Geometric figure as a standard for the perception of the shape of objects. Age features of children's perception of the shape of objects and geometric shapes - art-growing up
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Introduction 3
1. Features of the perception of form and geometric shapes in children preschool age 4
2. Requirements of the "Program of education and training in kindergarten”, “Development”, “Rainbow”, “Childhood” on the formation of ideas about the form and geometric shapes 7
3. Methodology for the formation of ideas about the shape and geometric shapes in preschool children 10
4. Didactic games in the section "Geometric shapes" 12
Conclusion 14
References 15
Introduction
Mathematical development is given a significant place in the mental development of preschool children. The content, organization of the mathematical development of preschoolers, taking into account age-related characteristics in the development of practical actions, mathematical connections and patterns by children, continuity in the development of mathematical abilities are the leading principles in the formation of mathematical representations.
The mathematical development of preschool children occurs as involuntarily in Everyday life(primarily in joint activities children with adults, in communication with each other), and through targeted training in the classroom on the formation of elementary mathematical concepts. It is the elementary mathematical knowledge and skills of children that should be considered as the main means of mathematical development.
In the process of mathematical development, children form ideas about the shape of objects and geometric shapes. The first ideas about the form are laid down at preschool age in the following sequence: the distinction between the forms themselves, the distinction between the names of the forms, and only then - independent naming.
The purpose of the work is to study the methodology for the formation of ideas about the form and geometric figures in preschool children.
Features of the perception of shape and geometric shapes in preschool children
One of the properties of surrounding objects is their shape. The form of objects received a generalized reflection in geometric figures. Geometric figures are standards, using which a person determines the shape of objects and their parts.
The problem of introducing children to geometric shapes and their properties should be considered in two aspects: firstly, in terms of sensory perception of the shapes of geometric shapes and using them as standards in the knowledge of the shapes of surrounding objects; secondly, in the sense of knowing the features of their structure, properties, basic connections and patterns in their construction, that is, the actual geometric material.
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One of the properties of surrounding objects is their shape. The form of objects received a generalized reflection in geometric figures. Geometric figures are standards, using which a person determines the shape of objects and their parts. 230
The problem of introducing children to geometric shapes and their properties should be considered in two aspects: in terms of sensory perception of the shapes of geometric shapes and using them as standards in the knowledge of the shapes of surrounding objects, as well as in the sense of knowing the features of their structure, properties, main connections and patterns in their construction, i.e., the actual geometric material.
To know what and how to teach children on different stages their development, it is necessary, first of all, to analyze the features of children's sensory perception of the form of any object, including figures, and then the ways of further development of geometric representations and elementary geometric thinking, and, further, how the transition from sensory perception of the form to its logical awareness is made.
It is known that infant by the shape of the bottle he recognizes the one from which he drinks milk, and in recent months in the first year of life, a tendency is clearly revealed to separate some objects from others and to separate the figure from the background. The outline of the object is common beginning, which is the source for both visual and tactile perception. However, the question of the role of the contour in the perception of form and the formation of a holistic image requires further development.
Primary mastery of the form of an object is carried out in actions with it. The form of an object, as such, is not perceived separately from the object, it is its integral feature. Specific visual reactions of tracing the contour of an object appear at the end of the second year of life and begin to precede practical actions. The actions of children with objects at different stages are different. Toddlers tend primarily to grab the object with their hands and begin to manipulate it. Children 2.5 years old, before acting, in some detail visually and tactile-motorly get acquainted with objects. There is a special interest in the perception of form (perceptual actions). However, the importance of practical action remains paramount. From this follows the conclusion about the need to direct the development of perceptual actions of two-year-old children. Depending on the pedagogical guidance the nature of perceptual actions of children gradually reaches the cognitive level. The child begins to be interested in various features of the object, including the shape. However, for a long time he cannot single out and generalize this or that feature, including the shape of various objects.
The sensory perception of the form of an object should be directed not only to seeing, recognizing the forms along with its other features, but to be able, by abstracting the form from the thing, to see it in other things as well. “This perception of the shape of objects and its generalization is facilitated by the knowledge of standards by children - geometric shapes. Therefore, the task sensory development is the formation in the child of the ability to recognize, in accordance with the standard (one or another geometric figure), the shape of various objects.
When does a child begin to distinguish geometric shapes? The experimental data of L. A. Wenger showed that children of 3-4 months have such an opportunity. Focusing on the new figure is evidence of this.
Already in the second year of life, children freely choose a figure according to
a sample of such pairs: a square and a semicircle, a rectangle and a triangle. But children can distinguish between a rectangle and a square, a square and a triangle only after 2.5 years. The selection of figures of a more complex shape based on the model is available approximately at the turn of 4-5 years, and the reproduction of a complex figure is carried out by individual children of the fifth and sixth year of life.
At first, children perceive geometric figures unknown to them as ordinary objects, calling them by the names of these objects: a cylinder - a glass, a column, an oval - a testicle, a triangle - a sail or a roof, a rectangle - a window, etc. Under the teaching influence of adults, the perception of geometric shapes is gradually rebuilt . Children no longer identify them with objects, but only compare them: a cylinder is like a glass, a triangle is like a roof, etc. Finally, children begin to perceive geometric shapes as standards that determine the shape of objects (a ball, an apple is a ball , a plate, a saucer, a round wheel, and a square scarf, etc.).
Knowledge of the structure of an object, its shape and size is carried out not only in the process of perceiving one or another form with vision, but also through active touch, feeling it under the control of vision and designating it with a word. The joint work of all analyzers contributes to a more accurate perception of the shape of objects. In order to better know an object, children tend to touch it with their hands, pick it up, turn it; moreover, viewing and feeling are different depending on the shape and construction of the object being known. Therefore, the main role in the perception of an object and determining its form is played by an examination carried out simultaneously by visual and motor-tactile analyzers, followed by designation with a word. However, among preschoolers, there is a very low level of examination of the shape of objects; most often they are limited to cursory visual perception and therefore do not distinguish figures that are close in similarity (an oval and a circle, a rectangle and a square, different triangles).
In the perceptual activity of children, tactile-motor and visual techniques gradually become the main way of recognizing the form. Examination of the figures not only provides a holistic perception of them, but also allows you to feel their features (character, directions of lines and their combinations, formed corners and peaks), the child learns to sensually distinguish the image as a whole and its parts in any figure. This makes it possible in the future to focus the child's attention on a meaningful analysis of the figure, consciously highlighting in it structural elements(sides, corners, vertices). Children are already consciously beginning to understand such properties as stability, instability, etc., to understand how vertices, corners, etc. are formed. Comparing three-dimensional and flat figures, children already find commonality between them. (“The cube has squares”, “A bar has rectangles, a cylinder has circles,” etc.).
Comparing a figure with the shape of an object helps children understand that different objects or parts of them can be compared with geometric shapes. So, gradually the geometric figure becomes the standard for determining the shape of objects.
Sensory perception of the shape of objects, geometric figures, their recognition and designation of a word in the conditions of systematic teaching of children increase significantly. So, according to T. Ignatova, 90% of 4-year-old children identified and named the geometric figure found in the bag by touch, while before training, only 47% of 3-4-year-old children completed this task and only 7.5% of children could name a geometric figure.
Therefore, the task of the first stage of teaching children 3-4 years old is the sensory perception of the shape of objects and geometric shapes.
The second stage of teaching children 5-6 years old should be devoted to the formation of systematic knowledge about geometric figures and the development of their initial techniques and methods of "geometric thinking".
Figuring out geometric representations junior schoolchildren, who have not yet studied elementary geometric knowledge, A. M. Pyshkalo, A. A. Stolyar come to the conclusion that it is quite possible to develop “geometric thinking” even at preschool age. In development " geometric knowledge» children have several various levels.
The first level is characterized by the fact that the figure is perceived by children as a whole, the child still does not know how to distinguish individual elements in it, does not notice the similarities and differences between the figures, perceives each of them separately.
At the second level, the child already identifies the elements in the figure and establishes relationships both between them and between individual figures, but does not yet realize the commonality between the figures.
At the third level, the child is able to establish connections between the properties and structure of figures, connections between the properties themselves. The transition from one level to another is not spontaneous, running parallel to the biological development of a person and depending on age. It proceeds under the influence of purposeful learning, which helps to accelerate the transition to more high level. Lack of training hinders development. Therefore, education should be organized in such a way that, in connection with the assimilation of knowledge about geometric figures, elementary geometric thinking also develops in children.
Analytical perception of a geometric figure, the ability to distinguish in it the expressed and clearly tangible elements and properties create conditions for further in-depth knowledge of its structural elements, the disclosure of essential features both within the figure itself and between a number of figures. So, on the basis of highlighting the most important, essential concepts in objects (S. L. Rubinshtein).
Children more and more clearly assimilate the connections between "simple" and "complex" geometric figures, see in them not only differences, but also find commonality in their construction, a hierarchy of relationships between "simple" and more and more "complex" figures.
Children also learn the relationship between the number of sides, angles and the names of shapes (“The triangle is called so because it has three corners”; “The rectangle is called so because it has all right angles”). Counting the angles, the children correctly name the figures: “This is a hexagon, this is a pentagon, a polygon, because it has many angles - 3, 4, 5, 6, 8 and more, then it already looks like a circle.”
The assimilation of the principle of designating figures with a word forms in children a general approach to any new figure, the ability to attribute it to a certain group of figures. Children's knowledge is systematized, they are able to correlate the particular with the general. All this develops logical thinking preschoolers, forms an interest in further knowledge, provides mobility of the mind.
Knowledge of geometric shapes, their properties and relationships expands the horizons of children, allows them to more accurately and versatilely perceive the shape of surrounding objects, which positively affects their productive activities (for example, drawing, modeling).
Great importance in the development of geometric thinking and spatial representations, they have actions to transform figures (make a square from two triangles or add two triangles from five sticks).
All these types of exercises develop spatial representations and the beginnings of children's geometric thinking, form their ability to observe, analyze, generalize, highlight the main, essential, and at the same time bring up such personality traits as purposefulness, perseverance.
So, in preschool age, the perceptual and intellectual systematization of the forms of geometric figures is mastered. Perceptual activity in the cognition of figures is ahead of the development of intellectual systematization.
Introduction
The formation of ideas about the form in preschool children
1 Features of children's perception of the shape of objects and geometric shapes
2 Analysis of the program content in the section "Form"
3 Methods of work on the development of ideas about the form in preschool children
Analysis of the work on the development of ideas about the form in children early age
Conclusion
Bibliography
Introduction
AT modern society more and more attention is paid to the education, upbringing and development of the younger generation. Special Role in education belongs to preschool pedagogy. It is in preschool childhood, in the process of socially organized and stimulated activity, that the formation of mental processes, personal qualities develop (P.P. Blonsky, L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, etc.).
Formation of readiness for learning at school is an important task for all educational work with preschoolers aimed at their comprehensive development- physical, mental, moral, aesthetic. One of the most difficult subjects in school is mathematics.
Mathematics provides great opportunities for development cognitive abilities, which are the basis for the formation of mathematical thinking in the future, and the formation of such thinking is a guarantee for the successful assimilation of mathematical content in the future.
By the time they enter school, children should have learned about wide circle interrelated knowledge about plurality and number, shape and size, learn to navigate in space and time.
The mathematical development of preschool children is carried out mainly under the influence of purposeful learning in collective mathematics classes. In parallel with this work, work is carried out with children in everyday life and in other activities.
One of the important properties of the surrounding objects is the form: it has received a generalized reflection in geometric figures. In other words, geometric figures are standards with which you can determine the shape of objects or their parts.
At preschool age, there is an acquaintance with the main standards of shape (circle, oval, square, rectangle, triangle, polygon), size (long - short, high - low, thick - thin, etc.), colors (primary colors of the spectrum, white, black ) in the process of practical and gaming activity. The use of sensory aids - pyramid inserts, " mailbox”, “Segen Boards”, “Logic Cube” and others significantly increases the efficiency of all work.
Highlighting named properties on initial stage acquaintances, when children do not yet possess generally accepted reference ideas, go through the correlation of objects with each other. At a higher level of development, the recognition of shape, size, color is achieved in the process of correlating the properties of objects with the acquired standards.
The purpose of this work is to study the features of the formation of ideas about the form of an object in preschoolers.
1. The formation of ideas about the form in preschool children
1.1 Features of children's perception of the shape of objects and geometric shapes
One of the properties of surrounding objects is their shape. The form of objects received a generalized reflection in geometric figures. Geometric figures are standards, using which a person determines the shape of objects and their parts.
The problem of familiarizing children with geometric shapes and their properties should be considered in two aspects: in terms of sensory perception of the shapes of geometric shapes and using them as standards in the knowledge of the shapes of surrounding objects, as well as in the sense of knowing the features of their structure, properties, main connections and patterns in their construction, i.e. proper geometric material. Sensory education - purposeful pedagogical influences that ensure the formation of sensory cognition and the improvement of sensations and perception.
In order to know what and how to teach children at different stages of their development, it is necessary, first of all, to analyze the features of children's sensory perception of the shape of any object, including figures, and then the ways of further development of geometric representations and elementary geometric thinking, and, further, how there is a transition from the sensory perception of the form to its logical awareness.
Primary mastery of the form of an object is carried out in actions with it. The form of an object, as such, is not perceived separately from the object, it is its integral feature.
Specific visual reactions of tracing the contour of an object appear at the end of the second year of life and begin to precede practical actions. The actions of children with objects at different stages are different.
Toddlers tend, first of all, to grab the object with their hands and begin to manipulate it. Children 2.5 years old, before acting, in some detail visually and tactile-motorly get acquainted with objects. There is a special interest in the perception of form (perceptual actions). However, the importance of practical action remains paramount.
Sensory perception of the form of an object should be directed not only to seeing, recognizing the forms along with its other features, but also to be able, by abstracting the form from the thing, to see it in other things as well. This perception of the shape of objects and its generalization is facilitated by the knowledge of standards by children - geometric shapes.Therefore, the task of sensory development is the formation in the child of the ability to recognize, in accordance with the standard (one or another geometric figure), the shape of various objects.
Already in the second year of life, children freely choose a figure according to the model from such pairs: a square and a semicircle, a rectangle and a triangle. But children can distinguish between a rectangle and a square, a square and a triangle only after 2.5 years. The selection according to the model of figures of a more complex shape is available approximately at the turn of 4-5 years, and the reproduction of a complex figure is carried out by individual children of the fifth and sixth year of life. At first, children perceive geometric shapes unknown to them as ordinary objects, calling them by the names of these objects:
cylinder - a glass, a column, an oval - a testicle,
a triangle - a sail or a roof, a rectangle - a window, etc.
Under the teaching influence of adults, the perception of geometric shapes is gradually being rebuilt. Children of older preschool age no longer identify them with objects, but only compare them: a cylinder is like a glass, a triangle is like a roof, etc. And, finally, geometric figures are beginning to be perceived by children as standards, with the help of which knowledge of the structure of an object, its shape and size is carried out not only in the process of perceiving one or another form with vision, but also through active touch, feeling it under the control of vision and designation with a word.
In order to better know an object, children tend to touch it with their hands, pick it up, turn it; moreover, viewing and feeling are different depending on the shape and design of the object being cognised. Therefore, the main role in the perception of an object and determining its form is played by an examination carried out simultaneously by visual and motor-tactile analyzers, followed by designation with a word. However, among preschoolers, there is a very low level of examination of the shape of objects; most often they are limited to cursory visual perception and therefore do not distinguish figures that are close in similarity (an oval and a circle, a rectangle and a square, different triangles).
In the perceptual activity of children, tactile-motor and visual techniques gradually become the main way of recognizing the form. Examination of the figures not only provides a holistic perception of them, but also allows you to feel their features (character, directions of lines and their combinations, formed corners and peaks), the child learns to sensually distinguish the image as a whole and its parts in any figure. This makes it possible in the future to focus the child's attention on a meaningful analysis of the figure, consciously highlighting the structural elements in it (sides, corners, vertices). Children are already consciously beginning to understand such properties as stability, instability, etc., to understand how vertices, corners, etc. are formed. Comparing three-dimensional and flat figures, children already find a commonality between them (“A cube has squares”, “A beam has rectangles, a cylinder has circles”, etc.).
Comparing a figure with the shape of an object helps children understand that different objects or parts of them can be compared with geometric shapes. So, gradually the geometric figure becomes the standard for determining the shape of objects.
At the senior preschool age, there is an improvement and complication of ideas about the form of an object. With the help of adults, he learns that the same form can vary in the size of the angles, the ratio of the sides, that curvilinear and rectilinear forms can be distinguished.
The first ideas about the shape, size and relative position of objects in space, children accumulate in the process of games and practical activities, they manipulate objects, examine, feel them, draw, sculpt, design and gradually isolate their form among other properties.
By the age of 6-7, many preschoolers correctly show objects that have the shape of a ball, cube, circle, square, triangle, rectangle. However, the level of generalization of these concepts is still low: children may not recognize the familiar form of an object if the object itself has not been encountered in their experience. The child is confused by the unusual proportions of the sides or angles of the figures: a different than usual arrangement on the plane and even very large or very small sizes of the figures. The names of the figures are often mixed up or replaced by the names of objects.
So the task of the first stage of education (children 3-4 years old) is the sensory perception of the shape of objects and geometric shapes. The second stage of teaching children 5-6 years old should be devoted to the formation of systemic knowledge about geometric shapes and the development of their initial techniques and methods of "geometric thinking". "Geometric thinking" is quite possible to develop even in preschool age.
There are several different levels in the development of "geometric knowledge" in children.
The first level is characterized by the fact that the figure is perceived by children as a whole, the child still does not know how to distinguish individual elements in it, does not notice the similarities and differences between the figures, perceives each of them separately.
At the second level, the child already identifies the elements in the figure and establishes relationships, both between them and between individual figures, but does not yet realize the commonality between the figures.
At the third level, the child is able to establish connections between the properties and structure of figures, connections between the properties themselves. The transition from one level to another is not spontaneous, running parallel to the biological development of a person and depending on age. It proceeds under the influence of purposeful learning, which helps to accelerate the transition to a higher level. Lack of training hinders development. Therefore, education should be organized in such a way that, in connection with the assimilation of knowledge about geometric figures, elementary geometric thinking also develops in children.
Children also learn the relationship between the number of sides, angles and the names of shapes (“The triangle is called so because it has three corners”; “The rectangle is called so because it has all right angles”). Counting the angles, the children correctly name the figures: “This is a hexagon, this is a pentagon, a polygon, because it has many angles - 3, 4, 5, 6, 8 and more, then it already looks like a circle.”
The assimilation of the principle of designating figures with a word forms in children a general approach to any new figure, the ability to attribute it to a certain group of figures. Children's knowledge is systematized, they are able to correlate the particular with the general. All this develops the logical thinking of preschoolers, forms an interest in further knowledge, and ensures the mobility of the mind.
Knowledge of geometric shapes, their properties and relationships expands the horizons of children, allows them to more accurately and versatilely perceive the shape of surrounding objects, which positively affects their productive activities (for example, drawing, modeling).
Of great importance in the development of geometric thinking and spatial representations are actions to transform figures (make a square from two triangles or add two triangles from five sticks). All these types of exercises develop spatial representations and the rudiments of geometric thinking in children, form their ability to observe, analyze, generalize, highlight the main, essential, and at the same time bring up such personality traits as purposefulness, perseverance.
So, in preschool age, the perceptual and intellectual systematization of the forms of geometric figures is mastered.
Perceptual activity in the cognition of figures is ahead of the development of intellectual systematization. Children gain access to knowledge of the simplest properties of geometric shapes, as well as an understanding of the relationship between certain types of geometric shapes.
.2 Analysis of program content in the section "Form"
The program for the development of elementary mathematical concepts for preschoolers is based on mandatory minimum content of the federal component state standard.
Development tasks ideas about formin the conditions of kindergarten they are implemented within the framework of the program for the formation of elementary mathematical representations. Form, like other mathematical concepts, is important property surrounding objects; it received a generalized reflection in geometric figures. Those., geometric figures- These are standards by which you can determine the shape of objects or their parts.
Children junior groupare engaged in the most important activities for their age - playing, designing, drawing. great attention is given to sensory classes, in which kids, playing didactic games, imperceptibly master such properties of surrounding objects as color, shape and size. The program is limited to a pre-numeric learning period, which is propaedeutic not only to learning to count individual items but also to measurement activities. Already in this group, children begin to be introduced to the shape of objects, they are taught to distinguish spatial directions and navigate in time.
AT middle groupchildren continue to engage in designing, drawing and fiction, but at the same time solve more challenging tasks. There are new types of classes in mathematics. In a programme middle group the main attention is paid to counting with the help of numeral words, at the same time, important sections in the program of this group are “Value”, “ The form» «Orientation in space», «Orientation in time». It is envisaged that the educator continues, somewhat expanding and complicating, the work begun in the second junior group. The program tasks for developing children's ideas about geometric shapes- children should be able to see the geometric shape in life objects.
In the senior and preparatory groups classes in mathematics are no longer of a narrowly pragmatic nature, but of a general developmental character.
AT senior group the complication of exercises in grouping objects in comparison with the previous one is expressed in the following: increase the number of compared figures and types of figures; use models that differ in a large number of features (color, size, material); the same models are grouped according to different features: shape, color, size; grouping exercises are combined with teaching ordinal counting, with the study of the composition of numbers from units and the relationships between numbers. The teacher encourages the children to make an assumption, how the figures can be grouped, how many groups there will be. Having made a guess, they group the figures. Much attention is paid to exercises in establishing the relative position of geometric figures, since they are essential for the development of geometric representations.
Program preschool groupprovides for the obligatory assimilation by children of the material studied in previous groups, and is built taking into account the acquired knowledge, skills and abilities. An addition is the introduction of a group account (counting groups of two or three items and naming the total number of items in these groups). Introducing children to geometric shapes, they are taught to modify them (for example, to make a quadrilateral from several triangles).
Clarify knowledge of known geometric shapes, their elements (vertices, angles, sides) and some of their properties.
Give an idea of a polygon, a straight line, a straight line segment.
Learn to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size.
Learn to make figures from parts and break them into parts, design figures according to verbal description and enumeration of their characteristic properties; make thematic compositions from figures according to your own design.
Analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from separate parts according to contour samples, according to description, presentation.
The program is compiled taking into account interdisciplinary links in sections:
"Design, manual labor" - get acquainted with geometric bodies, examine, sketch them in different positions(front, side, top view), learn to work with a plan, navigate on a sheet of paper.
"Visual activity" - develop the ability to compare objects with each other, depict objects, conveying their shape, size.
"A game", where the knowledge and skills acquired in the classroom are used by children in play activities.
To consolidate knowledge of geometric shapes: circle, square, triangle, rectangle, oval.
To consolidate the ability to see geometric shapes in the shapes of surrounding objects.
Introduce a geometric figure - a trapezoid.
Learn to transform one figure into another (by folding, cutting, laying out from sticks).
Introduce a notebook in a cage.
Learn to draw geometric shapes in a notebook in a cage.
Learn to draw in a notebook in a cage symbolic images of objects from geometric shapes.
Learn to lay out geometric shapes from counting sticks: circle, square, triangle, rectangle, oval, trapezoid.
Learn to lay out symbolic images of objects from counting sticks (house, boat, Christmas tree).
To consolidate knowledge of geometric shapes: circle, square, triangle, oval, rectangle.
To acquaint with geometric bodies: sphere, cube, cylinder.
To form the idea that the figures can be of different sizes.
Learn to see geometric shapes in the forms of surrounding objects, symbolic images of objects.
This program introduces children to sensory standards, which are samples of the main varieties of each property, including 5 geometric shapes. The initial stage of training is to familiarize children with sensory standards. When getting acquainted with the main samples, children compare different standards with each other, select the same ones, remember their names. Then there is a more subtle differentiation of the assimilated standards: acquaintance with variants of geometric shapes, differing in proportions, individual parameters quantities. All this makes it possible to assimilate the grouping of geometric shapes. The program is designed for two sessions per week, lasting 15-20 minutes each. All classes are structured in such a way that ideas about standards are necessary condition performing interesting games for children and practical tasks.
Such is the general and very a brief description of programs for the development of elementary mathematical concepts in kindergarten, including ideas about the form.
.3 Methods of work on the development of ideas about the form in preschool children
Introducing children to the shape of objects the best way occurs when combined various methods and teaching methods.
Are used visualmethods and techniques: “Look and find the same figure”, “What does the figure look like”, etc. Widely used in teaching are practicalmethods and techniques: “Find, bring, show ... lay out, draw, make a pattern”, etc. Along with visual and practical, verbalmethods and techniques: “What is it called, how are they different, how are they similar; describe, tell...
Work on the development of ideas about the form is carried out in parallel and is organically linked with the teaching of counting, with exercises in comparing the sizes of objects. It is of great importance to establish a connection between this work and training in various types of visual activity, since the need to recreate an object (draw, mold, design) necessitates a clear, dissected perception of its form.
By teaching counting, the teacher simultaneously reinforces the children's idea of \u200b\u200bfigures. He invites the children to trace the outline of the model, feel it, select the models of the specified shape (select, say, all the squares). Children compare the number of figures different kind or one kind, but different color or size. (“Which is more: squares or triangles? Large or small triangles?” etc.). Children are introduced to new geometric shapes by comparing models with already familiar ones or with each other: a rectangle with a square, a ball with a cube, a cylinder with a cube and a ball. First, they are compared in pairs, and then groups of figures are compared, for example, squares with triangles, etc. The examination and comparison of figures is carried out in a certain order: “What is this? What colour? What size? What are they made of? What is the difference? How are they similar?
A certain order of questions teaches children to consistently examine and examine figures, make comparisons according to homogeneous features, highlight essential properties and abstract from non-essential properties (color, size, material, position in space). It is important to organize various actions of children with models of figures, since the level of ideas about them is determined by the richness of the experience of perceiving the form.
Of great importance is the tactile-motor examination of models. Connecting the hand to the work of the eye improves the perception of the form. Children feel the model with their fingertips, circle its contour. The teacher encourages them to follow the movement of the finger along the contour of the figure: “Look how the finger runs!” Outlining the model is completed by running a hand over its surface. Acting with models, children try to roll them, put them in different positions and reveal their stability or instability. The mutual imposition of one figure on another - a circle and a square, a square and a rectangle, a square and a triangle - allows you to more clearly perceive the features of the figures of each type, highlight their elements.
Of great benefit are exercises in grouping figures according to shape and other properties, in laying out figures in ascending and descending order of size. In the middle group, for children's exercises in distinguishing figures outside of class, game exercises and didactic games “What's gone?” are widely used. or “What has changed?” Children say which figure they hid or replaced. The game "Wonderful bag" is held in different options. Children recognize figures, find them by touch according to a visually perceived pattern, or, conversely, visually find figures according to a tactilely perceived pattern. The games "Find your house", "Airplanes" allow you to develop constancy (stability) in the perception of form. The houses, airfields in these games are squares, triangles laid out of cords, etc. It is advisable to increase the size of such houses and airfields when playing these games again. For individual exercises, the games “Find a Pair”, “Pick the Figures to the Card”, etc. are used. Children correlate the color and contour images of the figures, select the appropriate forms.
N.A. Sakulina proposed a methodological model for teaching children to examine objects, defining the form as their main feature, it distinguishes:
- holistic perception of the subject;
- analysis of an object - isolating characteristic essential features, determining the shape of individual parts of an object (round, square, triangular, long, rounded ...), likening this part to a geometric figure that is closest in shape;
- motor-tactile sensation of form - circling movements with simultaneous pronunciation, i.e. examination of an object;
- again a holistic perception of the subject;
- building a model from given shapes or parts.
Based on this scheme for teaching children, a specific methodology was developed - a sequence in the formation of knowledge about geometric shapes (3.E. Lebedeva, L.A. Venger, L.I. Sysueva, V.V. Kolechko, R.L. Nepomnyashchaya):
- Demonstration of a geometric figure and naming it.
- Examination of a geometric figure through specific practical actions.
- Showing several more of the same geometric shapes, but different in color and size. Comparison of geometric shapes. At the same time, the attention of children is drawn to the independence of the form from the size and color of the figure.
- Comparison of geometric shapes with objects similar in shape; finding among the surrounding objects those that are close in shape to this figure.
- Comparison of objects in shape with each other using a geometric figure as a standard.
- Comparison of familiar geometric shapes, identification of common qualities and differences (oval and circle, square and rectangle, etc.).
- Fixing the properties of geometric shapes by measuring, sculpting, drawing, laying out, building, etc.
Children should learn the basic steps for examining the shape of objects. Examination of a geometric figure is carried out through specific practical actions (circling around the contour). An important element of the survey is the comparison of figures that are different in shape and size. After the children have learned to compare geometric shapes with objects similar in shape, it is necessary to provide them with the opportunity to consolidate the properties of geometric shapes in drawing, modeling, application, and design.
Children should be taught to correctly show the elements of geometric shapes (angles, sides, bases, etc.). When recalculating corners, the child should point only to the top of the corner. The teacher does not explain what a vertex is, but shows the point where the two sides meet. Showing the sides, the child should run his fingers along the entire segment - from one vertex of the corner to the other. The angle itself as part of the plane is shown simultaneously with two fingers - thumb and forefinger. In three-dimensional figures, children identify and name the sides and bases.
In each age group, the method of familiarization with geometric shapes has its own characteristics. Yes, in second junior groupchildren learn to distinguish between a ball and a cube; circle and square, using the technique of pairwise comparison: a ball and a cube, a cube and a bar - a brick; circle and square; ball and circle; cube and square. In this case, the object should be held in the left hand, and index finger right hand circle it around.
To demonstrate geometric shapes, it is necessary to use figures of different sizes and colors. Children look at and compare the ball and the cube, find common and different things in these objects (figures). When addressing a question to the children, the teacher draws their attention to the features of the figures: “What is this?”, “What color are the balls?”, “Which one is smaller?” On the instructions of the teacher, one child picks up a small ball, and the other - a large one. Children pass the balls in a circle: a small ball catches up with a large ball. Then the direction of movement changes. In the process of such games, children clarify the features of the ball - it is round, it has no corners, it can be rolled. Children compare balls different colors and sizes. Thus, the teacher leads them to the conclusion that the form does not depend on the color and size of the object.
Similarly, children's knowledge about the cube is clarified and generalized. Children take the cube in their hands, trying to roll it. He doesn't roll. The cube has corners and sides (faces), it stands steadily on the table, floor. From cubes you can build houses, columns, putting one cube on another. by the most important point when acquainting children with the form is the visual and tactile-motor perception of the form, a variety of practical actions that develop his sensory abilities. In organizing work to familiarize children with the shape of an object, a significant place is occupied by the demonstration (demonstration) of the figure itself, as well as methods for examining it. The teacher teaches children, when examining an object, to hold the object in their left hand, trace it around the contour with the index finger of their right hand.
Various didactic games and exercises are organized to develop children's skills in examining the shape of an object and accumulating relevant ideas.
So, in order to assimilate the name and clarify the main features of individual geometric shapes, the teacher organizes games: “Name the geometric figure”, “Magic bag”, “Domino figures”, etc. In the game “Magic bag”, the teacher teaches children to choose shapes by touch, to find according to the sample. Geometric figures familiar to children are placed on the table, and the same ones are folded into the bag. First, attention is drawn to the geometric shapes placed on the table. The children name them. Then, at the direction of the teacher, the child finds in the bag one that is on the table, and shows it. If the child cannot complete the task, then the teacher once again recalls the methods of examining the figure: with his right hand he slowly circles around the edge (contour) (you can also help with your left hand). When the game is repeated, the number of geometric shapes increases. In the games “Find an object of the same shape”, “What is in the bag?”, “Geometric lotto”, children practice finding objects according to geometric patterns.
Such tasks are difficult, but generally accessible to children. They develop their ability to analyze the environment, to abstract when perceiving the shape of objects. The child, perceiving the print that hangs on the wall in front of him, is distracted from the plot of the picture, and highlights only the shape of the frame (square).
In their free time, children of this age group are very fond of games with split pictures, mosaics, building material.
In the methodology of teaching children middle groupdistinctive is a more detailed examination of geometric shapes. The child develops the ability to see what geometric figure or what combination of them corresponds to the shape of an object.
First, children practice matching geometric shapes with objects of similar shape. They match items to models of figures. Thus, it is possible to separate models of geometric figures from other objects, to give them the meaning of samples. Game exercises are carried out: “Find an object of the same shape”, “Find what I will say”, etc. Children are introduced to new geometric shapes by comparing their models with those already familiar or with each other: a rectangle with a square, a cylinder with a cube or a ball .
From a direct comparison of objects with geometric patterns, children move on to a verbal description of their shape, to a generalization. The order of viewing and comparing figures can be as follows: what is it? What colour? What size(s)? What are they made of? What is the difference? How are they similar? For exercises, at first they select objects of a simple form that do not have details. It is advisable to use objects of the same kind ( different shapes- flags, boards, etc.), and various types (square scarf, rectangular scarf, scarf, triangular tie). Children choose objects of the indicated form (out of 4-5 pieces), select pictures depicting objects of the corresponding form; name the shape of the objects drawn on the table.
Later, they are offered to find objects of the specified shape in certain places in the room (“Look if there are objects similar to a cylinder on the shelf”), conduct the games “Journey through the group room”, “Find what is hidden”.
Techniques of tactile-motor examination of objects are constantly used. Children trace the contour of objects, feel them. You can ask, for example, such questions: “How did you guess that the scarf is triangular and the plate is round? How are the objects similar? Children make generalizations based on form. At the end of the year, they are asked to describe the shape of objects consisting of 2-5 parts (tumbler, car, etc.).
The main techniques can be: practical actions with objects (roll, put); imposition and application; contouring, palpation; exercises in grouping and ordering - didactic games, exercises for mastering the features of geometric shapes; comparison of the shapes of objects with geometric patterns; complex shape analysis. Children are required to provide a detailed verbal designation of their actions (describe the shape of an object consisting of 2-4 parts: a tumbler, a car, etc.).
L.A. Venger, L.I. Sysueva, T.V. Vasilyeva developed 3 types of tasks in the field of familiarizing children of the fifth year of life with the shape of objects and geometric figures, tasks:
on the assimilation of geometric shapes;
to compare the shapes of real objects with geometric shapes;
on the spatial analysis of the composite form.
In the older group, the examination of the geometric figure becomes even more detailed and detailed. An important element of the technique is the measurement by a conditional measure. Work on the formation of ideas and concepts about geometric shapes is based on the comparison and opposition of geometric shapes. Models are first compared in pairs, then 3-4 figures of each type are matched at once, for example, quadrangles.
Special meaning acquires work on the image and recreation of geometric shapes: laying out of sticks, strips of paper. Based on the identification of essential features of geometric shapes, children are led to the general concept of "quadrangles". As a result, children acquire the ability to transfer acquired knowledge into unfamiliar situation, use them in independent activity, in design classes.
Older preschoolers learn to divide a complex pattern into its constituent elements, name their shape and spatial position, make a pattern of complex shape from geometric shapes of one or two types, different in size (size). The methodology for the formation of geometric knowledge in the group of the sixth year of life does not fundamentally change. However, the examination becomes more detailed and detailed. Along with a practical and direct comparison of known geometric figures, imposition and application, measurement by a conditional measure is widely used as a methodological technique.
All work on the formation of ideas and concepts about geometric shapes is based on the comparison and comparison of their models. So, introducing children to a rectangle, they are shown several rectangles, different in size, made of different materials(paper, cardboard, plastic). “Children, look at these figures. These are rectangles. At the same time, attention is drawn to the fact that the shape does not depend on the size. Children are encouraged to take left hand figure, and circle the contour with the index finger of the right hand. Children identify the features of this figure: the sides are equal in pairs, the angles are also equal. Check this by bending, laying one on top of the other. Count the number of sides and angles. Then they compare the rectangle with the square, find similarities and differences in these figures: the square and the rectangle have four corners and four sides, all corners are equal to each other. However, a rectangle differs from a square in that all sides of a square are equal, and only opposite sides of a rectangle are equal, in pairs. Particular attention in this group should be given to the image of geometric shapes; laying out from counting sticks, strips of paper. This work is carried out both with demonstration (near the teacher's table) and handouts. In one of the classes, the teacher lays out a rectangle of stripes on a flannelograph. “Children, what is the name of this figure? How many sides does a rectangle have? How many corners? Children show sides, corners, vertices of a rectangle. Then the teacher asks: “How and what shapes can be obtained from a rectangle (create smaller rectangles, squares, triangles)?” In this case, additional strips of paper are used. Children count the sides in the resulting figures. Based on the identification of essential features of geometric shapes, children are led to the generalized concept of "quadrilateral".
Comparing a square and a rectangle with each other, the children establish that all these figures have four sides and four corners. This number of sides and angles is a common feature that underlies the definition of the concept of "quadrilateral". Next, the children compare quadrilaterals of different shapes. Children are convinced of the equality of sides and angles when superimposing one on the other
At the older preschool age, children develop the ability to transfer the acquired knowledge to a previously unfamiliar situation, to use this knowledge in independent activities.
Familiarization with the form, as a rule, occupies a part of the lesson in mathematics, as well as in design, visual activity. During classes, superimposing, applying, drawing along a contour, shading, and measuring are widely used. Children cut out flat geometric figures, voluminous ones are molded from plasticine, clay. Knowledge about geometric shapes is widely used, refined, consolidated in the classroom for fine arts and design.
First, all together sequentially consider the sample, establish from which parts (figures) each part is made. In the same sequence, children create an ornament. The teacher shows two or three ornaments and invites the children to choose one of them, having carefully examined it, lay out the same ornament. In volumetric figures (cylinder, cube), children identify and name the sides and bases. At the same time, they can be shown with several fingers or with the whole palm. Children perform practical actions, manipulate geometric shapes, redesign them. In the process of learning, the "mathematical" speech of children is enriched.
This work is closely related to teaching children the elements of writing: tracing cells, drawing circles, ovals, drawing straight and oblique lines. Children get acquainted with checkered notebooks, consider how the pages in the notebook are lined. The teacher invites the children to find and circle the cells in different parts pages: top, bottom, left, right, middle; draw seven squares one cell in size with gaps between them in two (three) cells. At the same time, he shows different ways task completion: designation initial contour dots, drawing lines from left to right and from top to bottom.
Future schoolchildren are taught to distinguish and name polygons (triangle, quadrangle, pentagon allow children to acquire skills in dividing complex pattern into constituent elements, as well as create patterns of complex shape from one or two types of geometric shapes different sizes. So, during one of the classes, children are given envelopes with a set of models of geometric shapes. The teacher shows the application of a “robot” made up of hexagon squares), name and show their elements (sides, corners, vertices), divide geometric shapes into parts, compare with each other, classify by size and shape. The work is aimed primarily at improving the quality of this knowledge: completeness, awareness.
geometric material widely used during classes as a demonstration and handout in the formation of numerical concepts, dividing the whole into parts, etc.
Thus, throughout preschool age, children are taught to examine simple and complex shape objects, adhering to a certain sequence: first allocate general contours and the main part, then determine the shape, spatial position, relative size of other parts.
They should be taught to notice not only similarities, but also differences in the shape of an object from a familiar geometric figure. This is of great importance for improving the visual and other types of independent activities of children.
geometric figure preschool didactic
2. Analysis of the work on the development of ideas about the form in young children
AT cognitive development a child of an early age, the first mathematical successes occupy a significant place. Formation in children three years of age ideas about the external properties of objects: their shape, color, size, position in space - is necessary for their full perception of the world around them. Cognition begins with the perception of objects and phenomena of the surrounding world. Thus, the sensory development of the child, on the one hand, is of independent importance, since it provides a clear understanding of the environment, on the other hand, it forms the foundation for the overall mental development of the child, which is impossible without relying on full perception. Sensory standards are generally accepted samples of the external properties of objects. So, the standards of form are geometric figures, the standards of size are the ratio of objects in terms of size as a whole and in terms of its individual parameters, a system of conditional and, ultimately, metric measures.
The program of sensory education in the younger group involves the formation of a general sensory ability, understood as the ability for the most elementary form of mediation - the use of sensory standards.
Goals and objectives of the program:
Select criteria for evaluation, regulation cognitive processes children of early age.
Select and adapt diagnostic methods that correspond to the behavior of children in the process of implementing sensory-mathematical representations.
Stimulate and support the search for ways to solve practical problems.
To draw the attention of children to the properties and ratios of surrounding objects, their sizes, names and quantities.
Organization of various, interesting activities for children, aimed at their sensory and mathematical development.
In this program, children are introduced to sensory standards, which are samples of the main varieties of each property: 5, then 7 colors of the spectrum, 5 geometric shapes, 3 gradations of size.
The initial stage of training is to familiarize children with sensory standards. When getting acquainted with the main samples, children compare different standards with each other, select the same ones, remember their names. Then there is a more subtle differentiation of the assimilated standards: acquaintance with shades of color tones; variants of geometric shapes, different proportions, individual size parameters. There are clear ideas about the varieties of each property. All this makes it possible to assimilate the system connections and dependencies between the varieties of properties: the arrangement of colors in the spectrum, the results of their mixing, the sequence of light shades, the sequence of increase and decrease in magnitude, the grouping of geometric shapes.
The program is designed for two sessions per week, lasting 15-20 minutes each.
Academic plan sensory-mathematical development of young children
No. Content Quantity Duration 1 Classes 1 time per week 8-10 minutes 2 Didactic games and exercises 2 times a day 5-10 minutes 3 Individual work Daily 5-10 minutes 4 Self-study cognitive activity children, in a specially organized developmental environment. In accordance with the mode and work plan At the discretion of the teacher 5 Experimental games 4 times a month 10-15 minutes 6 Entertainment 1 time per quarter 15-20 minutes
SEPTEMBER 1 To teach children to correlate objects by color; introduce the concept of "round". Form an idea of the length of objects. Sheets of paper with stripes glued on them, red and yellow color. Three pictures in the image of objects red and yellow flowers, one red or yellow balloon for each child: two boxes red and yellow2 Introduce children to the square; to consolidate the ability to distinguish and name the colors red, blue, green; learn to correlate an object with its contour on paper by imposing. Matryoshkas according to the number of children. Sheets of paper with contours of a red circle with a diameter of 6 cm, a green square 6:6, a blue rectangle 6:3, circles, squares, rectangles cut out of paper, corresponding in size and color shown in the figure clean sheets paper, green pencils 3 To teach children to correlate a figure of a certain shape (a circle with an object of the same shape - a ball); learn to navigate in real space and on a sheet of paper; build grammatical constructions with the preposition "y" and "on"; lead the concepts of big, small. Square sheets of paper with a 3: 3 green square outline, a pattern of a red and yellow ball with a diameter of 3 cm, nesting dolls for each child and a small bear. 4 Exercise in distinguishing primary colors by selecting from a sample; activate the dictionary by words denoting color. Flannelgraph, narrow strips of paper or cardboard of different colors 15:0.5; Six circles of the same color diameter 10cm/. Strings and balls for each child Didactic games and exercises 1 week 1 Collect a basket of autumn leaves Strengthen the concepts of “one”, “many”, “big”, “small” 2 Visit toys Strengthen knowledge about the size of objects in the immediate environment 3 Get a ribbon Fix colors (yellow, red, green). Develop fine motor skills 2 weeks 1 Find what I will say Consolidate knowledge of objects and their shape. Find objects of the appropriate shape in the environment. 2 What this figure looks like. Find objects of the appropriate shape in the environment (circle-sun, square - handkerchief, etc.) 3 Hid from the rain Consolidate knowledge of primary colors ) in a tactile way. 2 Guests came to us To consolidate knowledge about the size of objects in the immediate environment 3 Collect beads. To fix the name of the flowers and the size of the beads. 4 weeks 1 What this figure looks like. ) 2 Visiting toys Strengthen knowledge about the size of objects in the immediate environment 3 Autumn leaves Strengthen the concepts of "one", "many". ".Two large sheet white, green paper, glue, tassels, one yellow and green mug for each child. yellow caps, one red and one yellow balloon for each child, in red and yellow boxes. Flannelgraph, 5-7 pictures depicting round objects, 3-4 pictures depicting objects of a different shape. develop an eye; introduce the figure "brick". Learn to fold the image according to the model of the proposed figures. Three green and three yellow bricks, one green and one yellow ball for each child and for the teacher: strips of white paper, large circles with a diameter of 6 cm and a small one, with a diameter of 4 cm, cut out of paper two circles of blue color, corresponding in size to the contours on paper. 4 To consolidate the idea that different objects can have the same shape. Continue to teach, compare objects in size: introduce orange: learn to distinguish between a circle, a square, a rectangleFlannelgraph, 5-6 pictures depicting round objects: sheets of blue paper with green stripes glued to them, occupying a third of the sheet for each child. Didactic games and exercises 1 week 1 More, less Continue to learn to distinguish the size of objects. a bench Arrange the figures in accordance with a given pattern. 3 Identify the object by touch. The ability to determine the shape of an object. 2 weeks 1 round shape 2 Assemble, disassemble the pyramid To consolidate knowledge of size, colors. Develop fine motor skills. 3 What it looks like. Learn to distinguish between a rounded shape (apple, cabbage, tomato, cherry, etc.) 3 week 1 Collect a picture Develop creative thinking. Learn to make a whole of two parts. 2 Pick up the size Find and size the given objects. 3 Find what I will say Strengthen the knowledge of objects and their shape. Find objects of the appropriate shape in the environment. Week 4 1 Geometric inserts Arrange the figures in accordance with the framework of the insert. 2 Collect, disassemble the pyramid Consolidate knowledge of size, colors. To develop fine motor skills. 3 Guests came to us To consolidate knowledge about the size of objects in the immediate environment NOVEMBER 1 To teach children to build a house from a cube and a prism; introduce the triangle; to consolidate the ability to lay out figures by imposing and combining other figures. Prism cubes of different colors for each child and for the teacher, cars, sheets of paper with the contours of the house printed on them, squares cut out of paper and (triangles of all colors known to children, corresponding in size, contours of the house in the drawings for each child). 2 Teach children to build paths by placing bricks against each other; form ideas about the length of the object (long, short). Two bricks white color for each child and for the teacher, small cars for each child, a flannelograph, long red and short blue stripes, short and long ribbons of different colors. 3 Teach children to assemble a pyramid of balls; continue to form an idea of the size of objects (large, smaller, small), continue to learn techniques from combining, overlaying, applications. Pyramids of red, yellow and blue balls, sheets of paper on which pyramids are drawn, made up of three circles of the same color (diameters - 6 cm, 4 cm, 3 cm) circles cut out of paper, corresponding to those shown in the figure in size and color for each child and for the teacher. , methods of overlay, alignment and application. Two Christmas trees (large and small), on a sheet of paper on which is depicted green herringbone, three green triangles cut out of paper (large, smaller, even smaller) for each child Didactic games and exercises 1 week 1 Find a pair Learn to group objects by size. , krag) in a tactile way. 2 weeks 1 Put what I will say Learn to show planar geometric shapes of different colors and sizes by name. Develop fine motor skills. Week 3 1 Multi-colored balls Group objects by color and size. 2 What shape? Consolidate knowledge (circle, square, triangle) 3 Find what I will say Consolidate knowledge of objects and their shape. Week 4 1 Multi-colored inserts. Consolidate knowledge of basic colors and shapes. .Learn to compose a planar image of geometric shapes 3Our toys.Continue to form ideas about the size of objects.DECEMBER1 Fix the names of geometric shapes - circle, square, triangle; learn to correlate color and shape with objects, continue to learn to navigate in space, name your actions with objectsFlannelgraph, circles / large and small / green , orange and white, squares / large and small / red, yellow and blue flowers, triangles / large and small / blue, orange, yellow, a hare, a ball, some sheets of paper depict balls made up of two halves of a circle. 2 Enter the name of the new figure - a semicircle, consolidate children's knowledge of the rectangle, introduce brown. Learn to lay out a mushroom from a semicircle and a rectangle. Mushroom dummy, a sheet of paper depicting the contours of mushrooms, semicircles and rectangles cut out of paper, corresponding in color and size to the parts of the mushrooms in the figure, colored pencils, blank sheets of paper for each child. shape, but objects of different colors, to consolidate the ability to superimpose figures on their contour image on paper. Sheets of paper on which beads are red, yellow, but three red and two yellow circles of the same size as the beads in the figure. Sheets of paper on which arcs are drawn (strings for beads). 4 Introduce children to a new figure - an oval, continue to teach them to alternate objects that are the same in shape but different in color, consolidate the ability to superimpose shapes on their image, learn to trace the contours of objects Sheets of paper, on which are drawn Balloons, two red and two green ovals, corresponding in size to those shown in the figure (for each child and for the teacher), flannelgraph, two circles (large and small), two ovals (large and small), two rectangles (large and small) .Didactic games and exercises 1 week 1 Inserts. Learn to relate geometric shapes to the corresponding holes. 2 Collect a picture. Act with parts of the image, matching the details. 3 Guests have come to us. colors and the size of the beads. 3 Determine the object by touch. The ability to find objects (square, krag, oval, triangle) tactilely. 3 weeks 1 What has changed? Determine the missing object in a group of dissimilar objects 2 Find a pair. items. 4 week 1 Arrange in order. Alternate items in time order of decreasing magnitude. 2 Make a drawing. Learn to compose a planar image of geometric shapes. 3 Collect, disassemble the pyramid. Consolidate knowledge of size, colors. Develop fine motor skills.
Thus, the formation of mathematical concepts at an early age is carried out through mastering the basics of sensory culture. After analyzing an extract from the plan of educational work in a group with young children (2-3 years old), we can conclude that the content of the program meets the requirements for the content and methods of educating and educating children of this age group, implemented in preschool educational institution.
Conclusion
Thus, during the preschool age, children form ideas about the shape of objects and geometric figures, but they are very narrow, scattered, children find it difficult to reveal the connections and relationships that exist between them. However, the fact that the child has these ideas suggests that in the process of purposeful learning with the help of models, deeper and more systematic knowledge about geometric shapes can be formed.
The main task of teaching preschool children is to form a system of knowledge about geometric shapes. The systematization of knowledge about geometric shapes is possible only when the figure itself is presented to the child as a continuous set (points, sides, angles, vertices). The formation of such a representation requires:
a) a clear distinction between the sign of form and other signs, which is best done if it is shown to the child in its “pure form”, in the form geometric standard(geometric figures);
b) a clear differentiation of the concepts: "side", "corner", "top", the ability of children to analyze any figure with the selection of these elements;
c) the ability of children to apply different methods of quantitative and qualitative analysis and synthesis of figures, the ability to quickly establish what is special and what is common, regularly repeated in different figures.
The initial link in this system is the idea of some features of geometric shapes, the ability to generalize them on the basis of common features.
Through examination, palpation, repeated handling of the object, the child harmonizes his perception with the idea that he is forming about the object. He learns to find important signs subject, compare them with others, group them according to them. It establishes the difference and similarity between objects, which leads to the emergence of new ideas about them. At the same time, not only practical actions with objects play an important role, but also the naming of objects and their properties.
Consolidation of children's ideas about geometric shapes familiar to them is recommended to be carried out in various didactic games.
A certain order of consideration and comparison of models serves to develop the ability in children to consistently identify the shape of geometric figures, compare their homogeneous features, highlight essential features (presence of parts, their number, size ratio) and abstract from non-essential ones (color, size, material, etc.) .
From this follows the conclusion about the need to teach children the correct methods of examining the shape of geometric shapes; develop the ability to identify their simplest properties (the number of vertices, angles, sides in a figure, equality and inequality of sides, their mutual position, etc.), as well as teach children to group geometric shapes according to features (shape, size, color), emphasizing the invariance of forms; learn to choose by word and pattern among figures of different colors and sizes; to learn to find in the surrounding objects similarities with known geometric shapes; learn to modify figures, making models of objects out of them.
Bibliography
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36. The concept of shape and geometric figure, especially the perception of preschoolers.
The original content of the concept of form are real items surrounding reality.
The form- This the main visual and tactile property of an object which helps to distinguish one object from another.
Mankind created a system of standards for designating the shapes of specific objects. This is system of geometric shapes.
The grouping of geometric shapes can be represented as follows:
flat and bulky,
Having corners and not having them, that is, rounded,
Differing in appearance.
Thus, geometric figures act samples, standards of the form of real objects or their parts.
With geometric shapes held analysis of the surrounding world, satisfies the need to understand the variety of forms, in "what looks like what". As a result, one object is likened to another in shape (it looks like a cucumber, like a window), etc.
Classification of geometric shapes under construction both emotionally and logically. The child's perception of the surrounding objects at first, as shown by special studies, does not mean the selection of a form. At first, the object itself appears, and only then - its form.
In the system of geometric figures concentrated generalized experience of human sensory activity.
The form is perceived by the visual-tactile-motor way. Acquaintance of children with the form of objects has always been the focus of attention of psychologists, teachers and methodologists of the past and present.
FEATURES AND METHODS OF MASTERING THE FORM OF OBJECTS AND GEOMETRIC FIGURES BY CHILDREN OF PRESCHOOL AGE
In the knowledge of the surrounding world, orientation in the variety of shapes of objects (objects) and geometric figures is especially significant.
Form has a special place among the variety of properties learned in preschool age..
Perceiving form, child distinguishes an object from others, recognizes and calls him, groups(sorts) and relates it to other things.
Parallel or after child learn geometric shapes, highlighting before their form, and then the structure.
In the knowledge of geometric shapes preschool children it is customary to distinguish three stages:
At 3-4 years old, geometric figures are perceived as whole and differ by children mainly in shape;
At 4-5 years old, geometric figures are perceived analytically, children establish their properties and structure empirically (by experience);
At the age of 5-6, children perceive geometric figures in a certain relationship in terms of structure, properties, and realize their commonality.
As a result of psychological research, it became known that the process of cognition by children of form as a property is long and complex.
FOR CHILDREN 2-3 YEARS main identification figure sign - surface, plane. They are take the figure in hand, manipulate; run your hand across the plane, as if trying to discover the subject basis.
In this age children allocate among the others and call separate geometric shapes using the words " circle», « cube», « ball».
Or compare the shape of a real object with geometric and use the expressions "This is like a cube", "This is like a handkerchief."
Usually, they " objectify» geometric figures calling them " roof», « handkerchief», « cucumber" etc.
Mastering the shape of objects and geometric shapes passes at this age in active work. Children put one cube on another, building a tower, put objects in cars; roll figures, shift; make up the rows.
CHILDREN 3-4 YEARS start distinguish geometric shapes from objects, highlighting their shape. Naming the figures, they say: “A triangle is like a roof”, “A handkerchief is like a square”.
Children examine the figures tactile-motor way trying hold your hand along the contour. At the same time, they willingly pronounce the words and expressions they like. Begin to perceive structural elements geometric shapes: corners, sides. When perceiving figures abstracted from color, size, highlighting their shape.
However child's visual perception remains fluent, his the gaze does not focus on the contour or plane. Because of this, children often confuse similar shapes: an oval and a circle, a rectangle and a square.
CHILDREN 4-5 YEARS successfully examine geometric shapes, swiping index finger along the contour. However, they usually called structural components: vertices, sides, corners. traced with a wave of the hand lines forming angles; detect line intersection points. Survey becomes accurate and effective.
Typically, at this age, children shapes are formed - reference ideas about them. They begin to successfully identify the similarities and differences in the shapes of objects with geometric figures; use the standards they have developed in order to determine any unknown form; display forms in productive activities.
At 5-6 YEARS children in general visualize geometric shapes. Tactile-motor examination becomes unnecessary. In the process of visual perception they fix the contour and on this basis, include a figure in a specific group, allocate types of figures, classify, sort and organize objects according to form.
At senior preschool age prevails visual recognition of shapes and their distinctive signs, verbal description of the shape of objects and geometric shapes.
So, perception of form by a preschool child carried out based simultaneous examination of it in a visual and tactile-motor way, accompanied by naming the main features of a particular form.
For example, round - no corners; quadrilateral - it has sides, angles and vertices.
Geometric figures become standards for determining the shape of surrounding objects and their parts.
The formation of geometric representations in preschool children has great value for the sensory and mental development of children. The sensory development of a child is the development of his perception and the formation of ideas about the external properties of objects. The importance of sensory development in early and preschool childhood cannot be overestimated. It is this age that is most favorable for improving the activity of the sense organs, the accumulation of ideas about the world around us. AT classical systems sensory learning F. Fröbel and M. Montessori presents methods of familiarizing children with geometric shapes. Created by F. Fröbel "Gifts" and currently used as didactic material to familiarize children with the shape of objects. Cognition begins with the perception of objects and phenomena of the surrounding world. All other forms of cognition - thinking, memory - are built on the basis of images of perception. At preschool age, the development of sensations and perception is very intensive. At the same time, correct ideas about objects, in particular, their forms, are more easily formed in the process of their direct perception. In the process of sensory perception, the selected properties of objects, in our case this form of the object, become the object of specially organized perception, as a result of which they are successfully mastered and the basis for effective formation is created. various kinds activities of preschool children (playing, labor, productive and creative).
Mastering the basic forms and their verbal designations facilitates the child's orientation in the world around him. Faced, for example, with an object of one form or another, the child can correlate it with the basic forms known to him, note similarities and differences: "It looks like a cube." The acquired knowledge and skills help children to correctly analyze the various forms of objects and then reproduce them in drawings and buildings. These basic forms act as standards, samples that help children understand the whole variety of properties of objects. The development of perception is a complex process, which includes, as the main points, the assimilation by children of the "sensory standards" developed by society and the mastery of methods for examining objects. The term "sensor standards" was proposed by A. V. Zaporozhets.
Sensory standards are generally accepted samples of each type of properties and relations of objects. So, in the field of form - these are geometric shapes. The idea of the shape of an object as the boundary between objects and the surrounding space arises in children very early. Studies show that a baby can recognize the shape of the bottle from which he drinks milk. Already in early childhood they recognize objects familiar to children regardless of their spatial position. A significant role in the knowledge of the shape of objects is played by geometric figures, with which life objects are compared. Children 3-4 years old perceive geometric shapes as ordinary toys and, by analogy with well-known household items, call them by the names of these items. Children receive the first information about geometric shapes in the game. The teacher correctly names geometric shapes, but does not strive for the children to remember them. It is important that children examine these geometric shapes with visual and motor-tactile analyzers. To compare figures, you can use overlay and application techniques, but it is imperative to give children geometric shapes in pairs.
Algorithm for familiarizing preschoolers with geometric shapes:
The teacher shows a geometric figure, calls it;
Invites children to show the same, name it;
Invites children to find her among others;
Invites children to examine the geometric figure;
Invites children to name the signs of a geometric figure;
Invites children to compare it with other geometric shapes;
Invites children to perform practical actions with geometric shapes.
Consideration and comparison of geometric figures is carried out in a certain order; What is it? What colour? What size? What is the difference? How are the figures similar?
Such a definite order teaches children to consistently consider and examine geometric figures, make comparisons according to homogeneous features, highlight essential properties and abstract from non-essential properties.
Of great importance is the tactile-motor examination of models. Connecting the hand to the work of the eye improves the perception of the form. Children feel the model with their fingertips, circle its contour. Outlining the model is completed by running a hand over its surface.
Mutual imposition of one figure on another: circle and square; square and rectangle; square and triangle; a square and a rectangle allow children to more clearly perceive the features of each type of figure, to highlight their elements.
It is important from the very beginning to form the correct skills in showing the elements of geometric shapes in children. The top is the point. Children show the sides and angles of a geometric figure. Angle is a part of a plane enclosed between two rays (sides) emanating from one point.
To consolidate and clarify knowledge, they give various kinds of tasks for the reproduction of figures. Children cut out flat figures from paper, sculpt three-dimensional ones from plasticine, transform figures, get others from them. Use exercises in sketching geometric shapes.
Before sketching a circle and oval shapes, you can invite the child to put a circle on a square, an oval shape on a rectangle, then cut a circle from a square, and an oval shape from a rectangle - this will help children understand the principle of sketching this figure.
In working with children, entertaining games and exercises of geometric content are of great benefit. They develop interest in mathematical knowledge, contribute to the formation mental abilities preschool children.
Tasks and content of familiarizing children with the form of the object. The initial content of the concept of form is real items surrounding reality. The form- this is the main visually and tactilely perceived property of an object, which helps to distinguish one object from another.
Geometric concepts. A point is an indefinable concept of geometry; it has no length, no width, no area. Line is an indefinable concept of geometry. The main property of a straight line is its infinity. Types of line: straight, curved, broken.
A broken line is formed by links - the end segments of straight lines. The points of the ends of the links are called the vertices of the polyline.
The length of the polyline is the sum of the lengths of the links of the polyline. A polyline and a curved line can be closed or open. A closed polyline in the plane bounds the polygon.
A line segment is a part of a line between two points. A segment has a length that can be measured.
Polygon - flat figure, bounded by a closed polyline.
The triangle is bounded by a polyline of three links, respectively, has three sides and three vertices
The quadrilateral is bounded by a broken line of four links. Accordingly, it has four sides and four vertices.
A rectangle is a quadrilateral with all right angles. Basic property of a rectangle: Opposite sides of a rectangle have equal lengths
A square is a rectangle with all sides equal.
The circle and the circle are formed by a closed curved line.
A circle is a part of a plane bounded by a circle. The boundary of a circle is a circle. A closed curved line is a circle.
Volumetric figures in geometry they are often called solids. Cube, prism, pyramid are polyhedra.
Ball, cone, cylinder are bodies of revolution.
Polyhedra have edges, vertices, and faces. Bodies of revolution have smooth curved surfaces