Plot-based didactic games with mathematical content in the independent activities of children of the 6th year of life
1.2 Plot- didactic games mathematical content and principles of their organization
To develop these games with older preschoolers, it is important for the teacher to know the principles of their organization. They were formulated by A.A. Smolentseva.
1. Selection of knowledge acquired in the classroom for subsequent reflection in the games of older preschoolers. To implement this principle it is necessary:
Determine the possibility of applying knowledge in children's games;
Ensure continuity between the content of classes and subsequent gaming activities;
Include specific actions in games aimed at developing initial mathematical ideas and concepts.
2. Introducing children to the activities of adults, which organically include the actions of counting and measuring. To build games, you need to focus on adult activities that meet the following requirements:
It must be socially significant and accessible to children to observe and understand. The actions of counting and measuring should perform one of the leading functions in it and be a means of achieving socially significant results;
The professional activities of adults should be visual both in the process of counting and measuring, and in the resulting product;
The communicated knowledge should be given an emotional connotation so that children can more easily and clearly develop ideas about this type of work, about the relationships between people in the labor process, about the use of counting and measurement in different areas life, about the accuracy of people’s performance of the specified actions, ensuring the success of the activity, so that the children develop an interest in work professions and a desire to include them in games;
It is necessary to use a variety of methods and techniques to introduce children to different types labor.
3.Representation of adult activities familiar to children in the plot and content of games. To implement this principle, the following conditions must be met:
Children must be well versed in the adult activities displayed in the game. Then, while solving the problem, they will purposefully and reliably reproduce counting and measuring actions in the game;
When representing labor, counting and measuring actions should be included in the game not as a one-time assignment, but as actions assigned to a given role. In this case, they will act as a means of achieving the goal of the activity, as a practical necessity in the application of mathematical knowledge;
4.Organization of collective games. Involving each child in roles that involve math activities. The implementation of this principle creates conditions for the practical application and development of mathematical concepts of each preschooler, for the formation of an emotionally positive attitude towards this knowledge, for the development of initiative and activity of all participants in the game. To implement these provisions, it is necessary:
Enrich games in terms of themes, plots, game roles, and relationships among children. In this case, children will transfer the learned rules and methods of action to other games with new objects. The scope of application of knowledge will expand significantly;
Prepare together with the children the necessary materials and attributes for the game. In joint work, children will develop an interest in the content of the game, in future roles and in the development of the plot.
5. Direct participation in the game of the teacher, fulfilling his role along with the children. This provision is of fundamental importance both from the point of view of organizing the game itself, and from the point of view of its direction and management. The need for an adult to participate in the game is dictated by the following considerations:
Counting and measuring actions must be performed not approximately, but correctly and accurately, otherwise the mistakes made will be fixed;
Taking a leading role, the teacher has the opportunity to naturally (from the inside) see the entire game, control the correct execution of game actions related to counting and measurement, and in case of difficulties, provide assistance in the form of questions, explanations, advice, etc.;
Influence the distribution of roles, suggest and create new play situations, support, approve the successes of children, attracting the attention of the team, cause positive emotional mood, stimulate initiative and creativity.
6. Individual approach to children (taking into account the knowledge, interests, abilities, playing skills and abilities of each child). The teacher’s purposeful influence on the child’s behavior is an important condition for all children to achieve a certain level of mastery of mathematical knowledge, ensuring their preparation for educational activities at school. For this purpose it is necessary:
Select roles that correspond to the child’s capabilities, gaming interests and skills;
Offer solutions to tasks that are feasible for the child, leading to the development of activity and independence;
Create game problem situations that consistently become more complex and evoke the joy of searching in children;
Be surprised by children’s guesses, their ingenuity, maintaining an atmosphere of goodwill, creativity, creating special situations for shy and insecure children.
7. The transition from practical counting of objects to counting actions in terms of ideas, and then to operations with numbers. The ways to implement this principle are as follows:
Implementation in game situations of a gradual transition from counting real objects to their substitutes, and then to mental counting;
Creating situations of interaction with a partner during the game in which there is a need to verbally indicate quantity (posing a task or question, communicating the result);
A gradual increase in the level of difficulty of problems, the solution of which requires comparison, reasoning and generalization of knowledge.
According to programs preschool education children receive elementary mathematical concepts in the field of counting and measurement. To avoid actions that are performed mechanically in the classroom, you need to connect them with an interesting plot. That is, so that children do not formally master mathematical material. Lack of clarity about the meaning of the actions performed is not related to the psychological and physiological capabilities of children, but lies in the methods and forms of teaching.
In addition to the main tasks of mathematical content, plot-based didactic games necessarily pay attention to moral and educational aspects. As children become familiar with the work of adults, they also develop respect for work, careful attitude to the product of labor. Preschoolers use mathematical knowledge in these games as actively and organizedly as life demands and everyday activities prompt them to perform certain operations. Plot-based didactic games with mathematical content contribute to the development of concentration, learning to reason logically, analyze, argue, defending their opinion with evidence. A plot-based didactic game outside of class gives children the opportunity to use, consolidate and clarify the ideas they have received. The content of the game is based on both positive emotions and impressions and mathematical quantitative aspects of reality. Mathematical operations are included in a plot-based didactic game precisely when, according to the plot of the game, the need for these operations arises. For example, in the Zoo game, zoo employees must bring animals from other zoos. But they must remember where and how many animals each of them should bring. After the animals are delivered, each of them tells the director, and he must remember where they came from and which ones, how many animals were brought and in which cage they were placed. By analogy, zoo workers count in which cages, how many animals they fed, bathed, and took out for walks. The director of the zoo invites workers and once again clarifies the content of their work. He determines the number of animals to catch, monitors the correct execution of the director’s orders, stimulating children’s ability to talk about their performance of counting actions. Games based on operations with sets and measurement using a conditional measure continue to form children's ideas about numbers up to ten. Based on this knowledge and skills, children develop their eye. Many plot-based didactic games are actively used in preschool educational institutions. In the frequent use of story-based didactic games, children practice counting within ten. In the plot, children count objects, toys, count smaller quantities from a larger number of objects, count objects according to a given number, according to a number, according to a pattern. In order to instill in a child an interest in mathematical knowledge, it is advisable to use plot-based didactic games in a fun way. Thanks to story-based didactic games, children are able to concentrate their attention and attract interest in the subject of study itself. It turns out interesting if story-based didactic games were included in the project activities.
A project is a unique activity that has a beginning and an end in time, aimed at achieving a predetermined result/goal, creating a specific, unique product or service, under given resource and time constraints, as well as quality and acceptable level of risk requirements. [Wikepedia Dictionary 67.1]. When designing an activity, the teacher creates a plan together with the children. All plot-based didactic games are combined into one project on the topic. The proposed plot should evoke positive emotions in preschoolers and a desire to be involved in the process of plot-didactic play. It is necessary for the child to feel comfortable doing various actions, motivated by the logic of plot development. For example, during the game: “Traveler's Backpack,” preschoolers develop the ability to use weight determination techniques, compare objects by weight, explain their train of thought, and use the words “heavier,” “lighter,” “weighs the same.” Children are interested in “working on scales”, since they also use weights instead of apples (an object familiar to them). The plot and pedagogical conditions suit the children quite well. This means that, if appropriate, outside of class, the child will return to the game and play it independently. Naturally, if the teacher takes into account the child’s wishes and finds a place to equip this plot-based didactic game in the play area.
The plot of the game is chosen to be an area of reality that is reproduced by children in the game (post office, hospital, family, zoo, store, etc.). The plots of the games reflect the specific living conditions of the child and change depending on them. The content of the game is reproduced by the child as a central point in human relationships. By choosing a game with the same plot, you can have completely different content. For example, a bear in a zoo can lie and be lazy, not pay attention to anyone; or it may growl and rush around the cage; even zoo employees would be afraid to approach such an animal; or bathe and take care of your baby. Both relationships with nature and human relationships with conditions determine the plots and content of games.
The selected plot is implemented in full or in part in a game setting using didactic material. This takes into account the frequency of playing game situations.
At the first stage, the game is plot-didactic. The teacher directs the development of the plot, controls the actions (counting, measuring) of the child, and the change of plot roles.
At the second stage, the plot-didactic game develops into a plot-role game, which in most cases is organized by children who have successfully mastered counting and measurement. Children begin to take leading roles. The teacher takes part in the game mainly in secondary roles.
At the third stage, children, on their own initiative, begin to come up with amateur role-playing games. The teacher observes the children playing roles using counting and measuring actions, only in some cases joining the game.
After the development of each plot, it is advisable to conduct a discussion, which includes:
Identification by children of options for further continuation of the plot;
Appeal to the experience of children in their application of mathematical knowledge;
Discussion about ways of influencing children to change the course of events in favor of positive heroes;
Representation of the situation in productive types of children's activities.
That is, they played an inventive game, the purpose of which was not only to develop the plot, but to consolidate mathematical material.
The development of the plot using didactic material with mathematical content in a playful form reflects the penetration of children into the lives of the adults around them.
The means of plot-didactic games are:
Knowledge about people, their actions, relationships, experiences, expression in images, speech, experiences and actions of the child;
Ways of acting with certain objects in certain life circumstances;
Those moral assessments and feelings that appear in judgments about good and bad actions, about useful and harmful actions of people.
Necessary equipment and visualization for developing organizational skills in a child:
Playful and aesthetically beautifully made teaching materials designed to imitate adult life;
Play furniture according to the plot (kitchen wall, “House” wall, play set of kitchen furniture, hairdresser, pharmacy, etc.);
A sufficient number of objects, their variety in size and dynamism.
To conduct a plot-didactic game, game material is prepared in advance. Children happily participate in creating attributes for the game. At the same time, children develop initiative, and they get a feeling of satisfaction from using a self-made attribute in the game.
The game material is played out before the start of the lesson, while warning the children about its purpose. This is necessary so that during the lesson, during the plot-didactic game, attention is attracted only by the mathematical side, and not by the gaming side.
Thus, plot-didactic teaching can be successfully organized if the principles and proper guidance of this process are followed.
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Plot-didactic The game is a kind of synthesis, combining plot-role-playing and didactic games. Why was there a need for this merger?
WITH southern role-playing game- this is a game, the basis of which is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a game environment created by him.
In role-playing games, children’s knowledge is not only clarified and expanded, but also, due to their repeated, practically effective reproduction, is transformed, qualitatively changed, and acquires a conscious and generalized character.
But can the quantitative side of reality becomeholding a role-playing game? At first glance, the answer is simple: yes, it can. Indeed, preschoolers, in the plot and content of games, as well as in game actions, reflect the area of reality familiar to them: the life of the family, kindergarten, events of social life, different kinds adult labor. In such games, situations are sometimes created in which, fulfilling the role taken on himself, the child can perform a variety of counting and measuring actions.
But, as observations show, children include such actions in games extremely rarely, from time to time, and perform them inaccurately. Why?
A.A. Smolentseva notes that in order for a preschooler to develop the plot of the game, to model this or that activity of adults, he must understand its meaning, motives, tasks and norms of relations that exist between adults. The child cannot do this on his own. Only familiarization with the types of work available to preschool children, prepared by the teacher, reveals to them the meaning of the labor relationships of adults and the significance of the actions they perform. On this basis, play arises, and the child, realizing the role he has taken, begins to delve deeper into the meaning, understand the motives and goals of people’s activities, as well as the meaning of his role and his actions.
As for quantitative relations, a preschooler cannot independently, directly perceive an adult’s actions with numbers, counting, or measurements. The area of quantitative relations seems to fall out of his field of vision. In his experience he usually does not encounter the need practical use these relationships, and therefore they are not reflected in his games. A child can identify quantitative relationships in the activities of adults and methods for determining them only with the help of a teacher.
Counting and measuring are interdependent actions; they must be performed not approximately, but accurately, correctly and in a certain sequence. Therefore, in creative play that involves counting or measuring, the teacher must take on a role that would allow him to control the correctness and accuracy of each child’s performance of mathematical actions. Consequently, in order to preserve the very nature of the game and at the same time successfully teach children the mathematical fundamentals, namely, counting operations and operations with measures, games of a special kind are needed. They must be organized so that: firstly, as a way of performing game actions, there is an objective need for practical application accounts and measurements; secondly, the content of the game and practical activities would be interesting and provide an opportunity for children to demonstrate independence and initiative.
In other words, such a game should have a detailed plot, including a variety of roles, and not necessarily with mathematical content, but certain game problems should be solved directly on the basis of mathematical knowledge acquired in class and offered to the child in the form of game rules. It is educational didactic game is implemented through the game task, game actions and rules, and a detailed plot, including a variety of roles, is inherent role-playing game. Thus, a certain type of game arises, which can be defined as plot-didactic game.
The structure of the plot-didactic game is built on the basis of the structure of the didactic game. A game used for educational purposes must contain, first of all, an educational, didactic task. While playing, children solve this problem in an entertaining way, which is achieved through certain play actions.
An obligatory component of the game are its rules, thanks to which the teacher controls the behavior of children during the game.
Thus, mandatory structural elements plot-didactic games are: learning task, game actions and rules.
The didactic task is determined by the purpose of teaching and raising children in accordance with the “Program of education and training in kindergarten" When determining the learning task for plot-based didactic games with mathematical content, one must first of all keep in mind what knowledge and ideas of children should be acquired and consolidated, what mental abilities should be developed in connection with this, what personality traits of children can be formed through the means of this game.
The main purpose of the rules of the game is to organize the actions and behavior of children. Rules can prohibit, allow, or prescribe something for children in the game. Compliance with the rules of the game requires a certain effort of will from children and the ability to deal with peers.
Game actions, in turn, direct and control the implementation of game rules.
To develop a plot-didactic game with older preschoolers, it is important to know printsipy her organization. These include:
- Selection of mathematical knowledge acquired in the classroom for subsequent reflection in the games of older preschoolers
- Introducing children to the activities of adults, which organically include the actions of counting and measuring.
- Representation of adult activities familiar to children in the plot and content of games.
- Organization of collective games. Involving each child in roles that involve math activities.
- Direct participation in the game by the teacher, who plays a playing role along with the children.
- Individual approach to children (taking into account the knowledge, interests, abilities, playing skills and abilities of each child).
- The transition from practical counting of objects to counting actions in terms of representations, and then to operations with numbers.
Preparation for the plot-didactic game includes:
- selection of games in accordance with the objectives of education and training: deepening and generalization of knowledge, development of sensory abilities, activation mental processes(memory, attention, thinking, speech), etc.;
- establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;
- determining the most convenient time for conducting a plot-didactic game;
- choosing a place to play where children can play quietly without disturbing others. Such a place is usually allocated in a group room; determining the number of players;
- preparing the necessary gaming material for the selected game (toys, various objects, pictures, natural materials);
- preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
- preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem.
Conducting story-based didactic games includes:
familiarizing children with the content of the game, with the didactic material that will be used in the game;
explanation of the course and rules of the game. At the same time, the teacher pays attention to the behavior of: children in accordance with the rules of the game, to strict adherence to the rules (what they prohibit, allow, prescribe);
at the discretion of the teacher, display of game actions, during which the teacher teaches children to perform the action correctly;
determining the role of the teacher in the game, his participation as a player. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the didactic task, and the game rules.
summing up the results of the game is a crucial moment in its management, since by the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in the children’s independent play activities.
Analysis of the game is aimed at identifying methods for preparing and conducting it: which methods were effective in achieving the goal, what did not work and why, which will help improve both the preparation and the process of conducting the game, and subsequently avoid mistakes. In addition, the analysis will reveal individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them.
Let us recall what features are characteristic of games, the content of which reflects the quantitative relationships of objects in the real world. This is, firstly, the presence of various plots and roles filled with mathematical content. Secondly, mathematical knowledge learned in the classroom is naturally included in games as rules for children to perform a particular role. The teacher, taking on a certain playing role, helps children use counting and measurement and monitors the correctness of their implementation. Thirdly, in plot-based didactic games, the ability to apply mathematical knowledge acquired in class in new conditions, with different objects is developed. And finally, fourthly, games of this type are collective in nature.
In order to develop plot-based didactic games in which children would begin to use counting and measurement, it is necessary to fill the “old” existing games with new content. The solution to this problem lies in a different approach to familiarizing children with the work of adults already known to children, in the need to show that the quality and result of their work depend on the use of counting and measurement. And for this it is necessary to create such game situations and conditions in which there would be an awareness of the practical need for mathematical actions.
It is essential for organizing and conducting plot-didactic games preparation of game material. The teacher must think in advance what material is needed to implement the planned content and how to involve children in its production. The child’s participation in making the necessary attributes for the game forces him to think about the content of the roles, determine which of them he would like to perform, and show imagination, creativity, and patience.
In games, a variety of didactic material should be widely used and selected in such a way as to facilitate the child’s transition from the use of more concrete forms to more abstract ones, i.e., games should first use real objects, then their substitutes, then numerical figures, and finally , cards with numbers.
When story line prepared and the material selected, the game can arise both at the suggestion of the teacher and at the request of the children themselves. The reason for its deployment can also be various situations created by the teacher.
conditionally distinguish three stages
The conditions of a plot-based didactic game allow the teacher to be a direct participant at first and, through a role, include counting in it, control the correctness of problem solving, provide timely assistance, individualize tasks taking into account the capabilities, knowledge and experience of each child, encourage initiative and independence, maintain joy success.
A plot-based didactic game is built and developed under the condition that certain game functions are assigned to each role and a clear dependence of these functions is established. That is, if the fulfillment of one role necessarily requires the fulfillment of another, then active interaction and communication between the children occurs during the game.
The inclusion of counting and measurement in the game should occur at the moment when the need arises in the course of the development of the plot of the game and the fulfillment of the game role.
At the first stage of the game, it may turn out that some of its participants, performing roles related to counting, act in the way that is familiar to them, that is, without counting. Such situations must be used to find out the reasons for the current situation by the players themselves. With the help of play partners, children find this reason (recount the objects) and correct the mistake. This leads to an understanding of the need and importance of counting and measurement.
When distributing roles in a plot-didactic game, it is necessary to strive to ensure that each child receives the desired role. It may be that many children will want to take on roles that involve mathematical knowledge at the same time. In this case, it is necessary to establish a priority.
The teacher’s task is to ensure that all children, even those who are inactive, participate in the role that requires counting. What methods and techniques can a teacher use to engage children in play and perform roles that involve the use of mathematical concepts?
The teacher can act through a role, inviting the child to play and offering him feasible tasks to solve, suggesting a sequence of actions. At the same time, emphasizing what important functions he performs, making it clear to other children, so that they, in turn, invite the inactive child to the game.
As you master counting and measurement, the content of the games, the nature of their flow, and, accordingly, the role of the teacher change.
The children themselves begin to take leading roles. The criterion for selection for a leading role is often the ability of peers to perform counting and measuring actions. Candidates for a particular role are now discussed collectively. To maintain children's interest in games and in the counting actions performed in them, the teacher needs to create new game situations that require meaningful use of mathematical knowledge. For example, in games, a situation may unexpectedly arise when you need to compare numbers, the difference between which is expressed by the number 2, or count in groups (twos, threes).
Counting and measuring actions become the subject of discussion, clarification of the causes of errors, and exchange of opinions. Changing roles and creating various game situations ensure that all participants in the game act with real objects or their images in various game situations: the objects are initially located directly in front of the child, and he practically acts with them, and then they are removed to a considerable distance. This contributes to the gradual transition of children from counting directly perceived objects to counting in their minds.
In collective play, the individual characteristics, level of knowledge and skills of each child are manifested in many ways. This makes it possible to carry out a differentiated approach to children, provide them with the necessary assistance in a timely manner, and interest them in fulfilling attractive roles with gradual complication tasks. It is effective for children experiencing difficulties to involve them in the game as students or assistants, who have close contact and interaction with active children who know how to play and practically apply mathematical knowledge.
Keeping play free of unpleasant consequences is extremely important to every child's success in learning. This technique of including children in the game as students or assistants also turns out to be effective in terms of involving all children, without exception, in the game.
The use of a variety of techniques by the teacher allows children to show independence and initiative. However, we must remember that the teacher’s presence of a model of a possible game does not lead to the staging of a pre-prepared plot. Guys usually show a lot of creativity, initiative, and independence. But if children omit situations in which it is necessary to use counting and measurement, then the teacher, through the role, should push the players to beat them, using different techniques.
The third stage is characterized by the emergence of amateur role-playing games at the initiative of children. All roles, including those involving counting and measurement, are played independently by children with great desire and interest. The teacher is an active observer. Only in isolated cases does he join the game, taking on some role. The teacher’s task comes down to monitoring the progress of the game and involving inactive children in a group game. The teacher can participate in the game as a neutral person (advisor, etc.), suggesting new game situations and new counting tasks.
Taking part in the game, children usually quickly learn the responsibilities, game rules of each role, and possible actions. In this case, each participant knows what and how he needs to do. Children perform all roles with interest, but are especially enthusiastic about those in which they must count, compare numbers, and measure.
Independent creative application of mathematical knowledge indicates that children have firmly mastered the material in the program. The development of the plot and the activity of children in the game when performing counting and measuring actions do not arise spontaneously. The fact that an adult is a participant in the game, directs and enriches its plot and content, using a variety of methods and techniques, leads to the fact that plot-didactic games develop into plot-role-playing games.
Thus, considering the features of using plot-based didactic games with mathematical content in the formation of quantitative concepts in children of senior preschool age, we can do the following conclusion: What plot-didactic game- this is a game with a detailed plot, including various roles, and not necessarily with mathematical content, but certain game problems should be solved directly on the basis of mathematical knowledge acquired in class and offered to the child in the form of game rules, that is, a plot-didactic game has such a structure , the obligatory elements of which are a learning task, game actions and rules.
Management of plot-didactic games carried out in three main directions: preparation for the didactic game, its implementation and analysis.
In organizing and conducting plot-didactic games, you canconditionally distinguish three stages. The game is managed in different ways at these stages. The choice of pedagogical guidance methods is determined by the specifics of the games, the children’s knowledge of number, counting and measurement, and the level of their gaming skills and abilities.
At the first stage, the game is of a plot-didactic nature. The leading role here belongs to the teacher. He directs the development of the plot, monitors the change of roles and the performance of counting and measuring actions by each child, and develops the ability to apply this knowledge in the game.
At the second stage, the plot-didactic game develops into a plot-role game, which in most cases is organized by children who have successfully mastered counting and measurement. Children begin to take leading roles. The teacher takes part in the game mainly in secondary roles.
The third stage is characterized by the emergence of amateur role-playing games on the initiative of children. All roles, including those involving counting and measurement, are played independently by children with great desire and interest. The teacher is an active observer.
Thus, knowing the stages of development of a game that includes counting, it is important to prepare children so that the plot-didactic game organized by the teacher can move on to an independent children's game, including counting and measuring actions, where the teacher participates in the game as a neutral person; suggesting new play situations and gradually involving all the children in the group in the game.
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APPLICATION
Determining time by clock
First we will make a dummy watch.
A cake box or cake is perfect for making it. The difficulty is different: many years and many children have led us to the idea that ordinary wall clocks are an unnecessary educational burden and these activities need to be simplified and done in stages.
First we make a regular dial, but we leave the minute lines “bare”, without defining the number of minutes, and we also eliminate the minute hand.
Time is divided into:
A little over an hour
Half past one (or an hour and a half),
About two
When this part is completed and the child is completely confident in clockwise orientation, we move on to working with the minute hand within one hour (60 minutes), but this can also be done in parallel.
Throw away the minute hand and minute divisions on the dial. That leaves 12 digits and the division of time into, for example, four, a little more than four, half past four, about five, five, a little more than five. Such rough division of time is plenty for a child, and this can be taught starting from four to four and a half years old.
Only when the child perfectly feels the position of the hour hand, very slowly, one minute at a time, introduce the second parallel dial. Don't rush with quarters (quarter and quarter to quarter), don't rush with five minutes to ten, etc. This should be addressed at the next, separate stage. And if we have been giving all the concepts for a long time and it seems that victory is close, is it right to move on or still return to the clockwise dial? We think that introducing a dial with only an hour hand for a while will create a correct sense of time in the child and improve his relationship with the clock.
Development of constructive skills and counting activities
Make it out of sticks:
The child reproduces the figures you folded. Give them names, asking your child to come up with what it looks like. Let the child try to fold his figurine. You can add letters and name them. This time we are working with only three sticks. Pay your child's attention to this:
How are all our figures similar? You noticed? (All made up of three sticks.)
Training in solving constructive problems
We offer the child:
Now take yourself three sticks from the box. Look, I have a butterfly on the card (show the child the schematic drawing on the card):
I will fold one wing, and you will make the second wing from your sticks.
The child completes the butterfly, focusing on the schematic drawing. If this doesn’t work, fold the entire butterfly yourself, and ask your child to fold the same one according to the pattern.
Look how I turn a butterfly into a house:
Build a house like this (the number of sticks does not change).
Watch how I transform the house into a brush:
Fold the same one.
Look how I will transform the brush into a triangle:
Fold this triangle.
How many pancakes will fit inside the triangle?
We give the child a box of buttons and preface the work with questions:
Do you think two will fit? Take it, try it. Is there still room? Will another one fit? Two? Take it, try it...
How much does it fit? More than two? More than three? Can you show as many fingers as there are pancakes?
Teaching children to compare objects by length using an appendix. Comparing sets using one-to-one correspondence
Teach how to compare lengths using the application technique.
Plot: dolls in a store choose ribbons: two dolls (large and small) and ribbons of two sizes (longer and shorter), the color of the ribbons is different.
We discuss with the child, using the example of two ribbons, which ones and why they should buy Masha (a large doll) and Katya (a small doll). Then the child sorts out the rest of the ribbons, saying: the long one is for Masha, the short one is for Katya.
Show me all the long ribbons.
Show all short films.
Take a ribbon from each group and, dropping them in a pile, ask the child:
Why are you sure that this red ribbon is longer than this blue one?
If the child himself lays out the ribbons correctly, comparing their lengths by applying them, this is good; if not, we help him perform this action:
At this stage, you can lay out the ribbons in any way: as shown above, and as shown below:
"Mathematical Fishing"
Didactic purpose. Consolidating the techniques of addition and subtraction within 10, reproducing them from memory.
Means of education. Drawings of 10 fish, 6 of them yellow, 2 red, 2 striped.
All the guys who solved the example indicate the answer with a number and show it to the teacher. Whoever solves the example before everyone else gets the fish. The one who “catch” the fish (solves the examples correctly) is the best fisherman.
Game "Find the number"
In this form: on geometric shapes ah, the numbers are written: 1 2 3.
One is written on triangles (3 pieces), two on circles (3 pieces), three on squares (3 pieces). There can be three figures different colors(for example, blue, green and red) and three sizes (large, medium, small).
The figures are placed in a box. The child must sort them “by numbers”.
Find all the ones!
The game can be designed with a plot: Monkey, Baby Elephant and Parrot share the figures. The monkey gets a one, the Parrot gets a two, the Elephant gets a three. (If you introduced your child only to the number 1 or only to the numbers 1 and 2, play with these numbers. Then introduce a new number and play the game, including recognizing it.)
The tasks proceed sequentially: first you need to select all 1, then among the remaining figures we ask the child to find all 2, then 3. At this stage, the child may notice that threes are written on all the remaining figures, so there is no need to specifically select them.
When the grouping is completed, we ask the child the question: “Here you have all the ones, but what else interesting can you say about this bunch of figures?” (These are all triangles.)
If the child notices this, we consider the next two groups, making a generalization: “These are all circles. These are all squares.”
We suggest that another child, if he was nearby, do the same exercise (having mixed everything first), but choose triplets first, etc.
It would be interesting if the second child took into account the results of the previous work and immediately selected all the squares, knowing that only they had threes, etc.
Teaching children to compare objects by size. Plot construction
Buttons in three sizes ( different shapes and colors) we ask the child to arrange them into three boxes, also of three sizes (large, medium and small). Instead of buttons, you can use thick cardboard mugs.
We end the exercise with a summary:
What are all the buttons here? (Large.)
Which ones are here? (Here everything is small. And here everything is bigger.)
Show me the biggest box. Put her first. Place the second one in the middle box. The third is the smallest. Count them in order. (First, second, third.)
Cover them with lids (the child must choose suitable lids from several). The boxes must be the same shape and differ only in size. It is convenient to make a set of such paper boxes in origami style.
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Studying the concept of cognitive activity of preschool children and ways to activate it. The use of entertaining mathematical material in direct educational activities as a means of developing children’s cognitive activity.
Consultation for educators
Plot-didactic games
mathematical content
Plot-didactic games with mathematical content.
Initial teaching of mathematics to preschoolers is carried out mainly in the classroom. In accordance with the program, children should acquire elementary mathematical concepts in the areas of counting and measurement.
However, children do not always understand the meaning of the actions they perform: why they need to count, measure; Why is it necessary to carry out exactly these actions and perform them not approximately, but precisely? Having not understood the meaning of the actions being performed in class, children perform them mechanically.
The importance of the practical application of mathematical knowledge in various types of activities was well understood by many progressive teachers in past centuries. When developing issues of developing mathematical concepts in children, they were necessarily concerned about their use in life.
The child encounters the need to use mathematical knowledge in various types of activities: labor (while setting the table when comparing the number of cutlery and the number of children), visual (the number of objects does not depend on their location, play (measuring the distance between objects, comparing equipment by length, width , height, etc.).
Let's take a closer look at the role of one of the most attractive forms of activity for preschoolers - games using counting and measuring skills.
When teaching the beginnings of mathematics, teachers use games in which children develop new mathematical knowledge, skills and abilities.
Along with didactic games in kindergarten, there are exciting games of “playing someone” or “playing something”: builders, sailors, a hospital, a store, a school, a factory. These role-playing, creative games are characterized by free, active activities undertaken on the child’s personal initiative, saturated with positive emotions. In role-playing games, children’s knowledge is not only clarified and expanded, but also qualitatively changes, acquiring a conscious and generalized character. Therefore, psychologists and teachers characterize the game as a form of practical knowledge of the surrounding reality, as a way of transition from ignorance to knowledge.
The principles of organizing role-playing games with older preschoolers:
1. Selection of mathematical knowledge acquired in classes for subsequent reflection in the games of older preschoolers.
2. Introducing children to the activities of adults, which organically include the actions of counting and measuring.
3. Reflection of adult activities familiar to children in the plot and content of games.
4. Organization of group games. Involving each child in roles that involve mathematical activities.
5. Direct participation in the game by the teacher, who plays a playing role along with the children.
6. Individual approach to children.
7. The transition from practical counting of objects to the actions of counting in terms of ideas, and then to operations with numbers.
A plot-based didactic game, organized by the teacher after classes, gives the child the opportunity to practically use, consolidate and clarify the ideas received in class. In games, children usually reflect what they see around them in the lives and activities of adults. Positive emotions and impressions are the basis of meaningful games.
In order to develop plot-based didactic games in which children would begin to use counting and measurement, it is necessary to implement “old” existing games with new content. In the plot-didactic game, from 6-8 to 12-14 children can be simultaneously engaged. The teacher, while taking direct part in it, must at the same time keep an eye on the rest of the children in the group. It's quite difficult. Therefore, when organizing new games with a group of children, it is necessary to keep the rest busy with well-known games. This will allow the teacher to take part in a new role-playing game, and transfer the leading functions in existing games to the players themselves.
In the organization and conduct of plot-didactic games, three stages can be roughly distinguished.
1. At this stage, the game is of a plot-didactic nature. The leading role here belongs to the teacher.
2. At this stage, the plot-based didactic game develops into a plot-role game, which in most cases is organized by children. The teacher takes part in the game in secondary roles.
3. This stage is characterized by the emergence of amateur role-playing games on the initiative of children. The teacher is an active educator.
For the practical application of mathematical knowledge, the teacher organizes the following plot-based didactic games: “Travel to distant countries”, “Telegraph - telephone”, “Airport”, “House of communication”, “Home kitchen”, “Car park”, “Gas station”, “ Traffic", " Confectionery factory", "Vegetable storage", "Shop".
For games to have a long-lasting creative nature, it is necessary:
1. Complicate the game content by performing counting actions.
2. Change the objects with which children will perform counting operations.
3. The teacher must be a participant.
4. Pay special attention to children who make mistakes in counting.
Solving practical problems requires meaningful use of knowledge. The need for reasoning before performing a practical action excludes mechanical answers, because before answering, the child must think - after all, the actions of other players will depend on the accuracy of his answer.
1. "Gasoline station."
Purpose of the game: oral, based on signs (numbers, comparison of numbers, identification of connections and relationships between them, awareness of the expressions “before” and “after.” Fostering interest and respect for the work of transport workers, awakening the desire to work as conscientiously and responsibly as adults, take care of the safety of equipment.
Preparing for the game: excursion to the street to the intersection, observing traffic, looking at road signs, talking about the rules traffic, gas station tour (if possible, looking at illustrations and photographs related to traffic, reading works of art S. Marshak, S. Mikhalkova, B. Zhitkova and others.
Mistakes made by children: some children do not understand for a long time that each number is greater than the previous one and less than the next one by 1; Instead of the expressions “before” and “after”, the words “in front” and “behind” are used. This is especially evident in a situation where numbers from 6 to 10 are compared. It is obvious that children, having learned the connections between numbers within 5, cannot tolerate general principle these ratios into numbers from 6 to 10.
To successfully continue the game, it can be transformed into the game “Street Traffic”. From chairs and building material they build a street on which there are houses, shops, a school, a hospital, a cafe, an intersection with traffic lights and road signs. Moreover, many participants in the game involve counting, comparing numbers, and operations with numbers when ordering lunch in a cafe, when purchasing in a store, or receiving medications at a pharmacy. The same thing happens in other games organized independently: “Aerodrome”, “Taxi Park”, “School”.
2. "Confectionery factory."
The goal of the game is to decompose and compose a number from two smaller numbers within 10. Expanding ideas about the skill of confectioners and the importance of their conscientious work. Development of the imagination of preschoolers.
Preparation: during classes and conversations, children are introduced to the work of a pastry chef. People work at a confectionery factory different professions, thanks to which sweets and chocolates, gingerbreads and cookies, and much more get into stores, and then into our homes. But these products require a lot of work. The teacher and the children make confectionery products.
Errors: when composing a number from two smaller numbers, some children do not understand, but only remember the composition of the number and, accordingly, formally learn the actions. Sometimes children correctly select the specified number of objects based on copying the actions of their play partners.
Increasing the complexity of tasks. Improving knowledge about the composition of a number from two smaller numbers can be associated with solving a more complex problem, namely naming different options composition and decomposition of numbers. You can implement this task in the game “Shop”, associated with the game “Confectionery Factory”. Playing similar games, children often handle “money” (cardboard coins) and quite quickly learn to distinguish between their denominations. Therefore, operations with coins can be used for exercises in composing and decomposing numbers. Therefore, exercises in in various ways a set of coins provides a clearer idea of the composition of the number.
Plot development.
Reproducing the actions of people of different professions in the plot-didactic games “Atelier”, “Furniture Factory”, “Dairy Farm”, “Granary”, “Poultry Farm”, preschoolers practically use measurements when determining the length and volume. As a result, they begin to perceive the number as a quantity that appears when measured.
Every educator working with 6-year-old children should be concerned with the questions: “How will children study in 1st grade? Do they have enough knowledge and skills needed to be successful in school? What general level their mental development? How well have the children mastered the kindergarten mathematics curriculum? What is the role of story-based didactic games in mastering basic mathematical knowledge and skills? »
To answer these questions, the teacher organizes a test of knowledge and skills in the form of a didactic game. An example is a didactic game in which problem solving is carried out using new objects and accurately expressing thoughts and completing tasks at a faster pace (KVN).
Literature:
Smolentseva A.A. Plot-based didactic games with mathematical content. - M.: Education, 1993.
Consultation for educators.
Subject:Mathematical development of children through didactic games
1. Contents……………………………………………………..2
2. The essence of didactic games as a teaching tool...... 3
3. Basic functions of didactic games. …………………... 5
4. Steps into mathematics. …………………………………………...8
5. Plot-based didactic games with mathematical content. ………………………………………………..…eleven
6. Testing children's knowledge and skills using didactic games. ………………………………………………………………16
7. Conclusion……………………………………………………. 17
8. Literature. ………………………………………………….....18
9. Application. …………………………………………………19
“Make a serious activity fun for a child
This is the task of initial training."
1. The essence of didactic games as a teaching tool
Didactic games, as a unique learning tool that meets the child’s characteristics, are included in all preschool education systems.
The first didactic games were created by folk pedagogy. Until now, children’s favorite games include the folk games “Fanta”, “Colors”, “What flies?” etc. They contain a lot funny jokes, humor, and at the same time they require intense mental work from children, competition in intelligence, and attention.
The system of didactic games for kindergarten was first created by F. Frebel. He highly valued play and considered it the most important means of raising and educating a child. But the games he developed were rather dry, boring exercises that suppressed the child’s independent thought and thus contradicted his life. e views on play as a free creative activity.
In the creation of a modern system of didactic games, it is necessary to note the role
She has developed a number of games for getting to know the environment and developing speech. Tikheyeva's games are connected with observations of life and are always accompanied by words. In Soviet preschool pedagogy, many people were involved in the study and methodology of conducting didactic games.
specialists (, etc.). Moreover, some consider the game only a means of consolidating the knowledge acquired in the classroom, while others rightly object r against such a narrow understanding of the meaning of the game, they consider it one of the forms of learning, an important means of educational work. This view of the didactic game is determined by the learning objectives that schools and kindergartens face: n e not only give children a certain amount of knowledge, but also teach them to master this knowledge, equip them with mental work skills, develop activity and independent thinking. The didactic game contains great opportunities in this regard.
Didactic games are a type with rules, specifically. created by pedagogy for the purpose of teaching and raising children. They
are aimed at solving specific problems of teaching children, but at the same time they manifest themselves in oc nutritional and developmental influence of gaming activities. The need to use didactic games as a means of teaching children in preschool and early childhood school age determined by a number of reasons:
1. Play activity as a leading activity in preschool childhood has not yet lost its importance (it is no coincidence that many children bring
school toys). One can agree with L. S. Vygotsky, who wrote that “at school age, play does not die, but penetrates into relationships with reality. She. has its internal continuation in schooling and labor." It follows that relying on play activities, play forms and techniques is an important and most adequate way to include children in educational work.
2. mastering learning activities and including children in them is slow (many children do not even know what “learning” means).
3. There are age-related characteristics of children associated with insufficient stability and voluntariness of attention, predominantly involuntary development of memory, and the predominance of a visual-figurative type of thinking. Didactic games precisely contribute to the development of mental processes in children.
4. Cognitive motivation is not sufficiently formed. The main difficulty in the initial period of training is that the motive,
with which a child comes to school is not related to the content of the activity that he must perform at school. The motive and content of educational activities e correspond to each other. The content that the child is taught at school should encourage learning: There are significant adaptation difficulties. when a child enters school (learning new role- student roles, establishing relationships with peers and teachers). The didactic game greatly contributes to overcoming y the stated difficulties.
The essence of a didactic game is that children solve mental problems presented to them in an entertaining way, and find solutions themselves, while overcoming certain difficulties. The child perceives a mental task as a practical, playful one, this increases his mental activity.
In didactic play, the child’s cognitive activity is formed and the features of this activity are revealed. In senior preschool age based on gaming interests, intellectual...
Assessing the role of the didactic game, he emphasized: “We need to ensure that the didactic game is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child.” On the other hand, some teachers tend, on the contrary, to wrongfully consider didactic games only as a means of intellectual development, a means of developing cognitive mental processes.However, didactic games are also a game form of education, which, as is known, is quite actively used in the initial stages of education, i.e. in senior preschool and primary school age.
2. Main functions of educational games
The didactic game has a certain structure. Structure is the main elements that characterize the game as a form of learning and gaming activity at the same time. The following structural components of the didactic game are distinguished:
1. didactic task;
2. game task;
3. game actions;
4. rules of the game;
5. result (summarizing).
In the situation of a didactic game, knowledge is absorbed better. A didactic game and a lesson cannot be opposed. The most important thing - and this must be emphasized once again - is that the didactic task in a didactic game is carried out through a game task. The didactic task is hidden from children. The child’s attention is focused on performing play actions, but he is not aware of the task of learning. This makes the game a special form of play-based learning, when children most often unintentionally acquire knowledge, skills, and abilities. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and teacher are participants in the same game. If this condition is violated, the teacher takes the path of direct teaching.
Thus, a didactic game is a game only for a child. For an adult, it is a way of learning. In a didactic game, the assimilation of knowledge acts as by-effect. The purpose of didactic games and game teaching techniques is to facilitate the transition to educational tasks and make it gradual.
The importance of didactic games for the mental education of children is very great.
By disassembling and folding a nesting doll, selecting paired pictures, the child learns to distinguish and name the size and shape; color and other characteristics of objects. The sensory development of a child in didactic play occurs in inextricable connection with the development of his logical thinking and the ability to express his thoughts in words. To solve a game problem, you need to compare the characteristics of objects, establish similarities and differences, generalize, and draw conclusions. In this way, the ability to make judgments, inferences, and the ability to apply one’s knowledge in different conditions: This can only happen if children have specific knowledge about the objects and phenomena that make up the content of the game.
Exciting didactic games create interest in preschoolers in solving mental problems: the successful result of mental effort brings them satisfaction. Passion for the game increases the ability for voluntary attention, sharpens observation, and helps quick and lasting memorization. All this makes didactic games an important means of preparing children for school.
Mental education in the game is closely related to moral education. Solving a didactic problem always serves as an exercise of will. Compliance with the rules of the game r Requires endurance, self-control, and discipline from children. Many games have “forbidden” rules that limit the actions and words of the players. Conscientious implementation of the rules teaches honesty and justice.
The content of didactic games helps the formation of moral ideas and concepts. These are, for example, games in which it is necessary to determine “what is good and what is bad” and to give characteristics to literary heroes.
Games with didactic toys, natural materials, pictures, while promoting the accumulation of sensory experience, at the same time help the aesthetic education of children. Having learned to distinguish colors and shapes, children begin to notice the beauty in their combination and arrangement. Through word games, they learn the intricacies of their native language and begin to feel its beauty.
From understanding the meaning of didactic games, the following requirements for them follow:
1. Each didactic game should provide exercises useful for the mental development of children and their education.
2. In a didactic game, there must be an exciting task, the solution of which requires mental effort and overcoming some difficulties. The following words apply to a didactic game, like to any other: “A game without effort, a game without active activity is always a bad game.”
3. Didacticism in the game should be combined with entertainment, jokes, and humor. Passion for the game mobilizes mental activity and makes it easier to complete the task.
3. Steps into mathematics
In kindergarten, sufficient experience has been accumulated in the use of didactic games to clarify and consolidate mathematical concepts. Didactic games and play exercises in everyday life in some cases carry the main educational load, for example, in the development of spatial orientation.
Particular attention is paid to didactic games with mathematical content when working with children who are weak in acquiring new knowledge.
In primary and secondary preschool age, teachers use counting games with the reproduction of movements according to a pattern and a named number. For example: “Sit down as many times as there are circles on the card,” “Guess how many times I told Misha to throw the ball!”
It has been proven that children learn certain knowledge better if several analyzers are involved in the work at the same time, and even in a playful way. It is important that children’s speech reflects the connections between the number of movements, sounds, and objects perceived by touch (the game “Wonderful Bag”).
In addition to classes on the formation of mathematical concepts, practicing professionals have long been using mathematical leisure activities, games like “What? Where? When?”, “KVN for kids”, etc. Experienced teachers, while monitoring the external form, do not miss the content side and emotional positive coloring of the activity. Many techniques are used for this, Special attention is given to verbal ones. Sometimes it is enough to skillfully formulate the task, and then there is no need for additional didactic means to bring the child into a state of search. For example: “Ask me the number of balls in the basket?”, “Prove that 4 is greater than 3”, “Find a quadrilateral and tell me how it differs from other figures.”
Modern teachers know that individual and subgroup forms of work with children prevail over frontal ones. Therefore, individual didactic tasks, games with a subgroup of children, and observations of a mathematical nature are widely used. Usage various forms Working with children with mathematical content helps them to rejoice, make discoveries, and acquire new knowledge.
When starting to teach children, especially three-year-olds, the main thing is to organize the lesson in such a way that for the child it is an exciting game or favorite activity.
For example, by introducing the standards of form, you can schematically depict faces on flat geometric figures. It turns out little human figures that you can play with. Next, you can invite the child to put each “little man” in his own bed (“crib” is a contour image of a circle, square, triangle, oval). Each human figurine must find its own crib. (Annex 1).
While playing, children do not even suspect that they are mastering methods of examining objects and comparing standards with each other.
The next task could be like this - give each little person a handkerchief, draw each little person his own house. Such tasks can be made more and more difficult (the wind blew - the houses got mixed up, arrange them by shape, color, size, etc., etc.)
First, children are given simple tasks - “find all the figures like this one”, “find a figure that is not the same color (shape, size) as this one.”
A game "Chain" From a randomly selected figure, build the longest chain possible. Options for constructing chains:
So that there are no identical colors nearby;
So that there are no identical ones nearby in shape and color;
So that next to each other they are the same in size, but different in color (shape).
Etc.
You can come up with similar games together with your children.
Didactic games such as laying out geometric shapes from sticks help children develop their ingenuity (see below). For example:
Make two squares out of 7 sticks.
Of 5 sticks - two equal triangles.
Of 9 sticks - four equal triangles
position:absolute;z-index:-44;left:0px;margin-left:0px;margin-top:25px; width:624px;height:372px">font-size:14.0pt;line-height:150%;color:black">Sometimes the importance of didactic games is diminished by the fact that many teachers do not have a good command of the methodology for conducting them, as a result of which the activity of the players is inhibited (for example, one child performs actions, the rest wait for their turn) or a didactic game sometimes turns into an activity where the teacher acts as a leader, dictating what needs to be done, and not as a play partner - as a result, the independence of children is limited.
Didactic games can be used to train children in all areas of mathematics.
So the game “Which row has more children?” exercises children in quantitative calculation.
“What is the number of blue (red, yellow) flags” - ordinal counting.
"Tanagram"- mastering geometric shapes (Appendix 2).
"Domino"- fixing shape, color, size.
"Theatre", "Where I Live" - orientation in space.
“Which figure is extra”, “Which figure is missing” - logical thinking, search for patterns (Appendix 3).
Depending on the material, didactic games can be divided into three types: games with objects (toys, natural materials, etc.), printed board games and word games.
Games with objects are most accessible to children, since they are based on direct perception and correspond to the child’s desire to act with things and thus get to know them. The child begins to play these games at early age and does not lose his interest in them throughout preschool childhood.
4. Plot-based didactic games with mathematical content.
Along with didactic games, in kindergartens there are exciting games “at someone” or “at something”: at builders, astronauts, sailors, grain growers; to a hospital, store, school, factory, collective farm. These role-playing, creative games are characterized by free, active activities undertaken on the child’s personal initiative, saturated with positive emotions. In a role-playing game, children's knowledge e They are only refined and expanded, but also, due to their repeated, practically effective reproduction, they are transformed, qualitatively changed, acquiring a conscious and generalized character. Reflecting in games the activities of adults, in which the child practically cannot yet participate, he reproduces the most interesting, imprinted work activities for him. adult processes.
Can the quantitative side of reality become the content of a role-playing game? Ha At first glance, the answer is simple: yes, it can. Indeed, preschoolers, in the plot and content of games, as well as in game actions, reflect the area of reality familiar to them: the life of the family, kindergarten, events in public life, various types of adult labor. In such games, situations are sometimes created in which, while carrying out the task taken a role, the child can perform a variety of counting and measuring actions. For example, in the game “Shop” he counts items, writes down his calculations, measures fabric, ribbons, ropes, etc.; in the game “Transport” he establishes routes and flights of trains, planes, buses, etc.
But, as observations show, children include such actions in games extremely rarely, from time to time, and perform them inaccurately. Why?
In order for a preschooler to develop the plot of the game and model this or that activity of adults, he must understand its meaning, motives, objectives and norms of relations that exist between adults. Do it yourself baby e Maybe. Only familiarization with the types of work available to preschool children, prepared by the teacher, reveals to them the meaning of the labor relationships of adults and the significance of the actions they perform. Ha On this basis, play arises, and the child, realizing the chosen role, begins to delve deeper into the meaning, understand the motives and tasks of people’s activities, as well as the meaning of his role and his actions.
As for quantitative relations, a preschooler cannot independently, directly perceive an adult’s actions with numbers, counting, or measurements. The area of quantitative relations seems to fall out of his field of vision. In his experience he usually e is faced with the need to practically use these relationships, and therefore they e reflected in his games. A child can identify quantitative relationships in the activities of adults and methods for determining them only with the help of a teacher.
Counting and measuring are interdependent actions; they must be performed e approximately, but precisely, correctly and in a certain sequence. Therefore, in creative play that involves counting or measuring, the teacher must take on a role that would allow him to control the correctness and accuracy of each child’s performance of mathematical actions. However, with the authoritarian leadership of the teacher, there is a danger of violating the independent nature of children's play. Consequently, in order to preserve the very nature of the game and at the same time successfully teach children the mathematical fundamentals, namely, counting operations and operations with measures, games of a special kind are needed. They must be organized so that they: Firstly, as a way of performing game actions, an objective need arose for the practical use of counting and measurement; Secondly, The content of the game and practical activities would be interesting and provide an opportunity for children to demonstrate independence and initiative.
When organizing and conducting plot-didactic games, you can
conditionally highlight three stages. Game Guide n a These stages are carried out differently. The choice of pedagogical guidance methods is determined by the specifics of the games, the children’s knowledge of number, counting and measurement, and the level of their gaming skills and abilities.
Ha first stageThe game is of a plot-didactic nature. The leading role here belongs to the teacher. He directs the development of the plot, monitors the change of roles and the performance of counting and measuring actions by each child, and develops the ability to apply this knowledge in the game.
Ha second stageThe plot-didactic game develops into the plot-role-playing game, which in most cases is organized by children who have successfully mastered counting and measurement. Children begin to take leading roles. The teacher takes part in the game mainly a minor roles.
Third stagecharacterized by the emergence of amateur role-playing games initiated by children. All roles, including those involving counting and measurement, are played independently by children with great desire and interest. The teacher is an active observer. Only in some cases does he join the game, taking n a yourself in any role.
Let's consider these stages and the organizing role of the teacher in order to involve all children in story-based didactic games.
In a plot-based didactic game, with the direct participation of an adult, very favorable, age-appropriate conditions for children are created for counting different objects in different situations. In the process of practical counting, which is present in games reflecting labor activity adults, children understand the importance of mathematical actions for human life, their sequence and interdependence. They achieve more high level in mastering program material in mathematics and o familiarization with the environment, in particular with the content of the work of people of different professions.
However, the teacher must remember that the process of mastering this knowledge occurs gradually, step by step.
On first stage Children practically and visually operate with counting objects. Recalculation, counting, comparison of these objects occurs in detail He only visually, but also tactilely: the child rearranges objects, touches them, etc. Then, when the game creates the need to tell the partner how much and what he needs, real objects replace them with conventional images (circles, sticks, and later numbers), which act as a support for thinking and help the child identify the required number of objects. Ha At this stage, most children need help and control from a teacher who plays a leading role.
Ha second stage children count objects a at a distance, with your gaze, pronouncing numerals out loud and using a pointing gesture. Then the sets, designated by number, begin to compare verbally, first out loud, then in a whisper, and later silently. Thus, children gradually move from actions with objects to actions of counting. o presentation. However, if they doubt the correctness of the result obtained, they return to extensive practical actions with objects or conventional images. Ha At this stage, children become more active, independent and attentive to the counting actions performed by their peers: they ask them questions, check the accuracy of the count, reason, prove, etc. Some children not only solve problems without any visual support, but also come up with new games on their own with counting actions, involving other children in them.
Plot-based didactic games played with children help develop children’s memory, attention, and, at an older age, more abstract forms of thinking.
In addition to the main tasks aimed at developing quantitative concepts in children, moral and educational tasks are also solved in each game: games introduce preschoolers to the work of people of different professions, instill in them respect for work and the adults who perform it; In the process of these games, children learn to be organized, actively interact, play together, be friendly, help their comrades, etc. and thereby prepare themselves for truly collective educational and practical activities.
It is advisable to conduct plot-based didactic games under the supervision of a teacher 2-3 times a week, in free time from classes. Children can play these games independently on other days.
Managing any game, including plot-based and didactic ones, requires great pedagogical skill and tact. The leading role of the teacher in games involving counting and measurement is determined by the very specifics of these games.
Let us recall what features are characteristic of games, the content of which reflects the quantitative relationships of objects in the real world. This, Firstly, the presence of a variety of plots and roles filled with mathematical content. Secondly, mathematical knowledge learned in the classroom is naturally included in games as rules for children to perform one or another role. The teacher, taking on a certain playing role, helps children use counting and measurement and monitors the correctness of their implementation. Third, in plot-based didactic games, the ability to apply mathematical knowledge acquired in the classroom in new conditions, with different objects is developed. And finally fourthly, games of this type are collective in nature.
All games are given no the following diagram: the name of the game, its purpose, preparation for the game, the material (with a description of its manufacture), the course of the game, the complication of tasks during the game, the further development of the plot and content of the game and its effectiveness. This scheme for describing games will help the teacher more successfully organize children's games. (Appendix 5).
5. Testing children's knowledge and skills using didactic games.
Every educator working with six-year-old children should be concerned with the following questions: How will children learn in school? I class? Do they have enough knowledge and skills necessary for successful learning?
At school? What is their general level of mental development (can they compare, generalize, and draw independent conclusions)? How well have the children mastered the kindergarten mathematics curriculum? What is the role of story-based didactic games in mastering basic mathematical knowledge and skills?
To answer these questions, the teacher organizes a test of children’s knowledge and skills in the form of a didactic game, when the level of knowledge of the entire group as a whole is revealed, or in the form of an individual survey, when the skills of each child are revealed.
Let's give an example of a didactic game in which problem solving is carried out using new objects and in new conditions - competition conditions, which forces participants to briefly and accurately express thoughts and complete tasks at a faster pace.
Mathematical KVN
Goals and games.Testing children's ability to independently complete tasks in a competitive environment.
I g r o v a l task. Get more points.
Rules of the game. A group of children is divided into two equal teams, they are offered the same tasks, the correctness of which is completed by each child and the team as a whole is assessed by the jury. You must complete tasks independently and quickly no the presenter's signal - “start”. Each KVN participant receives a chip for the correct answer (which makes it possible to evaluate the success of each participant in the game), and the team for the greater number of correct answers receives a flag.
M a t e r i a l.Cards with numbers, pictures, checkers, ribbons, cereals, measurements.
Tasks:
1- ordinal count. “The little frog sat down on the seventh hummock.”
2- Establishing connections between numbers in the natural series “Show the number that is 1 more than the one named.”
3- Composition of a number from two smaller ones
4- Dependence of the number on the size of the measure “Measure the length of the tape,” etc.
6. Conclusion.
Of all the variety of entertaining mathematical material in preschool age, didactic games are most used. Their main purpose is to ensure that children practice distinguishing, isolating, naming sets of objects, numbers, geometric shapes, etc. Each of the games solves a specific problem of improving children’s mathematical concepts.
The place of the didactic game in the structure of the FEMP lesson is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as a learning task, an exercise aimed at performing specific task formation of ideas. They are also appropriate in classes directly in their content, as one of the means of implementing program tasks, and can also be used as independent tasks and exercises in the daily life of the group. to consolidate previously studied material, activate the mental activity of preschoolers, and systematize children’s knowledge.
LITERATURE
1. Althouse D., Doom E. “Color. Form. Quantity". - M. 1984
2. "Guiding children's games in preschool institutions." – M. 1986
3. etc. “Children, get ready for school.” - M. 1996
4. . "Preschool pedagogy". – M. 2002
5. “What the head of a preschool institution should know.” – M. 2002
6. "To the teacher about children's play." – M. 1982
7. "Mathematics in kindergarten." – M. 1977
8. « Gaming entertaining tasks for preschoolers." – M. 1985
9. Smolentseva A. A “Plot - didactic games with mathematical content.” – M. 1987
10. .Fidler M. “Mathematics already in kindergarten” - M. 1981.
Annex 1
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Appendix 4
VERBAL COUNTING
Target:practicing mental counting skills.
Five little bear cubs
5 – 1 = 4 Mom put me to bed
One can't sleep alone
How many people have good dreams?
* * *
The heron walked on the water,
I was looking for little frogs
2 + 6 = 8 Two hid in the grass
Six - under the hummock.
How many frogs were saved?
Just for sure!
* * *
Seven tiny kittens
7 + 1 = 8 What they give them they all eat.
And one asks for sour cream.
How many kittens are there in total?
* * *
In my car they lie
2+5+2=9 Two mushrooms, five oils,
A pair of ruddy saffron milk caps,
How many mushrooms are there, guys?
* * *
The wind blew and tore off the leaf.
1+1+5=7 And another one fell.
And then five fell.
Appendix 5
Plot-didactic game “shop”
Purpose of the game.Exercise in counting and counting objects, their conventional images (sticks, circles) within 10. Development of interest and respect for the sales profession. Familiarity with the rules of behavior in the store.
Preparation for the game. An excursion to the nearest store is organized with the children in order to observe what is sold in the store, how salespeople and cashiers serve customers. Children, together with the teacher, can buy a small amount of confectionery products, during which they will learn how much they have to pay to buy a kilogram of sweets or cookies, see how the cashier receives the appropriate amount for the named product and gives change, and how the seller weighs the product.
In subsequent conversations with sellers, repeated observation of the work of store employees and how goods are delivered and unloaded, children learn that there are different stores: food, vegetable, bread, etc., that a store can have several departments and in each works no 2-3 sellers, that sellers and cashiers should be attentive to customers, etc.
When revealing to children the specifics of the work of store employees and the nature of their relationships, the teacher pays special attention to the fact that the quality and result of their work depend on the ability to correctly count, count, weigh goods, etc.
M a t e r i a l.The teacher, together with the children, prepares in advance a varied assortment of goods: from plasticine and natural material make confectionery, vegetables, fruits; “bake” bread, buns, cakes, cookies, etc. With the help of e lei, beautiful display cases, shelves for goods, and a cash register are designed. The game also requires white coats, caps, checks, “money,” baskets, plastic bags, and trays.
Game roles and rules. The game highlights the roles of the store manager, salespeople, cashiers, customers, drivers, and workers.
Fulfilling the roles of cashier, seller and buyer requires the use of an account. So, the cashier should ask the buyer what he wants to buy and how much, draw the appropriate number of sticks on the receipt, issue a receipt and tell the buyer to repeat the order to the seller. Buyers (they can be anyone) list to the cashier what they want to buy and how much, pay in circles (money) according to the number of items named, and having received the products from the seller, check their quantity: The seller before giving the goods to the buyer; must ask what he wants to buy and how much, checking no I check the correctness of his answers. The store manager organizes the work of store employees, makes requests for goods, pays attention to the correctness and accuracy of the work of sellers and cashiers, talks with customers (whether they like the new store, what purchases they want to make and how many, etc.). Drivers deliver a certain amount of various goods, and workers help unload the received goods.