Idea of size
The plan should indicate how to compare and measure quantities. Take the nesting dolls and explain to the kids where the smallest and largest are. It is not advisable to compare 3 or more objects at once; children will quickly get confused. For starters, two toys are enough. The size can be compared not only by height, but also by length. These can be bright multi-colored ribbons (long – green, short – pink). Also by thickness (the doll is thin, the bunny is fat).
In order for children to be interested in learning about size, you can tell them a story: “The prince and princess are going to a carnival, they need beautiful belts, here are ribbons, short and long, who should we tie them to?” Two kids come out and tie the knot. After a while, the teacher says: “Oh, the prince and princess want to exchange belts, who will help them?” Two other kids come out. As a result, the ribbons can be placed one on top of the other and show how to figure out where the short and long are. In this way, children develop fine motor skills of their fingers and the idea of size.
Study of geometric shapes
All objects that surround the child have their own shape. Children remember geometric shapes best through play. Are you playing ball? Explain to your baby that he is round. Looking out the window? Say it's square. Thus, you also study FEMP in the second junior group.
The teacher or parents can draw geometric shapes on a sheet of paper and cut out shapes from cardboard for them. Let the child put them on the drawing. Rest assured, kids will find the right figure in a matter of seconds. They find learning very easy. Children can be shown a picture with: a circle, a plate, a piano, a cup. Ask them to find round shaped objects. Children love this FEMP activity very much, and therefore will not remain indifferent to it.
What should a child of the 2nd junior group be able to do by the end of May?
Spring ends, and with it, kindergarten classes stop and results are summed up.
What should I teach kids about math:
- The ability to independently group objects based on common characteristics (shape, color, size);
- Be able to find one object that is not like all the others;
- Distinguish between the concepts one and many;
- Understand the meaning of the concepts more, less, the same, not the same;
- Correlate groups of objects by quantity: more or less, the same;
- Be able to identify features by length, height, width;
- Know simple geometric shapes - triangle, circle, square;
- Distinguish between where the right hand is and where the left hand is, and the directions - in front, behind, above, below, above, below;
- Know and understand the meaning of the words morning, day, night, evening.
Does all this seem complicated to you? In fact, for kids, such math classes are fun, because we play, travel, talk in class, and don’t drill into dry theory...
In the learning process, I use technological maps and other didactic material so that cognition as a thought process occurs naturally, without tension. My task for FEMP is to make the study of primary concepts of mathematics exciting, unusual, fabulous, in order to form a lasting interest in science during the school period.
We do math projects with the kids, I already wrote about project activities in kindergarten, I won’t repeat myself.
So, but I’ll move on to the process of compiling notes on FEMP for the 2nd junior group. You can choose any topics: transport, vegetables, create game situations.
The lesson is a kind of presentation for kids about the wonderful world of mathematics. Therefore, it is so important to show children the attractiveness of mental activity at first.
Advice for parents and educators
There is no need to scold your child if something doesn’t work out for him. Or he forgot the name of the shape or color. You may disappoint him in his studies. If the baby cannot cope with something, help him tenderly, with a smile on his face. You will see how eagerly he wants to prove to others that he can do anything. The most important thing in pedagogy is to be patient. What is elementary for adults seems very difficult for a child. Put yourself in the baby's shoes: how will you feel if you are yelled at? Of course, anger. The baby feels the same, but he can’t express much. Be a kind and patient teacher, only then will you be able to achieve the desired results.
Spatial representation in children
Children must be able to navigate in space: on the street, in a room, on a piece of paper, in the movement of direction, in time. Toss the ball with your child, explaining that it flies up and falls down. Plant 3 toys in order. In the middle, for example, is a bunny. Let the children explain who is sitting in front, behind, left, right, etc. It is advisable to swap toys. During breakfast, explain to the children that it is morning. Also at lunch or during dinner. Talk to your children about the night. During art lessons, have children draw paths and explain where they lead: forward, left, right.
Classes in kindergartens about space develop children’s imagination, attention, fine motor skills, and form the ability to navigate both in a group and on the street.
What should children be able to do at the end of the school year?
When all the lessons that were planned have been completed, then you can consolidate what you have learned with the kids. As a result, children should be able to:
1. Find out how many items they have (many, few, none).
2. Must understand the difference between big and small.
3. What kind of strip, ribbon, path (wide-narrow, long-short).
4. Where the toy is thick, where it is thin.
5. What is morning or night.
6. Must be able to determine: what is below, above, in front, behind, on the left, on the right.
7. Where is their head, arms, legs, etc.
8. Must distinguish between shapes and colors.
The main goal and objectives of mathematics classes
The main goal of a math lesson for children 3-4 years old is to become familiar with the basic concepts: number, shape and characteristics of an object.
To achieve this goal, it is necessary to solve a number of problems:
- teach your child to correctly distinguish the color and shape of an object;
- form an initial concept of number (one, many);
- teach children the relationship between objects through one characteristic that generalizes them (collect all the red objects);
- form a concept about the characteristics of an object (long, short, large, small).
In order to correctly cope with problem solving and achieve the set goal, the teacher in mathematics classes in the younger group must use various teaching techniques and methods.
Progress of the lesson
At the preparatory stage, a lesson outline is drawn up and the necessary materials are prepared. If necessary, dummies are used. A selection of riddles, fairy tales and musical accompaniment is carried out in advance.
It is necessary to choose the form and methodology of conducting the lesson. For important topics, you can use an open lesson that will be attended by a guest. If parents of preschool children are invited as guests, the children will be more active.
A fairy tale or cartoon is chosen as the basis on which the game will be based. The chosen character should be loved by children and motivate them.
Mini blitz survey to consolidate knowledge
The teacher announces the essence and conditions of the game, passing off the character as the initiator of the game. Distributes necessary items or cards and all props. For example, if preschoolers are learning to count, then they are given counting sticks or other objects for counting. Riddles, stories and poems are designed to help make the task easier. Thanks to them, children will better understand the task.
Breathing exercises for children in preschool educational institutions
Important! After the main part, you can do physical exercises accompanied by music. After it, the children will relax and throw out the accumulated tension.
In conclusion, what has been learned is consolidated and the results are summed up. The guys need to say words of praise and emphasize that they are great. You can close the topic with the help of fairy tales, poems, music and songs.
Techniques for forming mathematical representations
To form ideas, special preparation is carried out. The main technique that is used in almost all activities is play. This is important for a preschooler. In addition, the teacher can use additional methods:
- oral-verbal;
- visual;
- practice.
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Methods are selected depending on the end goal or task. Also, when selecting, the characteristics of the group of children are taken into account. The chosen methodology also depends on the topic. Some methods are suitable for some topics, and others are suitable for others. It is common to mix methods. Game methods can be subject-oriented, plot-oriented or follow a script.
Important! The best results come from practice and playful learning. To do this, objects and actions with them are used. Visual memory develops.
The form for submitting assignments can be any. If necessary, the teacher can choose an individual form. An exercise to consolidate knowledge is selected based on the topic being studied. In most cases, group work is used, as it saves the teacher’s time, teaches kids cohesion and the ability to work in a team, which is a positive thing.
When using the game method, tasks should develop mathematical thinking and teach the child to master the data obtained in previous games. Games make it easy to explain space and size, colors, sizes.
It is recommended to reserve the visual method for those cases when you need to explain a topic that is easily demonstrated. For example, the lesson is about length and height. Visually, the child will immediately be able to distinguish long or short, tall or short. Concepts such as “left”, “right” and “center” require mandatory demonstration.
Division into groups
Of the oral methods, the most popular are explanations or instructions. The task is given orally. The child learns to listen to the teacher. Auditory memory and imagination develop. At the same time, information must be presented in portions. If too much is said verbally, the baby will not remember and will lose interest in the process.
To consolidate, one of the verbal forms is used - questions. Only by asking the child and listening to his answer, you can conclude whether he understood the topic or not. This method helps develop speech and communication skills. Each time the preschooler will answer faster and more correctly.
Note! A small quick survey is conducted at the end of each lesson. If the child does not understand, you should have a conversation and convey the necessary information to the child.
General information about the formation of primary mathematical knowledge in children
The mathematical development of children in kindergarten is carried out strictly according to the Federal State Educational Standard, in accordance with the age characteristics of the children. As a teacher, I set children tasks that are feasible for their intelligence and help them find answers. At the same time, the formation of elementary ideas about the concepts of mathematics is carried out not only in preschool educational institutions, but also at home.
I do not mean counting and other mathematical operations, but the simplest concepts of size, shape, time, space, quantity. The main form of education for children is classes, and they are planned taking into account the principles of science, accessibility, individual approach, systematicity, clarity, connection with life, etc.
Games are the most suitable form of teaching for preschoolers. Therefore, I practice such classes for the little ones, where didactic games and entertaining developmental exercises are always used. Typically, FEMP classes are conducted for the entire group simultaneously, frontally. But only in the 2nd junior school is it recommended to divide children into subgroups at the beginning of the school year, so that they gradually learn to study together.
Mathematics in the garden does not take much time - only 1 lesson per week for little ones, 2 for older ones. At first, the duration of the lesson does not exceed 15 minutes, gradually increasing to 25-30 minutes in the preparatory group. NED (direct educational activities) are planned so that children gradually learn concepts and can see their own success.
The children and I study each program task over several lessons and constantly return to the material covered throughout the school year. This ensures good assimilation of the material.
But we consider not only mathematical topics in the classroom; in parallel, speech, logic, and thinking are developed, and educational goals are achieved that shape the child’s personality. Take my word for it that the development and training program in kindergarten is an extremely complex mechanism that should ensure high-quality preparation of children for school and lay down positive skills for a happy and fulfilling life.
