Hood works about furniture in the older group. Card index of fiction in various educational fields in the senior group
Yulia Lonshakova
Math lesson notes in middle group"Orientation in space"
Abstract of OOD
Educational area: "Cognitive Development"
Integration of educational regions: cognitive development, social and communicative development, physical development
Subject: « Orientation in space»
Target: Learn navigate in space
Tasks: learn to identify and name where they are items: above, below, above, below; distinguish between left and right, practice counting within 2; distinguish and name the numbers 1 and 2.
Material: For teacher: sparrow, house, tree (on magnets); numbers 1,2; handout for children material: 2 green triangles and 2 yellow circles, number card; for Game (leaves, sticks, pebbles, shells, tree fruits.)
Preliminary work: count within 5, d/i “Find round objects”, "Where is the item"
Activating the dictionary: above, below, above, below, left, right, number, figure, how much, the same, equally, more, less, identical.
Progress of the lesson
1) Organizational part
Let's hold hands together and smile at each other.
2) Main part
The teacher and children are sitting at the table.
An image of a sparrow, a spruce and a house is attached to the board.
Draw the children's attention to the board. Before viewing pictures to do gymnastics for the eyes.
Gymnastics for the eyes:
“one to the right, two to the left, three up, four down, and now let’s go around the circle and squeeze them tighter. Now let’s open our eyes and look at the world.”
Invites children to guess riddle:
Chick tweet!
Jump to the grains!
Peck, don't be shy
Who is this? (sparrow)
Tell the children that the little sparrow flies everywhere. Ask the children, Where is he located?
Before work, he suggests stretching your eyes.
Invite them to close their eyes and place the sparrow on the tree. Children must determine where he is sitting by using words "left, right, above, below" etc.
(The game is repeated 5-6 times.)
During the game, the location of the sparrow should change: on the spruce tree, to the left of the house, under the spruce tree.
Play the game “Where is the right one, where is the left one?”:
The teacher stands facing the children, raises his hand with the toy and asks which hand is the toy in? (the game is played several times)
Working with a card
In front of the children is a number card, two triangles and two circles.
The teacher shows the children the number 1 and asks them to put it on the top "shelf" cards so many triangles - "Christmas tree".
After completing the task, he asks how many Christmas trees they took and why.
Then the teacher invites the children to put the same number of circles on the bottom shelf - "bumps".
What can you say about the figures? How many are there? Which figure is higher and which is lower?
(Try to achieve different answers to the questions posed questions(equally, equally, as many, one at a time, as much, etc.).
Finger gymnastics:
“One, two, three, four, five, the fingers came out for a walk.
One, two, three, four, five fingers hid again."
Invite the children to put another Christmas tree on top,
* How many Christmas trees are there at the top? Tell me where there are two objects and where there is one object.
* What can we say now about the Christmas trees at the top and the cones at the bottom?
And how can we make sure that there are equal numbers of them - two each?
*Outside small group lessons children can play "Paired pictures".
Phys. just a minute:
“We walked, walked, walked, found the hedgehog, bent down, picked it up, and continued on our way.”
"Paired pictures"
The players are given cards with pictures that depict one or two objects. Duplicate pictures lie in the middle of the table.
Children place the cards in front of them and take turns opening the cards lying in the middle of the table. Finding a picture that pairs with the one he has, he puts both cards aside.
The game continues until all children have added pairs of pictures.
3) Final part
Summing up: what did we do? (played games, counted, guessed where the sparrow was).
What words did we use today? (bottom, top, right, left, under, above)
Publications on the topic:
Formation of elementary mathematical concepts on the topic "Orientation in space." Goals: Learn to find an object in space by identifying.
Topic: “Orientation in space” Educational area: cognitive development Integration of educational areas: social and communicative.
Abstract of the GCD “Orientation in space and on a plane” in the preparatory group Abstract of GCD "Spatial orientation in space and on a plane" in preparatory group"Vovochka in Far Far Away Kingdom"Dear.
Summary of GCD in the junior group “Orientation in space” Summary of GCD in younger group“Orientation in space” Teacher of GBOU School No. 1394 Oksana Vladimirovna Gerasimova. Goal: exercise.
Abstract of OOD in mathematics in the middle group “Orientation in time” Abstract of OOD in mathematics in the middle group "Orientation in time" Tasks: Clarification of acquired knowledge, ideas, skills that.
Lesson summary: “Orientation in space” Goal: To develop children’s ability to navigate in space, consolidate knowledge about geometric shapes ah: Help master the ability to count through.
Summary of the lesson on FEMP in the middle group “Orientation in space” Topic: Orientation in space. Objectives: To train children in correctly indicating the position of objects in relation to themselves; develop.
Summary of the lesson on FEMP in the middle group “Orientation in space. Orientation in time" Municipal budget preschool educational institution, kindergarten No. 30 “Yolochka”. Lesson notes on FEMP in the middle group.
A series of notes on the formation of elementary mathematical concepts
In the middle group, the child must learn to determine where this or that object is located in relation to him, above, below, in front, behind, left, right. The basis for distinguishing spatial directions is the differentiation of body parts, the identification of sides on oneself. At first school year find out to what extent children are able to navigate themselves, and consolidate this skill
Much attention are given exercises in distinguishing the left and right hands, since orientation in the left and right is given to children of this age with known difficulty; reinforce the ability to point with your hand (with a flag and a stick) forward, backward, up, down, left, right.
Determining the spatial location of objects relative to oneself. Having taught children to orient themselves, to indicate directions forward, backward, etc., you can move on to exercises in determining the location of objects from themselves (in front, in front, behind, behind, left, to the right, above, below). First, children are asked to determine the location only 2 toys or things located in opposite directions from them: in front - behind, right to left. Later, the number of objects is increased to 4. The objects are first placed at a short distance from the child. Gradually increase the distance
After the child determines the location of objects, it is useful to invite him to turn left or right (90°), and later - around (180°). In the future, this will allow children to understand the relativity in determining the location of objects from themselves. The child turned to the left, and Cheburashka is now sitting in front of him (in front), and not a tear away from him. The most effective exercises involve movement and movement of children.
Exercises in determining the spatial arrangement of objects are carried out both in class and in Everyday life. Great importance give use didactic games: “Guess what is where”, “Who left and where did he stand?” and etc.
Learning to move around in the indicated direction. After children acquire the ability to distinguish and name the main spatial directions, they are taught to move in the indicated direction. To do this, it is advisable to first use the game “Where will you go, what will you find?” . Its purpose is to train children in effectively distinguishing and designating the main spatial directions.
Organization of the environment. In the absence of children, the teacher hides toys in different places rooms, taking into account the expected location of the child (in front, behind, left, right). For example, he hides a bear behind a screen in front, and places a matryoshka doll on the shelf behind him, etc. He explains the task: “Today you will learn how to find hidden toys.” Calling the child, he says: “If you go forward, you will find a bear, if you go back, you will find a nesting doll.” Where do you want to go and what will you find there? The child must choose a direction, name it and go in that direction. Having found a toy, he says which toy and where he found it. (“I went back and found a nesting doll on the shelf.”)
Note. At first, the child is asked to choose a direction only from 2 paired directions offered to him (forward - back, left - right), and later - from 4. The number of toys located on each side is gradually increased. The task can be offered to 2 children at the same time.
Formation of ideas “closer”, “further”, “close”, “far”. Children receive ideas of “closer”, “further”, “near”, “far” by performing certain actions with toys and objects. “Whose ball rolled further? Who threw the snowball further? - such questions attract children's attention to distance. They gradually learn the meaning of the words closer, further, close, far.
Several classes are held special exercises, allowing you to clarify these representations (see lessons 19-21).
Development of orientation on a sheet of paper, on a table surface. In the middle group, much attention in mathematics classes is paid to developing children's orientation on the sheet
paper, on the plane of the table. From the first lessons, they are asked to find the top and bottom stripes of a counting card, arrange a certain number of objects at the top and bottom or left and right.
Special exercises are carried out to teach children to determine and indicate the spatial arrangement of geometric shapes on the table, and to recreate the arrangement. Examine the sample in a certain order. First, children name the figure located in the center (middle), and then above and below or to the left and right of it; in the appropriate order they reproduce the pattern. Tables are used that depict 3 to 5 geometric figures. Exercises are carried out both frontally and with subgroups of children.
To consolidate the ability to navigate on a plane, determine mutual arrangement pictures on the left, right or in the middle, at the top and bottom, games like “Paired Pictures” are used. The child must first describe how the 3 toys are located on the card, and then find the pair.
Using life situations to develop spatial orientation. To develop orientation in space, along with special exercises, a variety of life situations. Orientation in spatial directions is an indispensable component of any practical action.
Great opportunities for appropriate exercises are provided by physical education and music lessons, morning exercises and outdoor games.
Clear orientation in space determines correct execution motor exercises. The teacher constantly indicates the direction of movement (action): “Turn left (right), raise your hands up!” And so on.
You should not replace words denoting spatial directions with naming object landmarks (“Turn to the window,” etc.).
L.S. Metlina. Mathematics in kindergarten. M.: Education, 1984.
Training tasks.
Learn to find an object in space, determining its location with the words: “above”, “below”, “on”.
Practice comparing two groups of objects arranged in a row.
Strengthen the ability to use the words “as much”, “as much”, “equally”, classify objects by color, name the image.
Developmental tasks.
Develop cognitive activity.
Develop children's observation skills through play activities.
Methodological techniques.
Game.
Visual (using cards with images of leaves and ladybugs).
Verbal (reminder, instructions, questions, individual answers from children).
Encouragement, lesson analysis.
Preliminary work.
Preparation of handouts.
Introducing counting sticks.
Materials.
For the teacher: a toy mouse.
For children: card with 5 leaves and 5 ladybugs cut out of cardboard, tray, counting sticks: 3 large orange and 3 small blue.
Progress of the lesson
There are counting sticks on the table in front of the children.
Educator. What color are the sticks? (orange and blue). Set the blue sticks aside.
How many blue sticks? (three). Make a triangle out of blue sticks. Place an orange triangle next to it.
Children complete the task independently.
Educator. Guys, look carefully at the triangles. Which triangle is bigger? (orange). Which triangle is smaller? (blue). And why?
Children. Because orange sticks are longer than blue ones.
Educator. That's right, well done. Where is the orange triangle?
Children answer which side the triangle lies on.
Is the small triangle to the left or right of the large one? Now arrange the triangles so that the small triangle lies above the large one. (children complete the task independently).
Educator. Guys, look what we got? (Christmas tree). Right. What color is the triangle at the top? (blue).
Where is the big triangle? (at the bottom). What about the little one? (up).
Educator. Well done. All the guys completed the tasks.
Now listen carefully to the riddle:
Hidden under the floor
Afraid of cats (mouse).
Educator. A mouse came to visit us, she wants to play with you. Close your eyes, and the mouse will hide from you at this time.
The teacher places the mouse under the table, on the closet, etc. The children open their eyes and look for the mouse. Having found it, they say where it was, using the words: “above”, “below”, “on”. The game is repeated 2-3 times.
Well done, the kids found the mouse everywhere. Now take your seats. Listen to another riddle:
Red, small lump,
There are a few dots on the back
Doesn't scream or sing
And a ladybug is crawling on a leaf.
Educator. That's right, it's a ladybug. In front of you on trays are cards with leaves and ladybugs. Show your left hand. (Children show their left hand.) Hold the card with your left hand, and lay out the ladybugs with your right hand. Plant one ladybug on each leaf.
How many ladybugs? (A lot.) How many leaves? (A lot.) What do you think is more: leaves or ladybugs? (The teacher listens to the children and brings them to the conclusion that there are equal numbers of leaves and ladybugs; as many leaves as there are ladybugs.)
Educator. Guys, let's remember what tasks we had today. (After the children’s answers, the teacher gives a positive assessment of the children’s activities.)
You guys are great, you all completed the tasks.
Program JUNIOR GROUP offers to teach children distinguish spatial directions from oneself: in front (forward) - behind (back), left (left) - right (right).
The basis for distinguishing spatial directions serves children clearly distinguish between parts of their body and identify sides on themselves. Thus, the concept of “in front” in children is associated with their face, and “behind” (behind) with their back. Taking this into account, at the beginning of the school year it is important to check whether children know how to orient themselves and whether they know the names of parts of the body and face.
While washing or dressing, the teacher, casually talking with the children, names parts of the body and face: “Wash your nose, ears, chin, rub your forehead,” “Put a scarf on your head,” “Tie a scarf around your neck.” It is important to encourage the children themselves to name parts of the body and face. If children are not well oriented, you can play didactic games “Bathing a doll”, “Putting a doll to sleep”, “Dressing a doll”. It is important that when playing these games, children’s attention is focused not only on the processes of washing and dressing; Emphasis must be placed on distinguishing and naming parts of the body and face. The child is asked to wash the doll’s chest, back, shoulders, etc.
Children at the same time practice distinguishing paired reciprocal directions: top - bottom, front - back, left - right (left - right), since the formation of ideas about one of them is based on the formation of ideas about the other. Especially makes it difficult for babies to distinguish between their right and left hands. Difficulties are eliminated if the teacher constantly connects the name of the hand with the actions it performs, and above all, those that are characteristic of each hand. Kids must name in which hand they hold a spoon, and in which they hold bread, in which hand they have a pencil, a brush, and in which hand they hold the paper.
Exercise in recognizing and naming hands is associated with performing other actions. For example, during music and physical education classes, the teacher asks the children to take a blue flag in their right hand and a green one in their left, or take a long ribbon in their right hand and a short one in their left, and asks the kids to say in which hand they have this or that object.
In the process of learning to distinguish and name the right and left hands pay great attention to developing the ability to determine different sides on myself: head - above, legs - below; right leg, left leg; right ear, left ear, etc. this work held both individually and with small subgroups of children. The teacher asks them to touch their knees with their hands and guess which leg is their right and which is their left. Kids learn that the left leg is on the side where left hand, and the right one is where the right hand is. In a similar way, children guess which cheek is right and which is left. When conducting exercises, you should not seat children opposite each other, in a circle or in corners, because in this case the uniformity in the perception of space is disrupted. All children and the teacher should sit or stand facing the same direction. The duration of the exercises does not exceed 3-5 minutes.
Building on these skills kids, we can start teach them to indicate spatial directions away from themselves: forward, backward, left, right. For example, the teacher asks the children to take flags (or rattles) and stretch their arms to the sides. At some point, the kids’ attention is focused on the fact that the blue flag is in their right hand, and they point to the right side; holding a green flag in their left hand, they point to the left. As instructed by the teacher, children point with flags down, up, left, right. They are taught to lean forward, raise their arms up, lower down, etc. The games “Hide and Seek” and “Where did they throw the ball?” are used. Such exercise games should be repeated 6-8 times, they take approximately 4-5 minutes.
In the younger group, children receive first skills of orientation on the sheet plane. In the classroom, they are taught to place objects on a sheet of paper at the top and bottom, on the top and bottom stripes, on the left and on the right, and to arrange objects in a row in order from left to right.
Showing techniques for depicting objects in drawing classes, the teacher calls direction of hand movement: from top to bottom, from left to right, etc. The children themselves are encouraged to name the direction of action or the location of objects on the plane: “How do you lay out the circles?” (“From left to right.”) “Where are more circles?” ("Below.") "Where is smaller?" ("Up".)
IN THE MIDDLE GROUP the child must learn determine where an object is located in relation to it above, below, in front, behind, left, right. The basis of discrimination spatial directions serves distinguishing body parts, identifying sides on oneself. At the beginning of the school year, they find out to what extent children are able to focus on themselves, and consolidate this skill.
Much attention is paid exercises in distinguishing between left and right hands, since orientation in left and right is given to children of this age with certain difficulty; reinforce the ability to point with a hand (flag, stick) forward, backward, up, down, left, right.
Determining the spatial location of objects relative to oneself.
Having taught children to orient themselves, to indicate directions forward, backward, etc., you can proceed to exercises in determining the location of objects from yourself(in front, in front behind, behind, left, right, above, below). First, children are asked to determine the location of only 2 toys or things that are located in opposite directions from them: in front, behind, right, left. Later, the number of objects is increased to 4. The objects are first placed at a short distance from the child. Gradually the distance is increased.
After the child determines the location of the objects, it is useful to invite him to turn left or right (90°), and later around (180°). In the future, this will allow children to understand the relativity in determining the location of objects from themselves. The child turned to the left, and Cheburashka is now sitting in front of him (in front), and not to his left. The most effective exercises involve movement and movement of children.
Exercises in determining the spatial arrangement of objects carried out as in class and in everyday life. Great importance is attached use of educational games: “Guess what is where”, “Who left and where was he standing?” and etc.
Learning the ability to move in a specified direction.
After children acquire the ability to distinguish and name the main spatial directions, they teach you to move in the indicated direction.
To do this, it is advisable to first use game "Where will you go, what will you find?"
Its purpose- to train children in effectively distinguishing and designating the main spatial directions.
Organization of the environment. In the absence of children, the teacher hides toys in different places in the room, taking into account the child’s expected location (in front, behind, left, right). For example, he hides a bear behind a screen in front, and places a matryoshka doll on the shelf behind him, etc. He explains the task: “Today you will learn how to find hidden toys.” Calling the child, he says: “If you go forward, you will find a bear, if you go back, you will find a nesting doll. Where do you want to go and what will you find there?” The child must choose a direction, name it and go in that direction. Having found a toy, he says which toy and where he found it. (“I went back and found a nesting doll on the shelf.”)
Note. At first, the child is asked to choose a direction only from 2 paired directions offered to him (forward - back, left - right), and later - from 4. The number of toys located on each side is gradually increased. The task can be offered to 2 children at the same time.
Representations of “closer”, “further”, “near”, “far” children receive performing certain actions with toys and objects. "Whose ball rolled further? Who threw the snowball further?" - such questions attract children's attention to distance. They gradually learn the meaning of the words closer, further, close, far. In class conduct several special exercises, allowing you to clarify the presentation data.
