Consultation for educators “Methodological foundations of FEMP for preschoolers”

Mathematics in kindergarten

Mathematics in kindergarten begins in the second junior group, where they begin to carry out special work on the formation of elementary mathematical concepts. Mathematics for preschoolers is usually included in the traditional development program in kindergarten.

Preschoolers’ mastery of mathematics plays an important role not only in preparing for school life, but also for developing logical thinking skills, developing intelligence and understanding.

The section of the site on mathematics in kindergarten for different groups contains many interesting publications for educators on teaching children on various topics:

• Fun for children in the middle group in mathematics
• Summary of the educational activity “Entertaining Geometry” for children of the senior group
• Lesson on the development of elementary mathematical concepts in children of senior preschool age with mental retardation in kindergarten
• Summary of a mathematics lesson at a preschool educational institution
• Lesson on the formation of elementary mathematical concepts in the middle group
• Summary of direct educational activities on the formation of elementary mathematical concepts “Journey to the Land of Logic” preparatory group for children with disabilities
• Mathematics lesson in kindergarten “Cognitive development” on the topic Number 6
• Abstract lessons in mathematics in the 2nd junior group on the topic “Visiting forest animals”
• FEMP “Comparison of numbers 1 and 2, 2 and 2” in kindergarten
• Educational activities in mathematics in kindergarten on the topic “Journey to the land of mathematics”
• Summary of a mathematics lesson on the topic “Journey to a Fairy Tale” in the senior group
• Complex thematic planning for the section on the formation of elementary mathematical concepts of the educational field “Cognition”
• Scenario for a lesson on the formation of elementary mathematical concepts, middle preschool age
• The number line as a means of teaching preschoolers arithmetic skills
• Summary of direct educational activities in mathematics in kindergarten “Consolidating knowledge about numbers 1, 2, 3, 4, 5 Correlating numbers with numbers”
• Lesson for the preparatory group of kindergarten “A fun trip to the country of Mathematics”

Mathematics for young children is quite a complex science, which can cause difficulties while studying at school. In addition, not all children have a mathematical mind, and not all have a natural attraction to the exact sciences. Therefore, developing a preschooler’s interest in mathematics at an early age will greatly facilitate his learning at school. After all, the modern school curriculum is quite rich and far from simple even for a first-grader.

Mathematical development of preschool children in preschool educational institutions

Sokolova Taisiya

Mathematical development of preschool children in preschool educational institutions

Sokolova T.K.

One of the annual tasks set for the preschool educational institution team is “Creating the most favorable conditions for the development of mental abilities and mathematical concepts in preschoolers through the use of modern forms of organizing work on FEMP in accordance with the Federal State Educational Standard”

Mathematical development plays a huge role in mental education and in the development . Mathematics has a unique developmental effect . Its study contributes to the development of memory , speech, imagination, emotions; forms perseverance, patience, and creative potential of the individual. The potential of a preschool lies not in the transfer of certain mathematical knowledge and skills , but in introducing children to material that gives food to the imagination, affecting not only the purely intellectual, but also the emotional sphere of the child. preschool teacher must make the child feel that he can understand and master not only specific concepts, but also general patterns. And the main thing is to experience joy in overcoming difficulties.

Consequently, one of the most important tasks of preschool teachers is to develop a child’s interest in mathematics in preschool age .

To carry out competent education of preschoolers , their mathematical development the teacher himself must know the subject of the science of mathematics , the psychological characteristics of the development of children’s mathematical concepts and work methods. Teachers of the middle groups: Nina Aleksandrovna Shubina and Ekaterina Nikolaevna Poddubnaya conducted open classes on FEMP for teachers using didactic material . To compare the methods of conducting classes in senior preparatory groups, open classes were held by educators Semeschenko Irina Petrovna and Orlova Marina Ivanovna. The teachers saw a difference in the methods of conducting classes: if in the junior secondary groups classes are held in a playful way, then in the senior preparatory groups, more at the tables, working with handouts , learning skills are developed.

For a preschool child, the main path of development is empirical generalization, that is, generalization of one’s own sensory experience. For a preschooler, of entertaining material is so important when working with preschoolers . Challenges of ingenuity, puzzles, and entertaining games arouse great interest among the children. Children can, without distraction, practice transforming figures for a long time, rearranging sticks or other objects according to a given pattern, according to their own ideas. In such activities, important qualities of the child’s personality are formed: independence, observation, resourcefulness, intelligence, perseverance is developed, and constructive skills are developed

“Best Math Corner ” was held in kindergarten

, where all groups took part.
The teachers, together with the parents, filled the corners with various educational games with mathematical content .
All conditions have been created in kindergarten for the development of mental abilities and mathematical concepts in preschoolers “Logic” club is working

, where children of senior and preparatory groups study.
“Logic”
circle is Marina Ivanovna Orlova.
Club classes are all done in a playful way using entertaining material . These are “Dyenesh Blocks”
,
“Kusener Sticks”
,
“Tangram”
,
“
Math Tablet ” and much more.

Orderly ideas, correctly formed first concepts, well- developed thinking abilities are the key to children’s further successful education at school.

Our team came to the following conclusion:

-Continue work on FEMP, taking into account the age and individual characteristics of children, but at the same time focus on the “zone of proximal development ”

.

— Achieving effective results in mathematical development and the emergence of his need for knowledge is possible only in close cooperation with the family.

The role of preschool educational institutions in the process of forming elementary mathematical concepts

Even in early childhood, babies encounter objects that differ in shape, color and quantity. At this age, the child’s basic elementary concepts and abilities begin to form.

The first toys resemble geometric shapes: cubes, construction sets, pyramids. The counting begins with mom’s questions: “Tell me, how old are you?” Parents teach children to name the shapes of toys, their size and quantity.

Through gaming activities, the ability to distinguish between different properties and features of objects is formed. The baby develops his first concept of mathematics, although he does not yet know or realize it. The consciousness of a child in early childhood is chaotic. Parents teach children to compare, group objects, and call them by their proper names.

Through visual and objective actions, they help the child remember what he hears based on objective images. By the age of three, a child can already group objects according to their external characteristics, color, and shape. So, for example, a child can put green toys away from red ones, select pencils from a pile of other objects and put them together, can put pyramid rings according to size, in order.

When engaging with objects through play activities, the child compares them. This is where the first acquaintance with mathematics begins.

By the age of four, children can easily count to five, and a little older to ten, but they may make mistakes in counting.

By the age of six, children begin to understand when numbers are increasing and when they are decreasing. That is why it is important to start systematic classes from kindergarten in order to increase the child’s mental perception.

In today's modern society, one of the requirements for preschool education is that children acquire mathematical knowledge and basic concepts in kindergarten.

In the course of their development, preschoolers receive their first basic understanding of mathematics. The available methods and means of forming elementary mathematical concepts are developed specifically for age categories, taking into account the gradual development of skills and abilities in preschoolers in this direction. Mathematics is an independent educational subject and is designed to develop intellectual abilities depending on the natural potential of preschool children. Its role in the development of elementary concepts in preschoolers is very great. During this type of activity, the child develops and develops cognitive and personal abilities.

During the learning process, through the means of mathematical classes, the child receives his first ideas about mathematical concepts. The goal of mathematics is the desire to educate preschoolers, with a future perspective, into highly qualified personnel.

To achieve the goal of education, in preschool institutions, when developing targeted programs and methods of education, domestic and foreign best practices should be taken into account, and recommendations for parents should be developed. It will be useful experience for educators if they exchange information and methods of raising children with other kindergartens and preschool institutions.

Mathematics is one of the few disciplines that covers different aspects of children's personality. In the process of forming elementary mathematical concepts and learning, all cognitive processes actively develop in preschoolers: speech, thinking, memory, perception, representation. This becomes effective if, when organizing classes, the frequency and sequence of development of cognitive processes in a child is taken into account, depending on the psychophysical development of each child.

If a child has not reached the age at which he is able to understand mathematical processes, then classes will not play any role for his consciousness. A child’s capabilities are determined by his psychology. In the modern world, innovative methods and means are increasingly included in preschool education programs.

Some preschool institutions are already using computer science lessons for preschoolers in their educational activities. The whole world is now connected with computer technology and it is gradually penetrating into kindergartens.

Mathematics is not necessarily a boring activity, as it might seem at first glance. To teach arithmetic, teachers play with children, come up with various counting rhymes, proverbs, sayings, and riddles. The child masters the first numerical concepts and forms.

There are also didactic forms and means of education that use visual aids, illustrations, and games. There are many approaches to teaching arithmetic and developing children's basic knowledge of mathematical concepts. Children are taught to count, shown the distinctive aspects of numbers: more, less, even, odd numbers.

To achieve results, various materials are used: counting sticks, natural materials, and they teach how to count and recognize money.

Children are taught to recognize geometric shapes: circle, square, triangle, etc. Children must also master measured quantities: meter, centimeter, kilogram, gram, etc. During classes, children are taught not only exponential arithmetic, but also to perform arithmetic operations in their heads. They learn to find and compare objects in everyday life, on the street and in nature. For example: three birch trees under the window.

Upon graduation from kindergarten, children should be ready for first grade, and also adapted to external independent life. After all, they will not always and everywhere walk hand in hand with their mother. Children will spend part of their time independently and rely on their skills - this is the process of development. In recent years, the concept of pre-mathematical preparation has been introduced into practice.

Preparing the child and his cognitive world for a mathematical way of thinking. Various ways of forming the cognitive sphere allow a child to be prepared for studying the subject of mathematics. When organizing classes, there is an impact on visual and logical thinking, memory, creative imagination, perception, and voluntary attention of the preschooler.

The goal of such education is to activate the preschooler’s thinking, the desire to overcome difficulties, and the need to solve various kinds of mental problems. Solving such problems in educating preschoolers is a very difficult job for a teacher and requires an integrated approach, and only systematic classes will allow for the timely mathematical development of preschool children.

The abilities of each child depend on his individual psychological characteristics. Mathematical abilities cannot be innate, since only anatomical and physiological characteristics of a person are innate. Mathematical abilities are a special type of ability; they depend on the integral quality of the mind and develop in the process of mathematical activity.

A person’s abilities can manifest themselves in various areas, and here, like everything else, mathematical abilities are revealed during the activities of a preschooler. The most favorable period for the development of abilities is considered to be preschool age.

Children in preschool age observe and imitate adults, they watch every action and listen carefully to what the teacher says and this is an important property. Children must be taught to act independently, to show and talk about their actions. Preschoolers should be encouraged to repeat after the teacher about the properties and qualities of objects. Games with children should contain mathematical activities.

Using comparative actions, children themselves must tell the teacher how this or that figure differs from another. If a child finds it difficult to answer, it means that his speech and perception are not sufficiently developed; if the child does not want to answer, then you should not put pressure on him or insist too much. Children become more aware of numbers if they start using them in everyday life, for example: please give me the second slipper. Children do not immediately recognize the numerical value - one, because it is not used in everyday speech. For them, the role of mathematical concepts in real life is inaccessible. Usually the kids say, “Give me the remote control, or a spoon, or some kind of toy.”

Awareness of the number one in children comes later than other numbers.

At the first stage of learning, children lack attentiveness and when listing the serial numbers of numbers, they often lose sight of the numbers: for example, they call them “1, 2, 4, 7.”

In older groups, it is worth teaching children about sets, dividing the set into groups and explaining to them the difference between a smaller and a larger group, as well as the equality of parts. Visually teach preschoolers the sequence of counting to ten and counting backwards. Teach children to count by touch and by ear within ten.

Learn to compare the number of objects in different groups, add and remove objects to a given number.

Children in preschool age are able to divide objects and name their parts, for example, dividing an apple into slices or a pie. Preschoolers should understand that a whole apple is larger than a slice or half an apple. Senior students must master and understand that the number 7 is more than six, but less than eight. By the end of the learning period, preschoolers should be able to perform simple mathematical operations.

Structure of a math lesson for a preschooler

The correct structure of the lesson is another important condition on which the methodology for the mathematical development of preschool children is based.

Games used in mathematics classes

1. Introductory part. Logical warm-up. Includes the simplest tasks for children, which should “warm up” the child’s mind, interest him and prepare him for the lesson.
2. The main part of the lesson, during which new material is studied to form mathematical concepts, or reinforcement of what has already been learned. Exercises can be selected using special methodological literature (a good example is the book compiled by E.I. Shcherbakova “Theory and Methods of Mathematical Development for Preschool Children”).
3. 3Finger gymnastics. Redirects the child's attention and serves as a warning against fatigue. For the same purposes, you can use physical exercise (if the lesson was associated primarily with intellectual activity), articulatory gymnastics or eye exercises (if the child had an active lesson using outdoor games).
4. Repetition of covered material.
5. Drawing, lacing, or games aimed at developing fine motor skills.

Studying shape and size in physical education classes
Developed mathematical skills in preschool children will allow him not only to successfully start school, but also to develop such qualities as perseverance, attention, and determination.
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Pedagogical Council "USE OF MODERN FORMS OF ORGANIZATION OF WORK ON FEM, TAKEN INTO ACCOUNT OF GEF"

Preschool age is characterized by its own characteristics. The formation of children's knowledge occurs in close connection with their practical actions.

An analysis of the conditions in a preschool institution (educational qualifications of teachers, material and technical conditions: the presence of a mathematics classroom and a computer lab, etc.) and the results of monitoring the development of children (15-18% of preschoolers have a high level of development of elementary mathematical concepts) showed that the time is ripe the need to work on increasing the level of development of elementary mathematical concepts in preschoolers and finding ways to effectively teach in this section.

Kindergarten is the first and very important stage of the general education system. Preschool teachers and scientists currently face a common task - to improve all educational work and improve the preparation of children for school.

An important place should be given to teaching preschoolers the basics of mathematics. This is caused by a number of reasons: the beginning of schooling at the age of six, the abundance of information received by the child, increased attention to computerization, the desire to make the learning process more intensive, and the desire of parents in this regard to teach the child to recognize numbers, count, and solve problems as early as possible. The main goal is being pursued: to raise children as people who can think, navigate well in everything that surrounds them, correctly assess the various situations they encounter in life, and make independent decisions.

Teaching children mathematics in preschool age contributes to the formation and improvement of intellectual abilities: logic of thought, reasoning and action, flexibility of the thought process, ingenuity and ingenuity, and the development of creative thinking. The human brain requires constant training and exercise. As a result of exercise, a person’s mind becomes sharper, and he himself becomes more resourceful and quick-witted.

2. Report “Intellectual games as a means of developing elementary mathematical concepts”

3. Message from work experience “My system of working with parents of students in FEMP”

4. Business game “Mathematics is interesting” (senior teacher)

1. Presentation of a mathematical corner in a group.

2. Master class demonstrating a specific methodological technique for FEMP.

3. “Kaleidoscope of fine arts” drawing up a mathematical puzzle

4. Compiling a puzzle on the topic “Numbers” and “Geometric Shapes”.

Let's consider the techniques used in educational activities on FEMP