Mathematical projects in the eldest. Project in the senior group. Project (senior group) on the topic. Stage - Final

Evgenia Rybin
Project on the FMP in the older group "in the world of space and time"

Project Type:

information and creative;

group;

medium-term.

Region "Cognition".

The relevance of the project

Training experience shows that in the process of organizing pedagogical impact in kindergarten and in the family, children are assimilating only some of the listed temporary ideas and skills to focus on time. Miscellaneous temporary concepts are often combined (dawn and twilight, etc.).

Most children do not notice differences in the color of the skyscland at different periods of the day, cannot be installed and the sequence of parts of the day.

Often, preschoolers do not know the days of the week, cannot determine their sequence. In memorization of the days of the week, unevenness is observed, it is better to remember days that have a pronounced emotional color for a child.

Insufficient knowledge of even senior preschoolers about the methods of measurement of time (using the calendar, hours). The name of the time intervals (minute, hour) remains for children purely verbal, abstract, since the life experience has not yet been accumulated during these segments of time.

So, the knowledge of time in children is incomplete, single, not interconnected and static. This is due to the fact that episodic classes on which children introduce the signs of parts of the day, memorize the sequence of the days of the week, months, do not give them the necessary knowledge of the time - about its turnover and irreversibility, about rhythm, pace and periodicity. The information obtained by the children remains on the surface of consciousness, do not disclose temporary relations.

Thus, the contradiction arisen, on the one hand, the importance and necessity of forming in children of temporary and spatial representations, and on the other - the absence of targeted, systematic work led to the choice of the project topic.

Project object: Training of children of senior pre-school age concepts about space and time.

Project Project:formed spatial and temporary representations of senior preschoolers.

Objective of the project: Expand the knowledge and presentation of senior preschoolers about the concepts of time and space. Teach to reflect abstract concepts about time in concrete actions with clock models.

Project tasks:

hold a cycle of classes and activities on the topic;

develop information sheets for parents with recommendations for familiarizing children with the days of the week;

training:

teach to navigate the plane and in time;

teach to establish spatial relations between objects;

developing:

develop the ability to move in the specified direction;

raising:

educating the ability to work in pairs, groups, independence and discipline.

rail in cognitive interest in mathematics.

Project participants: Children of senior preschool age, educator, parents.

Necessary materials:

Children's fiction;

Poems, riddles, proverbs, sayings about time;

Models of clocks of various time intervals;

Didactic games for the development of orientation in time and space.

Estimated results:

formation of spatial, temporary representations;

increasing the cognitive activity of students, interest in further learning mathematics.

Product of project activities:Production of the model "Machine of time", a presentation of project implementation.

Bibliography:

1. Metnina L. S. Mathematics in kindergarten: manual for kindergarten educators.

2. Kolesnikova I. A. Pedagogical design: studies. Manual for Higher. studies. establishments.

3. Kolesnikova E. V. Mathematics for children 5-6 years.

4. Mikhailova Z. A. Game entertaining tasks for preschoolers.

Stages of project implementation

Preparatory stage Basic Stage Final Stage

- setting goals, determination of the relevance and significance of the project;

- selection of methodological literature for project implementation (magazines, articles, abstracts, etc.);

- selection of visual didactic material; fiction, reproductions of paintings; Organization of the developing environment in the group. consideration of paintings and conversations for their content;

conducting;

conducting a final event;

drawing with children on the topic "Clock";

creation and presentation.

- Analysis of the project results.

Project implementation plan

Date Name Title Objective and Tasks Form and Content

Preparatory stage

The first week organizational events. 1. Statement of goals, determination of the relevance and significance of the project.

1. Selection of methodological literature for project implementation (magazines, articles, abstracts, etc.).

2. Selection of visual didactic material; fiction; didactic games, conversation conversations.

The main stage

Second week "In the World of Time"

clarify the submission of children about parts of the day and times of the year;

contribute to the accumulation of experience when studying time;

cause interest in learning time;

develop attention, memory, imagination, associative thinking. Conversation in a series of pictures "Parts of the day", "Seasons";

Poems about parts of the day;

Didactic games: "Seasons", "Parts of the day";

Production of the "time machine" design.

"Hour workshop" to introduce children with the history of the clock;

expand the knowledge of children about the watral manifold, their structure.

reliable respect for people of different professions. View video "Clock";

Consider illustrations of various types of hours.

"Days of the week" to acquaint and consolidate with children knowledge of the days of the week;

fasten the sequence of the week in working with numbers;

learning to associate the name of each day with its sequence number. The name of the days of the week with the specific content of the activities of children. Viewing pictures with the image of the days of the week;

Memorizing the poem "Days of the Week";

Solution of logical tasks.

"Orientation in space" fixing and improving the ability to move in the specified direction, change the direction during walking, running;

Fastening the ability to distinguish the left and right hand. Moving games: "Find a toy", "Where to go and what you find?", "Find Clay"

"Country of Mathematics" teaching children to the ability to determine the position of the subject in relation to another subject;

Child learning ability to determine their position among the surrounding items;

The ability to perform a variety of practical tasks in the orientation on the plane. Same exercises: "Housewarming", "What is it worth?";

Viewing pictures showing spatial relations;

Graphic dictation

The final stage

Third week Preparation Presentation on project activities

Key concepts

Training - Joint targeted activities of an adult and a child, during which the development of the personality, its education and education is carried out.

Development is a multidimensional process, usually implying a change in state from less satisfactory to more satisfactory. Development is a regulatory concept, it does not have a single generally accepted definition.

Education - in a broad sense, the process of socializing the individual, the formation and development of it as a person throughout its life during its own activity and under the influence of the natural, social and cultural medium.

One of the features of spatial thinking is to use different orientation systems in space (visible or imaginary). The most natural, enshrined human orientation system is a body scheme. It underlies the practical orientation among items and phenomena. The child very early begins to navigate in the surrounding real, and then an imaginary space, taking into account the position of his own body. All items in space it perceives taking into account the vertical position of his own body. This natural position serves as a starting point for creating a variety of spatial images.

The clock is a device for determining the current day of day and measure the duration of time intervals in units smaller than one day.

Week - time period in seven days; The time interval is seven days and starting from Monday.

A day - a unit of measurement of time, approximately equal to the period of land appeal around its axis. Usually under the days imply an astronomical concept of sunny day. In everyday life, the day is often referred to as the day. The day is divided for 24 hours.

Seasons - four periods to which the annual cycle is conditionally divided. Distinguish:

Calendar seasons - in most countries of the world adopted a division of the year for four seasons, three calendar months in each. Astronomical seasons, which are counted from the dots of solstice (winter, summer) and equinox (autumn, spring). The time of year's change is due to the annual period of the conversion of the planet around the Sun and the inclination of the axis of the rotation of the Earth relative to the orbital plane and, to a small extent, the ellipticity of the orbit.

Project Methodical Support

Conversation materials

Educational event "Man and Time"

Catherine Semiryazhkin.
Project for the older group "in the world of mathematics"

The relevance of the project

Parents and teachers always worries the question of how to ensure the full development of the child in preschool age, how to properly prepare it for school. One of the indicators of the child's intellectual readiness for school learning is the level of development of mathematical and communicative abilities.

Among learning items that cause increased difficulties in assimilation, mathematics occupies one of the first places. It is already found in preschool age, but is particularly clearly observed in the primary school learning process. The abstract nature of the mathematical material that needs to be analyzed, to generalize, making certain conclusions, insufficient possession of mathematical memory creates special difficulties in the development of mathematics. The content of the curriculum on individual sections of the program for many children is unbearable, and the slow pace of promotion does not allow them to fully absorb the program within the time limit.

Mathematics for children is the most important, in terms of memory development, and further perception of mathematical information. For more efficient introduction of mathematics into a child's consciousness, studying it should begin, of course, in kindergarten. Moreover, it is not necessary to be afraid of serious geometric shapes and other things. At this age, the child's brain captures everything to the smallest detail, and if sometimes the baby does not understand everything, it is not scary, anyway, some part of the educational process is laid in memory, the brain begins to get used to new data. Gradually, after repetition, the child will easily distinguish between geometric shapes, learn to add and deduct.

It is very important in this regard to have the right approach, to deal with the child only in the game form, the method of games and tips, otherwise there are strict classes will quickly become a boring time, and he does not want to return to it anymore.

Mathematics is a powerful factor in the intellectual development of the child, the formation of its cognitive and creative abilities. It is also known that the efficiency of the mathematical development of a child in preschool age depends on the success of learning mathematics in elementary school.

Why many children are so hard for mathematics not only in elementary school, but now, during the preparation for training activities

In modern training programs, the logical component is likely. The development of a child's logical thinking implies the formation of logical techniques of mental activity, as well as the ability to understand and trace causal relationships of phenomena and the ability to build the simplest conclusions based on causal relationship. So that the child has not experienced difficulties literally from the first lessons and he did not have to learn from scratch, already now, in the pre-school period, you need to prepare a child accordingly.

The method of projects is based on the development of educational skills of students, the abilities independently design their knowledge, the abilities to navigate in the information space, the development of critical and creative thinking, just what is required in our modern world.

Project work contributes to the development of competencies, which will be in demand not only in future professional activities, but also in the social life of a person.

Objective of the project:

create conditions for assimilation by preschoolers of mathematical ideas, ensure the successful development of the abilities and thinking of children.

Project tasks:

Educational:

The formation of the ability to apply mathematical knowledge in non-standard practical tasks.

Developing:

Development of mental operations: analogies, systematization, generalization, observation.

Educational:

Education of interest in mathematics, the formation of the ability to work in the team.

Project participants:

Educators

Children of the senior group

Parents

Expected Result:

Use in the work of the game ICT tasks;

Creation in each group of mathematical corners;

Expansion of mathematical knowledge, skills and ideas with multimedia;

Project implementation period: 2 weeks

Project implementation:

First day:

1. Exhibition of literature on the topic "In the world of mathematics"

2. D / and "PREPARE FIG"

Second day:

2. d / and "pick up a toy"

3. Reading p. n. from. "The wolf and the seven Young goats"

The third day:

1. Competition of children's drawings based on the fairy tale "Three pigs"

2. P / and "Find your house"

3. Nod "Play with Masha and Bear"

Fourth day:

1. D / and "Name and Call"

2. View disk "Mathematics for preschoolers"

3. NOD "Journey to the Planet of Joy"

The fifth day:

1. Reading Sh. Perro "Thimmochka"

2. P / and "Where to go and what you can find"

Sixth day:

1. Educational fairy tale "Four Swan"

2. P / and "Cross"

3. Viewing a cartoon "Kozlenok, who believed up to ten"

Seventh day:

1. Node "The Adventures of the Barrob in the country of Mathematics"

2. Competition sayings on the topic "Funny numbers"

Eighth day:

1. Educational fairy tale "Smart Week"

2. P / and "Corresponding correctly"

Ninth day:

1. D / and "Tell me about your pattern"

2. Competition on the topic "Mathematical challenges - jokes"

Tenth day:

1. Leisure "in the world of mathematics"

Throughout the project

1. Sleeping of mysteries

2. Exhausting poems

3. Mathematical proverbs and sayings

Literature:

1. Children's encyclopedia "I will know the world." Moscow, AST Publishing House, 1997

2. Magazine "Children in kindergarten" №3 2011

3. Journal "Preschool Education" No. 5 2012

4. Internetressurs

5. Lebedenko E. N. "Formation of ideas about the time" St. Petersburg "Childhood-Press" 2003

6. "Mathematics for preschoolers" issue number 2

7. Educational and didactic kit "Game Mathematics"

8. Shoryigina T. A. "Accurate fairy tales" Moscow 2004 Developing fairy tale "Four Swan"

9. Shoryigina T. A. "Accurate fairy tales" Moscow 2004 Developing fairy tale "Smart Week"

Publications on the topic:

Mathematics lesson for the older group "Journey to the country of mathematics" Curriculum in mathematics for the elder group: "Journey to the country of mathematics" Objective: 1. Exercise in a quantitative and order account, spatial.

Abstract Node for children of the senior group "In the Kingdom of Mathematics" NOD with children of the senior group on the topic: "In the Kingdom of Mathematics" Objective: Increasing the level of intellectual development of children of senior preschool.

Topic: "Travel to the Kingdom of Mathematics" Objectives: Development of interest in mathematics, based on cognitive activity and curiosity.

An abstract NOD on FMP with the children of the senior group KVN "We - Mathematics" participate two teams of children: "Melniki" and "Experts" goal. Check.

Mathematical project "In the world of forms" for the senior group Explanatory note. Studying geometry, children are distracted from reality: among all their properties, they only consider the size.

Objective of the project:

Download:

Preview:

Explanatory note

Currently, one of the most important areas in the development of the mathematical abilities of children of preschool age, as well as for the successful development of the initial program of pre-primary education, the child must think to see one object with another, to compare items among themselves, oriented in space.

One of the important properties of the surrounding items is the form: it received a generalized reflection in geometric figures. In other words, geometric shapes are standards, with which you can define the shape of objects or their parts.

The basis of the formation of cases of ideas about geometric figures is the ability to perceive the form. This ability allows the child to recognize, distinguish and depict various geometric shapes: point, direct, curve, broken, cut, angle, polygon, square, rectangle, etc. The perception of the form of the subject should be directed not only to see, recognize the forms, along with its other signs, but be able to abstract the form from the thing, to see it in other things.

The children of the sixth year of life continue to master the spatial representations: on the left, on the right, at the top, below, in front, behind, far, close.
One of the tasks of the teacher is to train to navigate in specially created spatial situations and determine its place on a given condition. The child needs to be taught to perform tasks (like: "Get up so that you have a closet to right from you, and behind you - a chair. Sit so that Tanya sat in front, and behind you - Kolya." In addition, children must learn how to define the situation of that or Other object in relation to another: "The roller is on the right of the doll, to the left of the doll - the pyramid, ahead of Tanya - a window, above Tanya - lamp."
The formation of spatial orientations is successful if the child constantly turns out to be able to operate with these concepts. The situations in which children are included should be entertaining for preschoolers.

Currently, counting sticks are actively used - this is an indispensable didactic material designed to teach the mathematics, the development of visual perception, mental comparison operations, analysis, synthesis, the development of shallow motility hands.

The main features of this didactic material are abstract, versatility, high efficiency.

Working with chopsticks allows you to translate practical, external actions into the inside plan, create a complete, clear idea of \u200b\u200bthe concept, to work out the skill of the account, measurement, calculations.

Objective of the project: Increase in children of senior preschool interest in mathematics by creating conditions for research activities on the study of geometric figures, orientation in space, the ability to form images from counting sticks in relationship with the surrounding life, with objects of the nearest environment.

Tasks:
1. Form from preschoolers elementary ideas about geometric figures.
2. Develop the ability of children to independently use the knowledge gained in different activities, involve peers in deployed games.
3. Wear the ability to work with counting sticks, draw up a pattern according to the sample and yourself.

4. Watch the ability to navigate in space (left, right, at the top, right, right, left, in front, rear, right upper angle, right lower corner, left upper corner, left lower corner).
5. Form the interest of parents in the achievements of their children in joint activities with them.

Integration of educational areas:FAMP, cognitive development, speech development, visual activity, physical education, game activity). ................................................... ..

Number of project participants: collective.

Duration of the project: Long-term (2 years - senior and preparatory for school group).

Requirements for the use of project learning technology:

1. The presence of a cognitive problem.
2.Practic, theoretical, cognitive significance of the alleged results.
3. Summage of children.
4. Using research methods (experiments, experiments, observations, etc.).

Project Implementation Plan:

1. Select the topic of the project.
2. Selection of goals and tasks.
3. Determination of forms and methods of work.

The project includes three stages:

Preparatory

Research

Final (generalizing).

Preparatory stage. ...................................................... ..

There were conversations, educational and mathematical experiences.

Through the formation of elementary mathematical ideas, children with geometric figures were acquainted, they were taught to work with counting sticks,focus in space (left, right, at the top, bottom, right, left, in front, rear, right upper angle, right lower corner, left upper corner, left lower corner).

Through research, they found geometric shapes and focused in the surrounding reality, in the subjects of the nearest environment, in nature.

Through physical education, geometric shapes were fixed in moving games, focused in space.

1. With children, monitoring was carried out with which the level of knowledge was identified to determine the properties of geometric figures. For this, the following didactic games and exercises "Domino" were used, "what the houses are like", "from which figures are the objects", "flooding an extra figure", "What a geometric figure is superfluous?".

D / U "Domino"

purpose : Development of skills to allocate and abstruct color, shape, size; Compare items on specified properties.

Material: Logic figures.

Game traffic:

Figures are divided between players equally. The rules of the game indicate three properties: walk the figures of the same color, but others in size and shape, or figures of the same size, but others in form and color; figures of another color, size and shape.

D / y "What are the houses like?"

Purpose: Exercising children in self-solving tasks, in the ability to prove its correctness or error in the analysis of the analysis of groups of figures, comparing the generalized signs of one and other groups.

Material: geometric figures.

Game traffic:

Guys, consider houses and answer, which figures they are built. What are they like?

D / O "What figures are subjects?"

Purpose: Learning to distinguish between geometric shapes in shape, by comparing elementary figures; recognition of familiar forms in the picture.

Game traffic:

Consider the drawing and name all the figures from which the house is folded, the car, rocket, swing.

D / U "Flood an excess figure"

Purpose: Learn to solve a logical task for similarities and distinction.

Game traffic:

Skin the excess figure. Why painted it? What is the name of the geometric figure that you painted? What are the other figures called?

D / U "What a geometric figure is superfluous."

Purpose: Learn to solve the logical task for similarities and the difference, to find the missed figure.

Game traffic:

Which of the geometric figures is superfluous and why?

2. The level of ability to navigate in space with the help of didactic games:

Game "Guess who is worth it". Before children - several items located at the corners of the imaginary square and in the middle of it. The presenter offers children to guess which item stands behind a hare and in front of a doll or to the right of the fox in front of the doll, etc.

The game "What has changed?". There are several items on the table. Children remember how objects are located in relation to each other. Then close the eyes, at this time the lead changes in places one or two subjects. Opening his eyes, children talk about those changes that occurred where the items stood before and where now. For example, the hare stood on the left of the cat, and now it is worth the right of it. Or the doll was standing on the right of the bear, and now stands ahead of the bear.

The game "Find similar". Children find a picture with the specified educators subjects, then talk about the location of these items: "First on the left is an elephant, behind him - Marty, the last - Teddy bear" or "In the middle - a large kettle, to the right of it - a blue cup, on the left - Pink Cup" .
"Tell me about your pattern."Each child has a picture (rug) with a pattern. Children must tell how the elements of the pattern are located: in the upper right corner - a circle, in the upper left corner - a square, in the lower left corner - oval, in the lower right corner - a rectangle, in the middle - a triangle.

You can give a task to tell about the pattern that they painted in drawing classes. For example, in the middle - a large circle, rays depart from it, in every corner - flowers, at the top and bottom - the wavy lines, on the right and on the left - on one wavy line with leaves and so on.

The game "Artists". The game is intended for the development of orientation in space, fixing the terms that determine the spatial location of the items gives an idea of \u200b\u200btheir relativity. It is carried out with a group or a subgroup of children. The role of the master performs the educator.
The presenter offers children to draw a picture. All together they think over its plot: the city, room or zoo, etc. Then everyone tells about the intended picture element, explains where it should be relative to other items. The tutor fills the picture with the elements offered by the children, drawing it with chalk on a blackboard or a felt-tip pen on a large sheet of paper. In the center you can draw the hut (the image should be simple and recognizable), at the top, on the roof of the house, is a pipe. From the pipe up goes smoke. Below in front of the hut is a cat. Words should be used in the task: at the top below, on the left, to the right, for, before, between, about, near, etc.
In the same group, the ability to change the direction during the movement. This also helps didactic games.

Game "Find a toy". "At night, when there was no one in the group," the teacher says, "Carlson departed to us and brought toys as a gift. Carlson loves to joke, so he hid toys, and wrote in the letter how to find them. " Print the envelope and reads: "You need to get up before the table of the teacher, go straight." Someone from the children performs the task, goes and comes to the closet, where the car lies in the box. Another child performs the following task: Suitable for the window, turns to the left, when the curtain finds a neat.
Game "Journey around the room". Pinocchio with the help of the lead gives children tasks: "Get to the window, take three steps to the right." The child performs the task. If it is successful, then the master helps to find a fantal hidden there. When children cannot confidently confidently change the direction of movement, the number of directions should not be more than two. In the future, the number of tasks to change the direction can be increased.

3. Revealed the level of skills to lay out the drawing from counting sticks.

Research Stage. ............................................................... ..................................................................
Choose a geometric shape and explore them, give a description, find in the surrounding reality and in the subjects of the nearest environment.
In self-visual activity, children draw geometric shapes; turn them into objects; Find pictures with these concepts in the surrounding reality, cut out and glue them; Wood out of plasticine. Lay out a variety of pictures from countable sticks according to the sample and invent your figures and images. Focus on the sheet plane, draw a butterfly in the upper right corner, and the flower in the lower left corner, the sun at the top in the middle, etc.

Final, summarizing stage. .......................................... ..

The final stage is based on a variety of independent activities of children, final open events

Pedagogical project on the FMP for children of senior preschool age "in the country of smart games"

Leonova S. V.

Project type:

Group, information-ideal.

Project participants:

Children of the senior group, parents of pupils, educator.

Project implementation period :

october - May 2016 - 2017.

• It should be remembered that to teach children of preschool age to love mathematics, keep their interest in intellectual activity, to encourage the decision of the search for tasks, it is necessary to work creatively and with interest to the organization of the learning process, use the variety and variability of educational games with mathematical content.

• Create conditions for assimilation by preschoolers of mathematical ideas, ensure the successful development of the abilities and thinking of children.

• develop interest in mathematics in children of senior preschool age;
• develop the ability of children to independently use the knowledge gained in different activities, involve peers in the deployed games;
• to form parents' interest in the achievements of their children in joint activities;
• promote the development of mental operations (analysis, synthesis, comparison, classification, logical thinking

• use in the work of information and communication technologies, in the form of gaming tasks;
• creation in a group of mathematical corner;
• use of mathematical knowledge and skills in independent activities, manifestations of creative initiative;
• development in children interest in mathematics, desire to overcome difficulties;
• the awareness of the parents of the importance of the formation of elementary mathematical ideas in children with the help of entertaining material, expanding the knowledge of parents about entertaining material.

Stages of the project:

Stage 1 - Preparatory :

• Collection of information on the topic.
• Creating card files of mathematical games.
• Create presentation games in mathematics using computer technology.

• Conversations and consultations on topics:
• "How to instill interest in mathematics?"
• "Queen Science - Mathematics"
• "How to organize children at home with an entertaining mathematical material."

• Logic exercises and tasks (games for recreating from geometric shapes of shaped and plot images, riddles, jokes, entertaining questions).
• Mathematical games using ICT.

Didactic game " Figures »

Board games

Board games

• presentation of the project

Conclusion

• The project offers a system of working with children, with educators and parents to introduce into the educational process of educational games with mathematical content in order to develop elements of logical thinking and creative abilities in children of senior preschool age.
• The formation of mathematical representations and elements of logical thinking requires constant, systematic and systematic work, both in the joint activities of the adult and the child and in independent activities. The developing games of mathematical focus contribute to successful learning the basics of mathematics, the formation of mathematical thinking, stimulate the development of creative imagination, to upbringing perseverance, will, perfection, purposefulness. The works of famous representatives of pre-school pedagogy, the use of modern scientific literature helped to implement this project.
• The project provides an opportunity to manifest its professional knowledge in practice, fantasy, creativity.

thanks for