Formation of spatial representations in preschool children. Features of the formation of spatial representations in preschool children Formation of spatial representations in preschool children

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
FEDERAL EDUCATION AGENCY
State educational institution

higher professional education

Orenburg State Pedagogical University

Faculty of Preschool and Primary

education

Department of Theory and Methods of Primary

and preschool education

Final qualifying work

Formation of spatial representations

in children of seven years of age

specialty 031100 - Pedagogy and methods of preschool education

4-year correspondence students

*********

Supervisor:

*********** – kpn, associate professor

Approved for protection: __________________________________

Head department: ________________________________ / ************* /

Orenburg 2008

Introduction_ ___________________________________________________3

Chapter 1 Theoretical foundations of the problem of formation

spatial

performances in children of seven years of age ._____________________ 6

1.1 Psychology - pedagogical aspect of literature

on this topic .______________________________________________ 6

1.2 Features of the formation of spatial

representations in children of seven years of age. ____________________15

1.3 Constructive activity as a means

formation of spatial representations

in children of seven years of age .__________________________________ 23

Chapter 2 Experimental work

on the formation of spatial representations

in children of seven years of age .__________________________________ 31

2.1 Diagnostics of the level of formation

spatial representations in children of seven years of age .____ 31

in children of seven years of age .__________________________________ 37

performances in children of seven years of age ._____________________ 40

Conclusion _________________________________________________45

Bibliography_ _________________________________________47

Introduction

One of the most important issues of pedagogy at the present time is the question of the formation of a creative personality. Psychological and pedagogical studies prove that the development of children's creative abilities begins in preschool age, when the nature of the child's activity changes. B.B. spoke about this. Ananiev, E.F. Rybalko, L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, A.P. Usova.

Preschool pedagogy plays a special role in education. It is in preschool childhood, in the process of socially organized and stimulated activity, that mental processes develop, personality traits develop (P.P. Blonsky, L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, etc.) The formation of mathematical concepts in preschoolers is of great importance in education, development, social adaptation and preparation for schooling.

In the history of science in each epoch there is usually such a key, specific problem of research, which is the bearer of the main, fundamental problematics of this science. Such a problem at the turn of the last and the present century was the problem of space in psychology and pedagogy. All major scientists of the previous generation paid special attention to it.

The problem of perception of space by children of early and preschool age was studied by P.F.Lesgaft, he studied the features of visual orientation in space on the basis of motor sensations.

B. G. Anan'ev made a psychological analysis of the stage-by-stage development of spatial orientations in children of different ages. He substantiated that at an early age a child perceives space mainly on a sensory basis. In preschool age, education is based on both a sensual and a logical (verbal) basis. At school age, students are guided in space along the main sides of the horizon. "

In the study by N.Ya. Mikhailenko developed a methodology for teaching children of early and preschool ages spatial orientations: on oneself, from oneself, from any subject, on the basis of verbal instructions.

E. Ya. Stepanenkova investigated the development of spatial orientations in connection with the organization of physical culture classes and pedestrian walks.

For us, the question of the level of formation of spatial representations in children of 7 years old is of particular importance.

The above has determined the problem of our research: for what purpose do teachers form spatial representation in preschool children? Solving the problem became the goal of our research.

The purpose of the research work:

theoretically substantiate and practically check the effectiveness of using a complex of didactic games for the formation of a spatial representation in seven-year-old children.

An objectresearch : educational process of the formation of spatial representations of preschoolers in a preschool educational institution.

Itemresearch : a complex of didactic games using didactic games that contribute to the formation of spatial representations in children of 7 years old.

Hypothesis: if a special set of classes and exercises is used systematically, consistently and purposefully, then this will contribute to the formation of spatial representations in children of seven years of age.

In accordance with the problem, goal, hypothesis, object and subject of research, the following tasks were set:

To study psychological and pedagogical literature on the research problem;

To diagnose the level of formation of spatial representations in children of seven years of age;

To compose a complex of didactic games for the formation of spatial representations in children of seven years of age.

CHAPTER 1 THEORETICAL BASES OF THE PROBLEM OF FORMATION OF SPATIAL REPRESENTATIONS IN CHILDREN OF SEVEN YEARS OLD.

1.1 Psychological and pedagogical aspect of literature on this topic.

Studies of psychological and pedagogical literature on this issue show that there is a large number of studies that reveal the importance of the formation of spatial representation.

The problem of teaching children mathematics has interested scientists for many centuries.

V XVII-XIX centuries. Ya. A. Komensky, I. G. Pestalozzi, K. D. Ushinsky, M. Montessori and others came to the conclusion that it is necessary to have special mathematical training for preschool children.

The formation of their knowledge of size, measurement, time and space was considered from the point of view of practical feasibility. This period of formation of the methodology is called empirical, since the main ideas of mathematical development generalized the personal experience of teachers.

I. G. Pestalozzi made an enormous contribution to the methodology of mathematics. He called his theory of education elementary, since he believed that the development of a child should begin with the simplest elements and move towards the complex ones. He developed a system of exercises arranged in a certain sequence in order to set in motion the desire for activity inherent in man's natural forces.

Following Ya.A. Komensky, I. G. Pestalozzi attached decisive importance to visualization in teaching as a means of developing the child's ability to compare objects in the process of observation, identifying their common and distinctive features and relationships between them (the simplest element of number is one, forms are straight line, words - sound). In order to make it easier for the child to observe and organize them, he singled out the simplest elements common to all school subjects and, therefore, are the starting point for any subject. I. G. Pestalozzi suggested starting the initial training in counting with one: on the basis of combining and separating units, give children visual ideas about the properties of numbers. He was the first to teach children geometry and proposed a consistent transition from the study of form to measurements, drawing and writing.

Later, when teaching children mathematics, they began to use both the method of studying numbers and the method of studying actions in their combination.

The method of M. Montessori, which links the formation of mathematical concepts and the sensory development of children, is of great interest. Visual didactic material, developed by M. Montessori, allows you to activate the work of visual, auditory, tactile analyzers. Exercises with specially designed manuals aim to develop children's ideas about quantity, shape, size, space and time.

The system of sensory education (M. Montessori, F. Fröbel) has shown that the creation of a developing environment is an important condition for full-fledged mathematical development.

initially XX century, it became necessary to study in detail the mechanisms that allow teaching mathematics to preschoolers. At this stage, the formation of the theory and methods of mathematical development of preschoolers began, the content, methods and techniques of working with children were determined. Both foreign (B. Inolder, J. Piaget and others) and domestic researchers (F.N.Bleher, L.V. Glagoleva, E.I. ).

Flerina E.A. considered it necessary for the free development of the child, without the guidance of adults. The task of the teacher, in her opinion, is to create conditions for the disclosure of the natural inclinations and aspirations of the pupil, and to acquire the skill of counting, the material that the child encounters in everyday life is enough.

This approach is ineffective.

LS Vygotsky proved that a purposeful learning process stimulates the development of intellectual abilities and personality traits.

He saw one of the sources of the developmental role of education in the content of the acquired knowledge, in the assimilation of scientific concepts by children. Therefore, when teaching each academic subject, it is important to take into account as much as possible the reserves hidden both in the content of the educational material and in the teaching methodology, and direct them to the development of thought processes and the emotional-volitional sphere. In turn, ensuring the maximum possible overall development will contribute to the growth of learning efficiency.

The views of L. S. Vygotsky determined the further development of the methodology for the formation of mathematical representations.

EI Tikheeva, like LK Schleger, denied the importance of systematic education, but was interested in its content and proposed a certain sequence of familiarizing preschoolers with mathematics. She significantly increased the volume of the material studied and paid considerable attention to counting, solving arithmetic problems, shares, comparing objects in size and measurement, and geometric shapes.

LK Schläger believed that the main means of teaching was the creation of a developing environment with the help of M. Montessori's didactic materials.

FN Bleher was the first to speak about the purposeful study of the processes of mathematical development of preschoolers. After the III (1924) and IV (1928) congresses on preschool education, the question of the kindergarten program and the principles of its construction was separated into a special section. In 1929, a methodological letter of the People's Commissariat for Education "On the connection of preschool institutions with the school and on the planning of work" was published, FN Bleher joined the development of the "Program and internal regulations of the kindergarten", where she determined the approaches to teaching mathematics to preschoolers, said about the need for development concepts of counting, size, shape, space and time.

The main path of mathematical development of children according to the method developed by F.N.Bleher:

the use of didactic games,

game entertaining exercises.

Foreign researchers have developed other ways of teaching children mathematics. According to D. Althaus, R. Green, B. Inelder, J. Piaget, and others, the basis for understanding numbers is the development by children of logical operations of classification, serialization, the principle of preserving quantity and magnitude.

I.M.Sechenov and I.P. Pavlov pointed out the importance of the motor analyzer in the implementation of spatial orientation. The motor act is always associated with the analysis of the surrounding space. It is the result of a complex interaction of external and internal analyzers. In children, the development of spatial representations is associated with the participation of kinesthesia in a complex system of conditioned reflex connections. But man - a creature predominantly optical - orients himself in space mainly on the basis of visual data; the perception of space is for him primarily a function of vision.

The objectivity of the existence of space is confirmed by the teachings of I.M.Sechenov and I.P. Pavlova that a person is not born with a ready ability to navigate in him.

Studying the features of the development of spatial orientations in preschool age, M.V. Vovchik-Blakitnaya notes that the process of formation of spatial representations in preschoolers is determined by the nature of the child's life experience and his attitude to reality.

MV Vovchik-Blakitnaya identified several successive stages in the development of spatial orientations in preschoolers.

At the first stage, the analysis and synthesis of spatial features and relations of objects should be based on a set of practical actions. Moving, changing the position of the body, head, arms, the child controls everything with the help of sight. Speech at this stage does not play a decisive role.

At the second stage, the speech designation of the selected spatial features is already available to children, but the inability to abstract from their own position and determine the direction of the object relative to another person or object is noted. The concept of space is still limited.

At the third stage, more generalized ideas about space are formed, the ability to determine directions not only relative to oneself, but also relative to another person or object.

Psychological and pedagogical studies have shown that, defining the direction in space, the child, first of all, correlates it with certain parts of his own body: above is where the head is, below is where the legs are, in front is where the face is, behind is where the back is, to the right - where is the right hand, to the left - where is the left hand.

Orientation on one's own body is the starting point in the child's mastering of spatial directions.

In the studies of T.A.Museyibova, an important regularity was revealed that characterizes the peculiarities of the perception of space by preschool children. In each pair of spatial designations, the child first assimilates only one of them, namely: above, below, on the right, behind, in the middle, one behind the friends. The assimilation of opposite designations: above, on the left, below, etc. - occurs later and, as T.A.Museyibova emphasizes, on the basis of comparison with the former. Of all the paired groups of the main directions, the child begins to distinguish the upper one first of all. Perhaps this is due to the vertical position of the child's body.

In the perception and display of spatial relationships between objects, T.A.Museyibova identified 3 stages.

At the first stage, the child does not yet isolate the spatial relationships between individual objects, does not realize the connection between them. For example, children 3-5 years old were given nesting dolls, which were placed in different spatial relationships, one to the other: two nesting dolls side by side, two against one another, two more nesting dolls one after another - and were asked to find paired groups of objects based on their identical placement. Most of the children did not notice the difference between couples at all and said that all groups are the same.

At the second stage, children tried to practically differentiate the spatial relationships between objects. This was expressed in their ability to independently determine the location of an object among others in different situations. However, it is only under the guidance of an adult that children understand the meaning of spatial terms. For example, during the tasks with the preposition "under" it was noted that children are better guided in placing toys under the wardrobe, under the table and worse in less familiar situations: hide a book under a tablecloth, a picture under a cube, etc. At this stage, the assessment spatial relationships are still diffuse, although children already notice them.

The third stage is characterized by further improvement of the perception of space. The word plays a significant role in this. Research materials show that prepositions "near", "in", "on", "under" appear first in the speech of children. But such prepositions as "between", "opposite", "above" are completely absent in the speech of even older preschoolers. The assimilation of these and other prepositions and adverbs by children makes it possible to more accurately assess the placement of objects and the relationship between them.

Psychological and pedagogical studies show that preschool children experience certain difficulties in perceiving spatial relationships between objects. Even children 6-7 years old find it difficult to find paired groups of objects on the basis of the same placement of them. The objects themselves and their signs (color, size, number) turn out to be more significant, and it is easier for them to distinguish them than the spatial arrangement of these objects.

Psychological and pedagogical studies (A. A. Lyublinskaya, T. A. Museyibova, A. E. Kozyreva, M. V. Vovchik-Blakitnaya, R. I. Govorova, E. N. Dyachenko, etc.) show that underestimating difficulties on the way of children's mastering of spatial relations, the random, episodic nature of work in this direction cannot ensure the solution of problems that are faced by children's institutions in the development of children's ideas about space. This work should begin at an early age.

Studies by L.A. Venger et al. Have shown that preschool children can not only operate with ready-made models, but also build them on their own. In this regard, it is possible to suggest in the lesson to execute model plans and recreate simulated situations in a story-based role-playing game.

A. M. Leushina attaches great importance to the methods of organizing classes. She believes that only purposeful activity of children in class can achieve high learning outcomes. Based on the theory of activity of A. N. Leontiev, the method of forming mathematical representations involves the creation of a positive motivation for teaching mathematics, the setting of specific goals and the development of tasks that allow you to achieve them. A. M. Leushina formulated the requirements for classes, developed ways of using didactic principles, methods and teaching aids, thanks to which not only the necessary knowledge is acquired, skills and abilities are formed, but also cognitive abilities are developed.

At the present stage, the problem of the mathematical development of preschoolers has been actualized for a number of reasons: the age-related capabilities of children in the assimilation of mathematical content have increased, the school's requirements for the mathematical preparation of preschoolers have increased, social conditions and the attitude of adults to the upbringing and education of children have changed.

The formation of a stable cognitive interest is possible with the creation and observance of certain conditions. Among these, V.I. Loginova considers the expansion and deepening of the knowledge of each child, the inclusion of children in an active search for knowledge, the organization of their various activities (productive, play, educational, search, experimental, observation, communication).

At preschool age, learning activity begins to develop in the process of playing (L. A. Venger, V. V. Davydov), so the child must learn by playing. The use of game methods in the classroom for the formation of elementary mathematical concepts contributes to the fact that children have an interest in learning, develop creativity, initiative, perseverance, self-control, which, in addition to intelligence and acquired skills and abilities, constitute the creative direction of the individual (D. B. Elkonin).

Interest is often caused by increased difficulty, non-standard play, and the need to solve a given problem. All this is characteristic of didactic games containing a great motivational potential for the development of an active cognitive attitude towards the world around preschoolers.

The studies of L. A. Venger, Z. A. Mikhailova, A. A. Smolentseva, A. A. Stolyar, L. I. Tikhonova and others show the expediency of using various games in teaching children mathematics and developing interest in learning. In the game, such logical and mathematical constructions are modeled, such tasks are solved that contribute to the acceleration of the formation and development of logical structures of thinking in preschoolers. During the game, favorable conditions are created for the application of mathematical knowledge, their active independent use in practice. Interest in mathematical content develops.

Teaching mathematics provides ample opportunities for the development of intellectual abilities in children (A. 3. Zak, 3. A. Mikhailova, N. I. Nepomnyashchaya, etc.).

Despite the theoretical validity of the didactic conditions for teaching mathematics in preschool institutions, V. A. Kozlov, A. M. Leushin, Z. A. Mikhailova, N. I. Nepomnyashchaya, E. I. Shcherbakova, representations in children.

Numerous studies of psychologists (G.L. Rosengart-Pupko, M.M. Koltsova, N. Kh. Shvachkin, T.V. Endovitskaya, V.I. Lubovsky, A.R. Luria, A.A. ) say that speech is early included in all forms of cognitive activity. The words mastered by the child significantly rearrange his sensory perception of the world, give this perception a meaningful character. At the same time, they improve, transform, rise to a higher level of observation of the environment, actions with objects, thinking. Speech is of great importance in the entire future life of a child.

Speech disorders can affect different aspects of it - motivation, the program of speaking, grammatical structuring of text and phrases, vocabulary, pronunciation and voice ; pace, smoothness. A combination of these violations can often be observed.

In conditions of speech dysontogenesis, the process of dichotomous development is disturbed, both of the entire language system and of its individual parts (O. E. Gribova). The child develops a semantically undifferentiated set of different forms of the same word. At the same time, the absence of clear linguistic forms determines the presence of grammatical underdevelopment.

Despite the theoretical validity of the didactic conditions for teaching mathematics in preschool institutions, V.A.Kozlov, A.M. Leushin, Z.A. Mikhailova, N.I. Nepomnyashchaya, E.I. in children.

Thus, having studied the experience of many educational researchers, we can methodologically correctly organize the process of forming spatial representations. Having analyzed the psychological and pedagogical literature, we have the right to say that the tasks of mathematical training are not only the formation of general educational skills, but also the development of cognitive interests and abilities, verbal and logical thinking, the general intellectual development of the child.

1.2 Features of the formation of spatial representations in children of seven years of age.

In the explanatory dictionary of the Russian language S.I. Ozhegov's "space" is defined as an interval between something, a place where something fits. In this definition, when characterizing space, the objective objectively existing environment is expressed, including the environment of a person. A special definition is given in the psychological dictionary, where, when characterizing space, not only external, but internal phenomena are considered, such as size, shape, location, etc.

The development of human spatial representations is a necessary prerequisite for scientific and technical, visual and artistic, sports and other types of activity associated with constructive thinking and technical creativity. Space is a form of existence of matter, independent of our consciousness, an objective reality. Spatial representations in children are more vivid than in adults, which indicates the predominant activity of the first signaling system in childhood.

The perception of space includes the perception of distance, or distance, in which objects are located from us and from each other, the direction in which they are located, the size and shape of objects.

The basis of orientation is made up of sensations and perceptions. In the perception of the spatial properties of things, a certain role is played by various sensations, in particular, tactile and motor.

However, the perception of space, that is, the position of objects in space, its size, contour, relief, as well as its rest and movement, is usually performed by the moving eye, and muscular feeling in combination with visual sensations itself plays an essential role in the activity of the eye itself. ... Thanks to this, the eye can, like a hand, "feel" the object. It functions as a measuring device.

I.M.Sechenov wrote that spatial vision is a measuring vision from the very beginning of its development.

The “gauges” are the sensations arising from the movement. They help to bring in dismemberment and shaping that the perception of a motionless eye could not achieve.

I. M. Sechenov consistently developed this idea in relation to all aspects of spatial perception. So, the perception of a moving object is performed by the eye, since it has the ability to follow a moving object and participate in its movement. When perceiving a stationary object, when a person perceives the arrangement of objects on a plane and in space, the eyes, as I. M. Sechenov puts it, "measure the angles" under which the objects are located. These measurements are made "not by degrees, but by the feeling associated with the movement of the eyes."

A person's sense of space, the idea of it allows him to navigate in the surrounding nature. A person could not biologically adapt if his sensations did not give him an objectively correct idea of her.

Essentially, orientation in space can (according to FN Shemyakin) be carried out in two ways. Using one of them, a person mentally traces the traversed or supposed path connecting these points in space, and determines his position in relation to the starting point of his path. The second method consists in the simultaneous presentation of all spatial relationships of a given area.

We usually use one or the other, depending on the situation. However, in this respect, more or less pronounced individual differences are observed: in some people the first method often prevails, in others the second method of orientation in space. The first method is genetically earlier and serves as a prerequisite for the development of the second.

It is known that from the first months of life and the entire subsequent period of development, the gaze of a child is attracted not only by bright, shiny objects, but above all by moving objects.

Research by B.G. Ananyev showed that the movement of objects is the basis, the initial objective conditionswe have the perception of space. Movement of the child towardsthe subject arise when a landmark has already been formedleveling simple conditioned reflexes. Fixation of the gaze,turn of the head, movement of the hands and others, repeated inthese reaction conditions indicate that the drivingall objects have become an object of perception for the child,mania, stimulus of movement.

The connection between the development of walking, which is a "fractional analyzer" (IM Sechenov), and the development of perception of space in early childhood is of particular importance in the cognition of space.

A new stage in the development of a child's perception of space, spatial characteristics and relationships of objects is associated with the development of verbal communication with an adult. Speech spatial concepts are given to the child in the form, in the system that was created by the historical development of the language.

Analysis of the ontogeny of speech development shows that a child's speech is formed under the influence of the speech of adults, depends on a normal speech environment, sufficient speech practice, as well as on upbringing and learning, which begins from the first days of a child's life.

In younger and middle preschool age, it is of great importance to conduct didactic games with mathematical content. The storytelling method can be effectively used only in the classroom in the preparatory group. There are universal methods, such as conversation, practical work, that allow you to achieve a positive result in the classroom in any age group.

The methodology for the formation of mathematical representations continues to search for optimal conditions for teaching preschoolers. Approaches to the development of cognitive interests in mathematics in senior schoolchildren have been developed (L.N. Vakhrusheva). The dialectical structure of numerical representations in preschool children has been investigated (A.E. Rezuanova).

The main mistakes when performing mathematical tasks are made due to the inability to exercise self-control, to explain their actions, to include mathematical terms in a speech utterance.

The highlighted features are manifested to a greater extent in preschoolers with speech pathology. This is due to their developmental characteristics, the structure of the defect.

In preschool age, a complex systemic mechanism of space perception continues to develop. The main driving force behind this development is the interaction of two signaling systems and a gradual transition to the leading role of the second signaling system - the word.

With age, in the process of play activity, the child's experience in cognition of the surrounding space expands and deepens, which enriches the visual assimilation of space: cognition of the depth of spatial relations, the proportions of objects. In the game, the child not only reflects the relationship of adults, but also acts with toys and objects. This, in turn, leads to a deeper awareness of the spatial attributes of objects: shape, size, proportions, directions, etc., as well as to a higher level of development of visual and motor coordination in space.

Studies have shown that a child, moving in space, acting with objects, enters a new period of vocabulary enrichment (here, there, close, far, left, right, etc.).

Orientation in space requires the ability to use any frame of reference. If in early childhood a child was oriented in space thanks to a sensory frame of reference, then in preschool age he masters the verbal frame of reference based on spatial directions ("forward - backward", "up - down", "right - left").

It is even more difficult for a child to understand the relativity of the position of the objects depicted. The difficulty lies in the fact that in these situations children cannot rely on the usual motor reactions of the hands, eyes, and head, with the help of which they distinguish the directions of the surrounding objects.

With age, the process of spatial differentiation of directions "in front", "behind", "above", "below" is gradually freed from external active movements of the body and is replaced by a pointing hand gesture or eye movement.

It is much more difficult for children to understand the directions "left - right", it is difficult for them to distinguish between the right and left hand. Children 4-5 years old highlight the hand with which they hold a spoon, draw, etc. But when asked: "Where is your right hand?" can not always answer right away. Therefore, much attention is paid to the formation of children's ideas about the actions of the right and left hands at this particular age.

Studies have shown that the ability to distinguish and name one's right and left hand does not yet provide a younger preschooler with a distinction between the corresponding directions: "right - left", "right - left". A higher level of differentiation of directions "left - right" is observed in children of middle and senior preschool age. The concepts "right", "left", "right", "left" are associated first with the movement of the hands, fixing the gaze, and turning the body. With age, actions associated with children's awareness of the position of objects in space become more economical and inconspicuous.

With the development of spatial orientation in children, the very nature of the display of the space perceived by the child is improved. By correlating the placement of objects in space with the sides of his own body, the child, as it were, divides it in the main directions into the front, right and left, and back parts.

With age, the child again begins to perceive the space as a whole, indissoluble, but now the areas designated by the words: "right", "left", "front", "back" are clearly defined.

Older preschool children are able to draw a plan of the area on a piece of paper. They are able to identify an object placed in front of the right, front of the left, back of the right, back of the left. In this case, the child leads the starting point from himself. Gradually, older preschoolers begin to orient themselves in space from any object, that is, there is a transition from the child's use of a system with a fixed point of reference to a frame of reference with a free location of a point.

In older preschool age, the child must master:

the method of dismembered perception of the plane (sheet, table, board, picture);

elementary methods of analyzing limited space;

the ability to actively act within the perceived plane;

spatial orientation on the sheet based on the relative position of objects relative to each other;

the ability to perceive "small space" and act within its boundaries.

The main principles for the formation of ideas and concepts about space are:

gradualness

sequence

the use of visualization in teaching in a combination of sensual and logical

taking into account age characteristics

taking into account individual characteristics.

the child's own motor activity,

use of art paintings, illustrations, photographs,

an image with a word in the form of diagrams, tables, models, etc.

The kindergarten upbringing program provides an approximate content of the work on the formation of spatial representations in children of different age groups.

Older preschoolers (sixth year of life) determine the direction of movement while walking, running, designate the location of an object relative to another, distinguish objects in connection with their placement in space (upper, lower, middle, etc.).

Tasks in teaching children orientation in space:

determine the spatial relationships between objects along the lines of the main (vertical, horizontal and sagittal) and intermediate directions (in front of the house, across the square, obliquely, slightly to the left, slightly to the right)

to spatially orient their movements when walking and running;

6) navigate in two-dimensional space (on a table, a sheet of paper, in a notebook, book).

In the group of children of the sixth year of life, learning continues to recognize spatial directions from oneself: forward, backward, left, right; at the end of the year, children should be able to indicate the position of an object relative to themselves (in front is a wardrobe, behind is a chair, on the right is a door, on the left is a window, above is a ceiling, below is a floor, a wall is far away, a chair is close).

The level of knowledge about space acquired by preschoolers and the formation of skills to navigate in it depend on how the teacher organizes work in the classroom not only in mathematics, but also in physical education, visual activity, design and in everyday life. Reciprocal designations of spatial relationships, directions, distances are always given simultaneously, in pairs. For example, "right - left", "far - close".

In the senior preschool age, further improvement of knowledge about the placement of objects in space, the name of the kindergarten premises (classrooms, group rooms, halls, etc.), about the closest objects on neighboring streets is envisaged. Children of this age should understand and use the words: "left", "right", "straight", "further", "up", "down"; determine your position relative to surrounding objects, change direction while walking, navigate from any object. Among the various spatial relationships that a child learns during preschool childhood, one should especially highlight the relationship between objects - their mutual placement in space.

The child masters the verbal frame of reference in the main spatial directions. The formation of spatial orientations not only on a sensual, but also on a verbal basis is a complex and lengthy process that requires special guidance from the teacher.

Differentiation of the main directions in space on a level system meets certain difficulties. Studies have shown that the directions that a child distinguishes at this age, he correlates with individual parts of his own body.

So, a bond like

“Above is where the head is”; “Below is where the legs are”; “In front is where the face is”; "Behind - where is the back".

Children of this age continue to orient themselves from themselves, which implies the ability to use the system, when the reference point is the subject himself, and orientation from objects requires that the reference point be the object in relation to which the spatial location of other objects is determined.

For the preparatory group, preschoolers already know all the main spatial directions, and the main task at this stage is to consolidate and repeat what has been learned.

Thus, from the above material, we can say with confidence that the perception of space is of great importance for the child's life practice. Specifically, when mastering the fine arts, physical exercises, dancing, grammar (counting, reading, writing), and at school - geography, geometry, spatial imagination in construction.

1.3 Constructive activity as a means of forming spatial representations in children of seven years of age.

Spatial representation in children is developed in various activities: in the classroom in mathematics, art, individual lessons, music and physical education. Also, the spatial representation in children is developed in everyday life during regime processes: morning exercises, dressing, eating, didactic and outdoor games. (Carpenter)

The teacher acquaints children with the rules of behavior, fosters their diligence, activity, accuracy, independence, organization.

To achieve successful assimilation of educational material allows the use of various methods, techniques and teaching aids.

The choice of teaching methods depends on the goals and objectives, the age of the children, the content of the studied material and the stage of the lesson. Teachers use a variety of methods in their math classes.

The main methods are:

practical (organization of the child's vigorous activity)

verbal

pictorial

game

At all stages of preschool childhood, the play method in the classroom plays a big role.

When organizing lessons on this topic, you can use various methods of teaching orientation in space:

observation

explanations

story

conversation

placing objects relative to each other

verbal and graphic designation of directions

orientation in space

exercises

didactic games

outdoor games

consideration of didactic pictures and description of the location of objects on them;

drawing up a story based on a plot picture;

comparison of paired pictures with homogeneous objects,
located in different spatial positions
a description of the location of the toys in the room;

hide and seek and search for toys according to the instructions;

orientation on the plane;

questions for children;

sample showing.

It is necessary to use various teaching methods and techniques, skillfully combine them, then the classes will be interesting and useful for children.

The teacher offers tasks similar to those that the children performed in previous years of study.

Explanations, instructions, exercises, games-lessons, didactic and outdoor games are widely used in teaching.

Acquaintance with reciprocal directions is carried out in pairs: up - down; left - right, etc.

As a result of multiple perceptions of the same spatial properties, it becomes possible to separate spatial features from other attributes, qualities of objects.

Under the influence of learning, children develop the ability to perceive a group of objects in interconnection, to take into account the distance (remoteness) of objects.

A necessary condition for the successful designation of the spatial arrangement of objects is their territorial community: the objects are on the table or on one shelf in the closet; the image in one picture of two or three objects.

Study of spatial prepositions and adverbs.

Children's knowledge about spatial prepositions and adverbs can be generalized and systematized using a schematic representation of their main meaning.

Demonstration of the position and movement of an object, such as a ball, in space allows children to focus on the dependencies and relationships between objects. They not only look at the drawings, but also simulate the indicated arrangement of objects using toys.

For example, they find where the ball is drawn on the diagram lying on the box, and they also put the ball (or other object) on the table, find the ball under the box on the diagram and put their own ball.

It is important that children can not only recognize spatial relationships in the diagram and model them, but also use spatial prepositions; and adverbs in spontaneous speech. Therefore, it is necessary to continue teaching how to draw up a story based on plot pictures, to consolidate the knowledge gained in productive activities and in everyday life.

Learning new words and expressions continues. After repeating the meaning of the prepositions "from" and "per" the teacher introduces the preposition "because of".

Demonstrates the position of one object behind others (the ball behind the cabinet), takes it out and explains: “ I took the ball out from behind the closet. " Asks the children to take any object, put it outside the door (behind the curtain, behind the bed, etc.), get it out and comment on their actions.

The acquaintance with the preposition "from under" is carried out in a similar way. You can tell that these prepositions are used when it is necessary to take an object: in the first case, the one that is behind another object, and in the second - under it.

To consolidate what has been learned, a didactic game is proposed in which children are divided into pairs and learn to conduct a dialogue with each other. One hides an object behind or under something, the other is interested in where this object is. The first answers him. After the item is found, you should say where it came from.

Directions of movement can be conveyed using the preposition "through", adverbs and prepositions with the genitive case "along" and "across", which have close meanings, denote the movement of one object in relation to another. Drive through the city, bridge over the river, come in a few minutes- in these cases, the movement is carried out from one point in space and time to another. To move or be in the direction of the length of another object means along him.

For example, go along the shore, the grass grows along the fence.

To move or be in the direction of the width of another object means across him.

For example, cut across or the table is across the room.

The meaning of these words is available to children only through the direct implementation of practical tasks and their repeated pronunciation.

Formation of the ability to navigate on a sheet of paper.

The requirements for orientation on a sheet of paper are gradually becoming more complicated. This is due to the preparation of children to work with a book and in a notebook.

Creation of an ornament from geometric shapes according to the instructions. Exact instructions are given on which object to put in which part of the sheet. At the end of the work, it is required to explain where the geometric shapes are located.

The last type of visual dictation involves learning spatial modeling.

The use of material spatial models is an effective means of mental development of preschoolers (L. A. Venger, L. E. Zhuravleva, N. I. Nepomnyashchaya, N. N. Poddyakov, D. B. Elkonin, etc.).

First, you need to take a tour of the room and draw the children's attention to the location of the furniture, to the fact that the room has a window and a door, that they are in opposite directions.

Ask how much furniture costs, how many chairs, cabinets, etc.

Under the guidance of a teacher, children place the cut out squares and rectangles in such a way that they correspond to the furniture placed in the room. It is explained that small squares are children's tables, a large square is a teacher's table, rectangles are cabinets with toys, etc.

It is proposed to draw up a plan - a model of the zoo, tell about it, become a guide.

The main means of forming the ability to navigate, as well as ideas and concepts about space are:

math classes

physical education

music

designing

visual activity

speech development

organization of labor, household, play activities.

It is here that purposeful pedagogical guidance of the cognition process is carried out. The teacher helps children to assimilate spatial relationships, connections and forms the ability to transfer knowledge from a specially organized didactic environment into a natural living environment.

Children should be free to navigate the room, in the closest environment, know the way to kindergarten, shop, pharmacy; master spatial relationships: near, around, in front, in the middle, among, above, below, above; denote by a word the position of a certain object relative to oneself or another object; know what a notebook looks like, navigate on a sheet of paper; carry out the tasks of the educator.

Of particular importance is the schematic representation of the space, familiarization with the plan, map, the ability to understand the scheme, designate and change the direction of movement depending on the verbal or schematic designation.

Children move from simple cognition and verbal designation of spatial relationships to the independent display of these relationships in real situations. As a result of purposeful learning, they acquire the skills and abilities to navigate not only in a specially organized didactic environment (on a table, sheet, in a group room), but also in the world around them.

Thus, the ability of children to analyze space is widely used when examining the shape of an object. Children highlight opposite sides, corners, top and bottom, side faces (sides).

Based on the skills of spatial orientation, they more accurately characterize (describe), for example, the shape of building parts and the dependence of the structure on the features of the shape, they are convinced that the bricks can be placed on any face, but they will stably stand on a wide face. The cube is stable on all faces.

The teacher shows a sample of two options for constructing a table and a chair. Children have at their disposal a set of bricks, cubes, blocks of different sizes and colors.

Together with the children, the teacher examines the parts of the structure: at one table, a support is made of bars, at the second - of bricks. The bars are set on a small edge, the bricks are set on a wide, long edge so that the table is stable. The cover of the first table is made of a plate, and the second one is made of bricks set on a wide edge.

When working with older preschoolers, special attention should be paid to:

looking at pictures

illustrations,

photos,

child means:

position of objects

pose of people

placement of body parts, etc.

the child explains:

separate concepts

expressions

characterize the direction

distance, relation in space.

The teacher asks: “What do the expressions mean:

"near the bridge"

"under the bridge",

"over the bridge",

"opposite the house",

"near the kindergarten",

"away" "?

At the end of the above information, I would like to add, the importance in this group is acquired by working with a notebook and the formation in children of some practical skills and abilities to navigate a sheet of paper. They are taught to highlight a sheet, page, top and bottom of the page, draw lines from top to bottom, etc.

Thus, the methods and techniques chosen by the teacher are methodologically correctly organized, help children to master spatial relationships and form the ability to transfer knowledge into natural life.

The ability to navigate in space, awareness of spatial relationships, directions enriches the child's speech, makes it more accurate, concrete, grammatically correct. Thanks to the child's understanding of spatial relations, meaningful connections between objects and phenomena are revealed before him - causal, target, hereditary.

CHAPTER 2 EXPERIMENTAL - EXPERIMENTAL WORK ON FORMATION OF SPATIAL REPRESENTATIONS IN CHILDREN OF SEVEN YEARS OLD.

2.1 Diagnostics of the level of formation of spatial representations in children of seven years of age.

In this chapter, we will define the tasks of experimental work and describe the research methodology.

The analysis of psychological and pedagogical literature allowed us to suggest that if the methodically correctly organized process of the formation of spatial representations has a significant impact on the development of cognitive interests and abilities, verbal and logical thinking, the general intellectual development of the child, then we can confidently speak about the readiness of the preschooler for schooling.

The hypothesis put forward determined the tasks of the experimental work:

Formulate the necessary knowledge, skills, skills of spatial representations, which should correspond to children of 7 years old.

To identify the level of development of spatial representations in children of 7 years old at the time of the initial examination.

A purposeful process for the formation of spatial representations in children of 7 years old.

Re-examination of 7-year-old children to identify the level of formation of spatial representations.

Analysis of the results of the experimental work.

To solve the set tasks, we need:

1. Formulation of the necessary knowledge, skills, skills of spatial representations, which must correspond to children of 7 years old according to the preschool education program.

2. Identification of the level of development of spatial representations in children of 7 years of age at the time of the initial examination, using a series of tasks as a test.

3. To present the forms of work that were used in the process of forming spatial representations in children of 7 years old.

4. Conduct a repeated examination of children to determine the level of formation of spatial representations in children of 7 years old, using a series of tasks as a test.

5. Provide an analysis of the work carried out, which provides a comparative characteristic of the initial and repeated examination. The processing of the research results is carried out by assessing the ability to navigate in space according to the system: high, medium, low level of formation of spatial representations.

High level of development- children who correctly use spatial prepositions and adverbs in their speech, understand the specific meaning of the words used, with their own physical activity do not confuse orientation, easily determine their location among the surrounding objects. Children who can easily navigate in a book, without the help of an adult, display a plan of the area on a sheet, taking into account the spatial relationships between objects along the lines of the main and intermediate directions, while seeing the location of each object in space.

Average level of development - children who use spatial prepositions and adverbs, orient themselves during physical activity, determine their location among the surrounding objects. Children who, with the help of an adult, are guided in a book, with difficulty display a plan of the area on a sheet, while they cannot take into account the location of an object relative to another object.

Low level of development- children who orient themselves during physical activity can use spatial prepositions and adverbs, with difficulty they can determine their location among the surrounding objects. With the help of an adult, he orients himself in a book, in a picture, he cannot correctly display a plan of the area on a sheet of paper due to the fact that he does not take into account the spatial relationships between objects along the lines of the main and intermediate directions. Difficulty seeing the location of the object in space.

Based on the results of filling in the table with assessments of the level of development, draw conclusions about the formation of spatial representations in children of 7 years old.

To diagnose the level of development of children, it is necessary to use various methodological literature. The teacher in a playful way determines the level of one or another indicator, enters the information obtained into the table, summarizes, analyzes and, depending on the result, conducts individual work with each child or with a subgroup.

The experimental work program includes 3 stages:

Stage 1 - initial examination

Stage 2 - work on the formation of spatial representations

Stage 3 - re-examination

The necessary knowledge, skills, skills of spatial representations that children of 7 years old must possess, according to the preschool education program:

navigate in two-dimensional space (on a table, a sheet of paper, in a book, in a notebook);

the ability to actively act within the perceived plane, to orient their movements when walking and running;

spatial orientation on the sheet based on the relative position of objects relative to each other (display of the area plan);

distinguish between the main spatial directions (forward, backward, right, left, up, down, in front, behind, left, right);

determine your location among the surrounding objects and relative to another person ("I am in front of Ira", or "I am standing near the window");

determine the placement of objects in space (closer - farther, in front - from the side, etc.);

During the initial examination, it is necessary to create an emotionally favorable environment in the group of children, which is aimed at demonstrating the ability to navigate in space.

Having started daily work with the children of the preparatory group of preschool educational institution # 138, working on the experimental work, I began by examining the children. There are 19 people in this group, but the survey was carried out with a subgroup of 10 people. The survey was carried out at various regime moments: morning reception, walk, meal, didactic and outdoor games, using the observation method, the method of encouraging the manifestation of initiative, the method of questioning. In classes of various types, applying the method of studying the products of activity (studying the work of students), the testing method.

After working for several days, I compiled a spreadsheet based on the survey.

Initial examination of 7 years old children "Orientation in space"

No. p \ p

name

Alla

Alyosha

Anya

Vadim

Vika

Ilya

Camila

Kirill

Nikita

Sasha

Legend:

Knows

Does not know

Confuses

Based on the results of identifying the level of development of spatial representations of children in the study group, all children are divided into 3 subgroups: high, medium, low level of development of spatial representations.

A high level of development of spatial representations is characterized by the fact that children of this group understand and correctly use spatial adverbs, skillfully orient themselves when walking and running, do not cause them any difficulty in displaying a terrain plan on a sheet of paper, easily determine the placement of objects in space. For children of this subgroup, it is difficult to work with a book or notebook, and with the help of an adult, the vertical or horizontal arrangement of objects is determined.

The average level of development of spatial representations is characterized by the fact that children do not always correctly distinguish the main spatial directions, find it difficult to navigate in a book, on a sheet of paper, cannot independently display a plan of the area on paper, do not determine the horizontal, vertical arrangement of objects.

The low level is represented by children who are not aware of the concept of space, cannot determine the spatial relationships between objects, do not distinguish between the main directions, do not orient themselves on a sheet of paper. The main problem of these children, in my opinion, is an increased level of anxiety and self-doubt.

level

number of persons

% index

high

average

short

From the table, 40% - got it done with the task, 30% - got confused, doubted, 30% - failed.

I will present these indicators in the form of a histogram 1, for the most vivid expression of the spatial representation of children of 7 years old

Thus, in further work on the formation of spatial relations, more attention should be paid to this, increasing practical tasks, if possible, working individually with each.

2.2 A set of didactic exercises,

contributing to the formation of spatial representations

in children of seven years of age.

Program tasks for the formation of spatial orientation and ideas about space in children can be performed simultaneously with other tasks.

The formation of a spatial representation was observed in all regime moments: morning exercises, eating, hygiene procedures, a walk, an exercise, active, didactic games, and entertaining exercises. Much attention was paid to individual work, conversations.

Didactic games and exercises in the methodology are considered as the main method that ensures the formation of orientation in space in preschoolers.

Games and exercises can be conditionally divided into the following blocks (groups): games with active movement child in space. Mostly these are the games "Catch-up", "Hide and Seek", "Cat and Mice", etc. for young children - the second and third years of life.

The second group consists of games with active movement and blindfolds. These are the favorite games of children of the fourth or fifth year of life: "Misha-Masha", "Where is the bell ringing?", "Who called?" and others. In these games, orientation in space is carried out on the basis of an auditory analyzer.

Games and learning exercises can be combined into a separate group. terminology, such as: "Where will you go, what will you find", "Say the opposite", "Repeat after me", etc.

In the older preschool age, games and exercises for orientation in a confined space are important. : items: "What figures are they made of?", "Columbus egg", "Wonderful ball", "Chess", "Checkers", "Vietnamese game", various puzzles, etc. "Draw the ears of the mouse", etc.

Games for the development of logical thinking (based on algorithms) have a special place in the activities of older preschoolers: "Word game", "Computing machines", "Crossing the street", "Make a pose like on a card", etc.

A square rug, and a colored ribbon is sewn to it, so she broke our rug into 4 squares. Ask the child to place the toy on the right side of the mat, and then on the left, etc. Ask the child “Where do you think the toy is sitting?”, Etc.
To clarify the orientation in his own body, ask the child to raise his right, then his left hand, choose mittens that can be worn on the right hand.
"Name everyone who is sitting: to the left of the bear, to the right of the bear, to the left of the hare, between the hare and the fox."
The figure shows the animals as they went to the watering hole. "Name each animal: from left to right, right to left, which of the animals is closer to the watering hole, which is next?"
Be guided by the plane of the sheet of paper. "Help the little mouse get into the hole." To do this, you need to draw a line from a point on the command "up", "right", "up", "left", etc.

Orientation in space. "Treasure search". A toy is hidden in advance and ask the child to find it, following the commands: stand with your back to the door, take three steps forward, turn left, take what lies behind the box, etc.

For example, when comparing sets, children are asked to place circles on the top strip of a sheet of paper, and squares on the bottom; in the left hand take the number 3, and in the right - the number 4. Children of this age are free and independently oriented in the process of didactic, plot-didactic, outdoor games and exercises. Most often, these tasks are completed at the end of the lesson.

They help to increase the activity of children, create a positive-emotional background for the lesson.

For example , the teacher invites the children to stand up, put their hands down, with the right hand show up, with the left - down, with both hands - forward, turn and show with the right hand back, then with the left hand back, with the right hand to the right, and with the left - to the left.

Formation of the concept of distance "far - close" is closely related to the concept of a relationship of the type "longer - shorter". The work begins with the fact that the teacher calls four children to the table, invites two of them to stand opposite each other at a distance of the length of the rope (the children hold the rope by the ends), and the other two - fold the rope in half and also take it by the ends. “Which children have become closer one to one, and which are farther from each other, why? That's right, - says the teacher, - ropes of different lengths. Kolya and Misha have a short rope, and they stand close to each other, while Alenka and Natasha have a long rope, and they moved further away. from friend".

The teacher can suggest such exercises: “Put your palms together, like this (hands in front of the chest). Our palms met and greeted. The palms parted in different directions, farther and farther from one another (children, repeating the teacher's actions, spread their arms to the sides). That's how far! Send your palms towards each other, closer and closer to each other! That's how close! Met! " Such exercises can be repeated several times (L.S.Metlina)

In the next lesson, these ideas are reinforced. At the same time, visual material and game techniques are widely used. For example, on the table I have a house on the left, and on the right there are two toys: a chanterelle and a bunny at different distances from the house. Then the children close their eyes, and I rearrange the toys. Opening their eyes, the children say who is now farther from the house and who is closer to it. The task is repeated two or three times.

Thus, the formation in children of knowledge about space and the ability to navigate in it is carried out with the help of play activities. It is necessary to take into account the conditions: the correct management of the purposeful process of the formation of spatial representations, in accordance with the age capabilities of children, to organize an environment for enrichment and the formation of spatial representations.

2.3 Final diagnosis of the level of formation of spatial

representations in children of seven years of age.

Re-examination of children 7 years old in order to identify the level of development of spatial representations. During my practice in kindergarten, I have done a lot of work on the purposeful formation of spatial representations in children of 7 years old. She paid great attention to how children navigate in space.

"Orientation in space"

7- vertical, horizontal direction

No. p \ p

name

Alla

Alyosha

Anya

Vadim

Vika

Ilya

Camila

Kirill

Nikita

Sasha

Legend:

Knows

Does not know

Confuses

Based on the results, the level of development of spatial representations of children in the study group, all children are divided into 3 subgroups: high, medium, low level of development of spatial representations.

Levels of development of spatial representations of the experimental group of children of 7 years old

level

number of persons

% index

high

average

short

I will present these indicators in the form of a histogram 2, for the most vivid expression of the spatial representation of children of 7 years old

Based on this table, we see that the number of children with a high level of formation of spatial representations prevails over other indicators. The middle level and the low level are represented in smaller and equal numbers.

Analysis of the results of the experimental group of 7-year-old children on the formation of spatial representations.

To identify the effectiveness of the work performed, as well as to prove our hypothesis, if preschool children conduct a purposeful process of forming spatial representations, which is one of the indicators of the child's mental development, then we can talk about the level of formation of mathematical thinking, and this is one of the criteria for the preparedness of the child to schooling.

Let's carry out a comparative analysis of the initial and repeated examination. Let's represent the tables in the form of a histogram 3

Based on this histogram, we see that by the time of the second examination, the indicator of a high level of formation of spatial representation in the experimental group has significantly increased. This happened due to the transition of children from a group with an average level of development to a group with a high level of development.

Since a purposeful, methodically correctly organized work on the formation of spatial representations was carried out with children, the data obtained indicate the success of this work and the importance of carrying out such work in the future.

Conclusion

From the psychological and pedagogical literature I have studied: in the 17th-19th centuries. Ya. A. Komensky, I. G. Pestalozzi, K. D. Ushinsky, L. N. Tolstoy, M. Montessori and others came to the conclusion about the need for special mathematical training for preschool children.

The relevance of the problem of the formation of spatial representations is closely interconnected with the development of mathematical development.

Many outstanding scientists, teachers of the past and present time raise the question of further propaedeutic work on the problem of this work.

The problem of perception of space by children of early and preschool age was studied by E. Ya. Stepanenkova, PF Lesgaft, and others. In particular, PF Lesgaft studied the features of visual orientation in space on the basis of motor sensations.

It was important for us to determine the significance of the formation of spatial representations in children of 7 years old. We found the definition of space in various literature, which is defined as, an interval between something, a place where something fits, a form of coexistence of material objects and processes.

In our study, the environment is associated with the surrounding social, social, material and spiritual conditions of the child's existence. The objective environment performs a responsive function - it encourages play, forms the imagination and is, as it were, the material environment of the child's thought.

One of the components of the developing subject-role environment is
communication between an adult and a child. Communication, as opposed to subject
impact, carried out using a variety of communicative
means: speech, mimic and pantomimic. Currently for
the development of the child is of great importance to the democratic style
communication. It is this style that allows you to establish between the child and
adults trusting, relaxed relationship.

To test the hypothesis, we needed to carry out experimental work.

We came to the conclusion that it is necessary to systematically, purposefully work on the formation of spatial representations in preschool children.

It is necessary to involve parents in order to achieve a full-fledged result.

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Dear Colleagues! Dear Certification Commission!

The final qualification work on the topic "Formation of spatial representations in children of 7 years of age" is presented to your attention.

A purposeful learning process stimulates the development of intellectual abilities and personality traits.

At the present stage, the problem of the mathematical development of preschoolers has been actualized for a number of reasons:

the age opportunities of children in the assimilation of mathematical content have increased,

the social conditions and attitudes of adults towards the upbringing and education of children have changed,

increased school requirements for the mathematical training of preschoolers.

The methodology for the formation of mathematical representations involves the creation of a positive motivation for learning mathematics, the setting of specific goals and the development of tasks to achieve them.

At preschool age, learning activity begins to develop in the process of playing, so the child must learn by playing. The use of game methods in the classroom for the formation of elementary mathematical concepts contributes to the fact that children have an interest in learning, develop creativity, initiative, perseverance, an active cognitive attitude to the world around them.

Having studied the experience of many educational researchers, we can methodologically correctly organize the process of forming spatial representations.

"Space" is defined as a gap between something, a place where something fits. In this definition, when characterizing space, the objective objectively existing environment, including a person, is expressed.

Orientation in space can be essential (according toFN Shemyakin) in two ways. Using one of them, a person mentally traces the traversed or supposed path connecting these points in space, and determines his position in relation to the starting point of his path. The second method consists in the simultaneous presentation of all spatial relationships of a given area.

The perception of space begins in the first month of a child's life, when the movements of both visual axes are coordinated.

During the study, the following groups of methods were used:

- theoretical: analysis of the literature, modeling the general hypothesis of the research and designing the results and processes for their achievement at various stages of work;

- empirical: questionnaire - diagnostic methods (conversation), analysis of creative works, observation of game activity;

- statistical: an assessment of the statistical significance of the hypothesis.

Preschool Acquired Levelkami knowledge about space and the formation of skillsto navigate in it depends on how the teacher organizes workin the classroom not only in mathematics, but also in physical education, visual activity, construction and in everyday life.

The main methods are:

practical (organization of the child's vigorous activity)

verbal

pictorial

- game, which plays a big role in the classroom.

Accordingly, you can use various methods of teaching orientation in space:

observation

explanations

placing objects relative to each other

verbal and graphic designation of directions

orientation in space

exercises

didactic games

outdoor games

hide and seek and search for toys according to the instructions;

orientation on the plane;

questions for children;

sample showing.

The main didactic tools for the formation of orientation in space should be considered:

the child's own motor activity,

use of art paintings, illustrations, photographs,

an image with a word in the form of diagrams, tables, models, etc.

It is important that children can not only recognize spatialrelationships on the diagram and simulate them, but alsoThey used spatial prepositions and adverbs in spontaneous speech. Therefore, it is necessary to continue teaching how to draw up a story based on plot pictures, to consolidate the knowledge gained in productive activities and in everyday life.

The formation of the ability to navigate on a sheet of paper, in a notebook on a printed basis is not overlooked.

Children move from simple cognition and verbal designation of spatial relationships to the independent display of these relationships in real situations.

The teacher builds the work according to the basic principles of the formation of ideas and concepts about space:

gradualness

sequence

the use of visualization in teaching in a combination of sensual and logical

taking into account age characteristics

taking into account individual characteristics.

The necessary knowledge, skills, skills of spatial representations, which children of 7 years old must possess, are presented in the preschool education program:

navigate in two-dimensional space (on a table, a sheet of paper, in a book, in a notebook);

the ability to actively act within the perceived plane, to orient their movements when walking and running;

spatial orientation on the sheet based on the relative position of objects relative to each other (display of the area plan);

distinguish between the main spatial directions (forward, backward, right, left, up, down, in front, behind, left, right);

determine your location among the surrounding objects and relative to another person ("I am in front of Ira", or "I am standing near the window");

determine the placement of objects in space (closer - farther, in front - from the side, etc.);

To diagnose the level of development of children, it is necessary to use various methodological literature. The teacher in a playful way determines the level of a particular indicator, enters the information obtained into the table, summarizes, analyzes and, depending on the result, conducts individual work with each child or with a subgroup.

Based on the results of diagnostics of the level of development of spatial representations of children in the study group, all children are divided into 3 subgroups: high, medium, low level of development of spatial representations.

The formation of the spatial representation was observed at all regime moments: morning exercises, food intake, hygiene procedures, a walk, an exercise, active, didactic games, entertaining exercises.

The main form of work on the formation of mathematical concepts is classes.

Much attention was paid to individual work, conversations.

Didactic games and exercises that are included in the complex can be conditionally divided into the following blocks:

1. games with active movementgenius baby in space... "Catch-up", "Hide and Seek".

2. games with active movementwith a blindfold and blindfold. "Where is the bell ringing?", "Who called?" In these games, orientation in space is carried out on the basis of an auditory analyzer.

3.play and exercisefor assimilation terminology: "Say the opposite", "Repeat after me."

4. games and exercises for orientation in confined spaces: on a table, on a piece of paper, in a book, in a notebook, as well as games to recreate a complex shape items: "What figures are they made of?", "Columbus egg", "Checkers", various puzzles, etc., auditory dictations or tasks such as "Draw the cat's tail", "Draw the ears of the mouse", etc.

5. games for the development of logical thinking: "Word game", "Make a pose like on the card."

Formation in children of knowledge aboutwandering and the ability to navigate in it is carried out with the help of game activities. It is necessary to take into account the conditions: correct management of the purposeful process of the formation of spatial representations, in accordance with the age capabilities of children, to organize an environment for enrichment and the formation of spatial representations.

Conducted a comparative analysis of the initial and re-examination. Presented tables in the form of a histogram.

We noticed that by the time of the second examination, the indicator of a high level of formation of spatial representation in the experimental group had significantly increased. This happened due to the transition of children from a group with an average level of development to a group with a high level of development.

The practical significance of this work, in my opinion, ensures the development of the necessary abilities of children to teach mathematics in preparing children for school.

The main task:

Improving the sensory experience of spatial discrimination and, on this basis, creating a basis for reflecting space in a conceptual and logical form.

Work system:

1. Self-orientation; mastering the "scheme of one's own body".
2. Orientation to external objects; highlighting different sides of objects: front, back, top, bottom, side.
3. Mastering and application of the verbal frame of reference in the main spatial directions: forward - backward, up - down, right - left.
4. Determination of the location of objects in space "from oneself".
5. Determination of your own position in space relative to various objects.
6. Determination of the spatial arrangement of objects relative to each other.
7. Determination of the spatial arrangement of objects when orienting on a plane.

Working with the smallest children begins with orientation in parts of their body and the corresponding spatial directions:

In front - where the face is
Behind (behind) - where the back is
On the right - where the hand that holds the spoon draws, the right hand (for right-handers)
· On the left - where the left hand is.

An especially important task is to distinguish between the right and left hands, as well as the right and left parts of your body. Based on knowledge of your body, i.e. focusing “on oneself”, it becomes possible for children to orientate “from oneself”: the ability to correctly show, name and move forward - backward, up - down, right - left. The child must establish the position of an object in relation to himself. (in front of me is a table, etc.)

Older preschoolers are introduced to the rules of the road: which side you need to walk on, how to cross the street, bypass vehicles at a bus stop, etc. The mastery of these rules is associated with the differentiation of the right and left sides.

In the learning process, children master the meanings of prepositions and adverbs that reflect spatial relationships.

1. One group of prepositions reflects the diversity of spatial relationships between objects, between a person and objects, indicates the position of the object among others. These are pretextsIN, ON, BACK, FORWARD, FOR Opposite, UNDER, ABOVE, BEFORE, and etc.
2. The second group of prepositions conveys the direction of movement to a particular object or indicates the location of the object in the process of movement. These are pretextsTO, BECAUSE, THROUGH, LONG, CROSS and etc.
3. Adverbs showing directions of movement. They answer questions where? and where?
4. Adverbs indicating the place of action. They answer the question where?

In the development of spatial relations, walks, excursions, outdoor games, physical exercises, special classes in the form of exercises or didactic games and practical orientation in the environment play an important role: a group room, a kindergarten room, on a site, a street, etc. Work in the classroom in all age groups on the formation of spatial representations includes orientation in three-dimensional space and two-dimensional (on a piece of paper) space. Questions, explanations and explanations of the teacher in combination with the demonstration, verbal answers of the children, i.e. all the variety of techniques and teaching methods is aimed at distinguishing, differentiation, awareness, accurate verbal designation of the main spatial directions in various practically effective situations.

Exercises to distinguish the main spatial directions must be combined with the determination of the location of objects. Such work is carried out early, throughout preschool childhood, including the accumulation of experience of perception and understanding of spatial relationships, the mastery of appropriate prepositions and adverbs.

Initially, children have access to the simplest tasks that require orientation in a limited area, with the close placement of objects relative to each other. For this purpose, various didactic games, exercises in a playful form, games-classes, viewing pictures and illustrations are carried out, in which the attention of children is drawn to various options for spatial relations, teaching them to correctly reflect them in speech using prepositions and adverbs.

Then the children themselves perform exercises in which they need to stand in line or line and determine the location of their neighbors, take a place to the right of a friend, or note what has changed. In the learning process, the demonstration of spatial relationships and their difference should be combined with the active reproduction of them by children according to verbal instructions. Understanding and using words for spatial relationships is an important factor in helping a child make sense of his sensory experience.

It is necessary to teach children to navigate not only in three-dimensional, but also in two-dimensional space, on a plane. Kids are taught to draw lines on a piece of paper from top to bottom and from left to right. At the senior preschool age, children are taught to navigate on a piece of paper, explain the expressions: center, middle, right, left, side, top, bottom, side right, top left, bottom line, etc. One of the most effective techniques is visual dictation. At the first stage, children examine the finished composition of the ornament, analyze it and reproduce it from memory. Another option may be offered: children create an ornament under the dictation of the teacher.

The development of spatial representations and orientations is successfully combined with the formation of ideas about quantity, shape, size: establishing relations of equality and inequality, children lay out small handouts on strips with their right hand from left to right; place geometric shapes on a sheet of paper: in the center - a circle, to the right - a triangle, to the left - a square.

The most difficult tasks are related to the reading of graphic images of spatial relationships and their modeling by children in the form of a picture, drawing, plan, diagram, etc.

For example:

· Furnish the doll's room as in the picture;
· Pirates find the hidden treasure using the map;
· Travel by car along the podium in strict accordance with the indicated route.

From using ready-made schemes, you can proceed to compiling them yourself. In this case, the schematic representation corresponds to the real spatial situation. Analyzing it, the child arbitrarily transforms three-dimensional space into two-dimensional.

Thus, work on the development of spatial representations in preschool children is carried out in different directions, with a gradual complication of tasks. This is expressed (T.A. Museyibova):

1. in a gradual increase in the number of different variants of spatial relationships between objects that children get to know;
2. in increasing the accuracy of distinguishing them by children and designating them with appropriate terms;
3. in the transition from simple recognition to independent reproduction of spatial relationships on objects, between the subject and the objects around him;
4. in the transition from orientation in a specially organized didactic environment to orientation in the surrounding space;
5. in changing the methods of orientation in space (from practical fitting to visual assessment of their location at a distance);
6. in the transition from direct perception and effective reproduction to understanding their logic and semantics;
7. in the increasing degree of generalization of knowledge about specific spatial relationships;
8. in the transition from determining the location of an object relative to another object to determining their location relative to each other.

Requirements for the knowledge, skills and abilities of children

in spatial orientation

in accordance with the "Program for the education and training of preschool children" ed. M.A. Vasilyeva

Second junior group	Middle group	Senior group	School preparatory group
1. Ability to distinguish between right and left hand. 2. Ability to navigate from oneself: right (right), left (left), in front (forward), behind (back), up, down. 3. Understand words: top, bottom, left, left, right, right 4. Place items with your right hand from left to right	1. Know the right and left hand 2. Ability to determine the direction of movement from oneself 3. Ability to move in the direction set by the teacher. 4. Ability to designate in words the position of an object in relation to oneself (table in front of me)	1. Consolidation and expansion of spatial representations: left, right, above, below, in front, in front, behind, between, next 2. The ability of children to navigate a sheet of paper: left, right, top, bottom, middle 3. Ability to express in words the location of an object in relation to oneself, to other objects. 4. Ability to navigate in space, change the direction of movement while walking, running	1. The ability of children to navigate on a sheet of paper in a cage: to the left, to the right, above, below, from, to, above, below. 2. Use the acquired knowledge, abilities and skills in various activities.

Sections: Working with preschoolers

The formation of spatial representations is an important prerequisite for the social adaptation of a child and his further education at school. Insufficiently formed in a child spatial representations and orientations in space directly affect the level of his intellectual development. Their lack of development by the end of preschool age is one of the reasons causing difficulties in the acquisition of school skills by children. Such deficiencies in development are manifested in violations of graphic activity, in reading, writing, in mastering mathematical operations.

Children with TNR have difficulties in the formation of spatial representations, as well as difficulties in their linguistic design. And without special help, these ideas will not be differentiated and enriched. All this will affect the personal and social development of children. It is obvious that the work on the formation of spatial representations in children with TNI should be carried out in a planned and purposeful manner.

The formation of spatial perception and spatial representations are traditional directions in the system of work to eliminate speech disorders in preschoolers. However, in the special literature, the issues of the formation of spatial representations in preschoolers with TNR, as well as the use of didactic games for the correction of disturbances in representations and the formation of a vocabulary, are insufficiently covered. There is no special system of work to solve it, and episodic activities cannot be effective.

Practical teachers are looking for ways to solve this problem, actively share their best practices, including on the pages of the Festival of Pedagogical Ideas "Open Lesson".

The purpose of my research is to study the features of the formation of spatial representations and their reflection in speech in older preschool children with TNR, to develop a system of work on the development of spatial orientations through didactic games and exercises in this category of children.

I started working on this problem last year, since the children who entered the group showed an extremely low level of perception of space and orientation in it. To identify the level of formation of spatial representations, I used the techniques of Garkusha Yu.F. and Semago M.M., Semago N.Ya. ...

The purpose of the work was determined, the tasks were set, the main areas of work:

orientation in the scheme of one's own body;
in the surrounding space;
on surface;
perception of spatial relationships between objects.

The goal is the formation of spatial representations and practical orientations in older preschool children with TNR.

develop the ability to navigate in the scheme of your own body;
learn to determine the spatial position of objects relative to yourself, another object;
learn to navigate in the main spatial directions;
learn to navigate on a plane and in space;
learn to use a spatial vocabulary (prepositions, adverbs and other parts of speech that generally reflect knowledge of the subject-spatial environment).

In correctional and pedagogical work, the following are taken into account principles:

1) Construction of training, taking into account the leading activity. It is generally accepted that the most favorable conditions are created in specially organized games-classes, in didactic games and exercises. Didactic play is one of the most significant forms of an adult's educational influence on a child. At the same time, play is the main activity of children. And didactic games allow you to increase the sensitivity of children, diversify educational activities, and make it entertaining.

2) Implementation of an individual and differentiated approach to children, taking into account the level of formation of spatial representations and practical orientations, the characteristics of their cognitive and speech development.

3) Taking into account the patterns of development of spatial representations in preschool children.

4) Consistency, consistency in the complication of the material.

5) Creation of a situation of success for each child, emotional involvement of the child in the game process.

For each of the areas of work, I selected didactic games and exercises, made up a long-term planning for the use of didactic games in working with children of the senior and preparatory speech therapy group (see Appendix).

Some examples of didactic games and exercises:

1. Self-orientation; mastering the "scheme of your own body"

As a rule, children with TNR are well oriented in the scheme of their own body along the vertical and frontal axes, but they are not oriented in the right and left parts of the body. Therefore, special attention should be paid to the formation of the concepts "left side", "right side" in relation to the child's own body. First, the “right side” is fixed, while the name “left” is given later.

Here, tasks are often used to raise the right or left hand, show the right ear with the right hand, with the left - left, etc. Gradually, the tasks become more difficult.

Monkey game. The game is played without taking into account the mirror image of body parts. Children need, repeating all the actions after the teacher, show and name parts of the face, head.

Confusion game. Children are asked to close their left eye with their right hand; show the right ear and right leg with the left hand; reach with the left hand to the right toe, and with the right hand to the left heel, etc.

It is convenient to use the game tasks proposed by N.Ya.Semago in the set of demonstration materials “Elementary spatial representations”. For example: “Name what is above the nose”, “Guess which part of the body I’m thinking about”, etc.

It should be noted that for preschoolers with TNR, these tasks, despite their seeming simplicity, cause difficulties, especially the selection of the right and left sides. Some children require multiple repetitions, possibly throughout the school year. Using tasks such as “Show me where ...” does not require much time and special organization. The use of the competitive moment "Who will name more ..." allows you to activate children.

2. Orientation in the surrounding space

1) Games on the formation of orientation in the surrounding space with a reference system "from oneself":

In the game "What is where?" the child shows his right hand and names what is on the right, and then he is asked to close his eyes, turn in one place several times, offer to open his eyes, and again ask to show his right hand, name what is to his right. Thus, work is carried out with the left hand.

Game: “What is below, above, (Who is)”. Purpose: acquaintance with spatial relations, expressed using the prepositions "on", "under", "next".

The game "Bell". All the children are sitting on the carpet, one of them is the driver, he closes his eyes. The leader (educator) steps aside and rings the bell. The driver must name - where the ringing is heard from. If he calls him correctly, he becomes the leader.

Clockwork doll game. The teacher invites the children to imagine that they are toys on the control panel, which are able to accurately follow the commands of their instructor. The teacher gives the commands: “Toys, take two steps forward, turn left. Hands behind your back, one step back. Right hand up, three steps forward, etc. "

Game "Say the opposite". This game can be carried out with all children, as well as with 1-2. The teacher names the spatial landmarks, and the child who received the sign (ball, arrow, chip, etc.) calls the landmark that is opposite in meaning. For example: left - right, top - bottom, etc.

Game "Shop". The child receives a “purchase” by naming the exact location of the item.

2) Games for the formation of orientation in the surrounding space with a reference system "from another" and "from an object"

Game "What has changed?" Purpose: acquaintance with the fact that spatial relationships between objects can be replaced: an object that was at the top (left) can be at the bottom (right), and vice versa.

Game "Controller": the child (controller) is located in front of the other participants in the game - passengers who have tickets in red and green. Behind the “controller”, on the right and left sides, there are hoops representing buses. “Passengers” with red tickets are sent by the “controller” to the left bus, and those with green tickets to the right.

Game “Where will I sit”. The goal is the formation of the ability to occupy a certain spatial position according to a given condition (from oneself, from an object).

Game "Guess where it is hidden".

3) Games for the formation of skills to orient on the plane (orientation on a sheet of paper, i.e. in two-dimensional space)

Game "Name the neighbors". For this, a sheet of paper is used, on which images of various objects are randomly located.

Option 1: the teacher asks you to find an image of an object and determine: - what is shown to the right of it, - what is drawn under it, - what is at the top right of the given object, etc.

Option 2: the teacher asks to name or show the object (s), which (s) are: - in the upper right corner, - along the bottom side of the sheet, - in the center of the sheet, etc.

Game "Labyrinth". The teacher distributes to each child a sheet on which a maze is drawn and the arrow indicates the beginning of the path. Then the children are invited to help find their way to the cup, for this it is necessary to follow the instructions, and then check the correctness of their implementation. First, the sheet with the labyrinth must be positioned so that the entrance to it is on the left (right, top, bottom), then follow it (lead the line) until the turn, turn in the desired direction according to the instructions. For example, the entrance to the labyrinth is at the bottom, go up, left, up, right, down. Having reached the end, the children can check themselves: the teacher drew the same route with a marker on the film, superimposing it on his sheet, the child sees whether he has done all the way correctly.

"Geometric dictation". In front of the children is a sheet of paper and a set of geometric shapes. The teacher gives instructions, and the children must perform at a fast pace. For example, put a red square in the upper left corner, a yellow circle in the center of the sheet, etc. after completing the task, children can check the correctness of the implementation.

Game "I'm driving a car" . In front of each child is a sheet of paper (A4) and a small typewriter. Children, listening to the instructions of the teacher, move the machine in the right direction. For example, from the center of the sheet, the typewriter went to the lower right corner, then along the right side to the upper right corner, then to the lower left corner, to the middle of the right side, etc.

Game "Decorate the Christmas tree". The goal is to find the location of the toy according to the instructions of the teacher.

4) Games for the perception of spatial relationships between objects

Game "What is worth where?" The goal is to establish spatial relationships between objects. (“To the right of the nesting doll stands a pyramid, and to the left sits a bear, behind the nesting doll stands a tumbler”).

Game "Let's change". The goal is to develop the ability to determine one's location according to given landmarks. The teacher gives instructions: for example, Sasha, stand so that there is a wall to your right, and Pauline is in front of you. If Sasha found the place correctly, then the child standing in this place will take Sasha's place.

Game "Yes, no". The goal is to develop the ability to determine the spatial position of an object. For example: “I have asked an object, and you have to determine its location with the help of questions”. Children ask questions: “Is this item on the right? Right by the window? To the right of the rose? On a stand? In the closet? On the top shelf? " etc.

Game "Magic tree". The goal is to develop the ability to reflect the spatial relationships between objects in speech. Children name the location of apples, caterpillars, clouds in relation to the tree.

Find a magnet game. There are various magnets on the magnetic board in front of the children. Each of them makes a guess - what magnet he will look for with his eyes closed (blindfolded). Children take turns going to the blackboard to find "their" magnet, while the rest of the children give hints where to look. For example, higher, higher, even higher, to the left, slightly down.

Housewarming game. Each of the children in turn must "populate" the house according to the given instructions. For example, at the bottom of the apartment we got: a mouse, a goat and a monkey, with a goat on the left, and a monkey between a mouse and a goat, etc.

I would like to draw your attention to some points.

The planning of games is carried out taking into account the laws of the development of spatial representations in preschool children. Undoubtedly, orientation in the scheme of one's own body is the initial one, and on the basis of this, children form spatial representations and orientations in space, on a plane, and they master spatial adverbs and prepositions.

It is important to note that the work in all directions is not carried out in isolation from each other, not in a linear sequence.

I tried to select didactic games taking into account the studied lexical topics. Thus, she activated the subject dictionary on the topic, formed the grammatical structure of speech on the material of the topic. So, when studying the topic “Dishes”, the game “Set the tea table” was used, where not only formed the ability to navigate on a plane, but also consolidated the names of items of tea ware and flowers.

The same games can be used to study different vocabulary topics. Thus, the game “I am driving a car”, having changed only the object with which the child acts, can be turned into the games “I play football,” “Hockey players,” “The fly flies,” etc. Also in the games "Yes, no" (linear), "Shop" material are object pictures on different lexical topics (toys, vegetables, fruits, animals ...).

It is important to take into account the individual level of development of children, and, in accordance with the child's capabilities, select didactic games of varying complexity. So, for example, when studying the topic "Autumn", a child with a low level of spatial representations can be offered the game "Where did the leaf fall?" (for reflection in speech of spatial prepositions on, under, in or , more difficult - for, before, between). In the game “Draw” a picture on a flannelgraph ”(it is convenient to use the manual by Z. Agranovich“ The Seasons ”), the complication is seen in the tasks:“ Draw ”as I say” - linearly or using the entire area; "what changed?"; “Draw and tell”, “tell a friend and he will check”, etc. In the future, when drawing a landscape, composing a story from a picture, the child will understand the far and near plan, the location of the figures and their relationship. Here I see the observance of the principles of integration in the educational process and complex thematic planning laid down in the FGT.

It should be noted that the work on the formation of spatial representations is closely intertwined with the work of a speech therapist to improve the GSR, as well as to prevent violations of sound-letter analysis. The tasks of developing orientation in space are also solved by the physical culture and music leaders.

The obtained results of comparative diagnostics confirm the effectiveness of the systematic use of didactic games and exercises for the formation of spatial representations in preschoolers with THR. So, all children are almost unmistakably guided in the scheme of their own body. Children began to use spatial terms more actively, to use prepositions correctly. Children became more confident in orienting themselves on the plane and in space “from themselves”. Some difficulties are caused by the determination of the spatial arrangement of objects relative to each other, orientation “from the other”.

This system of work, aimed at the formation of spatial representations, has not yet been sufficiently developed. In the future, it has the potential for further development and application in corrective work with preschoolers with TNR.

Literature

Garkusha Yu.F. Pedagogical examination of preschoolers / Yu.F. Garkusha. M .: Scientific and Practical Center "Correction", 1992. - 63 p.
Semago N.Ya. Formation of spatial representations in children. Preschool and primary school age: Methodological manual and a set of demonstration materials. - M .: Iris-press, 2005. (Library of Educational Psychologist)
Semago M.M., Semago N.Ya. Psychological, medical and pedagogical examination of a child: A set of working materials. Under total. ed. MM. Semago. M .: Arkti, 2001.- 133 p.
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Introduction

Chapter 1. Theoretical foundations of the formation of spatial representations in preschool children

1.1 The problem of the formation of spatial representations in preschool children in the psychological and pedagogical literature

1.2 Methodological foundations of the formation of spatial representations in preschool children

1.3 The value of outdoor games in the formation of spatial representations in preschool children

Chapter 2. Experimental work on the formation of spatial representations in children of middle preschool age through outdoor games

2.1 Determination of the initial level of formation of spatial representations in children of middle preschool age

2.2 Formation of spatial representations in children of middle preschool age through outdoor games

2.3 Results of experimental work and their analysis

Conclusion

Bibliographic list

Applications

spatial representation children

Introduction

The development of preschool children is a very important and broad topic. A preschooler needs to be taught a lot, and one of these tasks is the formation of their spatial representations. This problem was and is being dealt with by such teachers and psychologists as A. A. Lyublinskaya, B. G. Ananiev, J. Piaget, T. A. Musseibova and many others. They determined the patterns of the development of the spatial orientation of preschoolers.

Spatial representations increase and improve each type of activity of preschoolers, developmental results in general, the quality of obtaining and mastering knowledge. The cognitive activity of children develops, their intellectual, creative, sensory abilities are improved, the effectiveness of creative, cognitive and labor activity increases. And most importantly, the formation of spatial representations helps preschoolers in preparing for school.

Children learn everything in the game: they receive and process information in this way. Therefore, one of the means of forming spatial representations in children of middle preschool age is outdoor games. According to the studies of T.A.Museyibova, E. Ya. Stepanenkova, outdoor games are one of the most effective tools for the formation of spatial perception in children, because in outdoor games one can not only develop and consolidate the acquired skills of orientation in space, but also significantly expand them. And children need to learn to use their skills and abilities in life - this is the most important task.

Purpose of the research: to substantiate theoretically and experimentally test the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age.

Object of research: the formation of spatial representations in preschool children.

Subject of research: outdoor games as a means of forming spatial representations in children of middle preschool age.

Research hypothesis: outdoor games will be an effective means of forming spatial representations in children of middle preschool age if:

When explaining the rules, attention is paid to spatial relationships, the direction of movement and the possibility of changing it;

During the game, visual reference points are used;

Preschoolers are involved in a verbal report on their actions, the content of games and rules, the location of the playing children in space.

Research objectives:

To study and analyze the psychological and pedagogical literature on the problem of the formation of spatial representations in preschool children.

Theoretically substantiate the possibility of using outdoor games in the formation of spatial representations in preschool children.

To reveal the initial level of formation of spatial representations in children of middle preschool age.

Experimentally, to determine the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age.

Theoretical and methodological basis: A. A. Lyublinskaya's research on the peculiarities of the development of space by preschool children; theoretical provisions of T.A. A. A. Stolyar's research in the field of pedagogical guidance of mathematical development in the process of games with rules; studies by T.A.Museyibova, E. Ya. Stepanenkova on the use of outdoor games in the formation of orientation in space in preschool children.

Research methods:

Theoretical: analysis of psychological and pedagogical literature on the research problem;

Empirical: analysis of pedagogical documentation; diagnostic tasks aimed at identifying spatial representations (IN Cheplashkina, L. Yu. Zueva); pedagogical experiment;

Interpretive: methods for quantitative and qualitative analysis of empirical data.

The practical significance of the thesis is that practical research materials on the formation of spatial representations in children of middle preschool age in outdoor games can be recommended for teachers of preschool educational institutions.

Research base: Municipal Budgetary Educational Institution "Trinity Secondary School"

The structure of the work is presented by an introduction, two chapters, a conclusion, a bibliography and an appendix.

Chapter 1. Theoretical foundations of the formation of spatial

1 . 1 The problem of the formation of spatial representations in preschool children in the psychological and pedagogical literature

We learn the world around us all our life, but the child learns it much more actively, and it is at the earliest age that a person lays the foundations of everything: knowledge, skills, skills. And here the knowledge of spatial relationships plays a huge role. They even allow the baby to recognize speech. For a good orientation in space, the baby needs to move actively in it.

Spatial concepts are associated with such characteristics of objects as shape, size, volume, length, of course, their location, distance and many others.

The orientation assumes the following:

Determination of location relative to various surrounding objects ("state point");

The location of objects in relation to a certain position of a person;

The arrangement of objects in space relative to each other or spatial relationships;

Ability to perform various actions and tasks in practice for orientation on a plane;

An independent characteristic of the spatial dimension of objects.

A person, when forming a spatial orientation, must acquire the skills of orientation not only on the terrain or in relation to objects, but also on himself, another subject, and even in a limited space.

EI Tikheeva explained that in babies, spatial orientation, in contrast to various sensory representations, develops more slowly. But, nevertheless, spatial representations need to begin to develop as early as possible, even in preschool age.

Psychologists and educators note in their writings that the development of spatial relations in itself begins very early.

T.A.Museyibova writes that spatial representations are formed in babies in four main stages:

Stage 1: learning to orientate on oneself, that is, the baby begins to study his body, determines the parts of the body, understands their location;

This ability - to be oriented towards oneself is the basis for studying orientation towards others.

Stage 2: Formation of orientation in space (in the surrounding world) not only in relation to oneself, but also in relation to others;

Stage 3: now the baby will learn verbally, determine directions;

Stage 4: the child actively applies all his knowledge of spatial orientation and skills on planes. In the surrounding space.

The mechanism of space reflection from the point of view of psychophysiology is a system of interaction of the senses: vision, balance, acceleration, touch and hearing. IV Sechenov highlighted the special significance of the motor analyzer and the muscular senses in the role of the space analyzer.

A very important moment when the systemic mechanism of space reflection is associated with the word, combined with understanding - this is the beginning of a new stage in the formation of spatial representations in a child. Now the idea will develop already, in general, about the signs and relationships in space, the child has moved on to more advanced systems of control and regulation of orienting actions and behavior in space, as B.G. Ananyev notes.

The basis of modern methods of teaching kids to orientate in space is the study of the problems of reflection of space and orientation of preschoolers.

Already in the first year of life, in the very first months, the child begins to form spatial representations. As I.M.Sechenov emphasizes, sight and touch play the main roles in the perception of space. It is the interaction of the above two senses that gives us the conditions that are necessary for the development of spatial orientation. The first fixation of such an interaction usually occurs as early as 5-6 weeks of a new man's life, when he begins to distinguish objects. The baby begins to follow his moving hand at the age of two or three months - and this is the next step in the development of space. But at 4 months, the child will already be able to visually control how he will transfer toys from one hand to another. Now he is already reaching for objects. But the baby begins to distinguish the spatial direction of the sound at the age of two months. But while the awareness of these directions is still unconscious, although this is already a new stage in the formation of spatial representations.

In the preschool age, the child's spatial orientation begins to develop very intensively. The main factors that play an important role in these processes:

Teaching the kid to walk. Passing a certain path, the baby practically masters this space, and also realizes that the location of objects can differ;

The kid starts talking. And speech helps to distinguish spatial terminology, now the child listens and verbally tries to determine spatial differences.

This is how T.A.Museyibova defines the path of formation of spatial orientation in preschool children.

The beginning is an undivided diffuse spatial perception, where only some objects are highlighted, then the main spatial representations and directions change, and the space is fragmented along sagittal, frontal and vertical lines. It is important that objects located along these lines gradually begin to move away from the child. Later, the area of the selected areas increases, becomes more and more, and now the picture closes, now a continuous single space appears. And now the child can more accurately determine the location of any point on the terrain: it is in front, behind, left or right.

Based on all of the above, we can conclude that the cognition of spatial representations for a child is a rather lengthy and complex process, of course, in which pedagogical guidance and assistance is required.

Teachers and psychologists, after long research, suggest that it is easier for kids to navigate in a static position, then the directions are determined based on the sides of their own body, the so-called self-orientation is obtained. Then, of course, the child will master both the orientation "from himself" and the orientation "from objects."

Experiments of orientation, as well as the development of spatial representations, help to understand the meaning of many spatial terms.

In this sense, at first, independent meanings of words are distinguished for the child. For example, if a child is told to put a toy next to each other (as between or behind others), then he will most likely perform this action quite chaotically until about three or four years of age. Since children arbitrarily arrange objects, they are not yet related to each other or to a specified point for the child. Spatial designations are not yet allocated for the child.

But a little later, from three to four years old, the child will highlight the terms of space with words with a certain independent meaning. And he will use them, indicating the remoteness or proximity of objects, their location in relation to each other.

At the next stage, children begin to try to differentiate designations in space according to their meaning. Naturally, at this time, children have a great desire to communicate with adults, and not just communicate, but to receive as much information from them as possible: “Where from. Where, why, how, why. "

And so, step by step, children learn spatial definitions and designations, not everything is understood and remembered easily: a child learns something at an early age and grasps on the fly, others - longer and later. Most likely, the complexity is added by the difference in the accuracy of certain designations, perhaps the rarity of their use.

Children, moreover, not only preschoolers, but even of primary school age, do not always immediately use the words they have mastered to designate space. Often, kids, when performing any actions or tasks, chooses which designation options from those known to him are worth or will be more convenient to use. This is also explained by the level of training the child has and how developed his spatial concepts are.

It is imperative to work on the vocabulary of the baby, as this contributes to a more correct and developed formation of spatial orientation and skills.

The perception of the space of preschoolers has its own characteristics, which can be distinguished:

Specificly sensual in nature: kids begin to learn to orient themselves on their body and determine everything in relation to their own body;

It is rather difficult to distinguish between right and left hands for children, because this distinction is based on the fact that the right hand prevails over the left in functioning, and many children either do not realize this or have not yet singled out their "main hand";

The relative nature of spatial relations: in order for a child to determine how an object relates to another person, he needs to mentally stand in the object's place;

Children find their bearings easier in statics than in movement;

It is easier to determine the spatial relationship to objects that are at a close distance from the child.

Some domestic psychologists, such as Leontyev, Elkonin, Zaporozhets, on the basis of their research, proved that a child develops as he is active and active, that is, in order for the baby to develop comprehensively, it is imperative to provide him with the appropriate types of active leisure (role-playing games, modeling, drawing, construction and others). And each of the baby's activities is associated with orientation in space.

Musayibova notes that when studying methodological techniques for the formation of spatial representations in children, one should note the role of play and entertaining exercises, where didactic material is used.

Such exercises and games are divided into some groups:

A) Games and exercises for the differentiation of the main spatial directions in the process of active movement in space.

B) Games and exercises for orientation in space with closed eyes.

C) Didactic games and exercises for recognizing the location of objects in the surrounding space and the spatial relationships between them.

D) Games and exercises for orientation in two-dimensional space, that is, on a plane, for example, on a sheet of paper. Some authors (V. G. Nechaeva, O. I. Galkina, N. A. Senkevich and others) note the expediency of conducting so-called "visual dictations" with children of older preschool age.

E) Verbal games. They are specifically designed to activate spatial terminology in the speech of the children themselves.

Likewise, Stepanenkova believed that the development and consolidation of the acquired skills of orientation in space occurs in an outdoor game, moreover, these skills are also expanded during games.

It is very important to use words correctly even in the game so that the child knows and understands the correct meaning, develops spatial terminology. Although, alas, practice shows that in most cases, both the parents themselves and the educators pay little attention to the terminology and correctness of speech.

The results of many studies by psychologists and educators indicate that it is possible to form a general idea of the methods of spatial orientation and reference systems, as well as teach this knowledge to be used in practice in life, even for preschoolers. The works of Karazan and Govorova speak exactly about this: children of senior preschool age, orienting themselves in a limited space, use a coordinate grid, moreover, they use some conventional geographic signs, and more.

In the work of Karazan, where the goal was to bring children to an understanding of the scale, it was shown that the length of the distance of a room or road, streets, children of older preschool age distinguish quite clearly.

And Govorova conducted research, where children of three or four years old were guided in space on the basis of a plan to one degree or another.

Modeling is one of the most effective methods for mastering spatial relationships. Abilities for him were well studied in the works of Dyachenko, Lavrentieva, Wenger.

At preschool age, children can receive generalized knowledge about some reference systems and methods of spatial orientation, assimilate information about the subject-spatial environment, learn to use them in various life situations, we are convinced of this by the results of modern psychological and pedagogical research.

Analyzing the psychological and pedagogical literature on the problem of the formation of spatial representations in preschool children, the following conclusions can be drawn:

It is necessary to develop a child's orientation in space from a very early age and necessarily with targeted pedagogical guidance;

For children's activities, orientation in space is characteristic (this is a game, a pictorial lesson or something else), which means that it is accessible for children to assimilate;

The main condition for orientation in space is active movement in it.

1 . 2 Methodological foundations for the formation of spatialrepresentations in preschool children

For purposeful pedagogical guidance in the process of forming spatial representations in preschool children, the basis is the genesis of space reflection.

The main task of the work of forming spatial representations in children is to improve the experience of difference in space and create a basis for reflecting it in a verbal, terminological form.

According to Museyibova, the system of work on the development of spatial representations in preschoolers should include:

Self-orientation, mastering your own body;

Orientation on external objects; highlighting the sides of objects (front - back, right - left, top - bottom);

Mastering the basics of the verbal spatial system and applying it in practice, indicating directions;

Orientation "from oneself" and determination of the location of objects, relative to oneself;

Awareness of the "standing point" - determination of one's own position in space;

Determination of the spatial arrangement of various objects relative to each other;

Determining the location of objects in two-dimensional space or on a plane.

As we already know, the smallest children begin to learn about space from their bodies and directions. But the most important task will be learning to distinguish between right and left.

Orientation "from oneself" becomes possible on the basis of knowledge of his body: the child learns to show correctly, to move in different directions. Call. The kid needs to establish the position of objects relative to himself.

Traffic rules also need to be introduced at preschool age: how the street should be crossed, which side to walk on, how to properly bypass transport, and so on. These rules are not only vital, but also related to the differentiation of spatial directions.

Children who "graduated" from kindergarten must have formed the basis of spatial representations:

Determine the direction of movement;

Know the spatial relationships of objects;

Determine spatial relationships between themselves and objects;

Own orientation on a sheet of paper.

Children learn and memorize the meanings of spatial prepositions and adverbs as they learn, and they need to understand spatial relationships through words.

There are several groups of prepositions:

The first expresses the relationship in space between people and objects, and also determines the location of the object. These are such prepositions as "in", "on", on the contrary, "for", in front - behind "and the like. This group has its own characteristics and differences, thanks to which the shades of spatial relations are conveyed.

Prepositions from the second group convey directions of movement, they can also indicate where the object is located, but in the process of action. This includes prepositions: "above", "under", "in front", "for", "before" and others. The dynamics of movement is also conveyed by these prepositions or directions in relation to other objects.

One pretext will indicate the spatial location of an object with its front side or face in relation to another, others - its location in the environment of other objects, the third - the direction of movement to or from the object. Some prepositions can indicate a certain direction, others are used only in relation to a closed territory. All this should be taken into account and transmitted correctly to the baby, so that he has a correct and accurate basis. Then it will be much easier for a child and an adult to develop the data he has, use them in life, he will be understood, he will be able to clarify and more correctly find out the answers to questions, get the really necessary data, highlight the main thing from the huge mass of information.

Therefore, they teach children to use spatial terms correctly, explain their meaning. All this is possible only with close cooperation of both the teaching process on the part of teachers and in everyday life, on the part of the parents and relatives of the child.

Outdoor games, walks, trips on excursions, correct exercises in physical education classes and constant orientation in the outside world (on the street, in a room, indoors, etc.) are very important for the development of spatial representations, orientation.

The implementation of program requirements is carried out thanks to special classes, they help to expand children's ideas, clarify, streamline information.

Classes on the formation of spatial representations of any age group should include orientation in both two-dimensional (on a plane, a sheet of paper) and in three-dimensional spaces. It is very important to choose the right exercises, they should become more complicated gradually, their implementation should be properly supervised, also, children really like to perform various tasks and assignments. During classes, children not only need to explain and show everything well and patiently, but also ask questions to themselves, when the children are personally involved, they remember and assimilate information much better, and besides, it will be a kind of test of the passed material. Practical action will always be the best tool for assimilating and expanding data.

It all starts with the fact that kids need to be taught to name and distinguish parts of their body: arms, legs, head, nose, eyes, mouth, cheeks, chin, back, stomach, forehead, ears. It is already necessary to highlight symmetrical parts of the body and teach to distinguish between right and left, especially since it is often quite difficult for children. Well, knowledge is consolidated when conducting various didactic games, where it will be necessary to show correctly, name, answer, work out all these moments with various characters. To make it easier for children to differentiate the left and right parts of their body, they need to be introduced to them at the same time, emphasizing the differences in their functions: we hold a spoon with our right hand, and we can take a piece of bread with our left hand.

After the above basis has been laid, you can proceed to the formation of the experience of orientation in space in children, teaching the main directions and working with them. Here, all ideas must be connected with their own body, then it is much easier for the kids to navigate, and they understand the material much faster. Here we need such exercises where children need to show directions, name them independently, distinguish them in movement. You can also teach children and the perception of the distance of objects.

Gradually, the tasks become more difficult, and the information becomes more. All knowledge must be consolidated until they become skills, and practiced almost to the point of automatism. All this does not happen at once: you can not overload the children.

Exercises should be used both in the process of active movement, and with the use of various toys and characters.

On the basis of a clear differentiation of the main spatial directions, it is necessary to offer children orientation tasks with their eyes closed. For this purpose, games like "Zhmurki" are held.

Children are taught to highlight different sides of objects, perceive different signals and much more. At first, the teacher prompts the kids, but then they themselves will perform the tasks.

When choosing exercises, you need to remember that kids will determine the position of an object or themselves much easier and faster relative to another object.

Orientation on a sheet of paper or on a plane, as well as obtaining any knowledge by a baby, requires special attention, since many children find it difficult to master it right away.

Thus, work on the development of spatial representations in children is carried out in different directions, with a gradual complication of tasks. This is expressed (according to T.A.Museyibova):

a) in a gradual increase in the number of different options for spatial relationships between objects that children get to know;

b) in increasing the accuracy of distinguishing them by children and designating them with appropriate terms; c) in the transition from simple recognition to independent reproduction of spatial relationships on objects, including between the subject and the objects around him;

d) in the transition from orientation in a specially organized didactic environment to orientation in the surrounding space;

in changing the methods of orientation in the spatial arrangement of objects (from practical measuring or correlating objects with a starting point of reference to a visual assessment of their location at a distance);

f) in the transition from direct perception and effective reproduction of spatial relationships to understanding their logic and semantics; g) in an increase in the degree of generalization of children's knowledge about specific spatial relationships; h) in the transition from determining the location of an object relative to another object to determining their location relative to each other.

These are the main stages of teaching preschool children in the "Orientation in space" section of the program for the development of elementary mathematical concepts. The implementation of the program requirements is associated with the development of a system of exercises, both in the classroom and outside them, in order to improve the skills of orientation in three-dimensional and two-dimensional space.

1 . 3 The value of outdoor games in the formation of spatialrepresentations in preschool children

In modern pedagogy, play is regarded as the leading activity of a preschooler. Play is consonant not only with the biological nature of the child, but also with the social need, which arises extremely early in him, in communication with an adult. At the same time, the game is of great developmental importance. During the game, the child learns the world around him: he studies color, shape, properties of materials, spatial and numerical relations, studies plants and animals. In the game, thinking, memory, imagination, will, feelings develop, relationships with peers are formed, self-awareness and self-esteem are formed.

KD Ushinsky said that thanks to movement, a person takes possession of space, the ability to navigate in it. In this sense, outdoor games take on a special role.

In an active game, one can not only develop and consolidate the acquired skills of orientation in space, but also significantly expand them. The fact is that the differentiation of the main spatial directions in the process of walking or running is a more difficult task than determining them in a static position. In outdoor games, the child exercises the ability to independently and correctly choose the direction of movement. He is developing the skill of quickly changing direction in accordance with changed conditions. The ability to give out the direction of movement, maintain it and achieve the goal contributes to the development of spatial orientation.

Moving in space, the child learns the relationship between objects, determines his own position in relation to the objects around him on the basis of comparison and highlighting the similarities and differences in the position of objects in the surrounding space, that is, the child forms an idea of space.

As you know, outdoor games include games based on physical activity. For preschoolers, the importance of outdoor games is very great, because thanks to games, the child's all-round development takes place, coordination of movements is improved, teamwork skills are acquired and many of the moral qualities are formed - the ability to come to the rescue, to give in. Playing all together in outdoor games, children learn to navigate in space, coordinate their actions with the rest of the players, perform the necessary game actions, without interfering with other participants. For preschoolers, outdoor games become an excellent opportunity to make friends, because nothing brings children closer together than the good emotions received together and the mutual assistance shown in the game. Preschool outdoor games are a great way to channel the energetic energy of children into a peaceful channel, while teaching them to act in concert.

And all of the above, we can conclude that outdoor games play a huge role in the formation of spatial representations in preschool children. Firstly, kids learn the material much better in the play version. Secondly, children not only separate knowledge and necessary information from the process, but also immediately apply all this in practice, which is very important. Thirdly, it is thanks to outdoor games that the spatial orientation of babies develops and develops very quickly. Fourthly, children, thanks to such games, learn spatial terminology, which has an equally important role in the development of babies and the formation of the orientation itself. And finally, we can remind you once again that the child receives a charge of positive energy, the adult communicates perfectly and easily with the baby, and everyone has a great and fun time with benefit.

Chapter 2. Experimental work on the formationspatial representations in children of middle preschool age through outdoor games

2 . 1 Determination of the initial level of formation of spatial representations in children of middle preschool age

In our study, we aimed to test the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age. This goal was achieved through experimental work, which consisted of 3 stages:

ascertaining (several exercises are carried out, taking no more than an hour) - determining the initial level of the formation of spatial representations in children of middle preschool age;

formative (several lessons) - the formation of spatial representations in children of middle preschool age through outdoor games;

control (several exercises are carried out, taking no more than an hour) - an assessment of the effectiveness of the work carried out at the formative stage.

The research was conducted on the basis of the Municipal Budgetary Educational. Institutions "Trinity Secondary Educational School"

In total, 28 children of middle preschool age took part in the experiment.

To determine the initial level of formation of spatial representations in children of middle preschool age, the diagnostics developed by I.N. Cheplashkina and L. Yu. Zueva was carried out, aimed at identifying the following skills:

To navigate the location of parts of your body;

Distinguish spatial directions from yourself;

Determine the location of objects relative to yourself;

Move in a given direction.

Diagnostic tasks

Task 1. Orientation in the location of parts of your body.

Purpose of the study. Revealing orientation in the body scheme, the ability to determine the right and left sides on oneself. Carrying out procedure.

1- Show your right hand

2-Show your left hand

Task 2. Distinguish spatial directions from yourself.

Purpose of the study. The ability to navigate in space, taking into account the directions, to rebuild the perception of the space itself, taking into account the directions.

Carrying out procedure. Material: flag

3-Look up.

4-Look down.

5-Wave the flag to the right.

6-Wave the flag to the left.

Task 3 Determining the location of objects relative to themselves.

Purpose of the study.

Determine where this or that object is in relation to it.

Material: doll, car, teddy bear, pyramid.

7-Tell me, what toy is in front of you?

8-Tell me, which toy is behind you?

9- Tell me which toy is on your right?

10- Tell me which toy is on your left?

11-Where is the doll?

Task 4. Revealing the ability to move in the indicated direction.

Purpose of the study.

Determine the ability to make movements in the indicated direction.

12-Take two steps forward.

13-Take one step left.

14-Take three steps back.

15-Take two steps to the right.

Criteria for completing the assignment:

3 points - the child independently copes with the task, answers the questions correctly;

2 points - the child copes with the task with the help of an adult or on the second attempt;

1 point - the child does not cope with the task.

The level of the task and the level of formation of spatial representations:

high level - from 80% to 100% (36 - 45 points);

average level - from 65% to 79% (30 - 35 points);

low level - 64% and below (29 points and below).

The results are shown in Figure 1 and Appendix A.

Figure 1. Indicator of the level of formation of spatial representations in children of middle preschool age at the ascertaining stage of experimental work

A qualitative analysis of the empirical data obtained showed that seven children with a high level coped with the first task, orientation in the location of their bodies, six children coped with the second attempt. Six children coped with the second task, eight coped with the help of a teacher. With the determination of the location of objects relative to themselves, five people performed, but six needed help. The task "Revealing the ability to move in the indicated direction" showed that only four children coped with the task completely, and seven needed a second attempt. Only one child coped with the average level in the first task, nine with the help of a teacher. In the second task, nine people found it difficult, and one child coped completely. With the determination of the location of objects relative to themselves, everyone needed help or a second attempt. In the fourth task, two people coped on their own, seven with help, but one child did not do it at all. Three children with a low level were able to determine the right and left hand with the help of a teacher, but four did not cope with the first task. In the second task, look up, look down, two children completed, but wave the flag to the right to the left, there were difficulties.

The high level at the ascertaining stage was 40%. The average was 35% and the low was 25%. It turns out that the result of completing tasks is high for children of this age group with normal development.

2 . 2 Formation of spatial representations in secondary childrenpreschool age through outdoor games

According to the empirical data obtained, we drew up a plan for the formative stage of the experiment on the formation of spatial representations in children of middle preschool age through outdoor games (Appendix B).

The formation of spatial representations using outdoor games was carried out in stages. With the help of games, the kids were introduced to orientation in space in three main stages:

The difference between right and left, arrangement of objects from right to left and vice versa;

Determination of spatial directions "from oneself" or rather, relative to oneself;

Teach kids to move correctly in a given direction.

At each stage, the work was lined up in the following areas. We selected games according to our tasks. For example, the game "Colored Cars" in order to create interest in the game, we involved children in creating flags, remembered how cars hum; offered children to place visual landmarks, flags; told the rule of the game - children sit along the wall, they are cars. Each child was given a flag of some color. The presenter stands in the center with three flags in his hands. When the presenter raises a flag of any color, for example, red, children with such a flag should go in a circle to the right, the presenter raises a yellow flag, children with such a flag run to the left. When the presenter lowers the flag, the children stop, and at the signal "Cars come back", the children go to their garage. To avoid getting used to landmarks, we changed the places of the flags. It is important to explain to the children in which hand the leading flag is in that direction and they are going.

During the game, we monitored the correct execution of movements, compliance with the rules, an increase or decrease in the activity of children, and safety during the game.

In the game "Cats and Mice" we solved the problem of the ability to navigate in space, taking into account the directions, to rebuild the perception of the space itself, taking into account the directions. To make it more interesting, we involved children in making cat and mouse masks. Explained the rule of the game; we hold hands and stand in a circle, Syoma will be a mouse, Sasha will be a cat, and we will be a house for a mouse. We must walk in a circle to the left, to the right, as soon as the mouse runs up to the gate, we must let the mouse in by raising our hands up, run in, letting our hands go down, while we must not disengage our hands.

We solved the problem of positioning objects relative to ourselves with the help of the game "At the Bear's Forest". To do this, together with the children, we made a bear mask to make it more interesting, on one side of the site we drew a line - this is the edge of the forest, on the opposite side - this is the children's house, behind the line to the right of the edge we put a hoop - this is a place for the bear. It was explained that the game was correct, that children should run away to the house, and catch the bear only after the words “growls!”. Before the start of the game, ask the children: "Which side is the bear?", "And where is the house?" "Where is the edge?" To complicate the task, we changed the bear's den.

For the design lesson, together with the children, we made airplanes and caps for the game "Airplanes" from paper. We also used flags-landmarks for airfields.

Our task in this game is to develop the ability to move in the indicated direction. Before the game, we explained to the children that each plane in the sky has its own corridor. In order for them not to collide and an accident does not occur, there is a map. Divided the children into two columns,

The first column first flies to the right, then to the left, and the second column flies to the left, then to the right. At the signal "Landing!" children must return to their airfield. While the planes were flying, we changed the places of the flags, carried them to the opposite side.

The use of a certain system of games, specially developed rules has a decisive role in the quality of training. Games are carried out in almost all classes, be it mathematics, music or physical education, they also need to be carried out at home, on walks.

The main methodological technique is personal participation in outdoor games. Participation can be direct: you are a player or take a leading role, and indirect: you are on the playground and with short instructions keep the children interested in the game: speak louder "caught", run in one direction.

Thus, analyzing the work carried out, we can conclude that the use of outdoor games in the formation of spatial representations aroused interest in children of middle preschool age, increased the child's working capacity, and he was interested in completing new tasks.

This, in turn, contributed to the achievement of the set goal of the formative stage of the experiment.

2 . 3 Results of experimental work and their analysis

To identify the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age, we carried out a control stage of the experiment. For him, similar tasks were selected to those that were used at the ascertaining stage of the experimental work.

The results obtained are reflected in Figure 2, as well as in Appendix B. 1.

Figure 2. Indicator of the level of formation of spatial representations in children of middle preschool age at the control stage of experimental work

Comparative results of the formation of spatial representations in children of middle preschool age at the ascertaining and control stages of the experimental work are presented in Table 1 and in Appendix B. 2.

A comparative analysis of the results obtained indicates dynamic changes in the indicators of the formation of spatial representations in children of middle preschool age. Thus, the indicators of the low level changed by 9%, the middle level - 2%, and the high level - 2%. The dynamics of work on the formation of spatial representations in children is 13%.

The following qualitative changes have occurred in spatial representations:

The children's reaction became faster;

The kids began to distinguish the directions easier;

Children began to readjust faster in terms of speed and change of direction;

The children began to better understand spatial terminology;

Children have become more quickly and easily oriented in space.

Thus, the level of formation of spatial representations in children at the control stage of the experiment relative to the ascertaining stage increased, which proves our assumption about the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age.

Conclusion

The analysis of psychological and pedagogical literature has shown that the problem of the formation of spatial representations in preschool children is given sufficient attention.

The problem of the formation of spatial representations was considered under the influence of certain provisions of Russian and foreign pedagogy, psychology, the meaning and content of preparing children for mastering arithmetic in school.

Based on the experience of direct work with children, the teachers came to the conviction of the need to prepare children for the assimilation of mathematical disciplines at school.

The formation of spatial representations is formed in children throughout the preschool age.

One of the most effective means of forming spatial representations is outdoor games. To confirm the hypothesis put forward by us, an experimental work was carried out aimed at the formation of spatial representations in children of middle preschool age using outdoor games

The results of the study showed that the level of formation of spatial representations at the control stage relative to the ascertaining one is higher.

Thus, the hypothesis that outdoor games will be an effective means of forming spatial representations in children of middle preschool age has been confirmed.

Bibliographic list

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Diagnostic Album. Study of the peculiarities of the development of the cognitive sphere. -WITH. 52

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Children's outdoor games. / Comp. V. Grishkov. - Novosibirsk: Book. publishing house, 1992 .-- 96 p.

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Lyublinskaya AA Features of the development of space by children of preschool age [Text] // News of the APN RSFSR, Vol. 86 .-- M., 1956.

Mikhailova 3. A., Nosova E. D., Stolyar A. A., Polyakova M. N., Verbenets A. M. Theory and technology of mathematical development of game children of preschool age. "Childhood-press" // SPb, 2008, p. 392.

Museyibova T.A. Didactic games in the system of teaching children spatial orientations. // Theory and methodology for the development of elementary mathematical concepts in preschoolers: a reader in 6 parts. Part IV-VI. -SPb., 1994. -S. 156

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Appendix A. 1

Protocol for the examination of spatial representations in children of middle preschool age at the ascertaining stage of the experiment

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COURSE WORK

SPATIAL REPRESENTATION IN SENIOR PRESCHOOL CHILDREN

Introduction

1. Features of the formation of spatial representations in older preschool children

2. Characteristics of modern educational programs for the formation of spatial representations in older preschool children

3. Methods of working with older preschool children on the development of spatial representations

Conclusion

Glossary

Bibliography

Applications

INTRODUCTION

For the mental development of children, it is essential that they acquire mathematical concepts, which actively influence the formation of mental actions that are so necessary for understanding the world around them.

Many prominent psychologists and teachers (P.Ya. Galperin, T.V. Taruntaeva) believe that the formation of mathematical ideas in a child should be based on subject-sensory activity, in the process of which it is easier to assimilate the entire volume of knowledge and skills, to consciously master the skills of counting, measurements, to acquire an elementary, solid basis of orientation in general mathematical concepts.

The importance of the spatio-temporal organization of the child's activity is noted by many authors. The study of the formation of spatial representations in children is devoted to the works of such authors as L.G. Paramonova, R.I. Lalaeva, T.A. Pavlova, A.N. Kornev, O.B. Inshakova, E.A. Mikhailova, M.E. Khvatsev, I.N. Sadovnikova, A.R. Luria and others. In recent studies (A.V. Semenovich, S.O. Umrikhin, B.A. child.

However, when preparing children for school education, attention is paid to the development of spatial representations in connection with the formation of mathematical abilities, and the importance of this work in connection with the prevention of writing disorders (dysgraphia) is only mentioned in the works of individual researchers (A.N. Kornev, O.B. Inshakova, I.N.Sadovnikova, L.G. Paramonova).

This leads to a contradiction: between the need to form spatial representations in older preschool children as a condition for preventing dysgraphia and the insufficient development of the main directions and content of this work.

The problem is the question: what are the main directions and content of work on the formation of spatial representations in older preschool children?

Purpose: to identify the main directions and content of work on the formation of spatial representations in older preschool children.

1. To reveal the theoretical foundations for the formation of spatial representations in older preschool children.

2. Describe the tasks in modern educational programs for the formation of spatial representations in older preschool children.

3. To get acquainted with the methodology and work experience of educators on the formation of spatial representations in older preschool children.

Object: the process of forming spatial representations in older preschool children.

Subject: the main directions and content of work on the formation of spatial representations in older preschool children.

Methods: study and analysis of work experience on a given topic.

1. FEATURES OF FORMATION OF SPATIAL REPRESENTATIONS IN CHILDREN OF ELDER PRESCHOOL AGE

spatial representation preschool age

A small introduction from the textbook ed. Carpenter

Many authors dealing with the problem of studying spatial representations refer them to the basis over which the whole set of higher mental processes is built - writing, counting, reading, etc. The basis for the study of the basic components of mental development is the work of A.V. Semenovich and her schools, M.M. Semago, N. Ya. Semago and others. Spatial representations are one of the earliest debuting, but for a long time forming in ontogeny mental functions.

T.A. Pavlova identifies spatial orientation as a special type of perception, using visual, auditory, kinesthetic and kinetic analyzers. The activities of the above analyzers are the general material basis for spatial orientation. Through the development of conditioned reflexes, analyzers are developed and improved, providing the perception of space. At the same time, the following parameters are distinguished: the size of objects and their images, shape, length, volume, the location of objects relative to the perceiving object and relative to each other. These types of perception are based on the parameters of objectively existing objects, images of which are obtained on the retina in combination with musculo-motor and tactile sensations of past experience.

In the psychological dictionary, spatial representations are considered as representations of spatial and spatio-temporal properties and relationships: size, shape, relative position of objects, their translational and rotational movement, etc.

Like other mental processes, spatial representations are actualized due to close interhemispheric interaction, which provide orientation in space, the correct organization of actions in space.

The basis for the formation of spatial representations is the relationship of the right and left hemispheres, as well as the coordinate system that develops in the child in stages during lying - sitting - crawling - standing. The emerging functions in a child are associated primarily with the work of the right hemisphere. Visual - motor coordination, the ability to correlate movement with vertical and horizontal coordinates, the ability to combine into one whole and remember the general arrangement of parts, that is, to grasp a holistic image, depend on it. The left hemisphere solves more complex problems, especially those of which are associated with subtle analysis and speech mediation.

During preschool childhood, there is an intensive formation of children's mental abilities - the transition from visual forms of mental activity to logical, from practical thinking to creative. In older preschool age, the formation of the first forms of abstraction, generalization, simple forms of inference begins.

The task of teaching is to guide cognition, to direct the process of assimilating concepts from random signs to essential ones.

The success of preschoolers' education is influenced by the content of cognitive material, as well as such a form of its presentation, which can arouse the interest of children, plant seeds of knowledge in the child's soul.

The learning process must be organized so that the child's own activity appears, so that children can argue, prove the truth, communicate freely with each other.

A person who has not been accustomed from childhood to think independently, assimilating everything ready-made, will not be able to show the inclinations given to him by nature.

In order for learning to contribute to the development of the preschooler's thinking, it is necessary to use methods that will give the child the opportunity to comprehend the educational material. It is necessary to rely on a question that is significant for the child, when a preschooler is faced with a choice, sometimes makes a mistake, and then corrects it on his own.

In the senior group, work continues on the formation of elementary mathematical concepts, begun in the younger groups.

Training is carried out over three quarters of the academic year. In the fourth quarter, it is recommended to consolidate the knowledge gained by children in games, in physical education, on walks and in everyday life.

When explaining new material, it is necessary to rely on the knowledge and ideas available to preschoolers, maintain the interest of children throughout the lesson, use play methods and a variety of didactic material, intensify attention in the classroom, lead them to independent conclusions, teach them to reason their reasoning, encourage a variety of answer options children.

All acquired knowledge and skills are consolidated in didactic games, which need to be given great attention. Their main purpose is to provide children with knowledge in distinguishing, highlighting, naming a set of objects, numbers, geometric shapes, directions, etc. In didactic games there is an opportunity to form new knowledge, to acquaint children with methods of action. Each game carries a specific task of improving the mathematical (quantitative, spatial, temporal) ideas of children. I include the didactic game directly in the content of the classes as one of the means of implementing the program tasks.

Didactic games are justified in solving problems of individual work with children in their free time. Systematic work with children improves general mental abilities: the logic of thought, reasoning and actions, ingenuity and ingenuity, spatial representations.

Any mathematical task for ingenuity, for whatever age it is intended, carries a certain mental load. Amusing mathematical material is given by the game elements contained in each problem, logical exercise, entertainment, be it checkers or the most elementary puzzle.

You need to start with the simplest puzzles - with sticks, where in the course of solving, as a rule, there is a transfiguration, the transformation of some figures into others, and not just a change in their number.

In the course of solving each new task, the child is included in active mental activity, striving to achieve the final goal.

Daily exercises in drawing up geometric shapes (square, rectangle, triangle) from counting sticks makes it possible to consolidate knowledge about shapes and modifications.

I acquaint children with the ways of attaching, joining, rebuilding one form from another. The first attempts do not always lead to a positive result, but the "trial and error" methods lead to the fact that the number of trials is gradually reduced. Having mastered the method of attaching figures, children master the method of constructing figures by dividing a geometric figure into several (a quadrangle or a square into two triangles, into two squares). Working with sticks, children are able to imagine possible spatial, quantitative changes.

Tasks for ingenuity are different in the degree of complexity, the nature of the transformation (transfiguration). They cannot be solved in any previously learned way. In the course of solving each new task, the child is included in active mental activity, striving to achieve the ultimate goal - to modify or build a spatial figure. It is useful to include proverbs, rhymes, riddles in the learning process. With their help, preschoolers are invited to explain the course of solving various mathematical problems. This also contributes to the speech development of children.

Much attention is paid to individual work with children in class. In addition, tasks are offered for parents in order to involve them in joint activities with the teacher.

Each educator must have special requirements for their speech. It is necessary to pay attention to the use of specific terminology. It is unacceptable to include in speech terms, concepts and symbols used in methodological literature for adults, such as equivalents, conventional measurements and others. The teacher must monitor the clarity and accessibility of his speech, the correctness and awareness of the speech of children.

At the end of the school year, using specially developed methods, it is advisable to check the level of children's mastery of knowledge, abilities and skills.

All acquired knowledge and skills prepare children for mastering more complex mathematical problems at the next stage of development. This means that by forming elementary mathematical concepts in kindergarten, we prepare the child to study mathematics at school!

The result of the child's development at this stage is a holistic picture of the world in the perception of spatial relationships between objects and his own body.

Thus, spatial representations are one of the earliest debuting mental functions that take a long time to form in ontogenesis. The basis for the formation of spatial representations is the relationship of the right and left hemispheres, as well as the coordinate system that develops in the child in stages during lying - sitting - crawling - standing. In the period of preschool childhood, an intensive formation of the mental abilities of children takes place - The result of a child's development at this stage is a holistic picture of the world in the perception of spatial relationships between objects and his own body.

2. CHARACTERISTIC MODERN EDUCATIONAL PROGRAMS FOR THE FORMATION OF SPATIAL REPRESENTATIONS IN ELDER PRESCHOOL CHILDREN

According to federal state requirements for the structure of the educational program, which we are now obliged to focus on in our pedagogical activities, as such, the section "Mathematical development" in the program does not exist. But in the educational field "Cognition" one of the tasks sounds like "Formation of elementary mathematical concepts." In addition, if we turn to the competencies of the child, which, according to the FGT, should be formed for graduation from kindergarten, the so-called final results, then among them the following can be distinguished:

"The child is able to plan his actions aimed at achieving a specific goal."

"Able to solve intellectual and personal tasks (problems), adequate to age, ... can transform the ways of solving problems (problems)"

"He has mastered the universal prerequisites of educational activity - the ability to work according to the rule and according to the model, listen to an adult and follow his instructions."

It is clear that we will not be able to form any of these competencies to the proper extent, paying little attention to the development of the child's logic, thinking, attention, the ability to act in a certain sequence (algorithms), without teaching him to count, distinguish geometric shapes, and solve simple problems.

According to the FGT, all educational activities are based on the principle of integration. But our lessons with children have always been integrated. Even if the lesson is conducted by a teacher of additional education, then in the FEMP lesson, children develop speech, design, and draw, and get to know the environment, communicate, work (watch), in addition, we necessarily use health technologies, that is, in one lesson there are practically all-educational areas (it remains only to read a book and listen to music).

Now all complex programs are being finalized for compliance with the FGT. And until a list of sample programs has been formed, we are working on the available ones. And the methods and technologies used in the FEMP classes and in the free activity of children will always help us in the development of the intellectual abilities of children.

And now a brief analysis of the section "Development of elementary mathematical concepts" of the most common complex preschool education programs.

"From birth to school" Kindergarten education and training program Edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova.

For a long time, it was a unified preschool education program in our country.

The main goal of mathematics education was considered to be the formation of elementary mathematical concepts and the preparation of children for school. The developer of the methodology for this program was L.S. Metlina, student and follower of A.M. Leushina.

In accordance with the program, work with children on the formation of mathematical concepts began with the second junior group (fourth year of life).

The program included the following sections: "Number and count", "Size", "Orientation in space", "Geometric figures", "Orientation in time". This name of the sections has become traditional in the system of forming mathematical knowledge in preschool children and, despite the change in the content of the sections, in most modern programs their name has been retained.

In the "Program of education and training in kindergarten" (1985), within the framework of the formation of this concept, only the following tasks were set:

Learn to make a group of separate objects and select one object from it;

Distinguish between the concepts of "many" and "one";

To learn to compare two equal (unequal) groups of objects, using the techniques of superimposing and applying objects of one group to objects of another;

Learn to equalize unequal groups in two ways, adding one missing object to a smaller group or removing

one extra item from the larger group.

In 2010, an updated and revised edition was published in accordance with the FGT, and now the program is called "From birth to school". The authors note that this is an improved version, drawn up taking into account federal state requirements for the structure of the general education program, the latest achievements of modern science and practice of domestic preschool education. According to the authors, it provides for the development in children in the process of various types of activity of attention, perception, memory, thinking, imagination, speech, as well as methods of mental activity (the ability to simply compare, analyze, generalize, establish the simplest cause-and-effect relationships, etc.) ... The foundation of a child's mental development is sensory education, orientation in the surrounding world; the development of elementary mathematical concepts is of great importance in the mental education of children.

The goal of the program in elementary mathematics is the formation of methods of mental activity, creative and variable thinking based on attracting the attention of children to the quantitative relations of objects and phenomena of the surrounding world.

The program involves the formation of mathematical concepts in children, starting with the first junior group (from 2 to 3 years old). However, in the first and second years of life, the "Program for education and training in kindergarten" provides for the creation of a developing environment that allows you to create basic mathematical concepts.

The developers of the program point to the importance of using the material of the program for the development of the ability to clearly and consistently express one's thoughts, communicate with each other, engage in a variety of game and subject-practical activities, to solve various mathematical problems.

A prerequisite for the successful implementation of the elementary mathematics program is the organization of a special subject-developing environment in groups and in the kindergarten area for the direct action of children with specially selected groups of objects and materials in the process of mastering mathematical content.

The program does not highlight the "Set" section as an independent one, and tasks on this topic are included in the "Quantity and count" section. These tasks are located at the end of the section, after the tasks on the formation of numerical and quantitative representations, which, in our opinion, does not allow us to emphasize the importance of these concepts for the development in children of ideas about operations with numbers (addition, subtraction, division), the basis of which they are. ... On the one hand, the program does not clearly stipulate the solution of problems to familiarize children with arithmetic operations, but on the other hand, it is supposed to teach how to solve arithmetic problems, which requires work on the arithmetic operation.

In general, the program presents a fairly rich material on the formation of mathematical concepts in preschoolers. The program includes a large number of tasks that were not provided for in earlier versions of the program. These are: tasks for the formation of ideas about operations with sets (union, separation from a whole part, etc.); tasks for the formation of ideas about dividing a whole object into equal parts, familiarity with the volume, with the measurement of liquid and bulk substances; tasks for the development of a sense of time in children, learning to determine the time by the clock, etc.

As part of the formation of geometric representations, it is planned to work not only with planar, but also with volumetric geometric figures, the circle of geometric figures offered for study by children has been expanded.

"Rainbow"(program of upbringing, education and development of preschool children in a kindergarten) Authors: T.N. Doronova, S.G. Yakobson, E.V. Solovyova, T.I. Grizik, V.V. Gerbova.

The program reflects the central idea of the Russian psychological school - about the creative nature of development. The authors consider the child as a subject of individual development, actively mastering the culture. From these positions, the directions and boundaries of the pedagogical influence of an adult are determined.

The idea of the leading role of the socio-cultural context of development emphasizes the inappropriateness of the transfer of the emphasis of preschool education to the school model of education.

The program pays great attention to the protection and strengthening of the health of children, the formation of their habit of a healthy lifestyle.

The team of authors stands on the position of promoting the mental development of the child, and not simply taking into account his age characteristics. In addition to the list of knowledge, skills and abilities acquired by the child, the guidelines for the work of teachers are determined in terms of the formation of the child's activity, consciousness and personality. As special tasks, the focus is on maintaining motivation and the formation of perceived goals of activity.

Much attention is paid to the child's mastering of sign symbols (mathematical representations, familiarity with letters, symbols, etc.), the development of the beginnings of logical thinking, speech development, the formation of an elementary awareness of linguistic phenomena.

The tasks for the formation of mathematical representations are set out in the second subsection of the second section - "Contributing to the formation of consciousness" and are linked by the authors with the task of "promoting" the timeless intellectual development of the child. "

The mathematical block of the "Rainbow" program was developed by E.V. Solovieva.

The tasks in the program are presented in a generalized form, which complicates their perception and requires additional study of the relevant methodological literature. At the same time, the system in work, the interconnection of different types of children's activities in solving the assigned tasks, the focus of the program on the mental development of the child is traced.

The development of E.V. Solovieva: "Mathematics and logic for preschoolers: guidelines for educators", as well as several manuals on the formation of ideas about the number in different age groups.

3. METHODOLOGY OF WORK WITH ELDER PRESCHOOL CHILDREN IN THE DEVELOPMENT OF SPATIAL REPRESENTATIONS

Based on actions with sets and measurements using a conditional measure, the formation of ideas about numbers up to 10 continues.

The formation of each of the new numbers from 5 to 10 is based on a comparison of two groups of objects. For example, on the counting ruler, two groups of objects are laid out in a row: on the top strip - five daisies, on the bottom - five cornflowers. Comparing and counting daisies and cornflowers, children are convinced that they are equally divided. Then one chamomile is added. After counting and comparing daisies and cornflowers, the children find out that there are more daisies and fewer cornflowers. The teacher draws attention to the fact that a new number "six" has been formed. It's over five. The number six turned out when one more was added to the number five.

In parallel with the demonstration of education, the number of children is introduced to the numbers. By correlating a certain figure with a number, the teacher invites the children to consider the image of the figure, analyze it and compare it with the already familiar numbers. Children make figurative comparisons (one, like a soldier; the number eight looks like a snowman, like a nesting doll; one and seven are similar, only the number seven has a "visor", etc.).

Particular attention should be paid to the "record" of the number 10. It consists of two digits - one and zero. Having formed the number ten (by adding one more to nine objects), the teacher offers about ten objects (toys, squares) to put the corresponding number: "Look how the number ten is indicated. You know one of the numbers," the teacher says and shows the number 1, suggests it name. - And what is this number? "- the teacher points to zero. It is possible that one of the children will correctly answer that this is "zero". Regardless of this, the educator must clearly show the formation of the number "zero". To do this, children are asked to count the cubes on the table. The children count them and determine that there are ten cubes. The teacher says: "And now I will remove one cube at a time." And cleans up until there is not one left. To the question "How many cubes are left" the children answer: "Nothing is left." The teacher agrees and explains that this is indicated by the number "zero". Then the teacher offers to find the place of zero in the number row. If the children themselves do not cope with this task, then the teacher explains that the number 0 is in front of 1, since zero is one less than the number one. After that, the children, together with the teacher, decide that zero should stand in front of one.

Throughout the school year, children practice counting. They count objects, toys, count objects according to a given number, according to a figure, according to a sample. A sample can be given in the form of a number card with a certain number of toys, objects, geometric figures, presented in the form of sounds, movements. When performing these tasks, it is important to teach children to listen carefully to the teacher's tasks, memorize them, and then complete them.

With great interest, children perform tasks in didactic games: "What has changed?" ball ", etc.

The senior group program provides for the comparison of consecutive numbers within ten on a specific material. Children should be able to compare two sets, know which of the numbers is greater and which is less, how to make equality from inequality, and make inequality from equality.

Comparing two groups of objects, children are led to an independent conclusion: six is more than five by one, and five is less than six by one, which means the number six should come after the number five, and the number five should come before the number six. In a similar way, all the studied numbers are compared within ten.

Continuing the work begun in the middle group, it is necessary to clarify the idea that the number does not depend on the size of objects, on distance and spatial location. By an illustrative example, it can be shown that there may be fewer large objects than small ones, and small ones more than large ones, as well as large and small objects can be equally divided.

Children should be able to count objects located vertically, in a circle, in the form of numerical figures. It is necessary to teach children to count, starting from any specified object in any direction (right to left, left to right, top to bottom) while not skipping objects and not counting them twice.

In the senior group, work continues on mastering the ordinal count within ten. Children are taught to distinguish between ordinal and quantitative counting. Using quantitative counting, you can answer the question, "How much?" determining how many items there are. The counting result remains unchanged regardless of the direction of the counting.

Counting items in order, it is necessary to agree on which side to start counting, since the result of the count depends on this. For example, if children count ten objects from left to right, then the matryoshka will be the second, and if you count from right to left, then the same matryoshka will be the ninth.

Children must learn how to correctly answer the questions: "How much?"; "Which one?"; coordinating the numeral with the noun in gender, case, number.

The ability of children to distinguish between ordinal and quantitative counts is to be consolidated in exercises and didactic games: "What toy is gone?", "Who is the first?" and others.

An important programmatic task solved in the older group is teaching children to measure. Learning to measure helps to eliminate the shortcomings in the formation of ideas about the number that arise when learning to count individual quantities.

Teaching children to measure using a conditional measurement begins in the middle group. They are taught the comparison of two objects that cannot be directly measured (superimposed or applied) and use a third object, a measure. Such a comparison is a special case of measurement, since the measure used in this case is equal to one of the measured objects.

In the older group, children are taught to measure the length of extension, the volume of liquid and free-flowing bodies with the help of a conventional measure, translating quantitative relations into clearly represented sets.

First of all, children should be introduced to the rules for measuring extended quantities, liquid and loose bodies. The teacher shows and explains the measurement rules. The measurement process is divided into stages, each of which is repeated by the children after the teacher. The teacher first demonstrates a measurement with which you can measure a strip of paper, tape, etc. Then he shows that the measurement must be applied so that the ends of the measured strip of the measurement coincide. Children repeat this action. Further, the teacher marks the end of the measurement, explains that every time the measurement fits completely, it is necessary to set aside "for memory" a chip (circle, square, toy), which shows that the measurement has completely fit into the strip.

Next, the measure is applied to the mark, the end of the measure is again marked and the chip is again deposited. This is how the entire strip is measured. As a result of the measurement, a number of counters are formed in front of the children, having recounted them, we can say how many times the measurement fit in the measured object.

Children must firmly grasp the rules of measurement, since in subsequent lessons they carry out the measurement independently from beginning to end. It is important that children not only remember the measurement sequence, but also clearly follow the rules, understand the meaning of each action. Sometimes children allow carelessness when measuring: they do not accurately align the edges of the object being measured and the measurement strip; wrong mark; putting aside the measure for the last time, they forget to put the chip. All these inaccuracies affect the measurement result. It is important that all the material with which the children work is precisely calibrated so that in the measured object the measure fits completely the number of times.

When measuring bulk and liquid bodies, the same measurement rules are used, and new ones are added that are typical for measuring bulk and liquid bodies. For example, a teacher shows a bowl of cereals and asks: "How much cereal is there, how do you know?" Most often, children suggest weighing. "That's right," says the teacher, "but I don't have scales. How can I find out otherwise how much cereal is here?" On the table are a cup, glass, spoon, saucer. The teacher points to them: "Can these items help us?" Obviously, the children will say that the rump should be measured with a spoon, a cup. The teacher says: "I will show you how to do this. Let's try to measure the cereal with a glass. But first we need to agree on how we will pour it." The teacher shows that the glass can be poured with cereals up to half, full to the brim, with a "slice". Children may suggest one of these options, such as full to the brim. The teacher shows this glass with cereals and says: "Here is our measure - a glass full to the brim. When we measure, we must make sure that the glass is always full to the brim, because we agreed so."

Then the teacher pours the cereal from the glass into an empty bowl and says: "In order not to get lost in the count, what should we do every time we pour the cereal out of the glass?" Children: "Putting objects for memory."

The teacher makes sure that the children put aside the toy every time after a full glass of cereal is poured into a bowl. When filling the measure, the educator can specially pour half a glass of cereals or "a hill". She draws the attention of children to the fact that the filling of the glass should be the same, as agreed before the measurement. After all the cereal has been measured, the teacher asks if it is possible to find out how many glasses of cereal were in the bowl. Children offer to count the objects that they laid for measurement. After counting them, the children find out how many glasses were in the bowl.

In the measurement class, it is best to use transparent dishes for demonstration so that the children can see how the amount of cereal (water) decreases in one bowl and increases in the other.

To prevent children from forming the wrong idea that cereals or liquid can be measured only with glasses, the teacher shows children other objects: a cup, saucer, spoon and suggests trying to measure with these measurements.

The measurement of extended, free-flowing, liquid bodies should be constantly alternated in order for children to learn how to select the appropriate measure for measuring different objects. So, for example, to measure extended objects, children pick up a ruler, a strip of paper, cardboard, a bar, a rope, a pencil; for measuring liquids and bulk substances - everything that can be poured or poured into: glass, cup, spoon, saucer, etc.

Measuring various objects with appropriate measurements allows children to understand the generalized method of measurement using a conditional measurement.

When organizing measuring activities, children are taught, when measuring, to select a part of an object equal to a conditional measure, to determine how much the measure fits into the measured object, they are taught to compare the size of extended objects, the volume of bulk and liquid bodies using a measure.

Teaching children to measure takes place in parallel with teaching counting. Measuring various objects and putting aside the counters every time the measure has been fully met, children begin to understand the process of forming a number, to perceive the number as the ratio of the measured to the adopted measure. So, to find out how many times the measure fit into the strip, children must count the counters that they put aside during the measurement. By counting the counters, children can tell how many times the measure fits into the strip.

When the children have mastered the method of measurement, they are asked to use the measurement to compare two objects: which of the tracks is longer; which jug contains more water; in which bag there is less cereal.

Measurement becomes more interesting and attractive for children when the teacher introduces various play situations, a variety of visual material.

On the basis of measurement, such a didactic task as the assimilation by children of the quantitative composition of a number from individual units (within five) is also solved. The teacher invites the children to measure the tape using a conditional measure. While making the measurement, the children put the tokens aside. As a result of the measurement, by counting the counters, the children can tell how many times the conditional measure fit into the tape, thus determining the length of the tape. The length of the ribbon appeared to the children in the form of a set of counters expressed in a certain number.

From the standpoint of the continuity of mathematics education, I will note: today in elementary school there are two different approaches to teaching children mathematics. The first (traditional): first, the concept of "number" (natural) is introduced, then its application to the measurement of quantities. The second approach: first, quantities are considered, then students are introduced to the operation of measuring quantities and, as a description of this process, to the concept of "number" (as a measure of quantity). This is how the mathematics course in the program of D. B. Elkonin - V.V. Davydov. Analyzing these approaches, a prominent Russian methodologist, mathematician and psychologist L.M. Friedman writes "I think that the second method is more reasonable, because number is a model of magnitude, therefore, naturally, numbers should be studied after studying the magnitudes." , form. In this case, one should first consider the direct method of comparison, when, for example, a comparison of two objects in length is made by superimposing them on each other, and to compare two objects by mass, a scale without weights is used, etc. Then a method of comparing objects in terms of length, mass, etc. is considered. with the help of the third item (mediator). This third approach is promising for building a course in the mathematical development of preschoolers.

In the middle group, children have already become acquainted with geometric shapes: a square, a rectangle, a triangle, a circle; volumetric bodies: a ball, a cube, a cylinder. Further, this knowledge will be consolidated and deepened.

In the older group, children will get acquainted with a new figure for them - an oval. Usually they themselves distinguish an oval from a circle. Acquaintance with the oval should be based on examining the figure, finding the difference between the oval and the circle.

The teacher holds a model of an oval and a circle (the height of the oval should be equal to the diameter of the circle). By imposing a circle on an oval-shaped figure, the teacher demonstrates to the children that these figures are not the same, emphasizes their difference. Tells the name of the shape - an oval. Independently examining the models of figures, examining them, superimposing one on top of the other, children should try to formulate a conclusion about their similarities and differences. "The circle can roll, nothing bothers it, but the oval cannot, although it also has no corners. The oval has one part wide, and the other narrows, like an egg."

In the older group, children begin to form ideas about the quadrangle. A quadrangle is a generalized concept of a figure that has certain characteristics (four corners and four sides). The most valuable for the mental development of a child is the formation of this generalization on the basis of examining the models of the figure, comparing with other figures, highlighting the essential features of this figure.

When bringing children to a new understanding for them, one should proceed from the already established ideas. So, for example, a lesson in which it is supposed to acquaint children with a quadrangle should begin with an analysis of an already familiar figure - a triangle. The teacher shows the children a triangle and asks: "Why is it called that?" Children, obviously, will reason like this: "The triangle is so called because it has three corners." It is not difficult for children to come to this conclusion, since they know the main features of this figure. Then, pointing to a group of objects with four corners (square, rectangle, trapezoid, rhombus - the names of the last two figures are not given to children), the teacher invites the children to say how these figures are similar. Children point to corners and sides: "All these figures have four corners and four sides." The teacher asks the children to come up with a name for all these figures on their own, approves of their ingenuity and confirms that all these figures are called quadrangles. So children are led to the conclusion that one concept is included in another, more general: a square, a rectangle - varieties of a quadrangle.

Children of older preschool age can be led to an elementary generalization of familiar figures on various grounds. To do this, each child receives an envelope with a set of geometric shapes (an oval, triangles of various configurations, a square, a rectangle and other quadrangles, the names of which the children do not know). Children are given the task to group figures according to size, regardless of shape; on the basis of form, regardless of size and color; by color, regardless of shape and size; distinguish two groups: rounded and angular figures. When completing the assignment, children should accompany their actions with a description.

It is recommended to reinforce children's ideas about the geometric shapes and bodies familiar to them in various didactic games: "Wonderful bag", "What does it look like?"; in games: "Domino", "Geometric Lotto"; as well as in everyday life.

In the older group, children are taught to see the geometric shape in the surrounding objects: a ball, a hoop, a plate - a circle; table top, wall, floor - rectangle; handkerchief - square; kerchief - triangle; glass - cylinder.

Children can determine the geometric shape in objects by examining the pictures, the surrounding objects of the group room, the equipment of the site.

The assimilation of ideas about geometric shapes, as a rule, does not cause difficulties for children. However, so that the child does not have the wrong idea of a geometric figure as a figure of a certain appearance, the educator must provide children with the opportunity to act with models of geometric figures of different configurations (equilateral, isosceles, rectangular, etc. triangles; different types of quadrangles - squares, rectangles, rhombuses ). This will allow children to learn to consciously highlight the main features of geometric shapes.

In the older group, there is a further mastery of spatial representations that the children got acquainted with in the previous group: left, right, above, below, in front, behind, far, close.

The new task is to teach people how to navigate in specially created spatial situations and determine their place according to a given condition. The child must perform tasks such as: stand so that there is a wolf to your right, and a bear behind; sit so that Tanya is in front of you, and Nikita is behind you, etc.

In addition, children must learn to define by word the position of this or that object in relation to another. For example, to the right of the doll is a hare, to the left of the doll is a pyramid; there is a window in front of Anya, a lamp above Anya's head.

The formation of spatial orientations is successfully carried out if the child is constantly faced with the need to operate with these concepts. The situations in which the child is involved should be entertaining for preschoolers. In tasks such as "Guess where what is", you can use a variety of materials: attractive toys, pictures, arranged in a certain sequence. Children must determine what is in front of them, what is behind, what is to the right, to the left of them.

In the learning process, it is recommended to widely use didactic games: "Guess who is standing where", "What has changed?" so that fruits are on the right and vegetables are on the left "

In the older group, children can be taught to read a simple outline, which contributes to the development of spatial orientation. So the games "Find the hidden toy", "Travel around the room" can be held in the group's premises. The teacher pre-draws a plan, which depicts several objects in the room as they are seen from above. For example, tables are rectangles. In order to depict them, you need to measure the length and width of the tables and reduce them by a certain number of times (for example, 10 times). Thus, the large table of the teacher in the group and the small tables of the children on the plan will be given on a scale of 1:10. Do not overload the plan with a large number of images (no more than 7-10). It is necessary to arrange images of objects on the plan in accordance with their real location in the room, transferring the distances between them on the same scale. In addition, on the plan, arrows draw a path to the place where the toy is hidden. The place is indicated by some sign (circle, cross, flag).

The teacher opens the envelope and shows the children a plan according to which the hidden toy can be found. Analyzes, together with the children, all the designations and the path along which one should move in order to approach the indicated place.

When completing assignments, children should give a verbal account of where they will go: first straight ahead (to the window, closet), then to the left (to the door), etc. If the child is not sure, there is no need to require him to complete the task verbally. At the initial stage, it is enough to be satisfied with the practical implementation of the task. Gradually, children will begin to name changes in direction of movement in advance.

In the development of spatial orientations, in addition to special games and tasks in the classroom in mathematics, a special role is played by walks, outdoor games, physical exercises, music classes, classes in visual activity, various regime moments (dressing, undressing, duty), everyday orientation of children, not only in your group room or on your site, but also in other areas of the kindergarten.

Developing in children the correct orientation in space, it should be understood that preschoolers should not only establish their own position in space and the orientation of the object relative to their own body, but also everything related to the position of any body in space, on a plane and on a line.

There are three types of orientation in space: - establishing the belonging of an object (point) to a line or plane: a kolobok on a track (a track is a line, a kolobok is a point on a line), a fly on the wall, a wardrobe on the floor;

Establishing the location of an object relative to others that are with it on the same line, or on a plane, or in space: between, in front of, behind, above, below, on the right, on the left, above, below;

Location inside or outside a closed line or vessel: inside and outside (outside)

It is absolutely necessary to form spatial orientation, spatial representations and spatial thinking in preschoolers. It is no coincidence that the well-known specialist in the field of correctional pedagogy G.F. Kumarina notes: most of the primary problems of schooling are due to "deficit development in the preschool period of such functions as:

Spatial perception and analysis, spatial representations;

Visual perception, visual analysis and synthesis;

Coordination in the "eye-hand" system;

Complexly coordinated movements of the fingers and hands;

Phonemic perception, phonemic analysis and synthesis ".

Every child by the end of preschool age must learn to navigate in time.

Studying in the middle group, the children got acquainted with the parts of the day and their change (morning, afternoon, evening, night), they began to distinguish temporal concepts: today, tomorrow, yesterday).

In the older group, learning the sequence of days of the week will be new for children. It is important for preschoolers to learn that a week is seven days, and each day of the week has its own name. In a week, the days follow one after the other in a specific order: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. This sequence of days of the week is unchanged.

In each mathematics lesson, you can set aside 1-1.5 minutes to repeat the names of time intervals and days of the week. To do this, children are asked questions:

What day of the week is it today?

What day of the week was yesterday?

What day of the week will be tomorrow?

What time of day will follow in the evening? And etc.

Consolidation and deepening of temporary representations can be carried out in a playful way. To do this, they use didactic games in the classroom: "Build in order", "Week, build!", "Name your neighbors", "When does this happen?" and etc.

When the children learn the name and the sequence of the days of the week, they willingly solve the following problems: "Today is Wednesday. Tomorrow there will be a holiday in kindergarten. What day of the week will the holiday be?"; "Name the day of the week between Thursday and Saturday"; "Which day of the week is before Tuesday and which is after Tuesday?"

When assimilating temporal concepts, children, as a rule, do not experience difficulties. However, the ability to navigate in time is provided by everyday contact with these concepts. Therefore, not only in mathematics classes, but also in other classes, and in everyday life, the teacher needs to ask the children questions: "What day of the week is today? What will be tomorrow? What was yesterday?"

Children of the older group should also learn what day of the week this or that lesson takes place.

It is important that children understand why this or that day of the week is called this way and not another. Thursday is so called because it is the fourth day of the week, and Wednesday is in the middle of the week, Friday is the fifth day, etc.

CONCLUSION

Kindergarten, as we know, is an intermediate stage between infancy and school. This stage is incredibly responsible, since the child must go to school with a decent baggage of knowledge and life skills behind him. Elementary mathematical concepts are given to children in kindergarten. But today's kids, it turns out, are much more restless than previous generations! It is almost impossible to make them sit in one place, and any training requires perseverance, patience and attention. What can be done in order to lay the necessary knowledge in them, avoiding the usual moralizing and boringness? Phrases like these: "Sit quietly!", "Listen carefully!" scare anyone away. Then there is only one way out - the game!

Fortunately, the numbers fit into the action with pleasure. The first thing we need to do is get the kids interested. And if interest has arisen, then there will be a desire to become more closely acquainted with mathematics. The second is to organize creative and active cooperation between children and the educator. We must remember that for this we need a large amount of visual material, otherwise it is impossible, especially when it comes to mathematical calculations, where one cannot do without clarity.

Play is a natural way for a child to develop. This is how nature created us, it is no coincidence that baby animals acquire all vital skills in the game. Only in play does the child joyfully and easily, like a flower under the sun, reveal his creative abilities, master new skills and knowledge, develop dexterity, observation, imagination, memory, learn to think, analyze, overcome difficulties, while absorbing the invaluable experience of communication.

Of course, you cannot do without the educational process for doing mathematics. But we can make it fun and exciting. We must remember that the key word in the classroom should be the word - creativity.

GLOSSARY

Analysis is a research method based on the decomposition of the whole into its component parts and separate studies of each of them.

Age is the period of a person's life, the cycle of a person's development.

Didactic games are a type of training sessions organized in the form of educational games that implement a number of principles of game, active learning and are distinguished by the presence of rules, a fixed structure of game activity and an assessment system, one of the methods of active learning (V.N. Kruglikov, 1988).

A didactic game is such a collective, purposeful educational activity, when each participant and the team as a whole are united by the solution of the main problem and orient their behavior towards winning. A didactic game is an active educational activity for the simulation of the studied systems, phenomena, processes.