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Plan for self-education of femp in the preparatory group. Self-education plan “Development of basic mathematical abilities in preschool children through innovative technologies” material on mathematics on the topic

Creating conditions for the development of elementary mathematical concepts in preschool children through educational games.

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Municipal preschool educational institution

"Combined kindergarten No. 172"

Individual work plan for self-education

Prepared by the teacher

preparatory school group

Mosman Elena Alexandrovna

01.09.2014

(start date of work on the topic)

31.05.2014

(estimated completion date)

Saratov 2014

Introduction…………………………………………………………………………………...….. 3

Explanatory note………………………………………………………..... 5

Personal plan of the teacher………………………………………………………...... 9

Working with children………..……………………………………………………….. 10

Working with parents………………………………………………………...... 12

Analysis of the topic on self-education …………………………………………….... 13

List of used literature…………………………………………………………….. 14

Appendix 1 (card index of educational games)……………………………………………………

Appendix 2 (diagnostics) …………………………………………

Appendix 3 (report for teachers) …………………………………….

Appendix 4 (consultation for parents) …………………………

Appendix 5 (memo for parents) …………………………………………

“Without play there is no, and cannot be, full mental development.

A game is a huge bright window through which a life-giving stream of ideas and concepts pours into the child’s spiritual world.

Play is the spark that ignites the flame of inquisitiveness and curiosity.”

V.A. Sukhomlinsky

Introduction

Kindergarten performs an important function in preparing children for school. The success of his further education largely depends on how well and timely a child is prepared for school.

Play and study are two different activities; there are qualitative differences between them. N.K. Krupskaya rightly noted that “the school devotes too little space to play, immediately imposing on the child an approach to any activity using the methods of an adult. She underestimates the organizational role of the game. The transition from play to serious studies is too abrupt; there is an unfilled gap between free play and regulated school activities. We need transitional forms here.”

This means that the teacher’s task is to make a smooth, adequate transition for children from play activities to learning activities. Educational games play a decisive role in this.

They are interesting for children and emotionally captivate them. And the process

solutions, searching for an answer, based on interest in the problem, is impossible without the active work of thought. This situation explains the importance of entertaining tasks in the mental and all-round development of children. Through games and exercises with entertaining mathematical material, children master the ability to search for solutions independently.

In this regard, I was interested problem : Is it possible to increase the motivation of preschool children in the formation of elementary mathematical concepts through the use of educational games.

The use of gaming techniques and methods, their sequence and interrelation will help in solving this problem.

Based on this, I formulated the followingworking hypothesis: the development of elementary mathematical concepts in preschoolers through educational games will be effective provided that gaming methods and techniques are used in the educational process.

Object of study– elementary mathematical concepts in preschoolers;

Subject of study– educational games for the formation of elementary mathematical concepts in preschoolers;

Target: Creating conditions for the development of elementary mathematical concepts in preschool children through educational games.

Tasks:

analyze psychological and pedagogical literature on this issue.
study gaming technologiesin teaching mathematics to preschool children;
compile a selection of didactic games and game-based tasks for the development of mathematical concepts in preschool children;
use the developed material in mathematics classes with preschool children.

Explanatory note.

In preschool age, in my opinion, play is of utmost importance.

Play is not only pleasure and joy for a child, which in itself is very important, but with its help you can develop the child’s attention, memory, thinking, and imagination. While playing, a child can acquire new knowledge, skills, abilities, and develop abilities, sometimes without realizing it.

We can highlight the following features of entertaining games offered to children for mastering mathematical concepts.

Play is the most accessible and leading activity for preschool children.
The game is also an effective means of shaping the personality of a preschooler, his moral and volitional qualities.
All psychological new formations originate in the game.
The game contributes to the formation of all aspects of the child’s personality and leads to significant changes in his psyche.
Play is an important means of mental education of a child, where mental activity is associated with the work of all mental processes.

In developing children's mathematical understanding, my work makes extensive use of entertaining mathematical material. I include gaming material during the event itself or use it at the end of it, when there is a decrease in the mental activity of children. In direct educational activities on the formation of elementary mathematical concepts, I use various didactic games: with numbers, for orientation in space, using geometric figures, for the development of logical thinking, time travel. To clarify and concretize children’s knowledge about numbers and their purpose,

geometric forms, time relationships, I use entertaining tasks and riddles. Various types of logical problems and exercises, word games that are based on the words and actions of the players help develop children's thinking. I use problems, riddles and jokes when teaching how to solve arithmetic problems, operations with numbers, and the formation of time representations. Children describe objects, highlighting their characteristic features, find characteristic signs of similarity and difference, guess from the description, and group objects according to various features and properties. At the same time, they develop the ability to use the correct form of statements: “I believe that...”, “I think that...”, “my opinion...”, which they rarely use in everyday life. I use simple, entertaining tasks as “mental gymnastics.” Using various didactic games when working with children, you can make sure that while playing, children better assimilate program material, correctly complete complex tasks, and actively answer questions. In my work, motivational techniques such as communicating with game characters who need help help me. In these situations, children turn from being taught to teaching, they reflect, prove, and draw conclusions.

Games with mathematical content are considered by me as one of the means that ensures a rational relationship between the work of the teacher and children in the formation of elementary mathematical concepts.

The variety of entertaining material - games, tasks, puzzles - provides the basis for their classification. They can be classified according to different criteria according to their content and meaning, the nature of mental operations, as well as their focus on the development of certain skills.

The group has created a center “Entertaining Mathematics”. It includes educational games that help develop cognitive abilities and develop interest in activities with numbers, geometric shapes, and quantities. The proposed printed board games allow you to develop logical thinking, counting skills, introduce you to numbers, and contribute to the development of voluntary attention, emotional control, and perseverance. Games in which you need to throw a dice and make a move in accordance with the number of points rolled are successfully used. Moving along the pattern, the track with chips, each child practices remembering the order of numbers. The center contains a variety of entertaining materials so that each child can choose a game according to their interests. I organize all the work in the center for entertaining mathematics taking into account the individual characteristics of children. I offer the child a game, focusing on the level of his mental and moral-volitional development, manifestations of activity, I involve inactive, passive children in games, and interest them. I help you master the game.

I carry out my work on this topic in close contact with parents:

I introduce you to entertaining and educational games;

I provide consultations and individual conversations;

I attract parents to replenish the “Entertaining Mathematics” center

Subject “The use of educational games in the formation of elementary mathematical concepts in preschool children”

Goal and tasks:

Studying the relevance of using gaming techniques in the formation of elementary mathematical concepts in preschool children.
Actively influence the comprehensive development of children:

enrich with new ideas and concepts; consolidate knowledge; activate mental activity (ability to compare, generalize, classify, analyze).

Stages of work:

Teacher's personal plan
Work with children
Working with parents

Teacher's personal plan

Areas of work	Month
Plan work with children for the new school year. Prepare a consultation for parents on the topic “The role of educational games in the upbringing of preschool children”	September
Study literature: E.V. Kolesnikova “Mathematics for preschoolers 6-7 years old”, M.: TC Sfera, 2001. A. Beloshinskaya – candidate of pedagogy. Sciences "Mathematics and Children"	October
Study literature: Z.A. Mikhailova “Game entertaining tasks for preschoolers”, M.: Education 1990. T.V. Taruntaeva “Development of elementary mathematical concepts in preschool children” M.: Education, 1980.	November
Prepare a report for teachers on the topic: “...”	December
Use the Internet to search for additional information to work on the following sites: “Social network of educators website”, “Maaam.ru”, “Pro.Shkolu.ru”. Develop a card index of educational games for FEMP	January
Work on modernizing the subject-development environment in the group (replenishment of the “Entertaining Mathematics” center)	February
Prepare a memo for parents of children in the preparatory group “It’s time for us to go to school”	March
Prepare an analysis of a topic for self-education	April
Visiting city methodological associations.	During a year
Select material to develop a self-education plan for the new school year.	May

Work with children

Deadlines	Forms of working with children	Note
September	Numbers from 1 to 10, signs, >,	Appendix No. 1
	Signs =, =, +, -, arithmetic problems, the size of an object.	Appendix No. 2
	Independence of numbers from the arrangement of objects, transformation of inequalities into equalities, parts of the day, geometric figures.	Appendix No. 3
	Quantitative counting from 1 to 10, logic problems, composition of the number 5 from two smaller ones.	Appendix No. 4
October	Counting according to a pattern and a named number, magnitude, geometric shapes, orientation in space.	Appendix No. 5
	Composition of the number 6, establishing equality between groups of objects, days of the week, geometric shapes.	Appendix No. 6
	Monitoring.
	The independence of the number from the arrangement of objects, geometric shapes, the composition of the number 7, parts of the day.	Appendix No. 7
November	Arithmetic problems on addition and subtraction, magnitude, geometric figures.	Appendix No. 8
	Number 11, quantitative counting, seasons.	Appendix No. 9
	Consolidating knowledge about the number 11, mathematical riddles, familiarization with the ruler.	Appendix No. 10
	Number 12, days of the week, signs >,	Appendix No. 11
December	Consolidating knowledge about the number 12, arithmetic problems, ruler, geometric shapes.	Appendix No. 12
	Number 13, arithmetic and logical problems, triangle	Appendix No. 13
	Numbers 11, 12, 13, size of objects, logical problems.	Appendix No. 14
	Number 14, logical problems, geometric shapes.	Appendix No. 15
January	Numbers 11, 12, 13, 14 (repetition), composition of the number 8, logical problems, orientation on a sheet of paper.	Appendix No. 16
	Number 15, quantitative counting up to 14, geometric shapes.	Appendix No. 17
	Numbers from 1 to 15 (repetition), geometric shapes, solving examples, logic problems.	Appendix No. 18

Deadlines	Forms of working with children	Note
February	Number 16, time orientation, logical task.	Appendix No. 19
	Comparison of adjacent numbers, signs, composition of the number 9, square, size of objects.	Appendix No. 20
	Number 17, geometric shapes, orientation on the sheet.	Appendix No. 21
	Solving examples with numbers of the second ten, the size of objects, a logical problem.	Appendix No. 22
March	Number 18, seasons, logic problems.	Appendix No. 23
	Number 18, geometric shapes, composition of number 10, logic problem.	Appendix No. 24
	Number 19, magnitude, orientation in time.	Appendix No. 25
	Solving examples, independence of numbers from the arrangement of objects, geometric figures, orientation in space on a sheet.	Appendix No. 26
April	Number 20, solving examples, arithmetic problem, geometric figures.	Appendix No. 27
	Number 20, solving examples, logic problem, motor skills.	Appendix No. 28
	Composition of the number 9, comparison of numbers, geometric shapes.	Appendix No. 29
	Correlating the number and quantity of objects, motor skills.	Appendix No. 30
May	Size, time orientation, development of attention.	Appendix No. 31
	Mathematical riddles, seasons, correspondence between number and quantity of objects. Conducting consultations for parents of children in the preparatory group on the topic “The role of educational games in the upbringing of preschool children.”	September
	Conducting individual interviews with parents.	During a year
Participation of parents in the production of didactic games and demonstration material.	February
Memo for parents “It’s time for us to go to school”	March

Mathematics plays a huge role in mental education and in the development of intelligence. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, and creative potential of the individual. The main goal of doing mathematics is to give the child a sense of self-confidence, based on the fact that the world is orderly and therefore understandable, and therefore predictable for humans. Teaching mathematics to preschool children is unthinkable without the use of didactic games. Their use helps well in the perception of the material and therefore the child takes an active part in the cognitive process.

The didactic game requires perseverance, a serious attitude, and the use of the thinking process. Play is a natural way for a child to develop.

They are interesting for children and emotionally captivate them. And the process

Goal: to create conditions for the development of elementary mathematical concepts in preschool children through didactic games.

analyze psychological and pedagogical literature on this topic.

compile a selection of didactic games and game-based tasks for the development of mathematical concepts in preschool children;

use the developed material in mathematics classes with preschool children;

actively influence the comprehensive development of children:

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Municipal preschool educational institution

"Kindergarten No. 44"

SELF-EDUCATION PLAN FOR TEACHERS

Kapralova Olga Nikolaevna

6 years old I_

Subject: “The use of didactic games in the formation of elementary mathematical concepts in preschool children”

2015 – 2016 (academic year) second junior group

g.o. Saransk

“Without play there is no, and cannot be, full mental development.

A game is a huge bright window through which a life-giving stream of ideas and concepts pours into the child’s spiritual world.

Play is the spark that ignites the flame of inquisitiveness and curiosity.”

V.A. Sukhomlinsky

Introduction

Kindergarten performs an important function in preparing children for school. The success of his further education largely depends on how well and timely a child is prepared for school.

Mathematics plays a huge role in mental education and in the development of intelligence.Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, and creative potential of the individual. The main goal of doing mathematics is to give the child a sense of self-confidence, based on the fact that the world is orderly and therefore understandable, and therefore predictable for humans.Teaching mathematics to preschool children is unthinkable without the use of didactic games. Their use helps well in the perception of the material and therefore the child takes an active part in the cognitive process.

The didactic game requires perseverance, a serious attitude, and the use of the thinking process. Play is a natural way for a child to develop.

They are interesting for children and emotionally captivate them. And the process

Target: creating conditions for the development of elementary mathematical concepts in preschool children through didactic games.

Tasks:

analyze psychological and pedagogical literature on this topic.
compile a selection of didactic games and game-based tasks for the development of mathematical concepts in preschool children;
use the developed material in mathematics classes with preschool children;
actively influence the comprehensive development of children:

enrich with new ideas and concepts; consolidate knowledge; activate mental activity (ability to compare, generalize, classify, analyze).

Expected Result:

activating the cognitive interest of preschool children;
development of attention, memory, speech, imagination, logical thinking;
formation of elementary mathematical concepts.

All didactic games can be divided into three types: games with objects, board-printed and word games.

In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the characteristics of objects: color, size, shape.

Word games are built on the words and actions of the players. In such games, children learn about the world around them, deepen their acquired knowledge in new connections, in new circumstances; they are also aimed at developing speech and correct orientation in space.

Printed board games are varied in type: paired pictures, lotto, dominoes, mosaic, cut pictures and cubes. The purpose of this type of games is to teach children logical thinking, develop their ability to form a whole object from individual parts, establish the similarities and differences of objects, teach them to compare and identify the characteristics of objects.

Also, when developing elementary mathematical abilities in preschoolers, you can use plane modeling games, puzzle games, and joke tasks.

But, despite the variety of games, their main task should be the development of logical thinking, namely the ability to establish the simplest patterns: the order of alternating figures by color, shape, size.

Stages of work.

1. Studying literature on the topic.

During the year, study the necessary methodological literature, as well as journal articles, and become familiar with materials from Internet sources.

	Z.A. Mikhailova “Game entertaining tasks for preschoolers”, M.: Education 1990.
	Practical mathematics course for preschoolers. Guidelines. - M.: Balass, 2003 - 256 p.
	T. A. Falkovich, L. P. Barylkina “Formation of mathematical concepts”: Classes for preschoolers in additional education institutions. - M.: VAKO, 2005 - 208 p.
	“Plot-based and didactic games with mathematical content” - A. A. Smolentseva.
	L. G. Peterson, N. P. Kholina “Player”. Practical mathematics course for preschoolers. Guidelines. - M.: Balass, 2003 - 256 p.
	Smolentseva A. A., Suvorova O. V. Mathematics in problem situations for young children. St. Petersburg : Childhood-press, 2004.
	Magazines “Preschool Education”, “Child in Kindergarten”, "Kindergarten. Everything for the teacher."

2. Compiling a card index of didactic games on mathematical development for children of primary preschool age(during a year) .

3. Creation of a subject-developmental environment in the group(corner of cognitive development).

4. Working with children.

Deadlines		Using d/games
September	Monitoring initial knowledge of elementary mathematical concepts.	Didactic games for mastering the concept of “colors”: “Let's make beads for a doll”, “Colored water”, “Colored sticks”.
October	Formation of ideas about the properties of objects in the immediate environment: color, shape, size. Identification of signs of difference and similarity.	Didactic games to develop ideas about quantities: “Let's decorate the rug”, “Houses for bear cubs”, “Let's treat the mice to tea”, “Colored cubes”.
november	Combining objects into a group by color, shape, size.	“Find a pair”, “Place them in boxes”.
December	Selecting part of a group. Finding “extra” items.	d/game “What’s extra?”, “What has changed?”
January	Introduction to the concepts of “one” and “many”.	Didactic games for the development of quantitative concepts: “Into the forest to pick mushrooms”, “Raspberries for the bear cubs”, “Treat the bunnies”.
February	Comparison of groups of items by quantity(same, more, less).	Didactic games for the development of equality based on comparison of two groups of objects: “Let's treat the squirrels with mushrooms”, “Bugs on the leaves”, “Butterflies and flowers”.
March	Familiarization with a visual representation of numbers 1-3, developing the ability to correlate a number with a quantity. Formation of ideas about direct comparison of objects in length and width(longer - shorter, wider - narrower, higher - lower).	Didactic games: “Match the paths to the houses”, “Fix the rug”, “Bridges for the bunnies”, “Match the paths to the houses”.
April	Introduction to geometric shapes: circle and ball, square and cube, triangle, rectangle, oval. Acquaintance with a visual representation of numbers 4-5, developing the ability to correlate a number with a quantity.	Didactic games: “Geometric Lotto”, “Put the figures into houses”, “Rolls or doesn’t roll”, “Find a pair based on the shape”.
May	Formation of spatial representations: on-above-under, left-right, top-bottom, outside-inside, behind-in front, etc. Quantitative and ordinal counting from 1 to 5. Comparison of previous and subsequent numbers.	Didactic games for location in space: “Take a toy”, “Toy store”. Didactic games for the ability to correlate numbers with quantity: “Pathfinders”, “Builders”, “Toy Store”.

5. Working with parents.

1. Participation of parents in the production of didactic games and demonstration material.	During a year
2. Conducting individual consultations and conversations.	During a year
3. Conducting consultations for parents on the topic “The role of didactic games in the upbringing of preschool children.”	November
	April

6. Teacher’s report on the work done for the year(May 2016)

Teacher’s self-education plan on the topic “FEMP through story-based and didactic games in middle preschool age”

DEADLINE: during the 2016-2017 academic year.

Topic of self-education: “FEMP through story-based and didactic games in middle preschool age”

The goal and objectives are self-imaging vania

Studying the relevance of using gaming techniques in the formation of elementary mathematical concepts in preschool children.
Actively influence the comprehensive development of children:

Enrich with new ideas and concepts; consolidate knowledge; activate mental activity (ability to compare, generalize, classify, analyze).

3. Analyze the effectiveness of the work done

Key issues to be studied.

Development stages:

Analyze psychological and pedagogical literature on this issue.
Give a general description of the content of the concept “formation of elementary mathematical concepts”
To study the effectiveness of using gaming techniques in the process of forming elementary mathematical concepts in preschool children.
Develop a card index of games for the formation of elementary mathematical concepts.

1 Conducting games - travel, story games with mathematical content:

Game “Don’t get your feet wet” - you can only step on those bumps where geometric shapes are drawn (Triangle or square), etc.

- “Coding geometric shapes”

- “Journey by sea to the island of geometric shapes”

2. Conducting games and competitions.

- “Whose team will find the items faster? "(various shapes) During the school year

"Quantity and counting."

1. Plot-role-playing games using didactic material on FEMP:

- “Zoo” (score)

- “We receive guests” (how many dogs - so many plates - equally)

- “Ship Trip”

2. Game mathematical knowledge with theatricalization:

-"Three Bears"

- “Mathematics in fairy tales”

- “There is a tower in the field”

- “Kolobok is looking for friends”

"Orientation in time."

Literature on the topic:

1. Program “From birth to school” - Ed. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva

2. “Mathematics and children” - A. Beloshinskaya – candidate of pedagogical sciences.

3. “Orientation in space” - T. Museinova – candidate of pedagogical sciences.

4. “Plot-based and didactic games with mathematical content” - A. A. Smolentseva.

5. “Sensory education” - E. Pilyugina.

6. “Playing numbers” - a series of manuals

7. “Developing perception and imagination” - A. Levina.

8 Boguslavskaya, Z. M. The world around us in didactic games

with parents

Consultation: “Play with your children at home”;

Memo for parents: “Development of logical thinking in children 4-5 years old”;

Movable folders: “Funny numbers”; "Living geometric figures";

Round table on the topic: “Theatrical games with mathematical content”;

Speech at a parent meeting with a report on the work done during the school year.

month	Direction of work	Way to achieve
September	Work with documents. Determining the level of knowledge of children Working with parents	Acquaintance and analysis of documentation Diagnostics of children Prepare a consultation for parents on the topic “The role of educational games in the upbringing of preschool children”
October	Study of plot-didactic games Planning work with students who require special attention	Preparing a card index of entertaining mathematical material Creating individual work with children
november	Learning Theory

MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION

KINDERGARTEN "Batyr"

“PLAN FOR SELF-EDUCATION OF A TEACHER”

Popova Irina Viktorovna

teacher

Total experience

Teaching experience

Teaching experience in this team

Last certification date

Date of expected certification

25 years 25 years 5 years 1

2016 - 2017 academic year

senior group

Stage of work on the topic: preparatory

Start date of work on the topic: September 2016

Estimated completion date: May 2017

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION

KINDERGARTEN "Batyr"

PROJECT

Topic: “Development of mathematical abilities in children

preschool age through play activities"

2016

Introduction.

This topic is one of the complex and interesting problems of preschool education, since the foundations of logical thinking are laid in preschool childhood. In the modern world, mathematics plays a responsible role in the development and formation of an active, independently thinking individual, ready to constructively and creatively solve problems facing society. This is due to the “mathematization” and “computerization” of all spheres of human activity. Parents believe that the main goal of teaching children mathematics is to teach children to count, as well as the accumulation of minimal knowledge, for example, familiarity with numbers and geometric shapes. Parents forget that mathematics makes a great contribution to the development of logical thinking, the development of such important qualities of scientific thinking as criticality and generalization, the formation of the ability to analyze and synthesize, the ability to put forward and formulate a logical hypothesis, etc.

In preschool age, the child's leading activity is play. In this regard, taking into account the age characteristics of children, all types of activities can be carried out in the form of a game or with the content of a game situation using a character (toy). For example, the following game plots are interesting for younger preschoolers: “A trip to the forest to see a squirrel”, “Magic chest” ", "Visiting the Old Forest Man", "Three Bears", "Teremok". For older preschool children, the plots become more complex: “Space Travel”, “At the Toy Factory”, “The Kingdom of Mathematics”. Other characters come to visit the children: Pinocchio, Dunno, Ole Lukoie, The Snow Queen, etc.

. Target:

ensuring the integrity of the educational process through the organization of classes in the form of exercises of a gaming nature; promoting better understanding the essence of the issue, clarification and formation of mathematical knowledge in preschoolers; creating favorable conditions for the development of mathematical abilities; developing a child's interest in mathematics in preschool age.

Tasks:

Increase your own level of knowledge through self-education and studying methodological literature;

Organize joint activities between adults and children;

Develop a long-term plan for working with children;

Set up a “I believe” corner in the group;

Create a card index of mathematical games.

Create a math club “Entertainers”

2. Abstract part.

I assign a special role to non-standard didactic tools in the development of mathematical abilities. For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Play for preschoolers is a way of learning about the world around them. The game will be a means of education if it is included in the holistic pedagogical process. By directing the game, organizing the life of children in the game, the teacher influences all aspects of the development of the child’s personality: feelings, consciousness, will and behavior in general. However, if for the student the goal is the game itself, then for the adult organizing the game there is another goal - the development of children, their acquisition of certain knowledge, the formation of skills, the development of certain personality qualities. This, by the way, is one of the main contradictions of the game as a means of education: on the one hand, there is no goal in the game, and on the other, the game is a means of purposeful personality formation. This is most evident in the so-called didactic games. The nature of the resolution of this contradiction determines the educational value of the game: if the achievement of a didactic goal is achieved in the game as an activity that contains the goal in itself, then its educational value will be the most significant. If the didactic task is solved in game actions, the purpose of which for their participants is this didactic task, then the educational value of the game will be minimal.

A game is valuable only if it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of students’ mathematical knowledge. Didactic games and play exercises stimulate communication, since in the process of these games the relationships between children, child and parent, child and teacher begin to be more relaxed and emotional.

3. Design part.

№

Stages of work

Events

Dates

Theoretical

Studying scientific and methodological literature;

review of information on the topic under study on the Internet

September 2016 – May 2017

Practical

Development of lesson notes for children

September

2016 – 2017

Design in the group “I believe”

October 2016

Creating a card index of mathematical games

November 2016

Preparing material for the circle

September 2016

May 2017

Prepare a collection of consultations for parents “Development of mathematical abilities in older preschoolers”

December 2016

Theme output:

Conducting open classes. Topic: “Adventure in the Number Glade” (May 2017)

Design of a card index of mathematical games.

Collection of consultations for parents. Topic: “Development of mathematical abilities in older preschoolers.”

Design of the moving folder “Mathematics for preschoolers”

Report on the work done for the academic year.

4. Conclusion.

Municipal preschool educational institution child development center - kindergarten No. 161

Self-education plan on the topic:

Gladysheva Evgenia Igorevna

Educator

Tver, 2014

Individual self-education plan

For the 2014-2015 academic year

Subject: “The use of gaming techniques in the formation of elementary mathematical concepts in preschool children.”

The purpose and objectives of self-education on the topic goal

Studying the relevance of using gaming techniques in the formation of elementary mathematical concepts in preschool children.

Actively influence the comprehensive development of children:

Enrich with new ideas and concepts; consolidate knowledge; activate mental activity (ability to compare, generalize, classify, analyze).

Key issues to be studied.

Development stages:

Analyze psychological and pedagogical literature on this issue.

Give a general description of the content of the concept “formation of elementary mathematical concepts”

To study the effectiveness of using gaming techniques in the process of forming elementary mathematical concepts in preschool children.

Develop a card index of games for the formation of elementary mathematical concepts.

Start of work on the topic 09/01/2014

Literature on the topic:

1. Program “From birth to school” - Ed. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva

2. “Orientation in space” - T. Museinova – candidate of pedagogical sciences.

3. “Plot-based and didactic games with mathematical content” - A. A. Smolentseva.

4. “Sensory education” - E. Pilyugina.

5. “Playing Numbers” - a series of manuals

6. “We develop perception and imagination” - A. Levina.

7 . L. G. Peterson, N. P. Kholina “Player”. Practical mathematics course for preschoolers. Guidelines. - M.: Balass, 2003 - 256 p.

8. T. A. Falkovich, L. P. Barylkina “Formation of mathematical concepts”: Classes for preschoolers in additional education institutions. - M.: VAKO, 2005 - 208 p.

Features of the use of gaming techniques in the process of forming elementary mathematical concepts in preschoolers

Mastering mathematical knowledge at different stages of schooling causes significant difficulties for many students. One of the reasons that creates difficulties and overload for students in the process of mastering knowledge is the insufficient preparation of preschoolers’ thinking for mastering this knowledge. Therefore, in terms of content, mathematical training should not be limited to the formation of ideas about numbers and the simplest geometric figures, learning to count, addition and subtraction, and measurements in the simplest cases. From the point of view of the modern concept of teaching very young children, no less important than arithmetic operations in preparing them for mastering mathematical knowledge is the formation of logical thinking. Children need to be taught not only to calculate and measure, but also to reason

Learning is most productive if it occurs in the context of practical and playful activities, when conditions are created under which the knowledge acquired by children earlier becomes necessary for them, as it helps them solve a practical problem, and is therefore learned more easily and quickly.

Analysis of the state of learning of preschoolers leads many experts to the conclusion about the need for learning through games. In other words, we are talking about the need to develop the educational functions of the game, which involves learning through play.

Game learning is a form of educational process in conditional situations, aimed at recreating and assimilating social experience in all its manifestations: knowledge, skills, abilities, emotional and evaluative activity.

The most important properties of the game include the fact that in the game children act as they would act in the most extreme situations, at the limit of their strength to overcome difficulties. Moreover, such a high level of activity is achieved by them, almost always voluntarily, without coercion.

The high activity and emotional content of the game also generates a high degree of openness among the participants. It has been experimentally shown that in a situation of some absent-mindedness, it is sometimes easier to convince a person to accept a point of view that is new to him. If you distract a person’s attention with something insignificant, the effect of persuasion will be stronger. Perhaps this, to some extent, determines the high productivity of the educational impact of gaming situations

The following features of the game for preschoolers can be highlighted:

1. Play is the most accessible and leading activity for preschool children

2. The game is also an effective means of shaping the personality of a preschooler, his moral and volitional qualities

3. All psychological new formations originate in the game

4. The game contributes to the formation of all aspects of the child’s personality and leads to significant changes in his psyche

5. Play is an important means of mental education of a child, where mental activity is associated with the work of all mental processes

At all stages of preschool childhood, the play method in the classroom plays a large role. It should be noted that “educational game” (although the word educational can be considered synonymous with the word didactic) emphasizes the use of the game as a teaching method, rather than consolidation or repetition of already acquired knowledge.

Didactic games and gaming exercises are widely used in classes and in everyday life. By organizing games outside of class, children’s mathematical understanding is consolidated, deepened and expanded, and most importantly, educational and gaming tasks are simultaneously solved. In some cases, games carry the main educational load. That is why in the classroom and in everyday life, educators should widely use didactic games and game exercises.

Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of classes on the formation of elementary mathematical concepts is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming ideas. In the younger group, especially at the beginning of the year, the entire lesson should be conducted in the form of a game. Didactic games are also appropriate at the end of a lesson in order to reproduce and consolidate what has been previously learned.

In developing children's mathematical understanding, a variety of didactic game exercises that are entertaining in form and content are widely used. They differ from typical educational tasks and exercises in the unusual setting of the problem (find, guess), and the unexpectedness of its presentation on behalf of some literary fairy-tale character. Game exercises should be distinguished from didactic games in structure, purpose, level of children's independence, and the role of the teacher. As a rule, they do not include all the structural elements of a didactic game (didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities. In the younger group, ordinary educational exercises can be given a playful character and then used as a method of introducing children to new educational material. The teacher conducts the exercise (gives the task, controls the answer), while the children are less independent than in the didactic game. There are no elements of self-study in the exercise.

Didactic games are divided into:

Games with objects

Board-printed games

Word games

Also, when forming elementary concepts in preschoolers, you can use: games on plane modeling (Pythagoras, Tangram, etc.), puzzle games, joke problems, crosswords, puzzles, educational games

Despite the variety of games, their main task should be the development of logical thinking, namely the ability to establish the simplest patterns: the order of alternating figures by color, shape, size. This is also facilitated by game exercises to find the missing figure in a row.

Also a necessary condition for ensuring success in work is the teacher’s creative attitude towards mathematical games: varying game actions and questions, individualizing requirements for children, repeating games in the same form or with more complexity. The need for modern requirements is caused by the high level of modern schools for the mathematical preparation of children in kindergarten, in connection with the transition to schooling from the age of six.

Mathematical preparation of children for school involves not only the assimilation of certain knowledge by children, but also the formation of quantitative spatial and temporal concepts in them. The most important thing is the development of preschoolers’ thinking abilities and the ability to solve various problems.

The widespread use of special educational games is important for awakening preschoolers' interest in mathematical knowledge, improving cognitive activity, and general mental development.

Consultation for parents “Play with your children”

Parents know that children love to play, encourage them to play independently, and buy toys and games. But not everyone thinks about the educational significance of children's games. They believe that the game is for fun, to entertain the child. Others see it as one of the means of distracting the child from pranks and whims, filling his free time so that he can be busy.

Other parents who constantly play with their children, watch the game, value it as one of the important means of education.
For a preschool child, play is the leading activity in which his mental development takes place and his personality as a whole is formed.

The life of adults interests children not only for its external side. They are attracted to the inner world of people, the relationships between them, the attitude of parents to each other, to friends, to other loved ones, to the child himself. Their attitude to work and to surrounding objects.
Children imitate their parents: their manner of treating others, their actions, and work activities. And they transfer all this into their games, thus consolidating the accumulated experience of behavior and forms of attitude.

With the accumulation of life experience, under the influence of training, upbringing, children’s games become more meaningful, varied in plots, themes, number of roles played, and participants in the game. In games, the child begins to reflect not only the life of the family, the facts that are directly perceived by him. But also images of heroes from fairy tales read to him, stories that he needs to create based on his imagination.

However, without guidance from adults, children even of older preschool age do not always know how to play. Some have little ability to apply existing knowledge, do not know how to fantasize, others, although able to play independently, do not have organizational skills.

It is difficult for them to come to terms with partners and act together. One of the older family members, joining the game, can become a link between the children and teach them to play together. Host partners can also play together. Usually everyone imposes their own theme of the game on the other, trying to be in the main role. In this case, you cannot do without the help of an adult. You can take turns playing the “main role”; an adult can take a secondary role. Playing games together between parents and children enriches children spiritually and emotionally, satisfies the need to communicate with loved ones, and strengthens self-confidence.

The authority of the father and mother, who know and can do everything, grows in the eyes of the children, and with it the love and devotion to loved ones grows. It’s good if a preschooler knows how to start a game on his own, choose the right game material, build a mental plan for the game, negotiate with his play partners, or be able to accept his plan and carry out his plans together. Then we can talk about the preschooler’s ability to play. But these children also require attention and a serious attitude towards their games. They may need to consult with their mother, father, grandmother, older brother, or sister. As the game progresses, ask, clarify, receive approval of your actions, actions, thus establishing yourself in forms of behavior.

Independence in play is formed gradually, in the process of playful communication with adults, older children, and peers. The development of independence largely depends on how the child’s life is organized in the game. Waiting for him to start playing on his own means deliberately slowing down the development of the child’s personality.

One of the important pedagogical conditions that contribute to the development of play in a young child is the selection of games by age. But toys that adults like do not always have educational value for children.

For a game to be interesting for a child (and even for an adult, who will most likely often be his partner) it must be quite understandable and simple and logical according to the rules. The goal of the game should also be simple, understandable and, in principle, achievable. At the same time, it should have a very large, controlled variation in the development of the game’s plot and events. And the player (even a small one) must consciously choose and try to implement some specific option that is advantageous from his point of view. But at the same time, there must be a large element of chance, which makes the game emotional, levels out skill and makes winning possible even for a beginner. After all, if one player always wins and the other loses, the “always losing” player quickly loses the desire to play. And if the “master” is forced to give in all the time, the desire to play with him disappears. Randomness puts players in almost identical conditions. Luck gives chances to everyone, but who managed to realize them? And when a child beats “dad himself” and not because he gave in, but in a “fair battle” - there is no limit to delight.

The developmental side of the game cannot be discounted. A child, playing a board game, even the simplest one, develops his imagination, learns to count quickly, learns to make a decision and begins to understand the relationship between decision-making, his actions and their results. His erroneous actions are obvious to himself and he is already beginning to think about how not to repeat them or avoid them, he understands which situation is bad and which is good. He develops not only tactical, but also strategic thinking.

When purchasing a game, it is important to pay attention not only to novelty, attractiveness, cost, but also to pedagogical expediency. Before you make your next purchase, it's a good idea to talk to your son or daughter about what kind of game he needs. Often girls play only with dolls, so they are often deprived of the joy of playing games that develop ingenuity, resourcefulness, and creativity. Girls play with dolls either alone or only with girls. They have no common interests with boys and there are no prerequisites for the emergence of friendly relationships between children. Boys usually play with cars and children's weapons. Such toys also limit the circle of communication with girls. It’s better, when we are adults, not to divide games into “girls” and “boys”.

Sometimes adults need to help build this or that building, think together about what parts are needed, what color, how to fix it, how to supplement the missing structures, how to use the building in the game.
Games: “lotto”, “dominoes”, “paired pictures”, open up the opportunity for children to enjoy the game, develop memory, attention, observation, eye, small muscles of the hands, learn endurance and patience.

Such games have an organizing effect because they require strict adherence to the rules. It is interesting to play such games with the whole family, so that all partners are equal in the rules of the game. The little one also gets used to the fact that he has to play, following the rules and comprehending their meaning.

Making flat figures from cardboard and other materials by the whole family gives children the opportunity to independently act out familiar works of fiction and invent fairy tales.

The participation of adults in children's games can vary. If a child has just bought a game and knows how to play it, it is better to give him the opportunity to act independently. But soon the child’s experience is exhausted. The game becomes uninteresting. Here we need the help of elders - to suggest a new game action, show them, offer additional game material to the existing game. When playing with their child, it is important for parents to monitor their tone. The even, calm, friendly tone of an equal playing partner gives the child confidence that they understand him and want to play with him.

If a preschooler, especially a small one, has a play corner, then from time to time he should be allowed to play in the room where the family gathers in the evenings, in the kitchen, in grandma’s room, where there is a new environment, where everything is interesting. A new environment gives rise to new game actions and plots.

The child is very happy about the minutes given to him by his parents in the game. Communication in play is never fruitless for a child. The more precious moments he has in the company of people close to him, the greater the relationship, common interests, and love between them in the future.

WORK PLAN ON SELF-EDUCATION

FOR 2014/2015 SCHOOL YEAR

Stages of self-education

The content of the work

Deadlines

Notes

Organizational and diagnostic

"Shape and Color"

1. Conducting didactic games:

“Fold an object from geometric shapes” (both according to the model and without it)

“Help Cinderella decorate her mittens” (with geometric shapes)

“Pick up the key to the lock”

“Help Dunno find geometric shapes”

“Make no mistake” - fixing the color (color the squares blue, circles red)

“Find an object of the same color” (I show either a red, then a yellow, then a green circle)

“Make a chain of objects of the same color” (Choose: Christmas tree, grasshopper, leaf, etc.)

“Find your match” (mitten)

2. Conducting games - travel, story games with mathematical content:

Game “Don’t get your feet wet” - you can only step on those bumps where geometric shapes are drawn (Triangle or square), etc.

3. Conducting games and competitions.

“Whose team is faster?are the items coming? "(various shapes)

During the school year

Quantity and counting."

1. Plot-role-playing games using didactic material on FEMP:

“Toy store” (many, one, equally)

"Zoo" (score)

“Walk in the forest” (how many birches - so many birds - equally)

"Ship Voyage"

2. Game mathematical knowledge with theatricalization:

"Mathematics in Fairy Tales"

- “There is a tower in the field”

- “Kolobok is looking for friends”

During the school year

"Orientation in space."

"Orientation in time."

1. Board and printed games:

"Lotto"

"Paired pictures"

"Domino"

"Colored Mazayka"

"Puzzles"

2. Didactic games:

“Assemble a fairy-tale hero” (from parts)

“Who will find the most differences? "(2 locomotives, 2 dogs, etc.)

“Cut and paste” (cut out shapes and paste onto the picture)

"Steamboat", etc. "House"

“When does this happen? " - playing with a ball (Are we sleeping? - at night, etc.)

During the school year

Exhibition of children's works: “a step into mathematics”.

APRIL 2015

Conclusions: Studying the chosen topic helped me in organizing FEMP. I tried to bring innovations to these classes. With this I was able to interest the children, and the children became interested in mathematics classes. Complex topics on FEMP have become much easier for children to assimilate.

PERSONAL PERSPECTIVE PLAN

ON SELF-EDUCATION FOR THE 2014-2015 ACADEMIC YEAR

The deadline for conducting the results on the topic of self-education is May 2015

Month

Areas of work

Ways to achieve

Analysis of achievements

September

Work with documents.

Study of the Law “On Education” and other regulatory documents

Acquaintance and analysis of documentation.

Planning work with children for the new school year.

October

Planning work with students who require special attention.

Studying literature on the problem, creating a work plan.

Selection of literature on the topic of self-education.

Working with a personal library, the Internet.

November

Learning Theory

Plan for self-education of femp in the preparatory group. Self-education plan “Development of basic mathematical abilities in preschool children through innovative technologies” material on mathematics on the topic

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