Basic shapes for kindergarteners

21 Creative Ways to Teach 2D Shapes in Kindergarten – KindergartenWorks

Teaching shapes to kindergarten is part of many standards-based curriculums.

When you teach 2D shapes, you're covering some basic geometry skills your kinders will build from for years to come.

Let's look at how to teach 2D shapes and dig into some 2d shape activities and games to help you cover this topic.

How to teach 2D shapes

If you're wondering how to teach shapes to kindergarten - then here are the essentials you need to cover.

1. Teach the names

Teach the names of the shapes. You could consider this vocabulary, but they need to identify the name of each shape no matter the orientation (which way the shape is turned).

You can always use a fun hook like these 2D shapes owl craft to get them started on learning the names of the shapes.

I recommend these 2D shapes kindergartners should know the best: circle, triangle, rectangle, square and hexagon.

You could easily add some free shape posters or poems to your daily routine until your kiddos know them by heart.

And this is totally my opinion - but forget teaching 2d shapes like the heart and the star (those are almost like "gimmes" in today's kindergarten).

Remember: if you use pattern blocks for any activities - don't shy away from teaching the trapezoid, rhombus and parallelogram. It's an easy way to get extra shape names with what you're already using.

2. Teach what makes a shape unique

Teach the unique characteristics of each shape. What makes the shape unique?

You can use 2D shape bingo, a hide-n-feel game or even a little mini booklet to help cover how to describe the 2D shapes.

I made a mini 2D shapes booklet to use with my guided math groups.

I like that students pick up on the basic book pattern:

• The first page asks a question based on a shape's attributes.
• The second page answers it.

But you can even create shape puppets to get them talking about what makes the shapes unique.

Consider using videos as well to teach describing 2D shapes - like how many sides and vertices each shapes has.

3. Teach what makes a 2D shape a 2D shape

Teach what makes the circle, square, triangle rectangle and hexagon all 2D shapes in a simplified fashion.

I like teaching this when I introduce 3D shapes (we compare the difference) and my students can already name and describe all of the 2D shapes for kindergarten accurately.

4. Teach shapes in the world

Teach real-life examples of shapes. Students should be able to pick out shapes in the world from the environment around them but also create real-world things by combining 2D shapes.

This quick shapes in the world video for kindergarten is perfect before going on a shape hunt. It reinforces a circle, square, and triangle in everyday items and has kids draw shapes in the air.

You'll find a few more examples of how to teach shapes in the world with some of the activities listed below.

Activities to do

Here are some fun ideas for how to teach 2D shapes with kinders.

There is a variety to pick from that can help accomplish the goals we mentioned above.

Create a lift-the-flap riddle book with your students. Have them dictate the text and cut out shapes. Let them show what they know to make a class book.

Teach how to draw the shapes - by teaching how many points to draw. I learned this tip from our district's leading preschool teacher.

Kids that came from her preschool program came in knowing how to draw shapes in kindergarten and I learned this was her secret method of teaching them! {wink}

If you're teaching 2D shapes during Christmas, create a Rudolph at the window art project using construction paper shape pieces. It sticks to basic shapes. I love the finished product.

You could also use this free shape reindeer card activity and adapt it a bit since it was designed for first grade.

Take the shape your class is having the most difficulty with and let them get creative! Have them turn the shape into something in our world simply by adding details.

Use whatever shape manipulatives you have and create 2D shape scenes or real-world things. Snap photos with your phone and print them as example cards.

Students can try to recreate yours or build their own 2D shape real-world things.

If you only have pattern blocks, try to add in some circles, squares, and rectangles made out of craft foam from the dollar tree.

Speaking of making your own 2D shape manipulatives - this teaching 2D shapes dinosaur activity is a perfect example. Cut your own shapes and let your students create.

Grab toothpicks and marshmallows (or playdough) with these printable build a 2D shape cards. Students can focus on the number of vertices each shape has.

Play 2D shapes games

Play games that involve looking at shapes in different ways.

Play this little roll-a-shape 2D shapes in the world game. It's perfect for beginning kindergarten.

It's simple to play and students can do it independently. They roll a die, say the shape's name and color or trace a matching shape in the picture.

This shapes in the world printable board game is a simple way to play in small numbers.

If you just need something that works on naming and identifying - then this quick shape game is what you're looking for. Add a pencil and paper clip as a makeshift spinner.

I've found a way to turn bingo into a super-effective way to work on describing shapes in kindergarten. So check out this describing 2D shapes bingo game that is free.

It's a classic game that's easy to share with parent volunteers too since they usually already know basic bingo rules.

Here's an alternate naming shapes game that is styled after chutes and ladders. I think they'd like this format.

Go on a shape hunt around the classroom simply by following the directions in this secret agent shapes detective video.

Play what's hiding under the rug. This is the easiest game to teach and play with kindergarten. I love turning it over to pairs of students to play in our small group sessions so I can listen in on how accurately they are describing 2D shapes.

It's an ideal way to informally assess how well students are doing on this skill.

Let students each play at their own pace and graph their results with this 2D shapes game.

Find the shapes hidden in these landscapes to bring back color to the black-and-white pictures. This interactive, online shapes game reminds me of the old school Highlights for Kids magazines {wink}

Let's wrap it up

There you have the basics of how to teach 2D shapes and creative activities, games, and videos for teaching 2D shapes in kindergarten.

I hope you've found exactly what you need to complete your lesson plans. It's my goal to help you organize, think and teach your best.

You may also enjoy this short list of 2D shapes videos.

If you like what I do here on KindergartenWorks, then be sure to subscribe today. I look forward to sharing ideas with you weekly.

More Math in Kindergarten

• 10 Activities for Describing 3D Shapes in Kindergarten
• Monster Numbers – Easy Tools to Teach 0-10
• Making 5 Fluency Ideas and Games

Teaching Basic Shapes to Kids In an Interesting Way

Table of Contents

1.	Introduction
2.	Why is teaching shapes so important?
3.	What are the different types of shapes for kids?
4.	How to teach kids with the help of games and activities
5.	Conclusion
6.	About Cuemath
7.	Frequently Asked Questions (FAQs)
8.	External References

Kids have dynamic learning capabilities that are enhanced by their observation skills. However, parents need to take tiny steps while teaching preschool kids. Basic shapes and colors impact children. They try to understand their surroundings by looking at the different objects around them. All kinds of objects and structures help kids in learning shapes.  As a parent one should introduce different shapes for kids at an early age. There are various shapes activities for kindergarten that can help kids learn and understand basic shapes.

Here is a downloadable PDF that lists out various shapes for kids. Teaching basic shapes for kids helps them understand their own observations. Different types of shapes for kids. Click on the download button to explore them. 

Basic shapes for kids are being taught at every preschool today. It is important to understand the necessity of shaping activities for kindergarten kids. Few ways in which kids are impacted by basic shapes are:

1. Visual Information
2. Sign and symbols
3. Alphabets and numbers
4. Mathematical concepts
5. Categorization and comparison 
6. Problem-solving
7. Symmetry

1. Kids Learn how to organize visual information

Children observe their surroundings very keenly and encounter different shapes every single day. Teaching basic shapes for kids helps them understand their own observations. The visual information they gather comprises compound shapes that are formed by a combination of basic shapes. Shapes’ names for kids enable them to identify the basic shapes in compound shapes. For instance, when a child looks at a car it appears to be a rectangular box. However, children will learn to identify the compound shapes in a car once they learn basic shapes. 

2. Helps to teach signs and symbols

Symbols are very important for kids. But it will take some time for kids to get used to it. Kids take some time before they can actually name the shapes they see. However, this does not indicate that the kid is unable to comprehend basic shapes. Signs on the other hand impart certain information and details. Basic shapes for kids help them store information in their minds. Kids are usually 5 to 6 years old when they start following signs and symbols

.

3. Help kids identify different alphabets and numbers

Toddlers may get confused among all the alphabets they see. As parents, it can be challenging to teach various letters and numbers. Kids tend to mix up similar-shaped letters like “b” and “d”. Patience is important while correcting these mistakes. Learning shapes for kids help them differentiate among the letters. Therefore all the preschools cover learning shapes for kids before moving into Alphabets and numbers.

4. Basic mathematical concepts can be taught

Once a child is comfortable identifying shapes for his /her own, they can start learning simple mathematical operations like addition and subtraction. It is always easier to teach addition than subtraction. Therefore we advise parents to start teaching addition and then venture into subtraction. Basic shapes for kids include balls, matchboxes, dice, etc. So you can pick the object of your choice and start teaching simple maths to your kids.

5. Categorization and comparison

Facial recognition and navigation skills are swiftly developed among kids who can categorize and compare various shapes. As kids learn to differentiate shapes, they understand facial features and their differences. It is also important to note that different shapes for kids imply different geographical locations or features. Have you noticed, in kids’ drawing- mountains and hills are always triangles and houses have a square or rectangle structure with a triangular roof? We do suggest you take a look and understand how kids observe and compare the shapes around them.

6. Problem-solving

Brain development and thinking skills are really important for a kid in preschool or kindergarten. Shapes and colors are directly responsible for brain development. Kids analyze structures and start with 2-D mental mapping and then gradually, as the year progresses, they start 3-D mapping. These mental mapping of shapes plays a crucial role in the development of problem-solving abilities in children.

7. Symmetry

Kids love to play around the parks or fields. This is important for the development of their motor skills. However, kids tend to lose their balance more often than adults. Growing up, we all had cuts and bruises on our knees Over the years these injuries started disappearing even when sports activities became more rigorous. This happens when kids are unable to understand the basic concept of balance and center of gravity. Now even though terms like the center of gravity feel fancy for kids, it is important to teach symmetry with the help of basic shapes for kids. This will help them understand how to position themselves and develop motor skills. 

Different shapes for kids are available ranging from basic shapes to compound shapes. Basic shapes are simple shapes that can not be broken down into simpler shapes by general conventions, examples include square, circle, triangle, etc. Compound shapes can be split into simpler shapes, examples include Arrows, Starts, etc. Let us go through a few shapes to understand better. 

1. Basic Shapes for kids

Shapes like squares, triangles, circles, and rectangles are taught first to kids. Once a child learns how to categorize and name these shapes, they are taught more complex shapes. However, it suggested that ample time is spent on basic shapes for kids. This is because all the shapes are taught at a later stage depending upon the concepts developed during learning basic shapes for kids. It may require a little while for kids to pick up the concept but we suggest parents be patient.

2. Advanced Shapes for kids

Once a child is familiar with basic shapes he/she is ready to learn advanced shapes for kids. These shapes include arrows, stars, and hearts. Advanced shapes do not include 3-D structures in preschool as it may confuse them. Kids with a clear conception of basic shapes will be able to ace this topic quickly. 

Till now, we saw how important basic shapes can be for a child's brain development. Teaching shapes can be cumbersome without activities as children find it difficult to comprehend something that can not be observed. Activities and games will help kids learn while having fun.

Now, we will look into a few activities and games to help your child play and learn. 

1. Flashcard shapes for kids

Flashcards are a really fun and interactive tool while teaching kids. They can be purchased in stores or prepared by hand. You can draw different shapes on cards made out of thick paper to prepare a set of flashcards. Use these cards to play with your child. Ask your kid to pick up a card and name the shape drawn on the card. Maintain a scoreboard and let them beat their own high scores.

2. Shapes for kids chart

Bright and colorful shape names for kid's charts are available in the market. To prepare them at home, you need to draw shapes and write down their names. Colorful shapes are easier to remember for kids. Ask your kids to look at the beautiful chart every day in the morning before going to preschool or kindergarten. 

3. Shapes hunt

Just like a treasure hunt, shapes hunting is fun and easy for preschoolers. Use a set of flashcards with different shapes on them. Ask your kid to pick up one card and identify the shape and once he or she has identified the shape, ask them to find an object of the same shape around the house. This will keep the kids engaged and help them relate basic shapes to their surroundings.

4. Puzzle games

Two types of puzzles are available for kids to learn basic shapes. The first one contains pieces of brightly colored basic shapes for kids. These shapes need to be fitted onboard with hollows similar to the shapes. These boards with pieces of basic shape for kids are available in preschool supply shops and toy shops.

The second type is a conventional puzzle with bigger pieces. Once a child is proficient in basic shapes for kids they can try to join the pieces of a picture together.

We suggest you go for basic puzzles with pictures of fruits and flowers to keep the level easy for your child.  

In the former section, we came across the various benefits of teaching basic shapes for kids. It is one of the most important topics covered in the kindergarten and preschool syllabus. Even though your child may be learning shapes for kids in school, it is suggested that parents help them out with shapes games for kids. This is because the identification of shapes and naming shapes are two different objectives. Kids tend to forget shape names.

Start teaching basic shapes to your child and try to relate them with the objects around you. This will help kids relate the concept of basic shapes with their surroundings. We suggest parents start with basic shapes and gradually move into advanced shapes. Spend more time on basic shapes for kids to build the foundation for advanced shapes. 

Cuemath, a student-friendly mathematics and coding platform, conducts regular Online Live Classes for academics and skill-development, and their Mental Math App, on both iOS and Android, is a one-stop solution for kids to develop multiple skills. Understand the Cuemath Fee structure and sign up for a free trial.

• Regular Shapes are those which have equal sides as well as equal angles. Irregular Shapes are just the opposite,i.e, their angles and sides vary.
• Examples of Regular Shapes are Square, Circle, Equilateral Triangle, etc.
• Examples of Irregular Shapes are Rectangle, Heart, Right-angled triangle, etc.

• Cylinder - Circles
• Cuboid - Rectangles
• Cube - Squares
• Pyramid - Rectangles and Circles
• Tetrahedron - Triangles

• Geometric: These are simple shapes like rectangle, square, triangle, etc. which are geometric in nature. They form the basis of other types of shapes.
• Organic: These shapes are curvier in nature and have a natural feel to them (for example, the shape made after the ink is spilled on a paper is of organic type). These are more soothing and relaxing to the eyes.
• Abstract: These shapes are complex in nature and are mostly used in graphics designing purposes. They are aesthetically beautiful but are not naturally found.

Forms of organization of children's activities | Material:

Educator

"MADOU Malinovsky kindergarten"

Kukuzova E.S.

Forms of organizing children's activities

Any preschool institution has a PEP, which is implemented during the entire period of the child's stay in kindergarten. What form does it take? These are not only classes, because they take very little time in the daily routine. Therefore, other forms of organization of children are also needed. The main form is, of course, a game. Learning can take place during the game and it is necessary to make sure that during the game the child does not even guess that he is being taught. But besides the game, there are other forms that allow you to make the life of a child in kindergarten interesting and eventful.

Consider these forms:

1. Workshop

2. Experimentation and research

3. Design activity

4. Collecting

Workshop is a form of organization

Experimentation and research is a form of cognitive research activity. It aims to broaden the horizons of children.

At what age is it supposed to start experimenting in kindergarten?

· From the 1st junior group (2–3 years old), children begin to take part in joint experimental activities with the teacher. While they are the simplest studies that help kids examine objects, noting their color, size or shape.

In the younger group (3-4 years old), cognitive research activities become more complicated. Together with the teacher, children learn to conduct experiments on the example of sensory standards. Thanks to experiments, they become aware of the previously hidden properties of the objects under study.

Experimentation in the middle group (4–5 years old) aims to develop in children the ability to independently obtain information about a new object. All senses are actively used for experiments.

· Using experimentation in the older group (5–6 years old), children should be encouraged to independently conduct experimental actions and reveal the hidden properties of phenomena and objects.

In the group preparatory to school (6-7 years old), cognitive and research activities are being improved. Not only independent work is welcomed, but also the choice of the optimal way of its implementation.

Experimentation in organized activities

In accordance with the educational program, experimental activities are planned in all age groups of the kindergarten, starting with the youngest in the area of ​​"Introduction to the natural world."

It is planned to study with the help of experiments:

properties of sand, clay and stone;

properties of water in its various states;

temperature.

weighing heavy and light materials;

length measurement with yardsticks;

Observation of plant growth and the dependence of this process on lighting, temperature and watering;

study of color mixing.

Experimentation in free activity

In order for children to be able to do experiments on their own, a special subject environment and space for its development should be organized in the kindergarten.

The group has a free access to a special area - the corner of experimentation, which contains:

sets for experiments with picture instructions;

exploration toys - balls, cubes, small objects of various materials;

various natural materials - sand, water, clay, shells, wool;

measuring instruments - scales, measuring containers, hourglasses, rulers;

Instruments - pipettes, spatulas, measuring spoons, toothpicks, clear and colored glasses;

other saturated object medium - mirror, magnifying glass, salt, magnets;

Writing utensils for recording results.

Over time, each educator who supports the method of experimentation accumulates a lot of experience in using it in various activities. From the notes, a file cabinet will be formed, which contains natural science experiments for children on various topics. Below are examples of such topics.

Ecology:

structure of plants;

Conditions necessary for plant life;

plant propagation;

experiments in the vegetable garden and flower garden;

Experimental activities by season;

Animal research.

Research activities about man:

structure of man;

physiology;

Hygiene.

Physical experiments in kindergarten:

movement;

measurement;

magnetism.

substances and materials;

light and color;

sound.

Project activity is also a form of joint activity aimed at expanding the horizons of children, at educating the cognitive activity of a preschooler. Conditions are being created that allow children to independently or jointly with an adult acquire new experience, acquire knowledge through experimental, search methods.

It follows that the chosen topic is "projected" onto all educational areas through various types of children's activities. Thus, it turns out a holistic, and not broken into parts, educational process. This will allow the child to “live through” the topic in different activities, without experiencing the difficulty of moving from subject to subject, to assimilate a larger amount of information, to comprehend the connections between objects and phenomena.

The project is a set of actions specially organized by adults and performed by children, culminating in the creation of creative works.

The project method describes a set of actions of the child and the ways (techniques) of organizing these actions by the teacher, that is, it is a pedagogical technology.

The main thesis of the modern understanding of the project method, which attracts many educational systems, is the understanding of children why they need the knowledge they receive, where and how they will use it in their lives.

It is very easy to remember and understand that the project is 6 "P":

Problem;

Design or planning;

Search for information;

Product;

Presentation.

Portfolio, which contains accumulated materials (photos, drawings, albums, layouts, etc.).

Collecting is a form of cognitive activity of preschoolers. It is in it that the interests of the child are manifested.

These forms of activity are very important in the work of a teacher. They must be mastered to implement the basic principles of the standard.

"Methods and techniques for the formation of elementary mathematical representations among preschoolers" - JV "Kindergarten No. 2, secondary school No. 30, Syzran"

Message on the topic:

representations in preschoolers»

Mathematical knowledge of a preschooler is a directly important basis in the mental development of a child. Thanks to mathematical knowledge, children learn to: analyze, compare, synthesize, perform computational operations, think logically, distinguish between geometric shapes, name their features, navigate in space. Preschool children develop memory, attention, thinking. The knowledge gained in kindergarten, children apply in everyday life. Therefore, the task of the teacher: to arouse children's interest in educational activities, to give the necessary elementary mathematical knowledge, to lead children to independent answers, search for solutions. The teacher must find an approach to each child and give this knowledge to all children.

Methods and techniques for the formation of mathematical representations in preschoolers.

In the process of forming elementary mathematical concepts in preschool children, the teacher uses a variety of teaching methods:

• practical,
• visual,
• verbal,
• gaming.

When choosing a method, a number of factors are taken into account:

program tasks to be solved at this stage;

age and individual characteristics of children;

availability of the necessary teaching aids, etc. ;

The teacher's constant attention to a reasonable choice of methods and techniques, their rational use in each specific case ensures:

— successful formation of elementary mathematical concepts and their reflection in speech;

- the ability to perceive and highlight relations of equality and inequality (by number, size, shape), sequential dependence (decrease or increase in size, number), highlight quantity, shape, size as a common feature of the analyzed objects, determine relationships and dependencies;

- orientation of children to the application of mastered methods of practical actions (for example, comparison by comparison, counting, measurement) in new conditions and an independent search for practical ways to identify, detect signs, properties, and connections that are significant in a given situation. For example, in the conditions of the game, to identify the sequence, the pattern of alternation of features, the commonality of properties.

The leading method in the formation of elementary mathematical concepts is practical method.

Its essence lies in the organization of children's practical activities aimed at mastering strictly defined methods of action with objects or their substitutes (images, graphic drawings, models, etc.).

Characteristic features of the practical method in the formation of elementary mathematical concepts:

— performance of various practical actions;

— wide use of didactic material;

- the emergence of ideas as a result of practical actions with didactic material:

- development of counting skills, measurement and calculation in the most elementary form;

- wide use of formed ideas and mastered actions in everyday life, play, work, i.e. in various types of activity.

This method involves the organization of special exercises that can be offered in the form of a task, organized as actions with demonstration material, or proceed in the form of independent work with handout didactic material.

Exercises can be collective - they are performed by all children at the same time, and individual - they are carried out by an individual child at the teacher's board or table. Collective exercises, in addition to mastering and consolidating knowledge, can be used for control.

Individual, performing the same functions, also serve as a model for which children are guided in collective activities.

Game elements are included in the exercises in all age groups: in the younger ones - in the form of a surprise moment, imitation movements, a fairy-tale character, etc.; in seniors, they acquire the character of a search, a competition.

From the point of view of children's manifestation of activity, independence, creativity in the process of performance, reproductive (imitative) and productive exercises can be distinguished.

The game as a method of teaching and the formation of elementary mathematical representations involves the use in the classroom of individual elements of different types of games (plot, mobile, etc.), game techniques (surprise moment, competition, search, etc. Currently a system of so-called learning games has been developed. 0003

All didactic games on the formation of elementary mathematical representations are divided into several groups:

1. Games with numbers and numbers
2. Time travel games
3. Orientation games in space
4. Games with geometric shapes
5. Logic games

Visual and verbal methods in the formation of "elementary" mathematical representations are not independent, they accompany practical and game methods.

Techniques for the formation of mathematical representations.

Kindergarten widely uses methods related to visual, verbal and practical methods and applied in close unity with each other: This is the main method of teaching, it has a visual-practical-effective nature, is performed using a variety of didactic means, makes it possible to form skills and abilities in children. It has the following requirements:

- clarity, dissection of the display of methods of action;

- coordination of actions with verbal explanations;

- accuracy, brevity and expressiveness of speech accompanying the show:

- activation of children's perception, thinking and speech.

2. Manual for self-exercises. This technique is connected with showing the educator methods of action and follows from it. The instruction reflects what and how to do in order to get the desired result. In the older groups, the instruction is given in full before the start of the task, in the younger ones it precedes each new action.
3. Explanations, explanations, instructions. These verbal devices are used by the educator when demonstrating a method of action or in the course of performing a task by children in order to prevent errors, overcome difficulties, etc. They should be specific, short and figurative.

Demonstration is appropriate in all age groups when getting acquainted with new actions (application, measurement), but it requires activation of mental activity, excluding direct imitation. During the development of a new action, the formation of the ability to count, measure, it is desirable to avoid repeated display.

Mastering the action and improving it is carried out under the influence of verbal techniques: explanations, instructions, questions. At the same time, the speech expression of the mode of action is being mastered.

4. Questions for children.

Questions activate the perception, memory, thinking, speech of children, provide comprehension and assimilation of the material. When forming elementary mathematical representations, a series of questions is most significant: from simpler ones aimed at describing specific features, properties of an object, the results of practical actions, i.e., ascertaining, to more complex ones that require establishing connections, relationships, dependencies, their justification and explanation, use the simplest proofs.

Most often, such questions are asked after the educator demonstrates the sample or the children complete the exercises. For example, after the children have divided the paper rectangle into two equal parts, the teacher asks: “What did you do? What are these parts called? Why can each of these two parts be called a half? What shape are the parts? How to prove that the squares are obtained? What should be done to divide the rectangle into four equal parts?

Basic requirements for questions as a methodological device:

- accuracy, concreteness, conciseness:

- logical sequence;

— variety of formulations, i. e. the same question should be asked in different ways

— optimal ratio of reproductive and productive questions depending on the age of the children and the studied material;

- give children time to think;

- the number of questions should be small, but sufficient to achieve the didactic goal;

- prompting questions should be avoided.

The teacher usually asks the whole group a question, and the called child answers it. In some cases, choral responses are possible, especially in younger groups. Children need to be given the opportunity to think about the answer.

Children's answers should be:

- short or complete, depending on the nature of the question;

- independent, conscious;

- accurate, clear, loud enough;

- grammatically correct (observance of the order of words, the rules for their agreement, the use of special terminology).

In working with preschoolers, an adult often has to resort to the method of reformulating the answer, giving it the correct sample and offering to repeat it. For example: “There are four mushrooms on the shelf,” says the baby. “There are four mushrooms on the shelf,” the teacher clarifies.

5. During the formation of elementary mathematical concepts in preschool children comparison, analysis, synthesis, generalization are not only

as cognitive processes (operations), but also as methodological techniques that determine the path along which the child's thought moves in the process of learning.

Comparison is based on establishing similarities and differences between objects. Children compare objects according to quantity, shape, size, spatial arrangement, time intervals - according to duration, etc.

Analysis and synthesis as methodological devices act in unity. An example of their use is the formation in children of ideas about "many" and "one", which arise under the influence of observation and practical actions with objects.

6. Modeling is a visual and practical technique that includes the creation of models and their use in order to form elementary mathematical concepts in children. The reception is extremely promising due to the following factors:

- the use of models and modeling puts the child in an active position, stimulates his cognitive activity;

- the preschooler has some psychological prerequisites for the introduction of individual models and elements of modeling: the development of visual-effective and visual-figurative thinking.

Models can play different roles: some reproduce external connections, help the child to see those that he does not notice on his own, others reproduce the sought-for but hidden connections, the properties of things that are not directly perceived.

Models are widely used in the formation of

• time representations: model of parts of the day, week, year, calendar;
• quantitative; numerical ladder, numerical figure, etc. ), spatial: (models of geometric shapes), etc.
• when forming elementary mathematical representations, subject, subject-schematic, graphic models are used.

7. Experimentation is a method of mental education that provides the child with self-identification through trial and error of connections and dependencies hidden from direct observation. For example, experimentation in measurement (size, measurement, volume).
8. Monitoring and evaluation .

These techniques are interrelated. Control is exercised through monitoring the process of children performing tasks, the results of their actions, and responses. These techniques are combined with instructions, explanations, explanations, demonstration of methods of action for adults as a model, direct assistance, and include the correction of errors.

Methods and results of actions, behavior of children are subject to evaluation. The assessment of an adult who teaches to be guided by a model begins to be combined with the assessment of comrades and self-esteem.

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