Features of the organization of mathematical development of preschool children. Modern requirements for the mathematical development of children of senior preschool age. "Mathematics in the world of folklore"

The concept of mathematical education in MDOU "Kindergarten № 112"

Normative base

1. The concept of mathematical education in Russian Federation (Order of the Government of the Russian Federation of December 24, 2013 №2506-P)
2. Federal State Educational Standard preschool education (Order of the Ministry of Education and Science of October 17, 2013 N 1155)
3. Order of the Ministry of Education and Science of the Russian Federation of April 3, 2014G No. 265 "On approval of the Action Plan of the Ministry of Education and Science of the Russian Federation to implement the concept of the development of mathematical education in the Russian Federation, approved by the order of the Government of the Russian Federation of December 24, 2013. №2506-R »
4. Order of the Department of Education of the City Hall of the city of Yaroslavl from 03/04/2015 № 01-05 / 158 "On the implementation of the concept of the development of mathematical education in the Russian Federation in municipal education system of the city of Yaroslavl "
5. Order of the MDOU "Kindergarten No. 112" dated 09/01/2017 № 01-12 / 134 "On approval of an action plan for the implementation of the concept of mathematical education in MDOU" Kindergarten No. 112 "for 2017-2018"

Purpose: creating Organizational and Methodological Conditions for Implementing the Concept development of mathematical education in preschool institution.

Tasks:

• provide conditions in organizing the educational process with children, taking into account their individual psychological features and intellectual possibilities; Support for gifted children:
• improving the professional competence of teachers for the formation of elementary mathematical representations in children, the use of modern educational technologies;
• provide conditions for mathematical education and popularization of mathematical sciences among parents.

Expected results of the implementation of the Concept:

• the study and implementation of new techniques and technologies on the mathematical development of preschoolers;
• creating Organizational and Methodological Conditions to support children who have abilities in the logical and mathematical direction
• organization at the level of institution of practical-oriented forms of increasing the competence of teachers in the organization of work on mathematical development;
• creating an effective, practical oriented information environment for parental public aimed at understanding the essence and importance of the concept of the development of mathematical education in preschool age.

Analysis of the conditions for the successful implementation of the concept of the development of mathematical education.

In order to implement the concept of the development of mathematical education, approved by the order of the Government of the Russian Federation of December 24, 2013 No. 2506-P (hereinafter referred to as the concept), in MDOU "Kindergarten No. 112" (hereinafter referred to as a kindergarten) developed a plan and a number of activities were developed To improve the quality of work of teachers in the field of mathematical development of children through the use of modern educational technologies, on the creation of material and technical, psychological and pedagogical and information conditions for mathematical development.

In 2014-2015 and 2015-2016 educational years teachers kindergarten Methodical association of educators of the Zavolzhsky district on the mathematical development of children visited each month. In December 2015, the teachers of the kindergarten was presented with the experience of the work of the "Basics of training preschool children in checkers". In April 2016, on the basis of MDOU "Kindergarten No. 112", a methodological association was organized on the topic: "Features of the development of pre-school ideas about the magnitude".

For the period from 2013, more than 50% of teachers of the Dow were trained in courses for the use of modern pedagogical technologies to work with children in accordance with the GEF of pre-school education. In 2017-2018 Uch. G. It is planned to train 6 teachers in the rates of the game Vosobovich.

Organization of the educational process.

The formation of mathematical representations in kindergarten is carried out in accordance with the educational program DOU, curriculum and calendar - thematic planning. The FMP is part of the educational area "cognitive development".

Educational activities on mathematical development are carried out through various forms:

• directly educational activities (occupation, project, etc.);
• independent activities of children in the RPPS groups;
• mathematical development integrated into other activities and regime moments;
• individual work with children, both experiencing difficulties in the assimilation of material and having high results in the field of mathematical development;
• participation in contests, tournaments, quiz with logical and mathematical content.

Twice a year, in the framework of pedagogical diagnostics for "FMP" teachers, an assessment of the development of O / O "Cognitive Development" is carried out, incl. and FMP.

Basically, the process of mathematical development of preschoolers is based on the main principle of GEF - individualization of training (individual work with children experiencing difficulties or creating abilities in mathematical development).

To implement the task of aimed to support capable pupils in our kindergarten, "smart vacation" is held within the framework of the network interaction, and during the preparation for them inside the DWA coarse tournaments and quizzes are organized. Dow has experience in organizing the thematic "math week".

Every year, as part of the summer kindergarten's work, pupils are tuned by the basics of the game of checkers, participate in horsemen tournaments.

For 2017-2018, we plan to spend mathematical games with children of senior preschool age in the period of "smart vacation": quiz, coarse and chess tournaments.

Material and technical equipment of the educational process.

Each group of kindergarten is equipped with mathematical corners (centers), the contents of which are aimed at implementing mathematical tasks according to the age of children and ensuring opportunities for independent activities of children in centers, supporting the interest of children to logical and mathematical games.

In groups, mathematical centers over the past two years have been replenished:

Developing games: Games Nikitina and Vosobovich: "Pattern", "Unicub", "Cubes for All", "Magic Square"; Blocks of Dieensha, chopsticks of Kyizér, etc.

Puzzle games: "Tangram", "Columbovo Egg"

Intelligent games "Checkers".

Each group creates card files of physical counters of mathematical content, rebs and puzzles, artistic words about numbers, numbers, sensory standards.

The pedagogical office has:

Consultative material in various ways of mathematical development;

Experience of teachers DW on this topic;

Methodical literature on the section "Formation of elementary mathematical representations";

Card files of articles from periodicals on this topic;

Demonstration and distribution material, including material S. Torhrenova, geometric designers V. Voskobovich, Larchchik carpets, "Mini-Lark", Mathematical Scales.

In 2017-2018 Uch. G. RPPS Groups plan to replenish with chess (senior preschool age); Logic games and magnetic designers.

Interaction with parents

Forms of work with parents in this direction:

• booth consultations on the mathematical capabilities of the child at each age stage, consultation with a narrow substantive orientation, receptions and methods for the formation of various mathematical representations;
• parental meetings at the beginning and end school yearwhere parents seem information about the tasks for the academic year and the results of the school year;
• active forms of work with parents aimed at increasing their pedagogical competence: seminars, workshops, open-door days, master classes, mathematical games and marathons, information support on the website of the Doo and pages of the kindergarten newspaper.

Maksimova Marina Viktorovna Educator MBDOU DS №72 "Watercolor"

"From how the elementary mathematical representations are largely laid down, the further path of mathematical development depends, the success of the child's promotion in this area of \u200b\u200bknowledge" L.A. Wenger

One of the most important tasks of educating the child of preschool age is the development of his mind, the formation of such mental skills and abilities that make it easy to develop a new one.

For a modern educational system problem mental education (But the development of cognitive activity is one of the tasks of mental education) Extremely important and relevant. It is so important to learn to think creatively, non-standard, independently find the right decision.

It is a mathematical duty of the child's mind, develops the flexibility of thinking, teaches logic, forms memory, attention, imagination, speech.

GEF must make the process of mastering elementary mathematical ideas attractive, unobtrusive, joyful.

In accordance with the Federal State Unitary Enterprise of the Mathematical Development of Preschool Children are:

1. The development of logic and mathematical ideas about the mathematical properties and relationships of objects (specific values, numbers, geometric Figures, dependencies, laws);
2. Development of sensory, subjectual methods of knowledge of mathematical properties and relationships: examination, comparison, grouping, streamlining, partition);
3. Development of children of experimental research methods of knowledge of mathematical content (Experimentation, modeling, transformation);
4. Development in children of logical ways to know mathematical properties and relationships (analysis, abstraction, denial, comparison, classification);
5. Mastering children mathematical methods of knowledge of reality: an account, measurement, simplest calculations;
6. Development of intellectual-creative manifestations of children: resourcefulness, mixtalks, guesses, intelligence, desire to find non-standard solutions;
7. The development of accurate, argued and evidential speech, enrichment of the child's dictionary;
8. Development of initiative and activity of children.

Target guidelines for the formation of elementary mathematical representations:

• Oriented in quantitative, spatial and time relationships of the surrounding reality
• Considers it calculates, measures, models
• Owns mathematical terminology
• Cognitive interests and abilities are developed, logical thinking
• Owns the simplest graphic skills and skills
• Owns common techniques of mental activity (Classification, comparison, generalization, etc.)

The main ideas, cognitive and speech skills that are mastered by children of 4-5 years in the process of mastering mathematical representations:

Properties.

Size items: in length (long short); in height (high Low); By width (wide narrow); Thick (Thick, thin); By weight (heavy, light); in depth (deep, small); in volume (big small).

Geometric shapes and bodies: circle, square, triangle, oval, rectangle, ball, cube, cylinder.

Structural elements of geometric shapes: side, angle, their number.

Form of items: Round, Triangular, Square. Logical connections between groups of values, forms: low but thick; Find common and different in groups of round, square, triangular forms.

Communication between changes (shift) base of classification (groupings) and the number of groups received, objects in them.

Cognitive and speech skills. It is purposefully visual and relating to the motor method to examine geometric shapes, objects in order to determine the form. Parently compare geometric shapes in order to highlight structural elements: corners, sides, their quantities. Independently find and apply a method for determining the shape, size of objects, geometric shapes. Independently call the properties of objects, geometric shapes; express in speech the method of determining such properties as a form, size; Group them on features.

RELATIONS.

The relationship of groups of objects: by quantity, in size, etc. Sequential increase (Reduction) 3-5 items.

Spatial relations in paired directions from themselves, from other objects, in motion in the specified direction; Temporary- in the sequence of parts of the day, the present, last time and the future: today, yesterday and tomorrow.

Generalization of 3-5 objects, sounds, movement by properties - size, quantity, form, etc.

Cognitive and speech skills. Compare eye objects, by overlay, applications. It is possible to express in speech quantitative, spatial, temporary relations between objects, clarify a consistent increase and reduce them in quantity, size.

Numbers and numbers.

Designation of the number of number and digit within 5-10. Quantitative and sequence assignment of the number. Generalization of groups of objects, sounds and movements by number. Links between the number, digit and quantity: the more items, the greatest number they are designated; Pulling both homogeneous and heterogeneous objects, in different location, etc.

Cognitive and speech skills.

Count, compare on features, quantity and number; reproduce the amount of sample and number; count.

Call numbers, coordinate words-numerical with nouns in kind, the number, the case.

Reflect in the speech way of practical action. Answer questions: "How did you know how much?"; "What do you know if you count?"

PRESERVATION (Unchanged) Quantities and quantities.

Independence of the number of items from their location in space, grouped.

The invariance of the size, the volume of liquid and bulk bodies, the absence or presence of a dependence on the shape and size of the vessel.

Generalization of size, number, in terms of the level of compulsion the same in the form of vessels, etc.

Cognitive and speech skills to visually perceive values, quantities, properties of objects, consult, compare to proof equality or inequality.

Express the location of items in space. Use pretexts and adverbs: on the right, from above, from ..., near ..., about, in, on, for, etc.; Explain the method of comparison, compliance detection.

Algorithms.

Designation of the sequence and stratification of the educational and gaming action, the dependence of the procedure for following objects with a symbol (arrow). Using the simplest algorithm different types (linear and branched).

Cognitive and speech skills. Speakingly perceive and understand the sequence of development, performing action, focusing on the direction indicated by the arrow.

Reflect in the speech procedure for performing actions: first; later; earlier; later; If ..., then.

I. Methods for the study of quantitative representations

Count yourself.

1. Name parts of your body, which one (head, nose, mouth, tongue, chest, belly, back).

1. Call pair bodies (2 ear, 2 temple, 2 eyebrows, 2 eyes, 2 cheeks, 2 lips: upper and lower, 2 hands, 2 legs). 3.
2. Show those body bodies that can be considered up to five (fingers and legs).

Light stars.

Game Material: Dark Blue Paper Sheet - Night Sky Model; Brush, Yellow Paint, Numeric Cards (up to five).

1. "Welcome" (brush end) So much "stars in the sky", as shown figures on a numeric card.
2. Same. Perform, focusing on the hearing on the number of shocks in the tambourine or under the cover of the table made by adults.

Help Pinocchio.

Game Material: Pinocchio toy, Coins (within 7-10 pieces). Task: To help Pinocchio selected such a number of coins that Karabas Barabas presented it.

II. Value

Ribbons.

Game Material: Paper strips of different lengths - ribbons model. Set of pencils.

1. The longest "ribbon" freshes with a blue pencil, the "ribbon" shorter focusing with a red pencil, etc.
2. Ensure all "ribbons" in length.

Split pencils.

To the touch, decompose the pencils of different lengths in order of increasing or descending.

Spread mats.

Dispatch "mats" in increasing and descending order in width.

III. Methods for studying ideas about geometric shapes.

What form?

Game Material: Set of cards with the image of geometric shapes.

1. The adult calls any object of the environment, and the child card with a geometric shape corresponding to the form of the named item.
2. Adult calls the subject, and the child verbally defines its shape. For example, a triangle brazer, eggs, etc.

Game Material: A set of geometric shapes. Using geometric shapes, lay out complex pictures.

Cut the rug.

Game Material: Illustration with a geometric image of torn rugs.

Find suitable (in form and color) Pack and "repair" (impose) Her hole.

IV. Methods of research of spatial representations.

Correct mistakes.

Game Material: 4 large squares of white, yellow, gray and black colors - model parts of the day. Scene pictures depicting the activities of children during the day. They are put on top of the squares without taking into account the compliance of the plot of the model. Fix mistakes made by minor, explain your actions.

Determine the direction of movement from ourselves (right, left, forward, back, up, down).

Game Material: Card with a pattern made up of geometric shapes.

Describe the pattern from yourself.

Find differences.

Game Material: Set of illustrations with opposite image of items.

Find differences.

Stages of the forming experiment

Stage 1 - the following games were proposed for the development of mathematical representations:

"Trouble" The goal is to form the ability to distinguish contrast and adjacent parts of the day.

"What changed?"

"Birthday doll" The goal is the ability to distinguish colors and forms.

"Remember pictures" The goal is to develop attention and memory, distinguishing geometric figures according to characteristic features.

"Repeat each other" The goal is to develop an understanding of a schematic image of a person's posture.

"What are similar than different" , "We assume"

"Find what toys will porch" , "Pick up a couple" The goal is to teach a child to a quantitative and ordinal account.

"Lamps on the tracks" The goal is the ability to allocate two properties of the figure (shape and size; size and color).

"Workshop forms" The goal is to develop ideas about geometric figures, the allocation of them according to characteristic features.

"Draw a picture with chopsticks" The goal is to develop thinking, sequence and quantitative account.

"Learning to compare" The goal is to compare items in length and width.

"Coloring items of different geometric forms" The goal is to develop ideas about geometric figures.

"What's next?" The goal is to develop a quantitative and ordinal account. "Games with Dienesh blocks" The goal is the development of a quantitative and ordinal account, the value, length, width, height, color. The ability to compare two properties simultaneously: shape - size, size, color, form color.

"When does it happen?" The goal is to develop ideas about the time and parts of the day.

"Colored houses" The goal is to highlight two properties of figures at the same time: shape and color.

"Color Lotto" The goal is to highlight size and color.

Stage 2 - Next Games:

"What changed?" , "Who hides here?" Purpose - orientation in the group room, the ability to move in a given direction.

"What did you get?" The goal is to manipulate with liquids and bulk materials.

"Attention - Guess-Ka" The goal is to manipulate with liquids.

"Determined eye differences" The goal is to develop a memory, the ability to generalize all geometric shapes.

"Learning to find visible differences" Purpose - orientation on the plan in the group and on the site according to plan.

"What does it seem?" The goal is to develop attention, generalization of geometric forms in size.

"Half to half" , "Dosks"

"Magic Mosaic" The goal is a generalization of the geometric figures in color.

Games with Dienes blocks - with complication.

"Gnomes with bags" Objective - Development of the ability to allocate spatial relations (up- down, right - left, side, back-in front).

"Learning to compare" The goal is the ability to compare items in length, width, height.

"Who left and where did he hide?" The goal is the ability to move in a given direction by the oral team.

"Pass the package" The goal is a quantitative and serial account.

"Where did the bee bloom?" Purpose - the ability to compare (equally, more, one more, one less).

Lotto "Color and Form" The goal is to develop ideas about color and form, enriching thinking.

"Logical Lotto" The goal is the score and geometric shapes.

3 Stage - Next Games:

"Attention" The goal is the ability to navigate the kindergarten plan.

"What changed?" Purpose - orientation with complication.

"What are like, what differ?" Purpose - the ability to allocate two properties of the figure at the same time (color shape, size-color, form-size). "Continue a number. Dots " The goal is a quantitative and serial account. "Fix a bug" The goal is the ability to compare items in thickness, height and mass.

Lotto "Call" , "Name the neighbors" The goal is the development of a sequence account. "Who knows, let him think further!" The goal is the invoice in the opposite direction. "Wonderful bag" The goal is to develop the feeling and perception.

"Cutting pictures" , "Mouch pattern" The goal is geometric shapes and the development of thinking.

"Copying and sketching geometric shapes" The goal is geometric shapes and the score.

"When it was?" The goal is to develop the ability to distinguish contrast parts of the day, determining their sequence yesterday today - tomorrow).

"Fast slow" The goal is geometric shapes, score, color, shape, size.

"Cubes for all" Purpose - orientation on a sheet of paper, the ability to perform a certain sample ornament (Scheme).

The mathematical education of the preschooler is a targeted process of learning elementary mathematical ideas and methods of knowledge of mathematical reality in preschool institutions and a family, the purpose of which is to educate the culture of thinking and the mathematical development of the child.

Like "to wake" Cognitive interest in a child?

Answers: novelty, unusual, surprise, discrepancy between previous ideas.

Those. It is necessary to make training entertaining. With entertainment training, emotional-thought processes, forcing those who observe, compare, arguing, argumenting, to prove the correctness of the actions performed.

The task of adults is to support the interest of the child!

Today, the educator needs to build educational activitiesSo that every child is actively and enthusiastically engaged. By offering children to the tasks of mathematical content, it is necessary to take into account that their individual abilities and preferences will be different and therefore the development of mathematical content is a purely individual character.

Learning mathematics of preschool children is unthinkable without the use of entertaining games, tasks, entertainment.

Mastering mathematical ideas will be effective and efficient only when children do not see what they are taught. It seems to them that they only play. Not noticeable for itself, in the process of gaming actions with the game material, they consider it, they are deducted, the logical tasks decide.

After all, the properly organized objective environment allows each child to find a lesson in the shower, to believe in their strength and abilities, learn to interact with teachers and with peers, to understand and evaluate feelings and acts, argue their conclusions.

Use an integrated approach in all types of activities to teachers helps the presence of entertaining material in each group of kindergarten, namely the card files with a selection mathematical mysteries, funny poems, mathematical proverbs and sayings, read, logical tasks, tasks, jokes, mathematical fairy tales.

Entertaining in content aimed at the development of attention, memory, imagination, these materials stimulate the manifestations of cognitive interest. Naturally, success can be provided with a personal-oriented interaction of a child with adults and other children.

Thus, puzzles are appropriate when consolidating ideas about geometric figures, their conversion. Riddles, tasks - jokes are appropriate in the course of learning to solve arithmetic tasks, actions on numbers, when forming ideas about time. Children are very active in the perception of tasks - jokes, puzzles, logical exercises. The child is interested in the ultimate goal: folded, find the desired figure, convert - which carries it.

The group continues to work on the formation of the cognitive interests of preschoolers by developing mathematical games and the creation of a developing subject-spatial environment to form mathematical ideas in accordance with GEF to.

Having made the analysis of the sets of games existing in the group, I came to the conclusion that the developing games are not enough. Therefore, I made benefits, didactic games of mathematical content, included games and exercises for the development of attention, fantasy, imagination and speech of the child; Games for the classification of items for purpose. To develop attention, the ability to make logical conclusions, in working with children I use logical tables.

I also offer children independent gaming and practical exercises outside classes based on self-control and self-esteem. For example, games: « Geometric lotto.» , "Fourth extra" . "Magic Pouch" . "What figure did not?" , "How many?" , "Confusion?" , "Fix a bug" , "Remove the numbers" , "Name the neighbors" , "Say the number" , "The number is your name?" , "Make a figure" , "Who will name first, which toys did not become?" Develop children attention, memory, thinking.

Were included in the work with children and a series of games: "Mass Square" , "Speak circle" . They develop the ability to make a whole of parts, contribute to the development of imagination, constructive thinking, willpower, the ability to bring the work started to the end.

Children consider and analyze rows of figures, and then the missing figure is chosen from the proposed samples.

For orientation in space, I use Plankarta in our work, according to which children enshrine knowledge: right, left, top, down, forward, back. Working with Plancart teaches children to consistently build their story, for example, "How to get to the house a" .

Develop in children memory, attention, logical thinking, sensory and creative abilities; learn to count, count the right amount, get acquainted with spatial relations and the value; Recalling the whole and part helps the game of Vosobovich.

The tool for the development of creative and logical abilities of children is practical classes with a designer for plane and volume modeling. In the game with the designer, the child remembers the names and the appearance of plane figures (Triangles are equilateral, acute corollary, rectangular), squares, rectangles, rhoms, trapezoids, etc. Children learn to simulate the objects of the world and acquire social experience. Children develop spatial thinking, they can easily change color, shape, structure size, if necessary. Skills, skills acquired in the pre-school period will serve as a foundation for knowledge and development of school age. And the most important among these skills is the skill of logical thinking, the ability "Act in mind" .

Wooden designers are convenient didactic material. Multicolored parts help the child not only to learn the names of flowers and geometric flat and volume figures, but also concepts "more less" , "higher lower" , "WYDE-ALREADY" .

Children, work with a logical pyramid makes it possible to manipulate the components and compare them in size by the comparison method. Folding the pyramid, the child not only sees the details, but also feels their hands.

In conclusion, we can draw the following conclusion: the development of cognitive abilities and the cognitive interest of preschoolers - one of the most important issues Education and development of the child of preschool age.

A child who is interested to learn something new, and from which it, it turns out, will always strive to find out even more - that, of course, the most positive way will affect his mental development.

Literature:

1. Tichomorova L.F. Development of logical thinking of children. - SP., 2004.
2. Formation of elementary mathematical ideas from preschoolers. Ed. A.A. Joiner. M., Enlightenment, 1988. -303С.

2. Historical review of the development of mathematical ideas in children of preschool age ......................................... .....................................eleven

3. Implementation of the idea of \u200b\u200bintegrating the logical and mathematical and speech development of preschoolers ...................................... ..............................................sixteen

4. Requirements for artwork for children of preschool age ... .... .............................................................. .. ......... 18

Conclusion ....................................................................... ... 25

List of references ............................................................... .27
Transnistrian State University

Faculty of Pedagogy and Psychology and

Special techniques
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On the topic:

Students 4 courses g.

Vidnoye S.A.
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Introduction
A huge role in mental education and in the development of the intellect of the child plays mathematical development. Mathematics has a unique developing effect. Its study contributes to the development of memory, speech, imagination, emotions; Forms perseverance, patience, creative personality potential. Mathematics is one of the most difficult learning items. The potential of the teacher of the preschool institution consists not in the transfer of certain mathematical knowledge and skills, and in the admission of children to the material that gives food to the imagination, affecting not only a purely intelligent, but also the emotional scope of the child. The teacher of the preschool institution should give the child to feel that he will be able to understand, to learn not only private concepts, but also common patterns. And the main thing is to know the joy when overcoming difficulties.

Consequently, one of the most important tasks of Pedagogues DOU is the development of a child of interest in mathematics in preschool age. But childhood is impossible to imagine without flops, counters, mysteries, in a word without oral folk creativity. Therefore, the admission to mathematics through the use of oral folk creativity will help the child faster and easier to assimilate the educational program.

Mathematics training should not be a boring occupation for the child, besides, the people have a huge number of works of oral folk creativity for kids. The fact is that children's memory is selective. The child assisters only what he was interested in, surprised, pleased or scared. He is unlikely to remember something uninteresting, even if adults insist.

Therefore, the need to connect modern requirements for preparing preschoolers with the possibility of maximum use of the potential of oral folk art makes this problem currently relevant.
Project passport

"Mathematics in the world of folklore"

(Toolkit)

Project developers:Ovchinnikova Nadezhda Aleksandrovna

Ukolova Svetlana Vladimirovna

Leader:Mamaeva E.I.

Attributes of the preschool institution:dimitrovgrad, ul. Drohobic, d. 25, MDOU CRR-D / C No. 56 "Fairy Tale", vol. 5-31-65.

Subject:"The mathematical development of preschoolers in the process of using works of oral folk creativity."

The relevance of the project:

Mathematics is one of the most complex items in the school cycle. Therefore, in kindergarten today, the child must absorb elementary mathematical knowledge. However, the problem of the formation and development of children's mathematical abilities is one of the least designed methodological problems of preschool pedagogy.

Training of preschoolers The basics of mathematics is given an important place. This is caused by a number of reasons: the beginning school learning With six years, abundance of the information received by the child, increased attention To computerization, desire to make the learning process more intense.

Traditionally, the problem of assimilation and accumulation of knowledge of mathematical knowledge in pre-school pedagogy is mainly associated with the formation of ideas about the natural number and actions with it (account, attachment, arithmetic action and comparison of numbers, measurement of scalar values, etc.). The formation of elementary mathematical representations is a means of mental development of a child, his cognitive abilities.

For a child-preschooler, the main way of development is an empirical generalization, i.e. Summarizing your own sensual experience. For a preschooler, the content must be sensually perceived, so it is so important to use entertaining material based on elements of oral folk creativity in working with preschoolers. Folklore masks that mathematics, which many consider dry, uninteresting and far from the life of children.

The child in classroom needs active activity that contributes to the increase in its life tone that satisfies his interests, social needs. Folklore material affects the formation of the arbitrariness of mental processes, on the development of arbitrariness of attention, for arbitrary memory.

In mathematics classes, folklore material (or belonging, or a mystery, or tales characters, or another element of oral folk creativity) affects the development of speech, requires a child of a certain level of speech development. If a child cannot express his wishes, it cannot understand the verbal instruction, it cannot task. Integration of logical and mathematical and speech development is based unitytasks solved in preschool age.

It is through the use of oral folk art that the knowledge and skills obtained in classes in mathematics are reflected and developing interest in the subject.

Thus, if in working with preschoolers, it will use elements of oral folk creativity, it will help increase the level of development of the mathematical abilities of children.

Purpose:creating a developing medium based on oral folk creativity aimed at the formation of elementary mathematical representations of preschoolers.

An object: The process of forming elementary mathematical representations of preschool children.

Thing: The development of mathematical abilities using oral folk art.

Tasks:

1. Studying the analysis of literature on the problem of the formation of elementary mathematical ideas in children.

2. Selection and systematization of works with elements of small genres of folk folklore, which will contribute to raising the level of mathematical ideas in children.

3. Creation of benefits for teachers and parents.

Project type:

By number of participants: Group.

Directions: Subject (mathematical development).

On the priority of the method: creative (creating a methodological manual)

According to the contingent of the participants: the midst (3-7 years).

By duration: long-term (the project is carried out within 1 year).

Presentation:

Theoretical material: Presented in the form of an essay on the topic of the project.
1. The content of mathematical development.
Holistic development of a child preschooler is a multifaceted process. Personal, mental, speech, emotional and other aspects of development are particularly important. In mental development, a mathematical development plays an important role, which at the same time cannot be carried out outside personal, speech and emotional.

The concept of "mathematical development of preschoolers" is quite complex, complex and multidimensional. It consists of interrelated and interdependent ideas about space, form, magnitude, time, quantities, their properties and relationships that are necessary for the formation of the "everyday" and "scientific" concepts. In the process of assimilation of elementary mathematical ideas, the preschooler enters into specific socio-psychological relations with time and space (both physical and social); It is formed by the ideas about the relativity, transitivity, discreteness and continuity of the magnitude, etc. These submissions can be considered as a special "key" not only to master the types of activity, to penetration into the meaning of the surrounding reality, but also to the formation of a holistic " paintings of the world. "

The basis of the interpretation of the concept of "mathematical development" of preschoolers was laid in the works of Wenger L.A. And today is the most common in the theory and practice of learning mathematics of preschoolers. "The purpose of learning in classes in kindergarten is the assimilation of a certain specified program of the circle of knowledge and skills. The development of mental abilities is achieved indirectly: in the process of learning knowledge. This is the meaning of the widespread concept of "educational training". The developing effect of training depends on which knowledge is communicated to children and what methods of learning are applied. "The alleged hierarchy of categories is noticed here: knowledge is primary, the learning method is secondary, i.e. It is understood that the learning method "is selected", depending on the nature of the knowledge reported to the child (however, the use of the word "reported" obviously reduces "No" the second half of the statement, since the "reported" method means "explanatory-illustrative" method, and Finally, it is assumed that mental development itself is a spontaneous consequence of this training.

Such an understanding of mathematical development is steadily maintained in the works of specialists of pre-school education. In the study of Abashina V.V. The concept of "mathematical development" is given: "The mathematical development of a preschooler is the process of qualitative change in the intellectual sphere of the individual, which occurs as a result of the formation of mathematical ideas and concepts in a child."

From the study of E.I.Sheterbakova under the mathematical development of preschoolers, it is necessary to understand the shifts and changes in cognitive activity Persons that occur as a result of the formation of elementary mathematical ideas and related logical operations. In the words, the mathematical development of preschoolers is qualitative changes in the forms of their cognitive activity, which occur as a result of mastering children with elementary mathematical ideas and related logical operations.

Having distinguished from preschool pedagogy, the method of forming elementary mathematical representations has become an independent scientific and educational area. The subject of its study is to study the basic patterns of the process of forming elementary mathematical ideas from preschoolers in the conditions of public education. A circle tasks of mathematical development solved by the methodology, is quite extensive:

Scientific substantiation of software requirements for the level of development of quantitative, spatial, temporary and other mathematical representations of children in each age group;

Determination of the content of the material to prepare the child in kindergarten to the absorption of mathematics at school;

Improving material on the formation of mathematical ideas in a kindergarten program;

Development and introduction into the practice of effective didactic means, methods and various forms and the organization of the development of elementary mathematical representations;

Implementation of continuity in the formation of basic mathematical ideas in kindergarten and relevant concepts at school;

Development of the preparation of highly qualified personnel capable of carrying out pedagogical and methodological work on the formation and development of mathematical ideas in children in all units of the system pre-school education;

Development on a scientific basis of methodological recommendations to parents for the development of mathematical ideas in children in families.

Shcherbakova E.I. Among the tasks to form elementary mathematical knowledge and the subsequent mathematical development of children, the main, namely:

Acquisition of knowledge about the set, number, value, form, space and time as the foundations of mathematical development;

The formation of a broad initial orientation in quantitative, spatial and time relationships of the surrounding reality;

The formation of skills and skills in the account, calculations, measurement, modeling, general educational skills;

Mastering mathematical terminology;

The development of cognitive interests and abilities, logical thinking, the general intellectual development of the child.

These tasks are most often solved by the educator at the same time at each classes in mathematics, as well as in the process of organizing different types of independent children's activities. Numerous psychological and pedagogical studies and advanced pedagogical experience in preschool institutions show that only properly organized childhood activities and systematic training ensure the timely mathematical development of the preschooler.

The theoretical base of the methodology for the formation of elementary mathematical representations in preschoolers is not only general, principled, initial positions of philosophy, pedagogy, psychology, mathematics and other sciences. As a system of pedagogical knowledge, she has its own theory, and its sources. The latter include:

Scientific research and publications reflected in the main results of scientific searches (articles, monographs, collections of scientific papers, etc.);

Program-instructive documents ("Program for upbringing and learning in kindergarten", guidelines, etc.);

Methodical literature (articles in specialized journals, for example, in "preschool education", benefits for educators of kindergartens and parents, collectors of games and exercises, guidelines, etc.);

Advanced collective and individual pedagogical experience in the formation of elementary mathematical ideas in children in kindergarten and family, experience and ideas of innovative teachers.

The method of formation of elementary mathematical representations in children is constantly developing, improving and enriched by the results of scientific research and advanced pedagogical experience.

Currently, thanks to the efforts of scientists and practitioners, a scientific and well-founded methodological system for the development of mathematical ideas in children has been successfully operating and improved. Its main elements are the goal, content, methods, means and forms of work organization are closely interconnected and interdepend each other.

Leading and determining among them is target Since it leads to the fulfillment of the social order of society by a kindergarten, preparing children to study the basics of science (including mathematics) at school.

Preschoolers actively master the score, use numbers, carry out elementary calculations on a visual basis and verbally, master the simplest temporary and spatial relations, convert subjects various shapes and values. The child, not aware of that, practically turns on to simple mathematical activities, developing properties, relationships, communications and dependencies on objects and numerical levels.

The need for modern requirements is caused by a high level modern school To the mathematical training of children in kindergarten in connection with the transition to school training since six years.

Mathematical preparation of children to school involves not only the assimilation of children of certain knowledge, the formation of quantitative spatial and temporary representations. The most important is the development of thinking abilities from preschoolers, the ability to solve various tasks. The educator should know, not only how to train preschoolers, but also what he tends them, that is, it should be clear to the mathematical essence of those ideas that he forms in children. The widespread use of oral folk creativity is also important for waking up at preschoolers of interest in mathematical knowledge, the improvement of cognitive activity, general mental development.

Thus, mathematical development is considered as a consequence of learning mathematical knowledge. To some extent, this is definitely observed in some cases, but not always happening. If this approach to the mathematical development of the child was correct, it would be enough to select a circle of knowledge reported to the child, and pick up the "under them" the corresponding method of learning to make this process really productive, i.e. Receive as a result of "Stollar" high mathematical development in all children.
2. Historical Review of the Development of Mathematical Presentations

in children of preschool age.

The prevention of the formation of the methodology for the development of mathematical representations in children of preschool age as a scientific discipline was an oral folk creativity (fairy tales, pages, riddles, jokes, etc.). During their development, children not only seized the recalculation of objects, but also to the ability to perceive and realize the changes occurring in their surrounding reality (changes in color, natural, spatial and temporary). It provided natural development in children of some ideas, smellings and intelligence.

In 1574, the first primer Ivan Fedorov in the printed school book created by him - the "letter" offered exercises to teach children the score. In the oral folk art of those years also reflect the views of teachers and parents on the mathematical development of the child.

In the XVIII-XIX centuries. Questions of content and methods for teaching children of preschool age Arithmetic and development of submissions about the size, measurement measures, time and space are reflected in advanced pedagogical systems Education developed by Ya.A. Komensky, I.G. Pestozzi, k.d. Ushinsky, L.N. Tolstoy, etc. Teachers of that era under the influence of developing practice requirements concluded the need to prepare children to absorb mathematics at school. They expressed certain proposals on the content and methods of teaching children, mainly in the family conditions.

Czech Thinker-Humanist and Pedagogue Ya.K. Komensky (1562-1670) In the education of preschoolers included arithmetic: assimilation of the account within the first two dozen (for 4-6-year-old children), the definition of more and smaller ones, comparison of objects and geometric figures, study of general measures. Advanced ideas in teaching children preschool arithmetic also expressed Russian teacher K.D. Ushinsky (1824-1872). Writer and teacher L.N. Tolstoy published in 1872 "ABC", one of the parts of which was called the "account". L.N. Tolstoy offered to teach children a "forward" and "back" within a hundred and numbering, based on the children's practical experience acquired in the game.

Development methods in children on the number and form were reflected and further development in the sensory education systems of the German teacher F. F. Festia (1782-1852), Italian teacher M. Montessori (1870-1952), etc. In general, learning mathematics on the Mary system Montessori began with a touch impression, then a transition to an understanding of the symbol was carried out, which made mathematics attractive and affordable even for 3-4-year-old children.

So, the advanced teachers of the past, Russian and foreign, recognized the role and necessity of primary mathematical knowledge in the development and education of preschoolers, allocated the score as a means of mental development and urgently recommended to teach children as soon as possible, from about 3 years.

The formation of the methodology for the development of elementary mathematical representations in the XIX-early XX centuries. Also occurred under the direct impact of ideas to reform school methods of learning arithmetic. Two directions were particularly distinguished: the so-called method of studying numbers is connected with one of them, or with another, the method of studying actions, which was called computational. Both methods played a positive role in the further development of the technique, which absorbed the receptions, exercises, didactic means of one and the other method.

In the late XIX - early XX centuries. The ideas of learning mathematics without coercion and didacticity were widespread, but without superfluous. Mathematics, psychologists, teachers developed mathematical games and entertainment, constituted collections of tasks for the smelting, converting figures, solution of puzzles. Mathematical games were widely used in the training and development of children, during which a detailed and clear analysis of gaming actions was needed, the ability to show a mixture during searches, independence.

In the 20-50s. XX century Special differences in the approaches to the selection of content and methods of learning were not observed. It was assumed to develop the ability to navigate in space and time, distinguish between forms and values, numbers and actions on them, ideas about measures and division in part.

Development of psychological and pedagogical issues of the methodology for the development of mathematical ideas in preschool children in the 60-70s. XX century was built on the basis of the methodological positions of Soviet psychology and pedagogy. The regularities of the formation of ideas about the number, the development of counting and computational activities were studied. In the 80s. We started discussing ways to improve both the content and methods of teaching children of preschool age mathematics. In the early 90s. XX century There are several main scientific directions.

According to the first direction, the content of learning and development, methods and techniques were designed on the basis of the idea of \u200b\u200bpreferential development in preschoolers of intellectual and creative abilities (J. Piazhe, D. B. Elkonin, V.V. Dvalov, A.A. Stolyar, etc.)

The second position was based on preferential development in children of sensory processes and abilities (A.V. Zaporozhets, L.A. Wenger, N. B. Wenger, etc.)

The third theoretical position on which the mathematical development of preschoolers is based is based on the ideas of the initial (before the development of numbers) mastering the practical comparison of values \u200b\u200bthrough the allocation in the subjects of general features - mass, length, widths, heights (P.Galperin, L.C. . Georgiev, V.V. Dvalov, A.M. Leusin, etc.)

The fourth situation is based on the idea of \u200b\u200bbecoming the development and development of a certain style of thinking in the process of developing children and relationships. (A.A. Stolyar, R.F. Sobolevsky, T.M. Chebotarevskaya, E.A.Nosova, etc.)

In the monograph S. Vinogradova "Russian Children's Folklore. Game Preludes "Announced the classification of children's folklore, in particular, readers, which are based on the vocabulary. Such a classification is fully justified, and nothing better has been proposed. G. S. Vinogradov Initially, the verses containing counting words (times, two, three, four, we stood on the apartment), "Zaulny" (distorted) counting words (Persons-other girls, flew of blueberries) and numeral equivalents ( Anza, Dvinza, Three, Kalyneza - the word "Kalynza" here is the equivalent of numerical "four"). The vaginal grapes were considered to consider the whole or partially consisting of meaningless words; To the renovation belongings - poems that do not contain any inclusive words. Countertilers, draw, songs and sentences included in games, and make up the game folklore.

Orientation in modern programs for the development and education of children gives the basis for choosing a technique. In modern programs ("Childhood", "Development", "Rainbow", "origins", etc.), as a rule, it turns on that logical and mathematical content, the development of which contributes to the development of cognitive-creative and intellectual features of children.

For modern programs for the mathematical development of children, the following is characteristic:

The focus of the mathematical content of the mathematical content for the development of their cognitive-creative abilities and in the aspect of the admission to human culture;

Education of children is based on the inclusion of active methods and forms and is implemented both on specially organized classes and in independent and joint activities with adults;

These technologies for the development of mathematical ideas in children who implement the educational, developing orientation of training and activity of students are used. Modern technologies are defined as problem-gaming;

The most important development condition, primarily, is to organize an enriched glass environment (effective educational games, educational and gaming benefits and materials);

Design and designing the process of development of mathematical representations is carried out on a diagnostic basis.

But back to the restoration of the methodology for the development of mathematical ideas, which was the oral folk creativity. Outstanding domestic teachers k.d. Ushinsky, E.I. Tikeeva, E.A. Flerina, A.P.USova, A.M. Leusin and others have repeatedly emphasized the vast capabilities of folklore forms as the means of upbringing and learning children. Small folk genres include works that differ in genre affiliation, but having a common exterior sign - Small volume. Small genres of folklore prose are very diverse: riddles, proverbs, sayings, booms, sweatshirts, counters, patters, etc. This is a treasury of Russian people's speech and folk wisdom. These little poetic works are full of bright images, built often on excellent consonents and rhymes. This is a phenomenon and language, and art, contact with which is very important from the small years.

Thus, oral folk art brings the joy of admission to light thoughts, contributes not only to the acquaintance, consolidation, concretization of children's knowledge of numbers, values, geometric figures and bodies, etc., but also the development of thinking, speech, stimulating the cognitive activity of children, Training attention and memory. It can be widely used in working with preschoolers as a reception that prompts the acquisition of knowledge - when familiar with the new material (phenomenon, number, letter); as a reception, exacerbating observation, - when consolidating a certain knowledge (rules); As a gaming (entertaining) material that meets the age needs of children of preschool age.
3. Implementation of the idea of \u200b\u200bintegrating the logical and mathematical and speech development of preschoolers.
Integration (lat. Integraio - Restoration, replenishment; whole) is understood as a combination and mutual enrichment of some content due to qualitative changes in links between meaningful sections; The binding state of individual differentiated parts and functional systems into an integer, as well as a process leading to such a state.

Regarding preschool agethe idea of \u200b\u200bintegrating meaningful sections and activities based on:

The need for a holistic "vision" and the implementation of the development of children;

Integration of the ideas of children about the world;

A deeper awareness of the digestible content in the event that it is represented in all sorts of links and relationships (which ensures integration).

Using integration allows you to: intensify the interest of preschoolers to the massive problem and to knowledge as a whole; contributes to the generalization and systematic knowledge and integrated solving problems; Provides transferred to new conditions.

Integration of logical and mathematical and speech development is based unitytasks solved in preschool age. The development of classification, seriation, comparisons, analysis is carried out in the process of games with logical blocks, substances, sets of geometric shapes; During the layout of silhouettes, the allocation of differences and the similarity of geometric shapes, etc. In the process of developing the speech, exercises and games are actively used, providing for these operations and action during the establishment of generic relations (transport, clothing, vegetables, fruits, etc. .) And the sequences of events, drawing up stories, which ensures the sensory and intellectual development of children.

Used diverse literary means(Tales, stories, poems, proverbs, sayings). This is a kind of integration of the artistic word and mathematical content. In artworks in a figurative, bright, emotionally rich form, some cognitive content, "intrigue", new (strangery) mathematical terms (for example, a threesteed kingdom, squeezing in shoulders, etc.) are presented. This form of representation is very "consonant" by the age-related possibilities of preschoolers.

Fairy tales and stories are widely used, in which the plot is often built on the basis of some property or relationship (for example, the plot "Masha and Bears", in which the dimensional relationship is modeled - a series of three elements; fairy tales "Gnomes and Giant" ("Boy- C-finger "Sh. Perro," Thimmochka "G.H.andersen); stories that simulate some mathematical relations and dependencies (Oster" as measured by Radeb ", E. Uspensky" Business Crocodile Gene ", etc.) . The plot, patterns of characters, "melody" of the language of the work (artistic aspect) and "mathematical intrigue" are a single whole.

IN didactic purposesthe works are often used, in the title of which there are indications of numbers (for example, "twelve months", "Wolf and Seven Cats", "Three Piglets", etc.). As a reception, the poems specially composed for preschoolers are used, for example S. Marshak "Merry Account", T. Akhmadova "Account Lesson", I.Tokmakova "How much?"; E. Gailan poem, Vier, A. Kodyrov, etc. Data description numbers, figures contribute to the formation of a bright image, quickly remembered by children.

Integration is used at the level of speech creativity:

Writing stories in which the figures are told about figures. The story's intrigue can be built in aspects of resizing, mass, form of item; It is envisaged to apply the account, measurement, weighing to solve the plot collision;

The composition of mathematical mysteries, proverbs, for which it is necessary to allocate the essential properties of the subject (analyze the form, size, purpose) and submit them to figurative form.

4. Requirements for artwork

for preschool children.

The analysis of scientific literature showed that there are general principles Selection of works of oral folk creativity for preschoolers. Selection of folklore works largely depends on the solution of educational tasks.

It is possible to allocate objective and subjective principles for the selection of works of oral folk creativity for children.

Objective criteria: The works of oral folk creativity should reflect the traditions of folklore, a healthy realistic attitude to the phenomena of the surrounding reality. It should be characterized by a rather high moral and aesthetic level.

Subjective criteria should take into account the psychology of the child, its age features, the level of development, the interests of children. Based on these provisions, the theme of the works of oral folk art should be chosen so that it is close to the world of children's ideas.

In preschool pedagogy, the requirements for artworks (including oral folk creativity) have been developed for children: theme, content, language, volume.

In the "Program of Education in kindergarten" placed lists of literature for each age group, in which oral folk creativity (fairy tales, songs, sweatshops), works of Russian, Soviet and foreign writers are presented. The entire recommended material is evenly distributed in the accommodation quarters, taking into account the educational and educational work, which is carried out at each time segment. Also indicate methods for familiarizing children with these works. The proposed lists of fiction facilitate the selection of texts, but do not exhaust it. Equipments need to know how children familiarize themselves with the previous age groups to constantly consolidate them. At the beginning of the year you need to view the program of the previous group and outline material for repetition.

The educator should be able to choose the artistic work that he needs depending on the complexity of the text, the age of children, the level of their preparation. A number of requirements are allocated and the works of oral folk creativity: high artistic value; ideological orientation; availability of content (works close to the experience of children); familiar characters; pronounced traits of the hero; understandable motives of actions; small stories in accordance with the memory and attention of children; Available dictionary; Clear phrases; lack of complex forms; The presence of shaped comparisons, epithets, the use of direct speech in the story.

Matching mathematical development is needed in classes and consolidate in different types Children's activity. Effective didactic means in assimilation of the foundations of mathematics, in the development of speech and in the general development of children are the main forms of children's folklore, because They help children in learning the educational material, achieve success in mastering the material, with interest to solve problems and examples: quantitative relations are fixed (a lot, more, more, as much), the ability to distinguish geometric shapes, orient in space and time. Particular attention is paid to the formation of the ability to group items on features (properties), first one by one, and then on two (shape and size). For this, the teacher uses sweepers, riddles, counting, sayings, proverbs, patterings, fragments of fairy tales.

IN riddles Mathematical content is analyzed by a subject with a quantitative, spatial and time point of view, the simplest mathematical relationships are noticed, which allows them to submit them more relief.

The riddle can serve, first, the initial material for acquaintance with some mathematical concepts (number, ratio, value, etc.). Secondly, the same riddle can be used to consolidate, specify knowledge of preschoolers about numbers, values, relationships. You can also offer children to recall the riddles in which there are words associated with these ideas and concepts.

Another kind of small forms of folklore - patter . The purpose of the patter is to teach quickly and clearly to pronounce the phrase, which is deliberately built difficult to pronounce the way. Speaking allows you to secure, work out mathematical terms, words and speech turnover associated with the development of quantitative representations. Competitive and gaming start is obvious and attractive for children. Unconditional, the benefits of the patter and how exercises to improve articulation, develop good diction. Species can be designed in classes in mathematics and outside them.

The technique of work on the patter is simple. First, the teacher utters it, and the children listen carefully, then they repeat very slowly, but not in syllables, then the latter and efficient pace (the tutor in this case acts as a conductor).

Proverbs and sayings In mathematics classes, you can use in order to consolidate quantitative representations. Proverbs can be offered with the task: insert into the proverbs the missed numbers names.

It must be remembered that the saying, in contrast to the proverb, does not have a moral, tearing meaning. IN AND. Dahl wrote: "The saying, by popular definition, flower, and the proverb - a berry; And it is true. " The saying is always a valid, expressive image, part of the judgment, turnover of speech. Sayings are characterized by metaphoricity: "killed two hares. Seven Fridays in the week. " Many sayings are built on the hyperbola: "Lost in three pines".

Of the variety of genres and forms of oral folk creativity, the most enviable fate counting
(Folk Names: Counters, Score, Chutka, Recalculation, Hoggles, etc.). It carries a cognitive, aesthetic and aesthetic function, and together with the games, the prelude to which it most often acts, contributes to the physical development of children.

Piece-numerics are used to consolidate numbers of numbers, ordinal and quantitative account. Their memorization helps not only to develop memory, but also contributes to the development of the ability to recalculate objects, apply in everyday life Shaped skills. Consistent are offered, for example, used to secure the ability to conduct an account in the forward and reverse direction.

Via folklore fairy tales Children are easier to establish temporary relations, learn from a sequence and quantitative account, determine the spatial location of the items. Folklore fairy tales help remember the simplest mathematical concepts (right, left, in front, rear), bring up curiosity, develop memory, initiative, teach improvisation ("Three Bear", "Kolobok", etc.).

In many fairy tales, the mathematical start is located on the surface itself ("two greedy bear", "wolf and seven kids", "SemiCholetik", etc.). Standard mathematical questions and tasks (account, solving conventional tasks) are outside this book.

Presence fabulous hero In mathematics or occupation, the fairy tale gives learning a bright, emotional color. The fairy tale carries in itself humor, fantasy, creativity, and most importantly teaches to think logically.

Tasks with a fabulous plot helps to link acquired knowledge with the surrounding students reality, allows them to apply them when solving various vital problems, their specific content contribute to the formation of deeper and more clear ideas about the numbers and sense of the actions on them. For example: "A red hat brought a grandmother with meat and mushrooms. With meat there were 3 pies, and with mushrooms - 2. How many pies brought the girl with her grandmother? ".

The people have long been recognized job tasks As one of the means of improving interest in the study of mathematics. Thus, as a result of solving the latest tasks, the children are expanding the horizons about the values \u200b\u200band relationships that exist between them.

The purpose of the tasks of jokes is to promote the upbringing in children of observation, attentive attitude to the content of the tasks, the situations described in them, cautiously attribute to the use of analogy in solving problems.

The tasks of the jokes are often compiled in their structure so that they call for children to solutions similar to those used in solving similar tasks considered in mathematics classes. But the situation described in jokes usually requires a different solution.

To receive answers to questions about tasks, first, it is not required to perform any arithmetic actions, and you only need to explain the correct answers. Secondly, in the process of working on tasks for one reason or another, children make mistakes and receive incorrect answers, and finding independently or with the help of the educator in these responses of contradictions with life observations and facts, corrected errors and explain correct solution. Such work on the tasks contributes to the development of logical thinking of students, because teach them to consider and explain the phenomena in accordance with the logic of life.

Easy and entertainment of plots of these tasks, paradoxical answers of preschoolers for tasks questions, and most importantly, the awareness of the children of admitted mistakes contribute to the creation of a wonderful atmosphere of light humor, major mood at those present and satisfaction from obtaining new knowledge.

Thus, the use of elements of oral folk creativity will help the educator in the upbringing and training of children who have difficulties in the assimilation of mathematical knowledge of numbers, quantities, geometric figures, etc.
"Mathematics in folklore"

Establish what is mentioned in it (about which number, value, etc.) and for which it is used;

Explain the meaning of read;

If one and the same number, the amount is given several elements of oral folk creativity, compare them between themselves and allocate something in common that they have;

Create an example of another element of oral folk creativity or the work of Folklore on the same topic (number, value);

Draw your drawing to the read;

Prepare a brief oral story about the element of oral folk creativity, which most liked.
Conclusion
Preschool age is the beginning of a long road into the world of knowledge, in the world of miracles. After all, it is at this age that a foundation is laid for further training. The challenge consists not only in how to learn how to keep the handle, write, count, but also to think, create. A huge role in mental education and in the development of the intellect of the child plays mathematical development.

Training of preschoolers The basics of mathematics is given an important place. This is caused by a number of reasons: the beginning of school learning from six years, abundance of information received by the child, increased attention to computerization, desire to make the learning process more intense, because The formation of elementary mathematical representations is a means of mental development of a child, his cognitive abilities.

Outstanding domestic teachers (K.D. Ushinsky, E.I. Tikheva, E.A. Fleina, A.P. Usova et al.) We have repeatedly emphasized the huge opportunities of small folklore forms as the means of education and children's education. These little poetic works are full of bright images.

For the development of mathematical abilities it is very important to use small forms of folklore with preschoolers, because It helps children in learning educational material, achieve success in assimilation of the material, with interest to solve problems and examples.

In the course of such work, the child is formed by mathematical knowledge, skills, skills and additions, artistic taste, moral feelings, creative activity.

Considering this material, the child becomes looking, thirsty, tireless, creative, persistent and hardworking.

In mathematics classes, such forms of folklore are used as riddles, sayings, proverbs, patters, fairy tales, and such tasks are solved as consolidating children's knowledge about mathematical concepts with literary and artistic images; the creation of the most favorable conditions for the early detection and development of interests, inconsistencies, and the abilities of the child; Formation of internal learning motivation, other exercise motives through gaming activities and problem learning.

Organized work on the development of mathematical abilities of preschoolers, including elements of oral folk creativity, contributes to increasing interest in the process itself.

In conclusion, it should be noted that regular use in the study on the development of mathematical abilities of the system of a specially selected repertoire of oral folk art aimed at the development of cognitive opportunities and abilities is expanding the mathematical horizon of preschoolers, promotes mathematical development, improves the quality of mathematical preparedness, allows children to more confidently navigate The simplest patterns of surrounding their reality and more actively use mathematical knowledge in everyday life.
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Laughter, yes fun!

Mathematical folklore leisure

for children prepared to school group
Software tasks : repeat the sequence and countdown with children; exercise children in solving tasks, in solving labyrinths, in solving problems for logical thinking; report report for a given number; measurements of bulk bodies (flour, sugar), consolidate the concept of a dozen; Remember the proverbs with children, sayings where numbers 7.3 are found. Create a joyful mood in children.

Materials and equipment: Children's bucket, "mathematical labyrinth" in terms of teams, drawing with family ducklings, pencils, eye bandage, cards with a certain number of drawn circles, balalaika-duzhuzh, pie, candy for treating.

The educator calls children:

Collect people!

You are still waiting for you!

Many games, a lot of jokes

And cheerful booms!

(Under the phonogram of the Russian People's Melody enter the group children)

Educator:

Along the street at the end

Walked well done

Not selling goods,

Himself to people show.

Yes, he did not come alone. Look at how many red girls and detecting young people came with them. And tell me, well done, how many red girls came with you? (Children consider and give an answer). And how many young people? (Children consider and respond). And how much time did you come? (Child response)

Ah, yes, well done! Sit down please!

Children sit on the chairs. The girl gets up, takes a bucket and goes under the words of the teacher:

Sent the Molod under

Gorushka for the driver

And the driver is far away

And Vedo Veliko!

Another girl is going to meet her. There is a conversation between them:

─ Ulyana, Ulyana, where have you been?

─ In a new village!

─ And what did you see?

─ Cockerel in shoes,

Chicken in servants

Spiece in Kaftan,

Duck in sundress.

And a cow in a skirt

In the warm coat!

Children consider and give an answer.

Educator:

Ai, Duda, Duda, Duda!

Lost a man's man

Sharic, Sharic - I did not find

I planted and went.

Guys, let's help the peasant to find a fool.

Children pass to the tables and solve the labyrinth.

Educator: Well done, guys, helped to find a duff.

The teacher says referring to the boy: Kum, Kumaneuk, where do you live? Why don't Kumaneuk come to visit me?

Boy: in the gram painted I live. To you, Kumushka, Into! I go, I go, I go, I'll poke it! Can I visit?

Educator: You can, but first answer the question, and you guys help. Remember the proverbs, sayings where the number 7 is found.

Children list.

Seven troubles - one answer.

Seven one is not waiting.

Onions from seven ailment.

Behind the seven seas.

Until the seventh sweat.

Seven times measure cut once.

Too many cooks spoil the broth.

Educator: Well done! But another task: Seven ducklings swim in the pond and quarrel all the time. You need to spend three straight lines to disconnect them all.

(Children perform task)

Educator: Do you want to play now? Get out! And the game is called "nose".

Children get up one next to another and consider the leading:

Pescark sailed at the shore

Lost the air ball.

Help him find -

Catch from 10.

(Account from 10 to 0)

The eyes tie their eyes, he must refuse every third nose at the child. Who will fall, this is given a check box. After reference, the teacher asks:

How many flags? (Three).

And let's guys, remember the proverbs, sayings with this number.

Borrowed in three pines;

Do not recognize a friend at three days, and learn in three years;

From the pot three tops;

Aligned with three boxes;

The promised three years are waiting;

Cry in three streams.

Well done, guys. And now we will ask our menod to bake us pies to tea.

Ti-Ta Ta-Ta

Sick Mistet,

Mucci Nome

Pupies are clutch.

Pie on yeast,

Do not hold on the winding.

And to bake delicious, lush pies - you need to measure so many cups of flour, how many circles on the 1st card, and so many sand glasses, how many circles on the 2nd card.

(Two girls knead the dough and "put their stake").

Educator: In the meantime, pies are preparing, we will play with you. Look, what is my peas. And who wants my peas to praise?

Children say typography:

Seven old people went,

Spoke old men about peas.

The first says: "Peas is good!"

The second says: "Peas is good!"

The third says: "Peas is good!"

Fourth says: "Peas is good!"

Fifth says: "Peas is good!"

Sixth says: "Peas is good!"

Seventh says: "Peas is good!"

And in fact - good peas!

The boy comes up to the bench, takes a balalaika and says:

Eh, I'll take a balalaika in my hands,

Yes, I fell my mistress!

Hey, Timokha, and Demyan,

Nikolai, Semyon, Ivan ...

Sit, brothers. All row

Yes, the chastushki is presido.

1. It does not look like a penny

Not like a bagel

Round he, yes not a fool,

With a hole, yes not a bagel.

2. I drew a unit.

It turned out - well, well!

Real Rocket

For flight to the moon.

3. Gave to write off the control

All the challenges of the ring,

And now we have in notebooks

Both doubles

4. He has colored eyes,

No eyes, but three fire.

He take turns

He looks at me on top.

5. But this is a number five!

Every finger hold

Finger tell me a finger.

6. In the Dark Sky Starry Night

I found seven bright dots.

Seven burning eyes found

Called a bucket.

7. Divo Willing Spider:

Eight feet and eight hands.

If need a nude -

Cut out eight legs.

Educator:

And here the cake slept.

As Martus for Peter

He welded:

Ninety two pancakes

Two Keel's trough,

Fifty pies - do not find consumers!

Ulyana, cover on the table! How many guests, so many and cups put.

In the meantime, Ulyana covers on the table - we will still play with you. The game is called "five names".

Play two: boy and girl. Rules: You need to go along the line and for each step Boy calls the name of the girl, the girl is the name of the boy. Wins one who will take 5 steps without stopping and calls, not mistaken, 5 names.

When Ulyana girl will cover on the table, she invites everyone with such words: "Mistress is sweating - you sing a cake!"

Educator (when everyone will slip at the tables): Martus, go, cute, in the cellar, type two dozen candy, so that we have enough for everyone.

"MARFUSH" brings sweets, we consider together with children.

Tea party continues.

During the execution of independent tasks, you can use the following sayings and proverbs:

More things - less words;

And Moscow was not immediately built;

Eyes are afraid, and the hands do;

Business before pleasure;

Seven - one is not waiting.
Mathematical fairy tale "Ryaba chicken"
Lived - there were grandfather /\u003e and women /\u003e, and they had a rush chicken /\u003e. He demolished some kind of row eggs /\u003e - it was gold. /\u003e Bil, beat - not broken. /\u003e Bila, Bila - did not break. But then the mouse appeared /\u003e, waved the tail, /\u003e fell and crashed.

/\u003e crying, /\u003e crying, and /\u003e caching:

Do not cry /\u003e!

Do not cry /\u003e!

I demolish you /\u003e not round, and square, so as not to break.
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Consultation for parents.

The use of folklore in working with children.
The word folklore - English origin, it means: folk wisdom, folk knowledge.

Historism and nationality - the priority of the folk genre. Small folk forms: sweatshops, boosters, songs, unprecedented, affection, riddles, fairy tales, shafts, dance - carry ethnic characteristics; Compare us to eternally young categories of motherhood and childhood. The value of the folklore is that with its help, an adult easily establishes emotional contact with the child, enriches the feelings and speech of the child, forms attitudes towards the environment, i.e. Plays a full-fledged role in comprehensive development. Affectionate speakers added, flies, the song causes joy not only in the baby, but also in an adult using the figurative language of popular poetic creativity to express his care, tenderness, faith in a child. The works of oral folk creativity have a huge cognitive and educational meaning. Pestees - songs, sentences, fun, the first artworks that the child hears. Pronounced by adults short and rhythmic phrases in which the child catches the recurring sounds ("Cockerel", "Ladushka", "Kisa", "Voddy") cause him a reaction to a artistic work. The intonation of the voice in some cases soothes it, in others it is burtered.

Acquaintance S. peshekov We must begin with the telling of pictures, illustrations (Y.Vasnets), toys. Let's consider children toy, tell about the character of the fun, about his features. Explain to children the importance of new words heard in Pestech; Well when children have already formed an idea of \u200b\u200bthe animal tested in Pestechka: "Pussy", "horse", "Kozlik", "chicken", "cat", "cow", etc.

Use the Didactic Games "Learn Flower" (according to the content of the picture, you need to remember the works of folk creativity). "Guess what book (fairy tales, fun) read the passage?" Verbal games based on folk art; For example: "Pro Sokoka" (read Pestech and let the children display its content in action). Plem turns into a game, carries children. The verbal game "In Gifts" - children give fun to each other. Didactic exercises "find out and name" - get out of the box toys or pictures on familiar fun). Design printing games based on the same works ("paired pictures", "pick up the same picture", "lotto", "cut pictures").

You can spend games - drawing; For example: "The chicken - a row went on the river."

"Live pictures" - when reading the Sorte-Beloboka fun - all children put each other and distribute them porridge; And the last one - no! "And you wait, here's a pot of empty!", I.e. Make functions with action.

Use didactic games like: "Wrinking toys". During the washing, the combing of children needs to be used by sweatshirts: "Driving", "grow spit"; I remember, having loved the flow, the children carry it into the game. Selecting the speaker, the educator must take into account the level of child's development. For kids, simple in its content, for the elders - with a more complex meaning. Children should not only read the fun, but also to be able to beat it, i.e. move and talk, like homemade and wild animals (imitate the voice and movements of fox, hare, bear, cat, dogs), i.e. Depending on whether the loss. Senior Children can beat Pestech: "Shadow-shadow ...", arrange the "theater", where all the children could try themselves in the role of any character.

More use of flies, proverbs, sayings while walking, paying attention to the time of year and the weather status, to walk the walk passed more emotionally and interesting for children; Where children can imitate the voices and movements of animals and birds.

In class use insured, reversals, songs - at the beginning, middle, end of the lesson - it makes less lively, emotional, interesting and useful for children.

Folklore gives excellent samples of Russian speech, imitating which allows the child to successfully mastered the native language. Proverbs and sayings call the pearls of folk art; They influence not only the mind, but also on human senses; The teachings enclosed in them are easily perceived and remembered. Proverbs and sayings are shaped, poetic, endowed with comparisons. The proverb to the educator is fashionable to use in any situation, going for a walk (he says slow down: "one is not waiting for a seven" when someone was inaccurately dressed that you could say: "Hurry - people who mumble!"). During walks, the proverbs help children better understand various phenomena, events (the book "Spring Red Flowers" - about the years). Many proverbs and sayings about labor; Familiar to them children need to explain their meaning so that they know, in what situations they can be applied. For example, didactic games: "Name the proverb in the picture", "continue the proverb", "who will give more proverbs on any topic."

Puzzles- This is a useful exercise for the childhood mind. Teach children to guess the riddles are fashionable: a few toys are put on the table, for each pick up a riddle:

"There is a shaggy,

There is a bearded,

I wake up

Borodie shakes

Hooves tapping. "
2) "On the head red scallop,

Under his nose red beard,

On the tail patterns, on the legs of the spurs. "

"Mane on the neck wave,

Behind the tail of the pipe,

Between the ears of bangs

On the legs of the brush. "
Children quickly guess, because Padded object before your eyes. Children may try to make themselves to think - come up with a riddle about the toy. You can start an occupation of the activity of the riddle, and the children guess that they will draw or sculpt. Riddles are used and walking:

"Bel, yes not sugar,

No legs, but goes! " etc.
You can spend games that will help deepen and clarify the knowledge of children about the world around the world: "Who and what is it?", "I will come in, and you will be guess." "Tell a word". You can spend the evening of mysteries with my grandmother - a mun.

Fairy tales - are a special folk form based on the paradox of real and fantastic. Tale is better to tell than read. Good dress up the costume of Vasilisa - Fairy tale. An acquaintance of a child with a fairy tale, the educator should know what is based on its content, for what purpose it was created by the first author (to teach something, surprise or repaired). There are three varieties of fairy tales:

Household;

Magic;

Fairy tales about animals.

It is good to start a fairy tale from the promotion: "Fairy Tale, Tale, Support ...". After the story of the fairy tales, learn with the help of questions, did children understand the fairy tale? To make the appropriate toys, ask: "Children, what fairy tale have these heroes come from?" Contest drawings, crafts based on fairy tales; Make items of richness, dramatizing fairy tales in gramzapsy.

Methodological developments for the development of quantitative representations of preschoolers, using oral folk creativity.

(Fragment of classes)

- Guys, today our old friends will come to visit us, and who can be found by guessing the next riddle:

All their mom loves.

Everyone and tells them to all.

He speaks:

"Wolf will come to us,

He will arrive at the door.

You do not open it. "

Who will answer without tips,

Who are the heroes of this fairy tale?

Well, of course, this is ... (Seven goat)

What is the name of the fairy tale in which the main characters are seven kids? What mathematical term did you hear in the title of this fairy tale? (Number seven). Today we will get acquainted with the record of the number 7, i.e. With a number 7. What animals in this fairy tale were seven? (Seven goat) What do you like to eat a goat?

Squeeze 7 cabbage cabbage from handouts lying on your plates, and mark this number of numbers and the corresponding digit (one child performs the task at the board, and the rest on their workplaces). Each number has its own sign on the letter, that is, the figure. Which of you knows this figure? This is how S.Ya. Marshak: "Here is a seven - a kocherga, she has one leg."

Take a card with a digit 7 cut from sandpaper. What figure is shown on the card? (7) Put the index finger on the surface of the number. Closing your eyes, examine the number with 7 fingers and imagine it before your eyes. Write a number 7 in the air

A) palm;

B) two hands at the same time;

C) nose.

Seven guys on the ladder

Sitted songs. (Notes)

Ordered the sun - stand,

Seven-color bridge cool!

Cloud hid sun light -

The bridge collapsed, and there is no pinch. (Rainbow)

What proverbs, sayings, patters, do you know where is this number and figure 7? For example: "Some seven times, a rejection once." With children, you can reveal the meaning of this proverb, which is that, before you do something serious, you need to think thoroughly and foresee.

"At seven nibsacks a child without the eye", "Seven One does not expect", "Seven Fridays in the week" and others.

"Stepan has sour cream, Prostokavasha yes Cottage cheese, seven kopecks - Tuesok", "sat, whistled seven waves" and others.

Name fairy tales, in the title of which the number and number 7 are found? ("Snow White and Seven Dwarfs", "Fairy Tale of the Dead Tsarevna and Seven Bogatichikh" A.S. Pushkin, "Flower-SemiChisventic" V. Kataeva, etc.).

Next, you can consider the composition of the number from units and two smaller numbers using a numeric line and a rhythmic pattern of the number 7. (The tutor claps in your hands or retries a pencil rhythmic drawing of the number 7).
Mathematics lesson on the topic: "Number and figure 5".

Purpose: Introduce preschoolers with a number and number 5, teach the new digit; continue to work on the formation of a number of numbers; improve grammatical Stroy speech; develop logical thinking; Educate motivation to teaching.

Form of class : Classes - fairy tale.

Equipment: Tape recorder, audio recording of a fairy tale "Kolobok", figurines (tale heroes), individual cards, geometric shapes, drawings, pictures, tape numbers 1-5.

Vocabulary : first, second, third, fourth; Plus, minus.

Travel course.

1. Organizing time. Check availability to the lesson.

2. Speech charging.

What will happen now?

Do you like fairy tales?

Guess what fairy tale is this passage? (Sounds a fragment of audio recordings Fairy Tale "Kolobok").

Name the heroes of this fairy tale.

2. Repetition passed.

A) Work on cards. Orientation on a sheet of paper.

Connect the points in order with a red pencil.

What is the figure, if you still connect points 1 and 4?

This is a grandparents and grandmother's house, but what doesn't he have enough? (Roofs).

It will appear if you finish the ranks of numbers.

On the board: 1 2 ... 4

After completing the task, each child gets a color triangle and completes the roof.

B) distinguishing geometric shapes.

So, there were grandfather and grandparents. And how did they have a bun?

What form was he?

Find the bang that baked a grandmother. (Pictures display: Square knob, oval, round, triangular).

C) quantitative and serial account within 4.

What animals met a kolobok?

What animals are excess here? (On a magnetic board of figures: hedgehog, hare, fox, bear, wolf).

How many animals did he meet?

Who did he meet the first one? Second? (Children are built in the desired sequence all figures).

3.Wena account. Game "Hare and carrots".

The hare was met with a kolobom and promised him to skip further if we would help him to calculate the examples. After all, then he will be able to eat these carrots. (On the boards of carrot, and on them examples).

1+1 1+2 2+2 1+3 4-2 3-2 4-3 3-1

Children 3 groups use sticks.

4. Problem situation.

Who met a kolobok? (Wolf).

The wolf has selected a basket of cones and asks to help recalculate them.

(Show basket with five cones).

5. Familiarity with the number 5.

Today you will get acquainted with the new digit 5 \u200b\u200b(show). The number five follows number 4.

The teacher demonstrates the tape of numbers 1, 2, 3, 4, 5.

Consider choir from 1 to 5.

Calculate the wolf cone.

How many big cones? four.

How many small? one.

On the magnetic board there is an entry from moving numbers: 4 + 1 \u003d 5

6. Working with notebooks.

Name the figure (5).

After what number follows 5?

Consider them. What birds can be seen only in winter? (Snegiri).

7. Fingering gymnastics.

Run kolobok on the path and writes what figures?

Figure show: On the track large and small numbers 5.

What elements are they consisting of? Are they all the same in size?

Write your finger on the table are the same.

And along the track what trees grow? Spruce

Let's do the exercise for the fingers "Christmas tree".

The tree is quickly obtained,

If your fingers are connected.

Locks you raise

Fumbnings you intetrate.

Fingers are skipped with each other (palm at an angle to each other),

exhibited in the first time
ѐ
d.

8. Work in notebooks.

Kolobok wrote numbers of different sizes, and you must write the numbers the same. Each digit lives in its home-cell. She can't go beyond their dwelling.

Show the tutor on the writing board of the figure 5.

Letter in the air, on the blackboard number 5.

Letter in notebooks.

9. Fizkultminutka.

Together with the kolobitch will continue the way.

In the forest thick we entered (march),

Mosquitoes appeared (easy pats on various parts of the body).

And we encounter the bear. (swaying the body from side to side).

A bear figurine moves to the board center.

10. Fixing a new material.

The bear told Kolobcu, who met the protein today in the forest (picture).

Consider how many of them were there? (Five).

The squirrels harvested their feed for the winter. What do you think they collected?

Draw for each mushroom protein. How many mushrooms need to draw?

A) drawing in notebooks.

Who met a bun after the bear? (A fox).

Sunshine Lisa said that he would let go of a kolobka if he fulfill her tasks.

Do we help him in this?

11. Outcome classes.

The tale ended and we returned to the group. What size did we meet?

After what number goes number 5?

Consider the choir from 1do5.

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Introduction

1.1 Analysis of psychological and pedagogical literature on mathematical development of preschool children

Conclusions of 1 chapter

Conclusions on the 2 chapter

Conclusion

Bibliography

application

mathematical development Kids preschool

Introduction

In the context of the development of variability and diversity of pre-school education in the last decade, the work of pre-school educational institutions of alternative educational programsimplementing various approaches to the education and development of the child of preschool age.

The accumulated sensual and intellectual experience of a child may be volumetric, but unordered, unorganized. Direct it in the right direction, form private and generalized ways of knowledge and is necessary in the process of learning and cognitive communication. All this serves as the foundation for the further mathematical education of children. Based on this, the problem of the development of mathematical ideas in children of senior preschool age was and remains fairly relevant.

The following scientific teachers and psychologists are working on this problem: P.Ya. Halperin, T.I. Erofeeva, N.N. Korotkov, V.P. Novikova, L.N. Pavlova, M.Yu. Stozharov and many others.

The topic of the course work: "The development of mathematical ideas in children of senior preschool age."

Object of study: Educational and educational process.

Subject of research: The process of the development of mathematical ideas in children of senior preschool age.

1. The purpose of the study: to theoretically substantiate and develop a project to develop mathematical ideas in children of senior preschool age using traditional and not traditional methods Learning mathematics.

Research tasks:

1. To conduct an analysis of psychological and pedagogical literature on the mathematical development of children.

2. Allocate traditional and non-traditional forms and methods of teaching children in mathematics.

3. Develop a series of classes for the development of mathematical ideas in children of senior preschool age using traditional and non-traditional methods of learning mathematics.

Stages of research:

At the stage of the study, a selection was carried out and systematization of theoretical material on the subject of research;

At the stage of the Stage II, the experience of teachers in the field of mathematical development of preschoolers;

At the III stage, a set of classes for the development of mathematical ideas in children of senior preschool age was compiled.

Research base: MBDOU "Kindergarten Combined Type No. 22", Cities of Achinsk.

Structure of the course work: course work It consists of administration, 2 chapters, conclusions, a list of literature and applications.

1. Theoretical foundations of the problem of the mathematical development of children at the present stage

1.1 Analysis of psychological and pedagogical literature on mathematical development of children of senior preschool age

The current training system in preschool age, its maintenance and methods focused mainly on developing subject ways of action, narrow skills related to the score and the simplest computing, which insufficiently provides preparations for the assimilation of mathematical concepts in further teaching.

The need to revise the methods and detention of training is justified in the works of psychologists and mathematicians, which marked the beginning of new scientific areas in the development of the problems of mathematical development of preschoolers. Experts found out the possibilities of intensifying and optimizing training that contribute to the general and mathematical development of the child, noted the need to increase the theoretical level of residents of the buildings.

As a basis for the formation of initial mathematical ideas and concepts of P. Ya. Galperin developed a line for the formation of initial mathematical concepts and actions built on the introduction of measurement and determining the unit through the attitude towards it.

In a study, V. V. Davydov, the psychological mechanism of the account as mental activity was revealed and the ways of forming the concept of the number through, the development of children's actions of equalization and picking, measurements were outlined. The genesis of the number of numbers is considered on the basis of a brief relations of any value to its part (G. A. Korneev).

In contrast to the traditional methods of familiarization with the number (the number is the result of the account), the method of introducing the concept itself: a number as the ratio of the measured value to the unit of measurement (conditional measure).

Analysis of the content of training of preschoolers from the point of view of new tasks led researchers to conclusion about the need to teach children to generalized ways to solve educational tasks, assimilation of relations, dependencies, relations and logical operations (classification and seriations). For this, peculiar means are offered: models, schematic drawings and images reflecting the most significant in a reasonable content.

Mathematics - Methodists insist on a significant revision of knowledge of knowledge for children of senior preschool age, saturated with some new ideas relating to sets, combinatorics, graphs, probability, etc. (A. I. Markushevich).

The initial learning technique A. I. Markushevich recommended building, based on the provisions of the theory of sets. It is necessary to train preschoolers simplest; Operations with sets (association, intersection, addition), form quantitative and spatial representations.

Currently, the idea of \u200b\u200bthe simplest logical preparation of preschoolers (A. A. Stolyar) is being implemented, the method of introducing children to the world of logical and mathematical representations is being developed: properties, relations, sets, sets over sets, logical operations (denial, conjunction, disjunction) - using Special series of educational games.

In recent decades, a pedagogical experiment is carried out, aimed at identifying more efficient methods for the mathematical development of children of preschool age, determining the content of learning, to determine the possibilities of formation in children of ideas about the value, establishing relationships between the account, and the measurement (R. L. Berzina, N. G. Belous, 3. E. Lebedeva, R. L. Nepomnyazh, L. A. Levinova, T.V. Taruntaeva, E. I. Shcherbakova).

The possibility of forming quantitative ideas in children early ageThe ways of improving quantitative ideas in preschool children were studied by V. V. Danilovoy, L. I. Yermolava, E. A. Tarkhanova.

Currently, the possibilities of using visual modeling in the process of learning to solve arithmetic objectives (N.I. Nepomnyazhazhnaya), the knowledge of quantitative and functional dependencies (L.N Bondarenko, R. L. Nepomnyazh, A. I. Kirillova), the ability of preschoolers to visual modeling When familiarizing with spatial relations (R.I. Govorov, O. M. Dyachenko, T. V. Lavrentiev, L. M. Khalizheva).

In the context of the development of variability and diversity of pre-school education in the last decade, the work of pre-school educational institutions of alternative educational technologies, implementing various approaches to the education and development of the child of preschool age, is being implemented in practice.

In this regard, with theoretical and practical points of view, the problem of developing conceptual approaches to building a system of continuous continuity mathematical education of preschoolers, identifying the goals and optimal borders of educational content of preschool programs is increasingly topical.

The concept of "mathematical development" of preschoolers is interpreted mainly as the formation and accumulation of mathematical knowledge and skills. It should be noted that the basis of such a interpretation of the concept of "mathematical development" of preschoolers was laid in the works of L.A. Hungarian, etc.

Such an understanding of mathematical development is steadily maintained in the works of specialists of pre-school education. For example, in research V.V. The concept of mathematical development of the child of preschool age is devoted to the whole chapter. In this paper, the concept of "mathematical development" is given: "The mathematical development of a preschooler is a process of qualitative change in the intellectual sphere of personality, which occurs as a result of the formation of mathematical ideas and concepts in a child."

Thus, mathematical development is considered as a consequence of learning mathematical knowledge. To some extent, this is definitely observed in some cases, but not always happening. If this approach to the mathematical development of the child was correct, it would be enough to select a circle of knowledge reported to the child, and pick up the "under them" the corresponding method of learning to make this process really productive, i.e. Receive as a result of "Stollar" high mathematical development in all children.

Currently, two approaches to the definition of learning content are traced. A number of authors (G.A. Korneeva, E.F. Nikolaeva, E.V. Motherland) The effectiveness of the mathematical development of children is associated with the expansion of information saturation of classes. Others (P.Ya. Galperin, A.N. Fedorova) are standing on the position of enrichment of the content aimed at the development of intellectual abilities and the formation of meaningful, scientific ideas and concepts.

Cognition and mapping in the representations of general relations and relations, preschoolers are carried out by visual-effective and visual-figurative thinking (A. V. Zaporozhets, L.A. Wenger, N. N. Podkakov, S. L. Novoselova, etc.). We share the point of view, according to which all types of thinking develop at the same time and have incredit importance throughout human life. External, triggering actions - the original form for the development of action of the figurative and logical type (N.N. Podkakov).

The organized process of visual-shaped thinking - familiarization with the numerical characteristics of space and time - may be the basis for the development of the prerequisites of logical thinking. The solution to the mental tasks for the establishment of spatial and temporal connections, causing dependencies, quantitative relations will contribute to intellectual development.

Mathematics should occupy a special place in the intellectual development of children, the proper level of which is determined by the qualitative features of the assimilation of such source mathematical ideas and concepts, as an account, number, measurement, size, geometric shapes, spatial relations. It is obvious that the content of training should be aimed at the formation of these basic mathematical ideas and concepts and armament of their techniques of mathematical thinking - comparison, analysis, reasoning, generalization, conclusion. [18, p.47]

In practice, the work of preschool institutions has accumulated sufficient experience of using games and game exercises when teaching children mathematics. In recent years, studies have been studied with mathematical content: plotics of mathematical content (A. A. Smolentseva); Educational games with elements of computer science and modeling (A. A. Stolyar); games aimed at the intellectual development of children (A. A. Zak, 3.A. Mikhailova); Construction and design games. In addition, plotactic games of mathematical content are actively used, reflecting household phenomena ("Store", "Kindergarten", "Travel", "Polyclinic", etc.), public events And traditions ("meeting guests", "The holiday came", etc.).

In the process of acquaintance with new content and new actions (comparison of items in size, equalization of quantity, measurement), you need to use detailed explanations with the action of actions and the sequence of their execution. In this case, the explanations should be extremely clear, clear, specific. They are given in pace, affordable child perception.

Giving instructions, the teacher encourages children to follow actions, explains the content of actions and the sequence of their implementation, introduces them to the verbal designation. The success of learning depends largely on the organization of the educational process. I would like to pay attention to a number of provisions. Training should be carried out both in classes and in the process of independent activities of children. [25, p.48]

The specificity of preschool education consists, first of all, the fact that its content should ensure the formation of the most significant psychological properties and abilities of the child, which largely determine the entire path of further development (A. V. Zaporozhets). The peculiarity of the training of preschoolers is his organization in the form of a game and related to them of productive and artistic activities. The figurative-symbolic character of the game allows it to use it as a means of developing imagination, visual-shaped thinking, mastering the iconic function of consciousness and forming the prerequisites of logical thinking. The emotional saturation of gaming actions and the personal meaning of gaming interaction contribute to the development of an emotional attitude to the world, the development of self-consciousness and awareness of themselves as an individual, its place among others. The development of mental actions of a logical type successfully occurs in the process of mastering by children by means of allocating basic, essential relations undergoing direct perceptions reflecting these relations in the form of schemes (D. B. Elkonin, P. Ya. Galperin, L. F. Obukhova, etc. ).

The study of psychological and pedagogical literature is convinced of the need for further study of the organization of the process of learning the mathematics of children of preschool age, the development and implementation of innovative technologies and the active use of various techniques in the activation of the mental activity of children: the inclusion of surprise moments and game exercises; organization of work with the didactic visual material; active participation of the educator in joint activities with children; Novelty mental task and visual material; Performing unconventional tasks, solving problem situations.

1.2 Traditional and non-traditional forms and methods for teaching children mathematics

Visual, verbal and practical methods and teaching techniques in mathematics classes in the senior preschool age are mainly used in the complex. Children are able to understand the cognitive task supplied by the teacher, and act in accordance with its indication. The task is setting allows to excite their cognitive activity. There are such situations where the knowledge available is not enough to find the answer to the question; And there is a need to learn something new, learn to be new: for example, the teacher asks: "How to find out how much the length of the table is more of its width?" Famous for children Reception Apply can not be applied. Teacher shows them new way Compare lengths by measurement.

The motive for the search is the proposals to solve Kaju or a gaming or practical task (pick up a couple, make a rectangle equal to this, find out what objects are more, etc.). By organizing independent work of children with handouts, the teacher also puts the task in front of them (check, learn how to learn the new one).

The consolidation and clarification of knowledge, ways of action in some cases are carried out by the proposal to the children of tasks, in the content of which are reflected close, understandable situations. So, they find out what lengths of the shoelace of shoes and deposits, pick up a strap to the clock, etc. The interest of children in solving such tasks ensures the active work of the thought, a solid learning of knowledge.

Mathematical representation is "equal", "not equal," more - less "," integer and part "and others are formed on the basis of comparison. Children of senior preschool age can consistently consider objects under the guidance of the teacher, to allocate and compare their homogeneous signs. Based on the comparison, they identify significant relationships, such as relations of equality and inequality, sequences, and part, etc., make the simplest conclusion. Development of operations, mental activities (analysis, synthesis, comparison, generalization) at the older age pay more attention. All these operations, children are performed based on visibility.

Consider, analysis and comparison of objects in solving the tasks of the same type are made in a certain sequence. For example, children are taught by consistent analysis and description of the pattern composed of the geometric patterns models, and others gradually they master the general way to solve the problems of this category and consciously use it.

Since the awareness of the content of the problem and how to solve it by the children of this age is carried out in the course of practical actions, errors allowed by children are always corrected through the actions with the didactic material.

In working with children of senior preschool age, the role of verbal teaching techniques increases. Indications and explanations of the teacher are directed and planning the activities of children. Giving instructions, he takes into account that children know and know how to do, and shows only new techniques of work. The teacher's issues in the course of explanation stimulate the manifestation of independence and intelligence, encouraging them to look for different ways to solve the same task: "How else can you do? Check? To tell?"

Children teach find different formulations for the characteristics of the same mathematical connections and relationships. The development of new methods of action is essential. Therefore, in the course of working with handouts, the teacher asks that one, then another child, what, how and why he does. One child can perform the task at the board at this time and explain its actions. The accompaniment of the speech allows children to comprehend it. After performing any task, the survey should be followed. Children report on what and how they did and what happened as a result.

As the ability of the ability to perform certain actions to the child can be offered to first express the assumption that and how to do it, (to build a number of objects, group them, etc.), and then perform a practical action. So teach children to plan ways and the procedure for performing the task. The assimilation of the correct revolutions of the speech is ensured by repeating them in connection with the implementation different options Tasks of the same type.

In the senior group, the verbal games and game exercises are beginning to use, which are based on the actions on the presentation: "Say on the contrary!", "Who will call faster?", "What is longer (shorter)?" et al. Complication and variation of work techniques, the change of benefits and situations stimulate the manifestation of independence, activate their thinking. To maintain interest in classes, the teacher constantly contributes to them elements of the game (search, guessing) and competitions: "Who will find faster (will bring, call)?" etc.

The game began to be successfully used in teaching children to school from the middle of the last century. The studies of domestic teachers and psychologists emphasized the multifaceted relationship and mutual influence of the game and training. In the Games actualizes intellectual experience, the ideas about sensory standards are specified, mental actions are improved, positive emotions are accumulated, which increase the cognitive interests of preschoolers.

Didactic games with folk toys are used in working with children - inserts (matryoshka, cubes), pyramids, in the design of which the principle of accounting is laid. This principle adds special attention to children: you can put a small nesting machine; in a big cube - small; To make a pyramid, you must first insert big Ring, then smaller and the smallest. With the help of these games, children exercise in rolling, inserting, collecting a whole of parts; Probated the practical, sensual experience of distinguishing the magnitude, color, form of the subject, learned to designate these qualities in the word. Didactic games are used both for consolidation and for the message of new knowledge ("Dressup dolls", "Show, which is more, and what is less", "wonderful bag", "Three Bear", "What has changed?", "Sticks in a row "," On the contrary "," broken staircase "," What did not happen? "," Find out the description ", etc.).

Gaming tasks are solved directly - based on the assimilation of mathematical knowledge - and are offered to children in the form of simple game rules. In class and in independent activities of children, mobile games of mathematical content are held ("Bear and Bees", "Varobushki and the car", "Cutters", "Find your house", "in the forest for Christmas trees", etc.).

When working out subject actions with values \u200b\u200b(comparison by overlaying and applications, decay by increasing and decreasing magnitude, measuring the conditional measurement, etc.) a variety of exercises are widely used. At the initial stages of training, reproductive exercises are more often practiced, thanks to which children act on the sample of the educator, which prevents possible errors. For example, the treating hares of carrot (comparison of two groups of objects by overlay), children accurately copy the actions of the tutor, which treats dolls with candies. Several later, productive exercises are applied in which children themselves find a way to solve the task, using the existing knowledge. For example, every child give a Christmas tree and offer to find the tutor's chief of the same height on the table. Having experience in comparing the magnitude of items by overlaying and applications, children by tense find the Christmas tree of the same height as they have.

A promising method for teaching preschoolers mathematics at the present stage is modeling: it contributes to the assimilation of specific, subject actions underlying the concept of the number. Children used models (substituents) when reproducing the same number of objects (bought a cap of the caps as much as dolls; the number of dolls were fixed by the chips, since the condition was delivered - the dolls in the store can not be taken); They reproduced the same value (built a house of the same height as the sample; for this they took a stick of the same magnitude as the height of the house-sample, and did their construction of the same height as the magnitude of the stick). When measuring the value of the conditional measurement, the children recorded the ratio of the measurement to the entire value of either subject substituents (objects) or verbal (numerical words). [p.29, p.227]

One of the modern methods of teaching mathematics are elementary experiments. Children are offered, for example, to pour water from bottles of different magnitudes (high, narrow and low, wide) into the same vessels to determine: the volume of water is the same; Weigh on the scales two pieces of plasticine of different shapes (long sausages and balls) to determine that they are the same by mass; Arrange the glasses and bottles of one to one (bottles stand in a row far from each other, and glasses in a pile close to each other) to determine that their number (equal) does not depend on how much space they occupy.

To form full-fledged mathematical ideas and for the development of cognitive interest in preschoolers, it is very important along with other methods to use entertaining problem situations. The genre of fairy tale allows you to combine the fairy tale actually, and the problem situation. Listening to interesting fairy tales and surviving with heroes, the preschooler at the same time is included in the solution of a number of complex mathematical tasks, learning to reason, logically think, argued the course of its reasoning.

Thus, for the successful mastering children of senior preschool age, mathematical knowledge it is necessary to use all the variety of methods and techniques of learning mathematics as traditional and innovative. In Chapter ?? We present a complex of traditional methods and techniques (didactic and logical games, solving mathematical problems) in combination with innovative (modeling, mathematical fairy tales, experiments).

1.3 Pedagogical conditions for the mathematical development of children of senior preschool age

Pedagogical conditions are the creation of a favorable moral and psychological atmosphere in the relationship between the teacher and the child, in the team of children, as well as the pedagogical development environment surrounding the child in a preschool institution.

All modern programs and technology of preschool education put forward as the main task to develop the identity of the child, his mental, spiritual and physical abilities. From our point of view, the progressive development of the child can be carried out under free choice, which allow it to be transformed from the object into a subject of its own activity. From here, the tasks of managing the development and educational process with children follow.

In the first case, not giving ways to orientation in the finished form, to cause the need to search and thus provide an opportunity for self-development and self-education. In the second, it is to create favorable conditions for the implementation of its capabilities by mastering in an affordable form by systematized human experience (material and spiritual culture), which reflects the substantial connections of the phenomena of reality (N. N. Falkakov). The most common forms of the world's existence are space and time.

To develop the child's mental abilities of a logical type, you need to teach it to allocate the main essential parameters of the object and its relationship. Consequently, the teacher needs to organize activities that will be aimed at systematizing facilities by their external properties, to provide a clear perception of the objects themselves and find similarities and differences in them. In this regard, the learning content should include tasks on the actions that combine objects in groups based on both similarities and differences. Direct relationships (similarity) must be studied in connection with the reverse (differences). The constancy and change in their unity are open to children at the level of intuition reversibility, which is the basis of logical thinking.

At the level of visual-figurative and intuitive thinking, preschoolers are available the most common forms of the world's existence; Classes and relationships remain simultaneously with spatial aggregates, and space-time relations. We share the point of view, according to which the logical may not only be discursive, but also intuitive, for which the time is not a necessary condition.

The development of intelligence is not just the accumulation of empirical associations, but the process of construction carried out by the subject. This is a process of continuous creativity. The account and the name of the number of the child takes the outside, and the construction of the concept of the number is its creative act. The child must open the preservation of the quantity (J. Piaget). For this, transforming actions must be realized as something.

The driving force of mental development - training (L. S. Vygotsky), which in its broad sense is considered by us as the process of active interaction and communication of the child with the outside world (people, phenomena, objects). In a narrow understanding, training is a holistic form of pedagogical activity, the main task of which is the progressive development of each child. In order for the main task of learning to be really implemented, it should be a holistic system consisting of objectives and adequate to them content (education) corresponding to the forms of its organization (learning process), results. [29, p. fifty]

The subject modeling is used as one of the means of knowledge of hidden connections and relationships, with which you can open quantitative, spatial and temporal relations to children. Simulation as a means of cognition helps to open hidden, directly not perceived properties of things and their relationship. However, for this, children must master ways to use models, understand two interconnected reflections (a plan of real objects and model plan), learn to distinguish between "denoted" from "denoting". Their differentiation gives rise to thinking based on the simultaneous symbols and the opening of signs (J. Piaget). Mastering ways to use models, children will be able to reveal the area of \u200b\u200bspecial relationships - models and originals. The formation of these two reflection plans is crucial for the development of various forms of thinking (N. N. Podkakov).

So, the knowledge of universal is the process of discovering by each child of hidden connections and relations. Before the teacher is constantly worth the task of converting a common program of training in the program of activity of the child himself. This process is successful if the game forms of learning aimed at intellectual development are used: Games and related games didactic, movable, plotactic, games with dodactic materials. The game in its broad understanding is considered as an activity, the motive of which lies in the actual process (A. N. Leontyev). [29, p.53]

The motive of the participation of children in occupation games is an interest in the activities offered by adults. The right to choose, voluntary participation is provided to children, but the guiding role is preserved for adults, teacher: it determines the didactic tasks of the Games, selects the content of the activity and provides for the expected learning outcomes. Adult builds a system of playing.

Acquaintance with the outside world occurs not only as a result of organized learning, but also in the process of everyday cooperation and communication with adults and the surrounding children.

Work requiring arbitrary attention, teacher alternates with elements of the game. The number of homogeneous exercises is limited to 3--4. Tasks associated with movements are included. If there are no such tasks, a physical education minute is performed for 12-14 minutes. It is possible to connect it if possible with work in class. Having a survey, the teacher tries to cause as many children as possible.

Among the conditions necessary for the formation of the cognitive interests of the child, for the development of deep cognitive communication with adults and with peers, and - which is equally important - to form independent activities, necessarily the presence of an entertaining mathematics in group. The corner of entertaining mathematics is a specially designated, thematically equipped with games, benefits and materials and a specifically decorated place. The main tasks are solved when creating a corner of entertaining mathematics:

Providing the opportunity to a child based on its needs and interests to "play" in the Mathematical Corner (as a type of independent activity). Providing the possibility of individual work in a specific, specially equipped, thematic place. Solving the tasks of developing children by means of a varied rich complex of didactic materials (in mathematics). Fastening previously obtained mathematical knowledge, skills and skills through classes in an angle of entertaining mathematics.

Didactic manuals (models, schemes, graphs, drawings, maps, mathematical notebooks, mathematical designer and other mathematical content benefits). Literature for children of mathematical content (mathematical fairy tales, verbal tasks. Checkers, chess and other board games. Additional work material (color pencils, handles, markers, paper, etc.). The corner must constantly replenish new games and benefits.

The attitude towards an entertaining mathematics should be respectful as a specific developing zone (primarily adults should adhere to this rule, because children will continue to move the nature of the relationship, which will certainly affect the performance of the work). No more than two children can work in the corner; It can be an adult and a child. It is desirable that the corner of an entertaining mathematics is in the visibility zone of the educator and children, working independently, could seek advice or help. It is necessary to contain a corner in cleanliness and order, to teach children to independently remove the (upbringing of respectful and careful attitude towards the didactic material). Providing the principle of clarity contributes to the didactic material. In working with children of junior preschool age, subject and illustrative visibility is used: familiar toys and their images (trees of different heights, cubes of different magnitude, dumb solutions are different by mass, etc.). Central I. senior groups Along the subject and illustrative visibility, geometric shapes, schemes, tables are used.

One of the necessary conditions, we consider differentiated training as creating optimal conditions to identify the abilities of each child. Such training involves the provision of timely assistance to children experiencing difficulties in the assimilation of mathematical material, and an individual approach to children with advanced development. Such work requires a special organization of children in classes. More often we conducted classes on subgroups to trace the method of performing action by each child. The traditional collective classes with the whole group were not excluded.

Organization of the relationship between "teacher - children", "Children are children." In the practice of pre-school institutions, there is a positive experience in organizing the relationship between the "teacher - children" relationship in the learning process. The teacher puts the task before children, assists when performing a task, controls the work and evaluates the results of its execution. Practice shows that children with peers are not encouraged in the classroom (often such communication is regarded as pranks). But it is precisely the interaction of children with each other who contributes to the development of cognitive interest, overcoming fear before failure, the emergence of the need to seek help, the desire to assist a friend, the implementation of control over their actions and the actions of other children, the emergence of mutual understanding, the ability to resolve conflicts, and most importantly - - upbringing the feeling of mutual respect and empathy. In the work we used special techniques for organizing the interaction of children in the learning process: the work of small groups of the United at the request of children; Creating situations encouraging children to help a friend; collective reviews of work, assessment of their works and works of other children; Special tasks requiring collective execution.

In the senior group, types of visual benefits expand and somewhat change their character. The toys, things continue as an illustrative material. But, now a great place occupies work with pictures, colored and silhouette images of objects, and the patterns of objects can be sketchy.

From the middle of the school year, the simplest schemes are introduced, for example, "numerical figures", "Numerical forest", "path scheme" (pictures on which images of objects are posted in a specific sequence). Visual support begins to serve as deputy real objects. Current objects of the teacher are missing presents with models of geometric shapes. For example, children guess who in the tram was more; Boys or girls, if the boys are labeled with large triangles, and girls are small. Experience shows that children easily take such abstract visibility. Visuality activates children and serves as a support of arbitrary memory, therefore, in some cases, phenomena that do not have a visual form are simulated. For example, the days of the week are conventionally denoted by multicolored chips. It helps children to establish ordinal relationships between the days of the week and remember their sequence. One of the conditions for successful mastering mathematical skills is to ensure the interaction of teachers of the preschool institution and parents. Family to a greater extent than other social institutions is able to make an invaluable contribution to the enrichment of the cognitive sphere of the child. .

In its work, described in Chapter II, we describe the conditions created in Dow No. 22 for the successful development of mathematical knowledge in children of senior preschool age, primarily this is a diverse joint venture and children aimed at solving logical and mathematical tasks, as well as various visual allowances included in an entertaining mathematics corner (games, benefits, models, etc.).

Conclusions of 1 chapter

The study of psychological and pedagogical literature, the practice of work of pre-school institutions is convinced of the need for further research on the organization of the process of learning the mathematics of children of preschool age, the development and implementation of innovative technologies. The region of mathematical representations, which develops in children to school, becomes a foundation for further mathematical education and affects its success.

In the process of forming elementary mathematical representations, preschoolers, teachers use a variety of learning and mental education methods: practical, visual, verbal, game. In the formation of elementary mathematical representations, it is customary to consider a practical method that includes: games, elementary experiments, modeling, solving problem situations. The essence of this method is to organize the practical activity of children aimed at mastering certain methods of action with objects or their substitutes (images, graphic patterns, models, etc.) on the basis of which mathematical representations arise.

For the successful mathematical education of preschoolers, it is necessary to create certain conditions, due to which the process of learning mathematical knowledge is facilitated. In the series of the necessary conditions in the first place, the organization of an entertaining mathematics in the kindergarten group, which includes problematic mathematical tasks, math modeling tasks, description of experiments, etc. Based on the experience in the preschool institution, we found out that the leading condition for the formation of mathematical ideas in the senior preschool age is a holistic system consisting of tasks and adequate educational content corresponding to the age of children and their intellectual abilities.

2. Project work on the mathematical development of children of senior preschool age

2.1 Studying experience educators DOU According to the mathematical development of children of senior preschool age

The child of a senior preschool age is characterized by activity in the knowledge of the surrounding, manifests interest in mathematics. He is beginning to develop ideas about the properties of objects: the amount, form, color, composition, quantity; About the actions that can be produced with them - reduce, increase, divide, recalculate, measure.

The accumulated sensual and intellectual experience of a child may be volumetric, but unordered, unorganized. Direct it in the right direction, form private and generalized ways of knowledge and is necessary in the process of learning and cognitive communication. All this serves as the foundation for the further mathematical education of children.

At the Department of Pedagogy and Psychology of Preschool Education MGPA teachers G.A. Koreareva, E.F. Nikolaev, E.V. Their homeland was created a program for learning children in mathematics in which the most effective methods and form of training. The program was tested in MBDOU No. 23 of the city Nizhny Novgorod.

The program found a reflection of the idea of \u200b\u200bL. S. Vygotsky that only the training is good, which "runs" forward the development of the child. Guided by the idea of \u200b\u200bdeveloping learning, we sought to navigate the level of development that is not on the children achieved, but a little run forward so that children can make some efforts for mastering mathematical material.

The central place in the program occupies the content aimed at the formation of the concept of "number". This is one of the basic concepts from which the knowledge of mathematics begins. The material included in the content and aimed at developing the concept of the number of numbers includes three stages.

1st stage - to Number activities (3-4.5 years). At this stage of the work, the following tasks are solved: allocate the value of the subject and determine by its word (long - short, large - small, heavy - light, etc.); to compare the value by using applications and applications, and the results of the comparison results to be determined by words (above - below, more - less equal in quantity, etc.); layout (steer) objects by increasing and decreasing magnitude; Group items (classify).

The 2nd stage is the introduction of a child into the world of a number based on the implementation of the actions with values \u200b\u200b(4.5-5.5 years). At this stage, children learn to compare the value of objects with the help of "measurement" equal to one of the compaable objects; The equalization value of the objects, using the conditional measure, determining the measurement result in the subject form (the measure was sat down along the length of the tape as many times as we have circles), and then in the verbal form with the help of words-numeral ("Merka sat five times"); understand the quantitative and ordinal value of the number; Understand the independence of the magnitude (continuous and discrete) from other signs: colors, spatial location, etc.; measure the volume of liquid and bulk bodies, mass (weight) of objects; understand the principle of preserving the value (length, quantity, volume, mass); lay out and group items in magnitude.

The 3rd stage is the improvement of the concept of number (5.5-6.5 years). This stage of work includes solving the following tasks: to teach to understand the relationship between numbers (5 less than 6 per 1; 8 more 7 to 1); Make an account on different bases (for example, a strip is given to eight squares; if you count on one square, it turns out the number 8, and if two, it turns out the number 4); understand the functional dependence between the value, measurement and number (when measuring the same value, different numbers are obtained by different measurements, and vice versa); Master the principle of preserving the value (quantity, length, volume, etc.).

In the future, senior preschoolers (6.5-7 years) are mastering the performance of arithmetic action (addition and subtraction) with numbers. Best way The conscious assimilation is the solution of arithmetic tasks, and then the solution of examples.

The program includes sections "Geometric Figures", "Spatial Relations", taking into account modern research (N. G. Belous, L. A. Wenger, V. G. Zhytomyr, T. V. Lavrentiev, 3. A. Mikhailova, R. L . Non-1, L. N. Chevrine, etc.). Such content, in our opinion, creates a holistic system of mathematical education of preschoolers, on the basis of which prepare for the assimilation of school mathematics.

In the process of working teachers of MDOU №23 of the city Nizhny Novgorod, a variety of teaching methods (practical, visual, verbal) were used. The priority place was assigned to practical methods (game, exercise, modeling, elementary experiments).

At work with children, didactic games with folk toys were used with the help of these games, children practiced in riding, investing, collecting a whole of parts; Probated the practical, sensual experience of distinguishing the magnitude, color, form of the subject, learned to designate these qualities in the word.

Didactic games were used both for consolidation and for the message of new knowledge.

When working out objective actions with values \u200b\u200b(comparison by overlay and applications, decay by increasing and decreasing magnitude, measuring the conditional measurement, etc.) a variety of exercises were widely used. At the initial stages of training, reproductive exercises were more often practiced, thanks to which the children acted on a pattern of the educator, which prevented possible errors. For example, the treating hares of carrots (comparing two groups of objects by overlay), the children accurately copied the actions of the educator who treated dolls with candy. Several later, productive exercises were used, in which the children themselves found a way to solve the task, using the existing knowledge. For example, each child was given a Christmas tree and offered to find the tip of the church of the same height on the table. Having experience in comparing the magnitude of objects by imposing and applications, children by tense found the Christmas tree of the same height as they have.

When performing a familiar method of action, the teachers of MDOU №23 used verbal instructions. Through the answers to the teacher's questions, the child repeats the instructions, for example, says which strip should be put first, which later.

Providing the principle of clarity contributes to the didactic material. In the middle and senior groups, along with subject and illustrative visibility, geometric shapes, schemes, tables are used. The success of learning depends largely on the organization of the educational process. I would like to pay attention to a number of provisions. Training should be carried out both in classes and in the process of independent activities of children.

In class, it is necessary to change activities: the perception of the teacher's information, the active activity of the children themselves (work with handouts) and game activities (the game is a mandatory component of the classes; sometimes all the occupation is built in the form of the game).

Differentiated learning was considered teachers of MDOU №23 as creating optimal conditions for identifying the abilities of each child. Such training involves the provision of timely assistance to children experiencing difficulties in the assimilation of mathematical material, and an individual approach to children with advanced development. Such work requires a special organization of children in classes. Claims were conducted on subgroups to trace the method of performing action by each child. The traditional collective classes with the whole group were not excluded.

The work used special techniques for organizing the interaction of children in the learning process: the work of small groups of the United at the request of children; Creating situations encouraging children to help a friend; collective reviews of work, assessment of their works and works of other children; Special tasks requiring collective execution.

The use of various techniques to activate the mental activity of children: the inclusion of surprise moments and game exercises; organization of work with the didactic visual material; active participation of the educator in joint activities with children; Novelty mental task and visual material; Performing unconventional tasks, solving problem situations.

An alternative program for learning mathematics in kindergarten is the program of S.Sama Mari, the teacher of kindergarten No. 257 of Chelyabinsk, its basis is the use of the TRIZ system in classes with preschoolers. S. SAMARTSEVA offers a series of classes that convinces us that:

TRIZ allows you to give classes a comprehensive nature (children not only form mathematical representations, but also develops, developing inventive activities are developing;

TRIZ makes it possible to children become more initiative, discrepancies, to show their individuality, to think no standard, to be more confident in their forces and opportunities;

TRIZ develops such moral qualities as the ability to enjoy the success of others, the desire to help, the desire to find a way out of the predicament.

The program includes classes aimed at the development of logical thinking, analytical abilities; forming the ability to group items on various features; Improving skill to navigate in space, on the plane, in time.

At the moment, pre-school pedagogics has a bulk material for the development of mathematical ideas in children of senior preschool age. There are a lot of alternative approaches to the mathematical development of preschoolers, in connection with these teachers of pre-school educational institutions, the right to choose the methods and techniques of learning mathematics at its own discretion.

2.2 The use of traditional and non-traditional forms of training in the process of mathematical development of children of senior preschool age

In MBDOU No. 22, Achinsk has created all the necessary conditions for the successful formation of elementary mathematical ideas in groups of senior preschool age. In all groups there are corners of entertaining mathematics in which they are placed necessary materials For the work of educators with children, as well as for independent work of children. All sorts of events are organized within the framework of the educational process, as well as mug and individual work. In the work of educators, traditional (mathematical games, didactic games, verbal games and game exercises, solutions of logical tasks) are used, as well as unconventional (mathematical modeling, mathematical fairy tales, elementary experiments, etc.) Pedagogical methods and techniques.

Since the leading activity in preschool childhood is the game, the most common form of learning mathematics in MBDOU number 22 are games (didactic, verbal, logical, etc.). The use of didactic games allows you to clarify and fix the presentation of children about numbers, about relations between them, about geometric figures, on temporary and spatial orientations. Games contribute to the development of observation, attention, memory, thinking, speech, forming logical operations, improving the ideas about comparison, classification, symbolic image and signs.

Familiarization with age features Perception of children of senior preschool age. Research and characteristics of the dynamics of the development of the color perception of children of senior preschool age. Development of tasks for the development of color perception.

thesis, added 12/18/2017

Characteristics of modern family of preschool children. Pedigree as a means of forming ideas about her in children of senior preschool age. Educational project "My family" on the development of ideas about the family in children of the older life.

thesis, added 05/21/2015

The history of the development of rhythmic gymnastics, its role in the formation of coordination of movements in children of senior pre-school age. Studying the experience of instructors in physical culture for the development of coordination in children of senior preschool age.

course work, added 02/28/2016

The concept of attention in psychological and pedagogical literature. Development of attention in preschool children. The content of work development work with didactic game In children of senior preschool age. Structure, functions and types of didactic games.

coursework, added 11/09/2014

Concept " physical education"And its development. The method of circular training. Analysis of programs for the development of physical qualities of children of senior preschool age. Diagnosis of the level of formation of physical qualities in children of senior preschool age.

coursework, added 12.05.2014

The concept of aggression, its types and forms, features of manifestation in children of preschool age, the influence of a children's educational institution for this process. Comparative study of aggression in children of preschool age and senior pre-school age.

course work, added 14.11.2013

Physiological and psychological foundations of agility development in children of senior preschool age, the features of its diagnosis. Types and meaning of mobile games. Detection and development of agility in rolling games with running in children of senior preschool age.

thesis, added 03/24/2013

The influence of various types of arts on the development of preschool children's creativity. Technology and peculiarities of conducting classes in familiarization with still life. Forms of work of children of senior preschool age in the process of acquaintance with still life.