Mathematical games for middle preschool children. Card index of didactic games for mathematical development. DIY math games
02.06.2016 Viktoria Soldatova
I greet all parents who care about the development of their children in an interactive way. Today we will discuss math games for preschoolers. At the same time, we will touch on their different options. It has been said more than once that all children are individual, which is why you, dear parents, need to choose the type of game that will interest your preschooler. After all, only passion for an activity will give an incentive to the development of mathematical abilities.
- Didactic
- Movable
- Tabletop
Let's remember what a game is and why it is so important for our children. It involves two or more players who use their wits, build strategies, while following the rules. The final result depends on the behavior and application of knowledge of all players in these areas. In addition to being entertaining, such games have a very serious educational function. In adult life, mathematical games are used in such professions as economist, politician, and lawyer. I highly recommend reading about game theory on Wikipedia.
By organizing children's lives through play, parents develop the multifaceted personality of the preschooler. In this way, children learn new things, learn to focus, develop memory, Creative skills, logical thinking, imagination.
Didactic math games for preschoolers
Mathematical thinking can be developed from early childhood. There are many gaming ways to do this, one of which is educational games. They contain: the task, the action according to the rules, the result. The tasks become more difficult according to age. If at 2 years old you show a child a logical chain of 2 objects, then an older preschooler at 5 years old can build it from 4-5 objects. The conditions for such games are the fulfillment of an educational goal and their implementation in an interactive environment.
Didactic game – Geometric mosaic
It has been living with us for a very long time, but does not lose its relevance. You can prepare such material yourself; you will need to cut out many different geometric shapes from colored paper. Then prepare cards with objects recognizable to the child. Laminate both.
At first, the child simply copies what he sees in the finished drawing, while learning to compare details by shape and color, and training attentiveness. Then he begins to fantasize himself and can already create his own images without relying on a sample. Now imagination and visual-figurative thinking are turned on. In both cases, fine motor skills develop.
Photo source maam.ru Our didactic geometric mosaic is purchased. It is stored in a convenient suitcase, all parts are wooden with a magnet on the back. Thus, my preschooler can collect stories not only on the walls of the suitcase, but also on a magnetic board hanging on the wall. Attached are cards with 50 images of different levels. This simple cup can be assembled at the beginner level.
Today my son is 5 years 7 months old and sometimes he still wants to work from a pattern using more complex models. But more often he can be found assembling his own drawing. The beauty of such a purchase is not only the compactness of storage and the confidence that parts will not be lost. But it’s also possible to bring what you’ve collected to your parents and show what you’ve done.
If the mother takes a direct part in the lessons, then in the process of unobtrusively naming the figures, the child will definitely learn them. Together you can create a fairy tale from the resulting characters. You can read more about it in a separate article. Over time, try playing “Guess what it is.” The preschooler assembles the drawing independently, and the parent must guess what is depicted on it. Create masterpieces one by one. It’s even more interesting if little guests come, then entertainment is guaranteed for everyone.
I purchased our set from Amazon, it was released by the company Imaginets. This is a really high quality product. But if you do not live outside of Russia, you can look at similar mosaics in online stores. Pay attention to the variety of geometric shapes and the presence of cards with samples.
Didactic game - What is wrong?
It can be played with both the previous magnetic figures and the three-dimensional ones. The teaching material can be any toys in the set, counting bears of different colors, natural materials - cones and acorns, for example. It’s better to play with several children so that there is a competitive effect, then it really turns out to be fun. The players turn away, the parent quickly places a logical chain in which the move is broken. This may be a figure of a different type, a different color, its absence in the logical chain, or, conversely, its excessive presence. On command, players turn and quickly pronounce the mistake they see. The one who identifies it more times wins.
It’s better to agree in advance to what score to play, we usually compete until 10, and then we want a repeat. Alexander competes with dad, and I establish logical chains. What does this children's didactic game develop:
- Attentiveness;
- fast response;
- vocabulary (you need to accurately express your thoughts);
- knowledge of the exact names of geometric shapes or colors (depending on the chosen option).
My blog has already described the most interesting mathematical games with didactic materials that I made with my own hands in the article.
Outdoor math games for preschoolers
Movement is important for all children, but it is vitally important for middle and older preschoolers. And if girls can sit quietly and assemble a mosaic within 15-30 minutes, then this is simply not given to boys by nature. Therefore, when planning mathematical games for preschoolers, I could not ignore such an important type of games as moving games. Observing children, I can say that such activities bring pleasure to both boys and girls.
My regular readers are already familiar with Estella, Alexander’s girlfriend, who comes to visit us on Mondays. I always try to organize leisure time for the guys and offer them my games when I see a break in theirs. Children gladly accept offers to play; I participate in these entertainments only as a commentator and referee.
Outdoor game – Collect the right item
We needed:
- 4 chairs;
- several types of geometric shapes;
- 2 containers to put in.
I played this mathematical outdoor game on the terrace. I placed four chairs in pairs from each other at a decent distance. At one end she laid out geometric shapes, at the other she placed containers for the trophies she brought. Explained the rules of the game to the children:
Each person has geometric shapes on their chair, 8 of each. I took them in my hands and we named the species - this needs to be done to make sure that all the players know them. Children stand near the chairs with baskets, on the count of 3 they run to the chair with the figures and take only one of the given ones. They return to put it in the container and so on until they have collected all 8 pieces. The one who collects first wins.
So, I prepared: squares, circles, cylinders, triangles, rectangles, cubes. I chose all the objects from existing toys, trying to ensure that the geometric figure was immediately recognizable. Three types of figures were placed on each child’s chair. In the first round, it was proposed to move Alexander - a square and Estella - a triangle into the basket. In the second, a circle and a rectangle, and at the end the remaining cylinder and cube. At the end, players no longer need to choose the correct piece, but the excitement of active competition continues to be present.
If you are sure that your preschoolers are familiar with three-dimensional geometric shapes, then the game can be complicated by choosing only them. You can also select objects that are similar to a certain shape. For example, a spatula or a plastic tree resembling a triangle, a ball - a sphere, a flask for experiments - a cylinder. Look around and I'm sure you will find suitable items.
Outdoor game – Connect the dots with the numbers
In terms of style, it is similar to the previous one. But in this case, players need to place a card with a number on a card with the same number of dots. We still have the “Mathematics from the Diaper” set from the Umnitsa company, and that’s what I used. These cards are easy to make yourself, since you only need a small amount of them. The dots can be added by hand or by sticking sticky circles, like on discounted products.
Such active mathematical games for preschoolers develop knowledge of numbers, their comparison with quantities, attentiveness, competitiveness and the desire to win. Estella was prepared with a set of cards from 0 to 10, Alexander from 20 to 30. It immediately became clear that the girl had difficulty with zero, and the boy could not quickly identify a large number of points by eye. It was not difficult to explain the concept of zero, but for Alexander I had to replace cards from 11 to 21. The children played 4 times, the score was 2:2.
To place large dot cards, we moved into the apartment. By moving the dining table to the side, we managed to get a 4-meter run-up. The two mathematical games I described gave the children the opportunity not only to move around, but it was also clear that they perceived them as entertainment.
Math board games for preschoolers
I will describe just a few of the math board games that we have available and are worth checking out. What are they good for? Firstly, board games captivate all family members, which means they are more likely to spend time together. Secondly, they do not need to be prepared, like those I wrote about above. Thirdly, they are aimed at developing various aspects: knowledge of the composition of numbers, the ability to add numbers, and develop logic.
To complete the story about children’s games in our home, I’ll write right away about the floor game. Although if you have a long table, then it can also become a tabletop. Richard Scarry's Busytown- this is its name and of course it will be loved by children who are familiar with the books of this author: City of Good Deeds, A book about cars, A book about good behavior. The age category of players is 3+, I absolutely agree with this, but also older guys preschool age They also enjoy playing it. I purchased it from Amazon, if you enter the name into a Russian search engine, you will see this math game for children on the Russian market.
I would say that this is the first step in counting, since here players, after scrolling the arrow, need to take a certain number of steps towards the goal. The children develop the ability to play by the rules, take turns, and attentiveness - this is one of the main factors here; they get acquainted with hourglass. The bottom line is this:
Players choose characters from their favorite books, there are 4 of them in total. They take turns turning the arrow and, depending on when it stops, they take actions: they count steps, make decisions on choosing a road, and look for the indicated object. The characters move to the island on which the picnic with food is located. There are piglets on the island, which are known to be very voracious. If the arrow stops at the pig, then one of the dishes is “eaten” by the opponents. The goal is to arrive on the island before the piglets eat everything.
The unusual thing about the game is that there is no losing player here, since they are playing against piglets. It's a team win or lose. You have probably noticed, dear parents, that preschoolers find it difficult to lose. Many children cry and even refuse to participate. In this case, this does not happen. I will note one more plus: when the arrow falls on the Golden Beetle with a Magnifying Glass, you need to take one card from the deck, which depicts the search object. The hourglass turns over and the children begin to look for the indicated objects in the city. This is great for developing attentiveness, and if you are studying English language, this will serve as excellent practice, since the pictures on the cards are signed in English.
Continuing the theme of kids who don’t like to lose, I’ll tell you about this wonderful board game. I bought it when the child was 4.5 years old. The recommendation of 6+ did not bother me, since Alexander had long ago mastered counting within ten. We had played several board games before and never had a similar situation with any of them. But this one develops not only addition within ten, to be precise up to 9, but also quick reaction and attentiveness. The child could not count as quickly as I did, and giving in has no educational meaning. After several losses, he cried and began to refuse to participate. I had to pause, then explain that if something doesn’t work out as we would like, then it can only be improved through practice.
Our version of the box is above in the photo and it is absolutely identical to the Russian one. As a result, after 2-3 months Alexander reached a fantastic level of addition within 9 and began to beat me! The attached bell makes a fascinating impression on children, we began to use it in the Fructo 10 set, which will be described below. Definitely, speaking about mathematical games for preschoolers, Halli Gali is in the leading place in the practice of addition, bringing it to automatism.
Very similar to the previous one, but they are perceived completely differently. There can be from 2 to 5 players, the meaning comes down to the same: find the number 10 as quickly as possible by adding. Options for playing by color and type of fruit depicted are allowed. In Fructo 10 it is not possible to work as fast as in Halli Galli. The intense work of the mind in this the game is on not only to find numbers and add them, but also to sort fruits by type, and there are 4 of them in each picture. What did my preschooler learn by playing this board game– get 10 by adding several numbers. For example: 2+2+6 or 3+4+3. Such calculations need to be done faster than the opponent and my son beats me!
This set was released by the company “Gang of Smarties”. Having analyzed both mathematical addition games, I will advise starting with Halli Galli and introducing . Which, although recommended for children 7+, has many options, so it is ideal for older preschoolers.
Board game Kalah of the Mancala family
I confess that in our family they simply call her Mancala. This is a logic-mathematical game for two players, which is perfect for preschoolers and schoolchildren. I bought it because of the wooden box, imagining what educational activities I could organize with it. But when I came home and understood the rules, I realized that its use would be for its intended purpose. It develops logic, strategy building, and thinking ahead. There are no random winners in it; if you make a mistake with the calculation, you lose. Dad and Alexander get into it very often - they both liked it. The husband sees the potential and deep meaning of the game.
It somewhat reminds me of Backgammon, but you don’t need to roll dice here. Be sure to read about the history of Mancala; people could not have been mistaken for centuries. I don’t recommend purchasing 2-in-1 parodies; take the classic Kalah. If you don't find it in a wooden box, there is more cardboard version, it will be many times cheaper.
Well, dear friends, I hope that the mathematical games I described for preschoolers will be useful to you in the development of your children. And tabletop ones will help you spend time together with your family in a fun and useful way. Let me remind you that I have already described our games with . If you liked the article, share it with your friends on social media. networks. Please do not copy the entire text, it is better to use the buttons below.
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Tatiana
June 3, 2016 at 05:17
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June 3, 2016 at 05:21
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Elena
Collection of mathematical games
(for preschool children)
Pavlodar 2016
Compiled by: Romanevich T.F.
teacher i/s No. 86
Pavlodar
Content
Explanatory note……………………………………………………………..3
Games with numbers and numbers………………………………………………………4
Games with geometric shapes…………………………………….11
Games according to the size section………………………………………………18
Logic games……………………………………………………….. 20
Explanatory note
“Children are always willing to do something. This is very useful, and therefore not only should it not be interfered with, but measures must be taken to ensure that they always have something to do.”
Komensky Ya.
Getting to know amazing world mathematics begins in preschool age. Children with interest and desire get acquainted with numbers, learn to operate with them, compare objects by size, study geometric shapes and master the skill of orientation in space and time. Mathematics provides enormous opportunities for the development of thinking, logic and attention.
For successful mastery of knowledge in the sections of the formation of elementary mathematical concepts (FEMP), a large role is given to didactic games. Play is the leading type of activity for children; only in play does a child unobtrusively acquire and successfully consolidate knowledge.
Each of the FEMP games solves a specific problem of improving children’s mathematical (quantitative, spatial, temporal) concepts.
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 my own 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 of the composition of the numbers 5, 6, 7, 8, 9, 10, the middle with the numbers 5, 6, 7, 8, 9, 10.
Methodology:
The teacher invites the children to collect beautiful flowers. The centers of flowers are laid out on the tables, and petal cards are distributed to the children. At the signal, the children must find the right middle and collect the flower. The team that collects its daisy correctly and quickly wins.
2. Didactic game “Sleigh”
Age 5-6 years
Target: consolidate the ability to distinguish between neighbors of a number.
Equipment: cards- sleigh with numbers, cards with numbers.
Methodology:
The teacher suggests going on a winter sleigh ride. Children choose any cards they want: some with numbers, some with sleighs. After this, the teacher lines up the children in two lines: with the sleds in one, and with numbers in the other. Please note that in order for the sleigh to move: you need to find your rider. Children carefully look at their cards and look for their match: the child with the missing number card. Those who find each other form a sleigh and wait for all the children. As soon as everyone stands up in pairs, the group goes on a winter walk, making a circle, laying 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 shape of nuts and mushrooms with numbers from 1 to 10, two multi-colored strings, a picture or toy squirrel.
Methodology:
The teacher asks a riddle about a squirrel:
From branch to branch
Can I fly?
Red tail
No one can catch it.
Once upon a time in summer
I should play in the forest
Need mushrooms
Collect for winter.
(Squirrel)
Shows a picture or toy of a squirrel, 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 completion, asks the child to name the numbers in forward and reverse order.
Complications:
You can collect even and odd numbers in forward and reverse order.
Age 5-6 years
Target: consolidate the composition of numbers 6,7,8.
Equipment: three baskets with cells, carrot and cabbage cards with examples of the composition of the numbers 6,7 and 8.
Methodology:
The teacher asks a riddle about autumn:
I bring in the harvests, I re-sow the fields,
I send the birds south, I strip the trees,
But I don’t 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 placing them in baskets.
Checks the completion of the task (you can offer counting sticks to check).
Complications:
You can offer children a competition: who can harvest the crops faster and correctly?
5.
Age 5-6 years
Target: consolidate the ability to compare numbers using greater than, less than and equal signs, and distinguish numbers from 1 to 12.
Equipment: a picture of Baba Fedora, cards with pictures of dishes, small white leaves, paper clips, simple pencils.
Methodology:
The teacher reads an excerpt from K. And Chukovsky’s fairy tale “Fedorino’s Grief”:
"And the pan is running
She shouted to the iron:
"I'm running, running, running,
I can't resist! "
So the kettle runs after the coffee pot,
Chatting, chattering, rattling. "
Guys, what fairy tale are the dishes from? What happened to her? Who hurt her? How can we help Fedora?
To return the dishes, you need to place the signs correctly: greater than, less than or equal to!
Invites children to carefully examine 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 the 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 - we urgently need to feed the inhabitants of the water park: polar bear fish eats only 8 kg, seal - 6 kg, and dolphin - 7 kg. You can't make a mistake, be careful.
Children choose a fish card and place it in the correct bucket.
The teacher checks the correctness of execution. You can choose a captain who will check all the fish in the bucket.
7. Didactic game “Big Laundry”
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 the numbers 8,9 and 10; three washing machines with cells.
Methodology:
Invite children to put their laundry in automatic washing machines.
Guys, the holiday of March 8th is approaching, so let’s give mom a gift, 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: bee cards with examples of the composition of the numbers 5,6,7 and 8; three pieces of evidence with cells.
Methodology:
The teacher draws attention to the houses attached to the board and clarifies whose they are.
Creates a problematic situation:
The bees need to get home, but they cannot do this because they do not know what their house is.
The children agree to help, choose a bee card and place it in the correct clue.
As soon as all the children complete the task, the teacher checks the correctness of the task and thanks the children for their help.
Complications:
You can offer the children a competition to see who can help the bees get home faster.
You can play individually and in subgroups.
The test 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 with + and – within 6 - 11.
Equipment: boat cards with examples of + and – ranging from 6-11; four berths with cells.
Methodology:
The teacher invites the children to go on a sea voyage, choose a boat for themselves, and disperse into groups. Children choose a boat card, walk around the group, look at it carefully, and count their example. At the teacher’s signal “Moor!”: the children choose the desired pier and moor their boat.
The teacher checks the correctness of the task.
Games with geometric shapes
1. Didactic game "Portrait"
Age 4-5 years
Goals:
* Teach children to see familiar images in schematic representations of objects.
* Strengthen the ability to distinguish between the concepts of size: large, slightly smaller and smallest.
* Exercise the ability to distinguish geometric shapes.
* Develop the skill of orientation on a sheet.
Equipment: “magic box” with toys or pictures: bunny, cat, bird, 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 came to us, but in order to see them, we need to make their portrait from geometric shapes.
Place the frame in front of you and listen carefully:
Place a large circle in the middle of the bottom edge of the frame, a slightly smaller circle on top of it, two small ovals on top of it, and to the right of the large circle place the smallest circle.
Who got it?
Well done guys, you guessed correctly - it's a bunny!
The teacher takes it out of the box and shows the bunny.
Children remove the pieces and 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 working in subgroups.
2. Didactic game “The Adventures of Kolobok”
Age 4-5 years
Goals:
* Strengthen the ability to distinguish round shapes in vegetables, fruits and berries.
* Exercise the ability to name and distinguish primary colors.
* Develop logical thinking.
Equipment: pictures - bun and rainbow, pictures of vegetables, fruits and berries according to the colors of the rainbow in a round shape.
Methodology:
Educator:
Today a fairy-tale hero came to visit us: he is round, he left his grandmother. Who is this?
That's right, bun!
Displays a picture of a kolobok on the board.
Kolobok invites you on a journey. The bun was rolling through the forest and suddenly I saw a cloud descend into a clearing, and a magical multi-colored path appeared from it. What kind of path is this?
That's right, it's a rainbow!
Places a picture on the board: a cloud with a rainbow.
Our little boy wanted to take a walk on the rainbow. He jumped onto the red stripe of the rainbow and suddenly turned...
What do you think our bun could become 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 onto the orange stripe.
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 on - to which path?
That's right, on the green.
The game continues in the same way.
Green rainbow stripe
Green apple peas watermelon cabbage grapes gooseberries
Blue rainbow stripe
Blueberry
Rainbow blue stripe
Blue grapes
purple rainbow stripe
Plum cabbage potatoes
Educator:
So the adventures of our little bun 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 mend dresses for her sisters. It is necessary to put every detail correctly in its place. The child must name what geometric shapes he used to repair the dress.
Complication. You can divide the parts in half and offer to cut out the patches yourself.
4. Didactic game “Mend 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 children's attention to the boots: the shoemaker needs help, the boots are leaky, they need to be repaired: find the right patch and put it on the corresponding hole.
The child takes a geometric figure, names it, selects where it fits. The teacher checks the correctness of execution.
5. Didactic game “Settle the 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 accommodate guests in new house. Children, as directed by the teacher, place toys on the corresponding figures.
For example, a frog lives in a room with square windows, the child must put the frog toy on a circle, etc.
6. Didactic game “Tell what is shown in the picture”
Age 4-5 years
Target: 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 images of objects made from geometric shapes.
Methodology:
The teacher invites the child to look at the picture and tell him 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: consolidate the ability to distinguish geometric shapes (circle, oval, triangle, rectangle, square) and name them.
Equipment: mitten cards, with an image of an ornament of geometric shapes on them.
Methodology:
The teacher invites the child to help him choose a pair of mittens and tell him what patterns they are decorated with.
8. Didactic game “Hide and Seek”
Age 4-5 years
Goals:
*
* Develop logical thinking and analytical skills.
Equipment: card with an image; set of geometric shapes: circle, square, rectangle, triangle.
Methodology:
The teacher invites the child to look at the card and name which figures are depicted on the card. Notice that the geometric shapes are arranged in rows, some are hidden. The teacher suggests putting geometric shapes in place.
9. Didactic game “Decorate the napkin”
Age 4-5 years
Goals:
* Strengthen the ability to distinguish geometric shapes (circle, triangle, rectangle, square) and name them.
* Develop logical thinking and imagination.
Equipment: card 15x15; 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: whatever they want. Having completed the task, the child must tell what shapes he decorated the napkin with and where he placed them.
Games by size
1. Didactic game “Assemble a pyramid”
Age 4-5 years
Goals:
* Strengthen the ability to create an image of a pyramid of ovals of different sizes in descending order.
* Clarify the names of the colors.
Equipment: ovals of different colors and sizes.
Methodology:
The teacher asks the child to name the size of the ovals laid out on the table and their color, and make a pyramid.
2. Didactic game “Collect apples”
Age 4-5 years
Goals:
* Practice the ability to correlate objects with the desired size.
Equipment: a picture of an apple tree, apples of different sizes: large, smaller and the smallest, 3 baskets of different sizes.
Methodology:
The teacher asks a riddle:
Look into the autumn garden
Miracle - the balls are hanging.
Reddish, ripe side
Good for the kids.
(Apple)
On the table in front of the child, he lays out a picture of an apple tree with apples of different sizes, and clarifies whether the apples on the apple tree are the same size.
Shows the child the baskets, clarifies what size they are, and offers to collect the apples in the right 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.
* Practice the ability to arrange objects from left to right in ascending and descending order.
Equipment: cards with images of dishes of different sizes: large, smaller and the smallest.
Methodology:
The teacher invites the children to look at the dishes that lie in front of them on the table, specifies the names, color and size.
He suggests putting things in order in the kitchen by arranging the dishes in descending and ascending order from left to right.
Children arrange the dishes and name them in descending and ascending order.
Logic games
1. Didactic game “Tale by Cell”
Age 5-6 years
Goals:
* Strengthen 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 look at the card, clarifies the location of the numbers on it, and chips with images of objects, asking them 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 the chips on the correct square.
The teacher begins to tell a fairy tale: “Once upon a time there was a girl Masha (4.3), she went for a walk in the forest (4.2). A bird was flying high in the sky (1,2). The sun was shining tenderly (1.4). In the clearing, Masha saw beautiful flowers (3.5). Soon Masha saw a beautiful butterfly (2.1). It’s nice in the forest in the summer.”
If the child completed the task correctly, then the result will be a fairy tale based on 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:
* Strengthen the ability to build according to a scheme from the details of the game.
*
Equipment: schemes, game "Columbus Egg".
Methodology:
1 game option.
Educatorinvites children to go on a sea voyage, but to do this they need to build ships according to diagrams from game parts. Children build ships according to diagrams.
2 version of the game.
Educatorinvites children to go to magical forest and build animals and birds that can live in this forest from game parts.
Children come up with images of animals and birds.
3. Didactic game “Let’s grow flowers” (Dyenish Blocks)
Age 5-6 years
Goals:
* Reinforce your knowledge of geometric shapes.
* Practice the ability to “read” diagrams and instructions.
* Develop imaginative thinking and imagination.
Equipment: card-scheme - “Meadow with stems”, sets of geometric shapes: circles, squares, triangles, 5 pcs. red, blue and yellow; diagrams for the centers and petals of flowers, ready-made sample.
Methodology:
The teacher shows a diagram of the clearing:
- Guys, look, a disaster happened in the flower meadow: an evil sorceress bewitched the flowers and made them invisible. The magical land urgently needs your help, we need to disenchant the flowers.
Carefully examine the diagrams for the middles and place the correct geometric shapes. Now look at the patterns for the petals, be very careful, and lay out the petals in the desired geometric shapes.
The teacher offers a ready-made sample for testing. Evaluates children's activities in the game and praises those who have completed the task correctly. With those who find it difficult, the game is played individually again.
Schemes for flower centers.
Schemes for petals.
Finished sample:
4. Didactic game “Riddles and guesses”
Age 5-6 years
Goals:
* Develop imaginative thinking and imagination.
* Practice the ability to lay out items from counting sticks according to a diagram.
Equipment: counting sticks for each child and chart cards.
Methodology:
The teacher reads the riddle and invites the children to use counting sticks to construct a solution based on a sketch map or a personal plan.
The palace floats on the waves, I’ll spin it around, spin it around, and fly into the heavens.
People are lucky on themselves. (helicopter)
(ship)
Glistening in a clean river
The back is silver.
(fish)
5. Didactic game “Solve the problem”
Age 5-6 years
Goals:
* Develop imaginative thinking and imagination.
* Practice the ability to lay out numbers from beans.
Equipment: beans in a plate for each child.
Methodology:
The teacher suggests solving a poetry problem and posting the answer on the bean table.
*** ***
One night, under a bush, Five crows sat on the roof,
The mushrooms have grown again. And they even flew to them.
Two mushrooms, three mushrooms. Answer quickly and boldly
How much will? Exactly...(five) How many of them arrived? (seven)
Teaching older preschoolers mathematics is a responsible and difficult task. How to tell a five or six year old child about time and space, numbers and quantities, so that it is both interesting and educational? A variety of didactic games and play exercises will come to the aid of the teacher, and there is no need to buy material for them - you can make it yourself.
Why and how to do mathematics with older children
Teaching mathematics plays an important role at all modern stages education, from preschool to high school.
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 fulfilling existence of a modern person is unthinkable. It surrounds us everywhere: time and space, counting and form - all this is mathematics.
One of the goals of preschool educational institutions (DOU) is to develop in children initial mathematical concepts and concepts, the ability to navigate in the abstract world of numbers, quantities, and time periods that is difficult for children to understand. Work on teaching children mathematics in kindergarten is carried out consistently and purposefully, becoming more complex from year to year, which is reflected in educational programs.
Children can also use counting sticks to create geometric shapes.
In the older group, the formation of elementary mathematical concepts - FEMP - serves not only as a means comprehensive development pupils, but also prepares them for school. Not all children after the senior group will go to preparatory school. For many, a school desk awaits. The task of senior educators is to give children a volume 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 school.
Objectives of teaching mathematics in the senior group
A number of tasks have also been defined for the main sections of the mathematics curriculum. The tasks of familiarizing children with counting and quantity are the most extensive. This primarily applies to actions with sets (groups). Children need to be taught:
- form sets (groups) from objects of similar and different colors, sizes, shapes, as well as movements and sounds;
- divide groups into parts and combine them into one whole;
- see how the part and the whole relate (the whole is greater than the part and vice versa);
- compare the number of objects in a group based on the count or ratio of elements;
- compare parts of a set, establish their equality or inequality, find the 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 “neighboring” numbers based on specific sets of objects;
- the formation of equalities and inequalities of groups of objects by adding and subtracting units (one object);
- counting objects from a group according to a pattern or number;
- counting forward and backward;
- counting by touch, by ear, relying on the visual analyzer (sounds, movements);
- familiarization with ordinal counting, distinguishing between ordinal and quantitative counting, the concepts “Which?”, “How many?”;
- 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 counting, in comparison of groups;
- familiarization with the composition of a number consisting of ones and two smaller numbers (within 5);
- the formation of the idea that the number of objects (quantity) does not depend on the size, color, location of objects, as well as the direction of counting.
Children will benefit from numeracy skills from the first days of school.
When getting acquainted with the value you should:
- Teach children:
- determine relationships by various parameters (length, width, thickness) between 5–10 objects;
- arrange objects in descending or ascending order according to a certain characteristic (carry out seriation);
- verbally indicate the difference in the size of objects and the relationship between them;
- compare two objects using a conditional measure.
- Develop:
- eye gauge;
- the ability to find an object with given size characteristics (longest, narrowest, narrowest, wider);
- the ability to divide an object into equal parts and designate them in words (half, quarter);
- understanding that the whole object is larger than its part (and vice versa).
An integrated approach - a combination of different types of activities within a lesson - can achieve a greater effect in children's learning of mathematics.
The range of children’s ideas about form is 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 “quadrangle” (explaining that square and rectangle are also its varieties).
- The ability to compare the shape of objects in the immediate environment and compare it with geometric shapes is developed.
- Children are given an idea of transforming the shapes of objects.
Work on orientation in space includes the development of skills:
- navigate in space;
- understand and use words in speech to indicate 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 your position relative to objects and people;
- navigate on a plane (sheet of paper).
Tasks for teaching time orientation:
- 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.
Older preschoolers learn to navigate time using a model clock
In addition to teaching and developing, the teacher also plans educational tasks for each type of activity based on a specific topic:
- education of patriotic feelings;
- fostering respect for elders;
- nurturing a desire to take care of younger ones;
- friendship and mutual assistance;
- love and respect for nature, plants, animals, etc.
Without solving educational problems, an activity has little value. Because all preschool work is aimed primarily at the formation of a harmoniously developed personality, the basic qualities of which are kindness, humanity, and respect for others.
Lesson as the main form of teaching mathematics in preschool educational institutions
You can develop the mathematical concepts of older preschoolers in different time: during morning reception hours, during an afternoon walk and in the afternoon. The forms of work are also varied: individual (with 1–3 children), group (with groups from 4 to 10 children) and collective, that is, with all children at once. A teacher can achieve the highest results by skillfully combining all three forms of teaching. The main form of work on FEMP is traditionally direct educational activities (DEA).
Visual aids help to master abstract knowledge
It is this kind of activity, covering all children in the group, that makes it possible to systematically and most fully give them knowledge that is difficult for children to understand, equip them with skills and abilities in accordance with the requirements of federal state educational standards (hereinafter referred to as Federal State Educational Standards) and educational programs.
Organized educational activities on FEMP in the senior group are carried out once a week in the morning, after breakfast. It is recommended to put mathematics first, followed by physical education, music or art. There are no classes with increased mental load on Monday and Friday; it is better to choose a day in the middle of the week.
Structure and time frame of the FEMP lesson
GCD for the formation of mathematical concepts has a clear structure. The duration of the lesson is usually 25 minutes, but it can be a little longer if the teacher plans integration educational areas(combines mathematics with ecology, drawing, appliqué).
Structure of mathematics classes in the senior group of preschool educational institutions:
- Introductory part. Organization of children, communication of the topic, motivation of educational activities (2–3 min).
- Main part. Depending on the type of lesson, it may contain familiarization with new material, consolidation and reproduction of knowledge, practical application of acquired knowledge in exercises, performing various tasks (18–20 min).
- Final part. Summing up and brief analysis of the work performed. 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 managed to do, learn, etc. This will give the children confidence in their abilities and set them up for active mastery of the material in the next lessons (2-3 minutes ).
In the middle of the lesson there must be a physical training session. She may be mathematical content or even in the form of a didactic outdoor game: for example, children are given the task of making a number of movements (bends, squats, jumps) equal to the number on the card that the teacher will show.
A fun physical exercise will quickly relieve fatigue and tension
Basic techniques used in FEMP classes in the senior group
In mathematics classes, practical, visual and verbal teaching methods are widely used. Moreover, if they are all closely interconnected and complement each other, then they allow you to most fully reveal the topic of the lesson and achieve high results.
Among practical methods, exercises and games are widely used. An exercise consists of sequentially performed actions, the repeated repetition of which leads to the development of a skill and consolidation of the information received.
There are reproductive and productive exercises:
Without visual reinforcement, children simply will not be able to master abstract mathematical concepts. Visual techniques are present in every FEMP lesson. This:
- demonstration;
- modeling;
- sample showing.
The most common verbal techniques are:
- explanation;
- instructions;
- questions for children;
- children's answers;
- grade.
Such mathematical operations as analysis, synthesis, comparison, generalization in a lesson on FEMP can act as independent x techniques with the help of which GCD problems are solved.
The study of simple operations with numbers later 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 at a time;
- application and overlay;
- matching pairs;
- dividing a group into two and combining groups (number composition);
- dividing a whole into parts;
- weighing.
The techniques used in the study of certain mathematical concepts are also specific:
- When comparing objects by size, use the selection technique (choose the largest nesting doll, the smallest mushroom).
- When getting acquainted with the form, examination techniques are relevant (children trace the shapes along the contour, look for their corners, sides, center) and transformation (from two triangles they get a square).
- Learning to navigate in space is impossible without verbal techniques (composing sentences with prepositions and adverbs denoting the position of objects in space) and practical actions (walk 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 FEMP classes, but also in all types of employment in preschool educational institutions. However, in organized educational activities, the game does not serve as a means of entertaining the child, but contributes to the fulfillment of pedagogical goals and objectives. That’s why they call it didactic, that is, educational.
The role of a didactic game in a lesson on FEMP in the senior group
Of course, play is the leading activity in older preschool age, and it should be used in the classroom as often as possible. GCD (directly educational activities) on the development of mathematical concepts are usually organized in game form, using several games during it, involving fairy-tale characters and unusual plots. However, we should not forget that mathematics classes have a didactic purpose, according to which it is necessary to combine, in reasonable proportions, game-based entertaining moments with exercises and tasks that require mental effort, attention, composure, and 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, and achieve results.
Mathematical leisure activities and club activities can consist of games alone. Mainly games of various types can consist of open lesson according to FEMP, in which the teacher demonstrates to colleagues his achievements and developments in the field of using didactic games to solve educational problems.
Games and playful moments in various types of FEMP classes
According to the main didactic goal, the following types of GCD in mathematics are distinguished:
- classes to impart new knowledge to children and consolidate them;
- classes to consolidate and apply the acquired concepts in solving practical and cognitive problems;
- accounting, control, testing classes;
- combined classes.
Each type of activity has its own characteristics, and the use of games and game moments differs in them.
Classes on mastering new material
Classes on mastering new material contain a lot of information and practical actions. Didactic games on them are carried out in the second part, to consolidate what has been heard. The teacher also uses game moment to motivate cognitive activity in order to arouse children's interest in mastering a new topic. You can use such a gaming 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 quarter circle" teacher after organizational moment voices the topic: “Guys, today we will learn how to divide a circle into two and four equal parts, and what these parts of the circle are called.” It would seem like a normal start to class.
But then there is crying outside the door (the work of an assistant teacher). The teacher goes out and returns with two teddy bears. The cubs brought with them a circle of cheese (a flat double-sided model, which is better to be printed and glued to better match the 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 don’t 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 came to the children for help.
The teacher happily receives the guests: “Come in, little bears, make yourself comfortable. You are just in time. After all, today we will be in class... What are we going to learn today, guys?” “Divide the circle into two parts,” the children answer. Educator: “What shape is our cubs’ cheese?” - “Round”. - “Do you think we can help them? Of course, we ourselves will learn to divide round objects into two parts and teach the cubs.”
This creates motivation for children; 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 master new knowledge
At the end of the lesson, the teacher divides the cheese into four equal parts and escorts the cubs “home to the forest”, and with the children, to switch attention and unload, conducts a short outdoor game “Forest Friends” (imitation of the gait of a bear, jumping of a hare, etc.).
After physical education, you can play one didactic game to consolidate what was previously learned, but related in plot to the topic of the lesson, for example, “Count and show the number.” The teacher shows pictures depicting forest inhabitants (three bunnies, five squirrels, two hedgehogs), and the children pick up a card with the corresponding number.
It should be noted that classes to gain new knowledge may not have a common storyline, but consist of separate parts, each of which solves a specific pedagogical problem.
You can find a large number of ready-made visual aids for FEMP on the open market.
Lessons to consolidate what has been learned
In classes to consolidate and apply acquired knowledge, didactic games are given more space. In combination with didactic exercises, the game promotes rapid and, best of all, non-boring deepening and generalization of knowledge. A combination of gaming, educational and work activities will be appropriate here, which will allow the formation of practical skills and abilities. Elements of search, experiment, and experience will be useful. A fairy-tale hero may come to visit again, but not with a problem, but with a request to help and teach.
For example, when fixing the topic “Measuring length with a conventional measure,” Little Red Riding Hood may come to the children and ask them for help. Her grandmother moved to a new house, and there are three roads leading to it. Little Red Riding Hood asks the guys to measure them and find the shortest one.
On the children’s table are “terrain plans”: drawings showing a house and three lines to it, a straight line and two broken lines. Plans are given one per table to teach children the ability to work in pairs, foster cooperation and mutual assistance. Every child has standard cardboard measurements. The parts of the “broken” paths must correspond in length to the conventional measure, the straight path must contain the measure an integer number of times.
The task of measuring with a conventional yardstick can also be put into a game form
Children complete the task by measuring the paths and indicating the number of conventional measurements that fit with dots on each path. Together they come to the conclusion: the straight path is the shortest.
Little Red Riding Hood thanks the children and invites them to play the games “Recognize a geometric body by description” (Little Red Riding Hood then takes them out of her basket), “Far and Close”, and can also ask them riddles of mathematical content or give them one or two easy problems, to 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 the general theme.
Test classes
Test 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 children’s assimilation of material in different areas. In such classes, it is important to record the results so that later you can carry out effective corrective work.
Combined classes
Combined classes provide the greatest scope for the manifestation of the teacher’s creative potential and are replete with didactic games, entertaining tasks, riddles and logical tasks.
Each lesson taught by an experienced teacher who is passionate about his work is fun, lively, and in motion. The kids are busy with various adventures: they travel, look for answers to riddles, help fairy-tale characters or forest inhabitants, and all this is emotional, joyful, and eager.
Often, a modern complex or integrated lesson on FEMP is a story united by a single plot with an interesting beginning, a logically developing chain of events, during which educational and educational tasks are solved, and a happy ending that gives children a lot of pleasure and positive emotions.
Positive emotions really help children learn
Didactic games in mathematics
There is a general division of didactic games:
- subject,
- desktop-printed,
- verbal.
All three types are used in FEMP classes.
In object games the following are used:
- small toys;
- mosaic;
- sets of geometric bodies;
- nesting dolls;
- Christmas trees;
- barrels of different sizes;
- entertaining cubes;
- Rubik's snake;
- Dienesh blocks and Cuisenaire sticks, which are becoming increasingly popular.
Printed 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 there is enough for each child or each pair of children in the lesson. This:
- “Paired pictures”;
- "Geometric Lotto";
- “Fold the picture”;
- "Number houses";
- "Who lives where";
- “Place the fruits in the baskets.”
The didactic game “Put the car in the garage” will help consolidate knowledge about the composition of numbers
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 with mathematical content, in which you need to insert the missing word, give an answer to a riddle or question.
But there is also a more detailed division of mathematical didactic games depending on the educational tasks being performed:
- number and number games;
- games for orientation in time periods;
- games for spatial orientation;
- games with geometric shapes;
- games for logical thinking.
Table: examples of homemade didactic games on FEMP for the older group
| Name and objectives of the game | Game description | How to play |
"Geometric Lotto"
|
|
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“Figures, in places!”
|
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"Animals on a Walk"
| The game is very simple to play, but children love it and willingly participate in it. You need to prepare:
|
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"Help the Dwarf"
|
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"Let's Draw Summer"
|
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|
A separate group consists of mobile and finger games with mathematical content: in them the child must not only answer questions, think, but also perform certain actions in accordance with the game task or the words of the game. For example, didactic games of great mobility “Find a geometric figure”, “Walk along the bridge”, “Collect fruits (flowers)” require children not only to know numbers, numbers, geometric solids and figures, but also to demonstrate dexterity, speed, and the ability to navigate space.
Photo gallery: samples of homemade printed games using FEMP
The game “Animals for a Walk” uses animal images. The game “Shapes, in places!” reinforces the concepts of “top”, “bottom”, “center” and others The game “Help the Gnome” fosters kindness in children The game “Let’s Draw Summer” is very popular with children
We conduct a game lesson on FEMP in the senior group
In order to properly organize and conduct a mathematics lesson, you need to decide on its topic and objectives. The educational tasks of GCD, in accordance with the program and methodological requirements, become more complex during the academic year: first, there is a repetition of what has been studied in middle group, then given new material, which is systematically repeated and deepened. At the end of the school year, generalization classes are held.
The distribution of program tasks by month of the academic year is approximately the same in all preschool institutions, but the topics may not coincide due to discrepancies in the calendar thematic planning, slightly different in different educational institutions. Therefore, when preparing for a lesson, the teacher must choose a topic so that it corresponds to the theme of the week or month in long-term planning pedagogical work in general.
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 that will be carried out in class. And its theme, consonant with the general theme of the block, will be “Journey to the City of Numbers and Figures”, “Forest Adventures”, “Visiting the Good Dwarf”, “Gifts of the Princess Autumn”.
Table: fragment of the calendar-thematic lesson plan for FEMP
| Block theme | GCD theme | GCD tasks |
| September: “Our favorite kindergarten” | "Malvina teaches Pinocchio" |
|
| "Our Favorite Toys" |
|
|
| “We help the teacher” |
|
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| October: “Golden Autumn” | "Visiting Autumn" |
|
| "Let's help forest animals" |
|
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| "Walk to the Park" |
|
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| "Gathering the Harvest" |
|
|
| November: “My home, my city” | "I'm walking through the city" |
|
| "Houses on our street" |
|
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| "Let's play school" |
|
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| "My city day and night" |
|
|
| Quote by: Pomoraeva I.A., Pozina V.A. Formation of elementary mathematical concepts. Senior group. | ||
Some tips for young teachers on organizing gaming classes.
About games and exercises
Don't oversaturate your activity with games. 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 riddle. Some teachers, trying to make the lesson rich, use a lot of different games, so the children get tired, and the teacher himself, not meeting the allotted time, is in a hurry and reduces the result to nothing. The lesson should include space not only for games and exercises, but also for a short poem on a topic, a short conversation, and time to think about questions.
Games are interesting, but there is no need to oversaturate the activity with them
About answers and errors
Do not seek precise and correct answers from absolutely all children. Call on those who actively, but culturally express their desire to speak out, and reward them for correct answers. If a child makes a mistake, it is better to turn to the children themselves and ask if they want to add something. The mistake must be corrected; the wrong answer cannot be left in the children’s memory. If you see that the child knows and wants to answer, invite him to speak out, but do not insist if he refuses.
With those who jump up, interrupt others, or scream, you need to carry out painstaking individual work to cultivate patience and respect for comrades.
About demo material
Place the demonstration material so that all children can see it. A carpet grapher is very convenient, even indispensable in this regard - a piece of carpet about two by one and a half meters. It is placed in a prominent place in front of the children's tables and used as a demonstration board. All printed materials, pictures, and hero figures are attached and easily removed thanks to Velcro for clothing glued on the back side.
A carpet printer will successfully replace a conventional display board
About surprise moments
The surprise moment is an important part of the lesson, and it can be used not only at the beginning, but also at the end - as a result. For example, in one of the kindergartens, during the “Winter Riddles” lesson, children completed the tasks of the sorceress Winter in order to receive her gift. All this time, there was a “snowdrift” made of whatman 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, and 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 delicate snowdrop (enlarged, of course).
The sorceress Winter finally gave the children the first flower (the lesson was held at the end of February). And on the back of the last “snowdrift” the children were able to 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 warmth of spring. But the teacher’s interesting idea might not have worked and might not have evoked the intended emotional response if the children had seen in advance what was hidden under the “snow.”
A moment of joyful discovery, an emotional outburst - 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 find out about it in advance. It is better to prepare a surprise in the absence of students, for example, invite them to go to the locker room and play word game with an assistant teacher while the teacher prepares equipment for the lesson.
About modeling and commented drawing
Children look in fascination at the drawings and objects that are created before their eyes. Therefore, you will explain to them faster and more clearly what a year and months are if you draw the sun, divided into four parts, with twelve rays. The drawing should be accompanied by a story, an explanation (such drawing is called commented drawing). The image of the year in the form of a circle will help preschoolers understand the cyclical nature of time periods and their immutability in following each other.
Using simulation, the year can be depicted as a tree with four branches (seasons). On the winter branch there are three snowflakes - three winter months, on the spring branch - three white flowers, on the summer and autumn branches - three green and yellow leaves, respectively. Such a model can be made in an integrated lesson using the appliqué method.
Table: summary of the lesson on FEMP on the topic “Visiting Autumn”, author Marina Korzh
| GCD stage | Contents of the stage |
| Tasks |
|
| Material | Demo:
Dispensing:
|
| Introductory part |
|
| Main part |
|
| Final part | The lesson can be concluded in the form of the game “Sly Fox”. The teacher discovers a fox under the table, who 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 during class? (No). - Did you sing? (No). - Did you count? (Yes). - Is it winter now? (No). - Autumn? (Yes). - Autumn gave us mushrooms? (Yes). - Apples? (Yes). - Snowflakes? (No). - Did you help the squirrel? (Yes). - Bugs? (Yes). - A horse? (No). - Were you great at class today? (the required answer is “Yes”. If one of the children thinks that he did not cope, after the lesson you need to convince him otherwise). The fox praises the children for their attentiveness and invites them to visit the fabulous autumn forest again. |
Homemade printed educational game “Let’s help the squirrel collect mushrooms” trains the ability to compare numbers
Conduct play activity in the formation of initial mathematical concepts in the senior group of kindergarten is not so difficult. You just need to put in a little effort and skill, show resourcefulness and imagination - and a bright, rich interesting games and aesthetically designed visual material, the lesson will become your pedagogical highlight.
) I became interested for a reason. Perhaps some of the regular readers remember my synopsis. In it I wrote that already in the Middle Ages, the activity of laying out drawings and patterns was considered very useful for the development of children's creativity. The material for laying out can be very different: ordinary cubes, buttons, splinters, mosaics, etc. Nikitin cubes, in my opinion, have advantages over other laying materials. When playing with them, you not only need to place the cube, but also select a suitable face for the drawing, which complicates the task.
The set contains 16 identical cubes and a brochure with diagrams. The game consists of laying out drawings and symmetrical patterns.
Each face of the cube has its own color:
Thus, from this set you can create an incredible number of designs and patterns. We are currently practicing on the simplest ones:
The cubes come with an informative brochure. It has a lot of scheme options. Laying out drawings based on samples is just an intermediate stage of practicing with these cubes. The main goal is, of course, to put your imagination to work and start coming up with your own drawings.
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In addition to the set, I purchased an album with tasks (My-shop):
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The cubes are made of plastic. It can be seen that they were originally blue. Red, yellow and white colors are glued on top.
We began our acquaintance with cubes by laying out simple drawings and practicing in an album. I can’t say that we had a stir with the advent of Nikitin’s cubes. At this stage, Yana prefers to play story games, including with these cubes. They play the role of mushrooms for her 😀 .
Cuisinaire sticks
This is a multifunctional counting material (My-shop). The set includes 10 types of sticks. Each size of sticks is highlighted in its own color. The larger the sticks, the smaller their number. The smallest sticks are the most (white - 25 pieces), the largest sticks are the least (orange - 4 pieces).
In addition to learning to count, these sticks can be used to create various patterns and designs. It should be noted that ordinary counting sticks have little in common with Cuisinaire sticks. The latter are quite large. They have a square shape in cross section, so you can even lay out three-dimensional figures from them.
My particular interest in these sticks is caused by the study of time-tested development methods. In the 19th century, innovative educators developed a range of materials for children's development. One of the elements of the development of creativity was laying out images from splinters. When I first saw Cuisiner's sticks, Nikitin's cubes and albums with diagrams for them, I was incredibly happy that at present there are analogues of Froebel's gifts. It should be noted that modern version developmental materials are more pleasant and multifunctional than medieval ones. Using Cuisinaire's rods you can study colors, sizes, counting, comparisons, and simple arithmetic operations.
In addition, a number of albums and kits with diagrams have been developed specifically for sticks, which further increase interest. We purchased the “On the Zloty Porch...” set. The kit is wonderful, but in my opinion there are few patterns for the little ones. Below are some photos of the spreads:
With sticks, as with Dienesha blocks, there are many options arbitrary games. Since we have just begun our acquaintance with them, we play the simplest options:
We'll probably eventually have a piggy bank full of stick games. Today I’ll give you an example of how I taught Yana how to lay out a house. The usual step-by-step repetition turned out to be not interesting, and in this case it cannot even be said that Yana’s house did not work out. She didn’t want to build it at all, because all our sticks are “jelly that babies (plush toys) need to eat”:oops:. I had to impose my own plot. For this I used a fairy tale about a hare and a fox. Yana was given the following props: a hare sticker, 4 blue sticks, 2 red sticks and an A4 sheet. I took for myself: 4 orange sticks, 2 red stickers, a sticker with a fox and an A4 sheet.
- Stickers were placed on the center of the sheets. I did it first, Yana followed me.
- We made a floor - everyone put their stick under the sticker.
- We made a ceiling - we placed a stick over the sticker.
- They built walls and put sticks on the sides.
- Then they built a lid - two sticks on top. At this moment, Yana’s face lit up from the result.
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There are a large number of games with Cuisinaire sticks available on the Internet, designed for different ages. They can be found by entering the phrase “summaries of classes with Cuisiner sticks junior/senior group” into a search engine.
Math tablet
Another of our “developments” from the category of “everything ingenious is simple” is a mathematical tablet (My-shop). It is intended for studying elementary concepts of geometry (symmetry, etc.) and speech development.
Hammer construction game
This game interested me because of its ability to hammer in nails for real and because of its creative component. 
When ordering, I didn’t think that such “carnations” could be dangerous for babies, since I didn’t see what they were. When I saw that the “studs” were power buttons with a round head, I was disappointed. However, it can be rightly noted that the existence of safe studs, with the ability to really hammer, defies the laws of physics.
At first the game aroused great interest. The opportunity to hammer in nails was received with a bang. But a number of restrictions made for security reasons quickly cooled the enthusiasm for the game. I think this game is more suitable for middle or high preschool age.
In conclusion
Reading posts about our abundant “developmental items”, I often get asked questions about their necessity for babies. I would like to note that Yana and I have a special feature - an abundance of books and educational programs. Our number is growing because I see in it a greater return on our educational games. It gives me great pleasure to offer Yana another task and watch her interest and progress. At the same time, we must realize that for the harmonious development of the baby the content of all the “developers” is a secondary matter. Primary is emotional, cognitive and varied communication with mother. Every day you can play a variety of story games with your baby or go on various walks with a lot of quality conversations and early age. Such development at an early age will be no less effective than a large set of “developmental” ones. He writes in great detail, using numerous examples, about organizing proper interaction between mother and child.
At the same time, when it comes to development preschooler of middle and older kindergarten age, then familiarization with the basics of mathematics and the development of creativity through laying out drawings and patterns is important points. To become familiar with many concepts, you will need visual examples. The materials described above are an excellent option for these purposes.
Have a pleasant and effective development process everyone!