independently name properties: size, shape, color; their number.

2. Learn to talk about an action being performed or completed, talk with adults and peers about the content of a game or practical action, reflect in speech the order of actions.
1. To develop the ability to empathize with the heroes of a fairy tale, to express readiness to help those who are in trouble.

2.Help increase attention span and memory, develop the eye.

3.Develop children's cognitive and creative abilities.

4. Learn to act according to the teacher’s verbal instructions.

Materials for the lesson:

Demonstration: In the hall, a ship is made from chairs, a steering wheel, a megaphone, toys - animals of hot countries, forest animals, a Doctor Aibolit toy, a set of numbers, 6 toy phones, a first aid kit with tablets in blisters, a selection of paintings “Africa”, audio recordings.

Handout: A4 sheets with tasks: a drawing of a moth, a wing - a sample, 10 numbered wings of different sizes are drawn below. Pencils.

Progress of the lesson:

The teacher has a toy Doctor Aibolit.

Good Doctor Aibolit

he is sitting under a tree

Come to him for treatment

both the cow and the she-wolf.

He will heal everyone, he will heal everyone

Good Doctor Aibolit!

Guys, did you find out what fairy tale this hero is from? Who does Doctor Aibolit treat?

Every day animals came to Dr. Aibolit for treatment: foxes, rabbits, seals, donkeys, camels. Some had a stomach ache, some had a toothache. To each

the doctor gave medicine, and they all immediately recovered.

Look, here are the animals that live in the forest. They have telephones. (The number shows which phone number). Let's guess who's phone number is 3?8? What is Lisa's phone number? The phones rang. Listen carefully and count the calls. How many times the phone rings, you will find a card with that number, and guess who called the doctor! (Rings 5 ​​and 7 times.) How many times did the phone ring? What animal has this number? Whose phone is ringing? So a sad butterfly came to Aibolit:

I burned my wing on a candle.

Help me, help me, Aibolit:

My wounded wing hurts!

Doctor Aibolit felt sorry for the moth. He put it in his palm and looked at the burnt wing for a long time. And then he smiled and cheerfully said to the moth, “Don’t be sad, moth!” You lie down on your side: I will sew you another, silk, blue, new, good wing! And the doctor went into the next room and brought from there a whole heap of different scraps - velvet, satin, cambric, silk.

Guys, look at the wings for a moth drawn on your pieces of paper. We need to find exactly the same wing as our moth’s so that they are the same. (The wing is drawn in a square). Below are the different wings that Aibolit had. Tell me, how are they different?

Length, width.

Find a wing exactly the same in length and width as on the sample. What number is it? Trace this wing with a pencil!

All! We sewed it onto a moth!

The moth laughed. And he rushed to the meadow, And the cheerful Aibolit

From the window he shouts: “Okay, okay, have fun, Just watch out for the candles!”

And the hare came running and shouted: “Ay, ah! My bunny, my boy

Got hit by a tram! He was running along the path, and his legs were cut, and now he is sick and lame, my little bunny!”

And Aibolit said: “No problem! Bring him here! I’ll sew him new legs,

He will run along the track again."

How will Aibolit sew the bunny’s legs?

Yes, with a needle and thread.

Take a pencil and draw a thin needle.

Now thread a thin and long thread into a thin needle. How thick is this needle? How thick is the thread? What about the length? Draw a thick needle nearby.

What thickness should the thread be drawn?

Yes. Draw a thick thread.

Which thread did Kolya turn out to be shorter, thick or thin? What about Valya? So the doctor sewed on the bunny’s legs, and the bunny jumps again. And with him the mother hare also went to dance.

And she laughs and shouts: “Well, thank you, Aibolit!”

Suddenly a jackal came from somewhere (picture)

He galloped up on a mare: “Here is a telegram from Hippopotamus!”

“Come, doctor, to Africa quickly and save, doctor, Our babies!”

"What is it? Are your children really sick?"

“Yes, yes, yes! They have tonsillitis, scarlet fever, cholera, diphtheria, appendicitis, malaria and bronchitis! Come quickly, Good Doctor Aibolit!”

“Okay, okay, I’ll run and help your children. But where do you live? On a mountain or in a swamp?”

“We live in Zanzibar, in the Kalahari and the Sahara” Doctor Aibolit began to get ready for the journey.

What do you think our doctor will need to treat animals?

That's right, medicines, ointments, bandages...

Come to the table and let's look at what's in the doctor's suitcase. (Children list.)

And look at the pills. Are they the same? What is the difference? (Color, size, shape.)

The tablets are in blister packs.

What can you say about their sizes? (They vary in width and length.)

Guys, all pills should be taken only as prescribed by the doctor. Only adults can take them: mom, dad, grandma.

Aibolit closes his suitcase and gets ready to go.

But here in front of him is the sea, raging, noisy in the open space.

How should he go to Africa? We'll sail across the sea by boat. Captain Robinson gave him his ship and asked him to handle it with care.

Do you want to help the doctor treat sick animals? Will you go on a ship with him?

Then take a seat in the cabins! (there is a blue cloth on the floor - the sea, a ship is made of gymnastic sticks)

Roma, here's the helm, you'll be the helmsman. And Vanya will ring the beeps. The ship will sail after the third whistle. Let's count the beeps. The ship quickly ran across the waves. (audio recording “The Sound of the Sea”)

What's that up ahead? Some big land. I think this is Africa. (showing animals living in Africa.)

Guys, who do you see? (Children look and name.)

Africa! Africa! Soon we will be in Africa!

But then a storm arose. Rain! Wind! Lightning! Thunder! The waves became so big that it was scary to look at them.

And suddenly, bang! There was a terrible crash and the ship tilted on its side. Shipwreck!. Our ship hit a rock and crashed! We're drowning. Save yourself, who can! We'll have to continue walking.

Fizminutka: in the sand (claps on the knees), in the swamp (palms locked), through tall grass (straight movements of the palms). (Alternation).

"Long live sweet Africa!" And all the kids are glad and happy: “I’ve arrived, I’ve arrived! Hurray, hurray!”

And Aibolit runs to the hippos, and slaps them on the tummies,

The doctor began to treat the animals. It was necessary to give everyone medicine: some - drops, some - powders or tablets. It was necessary to put on each monkey's head cold compress, and hippos have mustard plasters on their backs and chests.

There were many sick animals, but only one doctor. One cannot cope with such work alone.

Shall we help the doctor? Choose your sick, treat them too.

Katya, who did you undertake to treat? What are you doing? (children perform imaginary actions).

Here we have cured them, Limpopo! All the sick have been cured, Limpopo!

"Glory, glory to Aibolit! Glory to the good doctors!"

It's time for Aibolit and I to go back. But the ship crashed on the rocks. (An image of an eagle is shown.)

And now eagles descended from a high cliff to Aibolit: “Sit down, Aibolit, on horseback, we’ll get you there quickly!”

Imagine that we too sat on the backs of eagles and flew home! Here we are at home.

Did you enjoy playing? What did we do today? Who did you see? Who did they help?

Sailor Robinson's ship crashed on the rocks, but Aibolit definitely needs to return the ship. Will you draw him a ship this evening? Okay, the sailor will choose the ship that he likes best.

Appendix No. 22

Mathematics lesson in the preparatory group.

"In Search of Captain Flint's Treasure"

Program content:

I. 1. Teach children to decompose the number 7 into two smaller ones, and from two smaller ones to form one larger number using visual material.

2. Strengthen the skills of measuring the size of linear objects using conventional and standard measurements

3. Refine your knowledge of flat geometric shapes: circle, square, triangle, rectangle, quadrangle and polygon.

4. Consolidate knowledge of the days of the week and their sequence.

II. Continue teaching children to name the days of the week and geometric shapes.

Reflect measurement results and decisions in speech logical problems. Develop the ability to give reasons for your statements and build simple conclusions.

III. 1) Form learning motivation focused on satisfying cognitive interests and the joy of creativity.

2) Form methods of mental action (comparison, generalization, analogy).

3) Develop variable thinking, imagination, and creative abilities.

4) To develop general educational skills (the ability to think and plan one’s actions, make decisions in accordance with given rules, check the results of one’s actions, etc.).

Material for the lesson: Demo:

• 
  drawing of a sailing ship;
• 
  color calendar;
• 
  phonogram of the sound of the sea, a cheerful melody;
• 
  cards with images of polygons (according to the number of children);
• 
  logbook with questions about the days of the week;
• 
  arrows – pointers, a stone with the number 7 painted on it;
• 
  set of numbers;
• 
  chest with jewelry, coins.

• 
  simple pencils,
• 
  rulers,
• 
  blue strip of paper;
• 
  measurements – white blue;
• 
  checkered notebooks.

Today we ourselves will go on an exciting journey, we will look for the treasures that Captain Flint hid. This will be a sea voyage. First, we need to check if everything is okay with our ship.

Look at him. (I open the panel)

Oh! Guys, it turns out that they are sea robbers - pirates do not want us to find their treasures at all. They decided to stop us from setting off and stole the sails from the ship.

And what kind of sails they were can be seen in this picture. If we correctly find and name the number and shape of the sail, it means we will replace the stolen sail with a new one.

What shape is this sail?

What number was he?

Where was this sail?

Well done, one sail is already in place. There are still 2 left (I ask similar questions). Now all the sails are in place. You can take seats on the ship.

So, imagine that you are a team and everyone is lined up on deck.

Egor will be the captain, Maxim will be the pilot who charts the ship's path. We will all be sailors.

Well, let's now find out how many days we will be on the road.

You have blue stripes on your tables. This is a sea route. There are 2 measurements of white and of blue color. What can you say about their length?

(The white measure is longer than the blue one).

Our ship can sail with at different speeds. The bars show how many miles a day our ship can sail.

Think and tell me, what color strip shows the ship's higher speed?

(White). The longer the strip, the greater the distance the ship travels per day, the greater the speed of the ship.

Now take your pencils and measure the blue stripe with a white yardstick.

How many times does the white measure fit into the length of the blue stripe? This means that if our ship sails at this speed, it will reach the place in 6 days.

Now take a blue measuring stick and find out how many days you will be on the journey if the ship chooses this speed.

What was the result? (measurement fits the length of the blue stripe 8 times)

What does it mean? (We will be on the road for 8 days).

Let's choose higher speed. We will cover the route in 6 days. We want to find the treasure as quickly as possible, right?

I wonder what day of the week it will be?

Look at the blackboard. There is a color calendar on it. Today is Thursday. We determined that we would be on the road for 6 days. Count and tell me on what day of the week we will be there? (This will happen on Wednesday)

And if we sailed for 8 days, what day of the week would we arrive? (On Friday)

Well, let's go! We will try to get to Treasure Island on time, on Wednesday. (The phonogram is turned on - the sound of the sea.)

We're on our way. Look how beautiful it is around. How the sea sparkles, gentle waves run like white lambs. And how many different animals there are in the sea!

Who can you meet at sea? (Children list sea animals).

But jellyfish dance in a cheerful round dance. Let's get up and go to them. Stand in a circle near the jellyfish. They all have different shapes. Now you will swim in a circle to the music, as soon as the music ends, you will stop, look at the jellyfish, count its corners, and name what shape your jellyfish is. (Children play 3 times.)

Guys, all jellyfish have different shapes. What can you call these figures in one word? (These are polygons)

Now take your seats in the cabins, our journey continues.

The captain of the ship always keeps a logbook. He records in it everything that happens while swimming.

Let's take a look at this magazine. “The day after sailing, the crew met a family of dolphins.”

Guys, what day of the week was it if we set off on Thursday? (Friday).

That's right, I think that our color calendar helped someone find the right answer.

Sasha, come to the calendar and show how you determined the day of the week. “The ship’s cook wanted to pamper the crew with wonderful borscht on Sunday, but then decided to do it 1 day earlier.”

When did the team taste borscht? (On Saturday).

And here is another entry in the logbook: “On Monday the storm stopped and everyone saw some rocks in the distance.” Captain, pick up your marine binoculars! Let's see what comes to life there? Oh, there are pirates hiding in these rocks! They don't want us to find the treasure! They are about to attack us, they are already preparing for boarding! We must save ourselves!

We have a real cannon on our deck. Let's try to get in Pirates' ship. First, you need to determine the distance to the pirates. Load the gun.

Open your notebooks. You have drawn a line segment. This is the distance to the place where the pirates are hiding. How can you accurately measure this distance? (Using a ruler you can accurately determine the length of the segment.)

Take a ruler and determine the length of the segment. Children say that the segment is 9 centimeters.

Well, the distance is determined, the gun is loaded. “Gun, ready for battle!”

To hit a pirate ship, you need to fire 2 salvos. We came across very cunning and insidious pirates. It is necessary to charge the mathematical cores. You need to find 2 kernels with such numbers that these 2 numbers together form the number 7. Tell me which two numbers can be used to get the number. Katya, what numbers did you write? (2 and 5).

How did Vanya come up with the number 7? (from numbers 6 and 1).

How Olya formed the number 7. (7 is 3 and 4).

That's a lot of well-aimed hits! Well done! The pirates are defeated, the way is clear! Hooray! You can sail further for treasures! (The phonogram of the sound of the sea is turned on).

There is a very cheerful sailor on our team, he prepared a riddle for us.

(A child prepared in advance asks a riddle)

“First 2 pirates fell into the hole that Captain Flint dug, then 1 more, and then a man-eating tiger. How many pirates are sitting in the hole now?

Answer: not a single one, all of them were eaten by a man-eating tiger.

Well, we covered the last miles of the journey quickly and cheerfully.

Do you see a deserted island? Treasures are buried there. The ship moored to the shore. Disembark, let's explore the island.

Where do you think we should look for the treasure? What can help us?

Children pay attention to the arrows that lead to a large stone. This is probably where Captain Flint's treasures are hidden.

Guys, there are some numbers laid out in front of the stone; there is also a large number 7 painted on the stone itself.

Who guessed what all this means? This is probably the code. If we guess it, then the treasure is ours.

We need to find pairs of numbers that form the number 7, these numbers will be the code to open the lock.

Music sounds, the teacher turns the stone, the children see a silver chest containing ancient jewelry, “pearls,” and coins.

What a heavy chest! And it's full of different coins! Treasures found! You can set off on your way back without wasting a minute. Take your seats. (A phonogram of the sound of the sea sounds).

Guys, did you enjoy traveling by sea? What did you like?

I also found the journey very interesting and exciting. Today I became convinced that you are all brave sailors.

You know and can do a lot. You know geometric shapes, days of the week, numbers. You know how to measure, make a number from two smaller numbers. Well done.

And here are the native shores. We drop anchor.

The journey is over. Now we are in our group and will be able to get a good look at what treasures Captain Flint hid on the deserted island.

Appendix No. 22 a

Lesson notes

Anzhelika Antyukhova
Mathematical toy library. A selection of didactic games with mathematical content for older preschoolers.

MATHEMATICAL GAME LIBRARY

Senior group

DI "YES OR NO".

Rules of the game:

Children are placed in a circle outlined with colored rope; The presenter asks a question that can only be answered "Yes" or "No". Any other answers mean that the player leaves the game and leaves the circle. Trap questions that cannot be answered unambiguously are also used. "Yes" or "No". In this case, the player must remain silent. It should be agreed upon until what point the game continues, how many children should remain in circle: five, four, three children. They are called winners, awarded with applause and points for « Mathematical piggy bank» .

We offer gaming questions:

Are five pears more than five apples?

Maybe the table has three legs?

Maybe the kettle has two spouts?

Is there a shirt with three sleeves?

Does a carrot have one root?

Does a rooster have two legs?

How many fingers are there on a hand?

Maybe a chicken has two tails?

Does Matroskin the cat have two cows?

Can it rain without thunder?

Is there sky under your feet?

What is a figure with three corners?

Maybe the Earth is round?

Can you reach your right ear with your left hand?

When does the sun rise?

Does the week start on Tuesday?

Maybe seven Fridays a week?

Does chup chups have one leg?

Does a guitar have seven keys?

One less than many?

Do you have five fingers on your right hand? And on the left?

Is it autumn now?

Is the hedgehog prickly? And the cat?

Was Pinocchio made of wood?

Is there a lot of water in an empty glass?

Can a dog meow? And you?

A cat with three legs?

Does a square have 4 sides? Where's the fifth?

Does a circle have six sides?

Add one to six equals five?

Does New Year happen in the summer?

Does summer come after autumn?

Can a cat be smaller than a mouse?

Is a hippopotamus thinner than a snake?

Is the stream wider than the river?

Does a rose bloom in summer?

How many paws does a bear suck in its den?

Is there one window in the group?

Do you have two ears? How many of them are leftists?

Did you take the tram this morning? And so on.

DI "LET'S CHECK YOUR ATTENTION"

Rules of the game:

The game is organized in small groups in which children are united according to the joke principle or by choice. Each gaming The team is seated around a separate table with attributes. Several items are laid out on the tables. The presenter suggests look carefully what and how is placed on the table, remember the location and number of items. The players close their eyes, and the presenter changes the number (adds, removes one or two items) or changes their location. Children open their eyes, look at objects and say how many changes have occurred (I noticed three changes, and I noticed five). Only after all the players have spoken are they invited to talk about their observations. The one with the fewest changes noticed starts. The game is repeated again.

DI "HOW MANY?"

Rules of the game:

The children have a set of numbers, they lay it out on the floor near them. The presenter gives exercise: determine how many of certain objects are in the picture, and show this quantity using a number. Children, when given a signal, raise a number indicating the number of named objects in the picture. The presenter may slightly change the location or number of objects in the picture when he begins to fulfill his role. Checks how the game participants completed the task and names a new leader.

DI “GUESS THE INTENDED NUMBER”.

Rules of the game:

The presenter chooses a number, writes it on a card, rolls it into a tube (or selects a number and hides it). Addresses to playing: "Guess the number I have in mind". The players try to guess the intended number by asking questions. For example, your number is greater or less than five. The presenter replies that his number is more than five. Next question: “Is your number greater or less than six?” The presenter replies that his number is more than six. If the player asks a question type: “Is the number in mind greater or less than three?”, then in this case such a question is useless; it will not tell us anything new about the intended number. We already know from the previous answer that the intended number is greater than five, therefore it is greater than three. Next question: “Is your number greater than or less than eight?” Leading: “My number is less than eight. Can you tell me what number I have in mind?”

Children must guess by reasoning as follows: way: it is known that the intended number is greater than six, but less than eight. So it's equal to seven.

In this game, children should pay attention to the logic of constructing questions. Initially, when mastering content games in front of children, you can expand the number series. What makes the game more difficult is the lack of reliance on a number series.

DI “REMOVING NUMBERS ON TASK”

Rules of the game:

The game is played at a table with numbers from one to nine. Rules are being clarified games: The presenter asks riddles about numbers. Children, having guessed which number we're talking about, silently remove it. If all the riddles are guessed correctly by the children, then at the end everyone will have the same number. Approximate "puzzles": remove the number that appears between the numbers "three" And "five"; remove the numbers that indicate numbers greater than five by one, greater than four by one, less than nine by one, greater than eight by one; remove the number that appears in the fairy tale about Snow White; remove the number that shows how much was in the fairy tale greedy bear cubs; a figure that shows how many noses were torn off from the curious Varvara at the market. What number is left? (Three.) The children come up with a riddle about her.

DI "MAGIC FINGERS"

Rules of the game:

The set contains three to four balls of plasticine, three to four napkins, several pieces of cardboard and a blindfold. There can be from two to four players. Everyone takes a ball of plasticine and, in secret from the children, forms numbers from it, places them on cardboard, and covers them with a napkin. Then the driver puts a blindfold on his eyes, and they begin to act "magic fingers". The driver determines the number by touch and names it. The children watching him say whether his magic fingers sensed the number correctly. Each driver is given three attempts. If he guessed all three numbers, he gets 1 point; If you guess one or two numbers, you get half a point. Someone else becomes the driver. The game continues at the request of the children.

DI “GO THERE - I DON’T KNOW WHERE”

Rules of the game:

All children are positioned on one side on the carpet so that they can clearly see the entire space of the room. The presenter selects one robot child who will be given commands to move around the room. When the robot stands with its back to the children, the leader shows the others with gestures and numbers which group of objects he planned to bring the robot to. Children, knowing where the robot should go, watch its movements. Movement commands can contain three turns and any number of steps. Assignments are given in parts.

Leading: “The robot will walk forward three steps, turn left, walk another two steps, turn left again, walk one step, turn right and take two steps forward - then it will approach the objects that I wished for.”

If the robot approaches those objects that were hidden, then it receives points, and the group of objects is removed. If the robot was unable to achieve its intended goal, then the players leave with nothing. Another robot and the leader try to approach the selected groups of objects. The game continues until all groups of objects have been removed. (This rule applies if the children remain interested in the game. Otherwise, the game may be stopped before all groups of objects are removed.)

DI "FIND THE SAME"

Rules of the game:

The child takes one of the numbers at random and walks around the room, counting the objects. Remembers how many groups there are as many items as his number shows. He approaches an adult and talks about his findings. If the child has found all the groups in accordance with his number, he can change the number. If he has not found all groups of objects, he goes on a search again. Children can change numbers three or four times during the game.

DI "FAR CLOSE"

Rules of the game:

Children form a circle. The leader is in the center of the circle. An adult acts as an assistant; he gives chips to children for their answers. (original, correct and fast). The presenter throws the ball to one of the children, thereby giving him the floor. The child, having caught the ball, must quickly say what is far from him and what is close. For example, Sasha is far from me, but Sveta is close. The table is far from me, but the door is close. The window is far from me, but the doll is close. It is advisable not to use objects named by other children. At the end of the game, the number of points earned by the children is calculated and the winner is determined.

DI “WHAT WHAT?”

Rules of the game:

The guys compare objects by eye by size. The main thing in this game (in this version)- isolating and naming the sign of magnitude by which children compare. They unite in pairs, walk around the group room, look at objects, toys, furniture, discuss, choose which objects can be compared with which and on what basis. Then they approach an adult and They say: “We compared these two tables in height, the children's table is lower than the desk. We compared two chairs according to width: A doll's chair is narrower than a children's chair. We compared two flower pots based on thickness, etc.” The adult instructs the children that they must first name the characteristic by which they compare objects. He may ask further questions about the two items being compared. For example: Are there any similarities between these items? What other differences are there between them? When determining similarities and differences, children can name material, color, purpose of objects.

DI "CHANGE THE QUANTITY"

Rules of the game:

The game is played with all children. The guys put the numbers in order. There are 10 toys on the tray.

Adult: “Before you start this game, you need to check whether you can play. In the game we will increase and decrease the numbers.” To make it easier to complete tasks and check their completion, the game is played with toys. An adult explains what it means to increase the number by one - it means adding, adding another toy and changing the number; decreasing the number by one means removing one toy and changing the number.

The rules of the game are that all players quickly complete the tasks given by the leader. Tasks are repeated only once. The winner is the one who did not miss a single change and came to the end of the game with the correct result - the number of toys.

Leading: "Let's start first game: count out six ducklings and put a number next to them; increase this number of ducklings by one, increase again by one; increase the number of ducklings by one again; reduce the quantity by one. What result?"

Children: "Eight ducklings and the number 8 next to them".

Leading: “We start the second game: count out five toys and put a number next to them; increase the quantity by one; increase the quantity by two; reduce the quantity by one. What result?"

Children: “Seven toys and the number 7 next to it”. (Everyone with this result wins.)

Leading: "Third game: count any number of toys, but no less than three and no more than six; increase this number of toys by one; increase this amount by one again; now reduce this number by one. What result?" Children talk.

Adult: “Why does everyone have different answers, different results, although they performed the same tasks? The answer can be heard first in the ear to give all children the opportunity to think and find the answer to this question. If the children find it difficult, an adult leads them to the correct one. I'll answer: at the beginning of the game everyone counted "yours" number of toys, all children had different numbers with which to start the game. Having made the same measurements, the results were different for everyone.

DI “GUESS YOUR NAME”

Rules of the game:

11 children come out to play the game. An adult attaches one of the numbers to each child’s back. The child does not know which number is behind him, but he can look at the numbers of other children and determine which number is missing. This will help him guess that the number that is missing is exactly on his back. Children move from one child to another, look at each other's numbers, and try to determine their place in the row. They get in order. They turn their backs to the children so that everyone can check whether the numbers are lined up correctly. Then "numbers" receive tasks from children. The number child completes the task and hands over his number to the person who gave the task.

Sample tasks: number 3, tell me about yourself. (I am a number - I designate the number 3. In front of me is the number 2, and after me is the number 4.) Assignments to others numbers: number 5, which number is 1 greater than you? Number 9, what is the previous number for you? The smallest number, what number are you designated by?

The adult pays attention to correct usage words "number" And "number", emphasizes that a number can be greater or less than another number by one or more units, but the number cannot be red or green. The number can be of any color, and its value and size can be compared with other numbers drawn on the cards; the number can be higher, lower, thicker, thinner than other numbers drawn, but not more or less by one.

DI "MUSHROOMS PICKERS"

(game modification "Battleship").

Rules of the game:

It is played by two people. The box contains 6-8 lined sheets of paper, one blue and one red pencil each, and 20 counters. Gaming the field is a sheet of paper lined into 25 squares (5 x 5). The players take one piece of paper, write on it horizontally with a red pencil the numbers 1, 2, 3, 4, 5, vertically with a blue pencil the numbers 1, 2, 3, 4, 5 and, in secret from their partner, draw mushrooms in any six cells. Gaming Children do not show each other the field during the game. The game begins with the use of a counting rhyme to determine the beginner. It gives the coordinates of the location of the mushroom vertically and horizontally. horizontal: 5th red and 4th blue. If a mushroom is drawn at the intersection of these cells, then the player picks it. This mushroom is considered picked, it is crossed out, and the child who guessed where the mushroom is located puts one chip in the basket. If the mushroom is found and picked, then the player continues his turn, offering new coordinates. If the mushroom is not found, the turn of the game passes to the partner.

The game continues until one of the players has all the mushrooms found. He's losing. The game can be continued with the same or a new partner.

Rules of the game:

It is played in a circle with a ball. The presenter calls the number and throws the ball to the child. The player catches the ball and calls the next two numbers. Returns the ball. The leader throws the ball to another child, calling the number. The game is repeated until the ball is in the hands of each player several times.

Before the game starts, they agree on the forward or reverse order of naming the numbers.

DI “WHO WILL SEE THE MOST, WHO WILL TELL THE MOST”

Rules of the game:

On the common table there are geometric figures by number children: circles, squares, rectangles, triangles. Each child chooses one of them. Then children with the same figures unite into a team. Each team goes around the group room, locker room, bedroom and looks for objects of the same shape that they have in their hands. After some time, the teacher commands the general assembly. Teams share their observations and tell which objects or their elements have the same shape. For each item named, the team receives a point. Let down result: Which team scored the most points.

The pieces are returned to the common table, mixed, and the game is repeated again one more time.

DI "WHO ATTENTIVE»

(a type of game "Count, don't be mistaken"- number is given by quantity sounds: clapping, hitting a tambourine or a hammer).

Rules of the game:

Children perform tasks first with their eyes open and then with their eyes closed, count the number of sounds, and then count how many (one more or one less) toys.

There are 10 different pictures on the flannelgraph. Together with the children they determine how much. They try to count from left to right, from right to left. Then they determine where this or that picture stands. Please note that when determining the ordinal place of an object, it is necessary to agree on which side we are counting on. Show incidental situations when one and the same picture can be said differently (second from right or ninth from left).

DI "HIGHER, WIDER AND LONGER"

Rules of the game:

You can select two objects located in the room, existing in nature, fairy-tale creatures or two people and compare them according to some attribute: by length, height, width, thickness, temperature, age, taste. For example, dad is taller than son; a tree trunk is thicker than a bush branch; the finger is thinner than the hand; The fox has a longer tail than the hare, etc. For each correct answer, children receive a chip. At the end of the game, they count who took first, second and third places. They are applauded.

DI "CHAIN"

Rules of the game:

For new game "Chain" children stand in a circle. Rules of the game these are: children give each other tasks to change numbers "along the chain", from the final number after completing the task. For example, one child has a ball. He throws it to one of the children and speaks: "Name a number greater than three by one". The child who caught the ball answers: "Four". Throws the ball to another child and speaks: "Increase this number by one". The child catches ball: "Five". “Name a number less than five by one.”, - and throws the ball to the next one, etc.

DI "FIND YOUR HOUSE"

Rules of the game:

On the common table there are number cards face down with 6, 7, 8, 9, 10 circles (several options for each number). In different places of the group there are hoops with numbers attached to them, indicating the house numbers 6, 7, 8, 9, 10.

Each child takes one number card, counts the number of circles, and at the teacher’s signal finds his house.

An adult addresses everyone playing: “Let’s go visit the number "seven". That's how many residents there are, they all have cards with numbers "seven". How are your cards different? (The location of the circles - they tell how exactly, by the color of the circles.) How are your cards similar? (Because there are 7 circles on each of them.) How many options for the circles are there? Since there are cards in each option? In one variant there may be several absolutely identical cards, in another variant there may be only one card, in the third - one or two.

So they sequentially visit all the numbers. Then the children return their cards to the common table, shuffle them, take them again one at a time, and the game is repeated.

Municipal budget preschool educational institution "Child Development Center - Kindergarten No. 104" Vladivostok

Compiled by:

• Dulneva Tamara Evgenievna
• Khryukina Galina Yakovlevna

“Without play there is no, and cannot be, full mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. “Game is the spark that ignites the flame of inquisitiveness and inquisitiveness.” .

V.A. Sukhomlinsky.

Mathematical play plays a huge role in mental education and in the development of a child’s intelligence. Mathematics has a unique developmental effect; its study contributes to the development of memory, speech, imagination, emotions, builds perseverance, patience, creative potential personality. "Mathematician" plans his activities better, predicts the situation, expresses his thoughts more consistently and accurately, and can clearly justify his position. Teaching mathematics to preschool children is unthinkable without the use of games.

For preschool children, didactic games for the formation of elementary mathematical concepts are of exceptional importance: for them, play is development, play for them is work, play for them is a serious form of education.

Didactic games, as a unique teaching tool that meets the child’s characteristics, are included in all preschool education systems. The importance of didactic games for the mental education of children is very great. In games, a child accumulates sensory experience. By disassembling, folding, picking up, he learns to distinguish and name the size, shape, color and other characteristics of objects, to consolidate the idea of ​​quantity, size, and geometric shapes.

In didactic games, the child observes, compares, juxtaposes, classifies objects according to certain criteria, performs analysis and synthesis accessible to him, and makes generalizations.

An essential feature of a didactic game is its stable structure, which distinguishes it from any other activity. Structural components of a didactic game: game concept, game actions and rules. The game concept is usually expressed in the title of the game. Game activities contribute to the cognitive activity of children, give them the opportunity to demonstrate their abilities, apply existing knowledge, skills and abilities to achieve the goals of the game. Rules help guide gameplay. They regulate the behavior of children and their relationships with each other.

The didactic game has a certain result. For the teacher, the result of the game is always an indicator of the level of achievements of preschoolers in mastering knowledge or in its application. All structural elements of a didactic game are interconnected and the absence of any of them destroys the game. 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.

When explaining new material, we use games that contain essential features of the topic being studied. It should also include practical actions of children with groups of objects or drawings.

When studying the numbering of numbers within ten, it is necessary to make children understand that the last number named when counting indicates the total number of the entire group of objects. For this purpose we conduct games "Best Counter" , "Clap" . With the help of these games, children establish correspondence between number and number.

When consolidating the material, the form of the game can be different: collective, group and individual.

To consolidate oral numbering within 10 in our work, we use the game: "Chain" , during which the children of each row (teams) Based on illustrative material, they form numbers within 10, competing with each other.

To consolidate the composition of numbers, we offer the following games: "Arithmetic Maze" , “Guess what!” , "Relay race" . The point of these games is that children pronounce all the compositions of the number 10 and the one who names the largest number of combinations wins. You can play the game in the form of a competition in rows. With the help of these games, in the learning process, not only knowledge was consolidated, but also attention was activated, and also the development and visual perception children.

A didactic game as a game form is a very complex phenomenon. Unlike educational activities, in a didactic game two principles operate simultaneously: educational, cognitive, playful, entertaining. In accordance with this, the teacher is at the same time a teacher and a participant in the game, he teaches children and plays with them, and children learn while playing.

Thus, we can distinguish two very important functions of the didactic game.

The first is the educational function, aimed at organizing and further improving the experience of children, as well as at forming their generalized ideas and methods of action.

Second important function– function of monitoring the development of children.

Didactic games are often used to determine the level of development of children, as well as to determine their skills.

Thus, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by her learning task. This encourages the child to be attentive, remember, compare, classify, and clarify his knowledge. This means that a didactic game will help you learn something in an easy, relaxed way. This unintentional learning is called autodidactism.

When working with preschool children, in classes and during routine moments, to develop elementary mathematical concepts, we recommend using didactic games, which are conventionally divided into the following groups:

1. Games with numbers and numbers
2. Time Travel Games
3. Space navigation games
4. Games with geometric shapes
5. Logical thinking games

Using data from mathematical didactic games in the classroom and Everyday life facilitates the solution of many problems that are posed during the development of elementary mathematical abilities of preschoolers.

Didactic games are educational games. Using them during educational activities, we noticed that they have a beneficial effect on the assimilation of elementary mathematical concepts in preschoolers and contribute to increasing the level of mathematical development of children, and also in the classroom, children are more active and independent in solving various problems. problem situations. Their memory, thinking, ability to reason, think improves, and while playing, the children receive a great charge of positive emotions, which helps children strengthen and expand their knowledge in mathematics.

Thanks to games, it is possible to concentrate attention and attract interest. At first, they are captivated only by game actions, and then by what this or that game teaches. Gradually, children awaken interest in the subject of study itself.

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.

Literature

1. Artemova L.V. The world in didactic games for preschoolers/L. V. Artemova. – M: Enlightenment, 1992
2. Grishina G.N. Favorite children's games / G.N. Grishina - M: Education, 1997
3. Erofeeva T.I. Mathematics for preschoolers /T. I. Erofeeva. – M: Enlightenment, 1992
4. Anikeeva N.B. Education through play - M., 1997

MINISTRY OF GENERAL AND PROFESSIONAL EDUCATION OF THE SVERDLOVSK REGION

State budgetary educational institution

average vocational education

"Sverdlovsk Regional Music and Aesthetic Pedagogical College"

ABSTRACT

Topic: "The use of didactic games in the formation of mathematical concepts in preschoolers"

Executor: Dubrovina Nadezhda

2nd year 202 group

Ekaterinburg 2013-2014 academic year G.

Introduction

Conclusion

Literature

Introduction

Preschool childhood is the most important stage in human development, an active period for the development of many mental processes. It is in preschool age that the work of all analyzers is improved, the development and differentiation of individual areas of the cerebral cortex, and the establishment of connections between them. This creates favorable conditions for the child to begin developing attention, memory, thinking, imagination, and speech.

Provided it is properly organized pedagogical process Using scientifically proven methods, usually playful ones, taking into account the peculiarities of children's perception, children can already in preschool age, without overload and stress, learn much of what they previously began to learn at school.

Having read and analyzed various sources on this issue, namely the “Approximate basic general education program preschool education“From birth to school” by Vasilyeva, Veraksa, Komarova, the program “Mathematical steps” by E.V. Kolesnikova, Development Program L.A. Venger, O.M. Dyachenko, we came to the conclusion that there is a problem consisting in the partial absence of a developed system for the use of didactic games aimed at developing mathematical concepts, skills and abilities in a single program. Thus, the following didactic games and materials would be an addition: Cuisenaire sticks, Denesh blocks, Voskobovich labyrinths, Stoljar logic games. The work began with the identification of relevance arising from the problem posed: mathematics occupies a special place in the intellectual development of children, the proper level of which is determined by the qualitative features of children’s assimilation of such initial mathematical concepts and concepts as counting, number, measurement, magnitude, geometric figures, spatial relationships.

Problem: How to use didactic games in the formation of mathematical concepts in preschoolers?

Subject: "The use of didactic games in the formation of mathematical concepts in preschool children"

Target:To study the possibilities of using didactic games in the formation of mathematical concepts in preschool children.

Tasks:

1)Study modern requirements for the mathematical development of preschool children;

2)To study the age-related characteristics of the play form of children’s activities;

)To study the methodological features of the formation of mathematical concepts in preschool children;

)To analyze the experience of educators in the use of didactic games in the formation of mathematical concepts in preschool children;

)Make a selection of didactic games that form mathematical concepts according to different ages preschool children.

1. Modern requirements for the mathematical development of preschool children

The Federal State Educational Standard for Preschool Education says that educational program preschool education should provide cognitive development a child, which in particular involves the formation of primary ideas about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and effects and etc.). (Clause 2.6 of the Federal State Educational Standard for Preschool Education)

Another of the tasks of the Federal State Educational Standard is the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites educational activities. (clause 1.6 of the Federal State Educational Standard for Preschool Education)

The main principle of the Federal State Educational Standard is the development of motivational readiness for learning, and not just teaching a child reading, writing, mathematics, etc. After preschool life, the desire to learn should appear.

Current state mathematical development of preschoolers is provided for in different programs. One of them, the “From Birth to School” program, is as follows:

• sensory development;
• development of cognitive-research and productive (constructive) activities;
• formation of elementary mathematical concepts;

formation of a holistic picture of the world, broadening the horizons of children."

Sensory development.Improving children's perception through the active use of all senses (touch, vision, hearing, taste, smell). Enrichment of sensory experience and the ability to record received impressions in speech. Supporting attempts to independently examine objects using familiar new ways; compare, group and classify objects. Development of skills to use standards as socially designated properties and qualities of objects.

Development of cognitive-research and productive (constructive) activities.

Development of the ability to distinguish and name building parts (cube, plate, brick, block); learn to use them taking into account their structural properties (stability, shape, size). Development of the ability to establish associative connections.

Developing the ability to analyze a building sample: identify the main parts, distinguish and correlate them by size and shape, establish the spatial arrangement of these parts relative to each other.

Developing the ability to independently measure buildings (in height, length and width), to comply with the design principle set by the teacher.

Research activities.

Development research activities child. Involving parents in participating in the child’s research activities.

Formation of elementary mathematical concepts

Quantity and count

Magnitude

Orientation in space

Time orientation

In the "Development" program L.A. Wenger, O.M. Dyachenko propose to carry out mathematical development in the classroom and consolidate it in different types children's activities, including play.

During the games, quantitative relationships (many, few, more, the same), the ability to distinguish geometric shapes, and navigate in space and time are reinforced.

Particular attention is paid to developing the ability to group objects by characteristics (properties), first by one, and then by two (shape and size).

Games should be aimed at developing logical thinking, namely the ability to establish the simplest patterns: the order of alternating figures by color, shape, size. This is also facilitated by game exercises to find the missing figure in a row.

Due attention is paid to speech development. During the game, the teacher not only asks pre-prepared questions, but also speaks casually with the children about the theme and plot of the game, and facilitates the child’s entry into the game situation. The teacher uses nursery rhymes, riddles, counting rhymes, and fragments of fairy tales. Game cognitive tasks are solved with the help of visual aids.

A necessary condition for ensuring success in work is the teacher’s creative attitude towards mathematical games: varying game actions and questions, individualizing requirements for children, repeating games in the same form or with more complexity. The need for modern requirements is caused by high level modern school for mathematical preparation of children in kindergarten.

Conclusion:Thus, the following requirements for the mathematical development of children can be identified: development of cognitive interests; intellectual development; development of the child’s research activity; developing the ability to analyze; development of the ability to establish associative connections; development of logical thinking, namely the ability to establish simple patterns; formation of prerequisites for educational activities.

2. Game as the main activity

2.1 Age characteristics of a preschooler

Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. She happens to be effective means formation of the preschooler’s personality, his moral and volitional qualities, the game realizes the need to influence the world. World famous teacher V.A. Sukhomlinsky emphasized that “a game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity.”

The educational significance of the game largely depends on the professional skills of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games. In addition, play is a unique way of learning social experience, characteristic of preschool age.

The basic needs of a preschool child are expressed in play. First of all, the child is characterized by a desire for independence, active participation in the lives of adults. Unlike everyday life, where he is constantly taught and protected, in play a child can do anything: sail on a ship, fly in space, teach students at school, etc. Thus, the baby, as K.D. pointed out. Ushinsky “tests his strength” by living the life that awaits him in the future.

Movement is one of the conditions for the full growth and development of a child. The need for active movements is satisfied in all types of games, especially in outdoor and didactic games.

didactic game preschooler math

In early preschool age, an adult is not only a family member for a child, but also a bearer of a certain social function.

The child’s desire to perform the same function leads to a contradiction with his real capabilities. This contradiction is resolved through the development of play, which becomes the leading activity in preschool age.

Main feature the game is its convention; performing certain actions with certain objects presupposes their attribution to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The game duration is short. Younger preschoolers limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age.

In early preschool age, perceptual activity develops. By the end of primary preschool age, children can perceive up to five or more shapes of objects and up to seven or more colors, and are able to differentiate objects by size.

By the end of middle preschool age, perception becomes more developed. Children are able to name the shape that this or that object resembles. They can isolate simple forms in complex objects and from simple shapes recreate complex objects. Orientation in space is improved.

Children of senior preschool age continue to improve their perception of color, shape and size, and the structure of objects; Children's ideas are systematized. Children distinguish by lightness and name not only the primary colors and their shades, but also intermediate color shades; shape of rectangles, ovals, triangles. They perceive the size of objects and easily line up - in ascending or descending order - up to ten different objects.

However, children may have difficulty analyzing the spatial location of objects if they encounter a mismatch between their shape and their spatial location. In older preschool age, imaginative thinking continues to develop. Children are able not only to solve a problem visually, but also to make transformations of an object, to indicate in what sequence objects will interact (ideas about the change of seasons, day and night, about the increase and decrease of objects as a result of various influences, ideas about the development and etc.). In addition, generalizations continue to improve, which is the basis of verbal-logical thinking.

2.2 Didactic game as a means of forming mathematical concepts in preschoolers

Play is not only pleasure and joy for a child, which in itself is very important, but with its help you can develop the child’s attention, memory, thinking, and imagination.

Didactic games and gaming exercises are widely used in classes and in everyday life.

By organizing games outside of class, they consolidate, deepen and expand children’s mathematical understanding, and most importantly, at the same time, educational and game tasks. In some cases, games carry the main study load. That is why in the classroom and in everyday life, educators should widely use didactic games.

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 classes 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.

In developing children's mathematical understanding, a variety of didactic game exercises that are entertaining in form and content are widely used.

Didactic games are divided into:

games with objects

board-printed games

word games

Also, when forming elementary concepts in preschoolers, you can use: plane modeling games (Pythagoras, Tangram), puzzle games, joke problems, crosswords, puzzles, educational games.

Despite the variety of games, their main task should be the development of logical thinking, namely the ability to establish the simplest patterns: the order of alternating figures by color, shape, size. This is also facilitated by game exercises to find the missing figure in a row.

Also a necessary condition What ensures success in work is the teacher’s creative attitude towards mathematical games: varying game actions and questions, individualizing requirements for children, repeating games in the same form or with more complexity.

The widespread use of special educational games is important for awakening preschoolers' interest in mathematical knowledge, improving cognitive activity, and general mental development.

Conclusion:

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

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

.All psychological new formations originate in the game

.The game contributes to the formation of all aspects of the child’s personality and leads to significant changes in his psyche.

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

3. Methodological features of the formation of mathematical concepts of preschool age

Mathematics is a universal and powerful method of learning. Studying mathematics improves the general culture of thinking, teaches children to reason logically, and instills in them the accuracy and thoroughness of statements. It develops such intellectual qualities as the ability to abstract, communicate, think, analyze, and criticize. Exercise in mathematics contributes to the acquisition of rational qualities of thought and its expression: order, accuracy, clarity, conciseness; requires expression, intuition.

The modern content of preschool education is represented by the following educational areas: Physical Culture, health, safety, socialization, labor, cognition, communication, reading fiction, artistic creativity, music. In addition, according to the Federal State Educational Standard, the program should be built on the principle of integration of these educational areas in accordance with age capabilities pupils and the specifics of educational areas.

According to numerous researchers, integrated learning contributes to the formation of a holistic picture of the world in children, provides an opportunity to realize creative abilities, develops communication skills and the ability to freely share impressions.

Within the educational field of “cognition,” the foundations of elementary mathematical concepts are laid, mathematical and logical thinking and mathematical speech are developed, and a value attitude towards mathematical knowledge and skills is cultivated, i.e. Mathematical education of preschool children is carried out.

Integration of mathematical development can be carried out through the following educational areas: physical education, health, socialization, communication, labor, music, artistic creativity, reading fiction, safety.

Therefore, at the beginning of this academic year, analyzing our work, we came to the conclusion that integrated classes are not an innovation, but a well-forgotten old and familiar thing, especially for experienced teachers. After all, the term “integrated” classes appeared back in 1973; they are not innovative activities, but this issue was not sufficiently developed at that time. Now, within the framework of the Federal State Educational Standard, the integration is understood not of sections of preschool education, but of the integration of children's activities. Therefore, when preparing classes on FEMP, we began to integrate different kinds activities of children in preschool educational institutions. This affected both the calendar and long-term planning, because now mathematics has penetrated into various educational fields.

Work in kindergarten is carried out according to the “Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, N.E. Veraksy, T.S. Komarova using the manual by L.S. Metlina "Mathematics in kindergarten". Based on this methodological literature a work program has been drawn up. Material L.S. Metlina has a clear structure and consistency, but there is practically no connection with other types of children’s activities. Mathematics acts as an independent section, isolated from all others. And we decided to supplement the existing notes with inclusions from other types of activities, for example, works of art, musical and rhythmic movements, etc.

In turn, the corners of children’s mathematical development were replenished with materials reflecting the connection with other types of children’s activities in kindergarten. These include various works of art, on the basis of which children could compose and solve problems, compose mathematical fairy tales, many didactic games appeared, creative works children.

The successful education of children in primary school depends on the level of development of the child’s thinking, the ability to generalize and systematize his knowledge, and creatively solve various problems. Developed mathematical thinking not only helps a child navigate and feel confident in his surroundings modern world, but also contributes to his overall mental development. This implies the main requirement for the form of organization of training and education - to make classes on the formation of elementary mathematical concepts as effective as possible in order to ensure that at each age stage the child assimilates the maximum amount of knowledge available to him and stimulates progressive intellectual development.

The teacher organizes work on developing children's elementary mathematical concepts in class and outside of class 2 - 3 times a week. The lesson consists of several parts, united by one topic. The duration and intensity of classes increases gradually throughout the year. The structure of each lesson includes a break to relieve mental and physical stress lasting 1-3 minutes. This could be a dynamic exercise with speech accompaniment or " finger gymnastics", eye exercises or relaxation exercise. At each lesson, children perform different types of activities in order to consolidate their mathematical knowledge.

In mathematics classes, teachers use methods (verbal, visual, game) and techniques (story, conversation, description, instructions and explanations, questions for children, children’s answers, a sample, showing real objects, paintings, actions with number cards, numbers, didactic games and exercises, outdoor games, etc.)

The integrated use of all methods and techniques, forms of teaching will help solve one of the main problems - to carry out the mathematical training of preschoolers and bring the development of their thinking to a level sufficient for the successful mastery of mathematics at school. When organizing and conducting mathematics classes, you must always remember the age of the children and the individual characteristics of each child. In this regard, it is necessary to consider each age group in more detail and correlate it with the methods and techniques that would be advisable to use when teaching mathematics.

3.1 Methods and techniques of teaching in the younger group

In the younger group, they begin special work on the formation of elementary mathematical concepts and lay the foundations for the mathematical development of children. Attention in children 3-4 years old is involuntary, unstable, the ability to remember is characterized by unintentionality. In this regard, gaming techniques and didactic games are widely used in classes. They are organized so that, if possible, all children participate in the action at the same time and they do not have to wait for their turn. Games related to active movements are played: walking and running. However, using game techniques, the teacher does not allow them to distract children from the main thing (even if it is elementary, but mathematical work).

When a property is first highlighted and it is important to focus children’s attention on it, play moments may be absent. Great importance has the use of child-friendly visual aids. Each manual clearly emphasizes exactly the sign to which children’s attention should be directed, and the rest are leveled out.

Determination of mathematical properties is carried out on the basis of comparison of objects characterized by either similar or opposite properties. Objects are used that have a clearly expressed cognitive property, that are familiar to children, without unnecessary details, and differ in no more than 1-2 characteristics. Accuracy of perception is facilitated by movements (hand gestures), circling a model of a geometric figure with a hand helps children more accurately perceive its shape, and holding a hand along, say, a scarf or ribbon helps establish the relationship of objects precisely according to this characteristic.

Children are taught to consistently identify and compare homogeneous properties of things. The comparison is made based on practical comparison methods: overlay or application.

Great importance is attached to the work of children with didactic material. Kids are already able to perform quite complex actions in a certain sequence. However, if a child fails to cope with a task and works unproductively, he quickly loses interest in it, gets tired and is distracted from work. Taking this into account, the teacher gives children an example of each new method of action. In an effort to warn possible mistakes, he shows all the working techniques and explains in detail the sequence of actions. In this case, explanations must be extremely clear, clear, specific, and given in a way that is understandable to a small child. If the teacher speaks hastily, then the children cease to understand him and are distracted. The teacher demonstrates the most complex methods of action 2-3 times, drawing the children’s attention to new details each time. Only repeated demonstration and naming of the same methods of action in different situations When changing visual material, they allow children to assimilate them. When children learn the method of action, then showing it becomes unnecessary. Now they can be asked to complete a task only according to verbal instructions.

Spatial and quantitative relationships can be reflected using words. Every new way actions acquired by children, each newly identified property is fixed in an exact word. The teacher pronounces the new word slowly, emphasizing it with intonation. All the children repeat it together (in chorus).

The most difficult thing for kids is to reflect mathematical connections and relationships in speech, since it requires the ability to build not only simple, but also complex sentences. The teacher gives a sample answer. If the child finds it difficult, the teacher can begin the answer phrase, and the child will finish it. First, you have to ask children supporting questions, and then ask them to tell you everything at once.

In order for children to understand the method of action, they are asked to say during the work what and how they are doing, and when the action has already been mastered, what? ?Before starting work, make an assumption about what needs to be done and how. Connections are established between the properties of things and the actions through which they are identified. At the same time, the teacher does not allow the use of words whose meaning is not clear to children.

3.2 Methods and techniques of teaching in middle group

In the middle group, classes on the development of elementary mathematical

performances are held weekly, on a specific day of the week. The duration of the lesson is 20 minutes. In each lesson, work is carried out simultaneously on new topic and repeating what has been done. From the first lessons, children in this group are given cognitive tasks that give their actions a targeted character.

The attention of four-year-old children, like three-year-olds, is not yet stable. To ensure a lasting assimilation of knowledge, they must be interested in work. A relaxed conversation with children, which is conducted at a leisurely pace, the attractiveness of visual aids, the widespread use of play exercises and didactic games - all this creates a good emotional mood in children. Games are used in which the game action is at the same time an elementary mathematical action.

In mathematics classes, visual and effective teaching methods are used: the teacher shows examples and methods of action, children perform practical tasks, including elementary mathematical activities.

In the fifth year, children intensively develop their ability to conduct research. In this regard, children are encouraged to more or less independently identify the properties and relationships of mathematical objects. The teacher poses questions to the children that require searching. He suggests, and if necessary, shows what needs to be done to find the answer to them.

Children acquire knowledge through experience, reflecting in speech what they have directly observed. Thus, it is possible to avoid the separation of the verbal form of the statement from the content expressed in it, i.e. eliminate formal acquisition of knowledge. This is especially important! Children of this age easily remember words and expressions, sometimes without relating them to specific items, their properties.

The place and nature of the use of visual (sample, demonstration) and verbal (instructions, explanations, questions, etc.) teaching methods are determined by the level of children’s assimilation of the material being studied. When children become acquainted with new types of activities (counting, counting, comparing objects by size), a complete, detailed demonstration and explanation of all methods of action, their nature and sequence, and a detailed and consistent examination of the sample are necessary. Instructions encourage children to follow the actions of the teacher or a child called to his table, familiarize them with the exact verbal designation of these actions. Explanations should be concise and clear. It is unacceptable to use words and expressions that children do not understand.

During the explanation of new things, children are involved in joint actions with the teacher and in performing individual actions. New knowledge only gradually acquires its generalized meaning for children of this age.

In the middle group, as in the younger group, it is necessary to repeatedly demonstrate actions that are new to children, while visual aids change, tasks and work methods vary slightly. This ensures that children are active and independent in learning new ways of doing things. The more varied the children’s work with visual aids, the more consciously they acquire knowledge. The teacher poses questions so that new knowledge is reflected in the exact word. Children are constantly taught to explain their actions, talk about what they did and how they did it, and what happened as a result. The teacher patiently listens to the children's answers, does not rush with a hint, and does not finish speaking for them. If necessary, gives a sample answer, poses additional questions, in some cases begins a phrase, and the child finishes it. When correcting mistakes in speech, the teacher suggests repeating words and expressions and encourages children to rely on visual material. As children master the appropriate vocabulary and discover the semantic meaning of words, they no longer need a full, detailed demonstration.

In subsequent classes, they act mainly according to verbal instructions. The teacher shows only certain techniques. By answering questions, the child repeats the instructions, for example, saying what size strip should be placed first, which one after. Children learn to talk coherently about the completed task. In the future, they act on the basis of only verbal instructions. However, if the children find it difficult, the teacher resorts to a model, a demonstration, and additional questions. All errors are corrected in the process of working with the didactic material.

The volume of tasks is gradually increased, they begin to consist of 2-3 links.

3.3 Methods and techniques of teaching in the senior group

In the older group, the duration of the lesson changes slightly compared to the average (from 20-25 minutes), but the volume of knowledge and pace of work increases noticeably.

Visual, verbal and practical teaching methods and techniques in mathematics classes in the senior group are mainly used in combination. Five-year-old children are able to understand the cognitive task set by the teacher and act in accordance with his instructions. Setting a task allows you to stimulate their cognitive activity. Situations arise when existing knowledge is not enough to find the answer to the question posed, and a need arises to learn something new, to learn something new.

The incentive to search is offers to solve some kind of game or practical problem.

By organizing children’s independent work with handouts, the teacher also sets tasks for them (to check, learn, learn new things).

Consolidation and clarification of knowledge and methods of action in a number of cases is carried out by offering children tasks, the content of which reflects situations that are close and understandable to them. The interest of children in solving such problems ensures the active work of thought and the solid assimilation of knowledge.

Mathematical concepts “equal”, “not equal”, “more - less”, “whole and part” and others are formed on the basis of comparison. Children 5 years old can already, under the guidance of a teacher, sequentially examine objects, identify and compare their homogeneous features. Based on comparison, they identify significant relations, for example, relations of equality and inequality, sequence, whole and part, etc., and make simple conclusions.

The development of mental activity operations (analysis, synthesis, comparison, generalization) in the senior group is given great attention. Children perform all these operations based on clarity. So in the older group, children are presented with objects that already have 2-3 signs of difference.

Children are first taught to compare objects in pairs, and then to compare several objects at once. They arrange the same objects in a row or group them according to one or another attribute. Finally, they make a comparison in conflict situation, when essential features for solving a given problem are masked by others, outwardly more pronounced. The comparison is made on the basis of direct and indirect methods of comparison and contrast (overlay, application, calculation, “measurement modeling”). As a result of these actions, children equalize the quantities of objects or violate their equality, i.e. perform basic mathematical operations.

Isolation and assimilation of mathematical properties, connections, and relationships is achieved by performing various actions. The active inclusion of various analyzers in the work of children continues to be of great importance in the education of 5-year-old children.

Consideration, analysis and comparison of objects when solving problems of the same type are carried out in a certain sequence. For example, children are taught to consistently analyze and describe a pattern made up of models of geometric shapes, etc. Gradually they master in a general way solving problems of this category and consciously use it.

Since children of this age are aware of the content of the task and how to solve it in the course of practical actions, mistakes made by children are always corrected through actions with didactic material.

In the older group, the types of visual aids are expanded and their nature is somewhat changed. Toys and things continue to be used as illustrative material. But now a big place is occupied by working with pictures, color and silhouette images of objects, and the drawings of objects can be schematic.

From the middle of the school year, the simplest schemes are introduced, for example, “numeric figures”, “number ladder”, “path diagram” (pictures on which images of objects are placed in a certain sequence).

“Substitutes” of real objects begin to serve as visual support. Missing in this moment The teacher represents objects with models of geometric shapes. Experience shows that children easily accept such abstract clarity. Visualization activates children and serves as a support for voluntary memory; therefore, in some cases, phenomena that do not have a visual form are modeled. For example, the days of the week are conventionally indicated by multi-colored chips. This helps children establish ordinal relationships between the days of the week and remember their sequence.

In working with children 5-6 years old, the role of verbal teaching methods increases. The teacher’s instructions and explanations guide and plan the children’s activities. When giving instructions, he takes into account what the children know and can do, and only shows new methods of work. The teacher’s questions during the explanation stimulate children to show independence and intelligence, encouraging them to look for different ways solutions to the same problem.

Children are taught to find different formulations to characterize the same mathematical connections and relationships. It is essential to practice new methods of action in speech. In this regard, during the work with. With handouts, the teacher asks first one or the other child what, how and why he is doing. One child can do the task at the board at this time and explain his actions. Accompanying an action with speech allows children to comprehend it. After completing any task there is a survey. Children report on what and how they did and what happened as a result.

As the child accumulates the ability to perform certain actions, you can first suggest what needs to be done and how (build a series of objects, group them, etc.), and then perform a practical action. This is how children are taught to plan the ways and order of completing a task.

The assimilation of correct figures of speech is ensured by their repeated repetition in connection with the execution different options tasks of the same type.

In the older group, they begin to use verbal games and game exercises, which are based on presentation actions.

Increasing complexity and variation in work methods, changing aids and situations stimulate children to show independence and activate their thinking. To maintain interest in classes, the teacher constantly introduces elements of games (search, guessing) and competition into them.

Based on all of the above, we can draw the following conclusion: the use of various methods and techniques in the formation of elementary mathematical concepts depends on the age of the children, the level of mathematical development, and the individual characteristics of each child. It should also be noted that for more effective learning For children in mathematics, it is necessary to integrate all methods and techniques of teaching preschool children.

Conclusion:So the main methodological feature are integrated classes.

4. Experience of using didactic games in the formation of mathematical concepts of preschoolers

In developing children's mathematical understanding, my work makes extensive use of entertaining mathematical material. Game material is included during the event itself or used at the end, when there is a decrease in the mental activity of children. In direct educational activities for the formation of elementary mathematical concepts, various didactic games are used: with numbers, for orientation in space, using geometric figures, for the development of logical thinking, and time travel. To clarify and concretize children's knowledge about numbers, their purpose, geometric shapes, and time relationships, entertaining tasks and riddles are used. Various types of logical problems and exercises, word games that are based on the words and actions of the players help develop children's thinking. Problems, riddles and jokes are used in teaching solving arithmetic problems, operations with numbers, and the formation of time representations. Children describe objects by highlighting them characteristic features, find characteristic signs of similarity and difference, guess from the description, group objects according to various characteristics and properties. At the same time, they develop the ability correct form statements: “I believe that...”, “I think that...”, “my opinion...”, which they rarely use in everyday life. Simple, entertaining tasks are used as “mental gymnastics.” Using various didactic games when working with children, you can make sure that while playing, children better assimilate program material, correctly complete complex tasks, and actively answer questions. A motivational technique such as communicating with game characters who need help helps in the work of a teacher. In this situation, children turn from students into teachers; they think, prove, and make conclusions.

Games with mathematical content are considered as one of the means that ensures a rational relationship between the work of the teacher and children in the formation of elementary mathematical concepts.

The variety of entertaining material - games, tasks, puzzles - provides the basis for their classification. They can be classified according to different criteria according to their content and meaning, the nature of mental operations, as well as their focus on the development of certain skills.

The use of didactic games increases the effectiveness of the pedagogical process; in addition, they contribute to the development of memory and thinking in children, having a huge impact on mental development child. When teaching children through play, one must strive to ensure that the joy of play turns into the joy of learning.

Conclusion:

1) The experience of educators has shown that the use of entertaining didactic games and exercises in the classroom and in everyday life has a beneficial effect on the acquisition of elementary mathematical concepts in preschoolers and helps to increase the level of mathematical development of children.

) Elementary knowledge in mathematics, determined by modern requirements, is mainly acquired by children, but deepening and differentiation is necessary individual work with every child.

) Updating and qualitative improvement of the system of mathematical development of preschoolers allows teachers to look for the most interesting shapes work, which contributes to the development of elementary mathematical concepts.

) Methodically correctly selected and appropriately used entertaining material (riddles, joke problems, entertaining questions) contributes to the development of logical thinking, observation, resourcefulness, reaction speed, interest in mathematical knowledge, and the formation of exploratory approaches to solving any problem.

Conclusion

We studied the literature on this topic in detail. And we chose the books by A.A. Stolyara, I.A. Pomoraeva, V.V. Voskobovich.

The didactic games they offer are rich in logical and mathematical content. They do not require any special knowledge from children. There, logical and mathematical structures are modeled, and in the process of the game itself, problems are solved that help accelerate the formation and development of preschoolers' simplest logical structures of thinking, memory, attention, imagination, speech development, and mathematical concepts. These games help children successfully master the basics of intellectual development in their further education.

Having studied the Federal State Educational Standard for Preschool Education and the programs “From Birth to School”, “Development”, modern requirements include: development of cognitive interests; intellectual development; development of the child’s research activity; developing the ability to analyze; development of the ability to establish associative connections; development of logical thinking, namely the ability to establish simple patterns; formation of prerequisites for educational activities

Having analyzed the experience of using didactic games in the formation of mathematical concepts in preschool children, we can highlight the following - entertaining didactic games and exercises give a great charge of positive emotions, help children consolidate and expand their knowledge in mathematics, the material is a good means of instilling in children already at preschool age an interest in mathematics, logic and evidence-based reasoning, the desire to show mental effort, and focus on the problem.

Literature

1.Veraksa N.E. etc. From birth to school. Basic general education program of preschool education. Publisher: Mozaika-Sintez, 2010.

2.Let's play. Mathematical games for children 5-6 years old. - Edited by A. A. Stolyar. - M.: Education, 1991.

.Didactic games and exercises for sensory education of preschoolers: A manual for educators kindergarten. - Ed. L.A. Venger.2nd ed., revised. and additional - M.: Education, 1998.

.Kolesnikova E.V. Mathematics for children 6-7 years old: Educational and methodological manual for the workbook “I count to twenty.” 3rd ed., supplementary. and processed - M.: TC Sfera, 2012. - 96 p. (Mathematical steps).

.Kolesnikova E.V. Mathematics for children 5-6 years old. Educational and methodological manual for the workbook "I count to 10". 2nd edition, expanded and revised. Creative Center, M. 2009

.Kozlova V.A. Didactic games in mathematics for preschoolers. In 3 books + methodology Series: Preschool education and training. M., 1996

.Metlina A.S. Mathematics in kindergarten. - M.: Education, 1984.

.Pomoraeva I.A., Pozina V.A. "Classes on the formation of elementary mathematical concepts" Mozaika - Synthesis, M., 2011.

.Stolyar A.A. Formation of elementary mathematical concepts in preschoolers. - M.: Education, 1988.

.Federal state educational standard for preschool general education.

.Kharko T.G., Voskobovich V.V. "Fairy tale labyrinths game. Gaming technology intellectually - creative development children 3-7 years old." - St. Petersburg: LLC "Riv", 2007

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

"Pick up a toy"

Target: practice counting objects by the named number and memorizing it, learn to find an equal number of toys.

Content. The teacher explains to the children that they will learn to count as manytoys, how many he says. He calls the children one by one and gives them the task of bringing a certain number of toys and placing them on one table or another. Other children are instructed to check whether the task has been completed correctly, and to do this, count the toys, for example: “Seryozha, bring 3 pyramids and put them on this table. Vitya, check how many pyramids Seryozha brought.” As a result, there are 2 toys on one table, 3 on the second, 4 on the third, and 5 on the fourth. Then the children are asked to count out a certain number of toys and place them on the table where there are the same number of such toys, so that it can be seen that there are equal numbers of them. After completing the task, the child tells what he did. Another child checks whether the task was completed correctly.

"Pick a figure"

Target: consolidate the ability to distinguish geometric shapes: rectangle, triangle, square, circle, oval.

Material: Each child has cards on which a rectangle, square and triangle are drawn, the color and shape vary.

Content. First the teacher. suggests tracing with your finger the figures drawn on the cards. Then he presents a table on which the same figures are drawn, but of a different color and size than the children’s, and, pointing to one of the figures, says: “I have a big yellow triangle, what about you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). “I have a small blue square.”

"Name and Count"

Target: teach children to count sounds by calling the final number.

Content. It is better to start the lesson by counting toys, calling 2-3 children to the table, then say that the children are good at counting toys and things, and today they will learn to count sounds. The teacher invites the children to count, using their hand, how many times he hits the table. He shows how to swing your wrist in time with the blows. right hand standing on her elbow. The blows are made quietly and not too often so that the children have time to count them. At first, no more than 1-3 sounds are produced, and only when the children stop making mistakes does the number of beats increase. Next, you are asked to play the specified number of sounds. The teacher calls the children to the table one by one and invites them to hit the hammer or stick against a stick 2-5 times. In conclusion, to all childrenThey suggest raising your hand (leaning forward, squatting) as many times as the hammer hits.

"Name your bus"

Target: exercise in distinguishing a circle, square, rectangle, triangle, find figures of the same shape, differing in color and size,

Content. Educator Places 4 chairs at some distance from each other, to which models of a triangle, rectangle, etc. (brands of buses) are attached. Children board the buses (stand in 3 columns behind the chairs. The teacher-conductor gives them tickets. Each ticket has the same figure on it as on the bus. At the “Stop!” signal, the children go for a walk, and the teacher swaps the models. At the “On the bus” signal. Children find faulty buses and stand next to each other.The game is repeated 2-3 times.

“Is it enough?”

Target: teach children to see equality and inequality of groups of objects of different sizes, bring them to the concept that number does not depend on size.

Content. The teacher offers to treat the animals. First he finds out: “Will the bunnies have enough carrots and the squirrels have enough nuts? How to find out? How to check? Children count the toys, compare their numbers, then treat the animals by placing small toys next to large ones. Having identified an equality and inequality in the number of toys in the group, they add the missing item or remove the extra one.

"Gather a figure"

Target: learn to count objects that form a figure.

Content. The teacher invites the children to move a plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests arranging sticks of each color so that different shapes are obtained. After completing the task, the children count the sticks again. Find out how many sticks went into each figure. The teacher draws attention to the fact that the sticks are arranged differently, but there are equal numbers of them - 4 “How to prove that there are equal numbers of sticks? Children lay out the sticks in rows, one below the other.

"At the Poultry Farm"

Target: to train children in counting within limits, to show the independence of the number of objects from the area they occupy.

Content. Educator: “Today we will go on an excursion to a poultry farm. Chickens and chickens live here. There are 6 hens sitting on the top perch, 5 chicks on the bottom perch. Compare hens and chickens and determine that there are fewer chickens than hens. “One chicken ran away. What needs to be done to get an equal number of hens and chicks? (You need to find 1 chicken and return it to the chicken). The game repeats itself. V. quietly removes the chicken, the children look for a mother hen for the chicken, etc.

"Tell me about your pattern"

Target: teach to master spatial representations: left, right, above, below.

Content. Each child has a picture (a rug with a pattern). Children must tell how the elements of the pattern are located: in the upper right corner there is a circle, in the upper left corner there is a square. In the lower left corner there is an oval, in the lower right corner there is a rectangle, in the middle there is a circle. You can give the task to talk about the pattern that they drew in the drawing lesson. For example, in the middle there is a large circle - rays extend from it, and flowers in each corner. At the top and bottom are wavy lines, to the right and left are one wavy line with leaves, etc.

"Yesterday Today Tomorrow"

Target: in a playful way, exercise in active discrimination of temporary concepts “yesterday”, “today”, “tomorrow”.

Content. In the corners game room Three houses are drawn with chalk. These are “yesterday”, “today”, “tomorrow”. Each house has one flat model, reflecting a specific time concept.

Children walk in a circle, reading a quatrain from a familiar poem. At the end they stop, and the teacher says loudly: “Yes, yes, yes, it was... yesterday!” The children run to the house called “yesterday”. Then they return to the circle and the game continues.

“Why doesn’t the oval roll?”

Target: introduce children to an oval shape, teach them to distinguish between a circle and an oval shape

Content. Models of geometric shapes are placed on the flannelgraph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do this together. The child is asked to show the circle. Question: “What is the difference between a circle and other figures?” The child traces the circle with his finger and tries to roll it. V. summarizes the children’s answers: a circle has no corners, but the rest of the figures have corners. 2 circles and 2 oval shapes of different colors and sizes are placed on the flannelgraph. “Look at these figures. Are there any circles among them? One of the children is asked to show the circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval-shaped figure. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (Oval shapes also have no corners.) The child is asked to show a circle, an oval shape. It turns out that the circle is rolling, but the oval-shaped figure is not. (Why?) Then they find out how the oval-shaped figure differs from the circle? (the oval shape is elongated). Compare by applying and superimposing a circle on an oval.

"Count the Birds"

Target: show the formation of numbers 6 and 7, teach children to count within 7.

Content. The teacher places 2 groups of pictures (bullfinches and titmice) in one row on a typesetting canvas (at some distance from one another and asks: “What are these birds called? Are they equal? ​​How can I check?” The child places the pictures in 2 rows, one below the other. He finds out that there are equal numbers of birds, 5 each. V. adds a titmouse and asks: “How many titmouses are there? How did you get 6 titmouses? How many were there? How many were added? How many are there? Which birds are there more? How many are there? Which are fewer? How many are there? is the number greater: 6 or 6? Which is smaller? How to make the birds equal in number to 6. (He emphasizes that if you remove one bird, then there will also be an equal number of 5.) He removes 1 tit and asks: “How many of them are there? How did the number turn out?” 5". Again, he adds 1 bird in each row and invites all children to count the birds. In a similar way, introduces the number 7.

Content. Educator explains the task: “Today we will learn to remember where each figure is. To do this, they need to be named in order: first the figure located in the center (middle), then above, below, left, right.” Calls 1 child. He shows and names the figures in order and their location. Shows it to another child. Another child is asked to arrange the figures as he wants and name their location. Then the child stands with his back to the flannelgraph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all children name the shapes and close their eyes. The teacher swaps the places of the figures. Opening their eyes, the children guess what has changed.

"Sticks in a Row"

Target: consolidate the ability to build a sequential series in size.

Content. The teacher introduces the children to the new material and explains the task: “You need to line up the sticks in a row so that they decrease in length.” Warns children that the task must be completed by eye (trying on and rearranging sticks is not allowed). “To complete the task, that’s right, each time you need to take the longest stick out of all those that are not laid in a row,” explains the teacher.