Geometric shape in the shape of a rectangle. Age features of children's perception of the shape of objects and geometric shapes - art-growing up
The selection and cognition by the child of the form of an object, as a property, occurs in activity with objects under the control of vision and the correct reflection of the name of the form in speech.
Up to 3 years old, children compare the feature of the form with specific objects, i.e. they perceive each of the figures absolutely. Children distinguish geometric shapes only by the pattern and only contrasting in shape (the contrast is whether there are corners (obstacles) or not). Children have a very low level of examination of forms, because the child's eye covers only the inner area of the figure, limiting itself to a fluent visual perception. Therefore, the child cannot accurately determine the contour, the shape of the figure. During visual examination, only individual properties of the figure are captured, and the figure as a whole is not recognized. Until the age of 3, unknown figures are perceived as familiar objects. For example, a glass cylinder.
The use of the cap is necessary until proper grip on the instrument has been corrected. In addition to the writing caps described above in paper stores, crayons and pencils are available in triangular sections and ballpoint pens with handles on the left and right.
Tips for left-wing children. Follow the above rules and remember that. The upper end of the pencil is facing the left hand. When writing, your fingers should be below the notebook edit so as not to cover what is written. In addition, the one who writes beautifully. While writing, sitting upright, do not bend both arms based on the forearms, the wrist is placed higher than the arm that holds the booklet chair, and the table must be adapted for height, the legs must be based on the ground, uses the correct writing tool. and pulled out without any pressure, should leave a mark that the writer will like; the writing instrument cannot be heavy, too thin, too thick, the holding place cannot have beads, jumps, wrinkles that make free manipulation move the typewriter freely, squeezing and sliding three fingers play important role Sveta; If a student writes right hand, it should fall to the left if left on the opposite side, slightly closer to the center of the axis. Children are reluctant to draw and write, making great efforts, avoid drawing.
At 3-5 years old, under the influence of learning, children are able to distinguish some characteristic properties geometric shapes in comparison with other figures (rolling - not rolling, there are obstacles or not, a stable figure is unstable). The child no longer identifies geometric figures with objects, but only compares. For example, a cylinder is like a glass.
Drawings are bad on graphic and color pages. Redrawing different patterns and patterns makes it difficult for children to work, making copies inaccurate and inaccurate. Playback patterns are not laid out correctly on the sheet. Playing children's footprints, they paint from the wrong side.
Children have a misunderstanding of writing. They often have poor body posture when drawing or writing. This is very important for the development of the correct development of their hand skills, which are actions in which movement is carried out under strict visual control. This is true. Graphomotor exercises that teach motor skills, visual perception and visual motor coordination.
Children cannot yet generalize figures by form, because signs interfere: color, size, location in space, etc. It is still difficult for children to distinguish between flat and volumetric geometric shapes similar in shape (circle-ball). although it is not difficult for him to do it according to the model. For example, they cannot say that the apple has the shape of a ball.
At 5-6 years old, children are able to perceive a geometric figure as a standard (an apple, a ball is a ball), i.e. to abstract the sign of form from other signs of objects (color, size, location in space, proportions of parts). Able to distinguish between flat and similar in shape. volumetric figures... They can establish a connection between the properties of a shape and its name. Children are able to generalize in form.
Exercises to help you understand proper grip and typewriter grip. Destruction of plasticine balls, crunching of fingers, tipping paper, feeding. Crushing, scattering salts, grains of sand on a tray with tiny fingers. Attaching and removing white clips, for example, on the edge of a laptop.
Drawing in a horizontal plane: on paper lying on a bench, when the child is standing and the hand is hanging freely. Drawing in a vertical plane: paper on the wall or a billboard as the child stands up, raising his hand to the bottom of his face. Exercises to improve the control of the pressure of the child's hand during insertion.
9.Methodology for the formation of elementary geometric representations in preschoolers
Stages of acquainting children with geometrical figures and the shape of objects
Stage 1(up to 3 years old) We organize the performance of characteristic actions with objects of various shapes, we enter the name of geometric shapes into the passive dictionary of children. The kindergarten teacher uses common terms from the very beginning. Most often, young children use the name of a common object for the name of the form. At the first stage, this is permissible. However, you cannot impose on a child a substitute word invented by an adult. The teacher can repeat his name after the child, but immediately in parallel pronounce the correct name.
Construction of lines, numbers, letters, numbers on the rump. Finger painting on large sheets paper painting with a razor brush. Short description drawings. Do graphic exercises using various instruments: crayons, wax crayons, charcoal pencil, pencil, pen, pen, brush and mousse in various thicknesses.
By clenching and turning the fist alternately, realizing the muscle tension and loosening. Fun simulating movements like splashing water, shaking hands with water, knocking water out of a sleeve, shaking off water, smoothing thread out of a sleeve. The production of movement habits associated with the correct spelling of certain letters and their combinations.
At 3 years old, the name of geometric shapes is gradually being translated into the active vocabulary of children. For this, the children are asked questions: “What is this? What is the name of?"
Exercises are proposed for finding a figure by a model, and then by a name.
Stage 2(3 - 6 years old) We teach children to understand the properties of geometric shapes based on the comparison of shapes with each other. Enter the name of the shapes into the active dictionary. First, strongly contrasting figures of the same volume are compared with each other, and then low-contrast figures of the same volume and, finally, low-contrast figures of different volume (for example, a circle and a ball).
Recording on a track with the right way writing a letter. Drawing the correct graphic patterns and their combinations on cereals, flour, sand. Draw letters over large spaces, and then reduce the writing area to fit the notebook line. Exercises Exercises to improve the movement of the hands and arms, wrist, fingers of one and both hands.
Compression of newspaper balls, balls of different sizes and hardness, objects of different texture and hardness in the palm of your hand. Knitting yarn, twine. Squeezing the sponge in warm water. Animals, men, rolls, balls, letters, numbers. Calculation, tearing, cutting of scissors. Drawing geometric shapes, filling the contours of dashes: horizontal, vertical, oblique.
For children 3-4 years old, they show and compare:
Circle and square (rolling - not rolling, no obstacles, there are obstacles);
Triangle and circle (rolling - not rolling, no obstacles, there are obstacles);
Square and triangle (differ in the number of corners: one figure has 4 corners, the other has 3);
Ball and cube (rolling - not rolling, no obstacles - there are obstacles, you can build a turret - you cannot build a turret);
Stretching fingers. Threaded balls, cut into threads, for example, into cardboard, in shells. “Fingers” - we apply another finger, for example, we spin the dolls, the “bow” puppet of the fingers and straighten it several times. Walk your fingers across the table - in various combinations such as indication and cordial, large and small, etc.
Simulate playing the piano by typing. Cutting straight and wavy lines. Tracing in the air, sand trays and graphic techniques of vertical, horizontal, diagonal, broken, curved lines and geometric shapes. Drawing shapes, stroking geometric shapes, writing words without taking your hand off the paper.
Rectangle and square (not all sides are equal - all sides are equal);
Oval and circle (not all axes are equal - all axes are equal)
A cylinder with a ball and a cube (in one position the cylinder has the properties of a ball, in another position of a cube);
Cone and cylinder (the cone at the bottom and at the top has different thicknesses, the cylinder has the same thickness, it is impossible to build a turret from the cones; the cylinder rolls linearly, and the cone - in a circle);
Exercises for the eyes and hands in the following order. Drawing on the track, filling in the dotted lines, the perimeter of the drawings. The contours of the drawing. Scrolling drawing fields with vertical, horizontal, diagonal, corrugated. Filling the drawing with other materials such as tear-off cloth, plasticine, or cotton wool.
Taking the frame out of the way by cutting the drawing. Exercise swinging or muscle tension of the arm and forearm. Smooth shoulder movements using sticks with tape, tissue paper. Drawing large patterns in the air with both hands, such as a tree, a house, a heart.
At 5-6 years old: Rhombus and square (for a square all angles are equal, for a rhombus not all angles are equal);
Trapezoid and rectangle (equality of angles, opposite sides; parallelism of opposite sides);
Pyramid and cone (different side surfaces, bases);
Ovaloid and ball (the ovaloid rolls in one direction, and the ball in different directions; the ball has the same thickness from bottom to top and from left to right, and the ovaloid has different thickness);
Drawing with a stick in the sand, on a large paper, on a board: forests, snails, circles, obstacles, waves, lines, sinusoids, loops, eights. Coating large surfaces with paints, crayons, smears. Moving images such as imitation of birds, planes, actions and their guessing.
Simulate activities such as marching in tall grass, trees in the wind, swimming in a river. Highlighting outlines of geometric shapes, straight lines, images in bold. Hands-free input. Connects points to a point in a continuous line.
A quadrangular prism and a cube (the cube has equal edges, the prism has unequal edges);
Triangular prism and quadrangular (different shapes of the bases; it is not always possible to build a turret from a triangular prism);
Ovaloid and cylinder (the ovaloid is unstable in any position).
Comparison of flat and volumetric figures. We compare a circle with a ball, a square with a cube, an oval with an ovaloid, a rectangle with a prism, a rectangle with a cylinder, a triangle with a cone, a triangle with a pyramid, a triangle with a triangular prism.
Drawing with templates such as geometric shapes, copying drawings with a technical calculator. Painting small space pencils drawing letter paths in a ruler. Drawing image paths. Completion of the started pattern.
We communicate in all life situations, through communication, we can express our needs, swim on others, share our impressions and thoughts. Through language, we can also understand others and respond to their signals. For most of us, it is more important, important and irreplaceable, because the most practical way to avoid others is to speak. In many forms of cerebral palsy, paresis, movement disorders genetic origin and other diseases, speech may not appear at all or occur in an incomprehensible form.
Stage 3(5-6 years old). Objectives: 1. Teach children to generalize shapes by shape.
Children are given several models of the same figure, which differ in various characteristics (color, size, proportions of parts, location in space). It is proposed to examine all the models and say what is in common (characteristic features are indicated). The children then have to name the shapes in one word. Exercises for grouping figures are given (for different reasons)
The limits of communication that all these diseases have can lead to various consequences. Essential is the inability to express yourself, your personality, your needs, emotions and feelings, experiences and moods, anger and joys. Another is an increase in the feeling of misunderstanding, inclination, inability to make a decision about oneself. In children, speech and thoughts develop in mutual interaction. Poor speech development affects the development of thinking, the accumulation of conceptual resources, the linguistic formulation of ideas, understanding of the outside world and relationships between people.
2. Learn to determine the shape of the surrounding objects.
Children are offered a variety of objects, the question is posed: "What do these objects have in common?" Children should abstract from other properties and perceive the form as a property of the object.
Exercises:
Determine the shape of the displayed item;
The leader names the form, and the children must find (name) an object of the same form.
A particular consequence of communication difficulties arising from a lack of speech is a decrease in the ability to interact with others, a reduction in the basic dimension of humanity - to be a social being. The magnitude of these problems has led to a constant search for ways to provide assistance in the absence of communication with the speakers. Systems linguistic language used in many countries and fingerprints are examples of such replacement or speech support. This is true, however, in the case of hearing impaired individuals whose hands are effectively replaced by speech.
However, these systems do not solve the problem of people with mobility problems and people with poor perception or memory of movements. Based on the initial conceptualization of specific groups of people, symbolic linguistic systems began to develop in the world the idea of finding alternative and supportive communication. The International Association for Support and Alternative Communication was created to share experiences and information on how people with speech impairments use to communicate with their environment. There are many ways, based on symbolic and graphical languages.
The teacher should make sure that children do not use the name of flat geometric shapes to indicate the shape of volumetric objects in speech.
At the 2nd stage ( senior group). In addition to sticks of the same length, we offer sticks of different lengths:
Build figures of different sizes;
Build triangles with sides of different lengths;
They allow a person, even with significant paralysis, to communicate by indicating the nature of the corresponding words - using the palm, pointer, sight, or other individually prepared means. For the recipient, the message is clear - each sign - a pictogram or symbol is signed. The main work with a child or adult with a disability, allowing him to communicate with a specific system, is to develop the optimal vocabulary for him and constantly improve vocabulary in the form of tables and improve the technical ability to make informed choices.
Build a trapezoid, rhombus.
The children are preliminarily asked questions (as in the first stage).
Tasks for ingenuity.
Methods for showing the difference between flat and volumetric figures:
We cover the figure on the table with a straight palm. If the palm touches the table, the figure is flat, if not, it is voluminous. - Plane figures can be depicted on a sheet of paper in the process of drawing or appliqué, and volumetric ones - in the process of sculpting or designing from paper or building parts. If it is necessary to draw a volumetric object, then we depict it in the form of a corresponding flat figure.
Knowledge of the child's developmental level, especially his or her understanding of language, helps in choosing a vocabulary that suits his needs and the ability to communicate with environment... Thus: the alphabet table for spelling words is able to read and vote, and in addition, is a very free form of communication, sign language systems require correct movement hands, good perception and memory of movements and knowledge of the system by the recipient.
Specific information that can be represented by the similarity to the subject. Blissa's symbols are easy to learn, logical and especially useful for those struggling with articulation and reading. Most people can use a table with individual selected symbols that show a finger, a fist held in the mouth, and in some cases with some kind of electronic device or visual coding system. Blissa symbols also have other important benefits. They are the semantic basis of the language and can be used to expand concepts or create new ones.
Anastasia Krapotkina
Formation of an idea of geometric shapes
Municipal Budgetary Preschool Educational Institution
"Kindergarten No. 328 combined type"
Concepts of Geometric Shapes
(senior preschool age)
Performed:
Krapotkina A.S.
preschool teacher
Small elements added to main words change their meaning from noun to verb or adjective. The dictation card, which is always present during a conversation, provides additional visual reinforcement. Blissa symbols.
The size, shape, and position of drawing elements are important when drawing symbols because they determine their meaning. Applying appropriate templates makes this task easier. Since its inception, the system has been used by the mentally retarded, deaf, autistic, African, communicative and social. Communication based on symbolic systems has great potential as a medium of expression and as an educational tool, but it is not a panacea for all the problems of non-human people. Consider the role played by the following factors: communication desire, general level of development, meaningful information from experience, functional level of speech, understanding of language, speech potential, current communication, intellectual focus, concentration, visual attention, auditory acuity, visual perception, level of disorder, hand function and others.
Krasnoyarsk, 2016
Explanatory note…. 3
Chapter I. Analysis of literary sources ... 5
§1.1 Development in older children preschool age…. 5
For older preschoolers…. nine
List of used literature… .18
Appendix… .19
Explanatory note
Relevance. Modern society defines the growing role of mathematical training of the younger generation. The entry of children into the world of mathematics begins already at preschool age.
Formation elementary mathematics representations involves the acquaintance of children with geometric shapes and their properties... One of the tasks preschool education is an the formation of ideas about geometric shapes... The problem of acquaintance of children with geometric shapes and object shape, considered by such teachers how: A. M. Leushina (1974, A. A. Stolyar (1988, T. I. Erofeeva (1992) , L.A. Paramonova (1998, T.S.Budko (2006) ... Methods have been developed to familiarize children with geometric shapes.
Important feature mental development preschooler is that the knowledge, actions, abilities acquired by him have great importance for its future development, including successful schooling.
Target: offer guidelines aimed at assimilation by older preschool children ideas about geometric shapes.
Tasks:
1. Analyze literary sources.
2. Draw up differentiated methodological recommendations for mastering by older preschool children ideas about geometric shapes.
The theoretical significance is to theoretically study the features and development ideas about geometric shapes children of older preschool age.
The practical significance lies in the fact that the proposed methodological recommendations can be used by parents, educators and other specialists for the upbringing and teaching of older preschool children, in particular to learn ideas about geometric shapes.
Chapter I. Analysis of literary sources.
§1.1 Development ideas about geometric shapes in older preschool children
Introducing children to geometric shapes and their properties should be considered in two aspects: in terms of sensory perception shapes of geometric shapes and using them as standards in cognition shapes of surrounding objects, as well as in the sense of knowing the features of their structure of properties, basic connections and patterns in their construction, that is, actually geometric material.
Sensory perception object shape should be aimed not only at seeing, recognizing shape along with its other features, but be able to abstract shape from her thing and in other things. This perception shapes of objects and its generalization and is facilitated by the knowledge of standards by children - geometric shapes.
Knowledge of structure subject, his shape and size is carried out not only in the process of perception of one or another forms of vision, but also by active touch, feeling it under the control of vision and designating words. The joint work of all analyzers contributes to a more accurate perception shapes of objects.
Cognition geometric shapes the shape of the surrounding objects, which has a positive effect on their productive activities.
When meeting with geometric shapes all their properties are revealed experimentally. Hence the peculiarities of organizing the activities of children, the selection methods: take a large place practical methods and visual (exercises and practical work, as well as the need to organize modeling by children of the studied figures.
A preschool child goes through two stages of education geometric shapes... Children 5-6 years old are in the second stage of education, and it should be devoted to formation of systemic knowledge about geometric shapes and the development of their initial techniques and methods « geometric thinking» .
A. A. Carpenter (1988) comes to input that « geometric thinking» it is quite possible to develop even in preschool age. In development « geometric knowledge » children have several different levels.
The first level is characterized by the fact that 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, distinguishing between figures, each of them perceives separately.
At the second level, the child already selects elements in figure and establishes relationships, both between them and between individual figures, however, is not yet aware of the commonality between figures.
At the third level, the child is able to establish connections between properties and structure. figures, the relationship between the properties themselves.
Therefore, training should be organized so that, in connection with the assimilation of knowledge about geometric shapes children also developed elementary geometric thinking.
S. L. Rubinstein believed that analytical perception geometric shape, the ability to highlight in it pronounced and clearly perceptible elements and properties create conditions for further more in-depth knowledge of its structural elements, the disclosure of essential features both inside figures and between a number figures... So, based on the selection in objects of the most important, essential concepts are formed.
Children learn more and more clearly the connections between "Simple" and "Complex" geometric shapes, see in them not only differences, but also find commonality in their construction, a hierarchy of relations between "Simple" and more and more "Complex" figures.
Children learn and the relationship between the number of sides, angles and names figures... By counting the angles, children correctly call figures... The knowledge of children is systematized, they are able to correlate the particular with the general. All this develops logical thinking preschoolers, forms interest in further knowledge, provides mobility of the mind.
Cognition geometric shapes, their properties and relationships broadens the horizons of children, allows them to perceive more accurately and versatile the shape of the surrounding objects, which has a positive effect on their productive activities (drawing, modeling).
Great value in development geometric thinking and spatial views have conversion actions figures... It all develops spatial representations and beginnings of geometric thinking of children, form they have the ability to observe, analyze, generalize, highlight the main thing, the essential, and at the same time bring up such qualities as purposefulness and perseverance.
T.S. Budko claims that at the age of 5-6, children are able to perceive geometric figure as a standard(an apple, a ball is a ball, that is, to abstract the feature shape from other signs items(colors, sizes, location in space, proportions of parts)... Able to distinguish between close the shape of flat and volumetric figures... Can link properties figure and its name... Children are able to generalize on form.
It should be noted that already in older preschool age, children begin to understand the relationship between different geometric shapes , their knowledge has been enriched ideas about diverse geometric shapes, a submissions were systematized: children learned that they were alone shape turn out to be subordinate to others, for example, the concept of a quadrangle generalizes concepts such as a square, rectangle, trapezoid and others, and the concept of a polygon generalizes all quadrangles, all triangles, pentagons, etc., regardless of their size and type. Such interconnections and generalizations, which are quite accessible to children, raise their mental development by new level prepares them for assimilation scientific concepts at school .
From this it is clear that the purposeful activity of the educator in the formation geometric representations creates favorable conditions both for the successful mastering of the course of mathematics in general, and for the development of thought processes, independence.
Thus, the development ideas about geometric shapes in older preschool children, it occurs when mastering perceptual and intellectual systematization shapes of geometric shapes.
§1.2 Programmatically - methodological materials on concept of geometric shapes for older preschoolers
Social changes in our country have led to the need educational reform, which, in turn, required a search for new approaches to organizing the system preschool education.
In accordance with the Law Russian Federation No. 273 - FZ "On education" modern preschool education is variable in nature.
Exists a large number of major (complex) preschool education programs such how: "The program of education and training in kindergarten» M. A. Vasilyeva, V. V. Gerbovoy, "Rainbow" T. N. Dronova, "Childhood" T. I. Babaeva, "Development" L. A. Venger, "An approximate general educational program of education, training and development of children of early and preschool age" L. A. Paramonova, "From childhood to adolescence" T. N. Dronova, L. A. Golubeva, "Origins" L. A. Paramonova, "School 2100"("Kindergarten 2100") A. A. Leontyev and others.
According to article No. 64, clause 2 « the federal law on education in the Russian Federation " educational programs of preschool education are aimed at the diversified development of preschool children, taking into account their age and individual characteristics, including the achievement by preschool children of a level of development necessary and sufficient for their successful mastering of educational programs of primary general education, based on an individual approach to preschool children and specific activities for preschool children.
Implementation general education programs preschool education ensure the child's rights to physical, intellectual, social and emotional development (Convention on the Rights of the Child, 1989, equal opportunities for all children at the preschool level and in the transition to primary school.
Analyzing educational programs of preschool education, geometric the material is not singled out in the programs as a separate topic, it is studied in small portions, is used as a means of visualization, and also as a means of applying knowledge.
The study ideas about geometric shapes traced in educational program preschool education of Kindergarten No. 328 in paragraph 2.1.2. Cognitive development... And ideas about geometric shapes interact(integrate) with five educational areas ensuring the development of the personality of preschool children in different types activities.
Peculiarities ideas about geometric shapes aimed at developing the ability of perception object shape and figure, ability to reversibility of thought processes, ability to generalize geometric shapes, a exactly:
1. ideas about standards
2.recognition (finding) geometric shapes in surrounding objects
3.knowledge of essential features geometric shapes
4.play geometric shapes
5.classification geometric shapes
6.transformation, transformation geometric shapes into objects
7.division of the image into its component parts
8.modifications geometric shapes
Games and exercises can be used by educators, as well as other specialists of kindergartens in working with older preschool children on the frontal and individual lessons on the formation elementary mathematics views(FEMP, during the immediate educational activities, in regime moments, on walks, in independent games children.
This material has been compiled from various sources.
I Block. Development of the ability to perceive object shape and figure.
1.1. The game "Attention"(game variant "What's in the bag?").
Target: development of perception object shape and figure; also play contributes to the development of attention, perception and imagination. The development of the volume of figurative memory.
Material: cloth bag and a few small items, among which should be geometric bodies : ball, cube, square, circle, cylinder, pyramid (conical the form)
Instructions: To the touch define, what the object in your hand, name it and only then take it out bag item.
1.2. Play exercises "Finish", "Finish".
Target: to consolidate knowledge about geometric shapes, their properties; also play exercises contribute to the development of children geometric imagination, spatial views.
Material: a sheet of paper with circles depicted on it different sizes (Appendix 1, Fig. 10).
Instruction. Name subjects having a circle in the structure. Compose or finish drawing what you are interested in.
(The child must finish painting, finish the image subject having a round structure in its structure shape... Children draw a snowman, a tumbler, a clock and more complex shape.
The exercises are similar, consisting in the fact that to the taken as a basis geometric figure, for example a triangle, you need to attach others figures and get at the same time any silhouette: tree, house, flag and others.)
1.3. The game "On what the figure looks like?» .
Target: develop the ability to perceive object shape and figure.
Material: picture sheets objects and figures, simple pencils (Appendix 1, Fig. 11).
Instructions: Connect object with a geometric figure that he looks like.
1.4. The game "Who is more observant?" .
Target: development of perception, also the game contributes to the development of memory, activation of vocabulary.
Progress: educator proposes tell one of the children in one minute three subject round, oval and rectangular shape... Similar tasks are given to all children in turn.
II Block. Development of the ability to generalize geometric shapes.
2.1. The game “Where are what figures lie» .
Target: familiarization with the classification shapes by two properties(color and form)
Material: kit figures.
Progress: Two are playing. Each set figures... Make moves alternately. Each move consists in putting one figure to the corresponding cell of the table (Appendix 1, Fig. 1).
2.2. The exercise "Draw figure» .
Target: fix the name figures, also exercise contributes to the development fine motor skills.
Material: picture with picture geometric shapes(Appendix 1, fig., Printed forms with under-printed geometric shapes(Appendix 1, Fig. 2, simple pencil, ruler.
Instructions: 1-stage: to kid offered consider a drawing depicting various geometric shapes... Ask him to name those figures that he knows. In case of difficulty, tell him the names of those figures with which he is not yet familiar.
Stage 2: the child is given a printed Form 2, which shows the same geometric figures, but only they are not drawn to the end. Exercise: finish drawing figures.
2.3. Exercises with cards.
Target: the development of mental operations of analysis, synthesis and generalization, the game also contributes to the development of the ability to highlight essential features items, compare, reason, the development of fine motor skills of the hands.
Progress: complete tasks given on drawings:
A) Compare subjects... What are the similarities between subjects and their differences(Appendix 1, Fig. 13)
B) Divide items for three groups... What do they have in common and how they differ (Appendix 1, Fig. 14)
C) Find the extra subject in each row(Appendix 1, Fig. 15).
D) Draw figures after the equal sign (Appendix 1, Fig. 16).
D) Draw in each row figures... Pay attention to their sequence (Appendix 1, Fig. 17).
III Block. Development of the ability to reversibility of thought processes.
3.1. Puzzle game "Pythagoras".
Target: development of mental activity; also the game contributes to the development of spatial representation, imagination, ingenuity and ingenuity.
Material: A 7X7 cm square is cut to make 7 geometric shapes: 2 squares of different sizes, 2 small triangles, 2 large (compared to small ones) and 1 quadrangle (parallelogram) (Appendix 1, Fig. 3).
Instructions: Look at the sample (Appendix 1, Fig. 4) and tell me about the location method figures... Try to post the same figures... (As the children master the methods of composing silhouette figures is appropriate to offer them tasks creative nature, stimulate the manifestations of ingenuity, resourcefulness.)
3.2. The game "Tangram".
Target: Teach children to analyze the way the parts are arranged; also the game contributes to the compilation silhouette figures focusing on the sample (A); tell presumptive the way the parts are arranged in the figure, plan the course of its implementation (B); developing the ability to exercise presumptive visual and mental analysis of the location method figures checking it practically (V).
Material: kit figures to play"Tangram" (Appendix 1, Fig. 5, sample card, flannelgraph, board, chalk.
Progress
A) Compilation silhouette figures of a hare
The teacher shows the children a sample silhouette figures of a hare(Appendix 1, Fig. 6) and is talking: "Look closely at the hare and tell us how it is composed. geometric shapes made up of the torso, head, legs of a hare? " figure and its size, since the triangles that make up the hare are of different sizes. After considering which figures drawn by a hare, children take their sets and make the figure of a hare... Then the teacher asks the children to tell how they made figure, that is, name the location component parts in order.
B) Recreation figures- silhouette of a running goose
The teacher draws the attention of children to the pattern (Appendix 1, Fig. 7): "Look closely at this sample. Figure a running goose can be made up of 7 parts of the game. We must first tell you how this can be done. Of which geometric shapes can you make up the body, head, neck, legs of a goose? "
After most of the children have compiled the silhouette of a goose, the teacher calls one child, who draws the location of the parts on a blackboard with chalk. All children check their compiled figures with a picture on a chalkboard.
C) Compilation silhouette figures of the house
"Look closely at the house - walls, roof, pipe (Appendix 1, Fig. 8)... Tell me how you would make it from the existing set figures". Then offer for the child to depict graphically, with chalk on a blackboard, a method of arrangement figures in the silhouette of a house.
Over the course of a number of lessons, the child makes up a few more figures-silhouettes based on undivided samples (Appendix 1. Fig. 9).
3.3. The exercise "Squares".
Target: refinement of the image of a square by solving a constructive problem; also the game contributes to the development of analytical - synthetic visual thinking.
Material: colored squares cut into pieces
Instructions: Assemble a square from parts.
3.4. The exercise "Funny figurines» .
Target
Material: triangles and squares from the didactic set.
Progress: educator proposes fold a strip of squares for a child; fold a strip of triangular parts shape; then proposes fold some pattern of squares and triangles.
3.5. The exercise "Flags" .
Target: development of analytical - synthetic thinking, also the exercise helps to clarify ideas about geometric shapes.
Material: envelope with geometric shapes made of thin colored cardboard (the shapes correspond to the shape of the flags) and cards with flags (fig. 12, counting sticks (for the flag stick).
Progress: the teacher shows the child the cards with the images of the flags one at a time, the child must fold the same flags in the same sequence and in the same order.
3.6. The exercise "Fold from sticks".
Target: development of constructive thinking.
Material: counting sticks.
Instructions:
fold two squares of seven sticks;
fold three triangles of seven sticks;
fold a rectangle of six sticks;
from five sticks, fold two different triangles;
from nine sticks make four equal triangles;
make three equal squares out of ten sticks;
is it possible to build a triangle from one stick on the table?
is it possible to build a square on the table from two sticks?
Some of the examples with other games can be viewed in the sources and at sites:
1. Bondarenko A.K. Didactic games in kindergarten, 1991
2. Belaya A. E. Developing games, 2001
3. Beloshistaya A. V. Classes on the development of mathematical abilities, 2004
4. Dyachenko O. M. what does not happen in the world, 1991
5. Grigorovich L.A. 150 tests, games, exercises to prepare children for school, 2000
6. Site http://www.razvitierebenka.com
7. Serbina E. V. Mathematics for kids, 1992
List of used literature
1. Beloshistaya A. V. I think and decide !: A unique method of teaching mathematics. Book: 2. - Ekaterinburg: U-Factoria, 2007 .-- 208s.
2. Budko TS Theory and methodology the formation elementary mathematics performances for preschoolers: lecture notes / Under. ed. T.S. Budko; Brestsky State University them. A.S. Pushkin
... - Brest: Publishing house of BrGU, 2006 .-- 46 p.
3. Vasilyeva N. Article "Act on your own", "Hoop" №3/2012
4. Kataeva L. I. Correctional and developmental classes in preparatory group: class notes. - M .: Knigolyub, 2004 .-- 64 p.
5. Kasabutsky N. I. Let's let's play: Mat. games for children 5-6 years old. - M .: Education, 1991
6. Mikhailova Z. A., Game entertaining tasks for preschoolers: Book. For the educator, children. Garden. 2nd ed., Rev. - M .: Education, 1990 .-- 94 p.
7. Rubinstein S. L. Fundamentals of General Psychology, - SPb: Publishing house "Peter", 2000
8. Stepanova G. V. Classes in mathematics for children 5-6 years old with learning difficulties. - M .: TC "Sphere", 2010
9. Joiner A. A. Formation elementary mathematics performances for preschoolers... - M .: Education, 1988.
10. Syrvacheva L. A., Ufimtseva L. P., Diagnostic and correctional - developmental work with children 6-7 years old at risk for deviations development: educational allowance: at 2 pm / KSPU im. V.P. Astafieva. -Krasnoyarsk, 2015
11. Shevelev KV Preschool mathematics in games. Formation elementary mathematics representations in children 5-7 years old... - M .: Mosaic - Synthesis, 2005