Dow famp educator self-education plan. Report on self-education “Development of elementary mathematical concepts in children through play activities. for the development of fine motor skills
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TwitterMunicipal Preschool educational institution child development center - kindergarten No. 161
Self-education plan on the topic:
Gladysheva Evgenia Igorevna
caregiver
Tver, 2014
Individual plan self-education
For 2014-2015 academic year
Subject: "Usage playing tricks in the formation of elementary mathematical representations in preschoolers."
The purpose and objectives of self-education on the topic goal
The study of the relevance of the use of gaming techniques in the formation of elementary mathematical representations in preschoolers.
Actively influence the comprehensive development of children:
Enrich with new ideas and concepts; consolidate knowledge; activate mental activity(the ability to compare, generalize, classify, analyze).
The main questions outlined for study.
Development stages:
To analyze the psychological and pedagogical literature on this issue.
Give general characteristics the content of the concept "formation of elementary mathematical representations
To study the effectiveness of using game techniques in the process of forming elementary mathematical representations in preschoolers.
Develop a card index of games for the formation of elementary mathematical representations.
Start of work on the topic 09/01/2014
Literature on the topic:
1. The 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. "Subject - didactic games with mathematical content" - A. A. Smolentseva.
4. "Sensory education" - E. Pilyugina.
5. "Playing with numbers" - a series of benefits
6. “We develop perception, imagination” - A. Levina.
7 . L. G. Peterson, N. P. Kholina "Player". Practical course of mathematics for preschoolers. Guidelines. - M.: Balass, 2003 - 256 p.
8. T. A. Falkovich, L. P. Barylkina "Formation of mathematical representations": Classes for preschoolers in institutions additional education. - M.: VAKO, 2005 - 208 p.
Features of the use of gaming techniques in the process of forming elementary mathematical representations in preschoolers
Assimilation of mathematical knowledge at different stages schooling poses a problem for many students. One of the reasons that give rise to difficulties and overload of students in the process of mastering knowledge is the insufficient preparation of the thinking of preschoolers for the assimilation of this knowledge. Therefore, in its content, mathematical training should not be limited to the formation of ideas about numbers and simple geometric shapes, teaching counting, addition and subtraction, measurements in the simplest cases. From the point of view of the modern concept of teaching the youngest children, no less important than arithmetic operations, in order to prepare them for the assimilation of mathematical knowledge, is the formation logical thinking. Children need to be taught not only to calculate and measure, but also to reason
Learning is most productive if it takes place in the context of practical and play activities, when conditions are created under which the knowledge acquired by children earlier becomes necessary for them, as it helps to solve a practical problem, and therefore is absorbed more easily and faster.
An analysis of the learning state of preschoolers leads many experts to the conclusion that learning in games is necessary. In other words, we are talking about the need to develop the learning functions of the game, which involves learning through the game.
The game is not only pleasure and joy for the child, which in itself is very important, with its help you can develop the attention, memory, thinking, and imagination of the baby. While playing, a child can acquire new knowledge, skills, abilities, develop abilities, sometimes without realizing it.
Game learning is a form 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 overcoming difficulties. Moreover, such a high level of activity is achieved by them, almost always voluntarily, without coercion.
High activity, emotional coloring of the game gives rise to a high degree of openness of the participants. It has been experimentally shown that in a situation of some distraction of attention, it is sometimes easier to convince a person to accept a new point of view for him. If something insignificant distracts a person's attention, then the effect of persuasion will be stronger. Perhaps this, to some extent, determines the high productivity of the learning impact of game situations.
The following features of the game for preschoolers can be distinguished:
1. The game is the most accessible and leading activity for children preschool age
2. The game is also effective tool formation of the personality of a preschooler, his moral and volitional qualities
3. All psychological neoplasms originate in the game
4. The game contributes to the formation of all aspects of the child's personality, leads to significant changes in his psyche
5. The game is an important means of mental education of the child, where mental activity is associated with the work of all mental processes
At all stages of preschool childhood, a large role is assigned to the game method in the classroom. It should be noted that the “learning game” (although the word educational can be considered a synonym for the word didactic) emphasizes the use of the game as a method of teaching, and not consolidating or repeating already acquired knowledge.
In the classroom and Everyday life didactic games and game exercises are widely used. By organizing games outside of class, they consolidate, deepen and expand the mathematical representations of children, and most importantly, learning and game tasks are solved at the same time. In some cases, games carry the main teaching load. That is why in the classroom and in everyday life, educators should make extensive use of 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 representations is determined by the age of the children, the purpose, purpose, content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming representations. IN junior group, especially at the beginning of the year, the whole lesson should be carried out in the form of a game. Didactic games are also appropriate at the end of the lesson in order to reproduce and consolidate what was previously learned.
In the formation of mathematical representations in children, various 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), the unexpectedness of presenting it on behalf of some literary fairy tale hero. Game exercises should be distinguished from didactic games in terms of structure, purpose, level of children's independence, and the role of the teacher. They usually do not include everything. structural elements didactic game (didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities. In the younger group, the usual educational exercises can be given a playful character and then they can be used as a method of introducing children to the new educational material. The exercise is carried out by the educator (gives the task, controls the answer), while the children are less independent than in the didactic game. There are no self-learning elements in the exercise.
Didactic games are divided into:
Games with objects
Board games
word games
Also, when forming elementary ideas among preschoolers, you can use: games for planar modeling (Pythagoras, Tangram, etc.), puzzle games, joke tasks, crosswords, rebuses, 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 alternation of figures in color, shape, size. This is also facilitated by game exercises for finding a figure missed in a row.
Also, a necessary condition for success in work is the teacher's creative attitude to mathematical games: varying game actions and questions, individualizing requirements for children, repeating games in the same form or with complication. The need for modern requirements is caused by the high level of the modern school for the mathematical preparation of children in kindergarten, in connection with the transition to school at the age of six.
Mathematical preparation of children for school involves not only the assimilation of certain knowledge by children, the formation of their quantitative spatial and temporal representations. The most important is the development of mental abilities in preschoolers, 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.
Advice for parents "Play with children"
Parents know that children love to play, encourage their independent play, buy toys and games. But not everyone thinks about the educational value of children's games. They believe that the game is for fun, for the entertainment of the child. Others see in it one of the means of distracting the baby from pranks, whims, filling his free time so that he is in business.
Other parents who constantly play with children, watch the game, appreciate it as one of the important means of education.
For a preschool child, play is the leading activity in which he mental development, the personality as a whole is formed.
The life of adults interests children not only with its external side. They are attracted inner world people, the relationship between them, the attitude of parents to each other, to friends, to other relatives, to the child himself. Their attitude to work, to surrounding objects.
Children imitate their parents: the manner of dealing with others, their actions, labor actions. And they transfer all this into their games, thus consolidating the accumulated experience of behavior, forms of attitude.
With the accumulation of life experience, under the influence of training, education - children's games become more meaningful, diverse in plots, themes, in the number of roles played, 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 the images of the heroes of fairy tales read to him, stories that he needs to create according to the idea.
However, without guidance from adults, children even of older preschool age do not always know how to play. Some have little ability to apply their knowledge, they do not know how to fantasize, others, being able to play on their own, do not have organizational skills.
It is difficult for them to negotiate with partners, to act together. One of the older members of the family, joining the game, can become a link between the children, teach them to play together. Host partners can also play together. Usually, each imposes his theme of the game on the other, striving to be in the lead role. In this case, you can not do without the help of an adult. You can perform the "main role" in turn, an adult can take a secondary role. Joint games of parents with children spiritually and emotionally enrich children, satisfy the need for communication with loved ones, strengthen faith in their own strength.
The authority of the father and mother, who know and can do everything, grows in the eyes of children, and with it, love and devotion to loved ones grow. It’s good if a preschooler knows how to start a game on his own, pick up the right game material, mentally build a game plan, negotiate with his game partners, or be able to accept his plan and jointly carry out his plan. Then we can talk about the ability of a preschooler to play. But these children also require attention and a serious attitude to their games. They sometimes need to consult with their mother, father, grandmother, older brother, sister. In the course of the game, ask, clarify, get approval of their actions, actions, thus affirming themselves in the forms of behavior.
Independence in the game is formed gradually, in the process of playing communication with adults, with older children, with peers. The development of independence largely depends on how the child's life is organized in the game. To wait until he begins to play on his own means deliberately inhibiting the development of a child's personality.
One of the important pedagogical conditions that contribute to the development of the game of a small child is the selection of games by age. But toys that adults like do not always have educational value for children.
In order for a game to be interesting for a child (and for an adult, who, most likely, will often be his partner) it should 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 plot of the game, events. And a player (even a small one) must consciously choose and try to implement some specific, winning from his point of view, option. But at the same time, there must be a large element of randomness that makes the game emotional, leveling skill and making it possible for even a beginner to win. After all, if one player wins all the time and the other loses, the “ever losing” player quickly loses the desire to play. And if the "master" is forced to succumb all the time, the desire to play with him disappears. Randomness puts the players in almost the same conditions. Luck gives chances to everyone, but who managed to realize them? And when a child beats "dad himself" and not because he succumbed, but in a "fair battle" - there is no limit to delight.
The development 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 some kind of 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 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 another 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, Creative skills. Girls play with dolls either alone or only with girls. With boys, they have no common interests and no prerequisites for the emergence of friendly relationships between children. Boys usually play with cars, with children's weapons. Such toys also limit the circle of communication with girls. It is better when we are adults, we will not divide games into “girls” and “boys”.
Sometimes adults need to help build this or that building, think together 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, patience.
Such games have an organizing effect, since they offer to strictly follow 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 needs to play, observing the rules, comprehending their meaning.
Making for the whole family flat figures from cardboard, other materials allow children to independently play familiar works fiction invent fairy tales.
The participation of adults in children's games can be different. If a child has just bought a game and knows how to play it, it is better to let him act on his own. But soon the experience of the child is depleted. The game becomes uninteresting. Here the help of the elders is needed - to suggest a new game action, show them, offer additional game material to the existing game. When playing with a child, it is important for parents to monitor their tone. The even, calm, friendly tone of an equal partner in the game inspires the child with confidence that they understand him, they 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 the grandmother's room, where there is a new environment, where everything is interesting. The new environment gives rise to new game actions, plots.
The child is very happy with the minutes given to him by his parents in the game. Communication in the game is not fruitless for the baby. The more precious minutes fall in the company of people close to him, the greater the relationship, common interests, love between them in the future.
WORK PLAN FOR SELF-EDUCATION
FOR 2014/2015 ACADEMIC YEAR
Stages of self-education
The content of the work
Deadlines
Notes
Organizational-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 the mittens" ( geometric shapes)
"Pick the key to the lock"
"Help Dunno find geometric shapes"
“Make no mistake” - fixing the color (color the squares in blue, circles in red)
“Find an object of the same color” (I show 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 mate" (mitten)
2. Conducting games - travel, story games with mathematical content:
The 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 - competitions.
Whose team is fasterwill the items go? » (various shapes)
During the school year
Quantity and account.
1. Plot - role-playing games using didactic material according to FEMP:
"Toy Store" (many, one, equally)
"Zoo" (account)
“Walking in the forest” (how many birches - so many birds - equally)
"Journey by ship"
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 - printed games:
"Lotto"
"Paired Pictures"
"Domino"
"Colored mosaic"
"Puzzles"
2. Didactic games:
"Collect a fairy tale hero" (from parts)
“Who will find the differences more? "(2 steam locomotives, 2 dogs, etc.)
"Cut and paste" (cut out the shapes and paste on the picture)
"Steamboat", etc. "House"
“When does it happen? "- ball game (Sleep? - at night, etc.)
During the school year
Exhibition of children's works: "a step into mathematics".
APRIL 2015
Conclusions: The study of the chosen topic helped me in organizing the FEMP. I tried to innovate in these classes. By doing this, I was able to interest the children, the children had an interest in mathematics classes. Difficult topics according to FEMP, they began to be absorbed by children much easier.
PERSONAL PERSPECTIVE PLAN
ON SELF-EDUCATION FOR 2014-2015 ACADEMIC YEAR
Deadlines for the results on the topic of self-education - May 2015
Month
Areas of work
Ways to achieve
Achievement analysis
September
Work with documents.
Study of the law "On Education", other regulatory documents
Acquaintance and analysis of documentation.
Planning work with children for the new school year.
October
Planning work with pupils who require special attention.
Studying the literature on the problem, creating a work plan.
Selection of literature on the topic of self-education.
Work with personal library, internet.
November
Learning Theory
Tatyana Kuznetsova
Self-education plan for FEMP teacher of the preparatory group for school
FEMP self-education plan.
Educator of preparatory school group No. 5
Kuznetsova T. N.
Introduction
Kindergarten plays an important role preparing children for school. Because how well and timely it will be child prepared for school, the success of his further education largely depends.
a huge role in mental education and in the development of intelligence plays mathematics. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual.
Playing and studying are two different activities, there are qualitative differences between them. It was also rightly noted by N. K. Krupskaya that “ school allocates too little space to the game, immediately imposing on the child an approach to any activity by the methods of an adult. She underestimates the organizational role of the game. The transition from play to serious pursuits is too abrupt, between free play and regulated school Occupation produces nothing to fill the gap. Here transitional forms are needed.
This means that the task of the teacher is to make the transition of children from play activity to learning activity smooth and adequate. Developing games play a decisive role in this.
In this regard, I was interested problem Can you increase motivation preschoolers in the formation of elementary mathematical concepts through the use of educational games.
The use of game techniques and methods, their sequence and interconnection will contribute to solving this problem.
Based on this, I formulated the following working hypothesis: the development of elementary mathematical concepts in preschoolers through educational games will be effective if used game methods and techniques in the educational process.
In the formation of mathematical representations in children, entertaining mathematical material is widely used in my work. Game material included in the course most event or use at the end of it. In immediate educational activities on the formation of elementary mathematical representations, I use various didactic games: with numbers, orientation in space, using geometric shapes, the development of logical thinking, time travel. To clarify and concretize children's knowledge of numbers, their purpose, geometric shapes, temporary relations, I use entertaining tasks, riddles. Help develop children's thinking different kinds logical tasks and exercises word games which are built on the words and actions of the players. I use tasks, riddles-jokes when learning to solve arithmetic problems, operations on numbers, the formation of temporary representations. Children describe objects, highlighting their characteristic features, find characteristic signs of similarities and differences, guess from the description, group objects with different features and properties. At the same time, they develop the ability to correctly form statements: "I believe that…", "I think that…", "my opinion…" which they rarely use in everyday life. As "mental gymnastics" I use simple entertaining tasks. Using various didactic games in working with children, you can make sure that when playing, children learn the program material better, correctly perform complex tasks, and actively answer questions.
IN group created a center"Entertaining Math". It includes educational games, games for orientation in space, puzzles, rebuses, coloring by numbers, etc., which help development cognitive abilities, the formation of interest in activities with numbers, geometric shapes, quantities. The proposed desktop-printed games allow you to develop logical thinking, counting skills, introduce you to numbers, contribute to the development of voluntary attention, emotional control, and perseverance. Successfully used games in which you need to roll the die and make a move in accordance with the number of points dropped. Moving according to the scheme, the track with chips, each child exercises in memorizing the order of the numbers. A variety of entertaining material is placed in the center so that each of the children can choose a game according to their interests. I organize all the work in the center of entertaining mathematics taking into account individual features 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, I interest them. I help you learn the game.
I carry out my work on this topic in close contact with parents:
I introduce you to entertaining and educational games;
I conduct consultations, individual conversations;
I involve parents in the replenishment of the center "Entertaining Math"
Self Education Plan:
Theme "The use of educational games for the formation of elementary mathematical representations in preschoolers»
Goal and tasks:
1. Studying the relevance of using game techniques for the formation of elementary mathematical representations in preschoolers.
2. Actively influence the comprehensive development children:
enrich with new ideas and concepts; consolidate knowledge; activate mental activity (the ability to compare, generalize, classify, analyze).
-To plan work with children for the new school year.
-Prepare advice for parents.
September
Explore methodical literature.
-Preparation project work "Math is everywhere, math is everywhere".
-Prepare monitoring material.
Learning and getting to know new games V.V. Voskobovich: "Squirt Boat", "Geokont", "Carpetograph Casket", with kids.
Advice for parents "How to help a child remember a graphic representation of numbers".
Master class for parents "Developing games in mathematics".
Advice for parents
"What should a child know about time"
Seminar-workshop in the preschool educational institution "Games of V. V. Voskobovich, "Squirt Boat", "Geokont".
Drawing up classes using plot didactic games.
Compilation of a card index of games.
Master class for preschool teachers "Developing games by V. V. Voskobovich"
Participation in the municipal competition "Mathematical Knowledge".
Master class for teachers of the preschool educational institution in Kogalym, "Educational games for FEMP V. V. Voskobovich"
Participation in the review competition at the level of preschool educational institutions "Creating conditions for REMP"
Working with parents; production of lapbooks and wall newspapers of mathematical content; making didactic games with your own hands famp.
Speech at the teachers' council with the project "Math is everywhere, math is everywhere"
Making memos for parents "Development of logical thinking in children 6-7 years old";
Conducting classes using didactic games.
Identification of the level of knowledge, diagnosis of children.
Final parent meeting "Our successes and achievements in mathematics"
Progress report.
Development plan for the new academic year.
Individual interviews with parents. During the year.
Visiting urban MO. During the year.
Visiting urban workshops. During the year.
Advice for parents. Monthly.
Related publications:
Plan of professional self-education of the educator for 2017–2018 The purpose of self-development: the development and implementation of modern educational technologies of inclusive education, the achievement of high-quality preschool.
Purpose: Development of fine motor skills of hands in preschool children through various activities. Tasks: 1. Improve coordination and accuracy.
Self-education plan for the teacher of the preschool educational institution "Formation of patriotic feelings among preschoolers" Work plan for the self-development of the educator Anastasia Ivanovna Permyakova Topic: “Moral and patriotic education of preschool children in conditions.
Plan of self-education of the educator "Formation of patriotic feelings among preschoolers" Plan of self-education of the educator "Formation patriotic feelings in preschoolers " Gordina Anna Mikhailovna The plan of self-education of the educator.
The plan of self-education of the teacher of the early age group "Didactic game as a means of developing sensory abilities." Purpose: development of sensory abilities of children in the early age group. Objectives: Continue to enrich children's sensory experience. Develop.
Teacher self-education plan for the 2017-2018 academic year "Drawing with non-traditional techniques for the development of fine motor skills" Topic: "Drawing with non-traditional drawing techniques for the development of fine motor skills of hands" Objectives: the formation of primary preschool in children.
The plan of self-education of the educator of the middle group "The influence of oral folk art on the development of speech of children 4-5" Career self-education plan middle group on the topic: "The influence of oral folk art on the development of speech of children 4-5 years old. Goal of the work:.
Plan of self-education of the educator "Formation of the principles of ecological culture in preschool children" Purpose: Increasing the level of theoretical knowledge, professional skills and competence. Tasks: Work on the professional program.
Plan of self-education of the educator "Introduction of children of senior preschool age to the professions of adults" The plan of self-education of the educator. Topic: "Familiarization of children of senior preschool age with the professions of adults." Explanatory note.
Self-education plan of the educator "Speech development of children of primary preschool age" Subject: " Speech development children of primary preschool age". Purpose: development of the prerequisites for coherent speech. Tasks. 1 Teach children to understand the content.
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A huge role in mental education and in the development of the child's intellect is played by mathematical development. Mathematics has a unique developmental effect. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual.
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PLAN FOR SELF-EDUCATION OF THE TEACHER
Stabrova Eva Sergeevna
Subject: "The development of mathematical abilities in children through the gameactivities in the context of the implementation of the Federal State Educational Standard DO "
2017–2018 academic year
Sosnovoborsk
Subject: The use of game techniques in the formation of elementarymathematical representations in preschoolers
Relevance:
A huge role in mental education and in the development of the child's intellect is played by mathematical development. Mathematics has a unique developmental effect. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential of the individual.
Mathematics is one of the most difficult subjects. Mathematics has great potential for the development of children's thinking,
- their learning process from an early age. And the teacher's potential preschool consists not in the transfer of certain mathematical knowledge and skills, but in familiarizing children with material that gives food to the imagination, affecting not only purely intellectual, but also emotional sphere child. The preschool teacher should let the child feel that he can understand, learn not only private concepts, but also general patterns. And most importantly, to know the joy in overcoming difficulties. Visibility, consciousness and activity, accessibility and measure, scientific character, taking into account the age and individual characteristics of children, systematicity and consistency, the strength of knowledge assimilation, the connection of theory with teaching practice and life, upbringing in the learning process, a variable approach - this is the meaningful completeness that is relevant for the child.
Target: increase your theoretical level,professionalskill and competence in the subject.
Tasks:
To analyze the psychological and pedagogical literature on this topic.
Compile a selection of didactic games, tasks of game content for the development of mathematical concepts in preschool children;
Use the developed material in the FEMP classes with preschool children;
Actively influence the comprehensive development of children:
Enrich with new ideas and concepts; consolidate knowledge;
Activate mental activity(the ability to compare
generalize, classify, analyze).
Group: medium
Terms: 2017-2018 academic year
Expected results:
- children:
Activation of the cognitive interest of preschoolers;
Development of attention, memory, speech, imagination, logical thinking; - formation of elementary mathematical representations.
- educator:
Increasing your theoretical knowledge in the field of mathematics;
The ability to analyze psychological and pedagogical literature on this topic;
Replenishment of RPPS with new FEMP games;
Design of the center "Entertaining Mathematics"
Stages of work:
1. Organizational stage
The study of literature on the topic.
During the year, study the necessary methodological literature, as well as journal articles, familiarize yourself with materials from Internet sources.
1. Z.A. Mikhailova "Game entertaining tasks for preschoolers", M .: Education 1990.
2.Practical course of mathematics for preschoolers. Guidelines. - M.: Balass, 2003 - 256 p.
3.T. A. Falkovich, L. P. Barylkina "Formation of mathematical representations": Classes for preschoolers in institutions of additional education. - M.: VAKO, 2005 - 208 p.
4. "Subject - didactic games with mathematical content" - A. A. Smolentseva.
5.L. G. Peterson, N. P. Kholina "Player". Practical course of mathematics for preschoolers. Guidelines. - M. : Balass, 2003 - 256 p.
6. Smolentseva A. A., Suvorova O. V. Mathematics in problem situations for young children. SPb. : Detstvo-press, 2004.
7. Sensory education "- E. Pilyugina.
8. "We develop perception, imagination" - A. Levina.N. P. Kholina "Player".
9. Practical course of mathematics for preschoolers. Guidelines. - M.: Balass, 2003 - 256 p.
10. Ed. B. B. Finkelntein. "Let's play together." A set of games with Gyenes blocks. St.Petersburg, Korvet LLC, 2001
11.B. P. Novikova, L. I. Tikhonova “Developing games and exercises with Kuizener's sticks. Handout" from 3 to 7 years old, 2008
2. Perspective work plan for the 2017-2018 academic year with children
SEPTEMBER
Carrying out primary diagnostics.
Analysis and presentation of diagnostic results.
Drafting perspective plan work.
OCTOBER
The study of literature on the topic of self-education.
Reading the mathematical fairy tale "In the country" Mathematics "in the plasticine area", analysis and discussion of the fairy tale with children.
Conducting classes using the game entertaining material(games using counting sticks)
Subgroup and individual work on the development of mathematical concepts with the help of entertaining material (games to recreate the silhouettes of "Tangram")
NOVEMBER
Conducting classes using counting sticks.
Subgroup and individual work on the development of mathematical concepts with the help of entertaining material.
Preparation of a card index of entertaining mathematical material.
Evening of entertainment "Journey of the Know and the Dunno"
DECEMBER
Making a corner of entertaining mathematics in a group.
Conducting classes using logical tasks and exercises.
Subgroup and individual work on the development of mathematical concepts with the help of entertaining material (games "Fold the pattern", "Fold the square", puzzles)
Reading the mathematical fairy tale "How Nina taught her brother", analysis and discussion of the fairy tale
JANUARY
The use of riddles, joke tasks, entertaining questions in the classroom and in joint activities educator and children.
Subgroup and individual work on the development of mathematical concepts with the help of entertaining material (games "Make a picture", "Find differences", "Find a pair")
FEBRUARY
Making a sliding folder "Entertaining mathematics at home in everyday life."
The use of didactic games of mathematical content in joint activities with children.
Conducting classes using planar Gyenesh blocks.
Subgroup and individual work on the development of mathematical representations with the help of entertaining material (“What is superfluous?”, “Volumetric blocks of Gyenesh”)
MARCH
Exhibition design for parents: Math Games and exercises for preschoolers
Math fun for kids "Journey to Wonderland"
Subgroup and individual work on the development of mathematical concepts with the help of entertaining material (games with Kuizener's sticks, board-printed games)
APRIL
Contest of savvy "Hurry up, don't make a mistake"
Conducting classes using individual counting material.
Games to recreate the silhouettes of "Tangram".
MAY
Paperwork
Carrying out final diagnostics
Analysis, registration of diagnostic results.
Correction and development of a long-term plan for the next year
3. Accumulative-practical stage:
Compilation of a card index of didactic games on mathematical development for children of middle preschool age(during a year) .
Creation of a subject-developing environment in a group(corner of cognitive development).
Work with children.
Timing | Use of d/games |
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September | Monitoring of initial knowledge about elementary | Didactic | games | on |
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October | mathematical representations. | understanding the concept of "color": |
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"Let's make | doll beads, |
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"Colored water", "Colored |
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sticks." | |||||
november | Grouping objects into a group by color, shape, | "Find a pair", "Decompose by |
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size. | boxes." | ||||
December | Selection of a part of a group. Finding "extra" | d / game “What is superfluous?”, “What |
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items. | changed?" | ||||
January | Acquaintance with the concepts of "one", "many". | Didactic | games | By |
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development | quantitative |
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representations: “Into the forest for |
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mushrooms", "Raspberries for |
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bear cubs”, “Treat bunnies”. |
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February | Comparison of groups of objects | in count | Didactic | games | By |
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(same, more, less). | development | equality | on |
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comparison basis | two |
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groups of objects: "Let's treat |
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squirrels | mushrooms, |
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"Bugs | on | leaves", |
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"Butterflies and Flowers". | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
March | Acquaintance with a visual representation of numbers 1-3, | Didactic | games: |
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"Pick up | tracks | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
quantity. | houses", | "Fix |
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Formation of ideas about direct | rug", "Bridges for |
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comparing objects by length and width(longer - | bunnies”, “Pick up the tracks |
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shorter, wider - narrower, higher - lower). | to the houses." | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
April | Introduction to geometric shapes: circle and | Didactic | games: |
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ball, square and cube, triangle, rectangle, | "Geometric | lotto", |
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oval. | "Decompose | figurines | By |
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Acquaintance with a visual representation of the numbers 4-5, | houses", "Rolling - not |
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the formation of the ability to correlate a figure with | rolls", "Find a pair of |
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quantity. | form." | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
May | Formation of spatial | representations: | Didactic | games | on |
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on-above-under, left-right, top-bottom, outside- | location | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
inside, front, etc. | space: | "Take |
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Quantitative and ordinal counting from 1 to 5. | toy, | "Shop |
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Comparison of the previous and next numbers. | toys." | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Didactic | games | on |
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ability to relate numbers to |
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quantity: Pathfinders, |
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Working with teachers Consultation for educators "Development of mathematical abilities in preschool children through play activities"
4.Final stage Prepare a report on the topic of self-education. TARGET PROGRAM Subject:"The use of game techniques in the formation elementary mathematical concepts in preschool children. The purpose and objectives of self-education on the topic goal The study of the relevance of the use of gaming techniques in the formation of elementary mathematical representations in preschoolers. Actively influence the comprehensive development of children: Enrich with new ideas and concepts; consolidate knowledge; activate mental activity (the ability to compare, generalize, classify, analyze). The main questions outlined for study. Development stages: To analyze the psychological and pedagogical literature on this issue. Give a general description of the content of the concept "formation of elementary mathematical representations Investigate the effectiveness of using game techniques in the process of forming elementary mathematical performances in preschoolers. Develop a card index of games for the formation of elementary mathematical representations.
Plpn work on the topic of self-education 2017-2018 academic year
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