Consultation for parents

Formation of elementary mathematical concepts

in children 3-4 years old

Work with children on the formation of elementary mathematical concepts begins at 3-4 years old.

Toddlers are much better at learning emotionally bright material. Their memorization is characterized by involuntariness. Therefore, the main effort should be aimed at maintaining interest in the process of cognition itself. It is important to instill a love of mathematics.

Mathematics classes in age group from 3 to 4 years in kindergarten held once a week, and also in the math play corner, children consolidate and deepen their knowledge individually.

A child should take knowledge in mathematics not only in kindergarten, but also from his Everyday life, from observations of the phenomena of the world around him at home, on the street. And his parents should help him with this.

Moms and dads, if you are interested in the development of your child, then your help here is invaluable.

Most parents first of all strive to teach their child to count and solve problems. They are happy when their child counts to one hundred and adds and subtracts numbers. However, the test showed that a preschooler most often simply remembers various options examples of addition and subtraction. Knowledge acquired in this way represents for a child the same set of words as any children's rhyme. Such knowledge can be compared to a building built over a pit. Where to start?

Counting is just one aspect of mathematical development. Modern technology helps a person to perform counting operations, but not a single machine can think and reason logically, or reveal mathematical relationships and interdependencies hidden for direct perception.

Teaching abstract calculation and training in counting operations cannot in any way be brought to the forefront in the mathematical development of a person, especially a preschooler. At each age, the child must be given what is inherent specifically to him, enrich those aspects of development to which given age most susceptible. After all, much of what is missed in childhood is irreplaceable.

The source of a preschooler’s knowledge is sensory experience. When starting classes with a three-year-old child, we must remember that the main thing at this age is to enrich his experience necessary for a full perception of the world around him, familiarity with generally accepted examples of the external properties of objects (primary colors, geometric shapes and sizes) and the ability to use these ideas.

Getting acquainted with mathematics should begin when the child is not busy with any interesting activity. Invite him to play and do not forget that the game is voluntary!

Let's talk in more detail about the shape and size of objects. In the future, this will play an important role for the development of mathematical concepts.

Shape is one of the main properties of objects surrounding a child. It is considered to be the standard geometric figures, with the help of which the shape of objects is determined. First, you need to introduce the child to the standards of shape: circle, square, rectangle, triangle; teach them to distinguish, remember names and teach them to use geometric shapes to evaluate surrounding objects. When starting to teach three-year-old children, the main thing is to organize it in the form of a game.

Play with your child always and everywhere. When preparing lunch, ask how many vegetables were used to prepare the soup, what shape and size they are. Draw children's attention to the shape of various objects in the world around them and their quantity. For example, plates, clocks, pan lids are round; the tablecloth, stool and table are square, the roof of the house is triangular. Ask what shape this or that object resembles. Choose an object similar in shape to this or that figure.

Having become familiar with the standards of form, their names, and the action of selecting according to a model, three-year-old children will be able to perform more complex tasks. For example, using this example, make pictures from geometric shapes (tree, Christmas tree, house). First, the child thinks about what shapes this pattern can be made from, then lays it out on the table or a sheet of clean paper.

Familiarity with the size of objects is a necessary condition development of mathematical concepts. It is from the practical comparison of the sizes of objects that the path to the knowledge of quantitative relationships “more-less”, “equality-inequality” begins, which is the most important point in the mathematical development of a preschooler. Developing the child’s ideas about size, we gradually move from comparing two or three objects to comparing five or more, forming a series of decreasing or increasing values. Many folk cultures are built on this principle. educational toys: nesting dolls, pyramids, insert toys, which you, parents, have in almost everyone’s home.

I advise you to come up with games where you need to highlight individual parameters of a value. For example, you can cut out a river from paper. A car that has approached the river needs to move to the other side. The children decide that a bridge is needed. But your bridge (a rectangle made of paper or cardboard) does not reach the other bank. Bring another bridge longer than the first, and the car will move along it to the other side. Such games make it possible to draw the child’s attention not only to the size of objects as a whole, but also to individual parameters of size, and teach them to compare objects by size.

Or another example. Your child is playing with cars, ask which car is bigger and which is smaller. I built a garage out of cubes, ask which one is higher or lower. Relate them to the size of the cars. What kind of car, in what garage can I put it in?

On the way to kindergarten or home, look at the trees (higher - lower, thicker - thinner), the road is longer - shorter, the sun is higher or lower than the trees)

Let us dwell on one more property of the objects surrounding the child - their quantity. What is important for a four year old? First of all, teach him to understand mathematical relationships: more, less, equally. It is best to turn to the game again and use situations when the establishment of equality - inequality of objects becomes necessary. For example, a mother suggests to the baby: “Let’s feed your dolls!” Together with the child, she seats the dolls and offers to set the table: each doll should be given a plate, and a spoon should be placed on each plate. The baby enjoys playing with his favorite toys. An adult, who must act as an equal partner in the game, faces a serious learning task. He shows the child a way to compare two groups of objects: “So that all the dolls have enough plates, let’s put a plate in front of each doll. We will immediately see if everyone has a plate. So that there is enough spoons for everyone, let’s put a spoon on each plate.” Children use the acquired knowledge with pleasure in everyday life. The child will willingly help set the table: put a spoon, knife, fork on each plate, place a saucer under each cup, etc.

Take fruits: apples and bananas. What's more, you ask? What do I need to do? We remind you that this can be done without counting, by pairwise comparison. The concept of one-to-one correspondence for two groups is that each element of the first group corresponds to only one element of the second and, conversely, each element of the second group corresponds to only one element of the first (there are as many cups as saucers, as many knives as forks, etc. . P.).

Help enrich your child's sensory experiences. Create conditions for comparing observable objects by size. When communicating with your child, show different parameters of magnitude and relativity of signs. Enrich your children's vocabulary (long, short, wide, narrow, high, low, thick, thin). Show examples of literate speech (a chair is higher than a high chair; a bench is wider than a stool; a tree trunk is thinner than a tree trunk, etc.). It is important that these words are in children's vocabulary.

Children learn to navigate in space and time. Pay attention to this in your daily life.

While playing, draw the child’s attention to what is to his left, to his right, in front, behind. Look at what objects are above your head and what is below your head.

Encourage your child to use the words: yesterday, today, tomorrow (what happened today, what happened yesterday and what will happen tomorrow).

Ask what time of year it is. Name the current month, day of the week. Play the "Find the Toy" game. Hide the toy, “One, two, three - look!” - says the adult. The child searches, having found it, he says where it was, using the words “on”, “for”, “between”, “in”.

Thus, by playing in an immediate environment, you can introduce your child to many mathematical concepts, promote their better assimilation, maintaining and developing interest in mathematics.

Great importance is attached to the work of children with didactic material. Kids are already able to perform quite complex actions in a certain sequence (objects in the pictures). At the same time, logical thinking is formed. Practice shows that the solution logical problems expands lexicon, facilitates communication with peers, allows you to learn to express and justify your judgments. Increases observation and attention.
From the first lessons with children junior group begin to develop skills for educational activities: children take their place, sit quietly and stand up only at the suggestion of the teacher; The child must learn to listen to the teacher’s instructions and explanations, perceive what is shown and do what is suggested to him, and answer questions.
Widely used in classes and in everyday life didactic games and game exercises. By organizing games outside of class, we consolidate, deepen and expand children's mathematical understanding. In some cases, games carry the main educational load, for example, in developing spatial orientation. Children who miss more than one lesson are dealt with individually. Special attention is given to individual lessons with those children who, due to their developmental characteristics, cannot absorb new knowledge on an equal basis with everyone else.

Mathematical games: “Sort by color”, “Geometric lotto”, “Find the differences”, “Find a pair”, “Count and name”, “What’s around”, “Hide and seek”, “What’s extra”, “Continue the pattern”, “ Labyrinth", different kinds mosaics, various types of building materials, counting sticks, “Big, small”, “Fold in order”, “Do the same”, “What is missing”, “Easy counting”.

Download:

Preview:

Consultation for parents on the topic: “Didactic games and game exercises for the formation of elementary mathematical concepts in children middle group kindergarten."

The formation of elementary mathematical concepts in children is a means of developing their mental and cognitive abilities.

From the first days of life, the child enters the world of objects, phenomena, perceives a large number of not only objects, but also sounds and movements.

Where to start forming mathematical concepts in young children. Let's start with the game.

In the game, the child quickly masters counting, remembers numerals, compares numbers, distinguishes and names geometric shapes, determines spatial directions (left, right, top, bottom, etc.), he develops the concept of time (seasons - winter, autumn, summer, spring; times of day - morning, afternoon, evening, night, etc.).

The game completely captivates the child, all his mental processes are activated. Didactic games and exercises are carried out with the aim of clarifying and consolidating mathematical concepts in children both in the classroom and in everyday life.

Quantity and count

• Improving the ability to count within five: “Riki-Tiki”, “Find your house”, “Find a pair”, “Jack, be clever”, “Wonderful bag”, “Count the same amount”, “Don’t look” (counting by touch ), “Guess how much”, “Ding, ding.”
• Consolidating the skills of ordinal counting within five: “Petrushka’s guests”, “Which one is in number?”, What has changed?”, “Correct the mistake”, “What is missing?”, “In what (what) place was the object?”

Magnitude

• Improving the ability to compare several objects by size and arrange them in descending or ascending order:“Let’s put things in order”, “Broken ladder”, “Who will put it together sooner?...”, “Which toy is hidden?”, “Matryoshka dolls”, “Three bears”.
• Consolidating the ability to compare objects based on two dimensions (length and width): “Find a pair,” “Let’s tie bows for the dolls.”

Form

• Improving the ability to distinguish and name a circle, square, triangle, rectangle, ball, cube, cylinder: “Wonderful bag”, “Find a pair”, “Find similar”, “Find the difference”, “Find the same (object)”, “Find your house”, “Find the key to the lock”, “What has changed?”, “Hide the mouse”, “Collect a garland”, “Make a pattern”, “Garages”, “What’s missing?”, “Complete the figure”.

Orientation in space

• Consolidating the ability to determine the location of objects relative to oneself: “What has changed?”, “What is where?”, “Where the bell rings,” “Let’s arrange the toys.”
• Exercise in moving smartly in a given direction: “Where you go, you will find a secret”, “Where are the toys hidden?”, “Let’s help the Bunny find the path to the house.”

Time orientation

• Introducing the concepts of yesterday, today, tomorrow: “Complete the sentence”, “On the contrary”, “When it happened”.
• Expanding ideas about the parts of the day and their sequence (morning, afternoon, evening, night): “Our day”, “Let’s help the bear arrange the pictures”, “Name the neighbors”, “Morning, day, evening, night - a day away.”

On the topic: methodological developments, presentations and notes

Consultation for educators on the formation of elementary mathematical concepts in children of middle preschool age in play activities.

How to form elementary mathematical concepts in children in preschool age through play activities....

Long-term planning for the Formation of elementary mathematical concepts in children of the middle group According to the program "From birth to school"

Long-term plan for mathematics...

Abstract of GCD on the formation of elementary mathematical concepts in children of the middle group of kindergarten.

Game situation: “Masha is going home.” Goal: to consolidate the ability to answer the question “how much?”, using the words “one,” “many,” “few.” Objectives: Educational To consolidate the ability to distinguish the number of objects...

Ermakova Elena Viktorovna
Job title: teacher
Educational institution: MBDOU No. 28
Locality: Chelyabinsk
Name of material: publication
Subject:"Consultation on FEMP for parents of the first junior group of preschool educational institutions"
Publication date: 20.01.2018
Chapter: preschool education

Dear colleagues!

attention

seems

seminar: "Formation

elementary mathematical concepts in children early age

taking into account comprehensive thematic planning" (hereinafter FEMP).

Mathematics

arose

deep

antiquities

practical

needs

Mathematics,

continuously

develops,

enriches itself

theories,

being rebuilt

new demands of life.

Entering the world of mathematics begins from early childhood.

Early age is the most important starting period in a person’s life. This is the period

when a child lays the foundations of intelligence and thinking, high

mental activity in adulthood. Mathematics should take

a special place in the intellectual development of children, the proper level of which

determined

high quality

features

assimilation

original

quantity,

size,

spatial

relationship.

obviously,

education

process

educational

activities

everyday

sent

formation

age

main

mathematical

ideas and development of mathematical thinking.

In young children it is important to form the initial

representation

quantitative

quality

differences

items

immediate environment. During this period, children need to be taught various

act

items:

gather

homogeneous

items

disconnect

items

basic

take away

same color, size, shape, move in different directions.

A.V. Zaporozhets, believed that the process of mental development of a child is associated with

development

sensations

perceptions,

representations.

formation

mathematical

submissions

age

development

sensory

Touch

the development of a child is the development of his perception, the formation of ideas

about the external properties of objects: their shape, color, size, position in

space, as well as smell, taste, etc. the importance of sensory development in

overestimate.

most

favorable

improvement

activities

accumulation of ideas about the surrounding world. Outstanding foreign

scientists in the field preschool pedagogy, as well as famous representatives

domestic preschool psychology and pedagogy rightly believed that

that sensory education is one of the main aspects of preschool

education. Sensory development is of independent importance, since

full perception is also necessary for the child’s successful education in

kindergarten, school, and for many other activities.

For children of the second and third year of life, kindergartens are not carried out.

special classes on the development of mathematical concepts. Conditions,

contributing to the development of mathematical concepts are created in the course of

familiarization

to those around

development

design, as well as in free activity in a group. Classes on

include

a set of game tasks and exercises, visually

practical methods and techniques; help children learn ways and

techniques

knowledge,

apply

received

independent

activities.

allows

provide

developing

focus

training,

mental,

development and various activities.

When organizing games, accessibility and attractiveness are taken into account,

dosage

character,

are used

various surprise moments. The success of learning is facilitated by sharp

contrasts of shape: ball - cube, colors: red - yellow, sizes: large -

small.

are selected

familiar

Not only their name is familiar, but also their ability to be used in games.

Are used

principles

personality-oriented

content, forms and methods of work are selected taking into account the level of development

child. At the beginning of education, each child is given the opportunity

work

inherent

gradually

increasing

teacher:

positively

evaluate

successful

an attempt to independently find the answer to the question posed, thereby

promoting the development of his independence and activity.

To get acquainted with the simplest knowledge about quantity on

at the initial stage, you need to draw attention to groups of homogeneous toys,

encourage you to consider them, clarify the name. For example, looking at balls,

asking questions: “What is this?” After this, move on to the concept of quality,

saying: “How different they are, big and small (green and red), etc.”

Next time, involve the children in active participation in creating a group of

homogeneous

items.

items

were created

homogeneous

identical

signs:

size and material.

For children to master initial ideas about size and shape

items

surrounding

convert

attention

items. For example, show a large matryoshka doll and hand it over

child, say: “The matryoshka is big.” After the child has explored

more

MATRESHKU,

hand over

little one

MATRESHKU

comment: “This is small.” You can put two nesting dolls on

compare,

ask

show,

small

matryoshka

acquaintance

items

use

expressed

sensory

standards. So that children learn to distinguish and name objects by shape,

for example, a ball and a cube, learn to compare them. Show that the ball is rolling

from the hill, but the cube is not there because the corners are in the way.

You can't make it out of balloons

build a tower, place a ball on a ball, and you can use cubes. Give

the child himself should try to build a tower, first from balls, and then from

Basic knowledge about size, shape, quantity is clarified,

are fixed

everyday

For example,

getting ready

walk, you can compare the shoes and clothes of the baby and mother by buying the child

apple, show how it rolls on the table and the like.

Most

suitable

training

original

mathematical

ideas

is

didactic

peculiarity,

didactic

suspects

masters

masters the skills of operating with certain objects. Child playing

immediately sees the result of his activities, achieving the result causes

development

submissions

size

objects with children, you can carry out a variety of actions with objects:

gathering

insert toys

nesting dolls, mushrooms, barrels, collecting pyramids, matching objects

with figured holes of didactic tables, drawing up split

pictures in two parts, assembling geometric and magnetic mosaics.

Such educational games also help develop fine motor skills.

hands, coordination of eye and hand movements, expansion of vocabulary.

creation

subject-spatial

developing

is given

objects,

benefits

push

mental

activities,

compare

distinguish,

group and classify, analyze, identify significant and

insignificant

signs,

install

model.

IN free access for children there should be: a variety of sets

homogeneous and heterogeneous objects, toys, various natural,

junk

materials,

buttons,

size),

various

which are successfully used for exercises

in comparison and difference,

groupings

classifications

items;

demonstration

material

(sets of homogeneous objects and toys and their images (various

sizes and colors, models of geometric shapes; Handout

(insert panels, cards for overlaying and attaching items and their

images,

pyramids,

(various sizes and colors), etc.

Pedagogical

age

specifics and differs in many respects from the techniques used in working with

children preschool age. This specificity is determined by the features

psychology

little ones

teacher

outlines

software

didactic,

finger-shaped

exercises, dynamic breaks, etc. It depends on the age and knowledge of children

the form of organization itself educational activities. As the game progresses, children

necessary

provide

opportunity

free

move

space

group

planning

tasks according to their needs. Children can sit on

rug, at the table, in different areas of the group. The position of the babies may be

varied:

knees, etc. But the most important moment in the formation of E.M.P. in children

age

is

security

emotional

comfort, comfort

attraction

attention,

promoting

development

educational

processes (attention, memory, thinking) and enriching their lives with new

impressions and positive emotions.

Based on all that has been said, we can conclude that organized

mathematical

development

age

contribute

increase

formation

elementary

mathematical concepts. And here the use of

comprehensive thematic

planning,

development

long-term plan for the formation of E.M.P. in young children.

From work experience, long-term plan in our preschool educational institution it assumes

implementation of 34 sample topics. The implementation of one topic is carried out

approximately

weekly

Software

is developed taking into account the age capabilities of children.

Long-term work plan for FEMP in young children

taking into account complex thematic planning has its own characteristics:

Preliminary

adults

main

systematic and culturally appropriate educational process.

Implementation of the theme in a complex different types activities as if

forces an adult to take the position of a partner, a collaborator.

Organization subject environment, constantly adapting to

developing children's tasks and initiative.

free

independent

activities

filled with educational content due to the teacher’s creation

diverse subject environment, which provides for the children themselves

a wide range of activities that suit their interests.

The topic that is offered to children should be significant for

society

call

impressions, ideas and concepts.

successful

use

comprehensively

thematic

planning

formation

elementary

mathematical concepts of a young child:

Can form groups of homogeneous objects;

Distinguishes between one and many objects;

Distinguishes between large and small objects, names their size;

Distinguishes

objects,

calls

triangle,

rectangle;

verbal

instructions

find

items

name,

color, size;

Orientation in the group premises and in the kindergarten area,

orients himself in parts of his own body (head, arms, legs); calls them.

Thank you for your attention!!!

Tazhetdinova D.V., teacher at MADOU No. 106 "Fun" Naberezhnye Chelny

At preschool age, the foundations of the knowledge a child needs at school are laid. Mathematics is a complex subject that can present some challenges during schooling. In addition, not all children have the inclinations and possess mathematical mind mind, therefore, when preparing for school, it is important that preschoolers have the following knowledge in mathematics at the beginning of their studies:

• Counting to twenty in ascending and descending order, the ability to recognize numbers in a row and separately, quantitative (one two Three...) and ordinal (first second Third...) numerals from one to ten;
• Previous and subsequent numbers within one ten, the ability to compose numbers of the first ten;
• Recognize and depict basic geometric shapes (triangle, quadrangle, circle, oval);
• Basics of measurement: a child must be able to measure length, width, height using a string or sticks;
• Comparing objects: more - less, wider - narrower, higher - lower, longer - shorter.

The basis of the fundamentals of mathematics is the concept of number. However, number, like almost any mathematical concept, is an abstract category. Therefore, difficulties often arise in explaining to a preschooler what a number is.

In mathematics, what is important is not the quality of objects, but their quantity. Operations with numbers themselves are difficult at first and not entirely clear to the child. However, you can teach children numeracy through specific subjects. The child understands that toys, fruits, and objects can be counted. At the same time, you can count objects “in between times.” For example, while walking, you can ask your child to count the objects you encounter along the way.

It is known that children really like doing small housework. Therefore, you can teach your child to count while doing homework together. For example, ask your child to bring you a certain amount of any items needed for the task. In the same way, you can teach your child to distinguish and compare objects: ask him to bring you a large ball or a tray that is wider.

Visualization is an important principle of child learning.

When a child sees, feels, touches an object, teaching him mathematics is much easier. Therefore, one of the basic principles of teaching children the basics of mathematics is clarity. Make mathematical aids, because it is better to count certain objects, for example, colored circles, cubes, strips of paper, etc. It will be good if you make geometric shapes for math classes, if you have games “Loto” and “Dominoes” , which also contribute to the formation of basic numeracy skills in children.

The school mathematics course is not at all easy. Children often experience various kinds difficulties in mastering the school mathematics curriculum. Perhaps one of the main reasons for such difficulties is the loss of interest in mathematics as a subject. Consequently, one of the most important tasks of preparing a child for schooling will be to develop his interest in mathematics. Introducing a child to this subject in a family setting in a playful and entertaining way will help them learn more quickly and easily in the future. difficult questions school course.

Let's play with the children

Account on the way.

Children get tired very quickly in transport if they are left to their own devices. This time can be spent usefully if you count together with your child. You can count the passing trams, the number of child passengers, shops or pharmacies. You can come up with an object for everyone to count: the child counts the big houses, and you count the small ones. Who has more?

How many cars are there around?

Draw your child’s attention to what is happening around him: on a walk, on the way to the store, etc. Ask questions, for example: “Are there more boys or girls here?”, “Let’s count how many benches there are in the park,” “Show me which the tree is tall and which is the shortest", "How many floors are there in this house?" etc.

Balls and buttons.

Concepts of spatial arrangement are easily learned in ball games: the ball is overhead (up), ball at feet (at the bottom), throw it to the right, throw it to the left, back and forth. The task can be complicated: you throw the ball with your right hand towards mine right hand, and with his left hand - to my left. In action, the baby learns many important concepts much better.

How far is it?

While walking with your child, choose an object not far from you, such as a staircase, and count how many steps there are to it. Then select another object and also count the steps. Compare the distances measured in steps - which is greater? Try to guess with your child how many steps it will take to get to some close object.

Guess how many are in which hand.

The game can be played by two or more players. The presenter picks up a certain number of objects, no more than 10 (this could be matches, candy, buttons, pebbles, etc.), and announces to the players how many items he has. After that, behind his back he places them in both hands and asks the children to guess how many objects are in which hand.

Counting in the kitchen.

The kitchen is a great place to learn the basics of math. The child can count serving items while helping you set the table. Or, at your request, take three apples and one banana out of the refrigerator.

Consultation for parents on the formation of elementary mathematical concepts

At preschool age, the foundations of the knowledge a child needs at school are laid. Mathematics is a complex science that can cause certain difficulties during schooling. In addition, not all children have an inclination and have a mathematical mindset, therefore, when preparing for school, it is important that preschoolers have the following knowledge in mathematics when they start studying:

counting to twenty in ascending and descending order, the ability to recognize numbers in a row and separately, quantitative (one, two, three...) and ordinal (first, second, third...) numerals from one to ten;

previous and subsequent numbers within one ten, the ability to compose numbers of the first ten;

recognize and depict basic geometric shapes (triangle, quadrangle, circle, oval);

basics of measurement: the child must be able to measure length, width, height using a string or sticks;

comparing objects: larger-smaller, wider-narrower, higher-lower, longer-shorter.

The basis of the fundamentals of mathematics is the concept of number. However, number, like almost any mathematical concept, is an abstract category. Therefore, difficulties often arise in explaining to a preschooler what a number is.

In mathematics, what is important is not the quality of objects, but their quantity. Operations with numbers themselves are difficult at first and not entirely clear to the child. However, you can teach children numeracy through specific subjects. The child understands that toys, fruits, and objects can be counted. At the same time, you can count objects “in between times.” For example, while walking, you can ask your child to count the objects you encounter along the way.

It is known that children really enjoy doing small housework. Therefore, you can teach your child to count while doing homework together. For example, ask your child to bring you a certain amount of any items needed for the task. In the same way, you can teach your child to distinguish and compare objects: ask him to bring you a large ball or a tray that is wider.

Visualization is an important principle in a child’s learning.

When a child sees, feels, and touches an object, teaching him mathematics is much easier. Therefore, one of the basic principles of teaching children the basics of mathematics is clarity. Make math aids because it is better to count certain objects, such as colored circles, cubes, strips of paper, etc. It’s good if you make geometric shapes for math classes, if you have games “Loto” and “Dominoes”, which also contribute to the formation of basic counting skills in children.

The school mathematics course is not at all easy. Children often experience various kinds of difficulties when mastering the school mathematics curriculum. Perhaps one of the main reasons for such difficulties is the loss of interest in mathematics as a subject. Therefore, one of the most important tasks in preparing a child for school will be to develop his interest in mathematics. Introducing a child to this subject in a family setting in a playful and entertaining way will help them in the future to quickly and easily master complex issues of the school course.

Let's play with the children

Account on the way.

Children get tired very quickly in transport, if you imagine them on their own. This time can be spent usefully if you count together with your child. You can count the passing trams, the number of child passengers, shops or pharmacies. You can come up with an object for everyone to count: the child counts big houses, and you count small ones. Who has more?

How many cars are there around?

Draw your child's attention to what is happening around him: while walking, on the way to the store, etc. Ask questions, for example: “Are there more boys or girls here?”, “Let’s count how many benches there are in the park”, “Show me which tree is tall and which is the shortest”, “How many floors are there in this house?” etc.

Balls and buttons .

Concepts of spatial arrangement are easily learned in playing with a ball: ball above your head (above), ball at your feet (below), throw to the right, throw to the left, back and forth. The task can be complicated: you throw the ball with your right hand to my right hand, and with your left hand to my left. In action, the baby learns many important concepts much better.

How far is it?

While walking with your child, choose some object not far from you, for example a staircase, and count how many steps there are to it. Then select another object and also count the steps. Compare the distances measured in steps - which is greater? Try to guess with your child how many steps it will take to approach someone close to an object.

Guess how many are in which hand.

The game can be played by two or more players. The presenter picks up a certain number of objects, no more than 10 (this could be matches, candies, buttons, pebbles, etc.), and announces to the players how many objects he has. After that, behind his back he places them in both hands and asks the children to guess how many objects are in which hand.

Counting in the kitchen.

The kitchen is a great place to learn basic math. The child can count the serving items while helping you set the table. Or, at your request, take three apples and one banana out of the refrigerator.

MODELING A FAIRY TALE IN THE FORMATION OF MATHEMATICAL REPRESENTATIONS.

Dear Parents! Read more fairy tales to children! Tell and invent new fairy tales! Of course, there are fairy tales in every home. In the preschool period they are read to children of all ages. And kids love them. They draw a lot of knowledge from their fairy tales: the first ideas about time and space, about the connection of man with nature, with the objective world. Fairy tales allow a child to experience courage and resilience for the first time, to see good and evil. But the fairy tale is far from being fully used for the development of children’s imagination, thinking, speech creativity and active education good feelings. And therefore, in order to somehow diversify the approach to the fairy tale, I propose modeling. Models and diagrams will help children not only develop their imagination, but also make it easier to move from specifics to abstraction. First, I advise you to learn how to compose a fairy tale using a subject-schematic model. For example, show some object or picture that should become an impetus for children's imagination. Of course, at first it is difficult to compose something interesting by looking only at objects. Help the children! Here's an example: a cup of milk. The cup is magical. Milk is also magical: white, tasty, sweet if it gets to you. good people, and bitter, black from Baba Yaga. And then the children themselves will begin to invent the content of the fairy tale. Before you start modeling fairy tales, you need to show different lines (wavy, straight, broken). Ask: What does a wavy line look like? (Ribbon, snake, path). This is how you can gradually compose a fairy tale for children using a schematic model. Continuing to model fairy tales, you will teach children to hide fairy-tale characters in geometric shapes. For example, you show 3 identical circles. Remember with your child what fairy-tale heroes hid in these circles. (“3 little pigs”) 3 identical in color, but different in size - accordingly, they speak of the fairy tale “3 Bears”. 7 identical triangles - the fairy tale “The Wolf and the 7 Little Goats”. 6 decreasing triangles are, of course, “Turnip”. You can simply show your child 2 sticks of different heights and ask who it could be? (Mom and daughter, Wolf and Hare, Bear and Fox). Invite the children to come up with their own options. It will be interesting, fun and useful!

Reading fairy tales can become a good family tradition; it will help create a warm, intimate atmosphere in the house, and help solve standard mathematical questions and tasks (counting, solving ordinary problems). Questions likehow are they similar? What is the difference? They develop logical thinking, but mathematics without logic does not exist. It is very important to let the child understand that concepts such asnumber, shape, magnitude do not depend on color, location, material...

For a child, a fairy tale is life. Moreover, in many fairy tales the mathematical principle is on the very surface: “2 greedy little bears”, “Wolf and 7 kids”, “Seven-flowered flower”. Better yet, make a permanent “Family Fairy Tale”, where main character there will be, for example, Pinocchio-Ostronosik, who is very curious and does not know much. The open end of the “Family Tale” will further unite adults and children - and this is, perhaps, the most important thing.

Dear parents! I suggest you complete these tasks with your children:

Come up with unusual geometric shapes and name them. Try using these figures to encrypt the fairy tale “The Frog Princess”

If spring does not come, what will happen to the animals, plants, insects in your fantasy fairy tale?

Write a fairy tale that refutes the opinion of some children that you can live without mathematics.

What is the best way to measure an ant, flour, a house? Try to do this with the help of a magic wand that can measure everything in the world, in your own fairy tale, where an ant built a house, a mill and would grind flour for itself, if not...

Dear Parents! If, together with your children, you have successfully solved the tasks, at least just one, then you are on the path to success in the matter of “education through fairy tales”!

At 5-6 years old, children are familiar with geometric shapes. It is useful to use them to encrypt and model familiar fairy tales, i.e. hide characters in figures that can be easily guessed by shape and size. For example: 1 large triangle and 7 small ones - “Wolf and 7 kids”. Or like this: 3 squares of different sizes - “3 bears”. Also, using geometric shapes, you can model the fairy tales “Turnip”, “Teremok”, “Kolobok”, “2 Greedy Little Bears”. Based on the fairy tale, puzzles and counting rhymes, or puzzles with numbers, or a rhyming line about a number are also invented. Traveling along the roads of fairy tales always attracts children. The fairy-tale world fascinates with the dynamism of the plot and the unusual nature of what is happening. Use it!