Consultation for parents “The role of didactic games in the process of FEMP in preschool children.”

The concept of “formation of mathematical abilities” is quite complex and complex. It consists of interrelated and interdependent ideas about space, form, size, time, quantity, which are necessary for cognitive development child.

Formation in children mathematical representations promotes the use of a variety of didactic games. Didactic games are games in which cognitive activity combined with play activities. On the one hand, a didactic game is one of the forms of an adult’s educational influence on a child, and on the other hand, a game is the main type of independent activity of children. And independent play activities are carried out only if children show interest in the game, its rules and actions.

A didactic game is a complex phenomenon, but its structure is clearly visible. One of the elements of the game is a didactic task, which is determined by the purpose of the teaching and educational action. The second element is content. The success of the game lies in its effectiveness, so preparing for the game is about clarifying your existing baggage and skills or developing them. The third element of the game is the rules. They determine the nature and method of play actions, organize and direct the behavior of children. The fourth element is game actions, actions that each participant in the game performs to achieve a result. They activate interest in the didactic game. The fifth element is the result. An indicator of the level of achievement of children in mastering knowledge, and the development of mental activity and relationships.

What is the significance of the game? In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, and the desire for knowledge. Being carried away, children do not notice that they are learning, experiencing, remembering new things, navigating in unusual situations, replenishing their stock of ideas and concepts, and developing their imagination. For preschool children, play is of exceptional importance: play for them is study, play for them is work, and play for them is a serious form of education. Play for preschoolers is a way of learning about the world around them. Unlike other activities, play contains a goal in itself; The child does not set or solve extraneous and separate tasks in the game. However, if for the pupil the goal is in the game itself, then for the adult who organizes the game there is another goal - the development of children, their acquisition of certain knowledge, the formation of skills, the development of certain personality qualities.

The didactic game only partly meets the requirements of a complete systematic knowledge: sometimes it is an “explosion of surprise” for children from the perception of something new, unknown; sometimes the game is “search and discovery”, and always the game is joy, the children’s path to their dreams. Filling learning with emotional and cognitive content is a feature of the didactic game.

When using didactic games, various objects and visual material are widely used, which helps ensure that classes are held in a fun, entertaining and accessible way. To form elementary mathematical concepts in preschoolers, the following types of didactic games are used:

1. Games with objects: “Assemble a pyramid”, “Assemble a matryoshka doll”, “Build a turret”, etc. The purpose of these games is to help consolidate the qualities of objects (size, shape, color).

2. Games for sensory development:

To fix the color of an object: “Multi-colored beads”, “Put a bouquet in a vase”, “Let’s treat the bear with a berry”, etc. By playing these games, children learn to group and correlate objects by color.

To fix the shape of an object: “What shape is this? ”, “Circle, Square”, “Patches for the rug”, “Mand your pants”, etc. In these games, children learn to distinguish, group objects by shape, and insert objects of a given shape into the holes corresponding to them.

To reinforce the size of an object: “Big and small”, “Which ball is bigger”, “Let’s treat the bear”, etc. These games teach children to distinguish, alternate, and group objects by size.

3. Games with bottle caps: " Balloons", "Sunny Glade", "Choose wheels for a car", etc. These games teach children to distinguish, group, alternate objects by color and size.

It is important to note that each game provides exercises useful for mental development children and their upbringing. Thanks to games, it is possible to concentrate the attention and attract the interest of even the most disorganized preschool children. At the beginning, they are captivated only by game actions, and then by what this or that game teaches. Gradually, children awaken interest in the subject of study itself.

The role of didactic games in the formation of elementary mathematical concepts in younger preschoolers very big. They help the child learn how it works the world around us, and expand his horizons.

Consultation for parents on the formation of elementary mathematical concepts

ABOUTteaching preschoolers the beginnings of mathematics should be given important place. This is caused by a number of reasons (especially in our time): the beginning of schooling, the abundance of information received by the child, increased attention to computerization from preschool age, the desire of parents in this regard to teach the child to recognize numbers, count, and solve problems as early as possible. Adults often rush to give the child a set of ready-made knowledge and judgments, which he absorbs like a sponge, for example, teaching the child to count to 100, to 1000, etc. etc., without mastering complete knowledge within 10. However, does this always give the expected result? For example, should a child be forced to do math if he is bored?

The main effort of both teachers and parents should be aimed at instilling in a preschooler the need to experience an interest in the process of cognition itself, in overcoming difficulties, in independently finding solutions. It is important to cultivate and instill an interest in mathematics.

Acquaintance with size, shape, and spatial references begins in a child very early, already from infancy. At every step he is faced with the need to take into account the size and shape of objects, to correctly navigate in space, while for a long time he may not feel, for example, the need to count. Therefore, the knowledge that the child is most predisposed to assimilate is of paramount importance.

At the same time, it is fundamentally important that mathematics enters children’s lives not as a theory, but as an introduction to an interesting new phenomenon in the world around them. Prevent the child’s knowledge from becoming formal. The entire learning process should be geared toward the emergence of “why” as early as possible. This is the emergence of interest in the process, in the reason, the first “discoveries”, burning eyes, and the desire to learn “more and more.” Here the motivational basis for further personal development is laid, cognitive interest and the desire to learn something new are formed.

A child should gain his knowledge of mathematics not only from mathematics classes in kindergarten, but also from his daily life, from observations of the phenomena of the world around him. Here, you, the child’s parents, come first. Here your help is invaluable, the help of parents who want to contribute to the development and upbringing of their own child. A joint search for solutions to problems helps organize education for children and adults, which not only contributes to better mastery of mathematics, but also enriches the spiritual world of the child, establishes connections between elders and younger ones, which they need in the future to solve life problems.

I want to remind moms and dads, grandparents, that forced education is useless and even harmful. Completing tasks should begin with the sentence: “Shall we play?”

Discussion of tasks should begin when the baby is not very excited and not busy with any interesting activity: after all, he is offered to play, and playing is voluntary!

Donate some of your time and not necessarily free time to your child on the way to kindergarten or at home, in the kitchen, on a walk, and even in the store, when you get dressed for a walk, etc. etc. After all, the FEMP program for kindergartens highlights the main topics “Quantity and Counting”, “Size”, “Form”, “Orientation in Space and Time”. Agree, you can pay attention to all these concepts in everyday life.

Draw children's attention to the shape various items in the surrounding world, their number. For example, the plates are round, the tablecloth is square, the clock is round. For older people: ask what shape this or that object resembles. Choose an object similar in shape to this or that figure. Ask what they have two: two arms, two legs, two ears, two eyes, two feet, two elbows, let the child show them. And what one thing at a time.

Place the cups, ask how many plates, spoons and forks need to be placed if there are 3 or 4 people dining. Which side should the spoon and fork be on? They brought home fruits, apples and pears. What's more, you ask? What needs to be done for this. We remind you that this can be done without counting, by pairwise matching. If you count, you can compare the numbers (there are more pears, there are 5 of them, and there are fewer apples, there are 4 of them.) Cook the soup, ask how many vegetables are used, what shape and size they are. Your child has built 2 turrets and houses, ask which one is higher or lower.

On the way to kindergarten or home, look at the trees (higher - lower, thicker - thinner). Your child draws. Ask him about the length of the pencils, compare them in length, so that the child in life, in everyday life, uses words such as long-short, wide - narrow (scarves, towels, for example), high-low(wardrobe, table, chair, sofa); thicker - thinner (sausage, sausage, stick). Use toys of different sizes (nesting dolls, dolls, cars), sticks of different lengths and thicknesses, pencils, pieces of rope, thread, strips of paper, ribbons... It is important that these words are in the vocabulary of children, and even more so before school. use big - small. The child must use the correct words for comparison by size by school.

While reading books, draw children's attention to the characteristic features of animals (a hare has long ears and a short tail; a cow has four legs; a goat has fewer antlers than a deer). Compare everything around by size.

Children become familiar with numbers. Pay attention to the numbers that surround us in everyday life, in various situations, for example, on a dial, in a calendar, in an advertising newspaper, on a telephone, a page in a book, the number of your house, apartment, car number.

Invite your child to look at the numbers on the phone with you, call them first in forward order, and then in reverse order, say your phone number; ask if the number has the same numbers. Ask to count as many items (any) as the number shows, or show that number, how many items (how many buttons you have on your blouse).

Buy your child a game with numbers, any game, for example, “Tag”. Offer to arrange the numbers in order, as the numbers go when counting.

Play the game “Who can find the most numbers in the environment?” you or the child. Offer to play the game “What number is missing?” The child closes his eyes, and at this moment you remove one of the cards with a number, connecting it so that you get a continuous row. The child must say which card is missing and where it was.

Children learn not only to count, but also to navigate in space and time. Pay attention to this in your daily life. Ask your child what is to his left, to his right, in front and behind. Pay attention to when certain events occur, using the words: yesterday, today, tomorrow (what happened today, what happened yesterday and what will happen tomorrow). Call the day of the week, ask him; and what was yesterday will be tomorrow. State the current month if there are holidays in this month or significant dates, pay attention to this. Play the "Find the Toy" game. Hide the toy, “One, two, three - look!” - says the adult. The child searches, having found it, he says where it was, using the words “on”, “for”, “between”, “in”.

Draw children's attention to the clocks in your home, especially those installed in electrical appliances, such as a TV, tape recorder, washing machine. Explain what they are for. Draw your child’s attention to how many minutes it takes him to make his bed and get dressed, ask what can be done in 3 or 5 minutes.

Introduce children to money and coins. So that the child knows how many rubles are contained in a particular coin, the number on the coin indicates the number of rubles, and the number of coins does not correspond to the number of rubles (money).

In a direct setting, in the kitchen, you can introduce your child to volume (the capacity of vessels) by comparing the capacity of different pots and cups.

So, in a direct setting, sacrificing a small amount of time, you can introduce your child to many mathematical concepts, promote their better assimilation, maintaining and developing interest in mathematics.

Parents can provide invaluable assistance in a preschooler’s child’s mastery of elementary mathematical concepts from the age of 3. And only collaboration kindergarten and family can ensure the child’s success in mastering this section of the preschool educational institution program.

The home environment contributes to the child’s emancipation and he learns educational material at an individual pace, consolidates the knowledge acquired in kindergarten. Parents, in turn, learn a lot about their child.

Therefore, we can recommend some mathematical games and exercises for doing them with the family. These games are accessible to children of primary preschool age and do not require lengthy preparation or production of complex didactic material.

1. Math game“Match the wheels to the trailers”

Purpose of the game: learning to distinguish and name geometric shapes, establishing correspondence between groups of figures, counting to 5.

Progress of the game: the child is asked to select the appropriate wheels - red wheels for the blue trailer, and blue wheels for the red one. Then you need to count the wheels from left to right for each carriage separately (cars and wheels can be cut out of colored cardboard in 5-10 minutes).

2.Mathematical game “Make a flower”

Purpose of the game: to teach how to compose the silhouette of a flower from geometric shapes of the same shape, grouping them.

Progress of the game: an adult invites the child to make a flower for his mother or grandmother for the holiday from geometric shapes. At the same time, he explains that the middle of the flower is a circle, and the petals are triangles or circles. The child is given the choice of collecting a flower with triangular or round petals. In this way, you can reinforce the names of geometric shapes in the game, inviting the child to show the desired shape.

3. Game-exercise“Name a similar item”

Purpose of the game: development of visual attention, observation and coherent speech.

Progress of the game: an adult asks the child to name objects that are similar to different geometric shapes, for example, “Find what looks like a square” or find all the round objects... This game can easily be played while traveling or on the way home.

4."Collect the beads"

Purpose of the game: to develop the perception of color and size; ability to generalize and concentrate attention; speech.

Progress of the game: for sequences, you can use a Lego constructor, figures cut out of paper (but I prefer figures made from kitchen cellulose napkins - they are more convenient to work with), and any other objects.

Of course, at this age the sequence should be very simple, and the task for the child should be to lay one or two bricks in its continuation. Examples of sequences (the child must continue the logical series - complete the path with the “right bricks”):

5. Mathematical game “What is in our apartment”

Purpose of the game: develop the ability to navigate in space; logical thinking, creative imagination; coherent speech, self-control

development of visual attention, observation and coherent speech.

Progress of the game: first you need to consider sequentially the interior of the room or apartment. Then you can ask your child to tell you what is in each room. If he finds it difficult or does not name all the objects, help him with leading questions.

I would like to remind you, dear parents, of the need to support the child’s initiative and find 10-15 minutes daily for joint play activity. It is necessary to constantly evaluate the child’s successes, and in case of failures, approve his efforts and aspirations. It is important to instill in a child faith in his own strength. Praise him, in no case scold him for the mistakes he made, but only show him how to correct them, how to improve the result, encourage him to find a solution. Children are emotionally responsive, so if you are not in the mood for play right now, it is better to postpone the activity. Game communication should be interesting for all participants in the game.

Have fun playing with your child!

Consultation for parents on FEMP.

IN preschool age the foundations of knowledge are laid, necessary for the child at school. Mathematics is a complex subject that can present some challenges during schooling. In addition, not all children have the inclinations and possess mathematical mind mind, therefore, when preparing for school, it is important that preschoolers have the following knowledge in mathematics at the beginning of their studies:

· counting to twenty in ascending and descending order, the ability to recognize numbers in a row and separately, quantitative (one, two, three...) and ordinal (first, second, third...) numbers from one to ten;

· previous and subsequent numbers within one ten, the ability to compose numbers of the first ten;

· recognize and depict basic geometric shapes (triangle, quadrangle, circle, oval);

· basics of measurement: a child must be able to measure length, width, height using a string or sticks;

· comparing objects: more - less, wider - narrower, higher - lower, longer - shorter.

The basis of the fundamentals of mathematics is the concept of number. However, number, like almost any mathematical concept, is an abstract category. Therefore, difficulties often arise in explaining to a preschooler what a number is.

In mathematics, it is not the quality of objects that is important, but their quantity. Operations with numbers themselves are difficult at first and not entirely clear to the child. However, you can teach children numeracy through specific subjects. The child understands that toys, fruits, and objects can be counted. At the same time, you can count objects “in between times.” For example, while walking, you can ask your child to count the objects you encounter along the way.

It is known that children really like doing small housework. Therefore, you can teach your child to count while doing homework together. For example, ask your child to bring you a certain amount of any items needed for the task. In the same way, you can teach your child to distinguish and compare objects: ask him to bring you a large ball or a tray that is wider.

Visualization is an important principle in a child’s learning.

When a child sees, feels, touches an object, teaching him mathematics is much easier. Therefore, one of the basic principles of teaching children the basics of mathematics is clarity. Make math aids because it is better to count certain objects, such as colored circles, cubes, strips of paper, etc. It’s good if you make geometric shapes for math classes, if you have games “Loto” and “Dominoes”, which also contribute to the formation of basic counting skills in children.

The school mathematics course is not at all easy. Children often experience various kinds of difficulties when mastering the school mathematics curriculum. Perhaps one of the main reasons for such difficulties is the loss of interest in mathematics as a subject. Consequently, one of the most important tasks of preparing a child for schooling will be to develop his interest in mathematics. Introducing a child to this subject in a family setting in a playful and entertaining way will help them in the future to quickly and easily master complex issues of the school course.

Let's play with the children

Account on the way.

Children get tired very quickly in transport if they are left to their own devices. This time can be spent usefully if you count together with your child. You can count the passing trams, the number of child passengers, shops or pharmacies. You can come up with an object for everyone to count: the child counts the big houses, and you count the small ones. Who has more?

How many cars are there around?

Draw your child’s attention to what is happening around him: on a walk, on the way to the store, etc. Ask questions, for example: “Are there more boys or girls here?”, “Let’s count how many benches there are in the park,” “Show me which the tree is tall and which is the shortest", "How many floors are there in this house?" etc.

Balls and buttons.

Concepts of spatial arrangement are easily learned in playing with a ball: ball above your head (above), ball at your feet (below), throw to the right, throw to the left, back and forth. The task can be complicated: you throw the ball with your right hand towards mine right hand, and with his left hand - to my left. In action, the baby learns many important concepts much better.

How far is it?

While walking with your child, choose an object not far from you, such as a staircase, and count how many steps there are to it. Then select another object and also count the steps. Compare the distances measured in steps - which is greater? Try to guess with your child how many steps it will take to get to some close object.

Guess how many are in which hand.

The game can be played by two or more players. The presenter picks up a certain number of items, no more than 10 (this could be matches, candies, buttons, pebbles, etc.), and announces to the players how many items he has. After that, he puts them in both hands behind his back and asks the children to guess how many objects are in which hand.

Counting in the kitchen.

The kitchen is a great place to learn the basics of math. The child can count serving items while helping you set the table. Or, at your request, take three apples and one banana out of the refrigerator.


Consultation for parents

Formation of elementary mathematical concepts

in children 3-4 years old

Work with children on the formation of elementary mathematical concepts begins at 3-4 years old.

Children learn emotionally rich material much better. Their memorization is characterized by involuntariness. Therefore, the main effort should be aimed at maintaining interest in the process of cognition itself. It is important to instill a love of mathematics.

Mathematics classes for the age group of 3 to 4 years in kindergarten are held once a week, and children consolidate and deepen their knowledge individually in the mathematics play corner.

A child should take knowledge of mathematics not only in kindergarten, but also from his everyday life, from observing the phenomena of the world around him at home and on the street. And his parents should help him with this.

Moms and dads, if you are interested in the development of your child, then your help here is invaluable.

Most parents primarily strive to teach their child to count and solve problems. They are happy when their child counts to one hundred and adds and subtracts numbers. However, the test showed that a preschooler most often simply remembers various options examples of addition and subtraction. Knowledge acquired in this way represents for a child the same set of words as any children's rhyme. Such knowledge can be compared to a building built over a pit. Where to start?

Counting is just one aspect of mathematical development. Modern technology helps a person perform counting operations, but no machine can think and reason logically, or reveal mathematical relationships and interdependencies hidden for direct perception.

Teaching abstract calculation and training in counting operations cannot in any way be brought to the fore in mathematical development person, especially a preschooler. At each age, the child must be given what is inherent specifically to him, enrich those aspects of development to which given age most susceptible. After all, much of what is missed in childhood is irreplaceable.

The source of a preschooler’s knowledge is sensory experience. When starting classes with a three-year-old child, we must remember that the main thing at this age is to enrich his experience necessary for a full perception of the world around him, familiarity with generally accepted examples of the external properties of objects (primary colors, geometric shapes and sizes) and the ability to use these ideas.

Getting acquainted with mathematics should begin when the child is not busy with any interesting activity. Invite him to play and do not forget that the game is voluntary!

Let's talk in more detail about the shape and size of objects. This will play in the future important role for the development of mathematical concepts.

Shape is one of the main properties of objects surrounding a child. Its standard is considered to be geometric figures, with the help of which the shape of objects is determined. First, you need to introduce the child to the standards of shape: circle, square, rectangle, triangle; teach them to distinguish, remember names and teach them to use geometric shapes to evaluate surrounding objects. When starting to teach three-year-old children, the main thing is to organize it in the form of a game.

Play with your child always and everywhere. When preparing lunch, ask how many vegetables were used to prepare the soup, what shape and size they are. Draw children's attention to the shape of various objects in the world around them and their quantity. For example, plates, clocks, pan lids are round; the tablecloth, stool and table are square, the roof of the house is triangular. Ask what shape this or that object resembles. Choose an object similar in shape to this or that figure.

Having become familiar with the standards of form, their names, and the action of selecting according to a model, three-year-old children will be able to perform more complex tasks. For example, using this example, make pictures from geometric shapes (tree, Christmas tree, house). First, the child thinks about what shapes this pattern can be made from, then lays it out on the table or a sheet of clean paper.

Familiarity with the size of objects is a necessary condition for the development of mathematical concepts. It is from the practical comparison of the sizes of objects that the path to the knowledge of quantitative relations “more-less”, “equality-inequality” begins, which is the most important point in the mathematical development of preschoolers. Developing the child’s ideas about size, we gradually move from comparing two or three objects to comparing five or more, forming a series of decreasing or increasing values. Many folk educational toys are built on this principle: nesting dolls, pyramids, insert toys, which you, parents, have at home in almost everyone.

I advise you to come up with games where you need to highlight individual parameters of a value. For example, you can cut out a river from paper. A car that has approached the river needs to move to the other side. The children decide that a bridge is needed. But your bridge (a rectangle made of paper or cardboard) does not reach the other bank. Bring another bridge, longer than the first, and the car will cross it to the other side. Such games make it possible to draw the child’s attention not only to the size of objects as a whole, but also to individual parameters of size, and teach them to compare objects by size.

Or another example. Your child is playing with cars, ask which car is bigger and which is smaller. I built a garage out of cubes, ask which one is higher or lower. Relate them to the size of the cars. What kind of car, in what garage can I put it in?

On the way to kindergarten or home, look at the trees (higher - lower, thicker - thinner), the road is longer - shorter, the sun is higher or lower than the trees)

Let us dwell on one more property of the objects surrounding the child - their quantity. What is important for a four year old? First of all, teach him to understand mathematical relationships: more, less, equally. It is best to turn to the game again and use situations when the establishment of equality - inequality of objects becomes necessary. For example, a mother suggests to the baby: “Let’s feed your dolls!” Together with the child, she seats the dolls and offers to set the table: each doll should be given a plate, and a spoon should be placed on each plate. The baby enjoys playing with his favorite toys. An adult, who must act as an equal partner in the game, faces a serious learning task. He shows the child a way to compare two groups of objects: “So that all the dolls have enough plates, let’s put a plate in front of each doll. We will immediately see if everyone has a plate. So that there is enough spoons for everyone, let’s put a spoon on each plate.” Children use the acquired knowledge with pleasure in everyday life. The child will willingly help set the table: put a spoon, knife, fork on each plate, place a saucer under each cup, etc.

Take fruits: apples and bananas. What's more, you ask? What needs to be done for this? We remind you that this can be done without counting, by pairwise comparison. The concept of one-to-one correspondence for two groups is that each element of the first group corresponds to only one element of the second and, conversely, each element of the second group corresponds to only one element of the first (there are as many cups as saucers, as many knives as forks, etc. .p.).

Help enrich your child's sensory experiences. Create conditions for comparing observable objects by size. When communicating with your child, show different parameters of magnitude and relativity of signs. Enrich your children's vocabulary (long, short, wide, narrow, high, low, thick, thin). Show examples of literate speech (a chair is higher than a high chair; a bench is wider than a stool; a tree trunk is thinner than a tree trunk, etc.). It is important that these words are in children's vocabulary.

Children learn to navigate in space and time. Pay attention to this in your daily life.

While playing, draw the child’s attention to what is to his left, to his right, in front, behind. Look at what objects are above your head and what is below your head.

Encourage your child to use the words: yesterday, today, tomorrow (what happened today, what happened yesterday and what will happen tomorrow).

Ask what time of year it is. Name the current month, day of the week. Play the "Find the Toy" game. Hide the toy, “One, two, three - look!” - says the adult. The child searches, having found it, he says where it was, using the words “on”, “for”, “between”, “in”.

Thus, by playing in an immediate environment, you can introduce your child to many mathematical concepts, promote their better assimilation, maintaining and developing interest in mathematics.

Great importance is attached to the work of children with didactic material. Kids are already able to perform quite complex actions in a certain sequence (objects in the pictures). In this case, the formation occurs logical thinking. Practice shows that solving logical problems expands vocabulary, facilitates communication with peers, allows you to learn to express and justify your judgments. Increases observation and attention.
From the children's first lessons junior group begin to develop skills for educational activities: children take their place, sit quietly and stand up only at the suggestion of the teacher; The child must learn to listen to the teacher’s instructions and explanations, perceive what is shown and do what is suggested to him, and answer questions.
Widely used in classes and in everyday life didactic games And game exercises. By organizing games outside of class, we consolidate, deepen and expand children's mathematical understanding. In some cases, games carry the main educational load, for example, in developing spatial orientation. Children who miss more than one lesson are dealt with individually. Special attention is given to individual lessons with those children who, due to their developmental characteristics, cannot absorb new knowledge on an equal basis with everyone else.

Mathematical games: “Sort by color”, “Geometric lotto”, “Find the differences”, “Find a pair”, “Count and name”, “What’s around”, “Hide and seek”, “What’s extra”, “Continue the pattern”, “ Labyrinth", various types mosaics, various types of building material, counting sticks, “Big, small”, “Fold in order”, “Do the same”, “What is missing”, “Easy counting”.