Presentation on the development of mathematical abilities. Development of mental abilities of preschool children through mathematical games. Games for mastering the basics of computer science
Astrakhan region Krasnoyarsk region with. Zabuzan MOU "Zabuzanskaya secondary school named after Turchenko E.P. Presentation Formation of elementary mathematical abilities in children preschool age The material was prepared by: Deputy Director for Preschool Education Turchenko Natalya Aleksandrovna The concept of “development mathematical ability» is quite complex, complex and multifaceted. It consists of interrelated and interdependent ideas about space, shape, size, time, quantity, their properties and relationships, which are necessary for the formation of "everyday" and "scientific" concepts in a child. The mathematical development of preschoolers is understood as qualitative changes in the cognitive activity of the child, which occur as a result of the formation of elementary mathematical concepts and related logical operations. Mathematical development is a significant component in the formation of a child's "picture of the world". MOU "Zabuzanskaya secondary school" preschool groups In connection with the problem of the formation and development of abilities, it should be noted that a number of psychologists' studies are aimed at revealing the structure of schoolchildren's abilities for various types of activities. At the same time, abilities are understood as a complex of individual - psychological characteristics of a person that meet the requirements of this activity and are a condition for successful implementation. Thus, abilities are a complex, integral, mental formation, a kind of synthesis of properties, or, as they are called components. The general law of the formation of abilities is that they are formed in the process of mastering and performing those types of activities for which they are necessary. Abilities are not something once and for all predetermined, they are formed and developed in the process of learning, in the process of exercising, mastering the corresponding activity, therefore it is necessary to form, develop, educate, improve the abilities of children and it is impossible to foresee exactly how far this development can go. MOU "Zabuzanskaya secondary school" preschool groups Speaking about mathematical abilities as features of mental activity, one should first of all point out several misconceptions common among teachers. First, many believe that mathematical ability lies primarily in the ability to quickly and accurately calculate (in particular in the mind). In fact, computational abilities are far from always associated with the formation of truly mathematical (creative) abilities. Secondly, many people think that schoolchildren capable of mathematics have a good memory for formulas, numbers, and numbers. However, as Academician A. N. Kolmogorov points out, success in mathematics is least of all based on the ability to quickly and firmly memorize a large number of facts, figures, formulas. Finally, they believe that one of the indicators of the mathematical educational institution "Zabuzanskaya secondary school" preschool groups Especially fast paced work in itself has nothing to do with mathematical ability. The child can work slowly and unhurriedly, but at the same time thoughtfully, creatively, successfully advancing in the assimilation of mathematics. in the book "Psychology of Mathematical Abilities of Preschoolers" distinguishes nine abilities (components of mathematical abilities): 1 The ability to generalize mathematical material, to isolate the main thing, abstracting from the insignificant, to see the general in the outwardly different MOU "Zabuzanskaya secondary school" preschool groups 2 The ability to operate with numerical and sign symbols . 3 The ability to "consistent, correctly divided logical reasoning", associated with the need for evidence, justification, conclusions. MOU "Zabuzanskaya secondary school" preschool groups 4 The ability to reduce the process of reasoning, to think in collapsed structures. 5 The ability to reversibility of the thought process (to the transition from direct to reverse thought); MOU "Zabuzanskaya secondary school" preschool groups Flexibility 6 thinking, the ability to switch from one mental operation to another, freedom from the constraining influence of patterns and stencils; 7 Mathematical memory. It can be assumed that its characteristic features also stem from the features of mathematical science, that it is a memory for generalizations, formalized structures, logical schemes of the MOU "Zabuzanskaya secondary school" preschool groups 8 The ability to spatial representations, which is directly related to the presence of such a branch of mathematics as geometry. 9 The ability to formalize mathematical material, to separate form from content, to abstract from specific quantitative relations and spatial forms and to operate with formal structures, structures of relations and connections. MOU "Zabuzanskaya secondary school" preschool groups B to school age laying the foundations of knowledge the child needs at school. Mathematics is a complex science that can cause certain difficulties during schooling. In addition, not all children have inclinations and have a mathematical mindset, so when preparing for school, it is important to introduce the child to the basics of counting. Both parents and teachers know that mathematics is a powerful factor in the intellectual development of the child, the formation of his cognitive and creativity. The most important thing is to instill in the child an interest in learning. For this, classes should take place in an exciting game form. Thanks to games, it is possible to concentrate attention and attract the interest of even the most uncollected preschool children. In the beginning, they are fascinated only by game actions, and then by what this or that game teaches. Gradually, children awaken interest in the very subject of education. Thus, in a playful way, instilling in the child knowledge from the field of mathematics, teach him to perform various actions, develop memory, thinking, and creativity. During the game, children learn complex mathematical concepts, learn to count, read and write, and close people help the child in developing these skills - his parents and teacher. MOU "Zabuzanskaya secondary school" preschool groups
The development of the intellect of preschoolers through mathematical activity The development of intellect is a purposeful and organized process of transferring and assimilating knowledge, techniques and methods of mental activity. Its main goal is not only preparation for the successful mastering of mathematics at school, but also the comprehensive development of children. The main tasks for the development of intelligence are: 1. The formation of methods of mental operations for preschoolers 2. The development of variant thinking in children, the ability to argue their statements, to build the simplest conclusions. 3. Developing the ability of children to purposefully control volitional efforts, establish the right relationships with peers and adults, and see themselves through the eyes of others.
Prints, stencils, templates; -- natural and waste material; -- desktop - printed games- 2 – 3 sets split pictures from 2 - 4, 6 - 8 parts; -Various plastic constructors - large mosaics - games - liners - polyfunctional panels on topics; - games to familiarize with color, shape, size.
Mathematical environment in the group: older age - cards with heuristic tasks; - sets in 3 dimensions: geometric shapes, geometric bodies; -- templates, stencils, seals geometric shapes and signs; -- models, layouts, mnemonic cards; -- collections of non-traditional tasks and questions; - crosswords, puzzles, - graphite and plastic boards; - notebooks with assignments; - sets of pencils, felt-tip pens, ballpoint pens; - sticks, matches without sulfur; - sets of numbers - sets of natural and waste material for practical and mathematical activities (threads, cords, buttons, ribbons, etc.) - game didactic material.
1. Mathematical, educational, logic games - Games for planar modeling ("Tangram", "Leaf", etc.) - games for three-dimensional modeling ("Corners", "Cubes and Color", etc.) - games - movements (buildings and rebuildings with counting sticks, matches) - educational games ("Checkers", "Chess", "Dominoes", etc.) - logical and mathematical games (blocks, sticks, games of Voskobovich, Zakka). 2. Entertainment - Riddles - tasks - jokes - puzzles - Crosswords - puzzles - questions - jokes 3. Didactic games, exercises - with visual material - verbal
CUISENER STICKS Each stick is a number expressed in color and magnitude. Using "numbers in color" allows children to simultaneously develop a concept of number based on counting and measurement. The set consists of 116 plastic prisms in 10 different colors and shapes. The smallest prism is 10 mm long and is a cube. The choice of color is intended to facilitate the use of the kit. The class of white numbers forms the number one. Sticks 2,4,8 form a "red family", (2 - pink, 4 - red, 8 - cherry color), 3,6,9 - a "blue family" (blue - 3, purple - 6, blue - 9. ) The "family of yellow" numbers are multiples of 5: 5- (yellow) and 10 (orange). The class of black numbers forms the number 7.
Logic blocks Gyenes Logic blocks were invented by the Hungarian mathematician and psychologist Zoltan Gyenes. Games with blocks are accessible, on a visual basis, they introduce children to the shape, color, size and thickness of objects, with mathematical representations and basic knowledge of computer science. They develop mental operations in children (analysis, comparison, classification, generalization), logical thinking, creativity and cognitive Gyenesh logical blocks are a set of 48 geometric shapes: a) four shapes (circles, triangles, squares, rectangles); b) three colors (red, blue and yellow); c) two sizes (large and small); d) two types of thickness (thick and thin). There are no identical figures in the set. Each geometric figure is characterized by four features: shape, color, size, thickness.
Games - puzzles. Tangram One of the first ancient puzzle games. Origin - China, age - more than a year. The puzzle is a square cut into 7 parts: 2 large triangles, one medium, 2 small triangles, a square and a parallelogram. The essence of the game is to collect all kinds of figures from these elements according to the mosaic principle. In total there are more different combinations. The most common of them are animal and human figures. The game contributes to the development of figurative thinking, imagination, combinatorial abilities, as well as the ability to visually divide the whole into parts.
Sphinx The relatively simple puzzle "Sphinx" includes seven simple geometric shapes: four triangles and three quadrangles with different aspect ratios. The game develops the perception of form, the ability to distinguish a figure from the background, highlighting the main features of an object, the eye, imagination (reproductive and creative), hand-eye coordination, visual analysis and synthesis, the ability to work according to the rules.
Leaf A geometric figure of complex configuration, resembling a schematic representation of a human heart or a leaf of a tree, divided into 9 elements. Silhouettes of various types of transport are obtained especially well from the elements of this puzzle. The resulting images resemble children's drawings (dogs, birds, men). By constructing simple figurative figures, children learn to perceive the form, the ability to distinguish a figure from the background, and to highlight the main features of an object. The puzzle develops the eye, analytical and synthetic functions, imagination (reproductive and creative), hand-eye coordination, and the ability to work according to the rules.
Pentomino The Pentomino puzzle was patented by Solomon Golomb, a Baltimore resident, mathematician and engineer, professor at the University of Southern California. The game consists of flat figures, each of which consists of five identical squares connected to each other by the sides, hence the name. There is also a version of Tetramino puzzles, consisting of four squares, from this game the famous Tetris originated. Game set Pentomino consists of 12 figures. Each figure is denoted by a Latin letter, the shape of which it resembles.
The Nikitin system, games and activities A very interesting system of educational games was created by the famous Russian innovative teachers Boris Pavlovich () and Lena Alekseevna (b. 1930) Nikitin. Each game is a SET OF TASKS that the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. The tasks are given to the child in various forms: in the form of a model, a flat isometric drawing, a drawing, oral instructions, etc., and thus acquaint him with DIFFERENT WAYS OF INFORMATION TRANSMISSION. The tasks are arranged approximately in order of INCREASING Difficulty, i.e. they use the principle folk games: from simple to complex. Tasks have a very WIDE RANGE of DIFFICULTIES: from sometimes accessible to a 2-3-year-old baby to overwhelming for an average adult. Therefore, games can arouse interest for many years (until adulthood). Some of the Nikitin games are very similar to Froebel's blocks.
Educational games Nikitins. Fold the pattern The game consists of 16 identical cubes. All 6 faces of each cube are painted differently, in 4 colors. This allows you to make 1, 2, 3- and even 4-color patterns from them in a huge number of options. In the game with blocks, children perform three different types assignments. First, they learn to fold exactly the same pattern from cubes according to pattern-tasks. Then they set the inverse problem: looking at the cubes, make a drawing of the pattern that they form. And finally, the third is to independently invent new patterns from 9 or 16 cubes. Unicubus A wide range of activities "Unicubus" can captivate children from 2 to 15 years. The first impression is that there are no identically colored cubes, all 27 are different, although only three colors are used, and the cube has 6 faces. Then it turns out that, in addition to the only ones, there are 8 triads, according to the number of faces of each color, but are there any mutual disposition? The game teaches clarity, attentiveness, accuracy, accuracy.
Voskobovich's technique. Voskobovich's first games appeared in the early 90s. "Geocont", "Game Square" (now it's "Voskobovich's Square"), "Skladushki", "Color Clock" immediately attracted attention. Every year there were more and more of them - "Transparent Square", "Transparent Number", "Domino", "Planet of Multiplication", a series of "Miracle Puzzles", "Math Baskets". The first methodological tales also appeared. Voskobovich's technology is just the way from practice to theory. With the help of one game, you can solve a large number of educational tasks. Unbeknownst to himself, the baby masters numbers and letters; recognizes and remembers color, shape; trains fine motor skills of hands; improves speech, thinking, attention, memory, imagination. As practice has shown, the games fit perfectly into the programs educational institutions, such as Childhood, Development, Rainbow.
Montessori method She created a pedagogical system that is as close as possible to the ideal situation when the child learns on his own. The system consists of three parts: a child, environment, teacher. At the center of the whole system is the child. A special environment is created around him, in which he lives and learns independently. In this environment, the child improves his physical condition, develops age-appropriate motor and sensory skills, gains life experience, learns to organize and compare different objects and phenomena, acquires knowledge from his own experience. The teacher, on the other hand, watches the child and helps him when necessary. The basis of Montessori pedagogy, its motto is "help me do it myself." Such specially created educational aids as "Frames with clasps", "Brown stairs", "Pink tower" contribute to the development of the baby's coordination of movements, fine and general motor skills. Other games can train balance ("Line Walking"), develop aesthetic taste What do Montessori aids develop? ("Care for flowers"), eye ("Red rods", "Cylinder blocks").
One of the most significant activities in preschool age is the game. Moreover, the child begins not only to take part in actions, but also to obey certain algorithms, rules, etc. This allows you to complicate the conditions over time, adding more and more practical tasks.
Teaching numbers in a playful way can be started from 2-3 years old
Learning math in the game
Educational games held by the parent for the purpose of development cognitive activity child, allow him to learn new knowledge in a simple and unobtrusive way, to acquire the skills he needs. They perfectly develop fantasy and imagination, help the child to memorize and successfully apply forms of behavior in practice. Thus, the mental development of the child reaches a qualitatively new level.
A game for a preschool child (especially when it comes to educational games) is not just entertainment. This is both labor and creative activity at the same time. Its role in the development of the child as an emerging personality cannot be overestimated. By directing and organizing play, the parent can also include it in pedagogical process controlling all aspects of the child's social development. A properly organized game is distinguished by the fact that it always has a specific goal, as well as the means necessary to achieve it.
The role of play in teaching preschoolers This is especially evident in didactic games, which, among other things, have the goal of developing the child's basic cognitive processes: attention, memory, and a general stock of ideas about the world around. And despite the fact that the educational value of the didactic game is extremely small, it is indispensable for the prevention of social and pedagogical neglect, preparing the child for school, etc.
The development of mathematical representations should be carried out strictly step by step. It is necessary to proceed to the study of new material only after the previously learned material has finally been consolidated. In addition, the development of mathematical abilities and skills in preschool children must obey the strict principle of natural conformity (each age has its own load).
Principles of organizing gaming activities for preschoolers
- The game for a preschooler should be based on generally accepted norms of morality and ethics, respect for the personality of the child.
- Game actions in no case should in any way humiliate the dignity of the participants (including the losers).
- A didactic game should help the child to comprehend the world around him as deeply as possible, assimilating the patterns to which he obeys.
game lesson mathematics from kindergarten In particular, the purpose of didactic games may be the development of mathematical abilities in preschool children. Through gaming activity it will be much easier to do so.
How to use didactic games to teach your child the basics of counting
Modern pedagogy is developing at a rapid pace. And more and more schools are beginning to use developing technologies with the use of computer technology in the learning process, to recruit experimental classes. And the same can be safely said about family education.
Didactic games help develop mathematical skills Early familiarization of a child with high technologies is not accidental: computer and information literacy is a requirement of the modern rhythm of life. That is why already in the preschool period it is necessary to pay maximum attention to the formation of mathematical concepts and the basics of computer science. All these skills are sure to be useful to the child in school.
What should a child know by the time they enter first grade?
Despite the fact that mathematics is one of the basic school subjects, as well as the basis of many sciences that the child will begin to study in the future, it is this discipline that in many cases causes considerable difficulties for children. This is largely due to the fact that the mathematical mindset, which greatly facilitates the child's perception of information of this type, is not inherent in all children.
However, there is a strictly defined system of knowledge and mathematical representations that must be formed by the time the child enters school.
- Ability to count from zero to ten in both forward and descending order
- Developed skill in recognizing numbers in a row (even if they are placed apart)
- Formed ideas about quantitative and ordinal numbers
- Formed ideas about the "previous" and "next" number within ten
- Knowledge of basic geometric shapes and the skill of recognizing them (understanding the signs that distinguish a triangle, circle, square, etc.)
- The presence of an idea about the whole and about the shares; the ability to divide an object into 2 and 4 equal parts.
- The ability to use sticks, ropes, and some other measuring devices to assess figure parameters such as length, width, and height
- The ability to compare objects in the categories "more-less", "higher-lower", "wider - narrower".
Do preschoolers need computer science?
Despite the fact that today computer science is an optional discipline that is not included in the category of compulsory subjects, some ideas about computer science should already be formed in the child by this time. For example:
- Knowledge about algorithms.
- Basic understanding of computers.
- Understanding what is the program used to manage the computation.
- The basic skill of using algorithms and logical operations using the commands "And", "Or", "Not".
Initial acquaintance with computers in preschoolers Fundamentals of mathematical representations in preschool age
The assimilation of mathematical knowledge is impossible without a child's understanding of such fundamentals of science as quantity, number, etc. However, given that for a child they remain abstract for a long time, understanding even the simplest, at first glance, categories can be significantly difficult.
In these cases, it is possible to carry out the development of mathematical abilities in preschool children through gaming activities.
Simple didactic games give the child the opportunity to understand what a “number” and “number” are, form adequate spatio-temporal representations. In order for games to have the maximum effect, it is necessary to build them on the basis of the following patterns.
For the child to effectively assimilate the skills acquired during the games, it is necessary that visual material is used in the classroom: bright pictures, toys, cubes, etc. This is due to the fact that the voluntary attention of preschoolers is not yet well developed. And for its activation, it is necessary that the object be distinguished by such qualities as brightness, novelty and contrast. In addition, favorite toys used in the process of classes will make them even more interesting and exciting.
Geometric cards develop spatial representation For example, if a child has some difficulty in counting, you can put several geometric shapes in front of him, painted in different colors and sequentially count the objects in each of them. In order for the child not to become attached to specific things and to be able to transfer the acquired knowledge to different subjects, it is very desirable to use new toys in the learning process, supplementing the existing stock with new ones.
In everyday life, the child should also be encouraged to name the number of objects on the table, the number of cars in the yard, the children in the playground, etc.
After the child learns to count, parents will be able to significantly expand the stock of his everyday knowledge by explaining the purpose of certain objects. For example, thanks to counting skills, it will not be difficult for a child to explain why a person needs a watch or a thermometer. And later - to understand by the clock, at any time, calling the time or measuring the temperature.
By school, almost all children can count. A fairy tale also plays an indispensable tool for the formation of mathematical representations in a child. You can use the elements of classes in an unobtrusive form, including them in the process: for example, when reading a fairy tale, you can ask the child about how many characters he counted in it; how many animals, birds, trees are shown in the picture of the illustrated book. It is also useful to offer the child to compare characters, pointing out their similarities and differences; denoting who of them is more or less, higher or lower, etc. Operations with numerals can be performed within the first ten.
A significant role in the formation of addition and subtraction skills in the future will be played by the child's ability to divide the whole object into parts.
In order for the child to effectively learn the idea of quantity, as well as the “previous” and “next” number, you can play with him, for example, by asking him to guess a number within certain limits and giving him hints with the words “more” or “less”. This will allow the child to better navigate the numbers and make whole numerical series in his mind.
Children love to play with counting sticks. Ordinary counting sticks can also make a significant contribution to the development of the child's mathematical concepts.
Here are just some examples of didactic games using these items:
- Lay out counting sticks in front of the child and invite him to first choose any two, and then distribute them on two sides. after that, the child must say how many sticks are on each side.
- Over time, the conditions of the game can be a little more complicated by inviting the child to divide already four sticks into two parts. And then - to offer more ways to divide the four sticks into two groups. Subsequently, the number of sticks can be brought up to 10. Increasing the number of sticks will give the child more scope for imagination, offering more and more new ways of dividing.
- From sticks you can make the simplest geometric shapes, thereby explaining to the child what a “triangle”, “rectangle”, “square” is. After the child has an idea about the angles, you can explain the differences between the figures in more detail. And also offer him to fold them out of sticks on his own.
- Over time, classes in the formation of the simplest geometric representations can be complicated by offering the child to fold, for example, a rectangle with a side of 3 or 4 sticks. Or make different figures from the same number of sticks.
- It is also useful to offer the child a fixed number of sticks, from which he could collect two figures, or figures that have one common side.
- Counting sticks are also great for making simple numbers and letters. Using this method also prepares the child well for working with the lined surface of the notebook.
Preparing the hand for writing. Working with notebooks
Before you start teaching your child to write numbers, it is necessary to conduct significant preliminary preparation with him. In particular, he must clearly understand what a cell of a notebook is, what its boundaries are, find corners, middle and sides.
After the child begins to freely navigate on a lined surface, it will be possible to move on to drawing the simplest ornaments, for example, by connecting opposite corners of the cage, or points in the middle.
Preparation for writing includes various exercises No matter how strong the parent’s desire is to teach the child to write as soon as possible and prepare his hand for writing numbers, it is very desirable that he learn no more than one or two patterns in one lesson. The benefit of such activities is not only that the child is preparing to write more complex elements, but also perfectly develops fine motor skills.
Logical games at preschool age
The development of mathematical abilities in preschool children through playing activities is impossible without the use of logic games. Among other things, logic games stimulate the child to look for non-standard and unusual solutions, develop creative thinking in him, support his desire to continue learning.
Logic game for preschoolers Entertaining are valuable in that they unobtrusively lead the child to the conclusion that in order to complete an interesting task for him, concentration and concentration are necessary. This makes it possible not only to develop thinking, but also to polish voluntary attention. This will give the child the opportunity to perceive the conditions of the problem, to look for a possible catch in it. Thus, the development of mathematical abilities of preschool children through play activities is carried out as unobtrusively and correctly as possible.
You need to read the problems out loud, slowly and clearly so that the child can draw conclusions from each sentence and understand it correctly. It is very undesirable to give the child too many explanations: he must independently assimilate the train of thought. This greatly enhances the joy of discovery.
An indispensable role in the development of logic will also be played by simple and familiar riddles from childhood: this will give the child the opportunity to learn to highlight the key features of objects and recognize them by them.
Games for mastering the basics of computer science
Despite the fact that computer science is still not a compulsory subject for studying at primary school age, the study of its foundations greatly contributes to the development of forms of abstract thinking. It also helps to learn such actions as the classification of objects according to certain criteria, ranking, highlighting the main and secondary. The child begins to learn to assimilate the established rules and strictly adhere to them.
To master elementary ideas about computer science, you can use board games, which are now sold in all children's stores.
Computer games for preschoolers develop abilities The meaning of most board games for children is quite simple: with the help of chips and a cube, the child moves around playing field. Thanks to this, the formation of spatio-temporal relations, the ability to follow given instructions, to carry out sequential actions. The child learns the simplest conditions and algorithms. It is desirable that board games be supplemented with an interesting plot for the child, thoughtful design and interesting graphics.
Conclusion
Despite the fact that not every child has a mathematical mindset and the study of science can be difficult for him even at the initial stages, special exercises carried out in a playful way can greatly facilitate him. And at the same time - turn it into an interesting and exciting game.
Classes conducted in a playful way allow the child to accustom himself to controlled activities, instilling in him an interest in learning. Also math games have a beneficial effect on the development of memory, thinking, speech, as well as creative abilities. And then they help to learn more complex categories, such as numbers, numbers, counting, etc. The child is preparing his hand for writing, learning to navigate in space.
Description of the presentation on individual slides:
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Formation of mathematical abilities in preschoolers through gaming activities, senior educator MBDOU No. 46 Tuaeva N.M.
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Children are inquisitive explorers of the world around them. This feature is inherent in them from birth. The formation of cognitive interest among preschoolers is one of the most important tasks of teaching a child in kindergarten.
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Today, and even more so tomorrow, mathematics will be needed to some extent by a huge number of people of various professions, and by no means only mathematicians. Mathematics can and should play a special role in the education and development of the individual. Knowledge is needed not for the sake of knowledge, but as an important component of personality, including mental, moral, emotional and physical education and development. The special role of mathematics is in mental education, in the development of intellect. This is explained by the fact that the results of teaching mathematics are not only knowledge, but also a certain style of thinking. Mathematics has great opportunities for the development of children's thinking in the learning process from a very early age.
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My goal was to work on the formation and development of mathematical abilities in children through playful entertaining material, through didactic games, puzzles, crosswords, labyrinths, puzzles, entertaining questions, riddles, joke tasks, sayings, counting rhymes, proverbs and physical education minutes with mathematical content.
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For this purpose, an appropriate developmental environment was created in the group, a math corner, where didactic games and other game entertaining material are located. Approximate list of material in the corner Small toys for counting, numbers from 1 to 5, 10. Tables with objects from 1 to 10, to fix ordinal, direct and reverse counting. Toys of different sizes from 1 to 5 pieces. Geometric Shapes different parts days (phenomena of nature). Pictures depicting the seasons (natural phenomena). Tables depicting symbols of parts of the day and seasons. Counting sticks. Pictures with orientation on the plane of the sheet: labyrinths, maps, diagrams. Calendar Logic games, lotto, checkers, chess, dominoes, etc. Didactic games according to age.
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My experience was presented by the system of work of the educator with the family, which ensured the achievement of the best results. The group held joint meetings, open classes, entertainment, and consultations. Topics of consultations: “The role of entertaining mathematical material in the formation of a child's personality. Learning to solve problems with ingenuity. "Introducing preschool children to entertaining mathematical material" "Teaching children to think logically"
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The work with children was carried out in stages: At the 1st stage, we tried to arouse children's interest in playing entertaining mathematical material with the help of riddles, tasks, jokes, entertaining questions, crosswords, rebuses, puzzles of didactic games, and I also used junk material: cubes , buttons, clothespins, skittles, cones, acorns, chips, vegetables, fruits, etc. At the 2nd stage, a cycle of mathematics lessons was developed, in which children got acquainted with new game entertaining material, acquiring new knowledge and skills., learned to overcome difficulties together, evaluated themselves and others, drew conclusions and conclusions. These lessons combined game situations, didactic games, visual material and actions with them.
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For better assimilation and consolidation of the material, work with entertaining mathematical material was carried out throughout the day: in the morning, on a walk in the form of games (for example, “magic rope”, where children lined up with pleasure in the form of geometric shapes), in their free time in the evening.
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I also had interviews with experts. So in physical education classes, the children fixed the score, they themselves called the figures that were obtained during the rebuilding. Thus, the work carried out showed that the manifestation of preschoolers' interest in mathematics is successfully formed in the form of a game, as well as with game mathematical material. The simplest tasks, exercises that require the manifestation of resourcefulness, ingenuity, originality of thinking, the ability to critically assess their conditions, activate cognitive activity children in the course of learning, contribute to the development of interest in mathematics.
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If the children experienced difficulties in solving problems, then funny tasks and joke problems helped them in this, and the children solved them quickly and with enthusiasm. They memorized numbers faster, memorizing funny poems, counting rhymes, riddles.
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In the learning process, such didactic games were used as: 1. Quantity and count “Which toy is gone?”, “Say the opposite”, “Find as many toys as ...”, “Wonderful bag”, “Mark with a number”, “Scattered artist ”, “Find a couple”, “Find neighbors”, “Count further” and others. Despite the variety of games, their main task should be to develop logical thinking, namely the ability to establish the simplest patterns: the order of alternation of figures in color, shape, size.
From the experience of the teacher of the preschool educational institution "Development of mental abilities through mathematical games"
Korobkina Alevtina Germanovna, educator, MDOU " Kindergarten Smile", Perm region, p.g.t. Suksun.
Description: material can be useful for kindergarten teachers.
Relevance.
For the development of children's mental abilities, it is essential for them to acquire mathematical concepts that actively influence the formation of mental actions, which are so necessary for understanding the world around them.
Target: Promote the development of children's mental abilities, through mathematical games.
Leading educational area:
"Cognitive Development"
Integration of educational areas:"Speech Development"
"Socially communication development»
"Physical development"
Tasks:
Educational:
"Cognitive Development"
Promote:
ordinal and reverse counting skills;
the ability to navigate in the surrounding space and on a sheet of paper (right - left, top - bottom, middle, corner);
"Speech Development"
Promote:
Development of skills to compose riddles of mathematical content;
vocabulary enrichment
Developing:
"Cognitive Development"
Promote:
developing interest in mathematics through play;
development of mental abilities, curiosity, cognitive interest, attention, memory, resourcefulness and ingenuity;
development of ideas about days;
development of skills to modify a geometric figure (transform).
"Physical development"
Promote:
development physical qualities in children (dexterity, endurance and coordination)
Educational:
"Social and communicative development"
Promote:
fostering respectful and friendly relationships between children in the game.
Methods and techniques
Practical
Game
Verbal
visual
The form: the game
work experience
In my work, "The development of mental abilities through mathematical games", I use puzzles, logical exercises. They are looking for a course of action that leads to a result.
Working with counting sticks, I call them problems of ingenuity of a geometric nature, since in the course of solving, as a rule, there is a transfiguration, the transformation of one figure into another, and not just a change in their number. For example: I suggest that children add 2 equal triangles out of 5 counting shelves, 2 equal squares out of 7, and even a triangle can be folded out of 1 stick.
Of the variety of mathematical games and entertainment, the most accessible and interesting in a group with children are riddles, tasks - jokes. In riddles of mathematical content, we analyze the subject, notice the simplest mathematical relationships: two rings, two ends, and carnations (scissors) in the middle. Four brothers live under one roof (table). I use them in the process of conversations, conversations, observations with children, that is, in the case when the necessary situation is created.
In order to develop the thinking of children, I use different kinds logical tasks and exercise. For example: Which of the figures is superfluous here and why? The game is "The Fourth Extra".
Smart games, puzzles, entertaining games are of great interest to children. In such activities, I form important qualities of the child's personality: independence, observation, resourcefulness, ingenuity, perseverance is developed, constructive skills develop. In the course of solving tasks with ingenuity, puzzles, children learn to plan their actions, think about them, look for an answer, guess about the answer, while showing creativity. I try to teach children to find different formulations to characterize the same mathematical connections and relationships. I use word games, and game exercises, which are based on the action on the presentation:
"Say the opposite" for example: BIG - SMALL;
"Who will call faster?" for example: I call a geometric figure a circle, and children should name objects similar to this figure, objects should not be repeated;
"Who will find it faster?" for example: I suggest that the children close their eyes, at this moment I hide a toy or any object, on a signal the children must find, of course, you need to immediately agree with the children where the game will be in a group or on a veranda or in another room. I teach children to listen carefully to each other.
A special place among mathematical entertainment is occupied by games for drawing up planar images of objects, animals, birds, houses, ships from special sets of geometric shapes: a square, a triangle, a circle, an oval. They are interesting for children and adults. The children are fascinated by the result of compiling what they saw on the sample or what they intended, and they are included in active practical activities in selecting the method of arranging the figures in order to create a silhouette. For example: "Columbus egg", "Tangram". Children really like the game " Cheerful cells". This is a playful way to develop children's spatial imagination, fine motor skills fingers, coordination of movements, perseverance.
Our result
As we can see from the monitoring data, mathematical games and exercises helped to better assimilate and develop elementary mathematical representations in children.
Thus, in a playful way, instilling in the child knowledge from the field of mathematics, children learned to perform various actions, memory, thinking, and creative abilities improved.
