Work experience “Plot-didactic and role-playing games in the formation of elementary mathematical concepts in children with general speech underdevelopment. Topic: Mathematical development of children through didactic games

Pedagogical article "THE IMPORTANCE OF Plot-Didactic Play in the Formation of Elementary Mathematical Representations in Preschool Children"

Dotsenko Olesya Sergeevna

The problem of the formation of ideas about the size and size of objects considered in this article is acutely relevant, since the reflection of size as a spatial feature of an object is associated with perception - the most important sensory process, which is aimed at identifying, examining an object, revealing its features. Various analyzers are involved in this: visual and tactile-motor, which plays a leading role in their mutual work, providing an adequate perception of size. Perception of magnitude (as well as other properties of objects) occurs by establishing complex systems intra-analyzer and inter-analyzer connections.

The solution of tasks of mental development is carried out through the development of knowledge by children about quantitative, spatial, temporal relations, methods of action. For this, a variety of techniques are used, among which a special role is played by plot-didactic games with mathematical content.

Plot advantage didactic games lies in the fact that thanks to the learning task, clothed in a game form (game design), game actions and rules, the child inadvertently learns a certain "Portion" cognitive content, therefore all types of plot-didactic games are an effective means and method of forming elementary mathematical concepts in children of all age groups.

Formation, play activities, learning, play relationships.

Plot-didactic play is a complex phenomenon, but it clearly reveals a structure, that is, the main elements that characterize play as a form of learning and play activity at the same time. One of the main elements of a plot-didactic game is a didactic task, which is determined by the purpose of the teaching and educational impact.

The presence of a didactic task or several tasks emphasizes the educational nature of the plot-didactic game, the orientation of the educational content on the processes of the cognitive activity of children. The didactic task is determined by the educator and reflects his teaching activities.

The structural element of play is a play task carried out by children in play. Two tasks - didactic and play - reflect the relationship between learning and play. In contrast to the direct formulation of a didactic task in the classroom, in a plot-didactic game, it is carried out through a play task, determines play actions, becomes a task for the child himself, arouses the desire and need to solve it, activates play actions.

Subject-didactic game is a game in which children, playing in various professions, beating problem situations, comprehend the meaning of labor and reproduce the labor activity of adults and at the same time learn to accurately fulfill game rules and mathematical actions.

The didactic task is realized throughout the game through the implementation of the game task, game actions, and the result of its solution is found in the final. Only under this condition the didactic game can fulfill the function of teaching and at the same time it will develop as a game activity.

Game actions form the basis of a plot-didactic game - without them the game itself is impossible. The more varied and meaningful the game actions are, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved.

Play actions are not always practical external actions, when something needs to be carefully considered, compared, disassembled, etc. These are also complex mental actions expressed in the processes of purposeful perception, observation, comparison, recalling previously learned, - mental actions expressed in thinking processes. V different games game actions are different in their focus and in relation to the players.

The teacher does not always reveal the play actions himself. After setting the game task, he sometimes invites children to think about how to play, what to do after what, etc. The teacher, as it were, involves children in cooperation, designing the course of the game through play actions, while developing and encouraging the initiative of children, encouraging smart guess, but does not allow "Annoying" interrogation that destroys the game.

One of the constituent elements of a narrative-didactic game are the rules of the game. Their content and orientation are determined by the general tasks of forming the personality of the child and the group of children, cognitive content, game tasks and game actions in their development and enrichment. The rules contain moral requirements for the relationship of children, for the performance of their accepted roles. In a plot-didactic game, the rules are given. Using the rules, the teacher controls the game, the processes of cognitive activity, the behavior of children.

The rules of the game are educational, organizational, disciplining in nature, and most often they are variously combined with each other.

The rules of the game should be aimed at fostering positive gaming relationships and real ones in their relationship. This is their educational impact. The assimilation and implementation of the rules by children in the plot-didactic game does not happen quickly and easily. The teacher should teach children how to follow the rules without overloading the game, not overly regulating the actions of children, not expecting quick results.

Compliance with the rules in the course of the game necessitates the manifestation of efforts, mastering the methods of communication in the game and outside the game and the formation of not only knowledge, but also a variety of feelings, the accumulation of good emotions and the assimilation of traditions.

Through the rules, their assimilation, the educator forms in children the ability to orientate in changing circumstances, the speed and accuracy of reactions, the ability to restrain immediate desires, to show emotional-volitional effort. As a result, the ability to manage their behavior in different circumstances is formed, to correlate it with the behavior of playmates. Sometimes there is no need to remind about the rules or introduce additional ones. It is enough to slightly change the game actions and thereby correct the violation.

It should be borne in mind that game rules are not always presented in the direct form of instructions: many of them are contained in game actions and can play their regulating role in the direction of a game action, in guiding its development.

There are plot-didactic games of serious cognitive content, and solving a game problem, game actions and rules lead children to interesting "Discoveries" ... Many games begin with a story or even a fairy tale, the plot of which introduces the upcoming game, gives a playful mood, encourages action.

Bibliography

Volina V. Merry mathematics. A book for a kindergarten teacher. - M., 1998 .-- 300 p.
Danilova V.V., Richterman T.D., Mikhailova Z.A. etc. Teaching mathematics in kindergarten... - M., 1997 .-- 160 p.
Metlina L.S. Mathematics in kindergarten. - M., 1984 .-- 191 p.
Smolentseva A.A. The use of mathematical knowledge by preschoolers in Everyday life and games. Study guide. - N. Novgorod, 1992 .-- 61 p.
Smolentseva A.A. Subject-didactic games with mathematical content. - M., 1987 .-- 97 p.
T.V. Taruntaeva The development of elementary mathematical concepts in preschoolers. - M., 1980 .-- 207 p.

Consultation for educators.

Theme:Mathematical development children through didactic games

1. Contents …………………………………………………… ..2

2. The essence of didactic games as a teaching tool.…. 3

3. The main functions of didactic games. …………………... 5

4. Steps to mathematics. …………………………………………...eight

5. Subject-didactic games with mathematical content. ………………………………………………..…eleven

6. Testing the knowledge and skills of children with the help of didactic games. ………………………………………………………………16

7. Conclusion……………………………………………………. 17

8. Literature. ………………………………………………….....eighteen

9. Application. …………………………………………………19

"Make a serious activity entertaining for a child

This is the task of the initial training. "

1. The essence of didactic games as a teaching tool

Didactic games as a kind of teaching tool that meet the characteristics of the child are included in all systems of preschool education.

The first didactic games were created by folk pedagogy. Until now, the folk games "Fanta", "Paints", "What flies?" Are among the favorites of children. and others. They contain a lot of funny jokes, humor, and at the same time, they require intense mental work from children, competition in intelligence, attention.

The system of didactic games for kindergarten was first created by F, Frebel. He highly appreciated the game, considered it the most important means of raising and teaching a child. But the games he developed were rather dry, boring exercises that suppressed the independence of the child's thought and thus contradicted his e views on play as a free creative activity.

In the creation of a modern system of didactic games, the role of

Has developed a number of games for acquaintance with others and the development of speech. Tikheeva's games are associated with observations of life and are always accompanied by a word. In Soviet preschool pedagogy, many

specialists (, etc.). Moreover, some consider the game to be only a means of consolidating the knowledge gained in the classroom, while others rightly object r against such a narrow understanding of the meaning of play, they consider it to be one of the forms of learning, an important means of educational work. This view of didactic play is determined by the learning objectives that the school and kindergarten face: e only to give children a certain amount of knowledge, but also to teach them to own this knowledge, equip them with the skills of mental work, develop activity, independent thinking. The didactic game is fraught with great opportunities in this regard.

Didactic games are a kind and with rules specifically. created by pedagogy in order to teach and educate children. They

are aimed at solving specific problems of teaching children, but at the same time they are manifested in oc nutritional and developmental influence of play activities. The need to use didactic games as a means of teaching children in the preschool period and at primary school age is determined by a number of reasons:

1. Play activities, as leading in preschool childhood, have not yet lost their significance (it is no coincidence that therefore many children bring

school toys). One can agree with LS Vygotsky, who wrote that “at school age, play does not die, but penetrates into relations with reality. She. has such an internal continuation in school teaching and work. " Hence it follows that reliance on play activity, play forms and techniques is an important and most adequate way of involving children in educational work.

2.development learning activities, the inclusion of children in it is slow (many children do not even know what “learning” is).

3. There are age-specific characteristics of children associated with insufficient stability and voluntary attention, mainly involuntary development of memory, the predominance of a visual-figurative type of thinking. Didactic games just contribute to the development of children. mental processes.

4. Insufficiently formed cognitive motivation. The main difficulty in the initial period of training is that the motive,

with which the child comes to school is not related to the content of the activity that he must perform at school. The motive and content of educational activities n e correspond to each other. The content that the child is taught in school should encourage learning: There are significant difficulties in adaptation. when a child enters school (mastering a new role for him - the role of a student, establishing relationships with peers and teachers). Didactic play largely contributes to overcoming y the stated difficulties.

The essence of didactic play lies in the fact that children solve mental problems offered to them in an entertaining game form, find solutions themselves, overcoming certain difficulties. The child perceives a mental task as practical, playful, this increases his mental activity.

In didactic play, the cognitive activity of the child is formed, the features of this activity are manifested. In older preschool age, intellectual interests are created on the basis of play interests.

Assessing the role of didactic "play, he emphasized:" We need to ensure that didactic play is not only a form of mastering certain knowledge and skills, but also contributes to the general development of the child. " only as a means of intellectual development, a means of developing cognitive mental processes.However, didactic games are also a game form of learning, which, as you know, is quite actively used at the initial stages of education, that is, in senior preschool and primary school age.

2. The main functions of didactic games

The didactic game has a certain structure. Structure - these are the main elements that characterize play as a form of learning and play activity at the same time. The following structural components of the didactic game are distinguished:

1. didactic task;

2. game task;

3. game actions;

4. rules of the game;

5. result (summing up).

In the situation of a didactic game, knowledge is assimilated better. A didactic game and a lesson cannot be opposed. The most important thing - and this must be emphasized once again - the didactic task in the didactic game is carried out through the game task. The didactic task is hidden from children. The child's attention is drawn to the performance of play actions, but he is not aware of the task of teaching. This makes play a special form of playful learning, when children most often inadvertently acquire knowledge, abilities, and skills. The relationship between children and the teacher is determined not by the learning situation, but by play. Children and the teacher are participants in the same game. This condition is violated - and the teacher takes the path of direct teaching.

Thus, didactic play is a play only for a child. For an adult, she is a way of learning. In the didactic game, the assimilation of knowledge acts as a side effect. The purpose of didactic games and game teaching techniques is to facilitate the transition to educational tasks, to make it gradual.

The importance of didactic play for the mental education of children is very great.

By disassembling and folding the matryoshka, selecting paired pictures, the child learns to distinguish and name the size, shape; color and other signs of items. The sensory development of a child in didactic play occurs in an inextricable connection with the development of his logical thinking and the ability to express his thoughts in words. To solve a game problem, it is required to compare the features of objects, establish similarities and differences, generalize, and draw conclusions. Thus, "the ability to make judgments, reasoning, the ability to apply one's knowledge in different conditions: This can only be if the children have specific knowledge about the objects and phenomena that make up the content of the game.

Fascinating didactic games create an interest in solving mental problems in preschoolers: the successful result of mental effort brings them satisfaction. Passion for the game increases the ability to voluntary attention, sharpens observation, helps fast and strong memorization. All this makes didactic play an important means of preparing children for school.

Mental education in play is closely related to moral education. The solution of a didactic problem always serves as an exercise of will. Compliance with the rules of the game r requires endurance, self-control, discipline from children. Many games have “prohibitive” rules that restrict the actions and words of the players. Conscientious observance of the rules teaches you to be honest and fair.

The content of didactic games helps to form moral ideas and concepts. Such are, for example, games in which it is necessary to define "what is good and what is bad", to give characteristics to literary heroes.

Games with didactic toys, natural material, pictures, contributing to the accumulation of sensory experience, at the same time help the aesthetic education of children. Having learned to distinguish colors and shapes, children begin to notice the beauty in their combination, arrangement. In word games, they learn the intricacies of their native language and begin to feel its beauty.

Understanding the meaning of didactic games implies the following requirements for them:

1.Each didactic game should provide exercises that are useful for the mental development of children and their upbringing.

2. In a didactic game, there must be a fascinating task, the solution of which requires mental effort, overcoming some difficulties. The didactic game, like any other, includes the words: "Playing without effort, playing without vigorous activity is always a bad game."

3. Didactism in the game should be combined with amusement, joke, humor. Passion for the game mobilizes mental activity, facilitates the task.

3. Steps to math

The kindergarten has accumulated sufficient experience in the use of didactic games to clarify and consolidate mathematical concepts. Didactic games and play exercises in everyday life in some cases carry the main educational load, for example, in the development of spatial orientation.

Particular attention is paid to didactic games with mathematical content when working with children who are poorly assimilating new knowledge.

In the younger and middle preschool age, teachers use counting games with the reproduction of movements according to the model and according to the named number. For example: “Sit down as many times as there are circles on the card”, “Guess how many times I told Misha to throw the ball!”.

It has been proven that children acquire certain knowledge better if several analyzers participate in the work at the same time, and even in a playful way. It is important that the children's speech reflects the connections between the number of movements, sounds, objects perceived by touch (the game "Wonderful bag").

In addition to classes on the formation of mathematical representations, professional practitioners have long been using mathematical leisure, games like “What? Where? When? "," KVN for kids ", etc. Experienced teachers, watching external form, do not miss the content side and the emotional positive coloring of the activity. For this, many techniques are used, special attention is paid to verbal ones. Sometimes it is enough to skillfully formulate the task, and then no additional didactic means are needed to bring the child into a state of search. For example: “Ask me about the number of balls in the basket?”, “Prove that 4 is more than 3”, “Find a quadrangle and tell me how it differs from other figures”.

The modern teacher knows that individual and subgroup forms of work with children prevail over frontal ones. Therefore, individual didactic tasks, games with a subgroup of children, observations of a mathematical nature are widely used. The use of various forms of working with children of mathematical content helps them to rejoice, make discoveries, and acquire new knowledge.

When starting to teach children, especially three-year-olds, the main thing is to organize the lesson in such a way that for the child it is an exciting game or favorite activity.

For example, acquainting with the standards of form, you can schematically depict faces on planar geometric shapes. It turns out little figures that you can play with. Further, you can offer the child to put each "little man" in his bed ("crib" - a contour image of a circle, square, triangle, oval). Each figurine-man must find its own crib. (Annex 1).

While playing, children do not even suspect that they are mastering the methods of examining objects, comparing standards with each other.

The next task can be like this - give each little man a handkerchief, draw each little man his own house. Such tasks can be complicated and complicated (the wind has blown - the houses are messed up, arrange them in shape, color, size, etc., etc.)

First, the children are offered simple tasks - "Find all the shapes like this", "find a shape that is not the same color (shape, size) as this one."

The game "Chain" Build as long a chain as possible from a randomly selected shape. Chaining options:

So that the number is not the same in color;

So that the number is not the same in shape and color;

So that the number is the same in size, but different in color (shape).

Etc.

Such games can be created with children.

Didactic games such as laying out geometric shapes from sticks help children develop their intelligence (see below). For example:

Lay out two squares from 7 sticks.

Out of 5 sticks - two equal triangles.

Of 9 sticks - four equal triangles

position: absolute; z-index: -44; left: 0px; margin-left: 0px; margin-top: 25px; width: 624px; height: 372px "> font-size: 14.0pt; line-height: 150%; color: black"> Sometimes the importance of didactic games is diminished by the fact that many educators do not know well how to conduct them, as a result of which the activity of the players is inhibited (for example, one child performs actions, the rest are waiting for their turn) or didactic play sometimes turns into an activity where the educator acts as a leader who dictates what to do, and not as a play partner - as a result, children's independence is also limited.

Didactic games can be used to train children in all areas of mathematics.

So the game "Which row has more children" exercises children in quantitative counting.

"What is the blue (red, yellow) flag" - ordinal count.

"Tanagram"- assimilation of geometric shapes (Appendix 2).

"Domino"- fixing the shape, color, size.

"Theater", "Where I live" - orientation in space.

"Which piece is superfluous", "Which piece is missing" - logical thinking, search for patterns (Appendix 3).

Depending on the material, didactic games can be divided into three types: games with objects (toys, natural materials, etc.), board games and word games.

Games with objects are most accessible to children, since they are based on direct perception, correspond to the child's desire to act with things and thus get to know them. The child begins to play these games at an early age and does not lose his interest in them throughout preschool childhood.

4. Subject-didactic games with mathematical content.

Along with didactic games in kindergartens, there are fascinating games "in someone" or "in something": builders, astronauts, sailors, grain growers; to the hospital, shop, school, factory, collective farm. These plot-role, creative, games are characterized by free, active, activities undertaken on the child's personal initiative, saturated with positive emotions. In a role-playing game, the knowledge of children is e They are only refined and expanded, but also due to their repeated, practical-effective reproduction, they are transformed, qualitatively changed, acquire a conscious and generalized character. adult processes.

Can the quantitative side of reality become the content of a role-playing game? Ha At first glance, the answer is simple: yes, it can. Indeed, in the plot and content of games, as well as in game actions, preschoolers reflect an area of reality familiar to them: the life of a family, kindergarten, events public life, different kinds labor of adults. In such games, situations are sometimes created in which, when performing a given a role, the child can perform a variety of counting and measuring actions. For example, in the game "Shop" he counts objects, writes down his calculations, measures fabric, ribbons, ropes, etc.; in the game "Transport" he sets the routes and flights of trains, planes, buses, etc.

But, as observations show, children include such actions in games extremely rarely, from time to time, and perform them inaccurately. Why?

In order for a preschooler to unfold the plot of the game, to model one or another activity of adults, he must understand its meaning, motives, tasks and norms of relations that exist between adults. Do it yourself baby n e maybe. Only prepared by the educator familiarization with accessible children before school age types of labor reveals to them the meaning of the labor relationship of adults, the meaning of the actions they perform. Ha On this basis, play arises, and the child, realizing the taken role, begins to delve deeper into the meaning, to understand the motives and tasks of human activity, as well as the meaning of his role and his actions.

As for quantitative relations, the preschooler also cannot independently, directly perceive the actions of an adult with number, counting, measurement. The area of quantitative relations seems to drop out of his field of vision. In his experience, he usually e faces the need for the practical use of these relations, and therefore they are not e reflected in his games. The child can single out quantitative relations in the activity of adults and the methods of their determination only with the help of an educator.

Counting and measurement are interdependent actions, they must be performed on e approximately, but precisely, correctly and in a certain sequence. Therefore, in creative play, where counting or measurement is used, the teacher must take on a role that would allow him to control the correctness and accuracy of each child's mathematical actions. However, under the authoritarian leadership of the educator, there is a danger of disrupting the independent nature of children's play. Therefore, in order to preserve the very nature of the game and at the same time successfully teach children the mathematical basics, namely, counting operations and actions with measures, games of a special kind are needed. They should be organized so that they: At first, as a way of performing game actions, there was an objective need for the practical application of counting and measurement; Secondly, the content of the game and practical actions would be interesting and provide an opportunity for children to show independence and initiative.

When organizing and conducting plot-didactic games, you can

conditionally highlight three stages. Game guide n a these stages are carried out in different ways. The choice of methods of pedagogical guidance is due to the specifics of games, the availability of knowledge about number, counting and measurement in children, the level of their playing skills and abilities.

Ha first stagethe game has a didactic plot. The leading role here belongs to the educator. He directs the development of the plot, monitors the change of roles and the performance of counting and measuring actions by each child, develops the ability to apply this knowledge in play.

Ha second stageplot-didactic play develops into plot-role, which in most cases is organized by children who have successfully mastered counting and measurement. Children begin to play leading roles. The teacher takes part in the game mainly a minor roles.

Stage threecharacterized by the emergence of amateur role-playing games initiated by children. All roles, including those involving counting and measurement, are played independently by children with great desire and interest. The educator is an active observer. Only in some cases does he join the game, taking n a yourself any role.

Consider these stages and the organizing role of the educator in order to involve all children in plot-didactic games.

In a plot-didactic game with the direct participation of an adult, conditions are created that are very favorable, corresponding to the age of children, for counting different objects in different situations. In the process of practical counting, which is present in games reflecting the labor activity of adults, children realize the importance of mathematical actions for human life, their sequence and interdependence. They achieve more high level in mastering the program material in mathematics and n o acquaintance with the environment, in particular with the content of the work of people of different professions.

However, the educator must remember that the process of mastering this knowledge occurs gradually, in stages.

On first stage children practically, visually act with counting objects. Recalculation, counting, comparison of these objects is expanded He only visually, but also tactilely: the child rearranges objects, touches them, etc. Then, when the game creates a need to inform the partner how much and what he needs, real objects replace them with conventional images (circles, sticks, later numbers), which serve as a support for thinking and help the child identify the required number of objects. Ha At this stage, most children need the help and supervision of a lead educator.

Ha in t about r about m e t a p e children count objects n a distance, gaze, aloud pronouncing numbers and using a pointing gesture. Then the sets, indicated by a number, begin to compare verbally, first aloud, then in a whisper, and later inwardly. So gradually, from actions with objects, children move on to actions of counting n o representation. However, in case of doubt about the correctness of the result obtained, they return to detailed practical actions with objects or conventional images. Ha at this stage, children become more active, independent and attentive to the counting actions performed by their peers: they ask questions, check the correctness of the count, reason, prove, etc. Some children not only solve problems without any visual support, but also independently come up with new games with counting actions, attracting other children to them.

Subject-didactic games conducted with children help children develop memory, attention, and, at an older age, more abstract forms of thinking.

In addition to the main tasks aimed at developing quantitative ideas in children, moral and educational tasks are also solved in each game: games introduce preschoolers to the work of people of different professions, instill in them respect for work and for adults who perform it; in the process of these games, children learn to be organized, actively interact, play together, amicably, help their comrades, etc., and thereby prepare themselves for truly collective learning and practical activities.

It is advisable to carry out narrative-didactic games under the supervision of a teacher 2-3 times a week, in their free time. Children can play these games on their own on other days.

The management of any game, including the didactic one, requires great pedagogical skill and tact. The leading role of the educator in games that include counting and measurement is due to the very specifics of these games.

Let us recall what features are characteristic of games, in the content of which the quantitative relations of objects of the real world are reflected. It, At first, the presence of a variety of plots and roles filled with mathematical content. Secondly, the mathematical knowledge acquired in the classroom is naturally included in the games as the rules for the performance of a particular role by children. The teacher, taking on a certain play role, helps children to use counting and measurement and controls the correctness of their implementation. Thirdly, in the plot-didactic games, the ability to apply the mathematical knowledge gained in the classroom in new conditions, with different objects, is developed. And finally fourthly, games of this kind are of a collective nature.

All games are given no the following scheme: the name of the game, its purpose, preparation for the game, material (with a description of its manufacture), the course of the game, the complication of tasks during the game, further development of the plot and content of the game and its effectiveness. Such a scheme for describing games will help the teacher organize the child's play more successfully. (Appendix 5).

5. Testing the knowledge and skills of children with the help of didactic games.

Every educator who works with children of six years old should be concerned with the questions: How will children learn in I class? Do they have enough knowledge and skills necessary for successful learning?

at school? What is the general level of their mental development (can they compare, generalize, draw independent conclusions)? How well have the children mastered the kindergarten math curriculum? What is the role of plot-didactic games in mastering elementary mathematical knowledge and skills? "

To answer these questions, the teacher organizes a test of the knowledge and skills of children in the form of a didactic game, when the level of knowledge of the entire group as a whole is revealed, or in the form of an individual survey, when the skills of each child are revealed.

Let us give an example of a didactic game in which the solution of problems is carried out using new objects and in new conditions - conditions of competition, which forces the participants to express their thoughts concisely and accurately, to perform tasks at a faster pace.

Mathematical KVN

PurposeTesting the ability of children to independently complete tasks in a competitive environment.

And g r about in and I am a task. Get more points.

Rules of the game. A group of children is divided into two equal teams, they are offered the same tasks, the correctness of the performance of which by each child and the team as a whole is assessed by the jury. You need to complete tasks yourself and quickly no the leader's signal - “started”. Each participant of "KVN" receives a chip for the correct answer (which makes it possible to assess the success of each participant in the game), and the team receives a flag for the greater number of correct answers.

M ate r and l.Cards with numbers, pictures, checkers, ribbons, cereals, measurements.

Tasks:

1- ordinal account. "The frog sat on the seventh bump."

2- Establishing connections between the numbers of the natural series "Show the number is greater by 1 named".

3- Composition of a number of two lesser

4- Dependence of the number on the size of the measure "Measure the length of the tape", etc.

6. Conclusion.

Of all the variety of entertaining mathematical material in preschool age, didactic games are most used. Their main purpose is to provide children with exercise in distinguishing, isolating, naming sets of objects, numbers, geometric shapes, etc. Each of the games solves a specific problem of improving the mathematical concepts of children.

The place of didactic play in the structure of the FEMP lesson is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as an educational task, an exercise aimed at performing a specific task of forming representations. They are also appropriate in the classroom directly in their content, as one of the means of implementing program tasks, and can also be used as independent tasks and exercises in the daily life of the group. to consolidate the previously studied material, to activate the mental activity of preschoolers, to systematize the knowledge of children.

LITERATURE

1. Althaus D., Doom E. “Color. The form. Quantity". - M. 1984

2. "Guiding the games of children in preschool institutions." - M. 1986

3. and others. "Children, get ready for school." - M. 1996

4. ... "Preschool Pedagogy". - M. 2002

5. “What a leader should know preschool". - M. 2002

6. "To the teacher about the children's game." - M. 1982

7. "Mathematics in Kindergarten". - M. 1977

8. "Game entertaining tasks for preschoolers." - M. 1985

9. Smolentseva A. A "Plot-didactic games with mathematical content." - M. 1987.

10. .Fidler M. "Mathematics is already in kindergarten" - M. 1981.

Annex 1

Appendix 4

VERBAL COUNTING

Target:practicing oral counting skills.

Five babies - cubs

5 – 1 = 4 Mom put me to bed

One cannot sleep in any way,

And how many have a good dream?

* * *

The heron walked on the water,

I was looking for frogs

2 + 6 = 8 Two hid in the grass

Six - under the bump.

How many frogs survived?

Only for sure!

* * *

Seven tiny kittens

7 + 1 = 8 What they all eat.

And one asks for sour cream.

How many kittens are there?

* * *

In my body lie

2+5+2=9 Two mushrooms, five butter,

A pair of ruddy saffron milk caps,

How many mushrooms are there guys?

* * *

The wind blew - the leaf was torn.

1+1+5=7 And another one fell.

And then five fell.

Appendix 5

Subject-didactic game "shop"

The aim of the game.Exercise in counting and counting objects, their conventional images (sticks, circles) within 10. Development of interest and respect for the profession of the seller. Acquaintance with the rules of conduct in the store.

Getting ready to play. An excursion to the nearest store is organized with the children in order to observe what is being sold in the store, how the sellers and cashiers serve customers. Together with the teacher, children can buy a small amount of confectionery, during which they will find out how much to pay to buy a kilogram of sweets or cookies, see how the cashier receives the corresponding amount for the named product and gives change, how the seller weighs the goods.

In subsequent conversations with sellers, re-observing the work of store employees and how the goods are brought up and unloaded, children will learn that stores are different: food, vegetable, bread, etc., that a store can have several departments and each works no 2-3 sellers that sellers and cashiers should be attentive to buyers, etc.

Revealing to children the specifics of the work of store employees, the nature of their relationship, the educator pays special attention to the fact that the quality and result of their activities depend on the ability to correctly count, count, weigh the goods, etc.

M ate r and l.The teacher, together with the children, prepares a varied assortment of goods in advance: from plasticine and natural material make confectionery, vegetables, fruits; "Bake" bread, rolls, cakes, biscuits, etc. e lei, beautiful showcases, shelves for goods, a cash register are made out. The game also requires white coats, hats, checks, "money", baskets, plastic bags, trays.

Game roles and rules. In the game, the roles of a store manager, sellers, cashiers, buyers, drivers, workers are distinguished.

Fulfillment of the roles of cashier, seller and buyer presupposes the obligatory use of the account. So, the cashier should ask the buyer what he wants to buy and how much, draw the corresponding number of sticks on the check, issue a check and tell the buyer to repeat the order to the seller. Buyers (they can be anyone who wants to) list to the cashier what they want to buy and how much, pay with circles (money) according to the number of the named items, and after receiving the products from the seller, check their quantity: The seller before giving the goods to the buyer; should ask what he wants to buy and how much, checking no check the correctness of his answers. The store manager organizes the work of store employees, makes requests for goods, pays attention to the correctness and accuracy of the work of sellers and cashiers, talks with customers (do they like the new store, what purchases do they want to make and how much, etc.). Chauffeurs deliver a certain amount of various goods, and workers help unload the received goods.

Elena Eltukhovskaya
The use of plot-didactic games in the formation of quantitative representations in older preschoolers

"Peculiarities use of plot » Plot-didactic game is a kind of synthesis, combining plot role-playing and didactic game. Why is there a need for this merger.

Plot- role play is a game based on an imaginary or imaginary situation, which consists in the fact that a child takes on the role of an adult and performs it in a play environment created by him.

V plot-Role play, children's knowledge is not only refined and expanded, but also, due to their repeated, practically-effective reproduction, is transformed, qualitatively changed, acquiring a conscious and generalized character.

But can quantitative side of reality become content role-playing game? At first glance, the answer is simple: Yes maybe. Really, preschoolers in the plot and content of games, as well as in game actions, reflect a familiar area reality: family life, kindergarten, social events, various types of adult labor. In such games, situations are sometimes created in which, fulfilling the assumed role, the child can perform a variety of counting and measuring actions.

But, as observations show, children include such actions in games extremely rarely, from time to time, and perform them inaccurately. Why?

A. A. Smolentseva notes that in order to preschooler could unfold the plot of the game, to model one or another activity of adults, he must understand its meaning, motives, tasks and norms of relations that exist between adults. A child cannot do this on his own. Only prepared by the educator familiarization with accessible children preschool age types of work reveals to them the meaning of the labor relationship of adults, the meaning of the actions they perform. On this basis, play arises, and the child, realizing the taken role, begins to delve deeper into the meaning, understand the motives and tasks of people's activities, as well as the meaning of his role and his actions.

Concerning quantitative relations, then independently, directly perceive the actions of an adult with a number, count, measurement preschooler also can't... Region quantitative relations seem to fall out of his field of vision. In his experience, he usually does not face the need for practical using this relationship, and therefore they are not reflected in his games. Highlight in adult activities quantitative relationships and their ways definitions a child can only with the help of a teacher.

Counting and measurement are interdependent actions, they should be performed not approximately, but precisely, correctly and in a certain sequence... Therefore, in a creative game where account or dimension is used, the teacher must take on a role that would allow him to control the correctness and accuracy of each child's mathematical actions. Therefore, in order to preserve the very nature of the game and at the same time successfully teach children the mathematical basics, namely, counting operations and actions with measures, games of a special kind are needed. They should be organized in such a way that them: firstly, as a way of performing game actions, there was an objective need for the practical application of counting and measurement; secondly, the content of the game and practical actions would be interesting and provided an opportunity for children to show independence and initiative.

In other words, in such a game there should be an expanded plot, including various roles, and not necessarily with mathematical content, but certain be offered child in the form of game rules. It is the educational didactic game that is implemented through a game task, game actions and rules, and a detailed plot, including a variety of roles inherent role-playing game... Thus, a kind of game arises that can define as a plot-didactic game.

Structure plot-didactic game is built on the basis of the structure of the didactic game. The game, used for teaching, should contain, first of all, a teaching, didactic task. While playing, children solve this problem in an entertaining form which is achieved certain game actions.

An obligatory component of the game is its rules, thanks to which the teacher controls the behavior of children during the game.

Thus, the required structural elements plot-didactic game are: educational task, game actions and rules.

Didactic task determined the purpose of teaching and educating children in accordance with "The program of education and training in kindergarten". By defining learning task for plot- didactic games with mathematical content, one must first of all keep in mind what knowledge, representation children should be assimilated, consolidated, what mental abilities in connection with this to develop, what qualities of the personality of children can to form by means of this game.

The main goal of the rules of the game is to organize the actions, behavior of children. Rules can prohibit, permit, prescribe something to children in the game... Compliance with the rules in the game requires children to a certain effort of will, ability to deal with peers.

Game actions, in turn, direct and control the implementation of game rules.

To expand plot-didactic game with older preschoolers, it is important to know the principles of its organization. To those relate:

1. Selection of mathematical knowledge gained in the classroom for their subsequent reflection in games older preschoolers

2. Familiarization of children with the activities of adults, which organically include the actions of counting and measuring.

3. Displaying adult activities familiar to children in plot and content of games.

4. Organization of collective games. Involving each child in roles that include math activities.

5. Direct participation in the game of the educator, who performs a play role along with the children.

6. Individual approach to children (taking into account knowledge, interests, abilities, play skills and abilities of each child).

7. Moving from practical counting items to account actions in the plan views, and then to operations with numbers.

Management plot directions

In preparation for plot-didactic game enters:

selection of the game in accordance with the tasks of education and learning: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech) and etc. ;

establishing the compliance of the selected game with the program requirements of upbringing and teaching children a certain age group;

definition the most convenient time for plot-didactic game;

choosing a place to play where children can play peacefully without disturbing others. Such a place is usually set aside in a group room; determining the number of players;

preparation of the necessary game material for the selected game (toys, different subjects, pictures, natural material);

preparation for the game itself educator: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;

preparation for children's play: enriching them with knowledge, concepts of subjects and the phenomena of the surrounding life, necessary for solving the game problem.

Carrying out plot-didactic games includes:

familiarizing children with the content of the game, with didactic material that will used in the game;

explanation of the course and rules of the game. In this case, the teacher pays attention to behavior: children in accordance with the rules of the game, to strictly follow the rules (what they prohibit, permit, prescribe) ;

at the discretion of the educator, showing play actions, in the process of which the educator teaches children to correctly perform the action;

definition the role of the educator in the game, his participation as a player. A measure of the teacher's direct participation in the game determined by the age of the children, the level of their training, the complexity of the didactic task, game rules.

summing up the results of the game is a crucial moment in its leadership, since by the results that children achieve in the game, one can judge its effectiveness, whether it will be with interest be used in the independent play activity of children.

The analysis of the performed game is aimed at identifying techniques for its preparation and holding: what techniques turned out to be effective in achieving the set goal, what did not work and why, what will help improve both the preparation and the process of the game itself, and subsequently avoid mistakes. In addition, the analysis will reveal individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them.

Let us recall what features are characteristic of games, in the content of which quantitative relations of objects of the real world... This is, firstly, the presence of various plots and roles filled with mathematical content. Secondly, the mathematical knowledge acquired in the classroom is naturally included in the games as the rules for the performance of a particular role by children. Caregiver taking over a certain playing role, helps children use counting and measuring and controls the correctness of their implementation. Third, in plot- didactic games develop the ability to apply the mathematical knowledge gained in the classroom in new conditions, with different objects. And finally, fourthly, games of this kind are of a collective nature.

To expand plot-didactic games in which children would become use counting and measurement, you need to fill « old» , existing games with new content. The solution to this problem lies in a different approach to familiarization with the work of adults already known to children, in the need to show that the quality and result of their activities depend on the use of counting and measurement. And for this, it is required to create such game situations and conditions in which there would be an awareness of the practical need for mathematical actions.

Essential for organizing and conducting plot- didactic games preparation of game material. The teacher must think in advance what material is needed to implement the conceived content and how to involve children in its production. The child's participation in making the necessary attributes for the game makes him think about the content of the roles, define which of them he would like to perform, show invention, creativity, patience.

The games should be widely use a variety of didactic material and select it in such a way as to facilitate the child's transition from the use of more specific forms to more abstract, that is, in games should use real objects first, then their substitutes, then number figures and finally cards with numbers.

When storyline prepared, as well as the material is selected, then the game can arise both according to the teacher's proposal, and at the request of the children themselves. Various situations created by the educator can also become a reason for its deployment.

In organizing and conducting plot

In the first stage, the game wears plot plot

Conditions plot- didactic games allow the teacher, at first, to be its direct participant and through the role to include in it, control the correctness of problem solving, provide timely assistance, individualize tasks taking into account the capabilities, knowledge and experience of each child, encourage initiative and independence, maintain the joy of success.

Plot-didactic game is built and developed, provided that each role is assigned certain game functions and establishing a clear dependence of these functions. That is, if the fulfillment of one role inevitably requires the fulfillment of another, then there is an active interaction and communication of the children during the game.

The inclusion of counting and measurement in the game should occur at the moment when it becomes necessary in the course of development plot playing and performing a playing role.

At the first stage of the game, it may turn out that some of its participants, performing roles related to counting, act in their usual way, that is, without counting. Such situations are necessary use to find out the reasons for the situation by the players themselves. With the help of playmates, children find this reason (recount objects) and correct the mistake. This leads to an understanding of the necessity and importance of counting and measuring.

At distribution of roles in the plot- didactic play should strive to ensure that each child gets the desired role. It may turn out that at the same time many children will want to perform roles that involve math knowledge. In this case, the order must be established.

The task of the educator is to ensure that all children, even inactive ones, are involved in the role that requires counting. What methods and techniques can use an educator to involve children in play and fulfill roles, involving the use of mathematical representations?

The caregiver can act through the role, inviting the child to play and offering to him to solve feasible tasks, prompting the sequence of actions. At the same time, emphasizing what important functions he performs, making it clear to other children, so that they, in turn, invite an inactive child into the game.

In the second stage plot role-playing

As you master the counting and measurement, the content of the games, the nature of their course, and, accordingly, the role of the educator change.

The children themselves begin to play the leading roles. The criterion for choosing a leading role is often the ability of peers to perform counting and measuring actions. Nominations for this or that role are now discussed collectively. To maintain children's interest in games and in the counting actions performed in them, the educator needs to create new game situations that require intelligent manipulation of mathematical knowledge. For example, in games, a situation may unexpectedly arise when you need to compare numbers, the difference between which is expressed by the number 2, or to count in groups (twos, threes).

Account and dimension activities become subject of discussion, clarification of the reasons for the errors that have arisen, exchange of views. Changing roles and creating different game situations ensure the actions of all participants in the game with real subjects or their images in various game situations: subjects at first they are directly in front of the child, and he practically acts with them, and then they are removed at a considerable distance. This facilitates the gradual transition of children from counting directly perceived items to count in the mind.

In a collective game, individual characteristics, the level of knowledge and skills of each child are manifested in many ways. This makes it possible to carry out a differentiated approach to children, provide them with the necessary assistance in a timely manner, motivate them to perform attractive roles with a gradual complication of tasks. Effective in relation to children in difficulty is involving them in the game in the role of pupils or assistants, in close contact, interacting with active children, who know how to play and practically apply mathematical knowledge. The fact that play is free from unpleasant consequences is extremely important for every child's successful mastery of knowledge. This method of including children in the game as pupils or assistants is also effective in terms of involving all children in the game, without exception.

Usage a teacher of various techniques enables children to show independence and initiative. However, it must be remembered that the presence of a model of a possible game for the teacher does not lead to the dramatization of a pre-prepared plot... Guys usually show a lot of creativity, initiative, and independence. But if children omit situations in which counting and measurement need to be applied, then the educator, through the role, should push the players to play them out, using different techniques.

plot- role-playing games initiated by children. All roles, including those involving counting and measurement, are played independently by children with great desire and interest. The educator is an active observer. Only in some cases does he join the game, taking on a role. The task of the educator is reduced to control over the course of the game and the involvement of inactive children in a collective game. The teacher can participate in the game as a neutral person (advisor, etc., suggesting new game situations, new calculating problems.

Taking part in the game, children usually quickly learn the responsibilities, the rules of the game for each role, the possible actions. In this case, each participant knows what and how he needs to do. Children perform all roles with interest, but especially enthusiastically those in which they must count, compare numbers, measure.

Independent creative application of mathematical knowledge testifies to the solid assimilation of the material by the program by the children. Development plot and the activity of children in the game when performing counting and measuring actions does not arise spontaneously. The adult being a participant in the game guides and enriches it plot and content, using a variety of methods and techniques leads to the fact that plot- didactic games develop into role-playing.

Considering the features use of plot-didactic games with mathematical content for the formation of quantitative ideas in older preschool children, you can do the following output: what plot-didactic game - this game with an expanded plot, including various roles, and not necessarily with mathematical content, but certain game problems should be solved directly on the basis of the mathematical knowledge acquired in the classroom and be offered child in the form of game rules, i.e. plot-didactic game has such a structure, the obligatory elements of which are - a learning task, game actions and rules.

Management plot- didactic games are carried out in three main directions: preparation for the didactic game, its implementation and analysis.

In organizing and conducting plot-didactic games can be roughly divided into three stages. The game is guided in these stages in different ways. The choice of methods of pedagogical guidance is due to the specifics of games, the availability of knowledge about number, counting and measurement in children, the level of their playing skills and abilities.

In the first stage, the game wears plot- didactic character. The leading role here belongs to the educator. He guides development plot, monitors the change of roles and the performance of counting and measuring actions by each child, develops the ability to apply this knowledge in the game.

In the second stage plot-didactic game develops into role-playing, which in most cases is organized by children who have successfully mastered counting and measurement. Children begin to play leading roles. The teacher takes part in the game mainly in secondary roles.

The third stage is characterized by the emergence of amateur plot- role-playing games initiated by children. All roles, including those involving counting and measurement, are played independently by children with great desire and interest. The educator is an active observer.

Knowing the developmental milestones of counting games is important to prepare children to plot-didactic game, organized by the teacher, was able to switch to an independent children's game, including counting and measuring actions, where the teacher participates in the game as a neutral person; prompting new play situations and gradually involving all the children of the group in the play.

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APPLICATION

Determine the time by the clock

First, let's make a dummy clock.

A cake box or cake is perfect for making it. The difficulty lies elsewhere: many years and many children have led us to the idea that ordinary wall clocks are unnecessary educational load and these activities should be simplified and done in stages.

First, we make a regular dial, but we leave the minute dashes "naked", without specifying the number of minutes, and we also abolish the minute hand.

Time is divided into:

A little over an hour

Half past one (or an hour and a half),

About two,

When this part is over and the child is oriented clockwise quite confidently, we move on to working with the minute hand within one hour (60 minutes), but this can be done in parallel.

Throw out the minute hand and the minute division of the dial. There are 12 digits and the division of time into, for example, four, a little more than four, half past five, about five, five, a little more than five. There is plenty of such rough division of time for a child, and this can be taught from the age of four or four and a half.

Only when the child perfectly feels the position of the hour hand, very slowly, one minute at a time, introduce the second parallel dial. Take your time with quarters (a quarter and a quarter), take your time with five minutes, ten minutes, etc. This should be done at the next, separate stage. And if we have been giving all the concepts for a long time and it seems that victory is close, is it right to go further or still return to the dial with an hour hand? We think that introducing a dial with only an hour hand for a while will create a correct sense of time in the child and improve his relationship with the clock.

Development of constructive skills and counting activities

Fold from sticks:

The child reproduces the figures you have folded. Give them names, inviting the child to think of what it looks like. Have the child try folding his or her figure. You can add letters and name them. This time we are working with only three sticks. Pay your child's attention to this:

How are all, all our figures alike? You noticed? (All are made up of three sticks.)

Learning to solve constructive problems

We offer your child:

Now take three sticks from the box yourself. Look, I have a butterfly on the card (show the child a schematic drawing on the card):

I will fold one wing, and you will fold the second wing out of your sticks.

The child completes the butterfly, focusing on the schematic drawing. If this does not work, fold the entire butterfly yourself, and ask the child to fold the same pattern.

Look how I will transform the butterfly into a house:

Fold such a house (the number of sticks does not change).

Watch me turn the house into a brush:

Fold the same.

Look at how I transform the brush into a triangle:

Fold this triangle.

How many pancakes will fit inside the triangle?

We give the child a box with buttons and precede the work with questions:

Do you think two will fit? Take it, try it. Is there another place? Another one will fit? Two? Take it, try it ...

Did you fit a lot? More than two? More than three? Can you show as many fingers as the "pancakes" fit?

Teaching children to compare subjects by length by taking the app. Comparison of sets in a one-to-one correspondence method

To teach how to compare lengths by using the application.

Plot: dolls in the store choose ribbons: two dolls (large and small) and ribbons of two sizes (longer and shorter), the color of the ribbons is different.

We discuss with the child, using the example of two tapes, which and why you need to buy Masha (big doll) and Katya (small doll). Then the child takes apart the rest of the tapes, saying: long - Masha, short - Katya.

Show me all the long ribbons.

Show all short tapes.

Take a tape from each group and, dropping them in a pile, ask the child:

Why are you sure this red ribbon is longer than this blue one?

If the child himself correctly lays out the tapes, comparing their lengths by applying, this is good, if not, we help him perform this action:

At this stage, you can lay out the tapes in any way: as shown above, and as shown below:

"Mathematical fishing"

Didactic goal. Consolidation of addition and subtraction techniques within 10, their reproduction from memory.

Means of education. Drawings of 10 fish, of which 6 are yellow, 2 are red, 2 are striped.

All the guys who solved the example, indicate the answer with a number and show it to the teacher. The one who decides the example before everyone else will get the fish. Whoever "catches" fish (will solve the examples correctly) is the best angler.

Find the number game

In this form: numbers are written on geometric figures: 1 2 3.

One is written on triangles (3 pieces), two on circles (3 pieces), three on squares (3 pieces). Shapes come in three different colors (for example, blue, green, and red) and three sizes (large, medium, small).

Figures are placed in a box. The child should sort them out "by numbers".

Find all ones!

The game can be decorated with a plot: Monkey, Elephant and Parrot share figures. Monkey - with one, Parrot - with two, Elephant - with three. (If you introduced the child only to the number 1 or only to the numbers 1 and 2, play the game with these numbers. Then enter a new number and play the game, including its recognition.)

The tasks go sequentially: first you need to select all 1, then we suggest the child to find all 2 among the remaining figures, then 3. At this stage, the child may notice that the triplets are written on all the remaining figures, so there is no need to select them on purpose.

When the grouping is completed, we offer the child a question: "You have all units here, but what else is interesting to say about this bunch of figures?" (These are all triangles.)

If the child notices this, consider the following two groups, making a generalization: "These are all circles. These are all squares."

For another child, if he was nearby, we suggest doing the same exercise (having mixed everything beforehand), but first choose triplets, etc.

It is interesting if the second child took into account the results of the previous work and immediately selected all the squares, knowing that only triplets on them, etc.

Teaching children to compare objects by size. Plot construction

Buttons in three sizes ( different shapes and colors), we ask the child to put them in three boxes, also of three sizes (large, medium and small). Instead of buttons, you can use thick cardboard mugs.

We conclude the exercise with a generalization:

What are all the buttons here? (Large.)

What are here? (Here, everyone is small. Here, everything is larger.)

Show me the biggest box. Put it first. Place the second box in the middle. The third is the smallest. Count them in order. (First, second, third.)

Cover them with lids (the child must choose the appropriate lids from several). The boxes must be of the same shape and differ only in size. It is convenient to make a set of such origami-style paper boxes.

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Work experience “Plot-didactic and role-playing games in the formation of elementary mathematical concepts in children with general speech underdevelopment. Topic: Mathematical development of children through didactic games

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