Math activity for 1st graders

Contractor:

Anthropova Irina Aleksandrovna,

Educator MBDOU No. 30,

Anzhero-Sujzhensk

Contents

mathematical development, the success of the child's advancement in this field of knowledge "

L. A. Wenger

Introduction

In modern life, the problem of teaching mathematics is becoming increasingly important. This is due, first of all, to the rapid development of mathematical science and global computerization.

Mathematics is one of the most important areas of knowledge of modern man. In our time, when people widely use technology (including computer technology), this requires a certain minimum of mathematical knowledge and ideas from each. nine0003

on the basis of the concept of mathematical education in the Russian Federation (approved by the Government of the Russian Federation of December 24, 2013), where the basic principles, goals, objectives and main directions for the development of the forms of activity, primary mathematical representations and images used in the development of the system were based on the development of the system. life, shows that mathematics for a preschooler should become an advanced and attractive area of ​​​​knowledge and activity, obtaining mathematical knowledge - a conscious and internally motivated process. nine0003

The need to develop mathematical abilities, the formation of a cognitive interest in mathematics was understood by many teachers, psychologists, methodologists. A great contribution to the development of problems of the mathematical development of preschool children was made by A. M. Leushina, R. L. Nepomnyashchaya, R. L. Berezina, Z. A. Mikhailova, T. V. Taruntayeva, T. N. Ignatova and others.

Teachers from many cities of preschool educational institutions also work on this problem - Chaikovskaya O.A. (ZATO Ozerny), Alekseeva N.V. (Belorechensk), Blaginina N.Yu. (Ozerki) and share their experience of working as a mathematical development of preschool children. nine0003

However, despite the large number of works on this topic, the problem of developing the mathematical abilities of preschoolers is still far from over. In connection with the relevance of this problem, the research topic was chosen: "The development of mathematical abilities of preschool children through gaming activities. "

The urgency of the problem lies in the fact that generally accepted approaches to the mathematical preparation of a preschool child (on the part of teachers and parents of our kindergarten) often do not bring the desired results, and in modern elementary school curricula, great importance is attached to the logical component. Many parents believe that the main thing when preparing for school is to introduce the child to numbers and teach him to write, count, add and subtract. However, they forget that you need to teach the child to think. When studying at school, these skills help the child out for a short time in mathematics lessons. The stock of memorized knowledge ends quickly (in a month or two) and the lack of formation of one's own ability to think productively very quickly leads to the appearance of "problems with mathematics". nine0003

In this regard, I was interested in the problem of how play activities can ensure the mathematical development of children that meets the modern requirements of the Federal State Educational Standard and the Concept of Mathematical Education in the Russian Federation.

The purpose of our work: to theoretically substantiate and test in practice the effectiveness of using gaming activities to develop the mathematical abilities of preschool children that meet the modern requirements of the Federal State Educational Standards for Education and the Concept of Mathematical Education in the Russian Federation. nine0003

To achieve this goal, the following tasks were set:

- to study the state of the problem of developing the mathematical abilities of preschoolers through play activities in psychological and pedagogical literature;

- to analyze the FSES DO and the Concept of mathematical development in the Russian Federation and identify modern requirements for the organization of work in preschool institutions to develop the mathematical abilities of preschoolers;

- to test in practice the effectiveness of the use of gaming activities to develop the mathematical abilities of preschool children that meet the modern requirements of the Federal State Educational Standard and the Concept of Mathematical Education in the Russian Federation; nine0003

- to formulate conclusions based on the results of the work.

1. Theoretical aspects of the development of mathematical abilities in preschool children through play activities.

For preschool children, play is of exceptional importance: play for them is learning, play for them is work, play for them is a serious form of education. The game for preschoolers is a way of knowing the world around them. Knowing that success depends largely on the desire of the child to learn, he must be interested. And the most interesting is the cognitive and research activity through the use of game entertaining material. Tasks, joke tasks, puzzles, crossword puzzles, puzzles, didactic games and exercises help children to quickly absorb a large amount of knowledge. They develop the mental abilities of children, which are necessary for successful schooling: memory, figurative and logical thinking, creativity, fantasy, imagination, constructive thinking. nine0003

Any mathematical task of ingenuity, no matter what age it is intended for, carries a certain mental load, which is most often disguised by an entertaining plot, external data, the condition of the problem, etc. Mental task: to make a figure or modify it, find a way solutions, guess the number - is implemented by means of the game in game actions. The development of ingenuity, resourcefulness, initiative is carried out in active mental activity based on direct interest. nine0003

Entertaining mathematical material is given by the game elements contained in each problem, logical exercise, entertainment, whether it is chess or the most elementary puzzle, for example, the unusual posing of the question: “How to put a square on the table with the help of two sticks?” - makes the child think and, in search of an answer, get involved in the game of imagination.

The variety of entertaining material - games, tasks, puzzles - provides a basis for their classification, although it is rather difficult to divide into groups such a diverse material created by mathematicians, teachers, and methodologists. nine0003

It can be classified according to different criteria: according to the content and meaning, the nature of mental operations, as well as the focus on the development of certain skills.

Based on the logic of actions carried out by those who solve the problem, a variety of elementary entertaining material can be classified, conditionally singling out 3 main groups in it: entertainment, mathematical games and tasks, developing (didactic) games and exercises.

Starting work on the development of mathematical abilities of preschool children, I came to the conclusion that entertaining mathematical material is necessary for preschool children and how great the interest of children in this material is. nine0003

2. Areas of work on the development of mathematical abilities of preschool children.

Work on the development of mathematical abilities was carried out comprehensively in three directions:

1. Work with children.

At the 1st stage of working with children, I tried to arouse children's interest in entertaining mathematical material with the help of riddles, tasks, jokes, entertaining questions, crosswords, rebuses, puzzles. Let the children not see that they are being taught something. Let them think they are just playing. In the process of playing in the classroom, I used entertaining material, both author's games made by me and so, I also used building and waste materials: buttons, clothespins, skittles, cones, chips, models of vegetables and fruits, etc.

An appropriate developmental environment was created in the group, a mathematical corner was set up, where didactic games and other entertaining game material are located.

At the 2nd stage of work with children, I developed a series of lessons in mathematics, where children got acquainted with new game entertaining material, acquiring new knowledge and skills.

Since the classes were of a plot nature, the children were happy to plunge into the atmosphere of travel, the children were active, studied with desire, interest, and successfully completed the tasks assigned to them. nine0003

The didactic material that I use at NOD has an emotional response in children and helps to successfully achieve the goals and objectives, developing not only mathematical abilities, but also fine motor skills of the hands, cognitive processes.

2. Work with caregivers.

The purpose of working with educators was to provide methodological assistance in the work on the formation of mathematical abilities of preschool children.

Consultations were provided to the attention of educators on the following topics:

• "Non-traditional forms of teaching children mathematics";

• "The role of didactic games in mathematics in preparing a child for school";

• How to teach children to play mathematical games;

• "What is entertaining mathematical material, its role in teaching children mathematics."

In my speeches, I recommended that teachers include as much entertaining game material as possible in mathematics classes in order to create interest and a positive attitude towards mathematics in children. nine0003

3. Working with parents.

Work with parents is carried out with the aim of mutual assistance in the formation of the mathematical abilities of children, further development, since without interaction the result will not be so successful.

Parent meetings, open classes, entertainment, consultations were held in the group.

Topics of consultations:

• “The role of entertaining mathematical material in the formation of a child's personality. Learning to solve problems with ingenuity. nine0003

• "Introducing preschool children to entertaining mathematical material"

• "Riddles as a means of shaping children's cognitive activity"

• "Teaching children to think logically"

Game - competition "Mathematical game library".

Parents have seen what their children have learned and what they still need to work on at home. Actively participated in consultation workshops.

3. Effectiveness of experience in developing the mathematical abilities of preschool children through play activities. nine0003

The effectiveness of experience

The effectiveness of working with children with entertaining mathematics is obvious: children love to play with puzzles, counting sticks. If the children have difficulty in solving problems, then funny tasks and joke tasks help them in this and the children solve them quickly and with enthusiasm. They memorized numbers faster by memorizing funny poems, counting rhymes, riddles.

Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. Children are very active in the perception of tasks, jokes, logical exercises, puzzles. I use entertaining tasks as a warm-up at the beginning or at the end of GCD to increase the mental activity of children. I worked with entertaining mathematical material throughout the day: in the morning, on a walk, in the evening. nine0003

Purposeful, systematic work with children on the use of game entertaining material showed that children successfully master the basics of mathematics, learned to count, add, subtract, moreover, solve various kinds of logical problems.

3. Conclusion

Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. Kids need to play math. Didactic games provide an opportunity to solve various pedagogical tasks in a playful way, the most accessible and attractive for children. Their main purpose is to provide children with exercise in distinguishing, highlighting, naming sets of objects, numbers, geometric shapes, directions. nine0003

Using various educational games and exercises in working with children, I was convinced that when playing, children learn the program material better, correctly perform complex tasks. Teaching young children in the process of play, she strived to ensure that the joy of games turned into the joy of learning. Teaching should be joyful!

My work experience shows that knowledge given in an entertaining form, in the form of a game, is acquired by children faster, stronger and easier than that which is associated with long "soulless" exercises. “Learning can only be fun ... To digest knowledge, you need to absorb it with appetite,” these words do not belong to a specialist in the field of preschool didactics, the French writer A. France, but it is difficult to disagree with them. nine0003

Finally, I would like to confirm Peterson's point that preschoolers should not be taught. “You have to play with a child, play with interest and enthusiasm, and then their burning eyes and the desire to play more and more will be our reward.”

Children are interested in playing mathematical games, they are interesting for them, emotionally capture children. And the process of solving, searching for an answer, based on interest in the problem, is impossible without the active work of thought. Working with children, every time I find new games that we learn and play. After all, these games will help children in the future to successfully master the basics of mathematics and computer science. nine0003

References

1. Beloshistaya, A. V. Preschool age: Formation and development of mathematical abilities [Text] / A. V. Beloshistaya // Preschool education. -2002 - No. 2 - S. 69-79.

2. Fun puzzles for little smart people [Text]: Notebook on the development of cognitive processes / Compiled by SE Gavrina. -_Yaroslavl: "Academy of Development", "Academy Holding" .- 2002-S.32.

3. Erofeeva, T. Both in jest and in earnest [Text] / T.N. Erofeeva // Preschool education. -2001 - No. 10 - S. 18-25. nine0003

4.Erofeeva, T.I. A little about mathematics and not only about it [Text] / T.N. Erofeeva // Preschool education. 2001- No. 10- S. 7-17.

5. Nishcheva, N.V. Games for the development of mathematical concepts in older preschoolers / [Text] N.V. Nischev. - M.: Detstvo-Press, 2013. - 673 p.

6. Nishcheva, N.V. Abstracts of classes on the formation of natural science ideas in preschoolers in different age groups / [Text] N.V. Nishchev - M.: Detstvo-Press, 2014. - 364 p.

7.Nosova, E.A. "Logic and mathematics for preschoolers" [Text]

E.A. Nosova, R.L. Nepomnyashchaya / - M.: Detstvo-Press, St. Petersburg, 2008.

8. Mathematics from three to seven / Training manual for kindergarten teachers. - M., 2001.

9. Pomoraeva, IA Classes on the formation of elementary mathematical representations in the senior group of kindergarten: monograph. / I.A. Pomoraeva, V.A. Pozina. - M.: Mosaic-Synthesis, 2015. - 248 p.

10. Pomoraeva, I. A. Classes on the formation of elements of mathematical representations in the middle group of kindergarten [Text] / I.A. Pomoraeva, V.A. Pozina. - M.: Mosaic-Synthesis, 2015. - 670 p. nine0003

Appendix 1

Exercises for the development of mathematical abilities

for children five to seven years old

Exercise 1

Material: a set of figures - five circles (blue: large and two small, green: large and small, small red square) .

Task: "Determine which of the shapes in this set is extra. (Square) Explain why. (All others are circles)".

Exercise 2

Material: the same as for exercise 1, but without the square. nine0003

Task: "Divide the remaining circles into two groups. Explain why you divided it this way. (By color, by size)".

Exercise 3

Material: the same cards with numbers 2 and 3.

Task: "What does the number 2 mean on the circles? (Two large circles, two green circles. )

Number 3? (Three blue circles, three small circles).

Exercise 4

Material: the same didactic set (a set of plastic figures: colored squares, circles and triangles). nine0003

Task: "Remember what color the square we removed was? (Red.) Open the Didactic Set box. Find the red square. What color are the squares? Take as many squares as there are circles (see exercises 2, 3

How many squares? (Five.) Can you make one big square out of them? (No.) Add as many squares as you need. How many squares have you added? (Four.) How many now? (Nine.)".

Exercise 5

Material: images of two apples, small yellow and large red. The child has a set of figures: a blue triangle, a red square, a small green circle, a large yellow circle, a red triangle, a yellow square. nine0003

Task: "Find one of your shapes that looks like an apple." The adult in turn offers to consider each image of an apple. The child selects a similar figure, choosing the basis for comparison: color, shape. "What figure can be called similar to both apples? (Circles. They look like apples in shape.)".

Exercise 6

Material: the same set of cards with numbers from 1 to 9.

Task: "Put all the yellow figures to the right. What number fits this group? Why 2? (Two figures.) What other group can pick up to this number? (Triangle blue and red - there are two of them; two red figures, two circles; two squares - all options are sorted out.) ". The child makes groups, using a stencil frame, draws and paints over them, then signs the number 2 under each group. “Take all the blue figures. How many are there? (One.) How many colors are there? (Four.) Figures? (Six.) ". nine0003

Mathematical games "Number and counting"

Didactic games for children of senior and preparatory groups for school groups:

"Find the baby elephant"

Purpose: fixing the names of ordinal numbers, the ability to ask questions in order to guess the location of an object (toy) .

Repetition of the names of animals from hot countries.

Move: glasses with numbers (1-5, 1-10) are placed in front of the children and it is proposed to find a hidden baby elephant under them, using ordinal numbers. nine0003

"Help Mishutka"

Purpose: to consolidate knowledge about numbers, the ability to count the required number of objects. Replenishment of knowledge about the origin of this natural material.

Move: the attention of the children is drawn to the cards with the image of numbers and it is proposed to put the required number of objects on them.

"Game with a cube"

Purpose: to consolidate knowledge of numbers, the ability to correlate them with the number of objects.

Move: children stand in a circle and pass each other cards with the image of objects, at the stop signal, the leader throws a cube with numbers. Children are invited to count the pictures and go out into the circle to the one who has the same number of objects on the card. nine0003

"Search for patterns"

Purpose: development of visual perception, the ability to see and continue this pattern, establishing links between objects of animate and inanimate nature.

Move: the children are given the task: to carefully look at the objects located on the card, find a pattern and continue laying out the objects in the same order.

"Harvest"

Purpose: to consolidate knowledge of numbers, the ability to correlate them with the number of objects. Replenishment of knowledge about vegetables, the ability to classify them. nine0003

Move: children are given cards and asked to collect the required number of vegetables in the "garden".

"Count - ka"

Purpose: to consolidate knowledge about numbers, the ability to correlate them with the number of objects.

Move: children are asked to count the number of animals in the picture and put the correct number next to it.

Strelka

Purpose: to consolidate knowledge about numbers, the ability to correlate them with the number of objects; classification of objects of animate and inanimate nature. nine0003

Move: children are invited to stand in a circle, fix a number on their clothes. With the help of a counting rhyme, the leader is selected, he stands in the center of the circle, stretches his hand forward “arrow”, closes his eyes and turns around himself. At the signal "stop" - stops. The child, to whom the arrow points, must bring (from the previously prepared set) the required number of identical objects of nature.

Didactic games for children of secondary - preparatory groups

"Quarrel of cubs"

Purpose: strengthening the ability to correctly match nouns with numerals. Repetition of the names of baby animals.

Move: children are asked to count the number of toys the cubs have and put them in order, starting with the one with the least number of objects.

"Help the hedgehog"

Purpose: Strengthening the ability to count the required number of items. Replenishment of knowledge about the life of a wild animal.

Action: The children are given a hedgehog card and a set of mushroom pictures to help gather supplies for the hedgehog family. nine0003

“Who has more”

Purpose: formation of the ability to classify and count natural material, correlate its amount with a numerical standard. Consolidation of knowledge about the origin of these natural gifts.

Move: children are asked to roll a die and count as many identical objects as there are dots on the side of the die.

“Teach Little Red Riding Hood to count”

Purpose: formation of the ability to count objects (with the right hand, from left to right, one at a time, to make a generalizing gesture “total”), to coordinate the numeral with the noun. Strengthening the ability to classify natural objects (vegetables, plants). nine0003

Move: children's attention is drawn to the picture of Little Red Riding Hood and offered to help (teach) to collect a bouquet of flowers for grandmother

Game options: "Tell Petrushka", "Help the bunny."

"Treat the animals"

Purpose: strengthening the ability to correlate the number of objects in different groups, using the concepts "equally", "the same", "the same number", comparing adjacent numbers within 5.

Replenishment of children's knowledge about individual characteristics wild and domestic animals. nine0003

Move: children are given a card with a certain number of animals and several pictures with painted treats of different numbers. We invite children to find the right picture with the same amount of favorite food for their guest.

"Put things in order"

Purpose: remembering numbers, counting a given number of items.

Fixing the names of natural material.

Move: children are invited to help the hero put things in order in the boxes: arrange the required amount of material in an empty space. nine0003

Appendix 2

Non-traditional forms of work in direct educational activities in mathematics.

(consultation for educators)

The process of forming elementary mathematical concepts in preschoolers is central to preparing a child for school. In terms of its content, this training should not be limited to the formation of ideas about numbers and the simplest geometric shapes, teaching counting, addition and calculation.

Children need to be taught not only to calculate and measure, but also to reason logically, to think productively. In the process of solving problematic tasks, the child discovers for himself those laws, rules, principles that constitute the main asset of mankind. He does not receive them ready-made, and joins the creative process by discovering something new. Therefore, education should direct the child to the prospect of self-development, expanding his consciousness on the basis of creative activity.

Often preparing children for school comes down to teaching them to count, write, and read. Meanwhile, studies show that the greatest difficulties in primary school are experienced not by those children who do not have enough knowledge, skills and abilities, but by those who show intellectual passivity, who lack the desire and habit to think, the desire to learn something new . Therefore, the main goal of preschool education should be the comprehensive development of the child: the development of his motivational-volitional sphere of intellectual and creative abilities. nine0003

A preschooler has specific age characteristics: unstable attention, predominance of visual-figurative thinking, increased motor activity, desire for play activities, a variety of cognitive interests. In order to maintain the attention of children in the process of educational activities, it is necessary to organize active and interesting mental activity. And this will help non-traditional activities.

In the modern didactics of preschool educational institutions, such non-traditional forms are distinguished:

Games - competitions.

(They line up on the basis of competition between children: who will name, find, identify, notice, etc.)

KVN faster.

(Assumes the division of children into 2 subgroups and is conducted as a mathematical or literary quiz) .

Theatrical games.

(Micro-sketches are played, carrying cognitive information to children)

Role-playing games.

(The teacher enters the role-playing game as an equal partner, prompting the storyline of the game and thus solving learning problems). nine0003

Consulting. (When a child learns by consulting another child)

Mutual learning games.

(The "consultant" child teaches other children to compare, classify, generalize).

Auctions.

(Held as a board game "Manager")

Doubt games (search for the truth).

(Research activities of children such as melting - not melting, flying - not flying)

Traveling games.

Tales.

Dialogues. (They are held according to the type of conversation, but the topics are chosen relevant and interesting). nine0003

Games like "Experts are investigating."

(Working with a diagram, orienting along a diagram with a detective storyline).

Field of Wonder games.

(Held as a game "Field of Wonders" for reading children).

Quiz games.

(Quizias are held with answers to the questions: What? Where? When?

A feature of preschool education is its organization in the form of a game and related productive and artistic activities. Mathematical games are interesting for children, emotionally capture them. And the process of solving, search for an answer based on interest and a task is impossible without the active work of thought.This position explains the importance of entertaining tasks in the mental and comprehensive development of children.Entertaining mathematical material is a good means of educating children in preschool age of interest in mathematics, in logic and evidence reasoning, desire to show mental tension, focus on the problem.0003

Modern methods of developing the child's cognitive abilities in play activities.

System analysis method

The game "Euler Circles" or "Games with hoops" precedes the formation of one of the most important general educational skills - the ability to classify an object and develops the logical thinking of preschoolers. Children learn to classify objects according to 2 and 3 properties (color, size, shape, place them in 4 and 8 areas obtained from the intersection of 2 and 3 circles.

Question method.

Crossword puzzles, puzzles, tasks such as “Call it with one word, but preferably with two”, “An extra word”, “How are they similar and how are they different”, “Tell me a word”.

Solving logic problems.

Logical tasks, exercises, puzzles contribute to the development of logical thinking, ingenuity.

For example: Which piece is missing? Why? How is one picture different from another? What figure is missing? How do 6 figures of one group differ from the figures of another group? What do a fox and a chair have in common? Why is a soap bubble flying? etc.

And problems, for example: Dunno, Pinocchio and Winnie the Pooh went for a walk and took a banana, a tomato, an orange with them. What did each of them take? If Dunno took not round, but Winnie the Pooh - not red?

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. Children are fascinated by the result - to compose what they saw on the sample or what they intended. These are the games "Tingram", "Pythagoras", "Mongolian game", "Columbus egg". Children learn to analyze the ways of arranging parts, to tell and plan the course of compilation. Games are more difficult, these are: "Vietnamese Game", "Magic Circle", "Pentamino". Here, the analysis is more difficult, the division of the form of the object being composed into its component parts, as well as the ways of connecting one part to another. nine0003

Of all the variety of puzzles, children prefer puzzles with sticks. They are called ingenuity tasks of a geometric nature, that is, children make figures from a certain number of sticks, change it by removing a certain number of sticks or shift them.

Method of experimentation and experiments.

Experiment "How water disappears". Water, as children know, can be absorbed and evaporated. Let's take different objects, for example, a sponge, a newspaper, a piece of cloth, polyethylene, a metal plate, a piece of wood, a porcelain saucer. Gently pour water over them with a spoon. What items do not absorb water? Which ones absorb water? Which of them do it better: does the whole object get wet or just the place where the water got into? Let's continue the experiment. Pour water into a porcelain saucer. It does not absorb water, we already know this from previous experience. The border to which water is poured is marked with something, for example, with a felt-tip pen. Let's leave the water for one day and see: what happened? Some of the water has disappeared. We will mark a new border, in a day we will check the water level. She couldn't get out, she couldn't soak in. So it evaporated and "flew" into the air in the form of small particles. These experiments are available to preschoolers. They can be used to develop a child's interest in experimentation. nine0003

Design method

The main goal of the organization of project activities is the development of deep, stable interests in mathematics in children, based on broad cognitive activity and curiosity.

Practical activities available to the child: comparison, classification, transformation, recreation, measurement, combination, modeling, etc. specific project participants. The guys themselves determine the eldest in each group and distribute roles. With this approach, the guys work actively and independently. The role of the educator in this case is unobtrusive control and, if necessary, consultation of children before they go out to defend the project. nine0003

The results of each project are discussed together with the whole group, which allows children to feel self-confidence, in their abilities, and helps to increase self-esteem.

The project method can be used on any topic. Each project relates to a specific theme and is developed within a few days. By doing this work, children can create tasks with different characters. These can be fairy-tale tasks, “cartoon” tasks, tasks from the life of a group, cognitive tasks, and so on. nine0003

A comprehensive approach to project activities is determined by the close connection between the cognitive and artistic cycles, fine arts, musical and theatrical creativity and, therefore, organically fits into the general educational task of the kindergarten.

Based on all of the above, the following conclusions can be drawn:

-use of direct educational activities in a non-traditional form helps to involve all children in work; nine0003

- it is possible to organize verification of any task through mutual control;

- non-traditional approach is fraught with great potential for the development of the speech of preschoolers;

-direct educational activity contributes to the development of the ability to work independently;

- the relationship between the children and the teacher is changing in the group (we are partners)

- the children are looking forward to such games with pleasure.

Mathematical games are interesting for children and emotionally capture them. And the process of solving, searching for an answer, based on interest and task, is impossible without the active work of thought. This position explains the importance of entertaining tasks in the mental and all-round development of children. Entertaining mathematical material is a good means of educating children already at preschool age of interest in mathematics, in logic and evidence-based reasoning, the desire to show mental stress, to focus on the problem. And no matter how experienced the teacher is, he always has to look, think, try to make his classes interesting. nine0003

Appendix 3

“Teaching children to think logically”

(Counseling for parents)

                                  9003

                                  9003

In order to successfully master the preschool education program, a child needs not only to know a lot, but also to think consistently and conclusively, to guess, to show mental exertion. As you know, a child shows special mental activity in the course of achieving a game goal, both in class and in everyday life. Game entertaining tasks are contained in various kinds of fascinating mathematical material. Quite a lot of such material has been accumulated in the history of the development of methods for teaching children math, some of it is also available to preschoolers

Any mathematical problem of ingenuity carries a certain mental load, develops children's cognitive interest, the ability for research, creative search.

Introducing children of senior preschool age in a family environment to entertaining mathematical material will help solve a number of pedagogical problems.

It is known that the game as one of the most natural activities of children promotes self-expression, development of intelligence, independence. This developmental function is fully characteristic of entertaining mathematical games. nine0003

Desire to achieve the goal - to make a figure, model, give an answer; to get a result - stimulates activity, the manifestation of moral and volitional efforts (overcoming difficulties that arise in the course of solving, bringing the work begun to the end, searching for an answer until a result is obtained).

Invite your child to play the game “What number is missing?” with you. Lay out cards with numbers from 0 to 10 on the table. The child closes his eyes, and at this moment you remove one of the cards, so that you get a continuous row, if the child gave the correct answer, switch roles with him. nine0003

Entertaining games contribute to the formation and development of such personality traits as purposefulness, perseverance.

Exercise your child at home in the game "Who is more?". There are two piles of buttons in front of the players. On command, the players set aside one button from a pile for a minute; Then consider who postponed more. You can complicate the game: put off the buttons with your eyes closed, etc.

Performing practical actions using entertaining material develops in children the ability to perceive cognitive tasks and find new ways to solve them. nine0003

For the game "How many in the other hand?" prepare small items (beads). Rules of the game: an adult says: “I have 6 beads, 3 beads in my right hand (shows). How many in the left? If the child guessed correctly, switch roles (when you guess, make intentional mistakes).

While preparing dinner, ask your child where there is more water: in a cup, in a saucepan, in a kettle, in a plate? He can verify the correctness of the answer in practice. Be sure to specify what you measured, and how many conditional measurements were in each of the vessels. nine0003

Children begin to realize that each of the entertaining tasks contains some kind of trick. It is impossible to find it without concentration and deliberation. Give children tasks in a poetic form.

Mathematical games help to educate children's cognitive interest, the ability for research and creative search, the desire and ability to learn. Entertaining tasks, games, puzzles contribute to the formation and development of such personality traits as purposefulness, perseverance, independence. Performing practical actions using entertaining material develops in children the ability to perceive cognitive tasks and find new solutions for them. nine0003

Fun games that parents can make with their children. This is such a game, for example: "Tangram".

"Tangram" is one of the simple games. They also call it “Puzzle from cardboard”, “Geometric constructor”. A square measuring 8 by 8 cm from cardboard, equally colored on both sides, is cut into 7 parts.

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