The value of didactic games in the mathematical development of preschoolers. Pedagogical development

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INTRODUCTION

didactic game mathematical cognitive

Relevance of the research problem: At preschool age, the game is of paramount importance in the life of a small child. The need for play in children persists and occupies a significant place even during the first years of their schooling. In games there is no real conditioning by circumstances, space, time. Children are creators of the present and the future. This is the charm of the game.

In the game, all aspects of the child's personality are formed in unity and interaction. Unity and interaction manifest themselves differently in different types of games. In games with rules, the main thing is the solution of the task. Children are fascinated only by such games, mobile and didactic, which require an effort of thought and will, overcoming difficulties.

The game occupies a large place in the system of physical, moral, labor and aesthetic education. The child needs vigorous activity that contributes to an increase in his vitality, satisfies his interests, social needs. Games are necessary for the health of the child, they make his life meaningful, complete, create self-confidence.

The game is of great educational importance, it is closely related to learning in the classroom, with observations of everyday life. In creative games, an important and complex process of mastering knowledge takes place, which mobilizes the mental abilities of the child, his imagination, attention, memory. Playing roles, depicting certain events, children reflect on them, establish a connection between various phenomena. They learn to independently solve game problems, find the best way to implement their plans, use their knowledge, express it in words. Often, the game serves as an occasion to communicate new knowledge to children, to expand their horizons.

Didactic game is a complex, multifaceted phenomenon. In didactic games, not only the assimilation of educational tasks, skills and abilities takes place, but also all the mental processes of children, their emotional-volitional sphere, abilities and skills develop. The didactic game helps to make the educational material exciting, to create a joyful working mood. The skillful use of didactic games in the educational process facilitates it, because. play activities are familiar to the child. Through the game, learning patterns are quickly learned. Positive emotions facilitate the learning process. The essence of didactic games is that children are invited to solve mental problems compiled by adults in an entertaining and playful way. Their goal is to promote the formation of cognitive activity of the child. The didactic game is used not only as a means of consolidating knowledge, but also as one of the forms of learning.

A didactic game includes several components: content, game actions, rules, didactic task. The latter is the main element of the didactic game.

The purpose of the course work: to establish the impact of didactic games on increasing the cognitive activity of children and the strength of their assimilation of mathematical knowledge.

So, based on the foregoing, the object of our study is didactic games as a way to develop mathematical abilities in preschool children.

Subject of research: the system of didactic games as a means of formation and development of all components of the cognitive independence of preschoolers in mathematics classes.

The goal set identified a number of specific research objectives:

1. to study the essence of the didactic game;

2. consider the methods of organizing and managing didactic games in kindergarten;

3. to analyze the specifics and application of didactic games in mathematics classes with preschoolers;

4. determine the role and place of the didactic game as a way of developing mathematical abilities in preschoolers in kindergarten.

To solve the tasks, the following research methods were used:

Historical-pedagogical and methodical analysis of psychological-pedagogical and educational-methodical literature;

Analysis of the application of didactic games in the practice of kindergarten teachers;

Observation of certain aspects of the activities of preschoolers during games.

The theoretical developments in the field of psychology of pedagogy, didactics, as well as the works of domestic and foreign researchers in this field, such as N. P. Anikeeva, V. M. Bukatov, O. S. Gazman, D I. Kavtaradze, M. V. Klarin, P. I. Pidkasisty, A. N. Leontiev, S. L. Rubinshtein, K. D. Ushinsky, D. B. Elkonin, etc.

The theoretical and practical significance of the research is determined by the possibility of using the main results of the work in the educational process, in the preparation of specialized lecture courses on psychology, pedagogy, the methodology of gaming activities, as well as in the professional training of specialists in preschool pedagogy.

The structure of the work is developed in accordance with the goal and main objectives, consists of an introduction, two chapters, a conclusion, a bibliographic list.

1. FEATURES OF THE USE OF DIDACTIC GAMES IN PRESCHOOL AGE

1.1 The essence of the didactic game

Approaches to understanding the didactic game are very multifaceted. So, for example, I.M. Yakovleva understands a didactic game as a purposeful, mutual activity of a teacher and a child, imitating real conditions in the formation of knowledge, skills and abilities. Didactic games allow you to activate the learning process, create a favorable emotional atmosphere, contribute to the development of cognitive interests in the subject, the creative abilities of students, independent work skills, friendship and mutual assistance in the team, largely take into account the individual characteristics of students.

V.A. Sukhomlinsky wrote: “In the game, the world is revealed to the children, the creative abilities of the individual are revealed. Without play, there is not and cannot be full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity.

Games help to expand children's understanding of each other, have a certain psychotherapeutic effect (for example, with inadequate self-esteem, an unfavorable status position of a child in a peer group), which is very important for children. The game gives the child the opportunity to show unclaimed abilities, personal qualities. The game involuntarily, unobtrusively teaches children to effectively regulate their own behavior and build adequate interpersonal relationships, thereby turning into an effective means of socializing children.

Of great interest to preschoolers are games in the learning process. These are games that make you think, provide an opportunity for the student to test and develop his abilities, including him in competitions with other children. The participation of preschoolers in such games contributes to their self-affirmation, develops perseverance, the desire for success and various motivational qualities. In such games, thinking is improved, including the actions of planning, forecasting, weighing the chances of success, choosing alternatives.

Games are educational (didactic, plot-didactic and others); leisure, which should include fun games, entertainment games, intellectual. All games can be independent, but they are never amateur, because independence in them is based on knowledge of the rules, and not the initial initiative of the child in setting the game task. The educational and developmental value of such games is enormous. They shape the culture of the game; contribute to the assimilation of social norms and rules; and, what is especially important, they are, along with other activities, the basis of amateur games in which children can creatively use the acquired knowledge.

Didactic games are a kind of games with rules specially created by a pedagogical school for the purpose of teaching and educating children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of game activity appears in them. The use of didactic games as a means of teaching preschoolers is determined by a number of reasons:

game activity is the leading one in preschool childhood, therefore, reliance on game activity, game forms and techniques is the most adequate way to include children in educational work;

the development of educational activities, the inclusion of children in it is slow;

there are age-related characteristics of children associated with insufficient stability and arbitrariness of attention, predominantly voluntary development of memory, and the predominance of a visual-figurative type of thinking.

Structural components of didactic game.

1. Didactic task.

2. Game task.

3. Game actions.

4. Rules of the game.

5. Result (summarizing).

The didactic game is included in a holistic pedagogical process, combined and interconnected with other forms of education and upbringing.

Game actions are the basis of the game. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved. In different games, game actions are different in their direction and in relation to the players. These are, for example, role-playing actions, guessing riddles, spatial transformations, etc. They are connected with the game plan and come from it. Game actions are means of realizing the game idea, but also include actions aimed at fulfilling a didactic task.

Rules of the game. Their content and orientation are determined by the general tasks of shaping the child's personality, cognitive content, game tasks and game actions. With the help of the rules, the teacher controls the game, the processes of cognitive activity, the behavior of children. The rules also influence the solution of the didactic task - imperceptibly limit the actions of children, direct their attention to the fulfillment of a specific task of the subject.

Summing up - the result is summed up immediately after the end of the game. It could be scoring; identifying children who performed the game task better; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child, to emphasize the successes of lagging behind children. The relationship between children and the educator is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. This condition is violated, and the teacher takes the path of direct teaching.

Thus, a didactic game is a game only for a child, and for an adult it is a way of learning. The purpose of didactic games is to facilitate the transition to learning tasks, to make it gradual. From the above, we can formulate the main functions of didactic games:

The function of the formation of mental neoplasms;

The function of forming the actual educational activity;

The function of forming skills of self-control and self-esteem;

The function of forming adequate relationships and mastering social roles.

Thus, the didactic game is a complex, multifaceted phenomenon. To organize and conduct a didactic game, the following conditions are necessary:

The teacher has certain knowledge and skills regarding didactic games;

The expressiveness of the game;

The need to include the teacher in the game;

The optimal combination of entertainment and learning;

The means and methods that increase the emotional attitude of children to the game should be considered not as an end in itself, but as a path leading to the fulfillment of didactic tasks;

The visualization used in the didactic game should be simple, accessible and capacious.

All didactic games can be divided into three main types:

1 - games with objects (toys, natural material);

2 - desktop printed;

3 - word games.

Object games use toys and real objects. Playing with them, children learn to compare, establish similarities and differences between objects.

The value of these games is that with their help children get acquainted with the properties of objects and their characteristics: color, size, shape, quality. In games, tasks are solved for comparison, classification, and establishing a sequence in solving problems. As children acquire new knowledge about the object environment, tasks in games become more complicated: preschoolers practice defining an object by any one quality, combine objects according to this feature (color, shape, quality, purpose ...), which is very important for the development of an abstract, logical thinking.

The game also uses items in which the difference between them is less noticeable. In games with objects, preschoolers perform tasks that require conscious memorization of the number and location of objects, finding the missing object. While playing, they acquire the ability to put together a whole from parts, lay out patterns from various forms.

A variety of toys are widely used in didactic games. They are clearly expressed color, shape, size, material from which they are made. This helps the teacher to exercise preschoolers in solving certain didactic problems.

The teacher uses games with natural material when conducting such didactic games as “Whose traces? “, “What tree is the leaf from?”, “Decompose the leaves in descending order”, etc. In such games, knowledge about the natural environment is consolidated, mental processes are formed (analysis, synthesis, classification).

The essence of didactic games is to solve cognitive problems, but set in an entertaining way. The very solution of a cognitive task is associated with mental stress, with overcoming difficulties, which accustoms the child to mental work. At the same time, logical thinking develops. Didactic games can be carried out only to consolidate the material covered, but also to study new material, i.e. for this, children do not need to have educational information in advance, they will master it during the game. These games can be used not only in the classroom, but also in circle classes.

Preschoolers are attracted to such games not only by the possibility of winning, but also by the process of guessing, the manifestation of ingenuity, ingenuity, and speed of reaction.

No matter how many times the game is repeated, for all its participants it takes place as if for the first time, as it provides completely new obstacles and difficulties. Overcoming them, subjectively, is perceived as a personal success and even as a kind of discovery, including the discovery of oneself, one's capabilities, expectation and experience of joy: "I can." This motivation for gaming activity (“I want”, “I need”, “I can”) contains the main mechanism of its influence on the personality.

Didactic games can solve various educational problems. Some games help to form and develop the skills of control and self-control in children. Others, built on material of varying degrees of difficulty, make it possible to implement a differentiated approach to teaching children with different levels of knowledge.

Valuable, in classes that are built on the basis of didactic games, will be that they will allow the child not only to express his opinion, view and assessment, but also to hear the arguments of his partner in the game, sometimes abandon his point of view or significantly change it, i.e. to. it is not always ambiguous and requires from the child not only logical thinking, but also tolerance, respect for other people's opinions.

1.2 Variety, structure, methods of organization and management of didactic games

Didactic games and classes give positive results, provided that they are carried out systematically. The teacher, having previously thoroughly studied the content of the relevant section of the “Kindergarten Education Program”, distributes the material into classes, following the sequence from simple to complex.

Suppose a specific task is set - to introduce children to some things or toys that are in the group room. In the process of solving this problem, children simultaneously learn to recognize objects, name them, and act with them.

However, the pace of mastering these skills is not the same: children learn to recognize objects and act with them faster than to name them. Accordingly, from one lesson to another, the requirements of the educator for children become more complicated. Their activity at first is expressed not in the pronunciation of words-names, but in gestures or movements: they show the object, bring it at the request of the educator.

Then the children are required to correctly name objects and things, to act with them in accordance with their qualities. So, gradually children develop perception, speech; accumulate basic knowledge about the environment.

Successful completion of the program requires repetition of classes. It is important that the planned program tasks are mastered by all children of this group. Experience shows that usually this cannot be achieved in one lesson, since some children quickly respond to any external influence (in this case, the impulse to do something or name an object), while others require a longer period for this. The knowledge and skills acquired in the classroom should be strong enough, stable enough for children to use them in games, when performing the regimen.

For a solid assimilation of program requirements by the whole group, repeated repetition of the same classes is necessary. With the repetition of classes, the activity of children increases.

Repetition is carried out in different ways. The repetition of classes without any changes has its positive aspects, as it makes it possible to consolidate the acquired knowledge and skills through repeated exercises. Exact repetition of a lesson is practiced in cases where the successful completion of a task depends on the correct movements and actions of children with an object, or when repetition helps them overcome difficulty, for example, when pronouncing a sound or word.

The exact reproduction of the previous lesson can sometimes lead to a decrease in the interest of children, to the mechanical assimilation of program material. Therefore, when repeating classes using several objects or toys, while maintaining the same program content, one should certainly involve new material in addition to the already known.

For example, in the didactic game "Wonderful Bag", in order to teach children to distinguish between sizes, large and small balls can be used in one lesson, and large and small nesting dolls or dogs in another.

It is not advisable to solve several didactic tasks at the same time in a lesson, since at an early age children are able to focus only on one thing. Therefore, in the classroom, after a general acquaintance with the subject, their attention should be drawn first to the size of the balls, and then to the color. A variety of activities is also achieved by complication of tasks.

With those children who continue to experience difficulties even after repetitions, individual work is carried out. It makes it possible to avoid unnecessary repetition with the whole group, which leads to the fact that children become bored. Observing children, one can often see that during the time free from classes, without prompting from an adult, they repeat some action, movement learned in class.

For example, they put the cubes one on top of the other, destroy the building and start all over again. The child repeats the same action repeatedly, and does it with pleasure, without showing signs of fatigue or a decrease in interest. Also, while playing, the child is able to repeat a word or a combination of sounds many times, which he begins to master. Such behavior of children is associated with the desire for independent activity that appears towards the end of early childhood on the basis of the accumulation of experience in activity.

Educators can also use the reception of the unexpected appearance of toys, all kinds of elements of surprise. However, a sense of proportion must be observed.

The game and learning should be combined so that one does not interfere, but helps the other. The decisive role in this belongs to the emotional behavior of the educator and, in particular, his speech, as well as a loving attitude towards children. When he explains something to the kids, talks to them, he does it cheerfully, cheerfully, affectionately and thus evokes positive emotions in response, a desire to engage. He reads poems, nursery rhymes vividly, expressively, changing intonations depending on their content, loudly and clearly imitating the voices of animals, if they occur in the text.

One of the main didactic principles, on the basis of which the methodology of classes with preschoolers is built, is the use of visualization in combination with the word. At an early age, as is well known, children get acquainted with the objects around them by visual-sensory accumulation of experience: they look, pick up, act with them in one way or another.

Given this age-related feature, the teacher widely uses visualization techniques in the classroom: shows an object, makes it possible to touch it; organizes a display of a truck during a walk; in the room brings the children to the window, drawing their attention to the fact that it is raining, snowing or the sun is shining.

Special classes are held where children watch an adult iron clothes (dolls) or repair children's toys. As a result, children get some idea of those objects and phenomena of reality that are presented to them in a visual way.

The teacher's speech at the same time contributes to the development of children's own speech, giving them role models. In the process of communicating with children, the teacher uses the word for different purposes. Before the start of the lesson, the teacher, with the help of speech, organizes the children for the upcoming activity: she calls them to her, offers to calmly, without noise, sit on the chairs to start studying. If this verbal appeal is repeated every time, children gradually develop a useful habit of quickly gathering near the teacher for class, and also develop the ability to switch to another activity as needed, stopping the game.

The development in children of the ability to listen without violating one of the basic didactic principles - the combination of visibility and the word - is ensured by a certain relationship between visual techniques and the word. It is important to organize visual impressions in such a way that, while fulfilling their influencing role, they do not distract from listening. At the same time, it is necessary to observe gradualness and consistency in achieving the goal. Purposeful listening and looking require certain efforts from children, active attention, the ability to sit quietly and concentrate. Taking into account the need for movement inherent in childhood, didactic classes are built in such a way as to satisfy this need. Therefore, after a short explanation, a demonstration, the children are given the opportunity to act.

In some classes, it is useful to organize communication between children of different ages and different levels of development. The pedagogical value of such an organization lies in the fact that it contributes to the positive influence of children on each other. For example, during didactic games with toys, one can observe how kids follow the more perfect games of other children with interest and begin to imitate them, which to a certain extent contributes to their development.

The educator, observing didactic principles and carefully, thoughtfully organizing children in the classroom (by age and level of development), ensures a solid assimilation of information and skills by the whole group.

In this case, careful preparation of the educator for the lesson plays a decisive role. It is important that she herself is well able to use the material that she offers children.

Thus, in order for classes to give positive results, the teacher needs to have the necessary knowledge and practical skills.

Conclusions for chapter 1

It is known that at preschool age, the assimilation of new knowledge and the development of new abilities are much more successful in the game than in the classroom. The learning task set in the game has obvious advantages for the child. In the situation of the game, the preschooler understands the very need to acquire new knowledge and methods of action. A child, carried away by the idea of the game, does not seem to notice that he is learning, although at the same time he constantly encounters difficulties that require a restructuring of his ideas and methods of action.

Knowledge presented in a ready-made form and not related to the vital interests of preschoolers is poorly absorbed by children and is not related to mental development. In the game, the child himself seeks to learn what he still does not know how. A didactic game is not any action with educational material and not a game technique in a compulsory training session. This is a specific, full-fledged and quite meaningful activity for children. It has its own motives and its own methods of action.

At preschool age, the leading activity of the child is the game. Everything that is accompanied by the game is easily perceived, quickly and firmly absorbed by the child. During the game, the child is given the maximum opportunity to assimilate various knowledge, therefore, when games are included in the work, it is relatively easier to achieve material assimilation from children. Many researchers (L. S. Vygotsky, V. I. Seliverstov, A. I. Sorokina, etc.) emphasize great importance the use of games in the education of preschoolers.

In order for the game to really captivate children and personally affect each of them, an adult must become its direct participant. By his actions, emotional communication with children, an adult involves them in joint activities, makes it important and meaningful for them. It becomes, as it were, the center of attraction in the game. This is very important at the first stages of acquaintance with a new game, especially for younger preschoolers. At the same time, the adult organizes and directs the game - he helps children overcome difficulties, approves their correct actions and achievements, encourages compliance with the rules and notes the mistakes of some children.

So, the effectiveness of didactic games with preschool children depends on their systematic use and on the purposefulness of the game program in combination with the usual didactic exercises. Thus, at preschool age, educational games contain versatile conditions for the formation of the most valuable personality traits.

2. INFLUENCE OF DIDACTIC GAMES ON THE APPEARANCE AND DEVELOPMENT OF MATHEMATICAL ABILITIES IN CHILDREN

2.1 Specifics of didactic games of mathematical content

Mathematics plays a huge role in mental education and in the development of intelligence. Mathematics has great opportunities for the development of children's thinking, in the process of their learning from a very early age. Positive motivation in the study of mathematics significantly accelerates and enhances the memorization of new material, maintains the stability of attention and imagination. To develop cognitive interest in mathematics classes, it is useful to use various didactic games.

The game makes it possible to effectively organize the interaction of the educator and children, develops attention, develops the ability to concentrate, think independently. Even the most passive preschoolers join the game with great desire, making every effort not to let their playmates down. Didactic games get along very well with "serious learning". The inclusion of elements of the game in the lessons makes the learning process interesting and entertaining, creates a working mood among preschoolers.

In the classroom with the use of didactic games, preschoolers develop self-confidence, self-esteem, desire and ability to help their comrades.

It should be emphasized that the main thing in the didactic game in the classroom in mathematics is the actual teaching of mathematics. Game situations only activate the activity of preschoolers, make perception more active, emotional and creative. Creating game situations in mathematics classes increases interest in the discipline, brings variety and emotional coloring to educational work, relieves fatigue, develops attention, quick wits, a sense of competition, and mutual assistance.

For the game to be most effective, its given conditions should activate the child's imagination so that he wants to perform a certain action, which in turn would lead to the desired pedagogical result. For example, you can simply ask the children to repeat the action after the teacher, or you can play the Mirror game, which exactly reflects his actions. In an effort to become a mirror, the baby will more accurately cope with the task than if he simply repeated the movements of the teacher. Or the game "Secret", in itself already arouses the interest of the child, as he strives to find out what kind of picture is hidden under a spinning circle with a cut out sector.

It is important that the game is not just a form, but carries a semantic content, giving the child the necessary impetus. For example, when deciding how many cubes you need to take in order to decompose them three times in two, you can ask who solved the Znayka or Dunno problem correctly, offering a choice of correct and incorrect answers? And you can say that the magician wants to demonstrate a trick. And show three closed boxes on a tray. Each box contains two cubes that the children do not yet see. You need to guess how many cubes you need to complete the trick. And after a few answers of the children, check by laying out the cubes on a tray.

Even such a simple task, at first glance for an adult, really seems to be a trick for children. And they are ready to unravel such “tricks” again and again.

Taking into account the fact that in preschool childhood a child perceives information better in motion, it is useful to use as many outdoor games and motor game forms as possible in the lesson. But, unfortunately, in the arsenal of the educator there are not so many outdoor games that he could use in the classroom on elementary mathematical concepts. But here there is a way out. Many familiar games can be "turned" into motorized collective games. For example, dominoes with geometric shapes can be made larger, give each person one or two cards, and ask them to take turns laying out the solution on the floor.

Or, instead of going through a labyrinth in the form of a path with a loop on a sheet of paper, take a rope, lay it out in a loop and walk through it. At the same time, the “lost” can be shown where the rope goes by slightly raising it. You can "turn" into figures, depicting, for example, angles or bodies of revolution. Or depict how the compass works, drawing circles on the floor with your feet. At the same time, material costs are minimal, and the result is maximum.

Gradually growing up, children move from individual games to collective games, and then to team games. At 5-6 years old, the role of team play becomes a big stimulating factor for children. Trying not to let the team down, the child strives to complete the task correctly. The game can be organized so that children teach each other in the process.

For example, to teach counting and compiling examples from numbers and signs within ten, the game "Counting Machine" is used. The teacher, after dividing the children into two teams, and distributing cards with numbers and signs to each participant, asks to lay out an example on the floor. At the first stage, working in a team, the children prompt each other with a solution. Subsequently, leaders stand out who easily cope with the task and do not allow those who have already understood how to complete the task to prove themselves, but they are still doing it slowly. In the next lesson, the educator appoints such leaders as judges. Keeping them in the game, and at the same time removing them from the process, allowing the rest to advance.

Correction games are very useful to include in any classes.

Almost all children are in need of corrective work to a greater or lesser extent. But not every garden has a psychologist. In the presence of a specialist, a small number of children receive qualified assistance. At the same time, remedial classes are held at a specially allotted time, in addition to the main classes, at the expense of the child's free time. It is much more rational to include corrective games in the classes themselves, while studying the main material.

These can be games aimed at developing communication skills, emotional and volitional spheres, or games. Here is how, for example, the game goes, which at the same time consolidates the knowledge of basic geometric shapes and trains the child's volitional sphere. Children are divided into two teams. The teacher shows each team in turn cards with the image of a geometric figure. With a wave of the hand, the children should name the figure in unison. At first, the children can’t stand it, and without waiting for a wave of their hand, they shout out the correct answer, losing a point. After several "failures", the guys become more attentive.

Then the teacher begins to deliberately confuse them. Instead of waving his hand, he scratches the back of his head or pretends to be preparing to wave his hand, while he stamps his foot. So fun and easy, children teach themselves to restrain emotions, while also fixing geometric shapes.

The widespread use of visual material contributes to the formation of generalized ideas about geometric shapes. In the older group, each figure is presented to children as models of different colors, different sizes and with different aspect ratios, made from different materials (paper, cardboard, plywood, plasticine, etc.). They use tables and cards for individual work, in which drawings of figures of the same type or different types are located in different spatial positions. All work is built on the basis of comparison and opposition of models of geometric shapes. To identify signs of similarity and difference between the figures, their models are first compared in pairs (a circle and an oval figure, a square and a rectangle), then 3 to 5 figures of each type are compared at once.

In order to acquaint children with variants of figures of one type, up to 5 variants of figures of this type are compared: rectangles and triangles with different aspect ratios, figures bounded by an oval, with different ratios of axes. Children find identical figures (game exercises "Find a pair", "Pick up the key to the lock"). The characteristic properties of each of the geometric figures are revealed by comparing 4-5 of its models, which differ in color, size, material.

Children must learn not only to consistently identify and describe the location of the figures, but also to find a pattern according to the model and description. Later, they learn to reproduce a pattern made up of geometric shapes, according to a visually perceived pattern and as directed by the teacher.

Exercises in establishing the relative position of figures are often carried out in the form of didactic games (“What has changed?”, “Find the same pattern!”, “Find a pair!”). Children gradually acquire the skill of dismembering a complex pattern into its constituent elements, naming their shape and spatial position. Prerequisites are created for the development of analytical perception of the form of objects consisting of several parts.

Let's focus on board games - voluminous. Unfortunately, they are not used very much in the classroom. But games of a volumetric nature not only develop a sense of space in children, training their geometric imagination, but are also the most natural for them. After all, a child learns the world not in pictures, but with the help of objects. So the familiar game "Gyenes' Blocks" could have been made in a simplified planar version, but the three-dimensional version is more attractive to the child.

In the game "Geometric Pyramid", assembling a pyramid from whole three-dimensional figures and their parts, the child gets acquainted with polyhedra and bodies of revolution in more detail, learns to get a new one from two figures (from parts - to make a whole). And in the manual-game "Number" the child gets acquainted with numbers up to three, which can be picked up, strung on a cord, distinguished by color, and make new numbers from them, getting acquainted with the composition of the number.

Summarizing the above, when using games and game forms in elementary mathematical classes, we must select them more carefully, giving preference to mobile and voluminous games. We must use the game not as a distracting form, but as a means of carrying semantic content, while relying on the child's imagination.

Gradually, taking into account the age of the children, include in the work not only individual games, but collective ones, and in senior preschool age - team games. It is advisable to use corrective games more often in the classroom. And most importantly, the game should be such that the process is interesting, and the result is useful.

2.2 Didactic game as a means of forming mathematical representations in preschool children in kindergarten

The formation of initial mathematical knowledge and skills in preschool children should be carried out in such a way that training gives not only an immediate practical result, but also a broad developmental effect.

The currently used methods of teaching preschoolers do not realize all the possibilities inherent in mathematics. It is possible to resolve this contradiction by introducing new, more effective methods and various forms of teaching children mathematics. One of these forms is teaching children through didactic games.

Children in the game are attracted not by the learning task that is inherent in it, but by the opportunity to be active, perform game actions, achieve results, win. However, if the participant in the game does not master the knowledge, mental operations that are determined by the learning task, he will not be able to successfully perform game actions and achieve results. Consequently, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by her teaching task. This encourages children to be attentive, memorize, compare, classify, refine their knowledge. This means that the didactic game will help him learn something in an easy, relaxed way.

This approach significantly changes the methods and techniques of teaching, and requires such classes, where the tasks of developing geometric representations were solved through the use of a didactic game. It is also relevant, new and requires special development in mathematical education and training.

Consider examples of games that aim to develop the child's spatial thinking, the formation of logical methods of mental actions and constructive skills in the process of forming elementary mathematical representations. These materials can be used for individual lessons with a child, as well as for children in kindergarten.

Before starting work on elementary mathematical preparation, preliminary work should be carried out with children.

First, preschoolers need to be asked questions with which they can find out about the games they are interested in (focus on games in terms of magnitude and geometric representations). Only after that it is recommended to play games with preschoolers, such as: “Let's help Pinocchio fix the blanket”, “Constructor”, “Which roof is higher”? “Build a Christmas tree from strips of different lengths”, “Draw a car”, “Fold a pattern”, “Who will bring more”, etc. These games are aimed not only at the development of elementary mathematical concepts, but also at the development of arbitrary memory.

Game exercises cause difficulties, where you need to reproduce a large number of geometric shapes (“Let's help Pinocchio fix the blanket”), but the number of reproductions is gradually increasing. In addition to traditional classes, you can hold mathematical holidays (“Journey through the country of geometric shapes”), where preschoolers actively apply the knowledge gained in the classroom.

"Throw the dice and count correctly"

Two children are playing. They roll the dice and take turns making up three examples: two for addition and one for subtraction. For example, if the numbers 1 and 4 fell out on the top faces, the first child makes up the following examples: 4 + 1 = 5; 4 - 1 = 3. Then the children roll the dice again, and the second child makes up the examples. All other preschoolers control the correctness of the decision. The one who made a mistake is eliminated from the game, and his place is taken by the child who noticed and corrected the mistake.

"Pancakes"

Using a box with large buttons, we play "Pancakes". Reading the text of the nursery rhyme, we distribute one button to the playing children, calling the children by name.

Grandmother, grandmother

She baked pancakes.

One - Vanechka,

One - Mishenka, etc.

We return the buttons to the box (we ate pancakes), while they can be counted: one, two, three ...

Now we distribute 2 and then 3 buttons in accordance with the text:

grandmother, grandmother grandmother, grandmother

She baked pancakes. She baked pancakes.

Vanya - two, Vanya - three,

Mishka - two ... Mishka - three ....

And now we give the children as many buttons as they ask:

Grandmother, grandmother

She baked pancakes.

Mishka? (Children are responsible for the bear)

Two! etc.

To better see how imagination helps to solve a pedagogical problem, consider the work of children with a number beam. The teacher asks: “In which direction on the number beam and how many units should be set aside from the three to get the number five?” Creating a game situation, the same question will sound differently: “Number 3 went to visit number 5. In which direction and how many steps-units did it go?”

In the first option, the child must remember a number of abstract concepts:

1) “numerical ray”, numbers 3 and 5, “set aside from”, “single measure on a numerical ray”;

2) correlate the listed concepts with the image on the numerical beam;

3) perform an action;

4) get the result and report it verbally.

In the second option, the child must:

1) find on the number beam, where "numbers 3 and 5 live to send the three to visit";

3) reproduce the seen image in verbal form.

It is clearly seen that in the latter version, not only the solution process is shorter, but also much simpler, because “walking on a visit” is clearer than “putting off units”, while the child learns to work with a number beam just as well.

Examples of didactic games that can be used in the development of mathematical concepts with preschool children are shown in the Appendix.

developing, as they are aimed at developing the personality of the child;

collective, as they attract children by the fact that during collective work, a “success situation” often arises;

individual, as they will help children express themselves, and the educator - to diagnose the level of knowledge of students, their level of development;

mobile and quiet, as they contribute to the development of thinking, memory, mental flexibility, independence, perseverance, perseverance in achieving goals, etc.;

“high-speed”, as they contribute to bringing the skill to automatism;

riddle games, as solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions.

Plan and conduct work taking into account the age and individual characteristics of children.

Introduce didactic games in the process of teaching children mathematics.

Involve children in the development and conduct of didactic games.

Conclusions on chapter 2

It is known that the leading activity of preschool children is play activity. Most math classes are a system of didactic games during which children explore problem situations, identify essential features and relationships, compete and make various discoveries. During these games, situations are created where the child had to make his own conclusions and express them in speech, show creativity, see several options for solving one problem.

Mathematics is one of the most difficult subjects, but the inclusion of didactic games and exercises allows you to change the types of activities in the lesson more often, and this creates conditions for increasing the emotional attitude to the content of the educational material, ensures its accessibility and awareness. Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. At the same time, the role of simple entertaining mathematical material is determined taking into account the age capabilities of children and the tasks of comprehensive development and upbringing: to intensify mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand, deepen mathematical representations, to consolidate the acquired knowledge and skills, to exercise in applying them in other activities, new environment.

Entertaining material (didactic games) is also used to form ideas, to get acquainted with new information. In this case, an indispensable condition is the use of a system of games and exercises.

Children are very active in the perception of tasks, jokes, puzzles, logical exercises. They are persistently looking for a course of action that leads to a result. In the case when an entertaining task is available to a child, he develops a positive emotional attitude towards it, which stimulates mental activity. The child is interested in the ultimate goal: to add, find the desired figure, transform, which captivates him.

Of the variety of entertaining mathematical material in preschool age, didactic games are most widely used. Their main purpose is to provide children with exercise in distinguishing, highlighting, naming sets of objects, numbers, geometric shapes, directions, etc. In didactic games, it is possible to form new knowledge, to acquaint children with methods of action. Each of the games solves a specific problem of improving the mathematical (quantitative, spatial, temporal) representations of children.

Didactic games are included in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of the lesson on the formation of elementary mathematical representations is determined by the age of the children, the purpose, purpose, content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming representations. Didactic games and game exercises of mathematical content are the most famous and frequently used types of entertaining mathematical material in the modern practice of preschool education. In the process of teaching preschoolers mathematics, the game is directly included in the lesson, being a means of forming new knowledge, expanding, clarifying, and consolidating the educational material.

CONCLUSION

Playing for preschoolers is a favorite form of activity. In the game, playing roles are mastered, children enrich their social experience, learn to adapt in unfamiliar situations. The development of preschoolers by means of the game will be effective provided: the systematic use of game methods and techniques in the educational process; taking into account the age and psychological characteristics of preschool children; creating comfortable psychological and pedagogical conditions for the formation of a harmoniously developed growing personality.

An interesting game increases the mental activity of the child, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of a game. Teaching requires the use of a variety of methods. The game is one of them, and it gives good results only in combination with other methods: observations, conversations, reading, etc. While playing, children learn to apply their knowledge and skills in practice, use them in different conditions.

The game forms cognitive activity and self-regulation, allows you to develop attention and memory, creates conditions for the formation of abstract thinking. In the learning process, various types and types of games should be optimally combined, based on their didactic capabilities, because. only a variety of gaming activities ensures the maximum efficiency of the educational process. Each type and type of game performs certain didactic tasks (consolidation, repetition, study of the material, knowledge control, etc.).

The system of didactic games cannot be (like any other local learning technology) the only one that replaces all other methods and techniques; it should be organically combined with other (both less and more active) teaching methods and technologies.

A didactic game is one or more mathematical problems offered in an entertaining way and, as a rule, with elements of a competition. They not only allow you to check the ability of children to perform mathematical operations, analyze, compare, notice patterns, but also significantly increase interest in mathematics, relieve fatigue, and also contribute to the development of attention, ingenuity, activates a sense of competition, mutual assistance. It is most expedient to use didactic games and game situations when checking learning outcomes, developing skills, and developing skills.

Any didactic game solves a specific problem aimed at improving the mathematical (quantitative, temporal, spatial) representations of children. Therefore, the use of the game system allows you to more fully and comprehensively solve the problems of teaching, educating and developing preschoolers.

The school course of mathematics is not at all easy. Often, children experience various kinds of difficulties in mastering the school curriculum in mathematics. Perhaps one of the main reasons for such difficulties is the loss of interest in mathematics as a subject. Therefore, one of the most important tasks of preparing a preschooler for schooling will be to develop his interest in mathematics. Introducing preschoolers to this subject in a family environment in a playful and entertaining way will help them in the future to quickly and easily learn the complex issues of the school course.

The use of a variety of didactic games contributes to the formation of mathematical representations in a child. Such games teach a child to understand some complex mathematical concepts, form an idea of the relationship between numbers and numbers, quantities and numbers, develop the ability to navigate in the directions of space, draw conclusions.

When using didactic games, various objects and visual material are widely used, which contributes to the fact that classes are held in a fun, entertaining and accessible way.

Thus, knowledge from the field of mathematics, computer science, the Russian language is instilled in preschoolers in a playful way; in kindergarten, a child learns to perform various actions, develops memory, thinking, and creative abilities. In the process of didactic play, children learn complex mathematical concepts, learn to count, read and write, and in the development of these skills, the child is helped by the closest people - his educators and parents.

...

Why and how to do math with older children

Teaching mathematics plays an important role at all modern stages of education, from preschool to higher education.

Mathematics is the queen of sciences, and arithmetic is the queen of mathematics.

Carl Friedrich Gauss

The words of the great scientist are confirmed by life itself: without mastering mathematical knowledge, the successful and full-fledged existence of modern man is unthinkable. It surrounds us everywhere: time and space, counting and form - all this is mathematics.

One of the goals of preschool educational institutions (DOE) is the formation in children of initial mathematical representations and concepts, the ability to navigate in the abstract world of numbers, quantities, and time periods that is difficult for children to understand. The work on teaching children mathematics in kindergarten is carried out consistently and purposefully, becoming more complicated from year to year, which is also reflected in educational programs.

From counting sticks, children can, among other things, lay out geometric shapes

In the older group, the formation of elementary mathematical concepts - FEMP - serves not only as a means of comprehensive development of pupils, but also prepares them for school. Not all children after the senior group will go to the preparatory. Many are waiting for a school desk. The task of senior educators is to give children the amount of knowledge, skills and abilities that will provide them with a comfortable transition to a new stage of life and serve as a strong support in the early stages of schooling.

Tasks of teaching mathematics in the senior group

A number of tasks are also defined for the main sections of the mathematics curriculum. The tasks of introducing children to counting and quantity are the most voluminous. This primarily applies to operations with sets (groups). Children need to be taught:

form sets (groups) of objects of similar and different colors, sizes, shapes, as well as movements, sounds;
divide groups into parts and combine them into one whole;
see how the part and the whole correlate (the whole is greater than the part and vice versa);
compare the number of items in a group based on the count or ratio of elements;
compare parts of a set, establish their equality or inequality, find a larger (smaller) part.

Teaching quantitative and ordinal counting within ten pursues the following educational objectives:

familiarization with the formation of numbers from 5 to 10 using visual and practical methods;
comparison of "neighbors" numbers based on specific sets of objects;
the formation of equalities and inequalities of groups of objects by adding and subtracting a unit (one object);
counting items from a group according to a pattern or number;
counting forward and backward;
counting by touch, by ear, based on the visual analyzer (sounds, movements);
familiarization with the ordinal account, distinguishing between the ordinal and quantitative account, the concepts of “Which?”, “How much?”;
familiarity with numbers from 0 to 9;
the formation of ideas about the equality of objects in number;
exercise in the ability to name the number of objects in a group based on the score, in comparison of groups;
familiarization with the composition of the number of units and two smaller numbers (within 5);
the formation of the idea that the number of objects (number) does not depend on the size, color, location of objects, as well as the direction of the count.

Counting skills will be useful to children from the first days of school

When you get acquainted with the value, you should:

Teach children:
- determine relationships in various parameters (length, width, thickness) between 5–10 objects;
- arrange objects in descending or ascending order according to a certain attribute (perform serialization);
- verbally indicate the difference in the size of objects and the relationship between them;
- compare two things using a conditional measure.
Develop:
- eye gauge;
- the ability to find an object with given size characteristics (longest, narrowest, narrower, wider);
- the ability to divide an object into equal parts, designate them with words (half, quarter);
- understanding that the whole object is greater than its part (and vice versa).

A greater effect in the study of mathematics by children can be achieved through an integrated approach - a combination of different types of activities within the framework of the lesson

The circle of children's ideas about the form is being improved and expanded:

Preschoolers are introduced to:
- with a rhombus, they are taught to compare it with a rectangle and a circle;
- with three-dimensional figures (ball, pyramid, cylinder);
- with the concept of "quadrilateral" (explaining that a square and a rectangle are also its varieties).
Skills are developed to compare the shape of objects in the immediate environment, to compare it with geometric shapes.
Children are given an idea of the transformation of the shapes of objects.

Work on orientation in space includes the development of skills:

navigate in space;
understand and use in speech words to designate the spatial position of objects;
move in the right direction, change it according to a verbal signal, according to the image (pointer);
determine and name their position in relation to objects, people;
navigate on a plane (sheet of paper).

Tasks for teaching orientation in time:

continue to work on the formation of concepts:
- "day",
- "parts of the day"
- "a week",
- "day of the week"
- "year",
- "month";
develop the ability to establish a sequence of actions using the names of time periods.

Senior preschoolers learn to navigate in time with the help of a clock model

In addition to teaching and developing, the teacher also plans the educational tasks of each type of activity based on a specific topic:

education of patriotic feelings;
fostering respect for elders;
fostering a desire to take care of the younger ones;
friendship and mutual assistance;
love and respect for nature, plants, animals, etc.

Without solving educational problems, the lesson has little value.. Because all the work of the preschool educational institution is aimed primarily at the formation of a harmoniously developed personality, the basic qualities of which are kindness, humanity, respect for others.

Lesson as the main form of teaching mathematics in a preschool educational institution

It is possible to develop the mathematical representations of older preschoolers at different times: during the hours of the morning reception, on an afternoon walk and in the afternoon. The forms of work are also varied: individual (with 1-3 children), group (with groups of 4 to 10 children) and collective, that is, with all the children at once. The teacher can achieve the highest results by skillfully combining all three forms of education. The main form of work on FEMP is traditionally directly educational activity (GCD).

Visual aids help to learn abstract knowledge

It is this activity, covering all the children of the group, that allows them to systematically and most fully give them knowledge that is difficult for children to perceive, equip them with skills and abilities in accordance with the requirements of federal state educational standards (hereinafter referred to as GEF) and educational programs.

Organized educational activities on FEMP in the senior group are held once a week in the morning, after breakfast. It is recommended to put mathematics first, and after it - physical education, music or visual activity. On Monday and Friday, classes with increased mental stress are not held, it is better to choose a day in the middle of the week.

Structure and time frame of the FEMP lesson

GCD on the formation of mathematical representations has a clear structure. The duration of the lesson is usually 25 minutes, but it can be a little longer if the teacher plans to integrate educational areas (connect mathematics with ecology, drawing, appliqué).

The structure of the mathematics lesson in the senior group of the preschool educational institution:

Introductory part. Organization of children, communication of the topic, motivation for educational activities (2–3 min).
Main part. Depending on the type of lesson, it may include familiarization with new material, consolidation and reproduction of knowledge, practical application of the acquired knowledge in exercises, performing various tasks (18–20 minutes).
Final part. Summing up and a brief analysis of the work performed. The children of the older group are interested in the results of their activities, so it is important at the end of the lesson to let them see how much they have done, learn, etc. This will give the guys confidence in their abilities, set them up to actively master the material in the next lessons (2-3 minutes ).

In the middle of the lesson, a physical education session is mandatory. It can be of mathematical content or even in the form of a didactic outdoor game: for example, children are given the task to make a number of movements (tilts, squats, jumps) equal to the number on the card that the teacher will show.

A fun physical activity will quickly relieve fatigue and stress

The main techniques used in the classes on FEMP in the senior group

In mathematics classes, practical, visual and verbal teaching methods are widely used. Moreover, if all of them are closely interconnected and complement each other, they allow the most complete disclosure of the topic of the lesson and achieve high results.

Of the practical methods, exercises and games are widely used. An exercise is a sequence of actions, the repeated repetition of which leads to the development of a skill and the consolidation of the information received.

There are reproductive and productive exercises:

Without reinforcement by visualization, kids simply will not be able to learn abstract mathematical concepts. Visual techniques are present in every lesson on FEMP. This is:

demonstration;
modeling;
sample display.

Among the verbal techniques, the most common are:

explanation;
instruction;
questions for children
children's answers;
grade.

Such mathematical operations as analysis, synthesis, comparison, generalization in the FEMP lesson can act as independent x techniques with which the problems of GCD are solved.

The study of simple operations with numbers in the future becomes the basis for understanding more complex ones.

There is also a group of special techniques used only in math classes:

counting and counting one by one;
application and overlay;
pair matching;
division of the group into two and the union of groups (composition of the number);
division of the whole into parts;
weighing.

The techniques used in the study of certain mathematical concepts are also specific:

When comparing objects by size, the selection method is used (choose the largest matryoshka, the smallest mushroom).
When getting acquainted with the form, survey methods are relevant (children trace the figures along the contour, look for their corners, sides, center) and transformations (they get a square from two triangles).
Teaching orientation in space is impossible without verbal techniques (composing sentences with prepositions and adverbs denoting the position of objects in space) and practical actions (go forward, backward, put a toy on the top, bottom shelf, raise your left hand, turn to the right, etc. )

All these techniques are reflected in didactic exercises and games.

Colorful didactic materials not only teach children useful skills, but also influence the formation of aesthetic taste

The game is rightfully considered the most common method not only in the FEMP class, but also in all types of employment in the preschool educational institution. However, in organized educational activities, the game does not serve as a means of entertainment for the child, but contributes to the fulfillment of pedagogical goals and objectives. Therefore, they call it didactic, that is, teaching.

The role of the didactic game in the FEMP lesson in the senior group

Of course, the game is the leading activity in the senior preschool age, and it must be used in the classroom as often as possible. GCD (directly educational activity) for the development of mathematical concepts is usually organized in a playful way, using several games during it, involving fairy-tale characters, unusual plots. However, do not forget that mathematics classes have a didactic purpose, according to which it is necessary to combine game entertainment moments in reasonable proportions with exercises and tasks that require mental effort, attention, composure, perseverance. This brings educational benefits and corresponds to the age characteristics of children: they increasingly like not just to play, but to learn new things, win, achieve results.

Mathematical leisure activities, circle classes can consist of some games. Mostly from games of a different nature, an open lesson on FEMP can also be formed, in which the educator demonstrates to colleagues his achievements and developments in the field of using didactic games to solve educational problems.

Games and game moments in FEMP classes of different types

According to the main didactic goal, the following types of GCD in mathematics are distinguished:

classes to communicate new knowledge to children and consolidate them;
classes on consolidating and applying the received ideas in solving practical and cognitive problems;
accounting and control, verification classes;
combined classes.

Each type of activity has its own characteristics, and the use of games and game moments in them varies.

Classes for the development of new material

Classes for the development of new material contain a lot of information and practical actions. Didactic games on them are carried out in the second part, to consolidate what they heard. The teacher also uses the game moment to motivate cognitive activity in order to arouse children's interest in learning a new topic. You can use such a game technique as the appearance of a fairy-tale character with a problem, the solution of which requires the acquisition of new knowledge.

For example, when studying the topic “Part and whole. Half and a quarter of the circle, after the organizational moment, the teacher voices the topic: “Guys, today we will learn how to divide the circle into two and four equal parts, and what these parts of the circle are called.” It seemed like a normal start.

But then crying is heard outside the door (the work of an assistant educator). The teacher leaves and returns with two teddy bears. The cubs brought with them a circle of cheese (a flat two-sided model, which is better to print on a printer and glue to better match real cheese).

Children will be more interested in doing the exercise if they are motivated.

The cubs are very upset. They were given a large piece of cheese, but they do not know how to divide it equally. Once they were deceived by a cunning fox (a reference to a fairy tale known to children), and now they have come to the children for help.

The teacher happily receives guests: “Come in, bear cubs, make yourself comfortable. You are very timely. After all, today in the lesson we will just be ... What are we going to learn today, guys? “Divide the circle into two parts,” the children answer. Educator: “And what form of cheese do our cubs have?” - "Round". “Do you think we can help them? Of course, we ourselves will learn how to divide round objects into two parts and teach the cubs.”

Thus, the motivation of children is created; in addition, children see the possible practical application of new knowledge, which increases their interest in learning the material.

The game plot makes it easier for children to learn new knowledge

At the end of the lesson, the teacher divides the cheese into four identical parts and escorts the cubs “home to the forest”, and with the children, to switch attention and unload, he conducts a short outdoor game “Forest Friends” (imitation of a bear’s walk, hare jumps, etc.).

After the physical education session, you can conduct one didactic game to consolidate what was previously studied, but related in plot to the topic of the lesson, for example, "Count and show the number." The teacher shows pictures of forest dwellers (three bunnies, five squirrels, two hedgehogs), and the children raise a card with the corresponding number.

It should be noted that classes for obtaining new knowledge may not have a common storyline, but consist of separate parts, each of which solves a specific pedagogical problem.

In free sale, you can find a large number of ready-made visual aids for FEMP

Classes to consolidate what has been learned

In the classroom for consolidating and applying the acquired knowledge, the didactic game is given more space. In combination with didactic exercises, the game contributes to a quick and, what is most beautiful, boring deepening and generalization of knowledge. A combination of gaming, educational and labor activities will be appropriate here, which will allow the formation of practical skills and abilities. Elements of search, experiment, experience will be useful. A fairy-tale hero can come to visit again, but not with a problem, but with a request to help, to teach.

For example, when fixing the topic “Measuring the length with a conditional measure”, Little Red Riding Hood may come to the children and ask them for help. Her grandmother moved into a new house, and three roads lead to it. Little Red Riding Hood asks the guys to measure them and find the shortest one.

On the table, the children have “plans of the area”: drawings depicting a house and three lines to it, a straight line and two broken lines. Plans are given one per table to teach children how to work in pairs, foster cooperation and mutual assistance. Each child has conditional measurements made of cardboard. Parts of the "broken" tracks must correspond in length to the conditional measure, the straight track must contain the measure an integer number of times.

The task of measuring with a conditional measure can also be dressed in a game form

Children complete the task by measuring the tracks and indicating the number of conditional measures that fit in with dots on each track. Together they come to the conclusion: the straight track is the shortest.

Little Red Riding Hood thanks the guys and offers to play the games “Recognize the geometric body from the description” (Little Red Riding Hood then takes them out of her basket), “Far, close”, and can also ask them riddles of mathematical content or give one or two easy tasks, to For example: “My mother baked six pies, I gave one pie to a bear cub in the forest. How many pies are left? Didactic games are selected depending on the educational objectives of the lesson, the main thing is that they resonate with a common theme.

Testing sessions

Testing classes are held at the end of the semester and academic year. They do not have a storyline and consist of diverse tasks, exercises and questions, selected in such a way as to reveal the level of assimilation of material by children in different areas. In such classes, it is important to fix the results in order to be able to carry out effective corrective work later.

Combined classes

Combined classes give the greatest scope for the manifestation of the creative potential of the teacher and are replete with didactic games, entertaining tasks, riddles and logical tasks.

Each lesson with an experienced, enthusiastic educator is fun, lively, in motion. The children are busy with various adventures: they travel, look for answers to riddles, help fairy-tale heroes or forest dwellers, and all this is emotional, joyful, and eager.

Often, a modern complex or integrated FEMP lesson is a story united by a single plot with an interesting beginning, a logically developing chain of events during which educational and upbringing tasks are solved, and a happy ending that gives children a lot of pleasure and positive emotions.

Positive emotions really help kids learn

Didactic games in mathematics

There is a general division of didactic games:

subject,
desktop printed,
verbal.

In FEMP classes, all three types are used.

Subject games are used:

small toys;
mosaic;
sets of geometric bodies;
nesting dolls;
Christmas trees;
barrels of different sizes;
entertaining cubes;
Rubik's snake;
Gyenes blocks and Kuizener sticks, which are becoming more and more popular.

Board games can be purchased in specialized stores, but it is quite possible to make them yourself, and in such a number of copies that each child or each pair of children is enough for the lesson. This is:

"Paired pictures";
"Geometric Lotto";
"Fold the picture";
"Number houses";
"Who lives where";
"Spread fruit into baskets."

The didactic game "Put the car in the garage" will help to consolidate knowledge about the composition of the number

Word games include:

"When does this happen?";
"Guess the figure from the description";
"More or less";
"Tell me where it is";
there are also poetic word games of mathematical content in which you need to insert a missing word, give an answer to a riddle, a question.

But there is a more detailed division of mathematical didactic games, depending on the educational tasks performed:

games with numbers and numbers;
orienteering games in time intervals;
spatial orientation games;
games with geometric shapes;
games for logical thinking.

Table: examples of home-made didactic games on FEMP for the older group

Name and objectives of the game	Game description	How to play
"Geometric Lotto" Serves to consolidate knowledge of the basic geometric shapes; develops speed of reaction, thinking, visual perception; cultivates perseverance, patience.	The game consists of playing fields measuring 20 by 20 cm, divided into nine "windows". Each "window" depicts a geometric figure: a circle, square, rectangle, triangle, oval, rhombus. The pieces on the playing fields can be of different colors, arranged in random order. The game comes with a set of chips corresponding to the number of pieces on the playing fields and their appearance.	Each player is given one playing field. The facilitator (teacher or child) takes chips out of the bag or takes chips from the tray and clearly names the figure depicted there, its shape and color: “green triangle”, “blue oval”. The one of the children who has such a figure responds and takes the chip to cover part of the playing field with it. The one who closes all the pieces first wins. You can play in your free time, in the evening and during the day.
"Figures, in places!" Develops the ability to navigate the plane of the landscape sheet; reinforces the concepts "up, "down below", "left", "on right", "in the center", "under", "above"; improves knowledge of geometric shapes, speed of reaction, the ability to think logically.	For the game you need: playing fields measuring 20 by 20 cm made of thick white cardboard; a set of cardboard geometric shapes for each child (5 cm). The color of the pieces is not important, the main thing is that they fit into a square on the playing field.	Each child is given a set of geometric shapes and a playing field. At the first acquaintance with the game, the teacher introduces the children to the concept of "center" (square in the middle), consolidates knowledge of what the bottom row (bottom), top, left, right are. The game is played like this: the teacher lays out figures on his field and at the same time voices the task to the children at such a pace that they have time to complete: “We put a circle in the center. To the left is a triangle. Under the triangle is a rhombus. Above the triangle is a square. In total, 4–5 figures are laid out in the first half of the year and up to seven in the second. Having voiced all the tasks, the teacher goes through the group, checking how the children coped with it. It’s good if a toy, Pinocchio, Dunno, “walks” with the teacher - then it will not be control, but help the fairy-tale hero in learning the figures. To consolidate, it is worth asking the children: what figure lies in the center, in the upper left corner, etc. With those children who do not have time to spread with everyone, individual work is carried out. The game can be used in class.
"Animal Walk" Strengthening the skill of ordinal counting; development of memory, thinking, speech; fostering a love for animals.	The game is very simple to play, but the children love it and willingly participate in it. Required to prepare: playing fields - strips of cardboard 30 cm long and 10 cm wide; small pictures of animals (hare, fox, bear, cat, puppy, etc.) for each child.	The teacher distributes strips and animal figures to the children. He says that the animals really want to take a walk, but they need to be built for a walk. Children lay out the figures under the dictation of the teacher: “The first is the bear, the second is the puppy, the third is the fox, the fourth is the cat, the fifth is the sheep.” It is important that several children repeat the order of the animals: this will consolidate the skill of using the numeral in the correct case with the noun. Suitable for in class.
"Help the Gnome" Very good for strengthening skills: divide a group of objects into two; memorize the composition of a number from two smaller ones; correlate quantity and number; promotes the development of logical thinking, attention, memory; fosters kindness, a desire to help.	The playing field consists of a sheet of cardboard 30 by 20 cm, on which two baskets are depicted, a small empty window (4 by 3 cm) is drawn above the baskets. Handout: a set of identical vegetables, fruits in an amount of three to five; cards with numbers 1-5. Demonstration material: Gnome toy.	The teacher informs the children that the good Dwarf came to visit them asking for help. He has harvested apples (pears, tomatoes) and wants to divide them into two baskets to make it easier to carry. How can I do that? Children lay out images of fruits in two baskets, in the window on top they lay out a number that corresponds to the number of items in the basket. The teacher sums up: “How many pears did the Dwarf collect? (Five). How did Olya, Vitya, Yura arrange the pears? (Three and two, one and four, two and three). What numbers make up the number five? The gnome, together with the teacher, “watches” how the children laid out the objects and marked them with numbers and thanks the kids for their help. Conducted in class.
"Let's Draw Summer" Forms an idea of the natural spatial arrangement of objects in the surrounding world; develops thinking, spatial imagination, creative abilities; fosters love for native nature, the ability to see its beauty.	Playing field: a sheet of cardboard with a glued blue "sky" and green "grass" (strips of self-adhesive paper). Handout - images: sun, clouds, fir and birch trees (2 trees per child), colors, moths.	It is held in winter or spring, when children begin to miss the summer. The teacher invites the children to become artists and "draw" a picture about the summer. To quiet lyrical music, children lay out their summer pictures on the playing fields. When they finish working, a discussion of the paintings is held: “Where is the sun, sky, clouds, grass, flowers, trees?” "How many suns, how many clouds?" “Which moths fly high, and who sit on flowers?” At the end of the game, the teacher praises the children for the beautiful pictures and reminds them that when summer comes, all their pictures will come to life and become real, and they can be seen in the outside world. The game can be played in your free time. Children love it and often use it for creativity, creating paintings alone or with friends.

A separate group consists of mobile and finger games of mathematical content: in them, the child must not only answer questions, think, but also perform certain actions according to the game task or the words of the game. For example, didactic games of great mobility “Find a geometric figure”, “Walk across the bridge”, “Collect fruits (flowers)” require children not only to know numbers, numbers, geometric bodies and shapes, but also to demonstrate dexterity, speed, and the ability to navigate in space.

Photo gallery: samples of homemade printed games by FEMP

The game "Animals on a walk" uses the images of animals. The game "Shapes, in places!" reinforces the concepts of “top”, “bottom”, “center” and others The game “Help the Gnome” brings up kindness in children The game “Draw Summer” is very popular with children

We conduct a game lesson on FEMP in the senior group

To properly organize and conduct a lesson in mathematics, you need to decide on its topic and tasks. The educational tasks of GCD in accordance with the program and methodological requirements become more complicated during the academic year: first, there is a repetition of what was studied in the middle group, then new material is given, which is systematically repeated and deepened. Generalization classes are held at the end of the academic year.

The distribution of program tasks by months of the academic year is approximately the same in all preschool institutions, but the topics may not coincide due to discrepancies in thematic calendar planning, which is somewhat different in different educational institutions. Therefore, preparing for the lesson, the teacher must choose a topic so that it matches the theme of the week or month in the long-term planning of pedagogical work as a whole.

It would be incorrect to formulate the topic of the lesson as "Studying the composition of the number 3" or "Orientation in space." These are the tasks to be completed in class. And its theme, consonant with the general theme of the block, will be “Journey to the City of Numbers and Numbers”, “Forest Adventures”, “Visiting a Good Dwarf”, “Gifts from Princess Autumn”.

Table: a fragment of the calendar-thematic lesson plan for FEMP

Block Theme	GCD theme	Tasks of GCD
September: "Our Favorite Kindergarten"	"Malvina teaches Pinocchio"	To consolidate counting skills within 5, the ability to form the number 5 based on a comparison of two groups of objects expressed by neighboring numbers 4 and 5. Improve the ability to distinguish and name flat and three-dimensional geometric shapes: a circle, square, triangle, rectangle, cylinder. Clarify ideas about the sequence of parts of the day: morning, day, evening, night.
	"Our favorite toys"	Practice counting and counting objects within 5 using various analyzers (by touch, by ear). To consolidate the ability to compare two objects by two parameters of magnitude (length and width), indicate the result of the comparison with the appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”). Improve the ability to move in a given direction and define it with words: "forward", "back", "right", "left".
	"We help the teacher"	Improve counting skills within 5, learn to understand the independence of the counting result from the qualitative characteristics of objects (colors, shapes and sizes). Exercise in comparing five objects in length, learn to arrange them in decreasing and increasing order, indicate the results of the comparison with the words: the longest, shorter, even shorter ... the shortest (and vice versa). Clarify understanding of the meaning of the words "yesterday", "today", "tomorrow".
October: "Golden Autumn"	"Autumn is visiting"	Learn to make a set of different elements, highlight its parts, combine them into a whole set and establish a relationship between the whole set and its parts. To consolidate ideas about familiar flat geometric shapes: a circle, square, triangle, rectangle. To consolidate the ability to decompose them into groups according to qualitative characteristics: Colour, the form, value. To improve the ability to determine the spatial direction relative to oneself: "forward", "back", "left", "on right", "up", "down below".
	"Let's help the forest animals"	Learn to count within 6. Show the formation of the number 6 based on a comparison of two groups of objects expressed by neighboring numbers 5 and 6. Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denote the results of the comparison with the words: the longest, shorter, even shorter ... the shortest (and vice versa). To consolidate ideas about familiar three-dimensional geometric shapes and the ability to decompose them into groups according to qualitative characteristics (shape, size).
	"Walking in the Park"	Learn to count within 7. Show the formation of the number 7 based on a comparison of two groups of objects expressed by the numbers 6 and 7. Continue to develop the ability to compare up to six objects in width and arrange them in decreasing and increasing order, denote the results of the comparison with the words: the widest, narrower, even narrower ... the narrowest (and vice versa). Continue to learn to determine the location of surrounding people and objects relative to yourself and designate it with the words: “in front”, “behind”, “left”, “right”.
	"Harvesting"	Continue to learn to count within 6 and introduce the ordinal value of the number 6. Learn to answer the questions correctly: “How much?”, “Which one?”, “Which place?”. Continue to develop the ability to compare up to six objects in height and arrange them in decreasing and increasing order, denote the results of the comparison with the words: the highest, lower, even lower ... the lowest (and vice versa). Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.
November: "My home, my city"	"I'm walking around the city"	Learn to count within 8. Show the formation of the number 8 based on a comparison of two groups of objects expressed by neighboring numbers 7 and 8. Exercise in counting and counting objects within 7 according to the model and by ear. Improve the ability to move in a given direction and designate it with the words: "forward", "back", "right", "left".
	"Houses on our street"	Learn to count within 9. Show the formation of the number 9 based on a comparison of two groups of objects expressed by neighboring numbers 8 and 9. To consolidate ideas about geometric shapes: a circle, square, triangle, rectangle. To develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes. Continue to learn to determine your location among the surrounding people and objects, designate it with the words: "ahead", "behind", "near", "between".
	"Playing school"	Introduce the ordinal value of the numbers 8 and 9. Learn to correctly answer the questions “How much?”, “Which one?”, “Which place?” Exercise in the ability to compare objects by size (up to 7 objects), arrange them in decreasing and increasing order, indicate the results of the comparison with the words: the largest, smaller, even smaller ... the smallest (and vice versa). Exercise in the ability to find differences in the images of objects.
	"My city day and night"	Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by neighboring numbers 9 and 10, learn how to correctly answer the question "How much?" To consolidate ideas about the parts of the day (morning, afternoon, evening, night) and their sequence. Improve understanding of the triangle, its properties and types.
Cit. by: Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical representations. Senior group.

A few tips for young teachers on organizing game classes.

About games and exercises

Don't oversaturate the game. Let it be in moderation and to the place. For a subject lesson, two or three games are enough; for a complex lesson, their number can be increased to five or even six - provided that two of them are short fun games that do not require special attention and mental effort. You can combine three or four games and a quiz or guessing riddles. Some educators, in an effort to make the lesson saturated, use a lot of diverse games, so the children get tired, and the teacher himself, not keeping within the allotted time, is in a hurry and reduces the result to nothing. There should be room in the lesson not only for games and exercises, but also for a short poem on the topic, a short conversation, time to think about questions.

Games are interesting, but you don’t need to oversaturate them

About answers and mistakes

Do not seek exact and correct answers from absolutely all children. Call on those who actively, but culturally declare their desire to speak out, encourage them for correct answers. If the child made a mistake, it is better to turn to the children themselves and ask if they want to add something. The mistake must be corrected, it is impossible for the wrong answer to be deposited in the memory of children. If you see that the child knows and wants to answer, invite him to speak, but do not insist in case of refusal.

With those who jump up, interrupt others, shout, painstaking individual work must be carried out to cultivate patience and respect for comrades.

About demo material

Post the demonstration material so that all children can see it. It is very convenient, even indispensable in this regard, the carpet recorder - a piece of carpet about two by one and a half meters. It is placed in a conspicuous place in front of the children's tables and used as a demonstration board. All printed materials, pictures, figures of heroes are attached and easily removed thanks to Velcro for clothes glued on the back.

The carpet grapher will successfully replace the usual demonstration board

About surprise moments

A surprise moment is an important part of the lesson, and it can be used not only at its beginning, but also at the end - as a result. For example, in one of the kindergartens in the lesson "Winter Riddles", children completed the tasks of the sorceress of Winter in order to receive her gift. All this time, there was a “snowdrift” of drawing paper on the board, consisting of “snowdrifts” of different sizes superimposed on each other. With each successfully completed stage, the children blew on the "snow", the teacher removed one layer of whatman paper, the snowdrift became smaller. When the last task was completed, the children blew on the "snowdrift" for the last time and it "melted". What kind of gift was waiting for them? A colorful image of a gentle snowdrop (larger, of course).

The sorceress Winter finally gave the children the first flower (the lesson was held at the end of February). And on the reverse side of the last "snowdrift" the children could read her message: "Spring is coming." This completion of the lesson created a joyful high spirits among the children, who, of course, already missed the spring warmth. But the interesting idea of the teacher might not work and not cause the expected emotional response if the children saw in advance what is hidden under the "snow".

A moment of joyful discovery, an emotional outburst is the main value of a surprise moment

Therefore, it is not enough to think of a surprise moment, you need to make sure that the children do not know about it in advance. It is better to prepare a surprise in the absence of pupils, for example, invite them to go to the locker room and play a word game with the teacher's assistant while the teacher prepares equipment for the lesson.

About modeling and commented drawing

Children are fascinated by the drawings and objects that are created before their eyes. Therefore, you will quickly and more clearly explain to them what the year and months are if you draw the sun, divided into four parts, with twelve rays. Drawing should be accompanied by a story, an explanation (such drawing is called commented). The image of the year in the form of a circle will help preschoolers to realize the cyclical nature of time periods and their immutability in following each other.

When using simulation, the year can be represented as a tree with four branches (seasons). On the winter branch there are three snowflakes - three winter months, on the spring - three white flowers, on the summer and autumn - three green and yellow leaves, respectively. Such a model can be made in an integrated lesson using the application method.

Table: summary of the FEMP lesson on the topic “Visiting Autumn”, author Marina Korzh

GCD stage	Stage content
Tasks	Educational: to consolidate the ability to correlate the number of objects (number) and the number; improve the ability to find the "neighbors" of the number; repeat the knowledge of the seasons, the autumn months; improve the idea of autumn, autumn changes in nature; learn to analyze their activities, its results. Developing: develop logical thinking, memory, attention, ingenuity; improve skills of orientation on the plane; develop the skill of forming a sequence of five elements. Educational: to cultivate love for native nature, the ability to see and appreciate its beauty; to instill love and a friendly attitude towards animals; cultivate kindness, a desire to help.
Material	Demo: paper drops on threads, autumn leaves made of cardboard mushrooms with numbers bugs, squirrel with basket fox, three stripes depicting the gifts of autumn in a different sequence. Dispensing: cardboard strips, sets of subject pictures: mushroom, Apple, pear, autumn leaf, rowan branch.
Introductory part	The session starts in the locker room. The teacher reads the poem. "We walk the streets - Puddles underfoot. And above our head All the leaves are spinning. Immediately visible in the yard: Autumn begins After all, mountain ash here and there The Reds are swinging." (S. Yu. Podshibyakina). - Yes, guys, the golden autumn has already begun. And today we will go to visit her, see what has changed in the forest. Do you want to go to the autumn forest? What do you need to take with you on the road? That's right, good mood! Psycho-gymnastics "Share your mood." I'll look at a friend - I will smile at a friend (smile). Your mood I'll share warm. I'll put it in his palm a little sunshine (imitate words). - Now with such a sunny mood, you can hit the road!
Main part	Surprise moment. The teacher opens the door to the group. In the doorway, paper droplets (6 pieces) are hung on threads. - Children! Autumn has prepared for us the first test! You can enter her forest kingdom only by answering the questions she has prepared for us. Then the cold raindrops will not be a hindrance to us. What season comes before autumn? (Summer). What season comes after autumn? (Winter). How many months are in autumn? (Three). - Name the first autumn month. (September). - Name the last autumn month. (November). - What color did autumn decorate the foliage on the trees? (Red, yellow). (At the beginning of the year, not all children of the older group still know the autumn months; these questions are introduced as an element of advanced development with the expectation of gifted children). After the correct answers of the children, the teacher removes the "droplets". - Well, guys, the way is free! Let's continue our journey. The task for comparing the quantity and number "Hide the bug". Children go to the group and see a poster with the image of yellow leaves on the easel. On each sheet, a number from 5 to 9 (scattered). On the table in front of the easel are laid out images of ladybugs with the number of dots from 5 to 9. - Children, autumn asks us to help the bugs. It has already become cold, ladybugs need to go to bed under the leaves. But they can't choose their own houses. Help them. Children count the number of dots on the backs of the beetles and hide them under the leaves with the corresponding number. - Well done guys, the bugs thank you. And it's time for us to move on. Look what a beautiful autumn meadow! Children are seated at the tables, on the carpet in front of them - autumn leaves, mushrooms. In the center of the carpet maker, the leaves are denser - someone hid there. - Do you guys see someone hiding here? Who is this? Leaves interfere. How can we remove them? Let's blow on them, maybe they will fly away? (Children blow - nothing changes). We must be a little tired. We need to take a short break and gain strength. And, of course, charging will help us in this. Physical education "Autumn". Autumn, autumn has come (hands on the belt, turns to the sides). The sky covered with clouds (slowly raise your hands up). The rain is barely dripping Foliage falls quietly (slow downward movements of the hands). Here is a leaf twirled (smooth hand movements from side to side) and falls asleep on the ground. It's time for him to sleep (children squat and put their hands under their cheeks). But don't sleep, kids (children stand up, hands on the belt). One - rise, stretch (stretch up)! Two - bend down, straighten up (tilts)! Three, four - sat down, got up (squats)! So we became vigorous (jumping in place)! - Well, you worked out, now the strength has appeared. Working with adjacent numbers. Game "Help the squirrel pick mushrooms." Children blow on the leaves, the teacher removes them from the board. Under the leaves is a squirrel with a basket. - Ah, that's who was hiding here! Squirrel, why are you sad? Children, she needs to collect mushrooms, but the mushrooms in this forest are not ordinary, but mathematical. And only the one who calls the neighbor of the number that is written on the mushroom can put the mushroom in the basket. There are 10–12 mushrooms on the carpet graph, the children take turns going out and calling the numbers adjacent to the number on the mushroom, putting the crop in a basket. When all the mushrooms are removed, the squirrel thanks and returns to its hollow (the teacher removes the picture). Attention game "Gifts of Autumn". - Guys, autumn really liked how you behaved in her forest, how you helped the forest inhabitants. And she wants to play with us one interesting, but very difficult game. Do you think we can do it or not? Of course we can! Autumn has prepared patterns for us from its autumn gifts, you need to carefully look at them, remember, and then depict exactly the same pattern on your stripes. Ready? Begin! (A strip of whatman paper depicting autumn gifts is hung on the carpet grapher in the following order: mushroom, leaf, rowan branch, apple, pear. The children look at it for 10 seconds, the teacher covers the strip with a sheet of paper. The children reproduce the order of the pictures from memory. When everything is laid out, the strip opens again. The task is checked, the children correct the mistakes. The game is repeated twice more, with a new arrangement of the same elements: apple, mushroom, mountain ash, pear, leaf; leaf, apple, mushroom, pear, mountain ash). A short talk about autumn. - Children, did you like to play with autumn? Where do you think she is now? (Looks out the window). That's right, autumn is next to us, it is around us, and in these golden birches on our site, and in the clouds in the sky. Where else is autumn hiding? (Answers of children). Autumn will give us many more wonderful gifts and make interesting riddles.
Final part	The result of the lesson can be carried out in the form of the game "Cunning Fox". The teacher discovers a fox under the table, which hid there because she also wants to play. But the fox is very cunning, you need to be careful when answering her questions. - Did you draw in class? (Not). - Did you sing? (Not). - Did you count? (Yes). - Is it winter now? (Not). - Autumn? (Yes). - Autumn gave us mushrooms? (Yes). - Apples? (Yes). - Snowflakes? (Not). - You helped the squirrel? (Yes). - Bugs? (Yes). - A horse? (Not). - Were you good fellows at the lesson today? (the obligatory answer is “Yes.” If one of the kids thinks that he did not cope, after the lesson you need to convince him of the opposite). Chanterelle praises the children for their attentiveness and invites them to visit the fabulous autumn forest again.

Home-made printed didactic game "Let's help the squirrel to pick mushrooms" trains the ability to compare numbers

It is not so difficult to conduct a game lesson on the formation of initial mathematical representations in the senior group of a kindergarten. You just need to put a little effort and skill, show resourcefulness and imagination - and a bright lesson full of interesting games and aesthetically designed visual material will become your pedagogical highlight.

Collection of mathematical games

(for preschool children)

Pavlodar 2016 w

Compiled by: Romanevich T.F.

educator I / s No. 86

Pavlodar

Content

Explanatory note…………………………………………………..3

Games with numbers and numbers…………………………………………………4

Games with geometric shapes……………………………………….11

Games in the size section………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Logic games………………………………………………………….. 20

Explanatory note

“Children are always willing to do something. This is very useful, and therefore not only should this not be interfered with, but measures must be taken to ensure that they always have something to do.
Comenius Ya.

Acquaintance with the wonderful world of mathematics begins at preschool age. Children with interest and desire get acquainted with numbers, learn to operate with them, compare objects in size, study geometric shapes and master the skill of orientation in space and time. Mathematics provides great opportunities for the development of thinking, logic and attention.

For the successful mastering of knowledge in sections, the formation of elementary mathematical representations (FEMP) plays an important role in didactic games. The game is the leading activity of children, only in the game the child unobtrusively learns and successfully consolidates knowledge.

Each of the FEMP games solves a specific problem of improving the mathematical (quantitative, spatial, temporal) representations of children.

Didactic games are included directly in the content of FEMP classes as one of the means of implementing program tasks, as well as for individual work to consolidate children's knowledge in the afternoon. Didactic games in the structure of the FEMP lesson are determined by the age of the children, the purpose, purpose, and content of the lesson.

I bring to your attention author's didactic games.

Games with numbers and numbers

1. Didactic game "Collect flowers"

Age 5-6 years

Target: fix the composition of the numbers 5, 6, 7, 8, 9, 10.

Equipment: petals with examples on the composition of numbers 5, 6, 7, 8, 9, 10, middle with numbers 5, 6, 7, 8, 9, 10.

Methodology:

The teacher invites the children to collect beautiful flowers. He lays out the centers of flowers on the tables, cards-petals are distributed to children. On a signal, the children must find the right middle and collect the flower. The team that correctly and quickly collects its chamomile wins.

2. Didactic game "Sanochki"

Age 5-6 years

Target: to consolidate the ability to distinguish between the neighbors of a number.

Equipment: cards- sledges with numbers, cards with numbers.

Methodology:

The teacher suggests going on a winter sleigh ride. Children at will choose any cards for themselves: some with numbers, some with sledges. After that, the teacher lines up the children in two lines: with sleds in one, and with numbers in the other. He draws attention to the sleigh going: you need to find your rider. Children carefully examine their cards and look for their pair: a child with a card of a missed number. Those who have found each other form a sleigh and wait for all the children. As soon as everyone gets up in pairs, they go for a winter walk in a group, making a circle, lay out the cards again on the table and the game continues

The game can be played up to three times.

Age 5-6 years

Target: fixing forward and backward counting within 10.

Equipment: cards in the form of nuts and mushrooms with numbers from 1 to 10, two multi-colored strings, a picture or a squirrel toy.

Methodology:

The teacher makes a riddle about the squirrel:

From branch to branch

Can I fly.

red tail

No one to catch.

Once Upon a Summer

I have to play in the forest

Need mushrooms

Collect for winter.

(Squirrel)

Demonstrates a picture or a squirrel toy, asks to help the squirrel: collect nuts and mushrooms. Gives the task to collect nuts from one to ten, strung on a string, and mushrooms from 10 to one.Checks the performance, asks the child to name the numbers in the forward and reverse order.

Complications:

You can collect even and odd numbers in forward and reverse order.

Age 5-6 years

Target: fix the composition of the numbers 6,7,8.

Equipment: three baskets with cells, cards carrot and cabbage with examples of the composition of the numbers 6,7 and 8.

Methodology:

The teacher makes a riddle about autumn:

I bring the harvest, I sow the fields again,

I send birds to the south, I undress the trees,

But I do not touch the pines and fir trees, I.

(Autumn)

Conducts a conversation about the concerns of collective farmers in the fields in the fall.

Offers to help collect carrots and cabbage, properly decomposed into baskets.

Checks the completion of the task (you can offer counting sticks for verification).

Complications:

You can offer children a competition: who will harvest the crop faster and correctly?

Age 5-6 years

Target: to consolidate the ability to compare numbers using greater than, less than and equal signs, to distinguish between numbers from 1 to 12.

Equipment: a picture of Baba Fedora, cards with the image of dishes, small white sheets of paper, paper clips, simple pencils.

Methodology:

The teacher reads out an excerpt from the fairy tale by K. and Chukovsky "Fedorino's grief":

"And the pan on the run

Shouted to the iron:

"I'm running, running, running,

I can't resist! "

So the kettle runs after the coffee pot,

Chattering, chattering, rattling. "

Guys, from what fairy tale dishes? What happened to her? Who offended her? How can we help Fedora?

To return the dishes, you need to correctly place the signs: greater than, less than or equal to!

Invites the children to carefully consider the card and complete the task.

6. Didactic game "Fishing"

Age 5-6 years

Target: introduce and consolidate the composition of the numbers 6, 7 and 8.

Equipment: fish cards with examples of the composition of numbers 6,7 and 8; 3 buckets with cells.

Methodology:

The teacher invites the children to put the fisherman's catch into buckets.

Guys, we need your help - it is urgently necessary to feed the inhabitants of the water park: the polar bear eats only 8 kg of fish, the seal - 6 kg, and the dolphin - 7 kg. You can't go wrong, be careful.

Children choose a fish card and put it in the right bucket.

The teacher checks the correctness of the performance. You can choose a captain who will check all the stacked fish in the bucket.

7. Didactic game "Big wash"

Age 5-6 years

Target: introduce and consolidate the composition of the numbers 8, 9 and 10.

Equipment: cards of things with examples of the composition of numbers 8,9 and 10; three washing machines with cells.

Methodology:

Invite the children to lay out the laundry in the washing machines.

Guys, the holiday of March 8 is approaching, to make a gift to mom, let's help her wash her clothes.

8. Didactic game "Help the bees get home"

Age 5-6 years

Target: introduce and consolidate the composition of the numbers 5,6,7 and 8.

Equipment: cards of bees with examples of the composition of numbers 5,6,7 and 8; three pieces of evidence with cells.

Methodology:

The teacher draws attention to the houses attached to the board, clarifies whose they are.

Creates a problematic situation:

The bees need to get home, but they can't do it because they don't know what their house is.

Children agree to help, choose a bee card and put it in the right evidence.

As soon as all the children cope with the task, the teacher checks the correctness of the task and thanks the children for their help.

Complications:

You can offer children a competition: who will help the bees get home faster.

You can play individually and in groups.

The check can be performed by a child who has mastered the composition of numbers well.

9. Didactic game "Sea Voyage"

Age 5-6 years

Target: consolidate the ability to solve examples on + and - within 6 - 11.

Equipment: boat cards with examples for + and - ranging from 6-11; four berths with cells.

Methodology:

The teacher invites the children to go on a sea voyage, choosing a boat for themselves, and disperse into a group. Children choose a boat card, walk around the group, carefully examine it, consider their own example. At the signal of the educator “Moor!”: the children choose the desired berth and moor their boat.

The teacher checks the correctness of the assignment.

Games with geometric shapes

1. Didactic game "Portrait"

Age 4-5 years

Goals:

* To teach children to see familiar images in a schematic representation of objects.

* Strengthen the ability to distinguish between the concepts of magnitude: large, slightly smaller and smallest.

* Exercise in the ability to distinguish geometric shapes.

* Develop the skill of orientation on the sheet.

Equipment: "magic box" with toys or pictures: a bunny, a cat, a bird, a snowman; frames, sets of geometric shapes circle, oval, triangle of different sizes: large, slightly smaller and the smallest.

Methodology:

The teacher draws attention to the "magic box".

Today guests have come to us, but in order to see them, you need to make their portrait from geometric shapes.

Put a frame in front of you, listen carefully:

Put a large circle in the middle of the lower edge of the frame, a slightly smaller circle on top of it, two small ovals on it, put the smallest circle to the right of the large circle.

Who got it?

Well done guys, you guessed it right - it's a bunny!

The teacher takes out of the box and shows the bunny.

Children remove the figures, the game continues.

The teacher gives instructions to the children, they lay out the figures.

"Bird" "Cat"

The game can be used for individual work, as part of a lesson for work in subgroups.

2. Didactic game "The Adventures of Kolobok"

Age 4-5 years

Goals:

* To consolidate the ability to distinguish round shapes in vegetables, fruits and berries.

* Exercise in the ability to name to distinguish between primary colors.

* Develop logical thinking.

Equipment: pictures - a gingerbread man and a rainbow, pictures of vegetables, fruits and berries in the colors of the rainbow of a round shape.

Methodology:

Educator:

Today a fairy tale hero came to visit us: he is round, he left his grandmother. Who is it?

That's right, bun!

Displays a picture of the kolobok on the board.

Kolobok invites you on a journey. A gingerbread man rolled through the forest and suddenly saw how a cloud descended on a clearing, and from it a magical multi-colored path appeared. What kind of track is this?

That's right, it's a rainbow!

Puts a picture on the board: a cloud with a rainbow.

Our kolobok wanted to walk along the rainbow. He jumped onto the red stripe of the rainbow and suddenly turned into ...

What do you think our bun could be on the red carpet? What vegetables, fruits or berries are round and red?

tomato apple radish raspberry

Well done boys. And our bun rolled further to the orange strip.

orange persimmon pumpkin tangerine

And our bun rolled further onto the yellow stripe.

What vegetables, fruits or berries could our bun turn into?

tomato apple apricot turnip

And the bun rolled further - on which path?

That's right, green.

The game continues in the same way.

green stripe rainbow

green apple pea watermelon cabbage grape gooseberry

blue stripe rainbow

Blueberry

blue stripe rainbow

blue grapes

purple stripe rainbow

Plum cabbage potatoes

Educator:

So the adventures of our kolobok are over!

3. Didactic game "Fix the dress"

Age 5-6 years

Target:

Equipment: silhouettes of dresses with "holes" and details for repairing dresses.

Methodology:

The teacher offers to help Cinderella fix her sisters' dresses. It is necessary to put every detail in the right place. The child must name what geometric shapes he repaired the dress.

Complication. You can divide the parts in half, offer to cut the patches yourself.

4. Didactic game "Fix your boots"

Age 4-5 years

Target: be able to correlate geometric shapes with “holes”.

Equipment: silhouettes of boots with "holes" and geometric shapes: circle, square, oval, triangle, rectangle.

Methodology:

The teacher draws the attention of the children to the boots: the shoemaker needs help, the boots are leaky, they should be repaired: find the right patch and put it on the appropriate hole.

The child takes a geometric figure, names it, picks it up: where it fits. The teacher checks the correctness of the performance.

5. Didactic game "Russell guests"

Age 4-5 years

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

Equipment: card diagram and a set of small toys.

Methodology:

The teacher offers to resettle the guests in a new house. Children, at the direction of the teacher, put toys on the corresponding figures.

For example, a frog lives in a room with square windows, a child must place a toy frog on a circle, and so on.

6. Didactic game "Tell me what is shown in the picture"

Age 4-5 years

Target: to consolidate the ability to see geometric shapes (circle, oval, triangle, rectangle, square) in the image of objects of the surrounding reality and name them.

Equipment: picture with the image of objects from geometric shapes.

Methodology:

The teacher invites the child to look at the picture and tell what he sees in the picture and what geometric shapes the object consists of.

For example, a yellow sun is round, clouds are oval, etc.

7. Didactic game "Pick a pair of mittens"

Age 4-5 years

Target: to consolidate the ability to distinguish geometric shapes (circle, oval, triangle, rectangle, square) and name them.

Equipment: mitten cards, with the image of an ornament of geometric shapes on them.

Methodology:

The teacher offers the child to help pick up a pair of mittens and tell what patterns they are decorated with.

8. Didactic game "Hide and Seek"

Age 4-5 years

Goals:

* Develop logical thinking, ability to analyze.

Equipment: picture card; set of geometric shapes: circle, square, rectangle, triangle.

Methodology:

The teacher invites the child to look at the card and name what figures are shown on the card. Note that the geometric figures are arranged in rows, some are hidden. The teacher suggests putting geometric shapes in their places.

9. Didactic game "Decorate a napkin"

Age 4-5 years

Goals:

* To consolidate the ability to distinguish geometric shapes (circle, triangle, rectangle, square) and name them.

* Develop logical thinking, imagination.

Equipment: card 15xfifteen; set of geometric shapes: circles, squares, rectangles, triangles and ovals.

Methodology:

The teacher invites the children to decorate napkins for their mothers with geometric shapes: whoever wants it. Having completed the task, the child should tell: with what figures he decorated the napkin and where he placed them.

Games by category size

1. Didactic game "Collect a pyramid"

Age 4-5 years

Goals:

* Consolidate the ability to make an image of a pyramid of ovals of different sizes in descending order.

* Clarify color names.

Equipment: ovals of different colors and sizes.

Methodology:

The teacher invites the child to name the size of the ovals laid out on the table and their color, to make a pyramid.

2. Didactic game "Collect apples"

Age 4-5 years

Goals:

* Exercise in the ability to correlate objects with the desired value.

Equipment: a picture depicting an apple tree, apples of different sizes: large, smaller and smallest, 3 baskets of different sizes.

Methodology:

The teacher makes a riddle:

Look into the autumn garden
Miracle - the balls are hanging.
Reddish, ripe bock
To the kids on the teeth.

(Apple)

On the table in front of the child, he lays out a picture of an apple tree with apples of different sizes, clarifies whether the apples on the apple tree are the same size.

Demonstrates to the child the baskets, specifies what size they are, offers to collect apples in the necessary baskets.

3. Didactic game "Clean up the kitchen"

Age 4-5 years

Goals:

* Strengthen the ability to distinguish the size of objects: large, smaller, smallest.

* Exercise in the ability to lay out objects from left to right in ascending and descending order.

Equipment: cards with the image of dishes of different sizes: large, smaller and smallest.

Methodology:

The teacher invites the children to consider the dishes that lie in front of them on the table, clarifies the names, color and size.

Offers to put things in order in the kitchen, arranging the dishes in descending, ascending order from left to right.

Children arrange the dishes, name them in descending, ascending order.

Logic games

1. Didactic game "Fairy tale in cells"

Age 5-6 years

Goals:

* To consolidate the ability to navigate on a sheet of paper by cells.

Equipment: card with cells, chips - pictures depicting objects.

Methodology:

The teacher invites the child to examine the card, specifies the location of the numbers on it, and the chips with the image of objects, offers to name: who is depicted on them. The teacher explains the task, in order to get a fairy tale, you need to listen carefully and put chips on the right box.

The teacher begins to tell a fairy tale: “There was a girl Masha (4.3), she went for a walk in the forest (4.2). A bird soared high in the sky (1,2). The sun shone gently (1.4). Masha saw beautiful flowers in the clearing (3.5). Soon Masha saw a beautiful butterfly (2.1). It's good in the summer in the forest.

If the child correctly completed the task, then you get such a fairy tale in the cells.

There can be a lot of options for fairy tales, it all depends on you!

2. Didactic game "Dreamers"

Age 5-6 years

Goals:

* To consolidate the ability to build according to the scheme from the details of the game.

Equipment: schemes, the game "Columbus egg".

Methodology:

1 version of the game.

caregiverinvites children to go on a sea voyage, but for this you need to build ships according to the schemes from the details of the game. Children build ships according to the schemes.

2 version of the game.

caregiverinvites children to go to a magical forest and build animals and birds that can live in this forest from the details of the game.

Children come up with images of animals and birds.

3. Didactic game "Let's Grow Flowers" (Dyenysh's Blocks)

Age 5-6 years

Goals:

* Consolidate knowledge of geometric shapes.

* Exercise in the ability to "read" diagrams-indications.

* Develop imaginative thinking, imagination.

Equipment: card diagram - "Glade with stems", sets of geometric shapes: circles, squares, triangles, 5 pcs. red, blue and yellow; schemes for the centers and petals of flowers, a ready-made sample.

Methodology:

The teacher shows the scheme of the clearing:
- Guys, look, a disaster happened in the flower meadow: an evil sorceress bewitched the flowers - made them invisible. Magical country urgently needs your help, you need to disenchant the flowers.

Carefully consider the schemes for the centers and put the correct geometric shapes. And now consider the schemes for the petals, be very careful, and lay out the petals with the necessary geometric shapes.

The teacher offers a ready-made sample for verification. Evaluates the activity of children in the game, praises those who have completed the task correctly. With those who find it difficult, they conduct the game individually again.

Schemes for the centers of flowers.

Schemes for petals.

Finished sample:

4. Didactic game "Riddles and riddles"

Age 5-6 years

Goals:

* Develop imaginative thinking, imagination.

* Exercise in the ability to lay out objects from counting sticks according to the scheme.

Equipment: counting sticks for each child and diagram cards.

Methodology:

The teacher reads the riddle and invites the children to build a guess from the counting sticks according to the map-scheme or according to their personal plan.

The palace floats on the waves, I'll spin, I'll spin, I'll fly into the sky.
People are lucky. (helicopter)
(ship)

Shines in the clean river

The back is silver.

(fish)

5. Didactic game "Solve the problem"

Age 5-6 years

Goals:

* Develop imaginative thinking, imagination.

* Exercise in the ability to lay out numbers from beans.

Equipment: beans in a plate for each child.

Methodology:

The teacher offers to solve a poetic problem, and put the answer on a table of beans.

*** ***

One night, under a bush, Five crows sat on the roof,

Mushrooms have grown again. Yes, they flew to them.

Two mushrooms, three mushrooms. Answer quickly, boldly

How much will? Exactly ... (five) How many of them flew in? (seven)

Synopsis of the plot-didactic game

with mathematical content in the senior group

"Fabric store"

Educational:

To consolidate the skills of counting and counting objects, as well as knowledge about the formation of the number 4.

Exercise in comparing objects by length, width. To consolidate the ability to establish a ratio in length between pairs of objects. To consolidate the ability to measure length and width using a conditional measure. Activate the words in the speech of children: “longer”, “shorter”, “longest”, “equal in length”.

Continue to consolidate children's knowledge of the parts of the day.

Educational:

Familiarize yourself with the rules of conduct in the store. Familiarize yourself with commodity-money relations.

Developing:

Develop interest in and respect for the sales profession.

Material:

The teacher prepares in advance a diverse assortment of goods (with the help of parents): pieces of fabric of different sizes and colors (the measurement should fit into the material an integer number of times, but not more than 4), braid of different lengths (the measurement should also fit into the tape an integer number of times, but no more than 4), spools of thread of different colors, large multi-colored buttons. You can prepare “checks”, “money” with the children (you can use circles as money, and each circle is equal to one ruble). You will also need baskets, packages. Conventional measurement - wooden rulers (without divisions) 15 cm.

Game roles and rules:

The game highlights the roles of the store manager, sellers, cashiers, buyers, drivers, workers.

Performing the roles of a cashier, a seller and a buyer implies the mandatory use of an account. So, the cashier should ask the buyer what he wants to buy and how much, draw on the check the appropriate number of sticks, issue a check and tell the buyer to repeat the order to the seller. Buyers (anyone can be them) list to the cashier what they want to buy and how much, pay with “money” according to the number of items named, and after receiving the goods from the seller, they check the purchase. The seller, before giving the goods to the buyer, must ask what he wants to buy and how much, checking the correctness of his answers against the check. 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 (do they like the new store, what purchases do they want to make and how much, etc.) Drivers deliver certain variety of goods, and workers help to unload the received goods.

Preliminary work:

Conversations with children about the profession of a seller, about the specifics of the work of store employees, the nature of their relationship. The educator pays special attention to the fact that the quality and result of their activities depend on the ability to correctly count, count, measure goods, etc.

Tell the children that there are different stores: food, grocery, etc., and that a store can have several departments and each has several sellers, that sellers and cashiers should be attentive to customers, etc.

Game progress:

At the beginning of the game, the roles are distributed: sellers, cashier, buyers, driver, loader.

The store game starts with his device.

The store is equipped with a trading floor with two departments: the “fabric” department and the “accessories” department. Sellers beautifully lay out goods on the shelves, set price tags. Cashiers prepare the cash register, checks. The store manager announces the opening of a new store and, together with his employees, meets customers. Buyers examine the goods and talk among themselves.

1st buyer, referring to other buyers:

I have two daughters, I came to buy material for two new dresses.

2nd buyer:

And I need to buy material for a sheet. I already have material for one sheet, but I need another one.

1st customer comes to the counter:

I need to buy material for two dresses for my daughters.

Salesman:

How much material do you need?

1st buyer:

Two measurements.

The seller lays out the material on the counter and measures the material with a conditional measure:

This material will not suit you, it is long - it has three measurements. And this one will be short - it has only one measurement. But this blue one with polka dots will suit you, it has just two measurements.

1st buyer:

Very good material. I like. But I need to sew two dresses. Do you have another material equal to two measurements?

The seller lays out more material on the counter:

Let's see. Yes, that's just pink material equal to two measurements. Will you take?

1st buyer:

Salesman:

Then go pay at the checkout.

The seller draws two sticks and two more on a piece of paper and gives it to the 1st buyer. He goes to the checkout.

The first customer comes to the checkout and hands the paper to the cashier.

The cashier, looking at the paper:

Four rubles from you.

1st buyer:

Here you are.

The 1st customer returns to the counter and holds out the check:

Here you are.

Salesman:

Let's check again. Here is a material blue with polka dots equal to two measurements. And this pink material is also equal to two measures. Let's put them together.

The seller and the 1st buyer compare two pieces of material:

That's right, they are equal.

1st buyer:

Thank you.

The first buyer goes to the hardware department.

2nd customer comes to the counter:

I need material for a sheet.

Salesman:

What size material do you need.

2nd buyer:

I already have one sheet - here it is. I need material of the same size.

The seller, laying out the material on the counter:

Let's eat now.

The seller, together with the 2nd buyer, compares the buyer's material with the seller's offer. Together they find the right piece. (During the game, children may make mistakes in measurements and calculations. Then the “shop manager”, that is, the teacher, comes to the rescue).

Salesman:

Here is the same piece of material. Will you take it?

2nd buyer:

The seller gives the 2nd buyer a piece of paper on which one dash is drawn:

Then go to the checkout.

The 2nd buyer goes to the cashier and gives the cashier a piece of paper.

The cashier looks at the paper:

One ruble from you.

The 2nd buyer holds out "money", and the cashier gives him a check. The customer with the check comes back to the counter:

Here's the check.

The seller, holding out the package with the material:

Thank you. Goodbye.

Then the 3rd buyer comes up:

I need material for a tablecloth.

Salesman:

How much material do you need.

3rd buyer:

I need material equal to four measures, I have a large table, it is also equal to four measures.

The seller finds the necessary material, changing it with a conditional measure, draws four lines on a piece of paper:

Here is the material. It is exactly equal to four measures. Go to the checkout.

The 3rd customer comes to the checkout and holds out a piece of paper.

The cashier looks at

Four rubles from you.

The 3rd buyer holds out "money". The cashier gives him a check and he returns to the counter:

Here is the check.

Salesman:

Here is your purchase.

Salesman:

I'm running out of material. Please call a worker.

A worker arrives.

Salesman:

Today they bought from me first two pieces of material, then another, and then another. In total, four pieces of material were bought. Bring me, please, four pieces of material.

The worker leaves, but soon returns and brings the material:

I brought only three pieces of material, and for another one the driver went to the factory. Will arrive soon.

Soon the driver arrives and brings another piece of material.

Salesman:

The worker brought me three pieces of material, and then the driver brought another piece. Only four pieces. Everything is correct.

At this time, the first buyer comes to the fittings department:

Hello. I need buttons for new dresses.

Salesman:

How many buttons would you like to buy?

1st buyer:

I need two buttons for one dress and two buttons for the other dress. Only four buttons.

Salesman:

We have a lot of buttons. Choose.

1st buyer:

I will buy two large buttons and two small ones. These ones.

The seller draws four lines on a piece of paper and hands it to the buyer:

Please go to the checkout.

The first customer goes to the cashier and hands the paper to the cashier:

The cashier looks at the paper:

Four rubles from you.

The 1st buyer holds out "money", and the cashier gives him a check. With the receipt, the customer returns to the counter and buys buttons.

Similar situations occur with other buyers. If the children like the game, evokes joyful emotions, then they unfold it on their own, at will.

The game ends when "evening falls" and the store closes. The sellers and the manager say goodbye to the buyers and invite them to come to them again.

The value of didactic games in the mathematical development of preschoolers. Pedagogical development

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