Mathematical games as a means of intellectual development of preschoolers. Card file in mathematics on the topic: Games for mathematical development

) I was interested not casually. Perhaps one of the regular readers remembers my abstract. In it, I wrote that already in the Middle Ages, laying out drawings and patterns was considered very useful for the development of children's creativity. The material for laying out can be very different: ordinary cubes, buttons, splinter, mosaics, etc. Nikitin's cubes, in my opinion, have advantages over other materials for laying out. When playing with them, it is required not only to put a cube, but also to choose a face suitable for the drawing, which complicates the task.

The set contains 16 identical cubes, and a brochure with diagrams. The game consists in laying out drawings and symmetrical patterns.

Each face of the cube has its own color:

Thus, from this set you can add just an incredible number of drawings and patterns. We are still practicing on the simplest:

Included with the cubes is a meaningful brochure. It has a lot of options for schemes. Laying out drawings according to samples is just an intermediate stage in working with these cubes. The main goal is, of course, to make fantasy work and start inventing your own drawings.

In addition to the set, I purchased an album with tasks (My-shop):

The cubes are made of plastic. It looks like they were originally blue. Red, yellow and white colors are glued on top.

We started our acquaintance with cubes by laying out the simplest drawings and practicing from the album. I can’t say that we had a rush with the advent of Nikitin’s cubes. At this stage, Yana likes to play story games more, including with these cubes. They play the role of mushrooms in her 😀 .

Cuisiner's sticks

This is a multifunctional counting material (My-shop). The set includes 10 types of sticks. Each stick size is highlighted with its own color. The larger the sticks, the smaller their number. Most of all the smallest sticks (white - 25 pieces), least of all the largest sticks (orange - 4 pieces).

In addition to learning to count, various patterns and drawings can be laid out from these sticks. It should be noted that ordinary counting sticks have little in common with Kuisiner's sticks. The latter are quite large. In cross section, they have the shape of a square, so even three-dimensional figures can be laid out from them.

My particular interest in these sticks is due to the study of time-tested development techniques. In the 19th century, an innovative educator developed a range of materials for the development of children. One of the elements of the development of creativity was laying out images from the splinter. When I first saw Cuisiner's sticks, Nikitin's cubes and albums with diagrams for them, I was incredibly happy that there are currently analogues of Froebel's gifts. It should be noted that the modern version of developing materials is more pleasant and multifunctional than the medieval one. Using Cuisiner's sticks, you can study colors, sizes, counting, comparisons, and the simplest arithmetic operations.

In addition, a number of albums and sets with diagrams have been developed specifically for sticks, which further increase interest. We purchased the set "On the golden porch ...". The kit is wonderful, but in my opinion there are not enough schemes for the little ones. Below are some photos of the spreads:

With sticks, as well as with Gyenes blocks, there are many options for arbitrary games. Since we have just begun our acquaintance with them, we play the simplest options:

Probably, over time, we will have a piggy bank with stick games. Today I will give an example of how I taught Yana to lay out a house. The usual step-by-step repetition turned out to be not interesting, and in this case it cannot even be said that Yana's house did not work out. He didn’t want to build it at all, because all our sticks are “jelly that kids (plush toys) need to eat” :oops:. I had to impose my own plot. For this, I used a fairy tale about a hare and a fox. Yana was given the following props: a sticker of a hare, 4 blue sticks, 2 red sticks and an A4 sheet. I took myself: 4 orange sticks, 2 red sticks, a sticker with a fox and an A4 sheet.

1. Stickers are pasted on the center of the sheets. I did the first, Yana followed me.
2. They made the floor - everyone put their stick under the sticker.
3. They made a ceiling - they put a stick over the sticker.
4. Built walls - put sticks on the sides.
5. Then they built a lid - two sticks on top. At that moment, Yana's face lit up with the result.

There are a large number of games with Cuisiner sticks designed for different ages on the Internet. They can be found by entering into the search engine the phrase "summary of classes with Cuisiner's sticks junior / senior group«.

math tablet

Another one of our “developers” from the category of “everything ingenious is simple” is a mathematical tablet (My-shop). It is designed to study the elementary concepts of geometry (symmetry, etc.) and the development of speech.

Hammer construction game

I was interested in this game because of the opportunity to score "carnations" for real and with its creative component.
When ordering, I did not think that such "carnations" could be dangerous for babies, because I did not see what they were. When I saw that the "studs" were power buttons with a round cap, I was disappointed. However, it is fair to say that the existence of safe studs, with the ability to score for real, defies the laws of physics.

At first, the game aroused great interest. The opportunity to score "carnations" was received with a bang. But a number of restrictions, made for security reasons, quickly cooled the ardor for the game. I think this game is more suitable for middle or older preschoolers.

In conclusion

Reading posts about our plentiful "razvivashki", I often get asked questions about their need for kids. I want to note that Yana and I have a special feature - an abundance of books and "developers". We have a growing number of them because I see it as a great return on our educational games. It gives me great pleasure to offer Yana the next task and watch her interest and progress. At the same time, one must be aware that for the harmonious development of the baby the content of all "developers" is a secondary matter. The primary is emotional, cognitive and diverse communication with the mother.. You can play a variety of story games with your baby every day or take various walks with a lot of quality conversations at an early age. Such development at an early age will be no less effective than a large set of “developers”. He writes in great detail on numerous examples about the organization of the correct interaction between a mother and a child.

At the same time, when it comes to development preschooler of middle and senior kindergarten age, then acquaintance with the basics of mathematics and the development of creativity through laying out drawings and patterns are important points. To get acquainted with many concepts, illustrative examples will be required. The materials described above are an excellent option for these purposes.

All pleasant and effective development process!

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Oksana Petrovicheva
Formation of elementary mathematical representations through didactic games

Development is an extremely important part of the intellectual and personal development of a preschooler. The success of his further education largely depends on how well and timely the child will be prepared for school.

“Without play, there is not and cannot be full-fledged mental development.

The game is a huge bright window through which a life-giving stream fits into the spiritual world of the child. representations, concepts.

The game is a spark that ignites the flame of inquisitiveness and curiosity.

V. A. Sukhomlinsky.

The research hypothesis is that the use of certain methods, tasks and techniques in the study of mathematics in kindergarten directly affects the understanding of the material by children.

The relevance of the study is to show that along with the basic concepts necessary in the life of a child, they also receive initial knowledge in mathematics. The graduation project reflects how the learning process is built in the group preparatory to school.

Research objectives:

1. Consider the tasks and techniques that are used when working with children.

2. Consider methods for studying elementary mathematical representations.

3. Consider the exercises that are used in mathematics classes.

4. consider the material that children need to learn during the school year.

Research methods:

1. method of visual aids

2. practice method

3. use of didactic games

Chapter 1

1.1 Quantity and count

At the beginning of the school year, it is advisable to check whether all children, and first of all those who first came to kindergarten, are able to count objects, compare the number of different objects and determine which are more (less) or equally; how they use it: counting, one-to-one correlation, determining by eye or comparing numbers, do children know how to compare the numbers of aggregates, distracting from the size of objects and the area they occupy.

Sample tasks and questions: “How many big nesting dolls are there? Count how many little nesting dolls. Find out which squares are more: blue or red. (There are 5 large blue squares and 6 small red ones randomly on the table.) Find out which cubes are more: yellow or green. (There are 2 rows of dice on the table; 6 yellow ones stand at large intervals from one another, and 7 blue ones are close to each other.)

The test will tell you to what extent the children have mastered the account and what issues should be given special attention. A similar test can be repeated after 2-3 months in order to identify the progress of children in mastering knowledge.

Education of numbers. In the first lessons, it is advisable to remind the children how the numbers of the second heel are formed. In one lesson, the formation of two numbers is sequentially considered and they are compared with each other (6 - from 5 and 1; 6 without 1 is equal to 5; 7 - from 6 and 1; 7 without 1 is equal to 6, etc.). This helps children learn the general principle of making the next number by adding one to the previous one, and getting the previous number by removing one from the next one (6-1=5). The latter is especially important, because it is much more difficult for children to obtain a smaller number, and therefore to isolate an inverse relationship.

As in the senior group, they compare not only sets of different objects. Groups of objects of the same type are divided into subgroups (subsets) and compared with each other (“More high or low Christmas trees?”), A group of objects is compared with its part. (“Which is more: red squares or red and blue squares together?”) Children should each time tell how a given number of objects was received, to what number of objects and how much they added, or from what number and how much they subtracted. In order for the answers to be meaningful, it is necessary to vary the questions and encourage children to characterize the same relationship in different ways (“equally”, “the same”, “6”, etc.).

It is a good idea to start each lesson on the formation of subsequent numbers by reviewing how the previous numbers were obtained. For this purpose, you can use a numerical ladder.

Double-sided blue and red circles are laid out in 10 rows: in each subsequent row, counting from the left (top), the number increases by 1 (“1 more circle”), and the additional circle is turned to the other side. The numerical ladder, as subsequent numbers are received, is gradually built up. At the beginning of the lesson, looking at the ladder, the children remember how the previous numbers were obtained.

Children practice counting and counting objects within 10 throughout the school year. They must firmly remember the order of the numerals and be able to correctly correlate the numerals with the objects being counted, understand that the last number called during the count indicates the total number of objects in the population. If children make mistakes when counting, it is necessary to show and explain his actions.

By the time the children go to school, they should be in the habit of counting and laying out objects from left to right, using their right hand. But, answering the question how much ?, children can count objects in any direction: from left to right and right to left, as well as from top to bottom and from bottom to top. They make sure that you can count in any direction, but it is important not to miss a single item and not to count a single item twice.

Independence of the number of objects from their size and form of arrangement.

The formation of the concepts of "equally", "more", "less", conscious and strong counting skills involves the use of a large number of various exercises and visual aids. Particular attention is paid to the comparison of the numbers of many objects of different sizes (long and short, wide and narrow, large and small), differently located and occupying different areas. Children compare collections of objects, for example, groups of circles arranged in different ways: they find cards with a certain number of circles in accordance with the pattern, but differently arranged, forming a different figure. Children count as many objects as there are circles on the card, or 1 more (less), etc. Children are encouraged to look for ways to count objects more conveniently and quickly, depending on the nature of their location.

Telling each time about how many objects and how they are located, the children are convinced that the number of objects does not depend on the place they occupy, on their size and other qualitative features.

Grouping objects according to different criteria (formation of groups of objects). From comparing the numbers of 2 groups of objects that differ in any one feature, for example, size, they proceed to comparing the numbers of groups of objects that differ in 2, 3 features, for example, size, shape, location, etc.

Children are exercising in the sequential selection of features of objects. What is it? What is needed? What form? What size? What colour? How? in comparing objects and combining them into groups based on one of the selected features, in the formation of groups. As a result, children develop the ability to observe, clarity of thinking, ingenuity. They learn to identify features that are common to the entire group of objects or only to part of the objects of a given group, that is, to distinguish subgroups of objects according to one or another feature, to establish quantitative relationships between them. For example: “How many toys are there? How many nesting dolls? How many cars? How many wooden toys? How much metal? How many big toys? How many little ones?

In conclusion, the educator suggests coming up with questions with the word how much, based on the ability to highlight the features of objects and combine them according to a common feature for a given subgroup or group as a whole.

Every time the child is asked the question: why does he think so? This contributes to a better understanding of quantitative relationships. While exercising, the children first establish which objects are more, which are less, and then they recount the objects and compare the numbers, or first determine the number of objects that fall into different subgroups, and then establish quantitative relationships between them: “What is more if there are 6 triangles, and circles 5?"

Techniques for comparing sets of objects. Comparing collections of objects (identifying relationships of equality and inequality), children learn how to practically compare their elements: superposition, application, laying out objects of 2 sets in pairs, using equivalents to compare 2 sets, and finally, connecting objects 2 sets with arrows. For example, the teacher draws 6 circles on the board, and 5 ovals on the right and asks: “Which figures are more (less) and why? How to check? What if you don't count?" One of the children offers to connect each circle with an arrow with an oval. It turns out that 1 circle turned out to be superfluous, which means that there are more of them than other figures, 1 oval was not enough, which means that there are fewer of them than circles. “What should be done to make the figures equal?” And so on. Children are offered to draw the indicated number of figures of 2 types themselves and compare their number in different ways. When comparing the numbers of sets, each time it is established which objects are more and which are less, since it is important that the relations “more” and “less” constantly appear in connection with each other (if there is 1 extra object in one row, then 1 in the other, respectively). lacks). Equalization is always done in 2 ways: either an item is removed from a larger group, or an item is added to a smaller group.

Techniques are widely used to emphasize the importance of methods of practical comparison of elements of sets in order to identify quantitative relationships. For example, the teacher puts 7 Christmas trees. Children count them. The teacher asks them to close their eyes. He puts 1 fungus under each Christmas tree, and then asks the children to open their eyes and, not counting the fungi, say how many there are. The guys explain how they guessed that there are 7 fungi. You can give similar tasks, but put 1 more or less in the second group.

Finally, items of the second group may not be presented at all. For example, the teacher says: “In the evening, a tamer performs at the circus with a group of trained tigers, the workers prepared 1 pedestal for each tiger (places cubes). How many tigers will be in the show?”

The nature of the use of matching methods is gradually changing. At first, they help in a visual form to identify quantitative relationships, show the meaning of numbers and reveal the connections and relationships that exist between them. Later, when the means of establishing quantitative relations (“equally”, “more”, “less”) is increasingly becoming counting and comparing numbers, methods of practical comparison are used as a means of verifying, proving the established relations.

It is important that children learn to use their own ways of making judgments about connections and relationships between adjacent numbers. For example, a child says: "7 is more than 6 by 1, and 6 is less than 7 by 1. To check this, let's take cubes and bricks." He arranges the toys in 2 rows, clearly shows and explains: “There are more cubes, 1 extra, and fewer bricks, only 6, 1 is not enough. So 7 is 1 more than 6, and 6 is 1 less than 7.

Equality and inequality of numbers of sets. Children must make sure that any collections containing the same number of elements are denoted by the same number. Exercises in establishing equality between the numbers of sets of different or homogeneous objects that differ in qualitative characteristics are performed in different ways.

Children must understand that any items can be equally divided: 3, 4, 5, and 6. Exercises that require indirect equalization of the number of elements of 2-3 sets are useful, when children are prompted to immediately bring the missing number of items, for example , so many flags and drums so that all the pioneers have enough, so many ribbons so that it is possible to tie bows for all the bears. To master quantitative relations, along with exercises in establishing equality in the numbers of sets, exercises are also used in violation of equality, for example: “Make it so that there are more triangles than squares. Prove that there are more of them. What needs to be done so that there are fewer dolls than bears? How many will there be? Why?"

And a qualitative improvement in the system of mathematical development of preschoolers allows teachers to look for the most interesting forms of work, which contributes to the development of elementary mathematical concepts. 3. Didactic games give a lot of positive emotions, help children to consolidate and expand their knowledge of mathematics. PRACTICAL RECOMMENDATIONS 1. Knowledge of the properties of children 4-5 years old ...

It is necessary to rely on a question that is significant for the child, when a preschooler faces a choice, sometimes makes a mistake, and then corrects it on his own. In the senior group, work continues on the formation of elementary mathematical representations, begun in the younger groups. Training takes place over three quarters of the academic year. In the fourth quarter, it is recommended to consolidate the received ...

views. It is high-class teachers who are able to bring into action the reserves of the main educational age - preschool. 1.4. Pedagogical conditions for the intellectual development of an older preschooler in the process of forming primary mathematical representations Academician A.V. Zaporozhets wrote that the optimal pedagogical conditions for realizing the potential of a small child, ...

work experience
"Formation of elementary mathematical concepts in preschool children through didactic games"
Author:
caregiver
MADOU#185
Tyukavkina I.A.
The development of elementary mathematical concepts is an extremely important part of the intellectual and personal development of a preschooler. In accordance with the Federal State Educational Standard, a preschool educational institution is the first educational level and a kindergarten performs an important function of preparing children for school. And the success of his further education largely depends on how well and timely the child is prepared for school.
Relevance
Mathematics has a unique developmental effect. “Mathematics is the queen of all sciences! She clears the mind!" Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual. I believe that teaching children mathematics at preschool age contributes to the formation and improvement of intellectual abilities: the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity and ingenuity, the development of creative thinking.
In my work I apply the ideas and recommendations of the following authors: T.I. Erofeeva "Mathematics for preschoolers", Z.A. Mikhailova "Mathematics from 3 to 7", T.M. Bondarenko "Didactic games in kindergarten", I.A. Pomoraeva, V.A. Pozina "FEMP" and others.
Having studied the literature on the formation of elementary mathematical concepts in preschoolers, given that gaming activity is the leading one for preschool children, I came to the conclusion that the maximum effect in FEMT can be achieved using didactic games, entertaining exercises, and tasks.
To determine the effectiveness of my work, I conduct pedagogical diagnostics of the formation of elementary mathematical representations in children through didactic games. The main purpose of which is to reveal the possibilities of the game, as a means of forming the learned material in educational activities, the formation of elementary mathematical representations in preschoolers.
After analyzing the results of the diagnostics, she revealed that children have a rather low level of mastering knowledge of elementary mathematical concepts. I decided that in order for children to better assimilate the program material, it is necessary to make the material interesting for children. Bearing in mind that the main activity of preschool children is play, I came to the conclusion that in order to increase the level of knowledge of children, they need to use more didactic games and exercises. Therefore, as part of the work on self-education, I studied in depth the topic "Formation of elementary mathematical representations in preschool children through didactic games."

Work system.
As mentioned above, the main form of work with preschoolers and the leading type of their activity is the game. V. A. Sukhomlinsky noted in his works: “There is no, and cannot be, full-fledged mental development without play. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity.
It is a game with learning elements that will help in the development of the cognitive abilities of a preschooler. Such a game is a didactic game.
I believe that didactic games are necessary in the education and upbringing of preschool children. A didactic game is a purposeful creative activity, during which pupils more deeply and brightly comprehend the phenomena of the surrounding reality and cognize the world. They allow you to expand the knowledge of preschoolers, consolidate their ideas about quantity, size, geometric shapes, teach you to navigate in space and time.
A.V. Zaporozhets, assessing the role of the didactic game, emphasized: "We need to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to the overall development of the child."

Working on this topic, I set myself the goal: the development of memory, attention, imagination, logical thinking by means of didactic games of mathematical content.
Realization of this goal involves the solution of the following tasks:
1. Create conditions for the development of memory, attention, imagination, logical thinking in children by means of didactic games of mathematical content.
2. Develop a long-term plan for the use of didactic games in educational activities and regime moments.
3. Make a selection of didactic games for the development of mathematical concepts in preschoolers.

One of the conditions for the successful implementation of the program for the formation of elementary mathematical representations is the organization of a subject-spatial, developing environment in age groups.
In order to stimulate the intellectual development of children, I equipped a corner of entertaining mathematics, consisting of educational and entertaining games, created a center for cognitive development, where didactic games and other entertaining game material are located: Gyenesch blocks, Kuizener shelves, the simplest versions of Voskobovich games, etc. She collected and systematized visual material on logical thinking, riddles, labyrinths, puzzles, rhymes, proverbs, sayings and physical education minutes with mathematical content. I made a card index of games of mathematical content for all age groups.
The organization of the developing environment was carried out with the feasible participation of children, which created in them a positive attitude and interest in the material, a desire to play.

I pay great attention to didactic games in the process of forming elementary mathematical concepts. This is primarily due to the fact that their main goal is teaching. By systematizing the games, she developed a long-term plan for the formation of elementary mathematical concepts using didactic games. (Attachment 1)
I build the educational process for the formation of elementary mathematical abilities taking into account the following principles:
1) Accessibility - correlation of the content, nature and volume of educational material with the level of development, readiness of children.

2) Continuity - at the current stage, education is designed to form a steady interest in the younger generation in the constant replenishment of their intellectual baggage.

3) Integrity - the formation of a holistic view of mathematics in preschoolers.

4) Scientific.

5) Consistency - this principle is implemented in the process of interconnected formation of the child's ideas about mathematics in various activities and an effective attitude to the world around.

To develop cognitive abilities and cognitive interests in preschoolers, I use the following innovative methods and techniques:
elementary analysis (establishment of cause-and-effect relationships). To do this, I give tasks of this nature: continue the chain, alternating in a certain sequence squares, large and small circles of yellow and red. After the children have learned to perform such exercises, I complicate the tasks for them. I propose to complete tasks in which it is necessary to alternate objects, take into account both color and size. Such games help develop in children the ability to think logically, compare, compare and express their conclusions. (appendix 2)
comparison; (for example, in the exercise “Let's feed the squirrels”, I suggest feeding the squirrels with mushrooms, small squirrels - small mushrooms, large - large. To do this, children compare the size of mushrooms and squirrels, draw conclusions and lay out handouts in accordance with the task. (Appendix 3)
solving logical problems. I offer children tasks to find the missing figure, continue the rows of figures, signs, to find differences. Acquaintance with such tasks began with elementary tasks for logical thinking - a chain of patterns. In such exercises, there is an alternation of objects or geometric shapes. I suggest that children continue the row or find the missing element. (Annex 4)

Recreation and transformation. I offer children exercises to develop their imagination, for example, draw some figure of the child’s choice and finish it. (Annex 5)

Health-saving technologies (physical minutes, dynamic pauses, psycho-gymnastics, finger gymnastics in accordance with mathematical topics). I created a card file of physical minutes (“Mice”, “One, two - head up”, “We skated”, etc.) and finger games. ("1,2,3,4,5..") mathematical content. (Annex 6)

Depending on the pedagogical tasks and the totality of the methods used, I conduct educational activities with pupils in various forms:
organized educational activities (fantasy travel, game expedition, thematic leisure). Direct educational activities "Journey through the group", "Visiting the number 7", "Let's play with Winnie the Pooh", entertainment "Mathematical KVN".
learning in everyday everyday situations; (“Find the same shape as mine, objects in the group”, “Let's collect beads for Masha's doll”); conversations (“What time of the year is it now, what time of the year will be after ..”);
independent activity in a developing environment. I offer children games to fix shapes, colors, to draw up a sequence, etc.

After analyzing the available didactic games for the formation of mathematical representations, I divided them into groups:
1. Games with numbers and numbers
2. Time travel games
3. Games for orientation in space
4. Games with geometric shapes
5. Games for logical thinking
I offer the task to children in a game form, which consists of cognitive and educational content, as well as game tasks, game actions and organizational relationships.
1. The first group of games includes teaching children to count forward and backward. Using a fairy tale plot and didactic games, she introduced children to the concepts of “one-many” by comparing equal and unequal groups of objects (didactic games “Squirrels and Nuts”, “Russell Animals in Houses”); “wide-narrow”, “short-long”, using the techniques of superposition and comparison of two groups of objects (didactic games “Show the way to the bunny”, “Russell the cubs into houses”). Comparing two groups of objects, she placed them either on the lower or on the upper strip of the counting ruler. I did this so that the children would not have the erroneous idea that a larger number is always on the top band, and a smaller one on the bottom.
Didactic games, such as “Make a sign”, “Who will be the first to name what is gone? I use "Butterflies and Flowers" and many others in my free time, with the aim of developing children's attention, memory, and thinking.
Such a variety of didactic games, exercises used in the classroom and in their free time helps children learn the program material.
2. Games - I use time travel to introduce children to the days of the week, the names of the months, their sequence (didactic game "When it happens").
3. The third group includes spatial orientation games. My task is to teach children to navigate in specially created spatial situations and determine their place according to a given condition. With the help of didactic games and exercises, children master the ability to determine the position of one or another object in relation to another in a word (didactic games “Name where”, “Who is behind whom”).
4. To consolidate knowledge about the shape of geometric shapes, I suggest that children learn the shape of a circle, triangle, square in the surrounding objects. For example, I ask: “What geometric figure does the bottom of the plate resemble?”, “Find a similar shape”, “What does it look like” (Appendix 7)
Any mathematical task for ingenuity, no matter what age it is intended for, carries a certain mental load. In the course of solving each new problem, the child is involved in active mental activity, striving to achieve the final goal, thereby developing logical thinking.
The solution to the question of how to use didactic games in the process of preschool education largely depends on the games themselves: how didactic tasks are presented in them, in what ways they are solved, and what is the role of the educator in this.
Didactic game is subject to the educator. Knowing the general program requirements, the originality of the didactic game, I creatively create new games included in the fund of pedagogical tools. Each game, repeated several times, can be played by the children on their own. I encourage such self-organized and conducted games, quietly helping children. Consequently, the management of a didactic game consists in organizing the material center of the game - in the selection of toys, pictures, game material, in determining the content of the game and its tasks, in thinking through the game plan, in explaining the game actions, the rules of the game, in establishing the relationship of children, in guiding the course games, taking into account its educational impact.
Working with young children, I myself get involved in the game. At first, I involve children in games with didactic material (turrets, cubes). Together with the children, I disassemble and assemble them, thereby arousing in children an interest in didactic material, a desire to play with it.
In the middle group, I teach children while playing with them, trying to involve all the children, gradually leading them to the ability to follow the actions and words of their comrades. At this age, I select such games, during which children must remember and consolidate certain concepts. The task of didactic games is to streamline, generalize, group impressions, clarify ideas, distinguish and assimilate the names of forms, colors, sizes, spatial relationships, sounds.
Older children in the course of didactic games observe, compare, contrast, classify objects according to one or another feature, produce an analysis and synthesis that is accessible to them, and make generalizations.
Family and kindergarten are two educational phenomena, each of which gives the child a social experience in its own way. But only in combination with each other they create optimal conditions for the entry of a small person into the big world. Therefore, I make every effort to ensure that the knowledge and skills acquired by children in kindergarten are consolidated by parents at home. I use different forms of work with parents:
- general and group parent meetings;
- consultations, for example, "Didactic play in a child's life." "Bright and interesting games";
- production of didactic games together with parents;
- participation of parents in the preparation and holding of holidays, leisure activities;
- joint creation of a subject-developing environment;
- Questionnaire "What games do your children like to play?"
Thanks to the use of a well-thought-out system of didactic games in regulated and non-regulated forms of work, children acquire mathematical knowledge and skills according to the program without overload and tedious classes.
In conclusion, the following conclusion can be drawn: the use of didactic games in the formation of elementary mathematical concepts in preschool children contributes to the development of cognitive abilities and cognitive interest of preschool children, which is one of the most important issues in the upbringing and development of a preschool child. The success of his schooling and the success of his development as a whole depends on how developed the child's cognitive interest and cognitive abilities are. A child who is interested in learning something new, and who succeeds in it, will always strive to learn even more - which, of course, will have the most positive effect on his mental development.

Bibliography
1. Kasabuigsiy N. I. et al. Mathematics "O". - Minsk, 1983.
Logic and mathematics for preschoolers. Methodical edition of E.A. Nosov;
2. R.L. Nepomnyaschaya. - St. Petersburg: "Accident", 2000.
3. Stolyar A.A. Methodical instructions for the textbook "Mathematics "O". - Minsk: Narodnaya Asveta, 1983.
4. Fidler M. Mathematics is already in kindergarten. M., "Enlightenment", 1981.
5. Formation of elementary mathematical concepts in preschoolers. / Ed. A.A. joiner. - M .: "Enlightenment",

Attachment 1

Didactic games on FEMP

"To the forest for mushrooms"
The purpose of the game: to form in children ideas about the number of objects “one - many”, to activate the words “one, many” in the speech of children.
Game progress: we invite children to the forest for mushrooms, we specify how many mushrooms are in the clearing (a lot). We suggest picking one. We ask each child how many mushrooms he has. “Let's put all the mushrooms in a basket. How much did you put in, Sasha? How much did you put in, Misha? How many mushrooms are in the basket? (many) How many mushrooms do you have left? (no one)

.
"Raspberry for cubs"
The purpose of the game: to form a representation of equality in children based on a comparison of two groups of objects, to activate the words in speech: “so much - how much, equally”, “equally”.
Game progress. The teacher says:
- Guys, the bear cub loves raspberries very much, he collected a whole basket in the forest to treat his friends. Look how many cubs have arrived! Let's arrange them with the right hand from left to right. Now let's treat them to raspberries. It is necessary to take as many raspberries as to be enough for all the cubs. Can you tell me how many bears? (a lot of). And now you need to take the same number of berries. Let's treat the cubs with berries. Each bear cub should be given one berry. How many berries did you bring? (many) How many cubs do we have? (many) How else can you say? That's right, they are the same, equally; there are as many berries as there are cubs, and there are as many cubs as there are berries.

"Treat the Bunnies"

Game progress. The teacher says: “Look, rabbits came to visit us, how beautiful, fluffy they are. Let's give them carrots. I'll put the bunnies on the shelf. I will put one hare, one more, one more and one more. How many bunnies in total? (a lot) Let's treat the rabbits with carrots. We will give each bunny a carrot. How many carrots? (a lot of). Are there more or less of them than bunnies? How many bunnies? (a lot of). Are rabbits and carrots equally divided? That's right, they are equal. How else can you say? (the same, the same). The rabbits really enjoyed playing with you.”

Annex 2

"Let's treat the squirrels with mushrooms"
The purpose of the game: to form children's ideas of equality based on a comparison of two groups of objects, to activate the words in speech: "as much - how much, equally", "equally", equally".
Game progress. The teacher says: “Look who came to visit us. Red-haired, fluffy, with a beautiful tail. Of course they are whites. Let's give them mushrooms. I'll put the squirrels on the table. I'll put up one squirrel, I'll leave the window, I'll put up one more squirrel and another one. How many whites are there? And now we will treat them with mushrooms. We will give one squirrel a fungus, another and another. Did all the squirrels have enough fungi? How many mushrooms? How else can you say? That's right, squirrels and fungi are equally divided, they are the same. And now you treat the squirrels with mushrooms. The squirrels really enjoyed playing with you.”
"Bugs on leaves"
Purpose of the game: to form the ability of children to compare two groups of objects based on comparison, to establish equality and inequality of two sets.
Game progress. The teacher says: “Children, look what beautiful bugs. They want to play with you, you will become bugs. Our bugs live
on the leaves. Each bug has its own house - a leaf. Now you will fly across the clearing, and at my signal you will find yourself a house - a leaf. Bugs, fly! Bugs, in the house! Did all the bugs have enough houses? How many bugs? How many leaves? Are they equal? How else can you say? The bugs really enjoyed playing with you." Next, we repeat the game, establishing the relationship "more, less", while learning to equalize the sets by adding and subtracting.
"Butterflies and Flowers"
Purpose of the game: to form the ability of children to compare two groups of objects on the basis of comparison, to establish equality and inequality of two sets, to activate the words in speech: “so much - how much, equally”, “equally”.
Game progress. The teacher says: “Children, look at how beautiful butterflies are. They want to play with you. Now you will become butterflies. Our butterflies live on flowers. Each butterfly has its own house - a flower. Now you will fly across the clearing, and at my signal you will find yourself a house - a flower. Butterflies, fly! Butterflies, in the house! Did all the butterflies have enough houses? How many butterflies? How many flowers? Are they equal? How else can you say? Butterflies really enjoyed playing with you.”

Appendix 3
Didactic games for the development of ideas about quantities

"Decorate the rug"

Game progress. The teacher says: “Children, a bear came to visit us. He wants to give his friends beautiful rugs, but he didn't have time to decorate them. Let's help him decorate the rugs. How are we going to decorate them? (in circles) What color are the circles? Are they the same size or different? Where will you put the big circles? (to the corners) Where do you put the little circles? (middle) What color are they? Mishka really liked your rugs, now he will give these rugs to his friends.”
"Houses for cubs"

Game progress. The teacher says: “Guys, I will tell you an interesting story now. Once upon a time there were two bear cubs, and one day they decided to build houses for themselves. They took walls and roofs for houses, but they just don’t understand what to do next. Let's help them make houses. Look, what are our largest cubs? What is this teddy bear in size, big or small? What kind of house are we going to make for him? Which wall will you take, big or small? What kind of roof should I take? How big is this teddy bear? What kind of house should he make? What kind of roof will you take? What color is she? Let's plant Christmas trees near the houses. Are the trees the same size or different? Where will we plant a tall tree? Where can we plant a low tree? The cubs are very happy that you helped them. They want to play with you."

"Treat the mice with tea"
Purpose of the game: to develop the ability of children to compare two objects in size, to activate the words “big, small” in the speech of children.
Game progress. The teacher says: “Look who came to visit us, gray mice. Look, they brought treats with them. See if the mice are the same size or different? Let's give them tea. What is needed for this? We'll take the cups first. What is the size of this cup, big or small? Which mouse will we give it to? » Then we compare the size of saucers, sweets, cookies, apples and pears and compare them with the size of mice. We offer children to drink mice and treat them with fruits.
"Choose the paths to the houses"
Purpose of the game: to develop the ability of children to compare two objects in length, to activate the words "long, short" in children's speech.
Game progress: we tell the children that the little animals built houses for themselves, but did not have time to build paths to them. Look, here are the houses of bunnies and chanterelles. Find paths to their houses. Which path will you make for the bunny, long or short? What path will you put to the fox's house? Next, we select the paths to the houses of other animals.

"Fix the rug"
Purpose of the game: to develop the ability of children to compare two objects in size, to activate the words “big, small” in the speech of children.
Game progress. The teacher says: “Look what rugs the bunnies brought us, beautiful, bright, but someone ruined these rugs. Bunnies now do not know what to do with them. Let's help them fix the rugs. What are the largest rugs? What patches will we put on the big rug? Which ones will we put on the little rug? What color are they? So we helped the hares fix the rugs.”

"Bridges for Bunnies"
Purpose of the game: to develop the ability of children to compare two objects in size, to activate the words “big, small, long, short” in children's speech.
Game progress. The teacher says: “We lived - there were two bunnies in the forest and they decided to make bridges to the clearing. They found the boards, but they just can’t understand who should take which board. Look, are the bunnies the same size or different? How are the boards different? Put them side by side and see which one is longer and which one is shorter. Run your fingers across the boards. Which plank will you give to the big bunny? What - small? Let's plant Christmas trees near the bridges. What is the height of this tree? Where are we going to put her? What Christmas tree will we plant near the short bridge? The bunnies are very happy that you helped them.”
"Harvesting"
Purpose of the game: to develop the ability of children to compare two objects in size, to activate the words “big, small” in the speech of children.
Game progress. The teacher tells that the hare has grown a very large crop, now it needs to be harvested. We consider what has grown in the beds (beets, carrots, cabbage). We specify what we will collect vegetables in. The teacher asks: “What is the size of this basket? What vegetables do we put in it? » At the end of the game, we generalize that the large basket contains large vegetables, and the small basket contains small ones.

Appendix 4
Logic tasks

Two goslings and two ducklings
They swim in the lake, scream loudly.
Well, count quickly.
How many babies are in the water?
(four)

Five funny pigs
They stand in a row at the trough.
The two went to bed to go to bed
How many pigs have a trough?
(three)

A star fell from the sky
Ran to visit the children
Three shout after her:
"Don't forget your friends!"
How many bright stars are gone
Has it fallen from the starry sky?
(four)

Two flowers for Natasha
And Sasha gave her two more.
Who here can count
What's 2 2?
(four)

Brought goose - mother
Five children walking on the meadow
All goslings are like balls:
Three sons, how many daughters?
(two daughters)

Appendix 5
Recreation and transformation games

"Right as Left"

Purpose: mastering the ability to navigate on a sheet of paper.

Matryoshkas were in a hurry and forgot to finish their drawings. You need to finish them so that one half looks like the other. Children draw, and an adult says: “Dot, dot, two hooks, minus a comma - a funny face came out. And if the bow and little skirt is a little girl, that girl. And if a forelock and pants, that little man is a boy. The children look at the pictures.

Appendix 6

Physical minutes
Hands to the side
Hands to the sides, in a fist,
We unclench and on the barrel.
Left up!
Right up!
To the side, across
To the side, down.
Knock-knock, knock-knock-knock!
Let's make a big circle.

We counted and got tired. Everyone stood up quietly and quietly.
They clapped their hands, one, two, three.
They stamped their feet, one, two, three.
And they stomped and clapped more friendly.
They sat down, got up, and did not hurt each other,
We'll take a break and start counting again.

One - rise, stretch,
Two - bend, unbend,
Three - clap, three claps,
Three head nods.
Four - arms wider
Five - wave your hands,
Six - sit quietly in place.

"Count it, do it."

You jump so many times
How many butterflies do we have
How many green trees
So many slopes.
How many times will I hit the tambourine
Let's raise our hands so many times.

We put our hands to our eyes
We put our hands to our eyes,
Let's set our legs strong.
Turning to the right
Let's look majestic.
And to the left too
Look from under the palms.
And - to the right! And further
Over the left shoulder!
The text of the poem is accompanied by the movements of an adult and a child.

Everyone comes out in order
Everyone exits in order - (walking in place)
One two three four!
Together they do exercises -
One two three four!
Arms up, legs up!
Left, right, turn,
tilt back,
Tilt forward.

Annex 7
Introduction to geometric shapes

"Find an item"

Purpose: to learn to compare the shapes of objects with geometric
samples.

Material. Geometric shapes (circle, square,
triangle, rectangle, oval).

Children
stand in a semicircle. In the center there are two tables: on one - geometric
forms, on the second - objects. The teacher tells the rules of the game: “We will
play like this: to whom the hoop rolls up, he will come to the table and find the object
the same form as I will show. The child, to whom the hoop rolled up, comes out,
the teacher shows a circle and offers to find an object of the same shape. Found
the object rises high, if it is chosen correctly, the children clap their hands.
The adult then rolls the hoop to the next child and offers a different shape. The game
continues until all items are matched to the samples.

"Choose a Shape"

Purpose: to consolidate children's ideas about
geometric shapes, exercise in their naming.

Material. Demo: circle, square,
triangle, oval, rectangle cut out of cardboard. Handout: cards
with contours 5 geometric bingo.

The teacher shows the children figures, circles
each finger. Gives the task to the children: “You have cards on the tables on which
figures of various shapes are drawn, and the same figures are on trays. Spread it all out
figures on the cards so that they hide. Ask the children to circle each
a figure lying on a tray, and then superimposes (“hide”) it on the drawn
figure.

"Three squares"

Purpose: to teach children to correlate in size
three objects and designate their relationship with the words: “large”, “small”, “medium”,
largest", "smallest".

Material. Three squares of different sizes,
flannelograph; children have 3 squares, flannelograph.

Teacher: Children, I have 3 squares,
like this (shows). This one is the biggest, this one is smaller, and this one
small (shows each of them). And now you show the biggest
squares (children raise and show), put. Now raise the averages.
Now - the smallest. Next, V. invites the children to build from squares
towers. Shows how it's done: places on flannelgraph from bottom to top
first large, then medium, then small square. "Make you like this
tower on their flannelographs, ”says V.

geometric lotto

Purpose: to teach children to compare the form
of the depicted object with a geometric figure select objects according to the geometric
sample.

Material. 5 picture cards
geometric shapes: 1 circle, square, triangle, rectangle,
oval. 5 cards each with the image of objects of different shapes: round (tennis
ball, apple, balloon, soccer ball, hot air balloon), square mat, handkerchief,
cube, etc. ; oval (melon, plum, leaf, beetle, egg); rectangular
(envelope, briefcase, book, dominoes, picture).

5 children are taking part. teacher
examines the material with the children. Children name shapes and objects. Then
at the direction of V., they select cards with
depicting objects of the desired shape. The teacher helps the children to name correctly
shape of objects (round, oval, square, rectangular).

"What are the figures"

Purpose: to introduce children to new shapes: an oval, a rectangle, a triangle, giving them a pair of already familiar ones: a square-triangle, a square-rectangle, a circle-oval.

Material. Doll. Demonstration: large cardboard figures: square, triangle, rectangle, oval, circle. Handout: 2 figures of each form of a smaller size.

The doll brings figures. The teacher shows the children a square and a triangle, asks the name of the first figure. Having received an answer, he says that in the other hand there is a triangle. An examination is carried out by tracing the contour with a finger. Fixes attention to the fact that the triangle has only three corners. Invites children to pick up triangles and put them together. Similarly: a square with a rectangle, an oval with a circle.

Annex 8
Synopsis of directly educational activities on FEMP in the younger group
Theme "Let's play with Winnie the Pooh"
Goal: Mastering the ability to classify sets according to two properties (color and shape). The development of the ability to find and by touch determine a geometric figure, name it. Development of combinatorial abilities.
Methodological techniques: game situation, didactic game, riddles, work with diagrams.
Equipment: Winnie the Pooh toy, a wonderful bag, Gyenes blocks, symbol cards, 1 hoops, pictures of a bear, toys, Christmas trees, a hare.
Stroke:
1. Org. moment. Children stand in a circle on the carpet.
We kick top top.
We clap-clap with our hands.
We shoulders chik-chik.
We are eyes in a moment.
1-here, 2-there,
Wrap around yourself.
1 - sit down, 2 - stand up.
Everyone raised their hands to the top.
1-2,1-2
It's time for us to get busy.
2. Children are seated on the carpet. There is a knock on the door.
V-l: Guys, guests have come to us. Who could it be? (Winnie the Pooh appears with a wonderful bag in his hands.). Yes, it's Winnie the Pooh! Hello Winnie the Pooh! (children greet the character).
V-P: Guys, I brought something interesting for you! (shows magic bag)
I'm a wonderful bag
You guys, I'm a friend.
I really want to know
How are you? do you like to play? (children's answers)
V-P: Great! I also love to play. Let's play together? I will make riddles, if you guess, you will know what is in the bag.
I have no corners
And I look like a saucer
On a plate and on a lid
On the ring, on the wheel.
Who am I, friends?
(a circle)
He has known me for a long time
Every angle in it is right.
All four sides
Equal length.
I'm glad to present it to you
And his name is...
(square)
Three corners, three sides
May be of different lengths.
If you hit the corners
Then you jump up on your own.
(triangle)
V-P: Well done guys, you know how to solve riddles. What do you think is in the bag? (children's answers). That's right, circle, square and triangle. How can you call them in one word? (children's answers) Yes, these are geometric shapes.
V-l: well, Winnie the Pooh, please show us the figures from your wonderful bag. (Children examine the figures, determine its shape, color.)
V-l Guys, let's play one more game with Winnie the Pooh.
Fizminutka "Bears"
Bear cubs lived in more often
They twisted their heads
Like this, like this, they twisted their heads.
Bear cubs were looking for honey
Friendly tree rocked
Like this, like this, they shook the tree together.
And they went to the wreck
And they drank water from the river
Like this, like this, and they drank water from the river
And they danced
Together they raised their paws
Like this, like this, they raised their paws up.
Here's a swamp on the way! How can we pass it?
Jump and jump, jump and jump!
Have fun buddy!
V-l Guys, let's play one more game with Winnie the Pooh? It's called "Zhmurki". I will hide all the figures in a bag, and you, in turn, by touch, will have to determine what kind of figure it is and name it. (Winnie the Pooh is the last to determine the figure)
V-P: Great, you guys know how to play. And when I took out the figure, I felt something else in the bag. I'll show you now. (pulls out symbols from the card bag) what could it be?
V-l: Winnie the Pooh, yes, these are cards - symbols. They denote color, shape, size. (looking at cards). You can play with them too. Winnie the Pooh, we will teach you too. Only for this game we still need hoops. (introduce three hoops)
Q: In the center of each hoop I will place three symbol cards. You remember what they mean.
The teacher takes turns showing the symbol cards, the children call
V-l: I will lay out the figures around the hoop. You will need to put a hoop in the center
Tyukavkina Irina Alexandrovna

02.06.2016 Viktoria Soldatova

Greetings to all parents who care about the development of their children in an interactive way. Today we will discuss math games for preschoolers. In this case, we will touch on their various options. It has been said more than once that all children are individual, which is why you, dear parents, need to choose the type of game that will interest your preschooler. After all, only enthusiasm for the lesson will stimulate the development of mathematical abilities.

1. Didactic
2. Movable
3. Desktop

Let's remember what a game is and why it is so important for our children. It involves two or more players who use their wits, build strategies, while respecting the rules. The end result depends on the behavior and application of the knowledge of all players in these areas. In addition to being entertaining, such fun has a very serious educational function. In adulthood, mathematical games are used in professions such as economists, politicians, lawyers. I strongly advise you to read about game theory on Wikipedia.

Organizing the life of children in the game, parents develop a multifaceted personality of a preschooler. In this way, children learn new things, learn to focus, develop memory, creativity, logical thinking, and imagination.

Didactic math games for preschoolers

Mathematical thinking can be developed from early childhood. There are many game ways to do this, one of which is didactic games. They contain: the task set, the action according to the rules, the result. Tasks become more difficult with age. If at the age of 2 you show a logical chain of 2 objects to a child, then at the age of 5 an older preschooler can build it from 4-5 objects. The conditions of such games are the fulfillment of the educational goal and their conduct in an interactive environment.

Didactic game - Geometric mosaic

It has been living with us for a very long time, but it does not lose its relevance. You can prepare such material yourself, you will need to cut out many different geometric shapes from colored paper. Then prepare cards with objects recognizable by the child. Laminate both.

At first, the child simply copies what he sees in the finished drawing, while learning to match the details in shape and color, trains mindfulness. Then he begins to fantasize and can already create his own images without relying on a sample. Now the imagination, visual-figurative thinking is turned on. In both cases, fine motor skills develop.

Our didactic geometric mosaic is purchased. It is stored in a convenient suitcase, all parts are wooden with a magnet on the back. Thus, my preschooler can collect stories not only on the walls of the suitcase, but also on a magnetic board hanging on the wall. Attached cards with 50 images of different levels. Here is such a simple cup you can assemble at the initial level.

Today my son is 5 years 7 months old, and sometimes he still wants to work on the model, using more complex models. But more often he can be caught assembling his own drawing. The beauty of such an acquisition is not only in the compactness of storage and the confidence that the details will not be lost. But also in the opportunity to bring the collected parents and show what happened.

If the mother is directly involved in the classes, then in the process of unobtrusively naming the figures, the child will definitely learn them. Together you can make a fairy tale from the resulting characters. You can read more about it in a separate article. Over time, try playing “Guess what it is”. The preschooler independently collects the drawing, and the parent must guess what is shown on it. Create masterpieces one by one. It is even more interesting if little guests have come, then entertainment is provided for everyone.

I purchased our set from Amazon, it was released by the company Imaginets. This is really a quality product. But if you do not live outside of Russia, you can see similar mosaics in online stores. Pay attention to the variety of geometric shapes and the presence of sample cards.

Didactic game - What is wrong?

It can be played both with the previous magnetic pieces and with the three-dimensional ones. Didactic material can be any toys in the set, counting bears of different colors, natural material - cones and acorns, for example. It is better to play with several children so that there is a competitive effect, then it really turns out to be fun. The players turn away, the parent quickly arranges a logical chain in which the move is broken. This may be a figure of a different type, a different color, its absence in a logical chain, or vice versa, an excessive presence. On command, the players turn around and quickly say the mistake they see. The one who guesses it the most times wins.

It is better to agree in advance what score to play, we usually compete up to 10, and then we want to repeat. Alexander competes with dad, and I establish logical chains. What does this children's didactic game develop:

• Attentiveness;
• fast response;
• vocabulary (you need to accurately express your thought);
• knowledge of the exact names of geometric shapes or colors (depending on the option chosen).

The most interesting mathematical games with didactic materials that I made with my own hands have already been described on my blog in the article.

Mobile math games for preschoolers

Movement is important for all children, but it is vital for middle and older preschool children. And if girls can sit quietly and assemble a mosaic for 15-30 minutes, then this is simply not given to boys by nature. Therefore, when planning mathematical games for preschoolers, I could not bypass such an important type of them as mobile ones. Watching the children, I can say that such activities bring pleasure to both boys and girls.

My regular readers are already familiar with Estella, Alexander's girlfriend, who comes to visit us on Mondays. I always try to organize leisure time for the guys and offer them my games when I see a break in their own. Children are happy to accept offers to play, I participate in these entertainments only as a commentator and referee.

Mobile game - Collect the right item

We needed:

• 4 chairs;
• several types of geometric shapes;
• 2 containers to store.

I played this mathematical outdoor game on the terrace. Four chairs placed in pairs from each other at a decent distance. At one end she laid out geometric shapes, at the other she placed containers for brought trophies. Teach the children the rules of the game

Everyone has geometric shapes on the chair, 8 pieces each. I took them in my hands and we named the species - this should be done to make sure that all the players know them. Children stand near the chairs with baskets, on the count of 3 they run to the chair with the figures and take only one of the given ones. They return to put it in a container and so on until they have collected all 8 pieces. The one who collects first wins.

So, I prepared: squares, circles, cylinders, triangles, rectangles, cubes. I chose all the items from the available toys, trying to make the geometric figure immediately recognizable. She put three kinds of figures on a chair for each child. In the first round, it was proposed to transfer Alexander - a square and Estella - a triangle to the basket. In the second, a circle and a rectangle, and at the end the remaining cylinder and cube. At the end, players no longer need to choose the right piece, but the excitement of mobile competition continues to be present.

If you are sure that your preschoolers are familiar with volumetric geometric shapes, then the game can be complicated by choosing only them. You can also pick up objects similar to a certain shape. For example, a spatula or a plastic tree resembling a triangle, a ball - a ball, a flask for experiments - a cylinder. Look around and I'm sure you'll find the right items.

Mobile game - Connect the dots with the number

It is similar in style to the previous one. But in this case, players need to put a card with a number on a card with the same number of dots. We still have the “Math from the Diapers” set from the Umnitsa company, which I used. These cards are easy to make yourself, as you will need a small number of them. Dots can be put down by hand or by sticking sticky circles, as on discounted products.

Such outdoor mathematical games for preschoolers develop knowledge of numbers, their comparison with quantity, attentiveness, competitiveness and the desire to win. Estella was prepared with a set of cards from 0 to 10, Alexander from 20 to 30. It immediately became clear that zero caused difficulty for the girl, and the boy could not quickly determine a large number of points by eye. It was not difficult to explain the concept of zero, but for Alexander I had to replace the cards from 11 to 21. The children played 4 times, the score was 2:2.

To accommodate large dot cards, we moved to an apartment. By moving the dining table to the side, we managed to get 4 meters of takeoff run. The two mathematical games I described gave the children the opportunity not only to move, but it was also clear that they were perceived by them as entertainment.

Board math games for preschoolers

I will only describe a few of the math board games that we have available and are worth checking out. Why are they good? Firstly, board games captivate all family members, which is more likely to spend time together. Secondly, they do not need to be prepared, like the ones I wrote about above. Thirdly, they are aimed at developing different aspects: knowledge of the composition of a number, the ability to add numbers, develop logic.

To complete the story about the games of children in our house, I will write right away about the outdoor game. Although if you have a long table, then it can become desktop. Richard Scarry's Busytown- this is her name and of course she will be loved by children who are familiar with the books of this author: City of Good Deeds, Book about cars, Book of Good Behavior. The age category of players is 3+, I absolutely agree with this, but older preschoolers also play it with pleasure. I purchased it from Amazon, if you enter the name into the Russian search engine, you will see this math game for children on the Russian market.

I would say that this is the first step in the score, since here the players, after scrolling the arrow, need to take a certain number of steps on the way to the goal. The guys develop the ability to play by the rules, to follow the order, attentiveness - this is one of the main factors here, they get acquainted with the hourglass. The bottom line is this:

Players choose characters from their favorite books, there are 4 of them in total. They turn the arrow in turn and, depending on its stop, apply actions: they count steps when making decisions on choosing a road, look for the specified object. The characters move towards the island where the food picnic is located. Pigs are sitting on the island, which, as you know, are very voracious. If the arrow stops at a piglet, then one of the dishes is “eaten” by the opponents. The goal is to arrive on the island before the pigs eat everything.

The peculiarity of the game is that there is no losing player here, since they are playing against piglets. This is a team win or loss. You have probably noticed, dear parents, that it is difficult for preschoolers to lose. Many children cry and even refuse to participate. In this case, this does not happen. I will note one more plus: when the arrow falls on the Golden Beetle with a magnifying glass, you need to take one card from the deck, which depicts the object of the search. The hourglass turns over and the children begin to look for the indicated objects in the city. This is great for developing mindfulness, and if you are learning English, it will serve as an excellent practice, since the drawings on the cards are signed in English.

Continuing the theme of children who do not like to lose, I will tell you about this wonderful board game. It was bought by me when the child was 4.5 years old. The 6+ recommendation did not bother me, since Alexander had long ago mastered the score within ten. We've played several board games before and never had a similar situation with any of them. But this one develops not only addition within ten, to be exact up to 9, but also quick reaction and attentiveness. The child could not count as fast as I did, and giving in has no educational meaning. After several losses, he cried and began to withdraw. I had to pause, then explain that if something does not work out as we would like, then it can only be improved through practice.

Our version of the box is on top of the photo and it is absolutely identical to the Russian one. As a result, after 2-3 months, Alexander reached a fantastic level of addition within 9 and began to beat me! The included bell makes a mesmerizing impression on children, we began to use it in the Fructo 10 set, which will be described below. Definitely, speaking about mathematical games for preschoolers, Halli Gali is in the lead in the practice of addition, bringing it to automatism.

It is very similar to the previous one, but they are perceived in completely different ways. Players can be from 2 to 5, the meaning is the same: find the number 10 as quickly as possible by adding. Variants of the game are allowed by colors and by the type of fruit depicted. Fructo 10 doesn't work as fast as Halli Galli. The hard work of the mind in this game goes not only to find numbers and add them, but also to sort fruits by type, and there are 4 of them in each picture. What my preschooler learned playing this board game is to get 10 by adding several numbers. For example: 2+2+6 or 3+4+3. Such calculations must be made faster than the opponent and my son beats me!

This set was released by the "Gang of wise men" company. After analyzing both mathematical addition games, I advise you to start with Halli Galli and introduce after a while. Which, although recommended for children 7+, has many options, so it is ideal for older preschoolers.

Board game Kalah of the Mancala family

I confess that in our family she is simply called Mancala. This is a two-player logic-math game that is perfect for preschoolers and schoolchildren. I bought it because of a wooden box, imagining what developmental activities I could organize with it. But when I got home and figured out the rules, I realized that its use would be for its intended purpose. It develops logic, building a strategy, calculating moves in advance. There are no random winners in it, if you made a mistake with the calculation, then you lost. Dad and Alexander are fond of her very often - they both liked it. The husband sees the potential and deep meaning of the game.

It reminds me a bit of Backgammon, only you don't need to throw dice here. Be sure to read about the history of Mancala, people could not be wrong for centuries. I do not advise you to buy parodies like 2 in 1, take the classic Kalah. If you do not find it in a wooden box, then there is more cardboard version, it will be much cheaper.

Well, dear friends, I hope that the mathematical games for preschoolers described by me will be useful to you in the development of children. And desktop will help to spend time together with the family in a fun and useful way. Let me remind you that I have already described our and games with . If you liked the article, share it with your friends on social media. networks. Please do not copy the entire text, it is better to use the buttons below.

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Comments

Tatiana

June 3, 2016 at 05:17

Nadia and Luka

June 3, 2016 at 05:21

Ludmila Vlasova

June 3, 2016 at 06:57

Katrin

June 3, 2016 at 07:14

Elena

PRACTICAL PART

Did action games for the development of elementary mathematical concepts

Here is a selection of games that will help in the development of memory, attention, imagination of children of primary preschool age.

Games for fixing geometric shapes.

Guidelines: games are intended for children of primary preschool age. They can be used in the morning period, both for individual work and independent activities of children.

1. "Domino"

Purpose: to teach children to find one specific figure among many, name it. The game consolidates knowledge about geometric shapes.

Stimulus material: 28 cards, each half shows one or another geometric figure (circle, square, triangle, rectangle, oval, polygon). Two identical figures are depicted on the “double” cards, the seventh “double” consists of two empty halves.

The cards are laid out face down on the table. After explaining the rules to the child, the game begins by laying out the “double-empty” card. As in ordinary dominoes, in one move the child picks up and applies one necessary card to any end of the "track" and names the figure. If the player does not have the necessary figure on the card, he looks for a picture with this figure from the total number of cards. If the child does not name the piece, he does not have the right to the next move. The one who gets rid of the cards first wins.

2. "Unravel the confusion"

Purpose: to teach children to freely use objects for their intended purpose.

Material: toys, variously designed, which can be grouped (dolls, animals, cars, pira midki, balls, etc.).

All toys are placed on the table in a certain order. The child turns away, and the leader changes the location of the toys. The child must notice the confusion, remember how it was before, and restore the old order.

First, for example, swap the blue die with the red one. Then complicate the task: put the doll to sleep under the bed, cover the ball with a blanket. Once the child gets used to it, he can create confusion himself by inventing the most improbable situations.

3. "Pick up a couple"

Purpose: to teach children to compare objects in shape, size, color, purpose.

Material: geometric shapes or thematic collections of images of different objects that can be combined in pairs (apples of different colors, large and small, baskets of different sizes or houses of different sizes and the same bears, dolls and clothes, cars, houses, etc.). d.).

Depending on what kind of stimulus material you have, a problem is posed to the child: help the doll to get dressed, help to harvest, etc.

Toys thank the child for a well-chosen pair

4. "Help Fedora"

Purpose: to form and develop a color representation in children. Teach them to match the colors of dissimilar objects.

Stimulus material: cards with images of cups and handles in different colors.

“Guys, poor grandmother Fyodora had all the cups broken in the house. Their handles broke off, and now she will not be able to drink her favorite tea with raspberry jam from them. Let's help grandma Fedora glue her cups together. But for this you need to carefully look at these cards with the image of cups and find pens that match them in color. If the child finds it difficult to complete this task, show him how to look for paired cards. Then this task is performed independently.

5. "Find objects of similar color"

Purpose: to exercise the child in matching objects by color and generalizing them on the basis of color.

Stimulus material: various mail items, toys of five shades of each color (cup, saucer, threads; clothes for dolls: dress, shoes, skirt; toys: flag, bear, ball, etc.).

On two tables, shifted side by side, they arrange toys. The child is given an object or a toy. He must independently select all the shades of this color for the color of his toy, compare them and try to name the color.

6. "Find an object of the same shape"

Purpose: to teach the child to distinguish specific objects from the environment in shape, using geometric patterns.

Stimulus material: geometric shapes (circle, square, oval, triangle, rectangle), round objects (balls, balls, buttons), square objects (cubes, scarf, cards), triangular objects (building material, flag, book) , oval shape (egg, cucumber).

Arrange geometric shapes and objects into two piles. The child is invited to carefully consider the object. Then we show the child a figure (well, if the child calls it) and ask him to find an object of the same shape. If he is mistaken, invite the child to circle the figure first with his finger, and then the object.

7. "Magic circles"

Purpose: to continue teaching the child to single out specific objects in form.

Stimulus material: a sheet of paper with circles of the same size drawn on it (ten circles in total).

“Let's look closely at this sheet. What do you see on it? What figure is drawn on a piece of paper? Now close your eyes and imagine a circle."

8. "Lay out the ornament"

Purpose: to teach the child to distinguish the spatial arrangement of geometric shapes, to reproduce exactly the same arrangement when laying out the ornament.

Stimulus material: 5 geometric figures cut out of colored paper, 5 each (25 in total), cards with ornaments.

“Look, what ornaments are in front of us. Think and name the figures that you see here. And now try to lay out the same ornament from the carved geometric figures.

Then the next card is offered. The task remains the same. The game is over when the child has laid out all the ornaments shown on the card.

9. "Game with circles"

Purpose: to teach children to designate in words the relationship of objects in size (“largest”, “less”, “more”).

Stimulus material: three circles (drawn and cut out of paper) of different sizes.

It is proposed to carefully look at the circles, spread them out in front of you, circle them on paper along the contour. Next, the child is invited to compare 2 circles, then other 2 circles. Try to have the child name the size of all three circles.

10. Balls

Purpose: to develop and consolidate the ability to establish a relationship between elements in size (more - less, thicker, longer, shorter).

Stimulus material: a set of five sticks, uniformly decreasing in length and width, a set of five circles, which also decrease evenly in accordance with the sticks.

“Let's see what happened. On the street, kind grandfather Fedot was selling balloons. How beautiful they are! Everyone liked it. But suddenly, out of nowhere, the wind rose, so strong that all the balls of grandfather Fedot broke away from their sticks and scattered in all directions. For a whole week, good neighbors brought back the balls they had found. But here's the problem! Grandfather Fedot cannot understand which ball was attached to which stick. Let's help him!"

First, along with the child, sticks are laid out on the table in size from the longest and thickest to the shortest and thinnest. Then, according to the same method, the “balls” are laid out - from the largest to the smallest.

12. Smart Guest

Purpose: to develop the ability to examine the shape of objects, to give and understand their complex description.

Stimulus material: children's plastic utensils, bag.

The toys are examined by the participants, then put into a bag. The child sits with his back to the players. They take turns approaching him, tapping on his shoulder and saying: “Ana needs something like this, but I won’t tell you what it’s called, but I’ll explain to you what it is ... (And then the description of the object follows. For example, a cup: “round, with convex sides, low, narrow at the bottom, wider at the top, a handle on the side”).

When the child finds the desired object by touch, he takes it out of the bag; further, it is evaluated whether the task was completed correctly.

13. "Cheerful little man"

Purpose: to form in children the ability to dismember a certain figure into elements (geometric figures) and, conversely, from individual elements corresponding to geometric patterns, to compose objects of a certain given given shape.

Stimulus material: geometric figures (1 triangle, 1 semicircle, 1 rectangle, 2 ovals, 4 narrow rectangles, drawing "Merry Man").

“Today a cheerful little man came to visit us. Look how funny he is! Let's try to make the same little man out of the geometric figures that lie on the table.

14. "Sticks"

Purpose: To teach children the sequential arrangement of elements of different sizes.

Stimulus material: 10 sticks (wooden or cardboard) of different lengths (from 2 to 20 cm). Each subsequent stick differs from the previous one by 2 cm in size. To complete this task correctly, each time you need to take the longest strip of those that you see in front of you. We use this rule and lay out the sticks in a row. But if at least once a mistake is made, whether it is a rearrangement of elements or trying on sticks, the game stops.

15. "Find a house"

Purpose: to form a purposeful visual perception of the form.

Stimulus material: two sets of geometric figures, six figures in each set. Three of these

figures (square, circle, triangle) are the main ones, and the other three (trapezoid, oval, rhombus) are additional. Additional figures are necessary to distinguish and correctly select the main figures. You also need contour images of each figure on separate cards (the contours can be cut out, make “windows-up to mika”). Each set of stimulus material includes six to eight cards with the contours of each figure. Cards can be colored in different colors.

Children are shown three basic shapes (circle, square, triangle). Then a card is shown showing a single shape (for example, a triangle). “What do you guys think, what figure lives in this house? Let's think together and put the right figure here. Now guys, let's play together. You see, different figures lie on two tables (two children call). Here are the cards for you. What figures live in these houses? After the task is completed, two other identical cards are given. If the child finds it difficult to complete the task, he is invited to circle the “frame” of the figure with his finger, then draw its contour in the air, which will facilitate the reproduction of the form.

16. "Show the same"

Purpose: to teach a child to build an image of an object of a given size.

Stimulus material: geometric shapes (square, circle, triangle, oval, hexagon) of different sizes. The number of sets of geometric shapes depends on the number of children. The set contains 3-4 variants of each figure. “I have the same figures. I show you a figure, and you must find the same one in your set. Be very careful!”

After the children find and show the figure, the leader "trying on" their choice to his figure. If the child is convinced of a mistake, he is allowed to correct it on his own by replacing the selected figure with another one.

17. "What did the doll bring us?"

Purpose: to teach the child to touch the shape of the object and name it.

Stimulus material: doll, bag, all kinds of small toys, which should be noticeably different from each other and depict objects familiar to children (cars, cubes, toy dishes, animal toys, balls, etc.). It is desirable to thread an elastic band into the bag so that the child cannot look into it when looking for a toy.

"Guys! Today Masha doll came to visit us. She brought toys for us. Do you want to know what the doll brought us? You need to take turns approaching the bag, but do not look into it, but only choose a gift for yourself with your hands, then say what you have chosen, and only after that take it out of the bag and show it to everyone.

After all the toys are taken out of the bag, the game is repeated again. All the toys are returned and the children take turns taking out the toys again.

18. "Funny balls"

Purpose: to develop ideas about form, color.

Stimulus material: drawing of balls (10-12 pieces) of oval and round shape, a flag.

“Look at the picture. How many balls! Color the round balls blue and the oval balls red. Draw strings for the balloons so that they do not scatter from the wind, and "tie them to the flag."

19. "Find the figures"

Purpose: to develop visual perception of geometric shapes.

Stimulus material: drawings of geometric figures.

“Look at these drawings. Find geometric shapes. Whoever finds more pieces, and, most importantly, faster, wins.

Games for orientation in space and time for orientation on a sheet of paper.

20. "Where is it?"

Purpose: to form a spatial orientation on a sheet of paper.

Stimulus material: a white sheet of paper on which geometric figures (oval, square, rectangle, triangle) of different colors are depicted. plane, car, KAMAZ), toys, etc. The figures are located in the corners, a circle is drawn in the middle.

“Look carefully at the picture and tell me where is the circle drawn?, oval?, square?, triangle?, rectangle?

Show what is drawn to the right of the circle?, to the left of the circle?

What is shown in the upper right corner?, in the lower left corner?

What is drawn above the circle?, below the circle?”

21. "Left - Right"

Purpose: to teach children to navigate in space, in their own body.

“Guys, listen carefully to the poem:

V. Berestov

The student stood at the fork in the road

Where is the right

Where is the left

He could not understand.

But suddenly a student

Scratched in the head

With the same hand

who wrote

And threw the ball

And flipping through the pages

And holding a spoon

And swept the floors.

"Victory!" - resounded

A jubilant cry.

Where is the right

Where is the left

Learned student!

How did the student know which is right and which is left? What hand did the student scratch his head with? Show me, where is your right hand? Left hand?

22. "Bunny"

Purpose: to teach children to navigate in space, in their own body. Children, listening to a poem, perform exercises:

Bunny, bunny - white side,

Where do you live, our friend?

Along the path, along the edge,

If we go to the left

That's where my home is.

Stomp with your right foot

Stomp with your left foot

Right foot again

Left foot again. * * *

gray bunny sitting

And wiggles his ears

It's cold for a bunny to sit

You need to warm up the paws:

paws up,

paws down,

Get up on your toes!

We put our paws on the side,

On the socks

Jump - jump - jump.

And now squat

So that the paws do not freeze!

23. "Where?"

Purpose: to teach to navigate in space.

Stimulus material: on a white sheet of paper, an image of cars, trees (Fig. 11).

“Look closely at the picture. Show which cars go to the right, which ones go to the left? Look closely at the trees. Where do you think the wind is blowing?

24. "What happened?"

Purpose: to develop the ability of spatial orientation on a sheet of paper, count cells, lines.

“Retreat from the top of the sheet to the cell four cells down and from the left edge of the sheet - three cells to the right, put a dot in the corner of the cell. I will tell you how to draw lines, and you listen carefully and draw as I dictate.

For example: one cell to the right, one cell down, one cell to the left, one cell up.

What happened? Got a square. This is the easiest and simplest task. Let's play on. You have more difficult tasks ahead of you, and if you are careful and do not make mistakes in completing my tasks, then you will get the drawing that I intended.

For example: one cell down, one cell right, two cells down, one right, one down, one right, one up, one cell right, two up, one right, one up, one right , one down, one right, two down, one right, one down, one right, one up, one right, two up, one right, one up.