Time-step, two-steps. Practical course of mathematics for preschoolers. Guidelines. Peterson L.G., Holina N.P.

3rd ed., Add. and recreated. - M.: 201 6 - 2 56 p.

The methodological manual for the development of mathematical representations of children 5-6 and 6-7 years is part of a continuous course of mathematics "School 2000 ...". Includes a brief description of the concept, program and organization of practical classes with children. Additional materials for organizing individual work with children are contained in notebooks on a printed-based "time - step, two - steps ...", part 1-2, the same authors. The educational and methodical set "Once - step, two - steps ..." is focused on the development of thinking, creative abilities of children, their interest in mathematics. Preparatory work with children 3-4 and 4-5 years old can be carried out on the "Player" kit, part 1-2, the authors of L. G. Peterson and E. E. Kochhemasova, and the continuation of primary school students is the course of mathematics L. Mr. Peterson. The manual can be used in classes with preschoolers in kindergartens, institutions "Primary School - kindergarten" and other DW, as well as for individual work of parents with children.

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Content
Introduction 3.
Program for the development of mathematical ideas "Once - step, two - steps ..." (64 classes) 9
Approximate thematic planning according to the program "Once - step, two - steps ..." (64TSION) 12
Approximate thematic planning for the program "Once - step, two - steps ..." (86 lessons) 14
Part 1
Lesson 1 16.
Lesson 2 19.
Lesson 3 22.
Lesson 4 25.
Lesson 5 29.
Lesson 6 32.
Lesson 7 34.
Lesson 8 38.
Lesson 9 40.
Lesson 10 45.
Lesson 11 47.
Lesson 12 51.
Lesson 13 55.
Lesson 14 59.
Lesson 15 62.
Lesson 16 65.
Lesson 17 68.
Lesson 18 71.
Lesson 19 74.
Lesson 20 78.
Lesson 21 82.
Lesson 22 85.
Lesson 23 89.
Lesson 24 94.
Lesson 25 98.
Lesson 26 103.
Lesson 27 106.
Lesson 28 P.
Lesson 29 113.
Lesson 30 117.
Lesson 31 120.
Lesson 32-34 124.
Part 2
Lesson 1 125.
Lesson 2 128.
Lesson 3 133.
Lesson 4 137.
Lesson 5 140.
Lesson 6 143.
Lesson 7 147.
Lesson 8 150.
Lesson 9 154.
Lesson 10 160.
Lesson 11 164.
Lesson 12 168.
Lesson 13 171.
Lesson 14 175.
Lesson 15 179.
Lesson 16 183.
Lesson 17 187.
Lesson 18 192.
Session 19 1%
Lesson 20 200.
Lesson 21 204.
Lesson 22 208.
Lesson 23 212.
Lesson 24 217.
Lesson 25 220.
Lesson 26 225.
Lesson 27 229.
Lesson 28 233.
Lesson 29 237.
Lesson 30 242.
Lesson 31 246.
Lesson 32 249.
List of references 254

The training manual "Once - step, two - steps ..." is intended for the development of mathematical ideas of children of senior preschool age and school preparation. It is an integral part of the continuous course of mathematics for preschoolers, primary and primary school, which is currently developed in the School of 2000 Association from the Positions of the Integrated Child Personality: Development of His Cognitive Interests, Intellectual and Creative Forces, Personal Qualities * .
The pre-school stage of the program "School 2000 ..." consists of two parts: "Playchka" - for children 3-4 and 4-5 years old, and "times - step, two - steps ..." - for children 5-6 and 6-7 years old. However, it is possible to work according to the program "Once - step, two - steps ..." You can also with those children who have not passed the program "Playchka" and begin their pre-school training in mathematics in 5-6 years.

Type of Situation:opening a new knowledge.
Subject:"The world of amazing colors."

Purpose:the formation of preschoolers of the ability to compile and read the schemes of "consecutive actions" on the example of a pattern of color planting scheme.

Tasks.
Educational:
Expand:
- initial knowledge of the natural world (on the example of the world of colors);
- knowledge of the conditions necessary for the growth and development of plants;
Secure the ideas about environmental relations in nature: the dependence of wildlife from inanimate. Developing:
Promote the development of personal qualities: observation, responsiveness, independence, hard work. Educational:
Promote formation
- ecological culture of children of senior preschool age; - setting a positive attitude towards the world of nature, to work in nature;
Create conditions for:
- development of careful attitude towards nature;
- manifestations of independence in labor activity (work in nature).

Preliminary work.
Conversation "Why plants need water, sun, earth."
Observation of rising onions in the ground, water.
Consider flowering plants.
Reading and retelling the Russian folk fairy tale "Cups and roots".
View a cartoon film based on the story of V. Kataeva "Tsvetik-SemiCweetics".
Exhausting sowing poems, sentences.

Materials for the lesson.
Demonstration material:
Cards with the image of the Sun, Water, Soil, Air: Size: 13 × 13;
Cards with an image of an empty pot, a pot from the ground, a flower bulb with gear sprouts, a scoop for creating a deepening in the ground, a pot of earth and a planted bulb, watering can: Size: 13 × 13;
Arrows - 5 pcs.

Handout:
Pots, scoops, watering cans by the number of children;
Flower bulbs in the number of children;
Capacity with lots of land;
Aprons for each child.

Equipment:
Magnetic board: Size: 120 × 100 cm;
Tables 2 pcs. (piled by a square) or one round table;
Tool coating tile;
chairs in the number of children;
Costume for flowers fairy;
Fairy-tale flower "Flower-sevenceticism";
Green flooring (artificial) for flower equipment - 2 pcs.;
Artificial Wild Flowers - 12 Pieces:
Chamomile - 4 pcs.;
Mac - 4 pcs;
Vasileuk - 2 pcs;
Bell tape - 2 pcs.
Artificial Garden Flowers - 12 Pieces:
rose - 2 pcs.;
Narcissus - 2 pcs;
Tulip - 4 pcs.;
Iris - 2 pcs.;
Lily - 2 pcs.
Flower basket - 2 pcs.

Necessary materials:
Fairy Fairy Fairy;
Audio recording:
· V.Dashkevich, cl. Y. Kim "Come with guests to us" from k / f "There on unknown tracks" (without words);
· PI Tchaikovsky "Snowdrop" from the "Seasons" cycle;
· PI Tchaikovsky "Waltz colors" from the ballet "Nutcracker";
· PI Tchaikovsky "Dance Fairy Dragee" from the ballet "Nutcracker".
Screensaver-picture "Flower City" for projection on the screen.

Travel course.
1. Introduction to the game situation.
Children enter the group room.
- Guys, guests came to us! Give hell with them. They are glad to see you, and smile to you! Show that you are also glad to them. Get acquainted with them.
Come to me!
- Today in our kindergarten came a mysterious letter!

Teacher reads a letter.
"Dear Guys! I really ask you to help me in one very difficult, but useful. Spring has long come to their rights, and I do not have time to cope with the planting of flowers. I hope you will help me!
I live in a flower city. I am waiting for you! Fairy colors. "

Guys, do you like flowers?! ( Yes.), (Of course we love flowers!), (Very!).
- Tell the poems of the colors you know!
Children read poems about the colors that learned in advance.

Do you want to help fairy flowers? ( We want.), (Of course.), (We love to help.).
- Who is such a fairy colors? ( Magician.), (Fairy tale.), (Beautiful girl.).
- What do you think we can help her?! ( Yes.).
- Why? (We have already helped many.), (We will try and we will manage to help.).
- What should I do for this? ( It is necessary to put flowers together together.), (It is necessary that each of us put on the flower.).
- How do we get to the fault of the colors? (FROM The help of magical words.), (With the help of magic items: a carpet aircraft, a magic wand, a magical flower, a shoe.).
- In our group, in the corner of nature, there is a magical plant of flower-seven-flower. Can he help us get to get to the fares? (Of course help.).
- I think it's time for us to rush to the aid of the facilities! How can we use the capabilities of flowers and sevenflows? (Let's take one petal, say magic words and move to the flower city.)

Under the music of V. Dashkevich, Yu. Kim "Come to visit us" Children utter words: "Fly. Fly, petal. Through the West to the East. North, through the south, come back, making a circle. Only touches you to land, we have been doing our own. We want us to be in the flower city. "

2. Actualization in the gaming situation.
The picture appears on the screen - the metering of the flower city. Music sounds P.I. Tchaikovsky "Waltz Flowers" from the ballet "Nutcracker".
- What do we see in a flower city? (Flowers.)
- What are flowers (Garden.), (Field.).
- Let's get acquainted with the inhabitants of the flower city! Choose garden flowers from the basket, name and place on the green cleaner.

The guys take from the first basket, in which there are garden, and wildflowers, only garden flowers are called and have on the proposed green fusion.

In a vase on the green flooring, only garden flowers are collected.
- You know a lot of garden flowers. I really want to make sure that the wildflowers you know well. Choose Field Flowers from the second basket and place on another green cleaner!

The guys take from the second basket, in which there are both garden, and wildflowers, only wildflowers, are called and have on the proposed green flooring.

In a vase on a green flooring, only wildflowers are collected.
- You know a large number of colors! I think you can say a lot of beautiful words about the colors! (Multicolored.), (Elegant.), (Beautiful.), (Beautiful.), (Fragrant.), (Unusual.), (Bright.), (Fragrant.), (Multicolored.).
- Well done! What wonderful words about the colors you said!
(Flowers need soil.), (The soil in which the roots are located, provides flowers with nutrients.)

The child takes a card with a picture of a pot with soil and attaches onto the board.
- What flowers can not grow? (Without water.), (Water will like plants, wash them.)
- Choose, ... .. (the name of the child), the desired card and attaching to the board.

The child takes a card with the image of the water and attaches onto the board.
- Flowers can't grow? (WITH SUN.), (The sun warms the plants, gives them heat.)

The baby takes a card with the image of the sun and attaches on the board.
- Without what flowers still can not grow? (Flowers need air.), (The air is needed all alive for breathing!)
- Take, .... (The name of the child), the desired card and attaching to the board.

The child takes a card with the image of the air and attaches onto the board.
- Flowers can't grow? (Colors need care.), (My grandmother says that without love for them, they are poorly growing and dried.).
- Of course, plants needed: care, care and love, which contribute to the growth, flowering and beauty of plants!
- Let's imagine yourself by plants!

The psychogympics "I am a plant".
Against the background of Music P. I. Tchaikovsky "Snowdrop" from the "Seasons" cycle, the text sounds. Children perform these movements.

- Did you like being plants? (Yes.), (Liked it.).
- Why? ( We cared for us!), (We cared about us!).

3. Difficulty
Music sounds P.I. Tchaikovsky "Dance Fairy Dragee" from the ballet "Nutcracker".
- Hear someone goes. I'll go, see! Just quiet!
The tutor comes out and puts on the outfit of the fairy colors. Returns.
- Hello guys! I am a fairy colors. Why did you come to my city? (We came to help you put flowers.).
- Do you know how to plant flowers? (Not.).
- What are we encountered? (Difficulty!).
- Why don't you know? (We do not know how to), (I saw only the parents on the cottage planted Parsley.), (We did not try.), (All the flowers are different: Some sits with the help of seeds, others - bulbs).

4. Opening a new knowledge
- Can you learn how to plant flowers? (…… (Yes!).
- What is needed for landing? (The soil).
- Where should we pour the soil?! (In a flower pot).
- ... .. (name of the child), choose a card and cover on the board.
A child attaches a card with an empty pot on the board.

What do you think we will do next?
(Soil extraction.)
- Why? ( For plants needed soil.), (So that the flower is fed.), (In the soil nutrients.)
- ...... (child name), Choose the desired card and cover on the board.
A child attaches a card with a picture of a pot from the ground on a blackboard.

I spawned the bulbs of tulips and daffodils. Let's look at them! Where is the roots, where are the tops? (Cups - green leaves, and roots - down, thin, like string.)
- You see that the first sprouts appeared. How will we plant a tulip bulb (daffodium) with roots or tops? (Roots.)
- Why? (Roots in all colors in the ground.)
The teacher attaches to the arrow board, as the designation of the following action, carried out when planting colors.

- ...... (child name), choose the desired card.
A child chooses a card with a bulbs and attaches to the board.

What you need to do so that the bulb is comfortable to be in the ground.
(It is necessary to make a deepening.), (Scoops break the hole.)
- Well done. Such a fossa is called a hole.

The teacher attaches to the arrow board, as the designation of the following action, carried out when planting colors.
- ... (child name), choose, please, the desired card and attaching on the board.
A child chooses a card with an image of a symotte located in the ground and attaches to the board.
- What are we going to do next?

The teacher attaches to the arrow board, as the designation of the following action, carried out when planting colors.
(Faucembly of the earth.), (I'll cover the earth root of the bulbs).
- Well done! Choose the desired card ... (child name), please!
A child chooses a card with a picture of a bulb in a pot and attaches to the board.
- Have you all done so that our tulips grow? (Not all.)
- What else to do!

The teacher attaches to the arrow board, as the designation of the following action, carried out when planting colors. (Pour.)
- What happens if you don't pour flowers? (Perishing.)
- Why? (Flowers need water!), (This is their nutrition.), (They grow from the water.)
- Who wants to find the desired card? Okay, …. (child name), go, choose a card.
The baby chooses a card with a watering can with water and attaches to the board.
- Let's repeat all our actions when landing colors.

The Fairy leads a pointer on the design of the pattern built on the board, and the children pronounce the algorithm of planting colors.
- ... .. (name of the child), call the first action when landing colors. (Cook the pot.).
- Further, …. (child name) what we will do? (Pour the soil.).
- What is your next action, .... (child name)? (Again the bulbs or seeds before the appearance of the first sprouts.).
- Explain, .... (child name), looking at the scheme, as we act further. ( It is necessary to make a deepening.), (Schedule to break the hole called the well.).
- Okay. Then, .... (child name), explain your action. ( Falling the earth, cover the flavors of the bulbs.).
- And last action, .... (child name)? (It is necessary to pour.

).
- With what difficulty, did we meet in the lesson? (We did not know how to plant flowers.).
- What do you tell me now? (We understood how to plant flowers!).
-Do you understand?!
The teacher leads a pointer to the design scheme built on the board.
(We made a pattern of "How to plant flowers?").
- Why do we need a picturesque scheme? (Explain to others.), (If I forgot, you look at it and remember everything quickly.).
- What is indicated in the scheme? (Procedure for planting flowers.), (We know how to act when landing).
- So we will get to plant flowers!

5. Inclusion of new knowledge in the knowledge system
- Now we will come to the table and proceed to work! Put on Aprons. Each of you have everything you need for planting colors.
- Getting started.
Children proceed to landing flowers. Music sounds P.I. Tchaikovsky "Waltz Flowers". The educator adjusts the activities of children, drawing their attention to the picturesque landing scheme on the board.
- Well done! You did everything according to the scheme. So that our flowers grow faster, tell me the sowing sentence.

Sowing a sentence.
Already, you, lying, mine
You, do not be afraid that the earth!
You fall into the hole you are on the bottom!
Nothing there is dark.
To the light, to the sun out of the ground
You, sprout, soon went!
How spring in early hour
Let the sprouts go with us.
Come to the sun from darkness:
"Hello, the sun, that's us!"

- What else needs colors? (Heat.), (Sunny.).
- Let's all set the pot with planted flowers on the window sill.
Children together with the fairy colors put the pot on the windowsill.
- You helped me a lot! I am grateful to you and give a Magic Cabinet with a surprise! It can only be opened in the kindergarten group. It's time for us to say goodbye. All the best!
Music sounds P.I. Tchaikovsky "Dance Fairy Dragee." Fairy leaves (removes the outfit). Returns like an educator.
- Guys, we need to go back to kindergarten!
Under the music of V. Dashkevich, Y. Kim "Come to visit us" Children say magical words: "Fly. Fly, petal. Through the West to the East. North, through the south, come back, making a circle. Only touches you to land, we have been doing our own. We want us to be in kindergarten, in our group, " Remove the petals and return to the group.

6. Outcome.
- Guys, where were we today? (In a flower city.).
- Why did we go there? (In order to help fairy faults).
- What helped us to cope with the planting of flowers? (We made a scheme to which you could look and see how to put flowers to the bottom.), (We poured the soil in the pots, made a hole, put down the groaned tulip onion roots, poured the soil, poured and put on the windowsill to the sun.).
- These are very important and useful knowledge. Where can they come in handy? (We can plant flowers at the cottage, grandmother in the village.), (Teach other children or adults by the scheme to plant flowers.).
- Why did you get everything? (Because we learned how to make and read the scheme.), (We were smart, attentive, diligent, intelligent.).
- You really were friendly today and together accounted for, and read the landing scheme of flowers.
- Let's see that the fairy colors put in the box!
- Oh, yes here the bulbs of daffodils that we can land on the site of our kindergarten! Ah, yes fairy colors! Great, there are also medals for all children! It means that you all worked very well! The tutor awards pupils with medals and praises.
- say goodbye to our guests, and ask them: Do you like our landing scheme?
Children communicate with adult listeners and say goodbye.

Title: Scenario of the educational situation in the technology of the activity approach L. G. Peterson in the older group of kindergarten
Nomination: kindergarten, abstracts of classes, nodes, ecology, senior group
Authors:
Dodonova Svetlana ValentinovnaEducator MDOU № 61., Yaroslavl,
1 Qualification category
Borisova Natalia Yuryevna, Senior educator MDOU № 61., yaroslavl,1 Qualification category
Curator:
Teknjan Tatyana Valentinovna, deputy. Director for Scientific and Methodical Work nach. Shkol-d / s № 115, Yaroslavl,higher qualifying category

Additional materials for this manual for the organization of individual work with children are contained in notebooks with the printing basis "Playler", part 1, the same authors.
The educational and methodological manual "Playler" Part 1 is focused on the development of thinking, creative abilities of children, their cognitive activity and interest in mathematics.
A continuation for children is 4-5 years old is a training and methodological manual "Playing" Part 2, for children 5-7 years old training manual ...

The educational and methodological manual "Playler" Part 1 for the development of mathematical ideas of children 3-4 years old is a continuation of the educational and methodological manual "Playler" Part 1 for children 3-4 years old and the next link of the continuous course of mathematics "School 2000 ...". Contains a brief description of the concept, program and conducting classes with children in accordance with the new requirements for organizing classes at the Didactic system of the School of 2002, the President of the Russian Federation in the field of education for 2002).

Preview:

Review of the Lechery of L. Mr. Peterson "Player" (from experience) Kindergarten "Ryabinushka" of Volgodonsk

Amounted to Brylin ZK

Since 2012, our kindergarten "Ryabinushka" participates in the federal experiment "Mechanisms for the implementation of GEF on the basis of the L. M. Peterson activity, from the standpoint of the continuity of the educational process on the steps of the Double School - Secondary School. I was involved in the basic level of participation: the implementation of the technology of the activity method of learning in the course of mathematical development of preschoolers "Playler" by the authors L. Mr. Peterson, E. E. Kochhemasova, the main link of the program "World of Opening".

Course of mathematical development "Player" authors Peterson L.G., Kochchemasova E.E. is a rod-forming technological linkprograms "World of Opening". Everyone knows that mathematics has unique opportunities for the development of children, forms attention and memory, thinking and speech, accuracy and hard work, algorithmic skills and creative abilities.

The new software and methodological set "The world of discoveries" is the system of didactic principles of the activity method L.G. Peterson: (didactic principles - the fundamental requirements for the practical organization of the learning process, ensuring its effectiveness);

The principle of psychological comfort (the creation of a trust friendly atmosphere based on the implementation of the Ideas of Pedagogy Cooperation) is a fundamental for preschool age;

- Principle of activity (the teacher is not an informant, but the organizer and assistant; the child must be sure that he "himself" coped with the task, "himself" corrected the mistake);

- The principle of minimax (Promotion of a child forward by its pace on the individual self-development trajectory at the level of a possible maximum);

- Principle of integrity (ensures the systematization of the presentations of the child about the world and herself);

- Principle of variability (the child chooses the method of action);

- Principle of continuity (integration of educational regions);

- Principle of creativity (The child itself creates a product of activity).

This course consists of:

• - methodological manual for educators (it contains detailed abstracts, the necessary materials are indicated for the classes);
• - demonstration material (one on the group, the teacher works with it); This folder with envelopes, each contains all the necessary materials for classes. All envelopes are numbered and signed. All materials are bright, large format.
• - reduction material (for each child); In handouts, the content is also distributed for convenience by envelopes. All material is colorful, diverse, on dense paper.
• - Album notebooks (for each child). Treatserady in junior groups are used to consolidate, and in the elders - partially in class. The notebooks are attached to the notebooks, which are periodically used in OD.

Basic software content Complies with the requirements of GEF and includes the following meaningful sections:

• properties of objects and groups of objects;
• regularities;
• numbers;
• values;
• spatio-temporal views.

The main tasks of the course are:

• Formation of curiosity, activity, motivation, focused on the satisfaction of cognitive interests, the joy of creativity.
• Development of mental operations:
• analysis of the properties of the objects under study or phenomena;
• comparing properties of objects;
• generalization and distribution of objects in the group on the selected property;
• synthesis based on the selected structure;
• concretization;
• classification;
• analogy.
• The development of variable thinking, fantasy, imagination, creative abilities.
• Increase the amount of attention and memory.
• The development of speech, the ability to argue their statements, build the simplest conclusion. Expansion and enrichment of the dictionary, improving the connected speech.
• The formation of the ability to understand the rules of the game and follow them.
• Formation of the prerequisites of logical thinking, sensory processes and abilities.
• The formation of prerequisites for universal training actions (arbitrariness of the behavior, the ability to purposefully own volitional efforts, establish the right relations with adults and peers; work on rule and sample, planning its actions, checking results, error correction).

Tasks with age are also complicated, which leads to a change in the spatial-developing medium. For example, in the second younger and average group introduced children with the designation of numbers and the correlation of them with quantity (hung a mobile with numbers and the corresponding number); In the eldest, I got acquainted with a numeric, with the designation of numbers with points (we build a numeric row from the houses with points). The group has a mathematical corner where the content changes with the age of the child.

Presenter activities in preschoolers are gaming activities. Therefore, classes are essentially a system of didactic games. Children do not notice that he is tuition, they move through the group, work with game shocks, pictures, balls, cubes, etc. The whole system of organizing classes is perceived by the child as a natural continuation of his gaming activity. For example: in the middle group, when meeting with comparison, I used conventional cubes - Lego, and with a length of introduced when choosing a crate. Since children do not teach something, they act to achieve their "children's" goal; Performing tasks, they help any heroes. Some characters accompany children in classes throughout the year. Another feature, this project, the course classes is that the place of the "Game" began (i.e. classes) and its completion must necessarily coincide. For example, if we started at the table, then at the end to summarize the result, we return to the same table. The result of classes I will bring myself in the younger and middle groups, and starting with the older, children teaching conclusions, answering questions: "Where did you visit?", "Who helped?", "What knowledge did you use?".

Each occupation is organized taking into account the system of didactic principles of the activity method L. M. Peterson:

• - the principle of psychological comfort,
• - principle of activity
• - the principle of minimax,
• - the principle of integrity,
• - the principle of variability,
• - the principle of creativity,
• - The principle of continuity.

All principles of the course meet the requirements of GEF familiar, so I will stop in detail only on the principles of minimax and variability.

The principle of psychological comfort It is fundamental to preschool age, since the emotional atmosphere, reigning in kindergarten, directly affects the psychophysical health of children, involves the creation of a trust atmosphere, minimizing all stress-forming factors of the educational process.

Principle of activity Ensures the development of the surrounding world not by receiving the finished information, but through its "discovery" of children and mastering in active activity (under the skillful leadership of an adult).

The principle of minimax Ensures the promotion of each child ahead with its pace on the individual trajectory of self-development at the level of its possible maximum.

How to provide an individual approach to each child when in a group of more than twenty children and at the same time each of them has their own starter level of development, temperament, nature and living conditions? To ensure that all children are interested, they offer them the problem situations high enough, but sat for the most prepared children's difficulties ("overcome difficulty"). In the course of their permission, I rely on the most trained children, but at the same time I find such components of situations that are able to resolve other children on their own. For example, every child feels part of a team that is passionate about the general business. As a result, all children at the level of their possible maximum are included in the educational process. Therefore, everyone is interesting, and the result is the maximum possible for everyone, but everyone has his own. At the same time, the development of more capable children, which will behave all the rest and will not slow their pace of development.

Principle of integrity Based on the presentation of the holistic life of the child. Speaking of preschooler, it is important to keep in mind that he learns not only and not so much in class as in free livelihoods. Therefore, when organizing an educational process, it is impossible to limit it only by classes, ignoring communication with family, leisure, holidays, independent activities of preschoolers.

The integrity principle provides the systematization of a child's ideas about the world and about themselves.

Principle of variability It provides for the systematic provision of children with the possibility of choosing materials, types of activity, participants in joint activity and communication, information, method of action, act, evaluation, etc.

In the process of organizing didactic games, I can use tasks that assume several options (correct!) Replies. When creating problem situations, encouraging children to nominate all new and new hypotheses, offering to speak out to everyone. At the same time, it is important that children do not simply offer different solutions, but tried to justify their choice.

For example, in junior groups (1 option), children offer such tasks (on finding an extra figure and this may not only be geometric shapes). What do you think, what figure is superfluous?

1 option

So in this task, any response of the child will be true, it all depends on what parameter for comparison will choose a child.

With the age of the task, it is complicated: an object or a sign that has not met before is standing out. In the senior groups (2 options), the direction and width of the hatching are added. Option 2

Principle of creativityorienses the entire educational process to support various forms of children's creativity, creativity of children and adults.

All principles work at each lesson, help the achievement of "adult" goals

Classes are held intechnologies "Situation", Which is a modification for the pre-school level of the L. M. Peterson activity.

There are three types of educational situations (classes) with preschoolers:

• Classes of "discoveries" of new knowledge;
• Training type classes;
• Summarizing type (final).

Feature classes "Opening"the new knowledge is that educational goals are implemented in the process of developing the children of the new mathematical content for them. The solution of all educational tasks in the lesson is carried out within the framework of a single, game plot in accordance with the so-called "children's" target.

At the same time, children acquire the primary experience in overcoming the difficulty based on the reflexive method (in the younger age - I will ask the one who knows; I will think of yourself; in the older - I will come up with, and then I will check on the sample).

In the structure of the "discoveries" of a new knowledge, we allocate the following steps:

• Introduction to the situation.
• Actualization of knowledge and skills.
• Difficulty.
• The inclusion of a new knowledge (method of action) into the knowledge system.
• Remove

At each stage of the classes, I envisage the solution of the specific tasks specific for this stage.

Introduction to the situation

• Create conditions for children internal needs (motivation) of inclusion in activities. This can be achieved through the inclusion of children in a conversation, personally-significant for them associated with their life experience, and a smooth transition to the plot, with which all the subsequent stages will be associated.
• I form a fixation of the "children's" goal. Junior preschoolers may have a goal associated with their personal interests and momentary desires (for example, to play). And the elders - a goal, important not only for them, but also for others (for example, "help someone"). "Children's" goal should not have anything to do with the program tasks of learning, education, development ("adult" target)!
• I form in children of faith in your own strength through the questions consistently asked at the end: "Want?" - "Can you?"

Actualization of knowledge and skills

• Organizing the activities of children in which the mental operations are purposefully updated, as well as the knowledge and experience of children necessary to build a new knowledge. At the same time, children are in some kind of semantic space, a play plot, move towards their "children's" goal and do not even guess that I bring to their new "discoveries".

Difficulty in the situation

• Modeling situations in which children face difficulties in activities. To achieve his "Children's" purpose, the child needs to perform a certain action, the execution of which is associated with the new knowledge that the child will have to "open", and which is still missing at the moment.
• Fixing the difficulties and identifying its causes using a system of questions: "Could ...?" - "Why could not"? With the help of the question "were able ...?" Helping to comprehend that while the child cannot, is not ready to perform a certain action. I bring the child to understanding the reason for the difficulty. This reason should be exclusively in the inability, ignorance, the unpretentiousness of the child itself to perform the required action.
• I form the experience of goal-setting - with the help of the question "means that we need to learn (what to learn)?" Since the difficulty is personal and significant for each child (it prevents his "children's" goal), the child has an internal need for overcoming it, that is, now we already establish a goal associated with cognition. What we need to do for this, sum up. The cognitive task should logically derive from the reason for the difficulty of children.

"Opening" of a new knowledge (method of action)

• Inby children in the process of independent search and "discoveries" of new knowledge, resolving problematic issues. With the help of various issues (for example, "what you need to do if you don't know something, but you really want to know?") I encourage children to choose a way to overcome the difficulty.
• The implementation of the Plan is the search and "opening" of new knowledge. Through the use of various forms of organizing children's activities. The new knowledge that children "open" should determine, on the one hand, overcoming the difficulty, and on the other - the solution of problematic learning problems, education, development.
• Fixing the "new" knowledge in the external speech and signs. At the end of this stage, I will definitely fix the summary. In order not to go beyond the game plot, techniques are used, like "Tell the bunny, how we went to the right ..."

Enabling new knowledge (method of action) to the knowledge system

• I use new knowledge together with the new knowledge, algorithms, methods that have previously mastered ways. I create situations, I propose various activities within the game plot, in which new knowledge is used in the changed conditions together with the developed early.
• Children listen and repeat the instructions, plan their activities (for example, using questions like: "What will you do now?" How will you fulfill the task? Where will you start? How do you know what you have completed the task correctly? "And others.

Otphinki E.

• Create situations of success.
• Fixing children to achieve the goal and progress of situations that allowed to achieve this goal.
• With the help of questions: "Where were there?", "What did you do?", "Who helped?" - I help children to comprehend their activities and fix the achievement of the "children's" goal. Using questions: "How did you manage it?" "What knowledge (skills, personal qualities) did you use it?" - I bring the children to the fact that they learned something, they learned something in a certain way they showed themselves ("I managed ... because they learned (learned) ...").

The structural stages of the training of training type are:

• Introduction to the game situation.
• Game activities.
• Understanding (result).

Purpose of training type - "Stop", "repeat", "to work", but it has a new content: not formal memorization or reproduction, but to identify and overcoming children of their own difficulty in the process of gaming activities.

Summing up the training session, it is important to draw the attention of children to the fact that the knowledge gained helped them to leave the winners from a difficult situation.

The structure of the generalizing type (final) is the same as in training. The objectives of the generalizing type (final) are the systematization of the experience of mathematical experience accumulated by children and at the same time checking the level of its formation.

The frequency and duration of classes change during the transition of children from one level of learning to another.

Working with preschoolers in this course is conducted in the zone of the nearest development of children: along with the tasks that children can fulfill themselves, they offer them and tasks requiring guesses, smelts, observation. Under my leadership, they are involved in the search, they put forward and discuss different versions, when the solution is true, the solution is emotionally experienced. My task is to solve various tasks to create a success situation for each child, to organize such an educational process that will create the most effective conditions for self-implanting and self-development of children.

In the educational process, two main roles can be distinguished: the role of the organizer and the role of the assistant.

As an organizer , I model educational situations; We take ways and means; I create a developing educational environment; Organizing the process of children's "discoveries". The educational process, compared with the usual explanation of the new material, should be fundamentally new type: I do not give knowledge in the finished form, but I create situations, then children arises the need for this knowledge to "open", bring them to discoveries using optimal forms Organizations of children's activities. If the child says: "I want to learn!" ("I want to know!", "I am interested in it," "I also want to do so too!", Etc.), it means that I managed to fulfill the role of the Organizer.

Like assistant , I create a benevolent, psychologically comfortable environment, answer questions of children, carefully watching their condition and mood, I help those who need it, inspire, notice and records the successes of every child. If children are comfortable in kindergarten, if they are freely addressed for help to adults and peers, do not be afraid to express their opinions, discuss various problems (in accordance with age), then it means that I managed the role of assistant.

The roles of the organizer and assistant complement, but do not replace each other.

An important role in creating psychological comfort in the group is played by the organization of interaction with families of pupils aimed at the emotional convergence of children and adults close to them in joyful joint activities (holidays, joint projects, physical education and leisure, artistic creativity, etc.). The inclusion of a family to the life of a kindergarten allows parents to look at their child from the side, look at the world through the eyes of a child, it is better to understand it.

In the younger groups, parents took home notebooks and albums (task chest was organized).

The reception room issued a stand, where placed (and post) information (consultations, recommendations, game assignments for consolidation) for parents of mathematical orientation, currently relevant.

The result of my work was:

Pupils have formed motivation to independent mental activity, the ability to work in the team (obtaining a joint positive result in the Working Group);

The children have mastered the skills on the main substantive sections;

Children are not afraid of difficulties, offer and analyze the solution solutions, defend their point of view;

Cognitive interests and educational actions Children use not only in mathematics, but also in other activities

Children well learned the software for familiarization with flat and spatial geometric shapes on topics: "Square", "cube", "oval", "rectangle", know how to call these figures, and also recognize them in the subjects of the environment; The sequence account within 8, is able to count 8 items from more, correlate the recording of numbers 1-8 with the number of objects and without difficulty correlate the figure with a number; Do not experience difficulties when comparing items in length, height, thickness. Most children define spatial relationships (ahead, behind, between, at the top, below), show the right and left hand.

When studying such topics such as the "cyllading", "cone", "prism" and "pyramid", related to the formation of ideas about the presences of spatial bodies, children experienced difficulties. There was a mixing of the concepts of geometric forms and spatial bodies. But this problem was solved in the process of individual work.

By the end of the school year, a positive dynamics was revealed - the level of cognitive development of children increased, which was facilitated by the systematic conduct of the Node in the abstracts of educational situations from the educational and methodological manual "Playler" L.G. Peterson, E.E. Kochmemasova.

At the end of the school year, the monitoring of the achievements of intermediate results in the educational area "Playchka" (FMP) showed the following:

Table number 3.

I was convinced of the practice that the technology "situation" (the situation of difficulties) develops mental operations in children and pushes to find a solution and finding the right answers. Children know how to find different exits from one situation, they have a clearly formed ability to overcome the way to "ask someone who knows."

During the school year, as part of the implementation of the program "World of discoveries", active explanatory work was carried out with parents of pupils. They were acquainted with the leading principles of the design of the educational process, were invited to open NOD show.

My participation in the experiment is not reduced only to classes withincourse "Player " Every year I make reports about yourwork in different forms. For example, at the end of each year there was a gaming activity with children; A parent meeting was held, on which parents viewed the recording and discussed the effectiveness of suchwork . And the assembly itself was also removed. This video report was sent by Curator. Open lessons for teachers were held, as well as for parents. A seminar was held for educators, with a presentation of an open lesson, and a visual material. It was decided to work in the future for this program.

In kindergarten, one of the areas of work - learning the skills of the account. Often educators use L. M. Peterson's allowance "". Training in this technique can be started from 3 years to seven. The content of the educational program is complicated by age. This allowance includes practical recommendations and demonstration material.

• study of property properties and numbers;
• regularities;
• numbers;
• values;
• spatio-temporal views.

Children in kindergarten

In the younger age, they are studying only numbers, and in the senior they are studying simple arithmetic actions with them. All classes need to be carried out taking into account the leading child's activities in the pre-school period - the game. But lessons should be carried out regularly that the knowledge gained is systematized.

For children 4-5 years

This part of the manual is not aimed at memorizing and memorizing, and to raise the children of the ability to independently draw conclusions, arguing and prove their point of view. No need to impose on it to mathematics, teachers should try to mock it.

Important!The book is not necessary at once completely: you need to cut off the sheets as the tasks are made and fold in a separate folder. And at the end of the school year it can be given to the parents of the pupil.

This manual is learning the following topics:

• "Reiteration";
• "Previously, later";
• "Comparison in height";
• "Number and digit 4";
• "Square";
• "Cube";
• "Top, down";
• "Width comparison";
• "Number and figure 5";
• "Oval";
• "Inside Outside";
• "Ahead, rear, between";
• "Couple";
• "Rectangle";
• "Numeric row";
• "Rhythm";
• "Number and number 6";
• "Several account";
• "Comparison in length";
• "Number and figure 7";
• "Numbers and numbers 1-7";
• "Comparison in thickness";
• "Higher lower";
• "Plan";
• "Number and figure 8";
• "Cylinder";
• "Cone";
• "Prism and Pyramid".

Important!After studying all the topics in the second part of the "Players" collected tasks for the repetition of the entire material.

Each section proposed several exercises for working out and securing:

• comparison;
• draw shapes;
• connect points;
• find an extra object and explain why;
• paint the desired number or a suitable figure;
• labyrinth passage;
• drawing up proposals.

Exercises have a positive effect on the development of shallow motility and speech development. All themes are illustrated, because when working with preschoolers, you need to use visual material. It is important that the tutor does not give children ready answers, and helped them to find an answer to the questions. At the age of 4-5 years, teachers form interest in the study of mathematics.

The boy is engaged in mathematics

For the middle group 5-6 years

In the book Peterson "Mathematics for preschoolers" for the middle group of children, they begin to acquaint with simple arithmetic actions and the expansion of already existing knowledge. In this manual for the middle group, the following sections are studied in detail:

• properties of objects;
• comparison;
• addition;
• work on spatial representations on, above, under;
• work on the concepts of "right", "left";
• subtraction;
• work on the concepts of "between", "in the middle", "inside", "outside";
• one so much;
• studying numbers and numbers.

In the medium group, the study of each topic is allocated more time, because these are the first steps of children to school.

Important!Classes should not be too long. It is necessary to arrange fizminutki and a change of activity.

Preschoolers are offered to perform the following varieties of exercises:

• search for identical signs and differences;
• finding similar shapes and paint them;
• search for unnecessary items;
• working with tables.

Almost every exercise, the child must give a detailed answer. Thus, happens. Several occupations are given to the study of each topic, because the material is complicated. Therefore, the use of Peterson's benefits in mathematics for children is 5-6 years old allows you to implement an integrated approach to learning.

For preschoolers 6-7 years

In the preparatory group, most of the classes are devoted to the development of arithmetic action. Among the new topics should be selected as follows:

• square measurement;
• measurement of length;
• mass measurement;
• clock.

Didactic games

In the book, Peterson "Preparing for School for 6-7 years" suggest distribution material so that preschoolers can apply knowledge in practice and better master the knowledge gained.

The advantage of this technique is that this is not a textbook on mathematics for kindergarten, but a workbook. And engage in notebooks "times - a step, two steps ..." can be at home. The tasks correspond to the age of the child and are complicated gradually. Lessons are preferably carried out in a game form so that children do not lose interest in learning a new subject for them.

Peterson Pre-school education: how to conduct classes

The learning process for this manual should be based on the following methodological principles:

• The creation of a favorable psychological situation is one of the main principles in training. Comfortable atmosphere has a beneficial effect on the overall condition of the child.
• Activity approach - a preschooler knows the world not by receiving ready-made answers, but as a result of self-search. Adult to a greater extent adheres to the position of the observer.
• An individual approach - the educator creates such situations in which each child in the group feels part of the team.
• Integrity - the learning process is not limited to a kindergarten. One of the tasks of the teacher is to convey to parents the importance of continuing the educational process during other activities.
• Variats - use of tasks with multiple response options.
• Creative approach - It is important here not only to encourage the creative activity of the child, but also together with adults.
• Continuity.

There are 3 types of situations in the lesson:

• "Opening" of new knowledge;
• workout;
• total.

A feature of the first type of classes is the implementation of educational purposes with the study of new mathematical topics. Children leave the opportunity to independently argue and find an answer. At the beginning of the class teacher introduces to a new topic, talks about its meaning. Further, it creates a difficult situation, as a result of which the "opening" of new knowledge takes place.

For this, the teacher offers a pupil to perform an action using new knowledge. Thanks to this, the adult brings the preschooler to the realization that it is not yet ready to perform new skills. Solving practical exercises on the new topic and its fixation. At this lesson, the main goal of the teacher on this type of occupation is to involve a child in the educational process.

Didactic material

The educator, asking leading questions, encourages the child to choose a way to solve a difficult situation. As a result of the successful application of new knowledge in practice, it is necessary to praise the child. At the end, the teacher welcomes the solution algorithm without going beyond the gaming method.

Then he creates various situations for applying a new skill. Or organizes a small self-test. When summing up, the teacher welcomes the conditions due to which the result was achieved.

The training type occupation can be carried out in a game form. The purpose of such lessons is to consolidate the knowledge gained. But it takes place not in the form of standard memorization. The child independently finds difficulties that prevent him from learning a new topic and cope with them. During summing up the tutor should pay attention to what helped him to leave the winner.

Important!The final classes are carried out with the participation of two teachers. One of them is engaged in the organization of the educational process, and the second - writes the results obtained. The purpose of such lessons is to systematize the knowledge gained and check as far as the child learned.

The value of the book in the preparation for school

The value of occupations in Peterson is difficult to overestimate if they were conducted with all recommendations. Its advantage is that suitable for individual work with children. The educator is easier to draw up prospective planning to teach mathematics to be effective.

Mathematics lesson in Dow

When using this technique, preschoolers do not lose interest in learning. This is due to the fact that there are gaming methods in classes, you introduce fabulous characters. Many studies have proven learning effectiveness in this way. Children teach independently reflecting, look for ways to solve.

Also, the application of the book of Peterson contributes to the development of creative thinking. Although many in the study of mathematics misses this component. Selected tasks will allow teachers to explain the most difficult tasks as possible to explain the child. As a result of classes on this educational method, children learn to handle the tasks on their own. And the adult can only tell the direction in solving the problem.