Formation of mathematical concepts in children 2-3 years old

Children of early preschool age actively explore the world around them and, like a sponge, absorb new knowledge. It is the age of 2-3 years that is most favorable for sensory and mathematical education. Necessaryintroduce your child to the colors of objects , with forms, and first of all, to encourage his active reaction to the world around him. The vast majority of children show interest in all new information. Therefore, it is important to constantly feed this interest, but in no case scare away the baby by overloading him with unnecessary knowledge.

Many parents think about the age at which they should engage their child in the exact sciences. The modern school curriculum assumes that a child entering first grade already has a certain amount of knowledge. The most favorable period for initial mathematical development is early preschool age. At 2-3 years old, a child is able to form ideas about space, quantities, geometric shapes and their properties, and the number of objects. Children who possess these sensory-mathematical concepts are more successfully adapted to society: they are able to independently solve the first problems that will be assigned to them in a kindergarten, early development sections, or even on the playground.

The need for sensory and mathematical education is unconditional; what is important is how knowledge will be instilled. To understand this issue, let's turn to child psychology.

At the age of 2-3 years, a child acquires a visually effective type of thinking. Consequently, in order to find a solution to the problem proposed to him, the child must perform a series of physical actions. Educational methods such as a lecture or conversation are completely unsuitable for the age category represented, since they do not involve acquiring knowledge in a visually effective way. The ideal solution for working with younger preschoolers is the use of didactic games.

A 2-3 year old child learns about the surrounding reality through play: with its help, he learns new subjects, and thanks to it, he also acquires new knowledge. The game approach allows us to solve a key problem, namely, not just to teach, but to interest the child in science. Also, during the game, children's attention is actively trained and logical thinking develops. When starting to get acquainted with mathematics, it is necessary to allow the child, literally, to touch new knowledge. For example, in order to understand the difference between a circle and a triangle, a child must not only see, but also touch these figures. Only in this case, his memory will record the differences in geometric shapes quickly enough.

When dealing with the early development of a child, you should approach everything with great caution. It is important to remember that the main goal of sensory-mathematical education in early preschool age is to interest, but not overload with knowledge. Using didactic games will make your child’s introduction to mathematics easy and fun.

Educational games for children 2, 3 years old

Find a match

The game develops attention, perception, ability to compare

Required equipment:cards with drawn paired objects, or paired toys. You can use special kits purchased in the store.

◈ Place cards (toys) in front of the child and ask him to find a suitable pair for each item.

Counting sticks

The game helps to master counting, get acquainted with geometric shapes, and the concept of symmetry.

Necessary equipment: a set of counting sticks (pencils, straws, needles).

◈ Post various pictures or stick figures with your baby - a house, a mushroom, a Christmas tree, a hedgehog, a dragonfly, flowers, a boat, an umbrella, letters. Tell your child what this or that figure is called.

◈ Counting sticks can be used to make wells (square or triangular in cross-section).

The apples are ripe

The game helps you master counting

Necessary equipment: thick colored cardboard, scissors, thread, buttons.

◈ Cut out a tree and some apples from cardboard. Sew small buttons onto the branches, and loops of the appropriate size onto the fruits. Invite your child to fasten the apples to the branches.

◈ During the harvest, the child “unfastens” the apples.

◈ From several apple trees you can make a garden by adding other trees to them, for example, pear, cherry, plum or apricot.

◈ If you have a little patience and add flowers to the apples, this material can be used to illustrate the process of fruit ripening. In this case, it is necessary to tell the child that trees first bloom and then bear fruit.

Help me harvest

The game promotes classification skills

Required equipment:dummies or pictures depicting vegetables and fruits.

◈ Arrange vegetables and fruits (or pictures with their images) mixed. Ask your child to collect and place fruits in one basket and vegetables in the other.

◈ You can then sort vegetables and fruits by type.

Two roads

The game helps develop classification skills

Required equipment:cardboard or paper, cars of different sizes.

◈ Cut two strips of different widths from cardboard (paper). Explain to your child that a narrow strip is a road for small cars, and a wide strip is for large cars.

◈ Show how you can determine which stripe is wider by overlapping stripes.

◈ Ask why a large car cannot drive on a narrow road.

◈ Drive your cars on the roads.

◈ By gluing strips of different widths together, you can build an entire network of roads.

Choose the road

The game promotes the development of classification skills and develops the ability to compare.

Necessary equipment: cardboard or paper, cars of different sizes.

◈ Cut two strips of different widths from cardboard (paper). Explain to your child that these are roads for cars.

◈ Ask him to choose cars for which the narrow road is suitable. And vice versa, choose a road along which this or that car can drive.

Matryoshka

The game develops fine motor skills and the skills of comparing objects by size.

Required equipment: set of nesting dolls.

◈ Almost all children love nesting dolls.

◈ Show your child a large matryoshka doll. Shake her. Open with your child and take out a smaller doll. Put them side by side and compare.

◈ Let the child put the small nesting doll into the large one and take it out.

◈ Gradually show him all the nesting dolls.

Who is faster

The game helps to master the concepts of “long” and “short”.

Necessary equipment: two cars, ropes.

◈ Tie strings to two cars - short and long. Give your child a car with a short string.

◈ Offer to see whose car will “get” to the owner first if everyone winds their own rope around a pencil.

◈ By placing the strings side by side, clearly show what is long and short.

Slide

The game promotes the development of logical thinking.

Necessary equipment: cardboard or planks.

◈ Make a small slide from cardboard, planks or any other available materials.

◈ You can roll small cars, balls, and dolls down the slide.

◈ Place a cube in front of the slide and show how the rolling car stops when it hits the cube.

Building a tower

The game promotes the development of motor skills, classification, counting, and comparison skills.

Required equipment:cubes of two colors.

◈ Invite your child to build two towers of different colors, after sorting the cubes.

◈ During the construction process, deliberately make mistakes by choosing cubes of the wrong color.

Geometric figures

The game teaches you to distinguish objects by color and shape

Necessary equipment: five multi-colored circles cut out of cardboard.

◈ Look at one of the circles with your child, telling him: “This is a circle. It is red. What does he look like? Look for round objects in the room. ◈ Explore different colored circles.

Summary of an open lesson on the formation of elementary mathematical concepts.

Topic: “Let's play with Mishka”

Target: consolidation of the skills to distinguish and name geometric shapes, the main characteristics of objects: color, shape, size.

Tasks: 1) consolidate the ability to distinguish and name a ball (ball) and a cube (cube), regardless of the color and size of the figures;

2) develop the ability to distinguish objects of contrasting size, using the words big, small; distinguish the number of objects using the words one, many, none;

3) cultivate friendly relationships between children and interest in activities.

Materials: toys: bear, truck; large and small balls; large and small cubes; two boxes; pouch.

Preliminary work: learning the physical education lesson “Bear”, repeating the game “Wonderful Bag”.

Progress of the lesson:

A surprise moment: the teacher brings a truck into the group, in the back of which there is a bear, balls and cubes.

Educator: Children, who came to us?

Children: Teddy bear (look at the bear).

Educator: What did the bear bring in the truck?

Children: Balls and cubes.

The teacher invites the children to find a ball (we reinforce the concept of a ball).

Educator: What did you find? What color is the ball?

Children: Ball. Yellow.

The teacher asks the children to show what can be done with the ball?

Children: ride.

Educator: What can you do with a cube?

Children: Bet.

Educator: Can the cube roll? And why? What does the cube have?

Children: Corners.

Educator: How many corners does the cube have?

Game situation “Collecting balls and cubes.”

The teacher asks the children to help the bear put balls and cubes into boxes. The balls must be placed in a white box, and the cubes in a black box.

While completing the task, the teacher asks the children: “What did you put in the box? How many balls (cubes)? Are they the same color? What else is different between balls and cubes? (big and small). How many balls are there in the box? (a lot), and what about cubes? (a lot of). How many balls and cubes are left on the floor? (no one).

Physical education lesson “Bear”

Stomp, little bear,

Clap, bear,

Polina Elkhova
Summary of the lesson on FEMP for children 2–3 years old “Let's play with the bunny”

FEMP lesson for children 2-3 years old« Let's play with the bunny» .

Target: develop the ability to form groups of homogeneous objects, distinguish their quantities and designate them accordingly owls: one-many, many-one, many-many. Development of objective actions.

Didactic visual material: bunny, boxes (3 pieces for each child and teacher) mi, 4 nesting dolls, 4 cubes, 4 rings.

Guidelines: a game “We lay out, we shift, we collect”.

On the tables children and the teacher has 3 boxes with different objects: nesting dolls, cubes, rings.

The teacher shows the children bunny and reads a nursery rhyme:

The gray bunny washes himself,

Going to kindergarten:

I washed my ears and my tail

And he’s in a hurry to visit us.

Children, together with the teacher, perform movements in accordance with the text.

The teacher pays attention children on boxes which the bunny brought. He invites you to sit down at the table and play.

Children, together with the teacher and the bunny, look at the toys, name them and specify how many items are in the boxes. (a lot of).

The teacher together with bunny asks for children find a box with rings, place them in a row in front of you and find out how many rings there are (a lot of); take one ring and say how many rings he has in his hand (one ring). Then he offers to collect all the rings in a box and say how many rings are in the box (lots of rings).

All actions are performed together with the teacher. At the end classes the teacher asks children how many rings, cubes, nesting dolls did the bunny bring? (a lot of).

Publications on the topic:

Didactic game “Let’s play and guess” for children 5–7 years old Didactic game "Let's play - guess" for children 5 - 7 years old Objectives of the game "Let's play - guess" * Exercise children in classifying animals.

Plan - summary of a lesson in cognitive development (FEMP) for children from 5-6 years old on the topic: “Generalization of methods of addition along the number line” Educator:.

Plan - summary of a lesson on cognitive development (FEMP) for children from 5-6 years old on the topic: “Numbers from 0 to 10 and numbers to designate them as generalizations.

Summary of the game-lesson on FEMP for children 5–6 years old “Houses for three bears” Summary of the game - classes on the formation of elementary mathematical concepts for children 5-6 years old Author - Tsarkova E. V. Educator of the Moscow Preparatory Educational Institution.

Summary of an integrated lesson for children 4–5 years old “Let's play with Mishka” Summary of an integrated lesson for children 4-5 years old “Let's play with Mishka” Greeting ritual: Children sit on pillows on the floor opposite the teacher.

Summary of the lesson on FEMP for children 5–6 years old “Walk in the forest” Summary of the lesson on FEMP for children 5-6 years old "Walk in the forest." Compiled by teacher: Ushach Tatyana Ivanovna Topic: “Walk in the forest.” Target:.

Summary of the lesson on FEMP for the middle group “Let's play with the doll Katya” Goal: teaching ordinal counting within 4. Objectives: to consolidate the ability to count within 4, introduce ordinal notation of numbers.

Mathematics rightfully occupies a very important place in the preschool education system. She sharpens a child's mind

develops flexibility of thinking, teaches logic.
When we talk about mathematics, the first thing that comes to mind is counting. But the study of mathematics is not limited to this.
Achieve the development of the prerequisites for mathematical thinking simply by studying the concept of number and teaching

conscious counting is impossible, because the subject of mathematics is a broader concept that includes many

directions.
Already from infancy, a child is faced with the need to take into account the size, shape of objects,

correctly navigate in space and time. These are all mathematical concepts.
So, directions for mastering mathematics:

Formation of ideas about shape, size

Study of geometry (solids, figures, point, line, etc.)

Quantity and counting. Operations on sets of objects (comparison, reduction, increase)

Formation of ideas about time

Orientation in space and on a plane

Development of logical thinking

Formation of ideas about numbers and numbers
Mathematics 3-4 years
Program for the development of elementary mathematical concepts of children 3-4 years old.

Quantity and count:
- Introduction to the concepts of “ONE” - “MANY”;

Comparison of groups of objects by quantity based on pairing (equal - unequal, more - less);

Formation of ideas about quantity conservation;

Quantitative and ordinal counting up to 5;

Familiarity with numbers 1 - 5, developing the ability to correlate quantities with numbers.
Comparison:
- Comparing objects by size, color, shape.

Combining objects into groups by size, color, shape, purpose, identifying the “extra” object from the group.

Comparison of objects by length, width, height using the method of superimposition and application.
Orientation in space:
- Formation of spatial representations: right - left, above - below, in front - behind. For – on – over – under, inside, outside and others.

Vertical, horizontal arrangement of objects.

Learn to distinguish between right and left hands.
Time orientation:
- Formation of temporary representations: morning - evening, day - night.

Parts of the day.

Establishing the sequence of events: earlier, later, simultaneously.

Distinction between concepts: today, tomorrow, yesterday.
Geometric material:
- Introduction to geometric shapes: circle, square, triangle, oval, rectangle.

Introduction to geometric bodies: ball, cube.

Formation of the ability to find objects of the same shape in the environment.

^ Mathematics 3-4 years
Lesson 1
Lesson notes
Topic: Alone. A lot of.
Goal: To learn to find many similar objects in the environment and isolate one object from it.

Objectives: To introduce the concepts of “one”, “many”. Work on the ability to coordinate the numeral “one” with nouns in gender and case. Get acquainted with the concept of “right” and “left” hand. Form spatial representations (the concepts of “in front of, behind, above”).

Materials: a basket with balls of different colors according to the number of children + 1 ball for the teacher.
During the classes.
1. Children sit on the carpet and play with their fingers to the rhyme “Let's count our fingers.”
1, 2, 3, 4, 5 we will count fingers.

(we bend our fingers)

Here is a fist, and here is a palm.

(Show fist and palm)

A cat sits on your palm and sneaks away slowly,

(The other palm moves along the palm, fingering it)

Maybe a mouse lives there?

The cat is guarding the mouse. Meow!

(Like a cat scratching her palm with her fingers, and quickly hide her hands from the cat at the last word)

2. The teacher has a basket with balls of different colors according to the number of children +1 for the teacher.

What's in my basket? (Balls)

How many balls do I have in the basket? (A lot of)

I'll take one ball. I have one red ball.

Sasha, take the ball. How many balls did you take? What kind of ball do you have? You have one green ball. Repeat. (Hand out all the balls)

How many balls were in the basket? A lot of.

Now how much is left? No one.

There were a lot of balls, we took one at a time, and not a single ball was left.

3. Physical exercise.

Take the ball in your right hand. (The teacher stands facing the children and shows all movements in a mirror image) Transfer the ball to your left hand. Raise the ball above your head. Hide it behind your back. Hold the ball in front of you. Jumping in place with a ball in your hands to the poem:

Girls and boys jumped up and down like balls.

They jumped, got tired, stood up on their toes,

They slowly spun around and sank onto the mat.

4. Let's collect the balls in a basket.

How many balls are there in the basket? (No one)

I will put 1 red ball in the basket.

Sasha, put the ball in the basket. How many balls did you put in?

(Collect all the balls in a basket)

How many balls are in the basket? (A lot of)

We put one at a time, and there were a lot of them.

5. Game "Peozd".
We were sitting, we were tired,

And now we stand up together.

They stomped their feet,

Hands patted.

We'll assemble a locomotive,

to take us on a visit.

Children move in a group one after another to the song “The locomotive is moving, the locomotive is moving,” with their hands on the shoulders of the person in front. The locomotive “drives up” to a corner of nature.

What items do we have a lot of? Which item is one? (Many cones, one squirrel) Take the one object and place it on the table.

“Drive up” to the construction corner. - What kinds of objects are there a lot? Which one? (Many blue cubes, one red.) Take 1 cube from those that are many and place it on the table.

“Drive up” to the doll corner. There are toys at the table. - How many bears? (One) How many dogs? (One) How many dolls? (One) How many cats? (One) How many toys are there in total? (A lot) Take 1 toy and put it on the table. etc.

“Drive up” to the table. - What's on the table? What are they for? - These are toys, they are needed for that. to play. How many toys are on the table? (A lot of)

What else can you say “many” or “one” about?
6. Lesson summary.
Which game did you like best? You and I counted which items were many and which were one at a time.

^ Games on the topic of the lesson :
1. With ribbons (movable):
The teacher hands out ribbons to the children. - How many ribbons did I give you and what color? (One red ribbon) Pick up the red ribbons. - How many red ribbons? (Lots of) Raise the blue ribbons. - How many blue ribbons? (A lot) We sat down and hid the ribbons. Ribbons, which I will name, will dance to the music.

The teacher plays a musical fragment, after which the children crouch and hide the ribbons.

And to the music now,

blue (red, green, yellow) ribbons began to dance.
2. Flashlights (movable):
It is carried out similarly to the game with ribbons. - How many flashlights do you have and what color? (One, red) How many flashlights are there? How many red, blue?.. Children raise lanterns of the desired color and spin to the music.

The red sun has set.

It became dark outside.

You guys help us

Light the blue lanterns.
It's morning again.

The lights all went out.

At the end of the words, the children hide the flashlights.
3. Pilots (mobile):
There are paper airplanes of different colors on the chairs. - Take an airplane each. How many airplanes do you have? How many airplanes are there in total? Yellow (blue, red) planes began to land. - How many planes are left to fly? (No one)
^

Worksheet lesson 1
Count and color. Who is there in the picture and who is alone?

Lesson 2
Lesson notes
Topic: Alone. A lot of. Grouping items by size.
Goal: Learn to compare objects by size (by eye).

Objectives: To consolidate the ability to find and make a group of homogeneous objects and select one of the largest from it and perform an action on them. Clarify knowledge about the concepts “one”, “many”. Teach children to navigate by stripes of different colors.

Materials: Vegetables of large and small sizes, 2 baskets, strips of green and yellow cardboard for each child, red mugs, 5 pieces large and small for each child.

Demonstration material: stripes of 2 colors and red circles of 2 sizes.
During the classes.
1. Children sit on the carpet and play with their fingers to the rhyme “Vegetables.”
Lariska has 2 radishes,

Antoshka has 2 potatoes.

Tomboy Earring has 2 green cucumbers.

And Vovka has 2 carrots,

Moreover, Petka has 2 tailed radishes.

(we bend our fingers for each name)

2.Game “Gather vegetables in baskets”
- Look what's on the table? Name it in one word. Vegetables. - Are the vegetables the same? Big and small. - Let's reap the harvest. We will collect large vegetables in a large basket, and... small ones in a small basket. - Sasha, take a vegetable. What is the name of this vegetable? What size is it? Which basket will you put it in? What size vegetables are in the large basket? In a small basket?

3. Physical exercise. “We’ll go to the garden.”

We'll go to the garden

We'll reap the harvest.

We'll dig up potatoes

We'll drag carrots

We'll cut a head of cabbage

Round, round, very tasty.

Let's pick a little sorrel

And let's go back along the path.

(perform movements according to the text of the poem)

What vegetables did you collect?

4.Riddle.
- Guess the riddle, find the answer in the basket.
Like in our garden

Riddles have grown

Juicy and large,

They're so round.

In summer they turn green,

By autumn they turn red.

Tomatoes.

5.Game "Let's arrange the vegetables in the beds."
Each child has 2 stripes - beds. Let's put strips - beds in front of us. First, take the green strip and place it horizontally. Like this. Show. Now take the yellow stripe and put it under the green one. Like this. Show.
1) We will place one large tomato on the green stripe of the bed. With your left hand, hold the strip by the corner, like this, and with your right hand take a large tomato. Place it on the “bed” on the left, next to your fingers.

We will put a lot of small tomatoes on the yellow stripe. We hold the yellow stripe with our left hand. Take one small tomato and place it on the left, next to your fingers. Now take one more and place it next to it. Place a lot of small tomatoes, laying them out from left to right.

With your left hand we hold the strip tightly and do not let go, and with our right hand we lay it out. - How many tomatoes are there in the green bed? One. - How many small tomatoes are there in the yellow bed? A lot of.

Let's collect all the vegetables in a plate.
2) In another year, the tomatoes grew differently. Place a lot of large tomatoes on the top, green stripe, and one small one on the bottom, yellow stripe.

6. Lesson summary.
Today we learned to find large and small objects and put them on shelves from left to right. - Which game did you like best?
^ Games on the topic of the lesson:
1. “Who is more/less? Name it" (ball game):

The teacher throws the ball, the child names who is more/less and returns the ball back. -Who is bigger, the elephant or the butterfly? (dog or mouse, pencil or book? Etc.)
2. “Who is more/less? Cover with a card" (board game):
The child has a card with pictures of various objects. -Which item is larger? Cover it with a red square.
See examples of cards here.

Cards can be covered with squares cut from colored transparent corner folders, since after closing the pictures, they shine through such a plate and you can see whether the task was completed correctly.
3. “Big Legs” (outdoor game):
Big feet walking down the road

Top, top, top, top.

(Children walk with big steps)

Little feet ran along the path

Top-top-top-top-top-top-top.

Top-top-top-top-top-top-top.

(Children stomp in small steps)
4. “Put it in Order” (board game):
Children have a card with empty windows and 5 images of one object of different sizes. (Look here)

Arrange the cards in ascending (or descending) order. Help with questions: - Which is the biggest/smallest? Place it in the first window on the left. Like this. Show. - Which of the remaining pictures is the largest/smallest? Let's put it next to the first one. Etc.

^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES.

Mathematics 3-4 years
Worksheet lesson 2

2. Put large toys in a large box, small ones in a small one. Draw the lines. Color it.

Lesson 3
Lesson notes
Topic: Alone. A lot of. Grouping objects by color.
Goal: Learn to compare objects by color.

Objectives: To clarify knowledge about the concepts of “one”, “many”.

Strengthen the ability to find and make a group of homogeneous objects and select one from it by color and perform an action on them; learn to agree the numeral one with nouns; Form spatial concepts (the concepts of “in front of, behind, on, above”).

Material:

Demo material:
During the classes.
1. Children sit on the carpet and play with their fingers to the rhyme “Fruits.”
1, 2, 3, 4, 5

(Clench and unclench your fists)

We go to the garden to collect

(We bend our fingers, starting with the little finger)

Pears, apples and plums,

Tangerines, oranges.

2.Game “Let’s Harvest.”
On the board there is an apple tree with apples of 3 colors and 2 sizes. - What grew on the apple tree? We will collect the harvest in baskets. - How many red baskets? One. - How many green baskets? One. - How many yellow ones? One. - How much in total? A lot of. (three if one of the children can count) You need to put the apples in the baskets so that each one contains similar apples. If you collect by size, then one basket will be extra. You need to collect apples in baskets according to color.

We will collect red apples in the first basket, green ones in the second, and yellow ones in the third.

Sasha, take one apple. How many apples did you pick? What color is it? You have a big red apple. Repeat.

Which basket will you put this apple in?

Arrange all the apples.

3. Physical exercise.
We'll stomp a little, like this, like this,

We'll clap our hands, like this, like this,

We'll jump a little, like this, like this,

And we’ll sit down on the path, like this, like this.

Children perform movements according to the text of the poem.

4. . Game "Find who is alone"
Find a chair with the same object on it and say what is on it. There are pictures attached to the chairs, paired pictures from the teacher. There are toys on the chairs, for example, 1 nesting doll and a lot of mice. 1 pear and many plates. - Bring the item that is alone on this table. What did you bring? Why did you bring this particular item? There is only one matryoshka doll, so I put it on the table.

5. Game “Where is what?”
What's on the table? Name it in one word. Fruits. I'll put the basket down. Where did I put the basket? On the table. I'll arrange the fruit. Where did I put the pear? Add to cart. Where is the apple? In front of the basket. Where is the orange? Do you see him? Where is he hiding? Behind the basket. Take a banana and put it in the basket. Where did you put the banana? Place a red apple in front of the basket. Where did you put the red apple? Etc.

6. Lesson summary.
Which game did you like best? Today we arranged objects by color and counted where there was one object and where there were many.

^ Games on the topic of the lesson:
1. “Hide the toy” (movable):
The teacher takes the dog and says: “Ball wants to play hide and seek with you. He will hide, and you will look for him. But when you find it, don’t pick it up with your hands, but immediately run to the chair, whoever sits down first will tell you where Sharik is hiding and help him hide next time.”
2. “Pick up toys for the nesting doll” (tabletop):
The children in the box have matryoshka dolls of 4 colors and toy pictures of the same color.

Choose toys for the nesting dolls that are the same color as their dresses.

See sample here.
3. “Hide the ball” (table):
Children have sheets of cardboard of different colors and mugs of the same color.

If we put a red ball on a yellow shelf, it can be clearly seen. And on what shelf should I put the red ball so that it is not visible? (On red.) Hide all the balls.

^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES.

Mathematics 3-4 years
Worksheet lesson 3

3. Color the ball that lies in front of the cube red,
behind the cube - blue, near the cube - yellow.

Lesson 4
Lesson notes
Topic: Alone. Number and figure one.
Goal: Learn to select one item from a group. Introduce number and number 1.

Objectives: Learn to count one object from a group at a time, learn to navigate on two stripes. Get acquainted with the concepts of “equally”, “same amount”. Repeat the concepts of “top” and “bottom” strip. Learn to form number 1 from two stripes. Length comparison "by eye".
Materials: clothespins, a kitten, pictures of animals from 1 to 5, pictures of balls, handouts: pictures of a dog and a cat for each, strips for laying out.
During the classes.
1. Finger gymnastics. Kitty.
The kitten, the baby, bites painfully.

He thinks it's not a finger, but a mouse.

If you bite, I'll tell you shoo!

(with a clothespin, quietly try to grab the tips of your fingers or simply open and close the clothespin)

2. Learn to highlight one object.
- It’s boring for a kitten to play alone. Let's find those who are alone and introduce them to the kitten so that they can play together. There are pictures on the board with 1 to 5 animals on each. Children choose those pictures that show 1 animal and attach them next to the kitten.
3.Work on the board.
There are 2 stripes on the board. The teacher attaches 1 red circle to the top strip. - How many circles are on the top shelf? One.

The teacher places 1 green circle on the bottom shelf. - How many circles are on the bottom shelf? One. The red circle has a pair. One red and one green circle. They say that the circles are equal or the same number. The teacher adds 1 red circle. And now the circles are equal?

No, 1 red circle does not have a pair. There are more red circles. How to make it equal again? (2 ways)
4. Physical exercise. Let's play hopscotch
Let's play hopscotch

Jump on one leg.

And now a little more

Let's jump on the other leg.

(Jumping on one leg.)
5.Laying out on strips.
Take the strips, place them horizontally one below the other, like this. Show the top strip, the bottom strip. Hold the strip with your left hand. With the right one, place on the top strip as many dogs as I have circles. 1. How many dogs did you put in? Why? Place as many cats on the bottom strip as you have dogs. How many cats did you put in? Why?
6.Introduction to the number 1.
- People came up with a special icon to indicate that you have one item. This icon is called a number. - This is the number “One”. To make the number 1 you need to take 2 strips. Should the strips be the same length? Take a long strip, lay it vertically, like this. Take a short strip and place it diagonally from top to bottom. Like this. The result was number 1. The breeze blew. Blow on the number. The number is broken. Collect the number again.
7. Lesson summary.
- What number did you meet?

Games on the topic of the lesson:
1. Let’s get into pairs (movable):


Children have cards with images of various objects (up to 5).
Place the same number of circles (squares, etc.) as there are objects on the card.

^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITY MINUTES DURING CLASSES

Lesson 4 worksheet

Lesson 5
Lesson notes
Topic: Number and figure one. Count to two.
Goal: Learn to count to two.
Objectives: Learn to count one item from a group, learn to lay out counting material on a strip from left to right. Learn to lay out as many items as on the card. Reinforce the concepts of “equally”, “same amount”. Consolidate knowledge of number 1. Learn to form number 1 from two stripes.

Materials: Number one, mushrooms of different types one at a time, mushrooms for counting 2 pieces, squirrels 2, pictures with images from 1 to 5 items.

Handouts: cards with 2 hedgehogs, 3 mushrooms, strips for the game “Collect number 1”.
During the classes.
1. Finger gymnastics. Fingers in the forest.
One two three four five.

(clench and unclench your fists)

The fingers went out for a walk.

(“walking” on the table)

This finger found a mushroom.

I began to clean this finger.

This one cut.

Well, this one just looked!

(extend fingers)

2.Number and figure one.
- What is shown on the board? Mushrooms. - How many mushrooms? A lot of. - How many fly agarics? Boletuses? Boletus mushrooms? Chanterelles? White? (one by one)

Here's number one.

Here is one, or one,

Very thin, like a knitting needle.
3. Firecrackers.
- Now I will show you pictures, if there is only 1 object on the card, we will clap our hands, and if there is more, then we will hide our hands behind our backs
4.Fixing the image of the number one.
- Let's make up the number of one of the stripes. Are the stripes the same? One is long, the other is short. Make up the number one.
5. Physical exercise.
We'll go to the woods, they're walking

We'll find the fungus.

In a smart hat, raise your arms to your sides

Light chocolate. and connect your fingers above your head

Don't hide the fungus. Wag your finger.

Under the leaf your side.

The kids need you. Circular movements of the palm.

In the evening for dinner. on the stomach.
6. Count to two.
There is a squirrel on the board. - How many squirrels? One. - Let's treat her to a mushroom. How many mushrooms? One. We have as many mushrooms as squirrels.

Another squirrel came to us. - How many squirrels are there? Two. Are there now as many mushrooms as squirrels or not? How can you get as many mushrooms as squirrels? Add. Now there are equal numbers of squirrels and mushrooms? How many mushrooms are there now? Two and two are the same, equally.
7.Working with individual cards.
Children have cards with 2 hedgehogs on them. - Who is drawn? - How many hedgehogs? Let's put as many mushrooms as there are hedgehogs. - How to do it?

Show your right hand, hide your left hand behind your back. We will hold the card with our left hand, like this, and with our right hand we will lay out the mushrooms from left to right, like this. - How many mushrooms did you put in?
8. Lesson summary.
- What number did you remember collecting today? One.

Who did we treat with mushrooms? Squirrels and hedgehogs. - How many squirrels were there? Hedgehogs?

Which game did you like the most?
Games on the topic of the lesson:
1. "Domino" (board)
2. "Find a pair" (board)
Children have cards with 1 - 2 objects on each. You need to find 2 identical cards or 2 with the same number of objects.
3. “Collect the number” (tabletop)
From the parts, assemble the number 1.
4. “Find out the number by touch” (desktop)
Numbers cut out of velvet or sandpaper are glued onto a sheet of cardboard. Children must find the number one by touch.
5. “Let’s collect mushrooms” (movable)
Mushrooms have “grown” in the group: there are cards with pictures of mushrooms in different places. - What mushrooms do you know? Now we will collect mushrooms. Everyone will take only one mushroom, which I will name.

One, two, three, collect fly agarics. - How many fly agarics do you have? One. Let's put it in the basket. - How many fly agaric mushrooms did you get? A lot of.

One, two, three, collect the chanterelles.

One, two, three, collect the porcini mushrooms.

One, two, three, collect the boletus.
6. "Drying mushrooms." (desktop)
- How to preserve mushrooms for the winter? Dry, salt. We will dry and collect only edible mushrooms on a string.

Children have cards with mushrooms and a colored cord. Children must collect all the cards on a string, leaving the fly agaric on the table.

^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES.
Lesson 6
Lesson notes

Topic: Counting to two. Number 2.
Goal: Introduce the number 2. Strengthen the count to two.

Objectives: Learn to lay out counting material on a strip from left to right. Learn to compare collections of objects by making pairs.

Reinforce the concepts of “equally”, “same amount”. Strengthen the ability to identify the right and left hand. Learn to alternate objects.

Materials: Boxes with numbers one, two. Images of kittens, puppies, 4 fish.

Handout: Bows for display and cards with two kittens. Bows for the game “Bows” for each child are red and blue.
1. Riddle about a kitten.

The muzzle is mustachioed,

Striped fur coat,

Washing frequently

But I don’t know about water.
Attach 1 kitten to the board.

1 more kitten came running. How many kittens are there now? Two.

2. Introducing the number 2.

Grandmother sent the kittens a treat. The teacher has 2 boxes. One has the number 1 on it, the other has 2. There is 1 fish in one box, two in the other. One kitten is crying. Why? He is offended that he has 1 fish.

How can I make it equal? Add 1 fish. Equally now? Let's count 2 for one kitten, 2 for the other. 2 and 2 – equally.

Adults came up with special icons - numbers. You can look at them and find out how many fish are in the box. You already know this number. What's it called? And this is the number two.

3. Finger gymnastics.

Show me your palm, I’ll tell you about the cat.

One two three four five.

Here is a fist, and here is a palm.

A cat sat on the path

And sneaks away slowly

Maybe a mouse lives there?

The cat is guarding the mouse. Meow!

4. Reinforcing the concept of “the same amount.”

Look at the picture. How many kittens? Kittens love to play. Place as many bows as kittens. How many bows did you put?

5. Physical exercise.

This handle is right, this handle is left.

I press the ball, I do exercises.

The right will be strong, the left will be strong,

My hands will be strong and skillful.

6. Game "Bows".

Take the red bow in your right hand and the blue one in your left. Lift the bows up, hide them behind your back, and stretch them forward.

How many bows are in your right hand? One. How much is in your left hand? One. Take the bows in one hand. How many bows are there in total? One and one is two. How many bows do you have? Two. Hide 1 bow. How many bows are left? One. Show the bows again. How many bows do you have?

7. Alternation of objects.

Kittens are friends with puppies. They are still small and do not understand why adult cats and dogs quarrel. They love to dance in circles. Let's make a round dance. The teacher lays out first the kitten, then the puppy, then the kitten again, then the puppy, the children continue in the given order.

Lesson summary:.
What new number did you find out? What games did you play? Which game did you like the most?
Lesson 7
Lesson notes

Topic: Counting to two. Circle.
Purpose: To introduce the geometric figure - the circle.

Materials: 2 squirrels, 2 bunnies for a typesetting canvas, a circle for getting to know the shape, circles for drawing round objects.

Handout: cards with cars, 3-5 circles for each person for laying out, large circles for studying the shape.
1. Finger gymnastics. Thumb-boy, where have you been?

Boy - finger, where have you been?

I wandered through the forest for a long time.

I met a bear, a wolf,

a bunny, a hedgehog with needles,

met a squirrel, a fox,

met a moose and a titmouse,

He gave gifts to everyone,

everyone thanked me.

(we bend our fingers when listing)

Who did the finger meet in the forest? What are all these animals called? Wild.
2. Comparison of groups of objects.

Guess the riddle.

Who deftly jumps along the branches and flies up into the oak trees?

Who hides nuts in a hollow and dries mushrooms for the winter? Squirrel.

And here are the squirrels. How fluffy. How many squirrels came to visit us? 2

And who is this?

Gray in summer and white in winter. Bunny.

How many bunnies? Two. Are our bunnies and squirrels the same? Every squirrel has a pair. That means they are equal. Two and two are the same, there are as many squirrels as bunnies.

Close your eyes. The teacher removes one squirrel. Open your eyes. What changed? And now there are equal numbers of squirrels and bunnies? Who is there more? How to make it equal again? One way is to add the missing squirrel. Two and two are equal again.

Close your eyes again. The teacher cleans up the bunny. What changed? Are there now equal numbers of squirrels and bunnies? Who is there more? How to make it equal again? The bunny ran into the forest and will not return. We need to remove one squirrel. One and one - equally, equally.
3. Reinforcing the concept of “the same amount.”

Laying out. What is shown on the card? Cars. How many cars? Two. Put as many wheels as cars. How many wheels did you put in? Why?
4.Introduction to the circle.

Getting to know the circle.

What shape does the wheel resemble? To the circle. So a circle came to visit us.

Hello guys. You recognized me? I am a circle. I really like to roll along the path. I have no corners, so I can quickly roll to where I want.

Take one circle at a time. Try it. Are they rolling in circles? Show your left hand - this handle is left, press the circle with your left hand to the table. Draw a circle around the edge with the fingers of your right hand. Did you find any corners? There is none of them. This is a circle.
5. Physical exercise. Bubble.

Blow up the bubble

swell up big

don't burst out.
6. Dreamers.

What objects does a circle resemble?

Now I will draw a circle to the object, and you tell me what happened. The teacher completes the circles, and the children name, for example, a clock, a sun, a balloon, etc.

Now you take a card with a circle and draw it yourself to some object.
7. Lesson summary.
What games did you play? Which game did you like the most?
^ Games on the topic of the lesson :
1. Rubber band (movable):
Children stand in a circle and pick up an elastic band, the ends of which are sewn together. Task: use an elastic band to show a large circle, a small one. You can depict any geometric figure.
2. Put the same amount (tabletop):
Children have cards with images of various objects (up to 5). Assignment: put the same number of circles (squares, etc.) as there are objects on the card.
3. Geometric Lotto. (desktop)
There is a circle on the large card. Task: find all the cards with round-shaped objects and put them in the “windows”.
4. Geometric mosaic. (desktop)
Children have cards with a picture of some object made from geometric shapes. Assignment: choose from a set of geometric shapes the ones needed to create a given picture and add them together.

Option 1: put geometric shapes on the card,

Option 2: Post the same image as on the card yourself.

Option 3: remember and post the image of the object from memory.

^ OUTDOOR GAMES CAN BE USED AS PHYSICAL ACTIVITIES DURING CLASSES.
Lesson 8
Lesson notes

Topic: Counting to two. Ball.
Purpose: To introduce the geometric body - the ball.

Materials: pictures depicting 1 and 2 objects, houses with numbers 1 and 2, objects shaped like a circle and a ball, a tray, a ball and a circle.

Handout: cards with 1 and 2 objects to play for each person.
1. Finger gymnastics.

(clench and unclench your fingers)

You and I made a snowball.

(“making” a snowball)

Round, strong, very smooth,

(show)

But not at all sweet.

(show palms)

Once - we'll throw, 2 we'll catch,

3 will be dropped and broken.
2. Numbers one and two.

This number is like a spoke,

A very thin girl. (1)
The figure arches his neck,

The tail is dragging behind her. (2)
3. Numbers one and two.

Guess the riddle, find out the number.
This number is like a spoke,

A very thin girl. (1)
The figure arches his neck,

The tail is dragging behind her. (2)
4.Count to two

There are 2 houses on the board. On one there is the number 1, on the other - 2. The children have cards with objects of 1 and 2. Place the animals in your house. If there is 1 item on the card, then go to the house with the number 1, and if there is 2, then to the house with the number 2.
5. Physical exercise.

We were sitting, we were tired, and now we stood up together.

They stamped their feet and clapped their hands.

And now all the boys were bouncing like balls.

And now all the girls were jumping up and down like squirrels.

And now we have circled and landed in place.
6.Introduction to the ball.

Hello guys, do you recognize me? Circle. I have a friend. Here he is. Do you know what his name is? Ball. My friend and I are very similar. Who is attentive, tell me how we are similar? How are we different?

The teacher has a tray with objects. If the object has the shape of a ball, put it on a plate near the ball, and if the shape is more like a circle, then next to the circle.
7. Lesson summary.
What numbers do you remember? What geometric body did you meet? What games did you play? Which game did you like the most?
Lesson 9
Lesson notes

Topic: Counting to two. Long short.
Purpose: To introduce the concepts of “long” and “short”. Learn to compare by length using the application method (overlay)

Tasks: To consolidate counting to two, the ability to correlate numbers 1 and 2 with quantity, to consolidate concepts on the right and left.

Materials: coins with numbers 1 and 2, wallet, small toys.

Handouts: track strips for comparing lengths by overlay, cards with houses, cards with the image of 2 cars with numbers 1 and 2, cards with toys,
1. Finger gymnastics.

(alternately connect the fingertips, according to the text, simultaneously on both hands)

Visiting the big toe

came straight to the house

Index and middle

nameless and last

The little finger itself is a baby

knocked on the threshold.

Together fingers - friends -

They can't live without each other!
2.Lay paths.

Children have stripes-paths and cards with houses. - Are the paths the same? - What is the difference? -Which one is longer? Place one strip on top of the other so that one end matches. Let's put a long path between the red and blue houses, and a short path between the yellow and green houses. -Where is the path longer at the top or at the bottom? Place the car on a long path. - What color is the house to the right of it? Left? Place the car on a short path. - What color is the house to the right of it? Left?
3. Physical exercise.

On the street of our car, car,

Small cars, big cars.

Trucks hurry, cars snort,

They are in a hurry, rushing, as if they were alive.

Hey cars, full speed ahead.

I am an exemplary pedestrian.

I don't like to rush

I'll make way for you.
4. Place passengers in cars.

The children have cards with cars. On one machine there is written the number 1, on the other - 2 and cards with the image of 1 and 2 toys. - Let's put one toy in the machine with the number 1, and two - with the number 2. Find the machine with the number 1. Put one toy in this machine.
5.Shop.

The teacher has coins with numbers 1 and 2 in his wallet. Children take turns taking coins out of their wallet and “buying” the number of toys indicated by the number.
6. Lesson summary.

What numbers did you remember? - What games did you play? - How did you compare the tracks? - Which game did you like best?
^ Games on the topic of the lesson:
1. Lay it out by length.
Children have 4 sticks of different lengths. Let's break it down by length.

Find the longest log and place it horizontally, now find the longest remaining log and place it under the first one, etc.
Let's get into pairs (movable):
Children stand in 2 rows opposite each other. One child remains without a partner. Which row has more children? (Boys or girls?) Why? Everyone has a pair, but Lena does not have a pair. means there are more boys than girls. Children run away to the music and, when the music ends, stand in 2 rows again. Now who has more girls or boys? The number of children has not changed. Which row has more children? (boys or girls?), etc.
2. Place on plates.
Children have cards with plates. The numbers 1 or 2 are written under the plates. Task: put the required number of candies on each plate. There can be 3, 4 or 5 plates. Under each one you need to write the numbers 1 or 2. You can make the numbers removable and then you can use the same cards when attaching other numbers and counting a different number of items.
3. Collect a picture.
Children have cards with numbers 1 and 2 of different colors, cut into 2 parts. - Collect the numbers. - What are their names?

Lesson 10
Lesson notes
Topic: Counting to three. Orientation in space.
Purpose: To introduce the formation of the number three.

Objectives: Learn to count to three, consolidate the concepts of the same, equal, more, less. Continue to teach how to compare groups of objects based on pairing. Form spatial relationships, consolidate the concepts of for, on, above, under, in.

Materials: characters from the fairy tale "The Three Bears", 3 pictures of chairs, a toy dog.

Handout: 4 cones and mushrooms per person, 10 mugs.
1.Riddle:
Near the forest on the edge

three of them live in a hut.

There are three chairs and three mugs,

Three beds, three pillows.

Guess without a hint

who are the heroes of this fairy tale?
2. Formation of the number 3.
There were bears in the house. Mom, Nastasya Petrovna, and dad, Mikhail Potapovich. How many bears? Let's put the same number of chairs as bears. One for mom and one for dad. How many chairs? Does everyone have a chair? What can we say about bears and chairs? We have the same number of chairs as there are bears, equally divided – two each.

Mishutka came running. How many bears are there? Let's count. How did three bears come to be? There were two, another one came, it became three.

What are more bears or chairs? Why? Mishutka has no stool - there are more bears.

How can I make it equal again? Add a chair or remove one bear. (Mishutka ran for a walk again)

Conclusion: two and two are equal, three and three are equal.
3. Physical exercise. The bear is clubfooted.
A clubfooted bear is walking through the forest,

He collects cones and sings a song.

Suddenly a lump fell right on Mishka’s forehead.

The bear got angry and stomped his foot!

I won't go for a walk in the forest anymore!

I won't go collecting pine cones anymore!
4.Laying out
Place as many cones on the top strip as I clap my hands once. We count. Two. Place the same number of mushrooms on the bottom strip. How many mushrooms did you put in? Why? What can we say about pine cones and mushrooms? There are equal numbers of them. There are as many mushrooms as there are cones. Place another pine cone. How many cones are there? Let's count. (In chorus and individually). And now there are equal numbers of cones and mushrooms? What more? Why? The cone has no pair. There are three cones, and two mushrooms. Three is more than two. How can I make it equal? (2 ways)
5. Game "Hide and Seek"
Teddy bear will hide, and you look,

just don’t shout from your seat,

and speak quietly,

don't point fingers

tell where they found it.

Children close their eyes, and the teacher hides the toy so that the children practice correctly using the prepositions on, above, under, for, in.
6.Game in pairs.
Children are divided into pairs. Each pair has 10 yellow and red circles.

One child puts a certain number of circles, his partner must put the same number of his own.
7. Lesson summary.
What games did you play? Which one did you like best?

The following books were used in preparing the classes:

L.G. Peterson, E.E. Kochemasova Playing game. Practical mathematics course for preschoolers. Guidelines. - M.: "Balass" 2002 (2nd ed.).

V.N. Volchkova, N.V. Stepanova "Development and education of children of primary preschool age. A practical guide for kindergarten teachers." - Voronezh: Shopping Center "Teacher", 2001.

Zemtsova O.N. Smart books 2-3. Numbers and numbers

Zemtsova O.N. Smart books 2-3. Right-left, up-down. Let's orient ourselves in space.

Zemtsova O.N. Smart books 3-4. Right-left, up-down. Orienting ourselves in space

Zemtsova O.N. Smart books 3-4. Numbers and numbers

No. 1 named after. M. Gorky"

A collection of games aimed at developing “elementary mathematical concepts” for children aged 2–3 years.

The collection is intended for preschool teachers.

Krasnoyarsk

The collection is compiled in accordance with federal state requirements for the structure of the basic general education program of preschool education.

Compiled by Vshivkov. V.V., Bueva. E.I., Filatova. T. Yu.

Collection of tasks for younger preschoolers.

Krasnoyarsk 2013

annotation

The methodological development is a collection of plot-based role-playing games, which includes games aimed at developing elementary mathematical concepts in children of early preschool age. These games can be played in all preschool educational institutions. The collection is intended for teachers of preschool educational institutions, students of pedagogical colleges and students of pedagogical universities.

Abstract……………………………………………………….1

Management……………………………………………………3

Games…………………………………………………………………………………..5

“Mother’s Daughters” ……………………………………………………

"Guests" ………………………………………………………………

“Builders”………………………………………………………

"Supermarket" ……………………………………………………...

Conclusion …………………………………………………………

Bibliography…………………………………

Introduction:

Play is a special form of social life for preschool children, in which they unite at will, act independently, realize their plans, and explore the world. Independent play activities contribute to the physical and mental development of each child, the education of moral and volitional qualities, and creative abilities. The game is the best way to train certain skills. After all, in the game, children must learn to independently organize various games, negotiate, distribute roles, play together, and follow the established rules. Role-playing games for preschool children play a big role in the formation of the child’s personality, the development of his thinking and logic. Therefore, it is better to form elementary mathematical concepts through a role-playing game.

In independence and in living together with adults, a new type of activity is born - role-playing game, in which the child takes on the role of an adult and, reproducing his life, activities and relationships with other people, thereby living a common life with him and writing. Through the content of the game, the child joins the life of adults.

Role-playing game is the main type of game for a preschool child. In the game there is no direct dependence of the child on the adult; in it he gains greater independence than in educational and work activities. However, forms of play activity are learned by children under the guidance of adults, and this process begins very early. The content of the game is of great importance, during which the child’s personality is formed, qualities such as kindness, caring, politeness, love of work, and respect for working people are cultivated.

It is early age that is unique and decisive for all subsequent mental, physical, speech and emotional development of the child. This is the period of formation of functional systems, the formation of higher cortical functions as a result of the child’s interaction with the environment, which occurs especially intensively in the first three years of life. During this period, the brain's ability to receive

signals from the outside world, process and store information, processes of perception, visual-effective and visual-figurative thinking, memory, memory, attention are formed, which creates the basis for further mental development. Therefore, deviations in motor, mental, speech and emotional development, which appear already at an early age.

Researchers consider a child normal under the following conditions:

When her level of development corresponds to that of the majority of children of her age or older, taking into account the conditions of development of the society of which she is a member;

When a child develops in his own natural way, which contributes to the development of his individual qualities, abilities and capabilities, overcoming possible negative influences from his own body and environment;

When a child develops in accordance with the requirements of society, which determines both the intellectual elite's forms of behavior and the further prospects for its adequate creative social functioning in the period of maturity (L. Pozhar).

In the third year of life, children become more independent. Subject activity and situational business communication between a child and an adult continue to develop; perception, speech, initial forms of voluntary behavior, games, visual and effective thinking are improved. The game is procedural in nature, the main thing in it is action. They are performed with game items that are close to reality. They learn to perform all actions with objects through role-playing game.

By the end of training in a preschool institution, a young child should have formed elementary mathematical concepts, namely: shape; color; quantity; size; orientation in space.

Quantity - involve children in forming groups of homogeneous objects. Learn to distinguish the number of objects: many - one (one - many).

Magnitude– attract children’s attention to objects of contrasting sizes.

Form- learn to distinguish objects by shape and name them (cube, brick, ball).

Orientation in space– continue to accumulate children’s experience in the practical development of the surrounding space (group premises and kindergarten area).

Learn to find the bedroom, playroom, washroom and other rooms in the center.

Expand the experience of orientation in parts of your own body (head, face, arms, eyes, ears, legs, back).

Learn to follow the teacher in a certain direction.

Color - learn to distinguish four colors, such as: red, blue, yellow, green.

This collection presents a set of role-playing games that contribute to the formation of elementary mathematical concepts in children of early preschool age. With the help of these games, children learn to act according to the rules and learn to play story games.

In practice, role-playing games were carried out with children of early preschool age. I offer them to your attention:

"Mother's Daughters."

Target: The game is aimed at the formation of elementary mathematical concepts such as: “shape”, “quantity”, “magnitude”.

Tasks: when playing, use the words big; small; square shape; round shape; one; a lot of.

Materials: counter layout; product mockups; cash layout.

There is a buyer in the store. The seller (adult) offers the buyer (child) objects of different sizes: a large watermelon, a small cherry, etc. The buyer (adult) asks the seller (child) to present a product of a given size and shape. The words “big”, “small”, “square-shaped”, “round-shaped” are used.

Methodical techniques:

- use of product dummies.

Use of product pictures.

Using words denoting size, shape, quantity.

Please provide an item “of the same size.”

Please provide the item “of the same shape.”

Please provide a “certain number of items.”

Please indicate the “size of the object with a word.”

“round shape”, “square shape”. The teacher’s speech must correspond to the age characteristics of the child, so that the child can understand what the teacher wants from him. If the child is not involved in the game process, then the teacher can start the game process alone, motivating the child to play with his actions and words.

"Guests"

Target: The game is aimed at the formation of elementary mathematical concepts such as “magnitude”, “quantity”, “color”.

Tasks: when playing, use the words big; small; one; a lot of; yellow; Red color; Blue colour; green color.

Materials: table, chairs, set of dishes, napkins, children's wardrobe.

Didactic possibilities of the game:

In this game there is a host (educator) and a guest (child). An adult offers to play as a guest; you can place toys on chairs at the table, creating a homely atmosphere. An adult offers the child tea (while showing how to properly place the dishes on the table). After which the child is invited to treat the guests to tea. Using words in the game such as: take a red mug, take a big spoon, etc.

Methodical techniques:

Use sets of utensils of different sizes (plates, spoons, forks, mugs).

Using interior items to create home comfort.

Please “pour tea into a big red mug.”

Please “pass me a little yellow spoon.”

Please “serve one plate.”

Please “serve a lot of green plates.”

Please “denote the color of the plate with a word.”

Please “indicate the size of the spoon.”

How to properly arrange dishes for guests, how to arrange napkins correctly. In order for the child to better navigate with objects, the teacher needs to use words such as: small yellow mug, large plate, many spoons. The teacher must explain to the child based on the child’s age characteristics.

Builders.

Target: The game is aimed at the formation of elementary mathematical concepts such as: color, size , form.

Tasks: when playing, use words such as: yellow constructor, green circle, blue square, etc.

Materials: construction set of different types, mat.

Didactic possibilities of the game: in this game the teacher and the child act as builders. The teacher directs the child to the construction plan, offers to build a house of bricks, a bridge, a city. Using words in the game such as: take a red construction set, take a blue square, etc.

Methodical techniques:

Using constructors of different types and from different materials.

Play mat.

Clarification of the teacher and the child, what they will build.

The child’s choice of a certain type of construction set.

Please “give me a square cube”

Please “submit a red round construction set.”

Recommendations: In this game, the teacher takes on the role of guide. He must control the child’s actions and his own actions. With this game, the teacher can not only form elementary ideas, but also develop the child’s thinking. The child can come up with “unusual houses.” In order for elementary mathematical concepts to be formed, the teacher needs to use words such as yellow circle, green square, and name objects with words during the game.

Conclusion

Bibliography:

1) Educational and methodological manual / Scientifically edited. oppression, - Kremenchug: Christian Dawn, 20 p.

2) Educational and methodological manual / Edited by.