Introducing children to nature, the teacher uses a variety of illustrative and visual materials: didactic paintings, reproductions of art paintings, photographs, transparencies, models, filmstrips, films and television films.
Illustrative and visual material helps to consolidate and clarify children’s ideas obtained through direct perception of natural phenomena. With its help, you can form knowledge about objects and natural phenomena, which this moment or it is impossible to observe in a given area (for example, wild animals or domestic animals of other climatic zones can only be shown in a picture).
Illustrative and visual material allows children to get an idea of long-term natural phenomena (for example, the growth and development of plants and animals, seasonal natural phenomena). With the help of illustrative and visual material, it is possible to successfully generalize and systematize children’s knowledge. A special role here should be given to demonstrating models, with the help of which it becomes possible to deepen children’s knowledge, help them understand the essence of the phenomenon, establish connections and relationships.
Illustrative and visual material is of great importance in the formation aesthetic perception nature, in enriching aesthetic impressions and feelings. These problems are successfully solved by examining reproductions of art paintings and watching films.
Requirements for illustrative and visual material. When selecting illustrative and visual material for working with children, it is necessary to take into account a number of requirements, the main of which are the realism of the depicted objects, natural phenomena, and the clarity of the artist’s plan. No less important is the artistic expressiveness of the material, presented in unity with the cognitive content.
It is also necessary to take into account the age-related perception capabilities of children. Thus, when developing knowledge about the seasons for children, it is better to use plot pictures that depict not only the state of nature, but also children in clothes appropriate to the season, their participation in games and work. This makes the task easier (to determine what time of year is depicted in the picture), as it allows the child to rely on his own experience. Recognizing the seasons from landscape paintings is difficult for children, especially if paintings depicting spring and autumn are offered.
Animals and plants in paintings should be shown close-up, in natural conditions. It is preferable if the filmstrip or film is based on a simple plot that shows nature in a lively and imaginative form.
Technique for viewing paintings. When introducing children to nature, subject, plot and artistic pictures are used. Pictures help to examine in detail, carefully this or that natural phenomenon, to focus more closely on those phenomena that in natural conditions often go out of sight due to their variability and dynamism.
The pictures are used by the teacher in all age groups. IN younger group they help clarify and concretize children’s ideas obtained during observations and consolidate them. So, after observing sparrows on a walk, the teacher examines the corresponding illustration with the children, asks them to repeat the names of the birds, tell what color and size they are, and indicate some parts of the body (head, wings, legs). The teacher helps the students remember where they saw sparrows and what the birds were doing. It encourages you to repeat some of the movements of the birds: “flapping their wings”, “pecking at crumbs”.
Subject and subject pictures help to consolidate and clarify children’s ideas about what they have previously seen, as well as provide new knowledge about what is impossible to see directly.
Examination of pictures with students can be used if you need to generalize knowledge about an object or a natural phenomenon and bring it into a system. As they look at it, the teacher asks the children questions to help them comprehend the depicted phenomenon and make connections on their own.
In older preschool age, in addition to the purposes indicated above, viewing paintings is used to form in children elementary concepts about nature: groups of animals, plants, seasons, etc. In this case, the teacher selects a series of paintings that reflect what is essential in a particular phenomenon. Invites children to consider each picture separately, and then compare them according to the identified significant features. Comparing natural phenomena from pictures, children, with the help of a teacher, identify common, identical features in the phenomenon and make generalizations. So, for example, when forming the concept of “animals,” the teacher prepares pictures with images of animals of different systematic groups: animals, birds, fish, insects, amphibians, etc. Looking at each of the pictures with the children, he draws their attention to those common to all animal traits that allow us to combine them into one group - animals. To this end, he asks questions like this: who is this? Where does he live? How does he move? How does it get food? How does one escape from enemies? What one word can be used to name animals, birds, fish? What conditions are necessary for animals to live in nature? Can animals live without some condition? Why? Etc.
Examination of paintings should be carried out repeatedly, since it is necessary to ensure the perception of both individual details of the painting and the image as a whole. Artistic paintings - landscapes, still lifes - are necessary for the development of aesthetic perception and feelings in children. They are widely used in older preschool age.
Educational screen as a method of introducing nature. Transparencies, filmstrips, films and television films make it possible to expand the volume of scientific knowledge about nature, organize active cognitive activity of children, increase interest, and therefore ensure more successful acquisition of knowledge. Educational films help to show preschoolers nature in natural conditions, the variety of relationships between living organisms and the environment, the active activity of animals, the growth and development of plants and animals. Audiovisual means of introducing children to nature also influence the formation of elements of a materialistic worldview, as they show nature in development, and its objects in connections and relationships.
In kindergarten classes, various screen media can be used to form knowledge about nature: films, film fragments, filmstrips, series of slides, television programs, videos. The teacher, preparing for classes using the educational screen, first of all gets acquainted with the content of films and films about nature for preschool and younger children school age. It is necessary to know well the content of a film or film fragment for targeted guidance cognitive activity children.
Movies have a tremendous emotional impact on children, arousing interest in nature and involuntary attention. However, with involuntary attention, the content of the film is absorbed superficially and is not always correctly comprehended. To maintain sustained attention throughout the entire film presentation and correctly assimilate the content, you need special work teacher
Depending on the content of the film and the degree of preparedness of children to perceive it, conversations are held with the help of which the teacher reveals their knowledge. He then conducts excursions, organizes book readings and talks on the content of the film. Immediately before showing the film, the teacher conducts an orientation conversation, during which he draws the children’s attention to those moments of the film that need to be remembered. Sustained attention while watching a film will be ensured by a clearly stated goal and clear questions. The teacher should also warn children about subsequent work after watching the film.
After the first viewing of a film, it is of great importance to check the correctness of its perception. The teacher, with the help of questions, directs the children's attention to the most significant points of the content. Children experience satisfaction if they are convinced that the film’s perception is correct, and dissatisfaction if the content of the film was not understood. When watching it again, they try to be more attentive.
Control is also carried out after the secondary perception of the film. For this purpose, a conversation and drawing on a relevant topic can be organized. At the end of all the work, a final conversation is held in which the children’s knowledge is systematized and generalized.
Narrative and narrative films, films and television films are used in all age groups, but in preschool age it is recommended to show unvoiced films. The teacher's story accompanying the image is compiled taking into account the peculiarities of perception of the children of his group. In addition, in this case the teacher has the opportunity to return to any frame and comment on it again. Only gradually, having accustomed children to watching unsounded films, can they move on to showing sound ones.
Transparencies are a series of individual frames dedicated to a specific topic. In terms of the static nature of the image, they resemble didactic paintings. The order of showing frames in a series of transparencies is determined by the teacher. This order depends on the feeding logic educational material. The main purpose of transparencies is to illustrate the story, the teacher’s explanation. But they can also be used to generalize knowledge.
It is recommended to use transparencies starting from the youngest preschool age. Demonstrating them has many advantages: the screen produces an enlarged image that is well perceived by all children; preparing transparencies takes little time; personnel changes are carried out as needed (if the children have mastered the material); It is possible to return to the previous frame.
Filmstrips are tapes of several dozen frames arranged in a certain sequence and interconnected by text. Filmstrips contain a specific plot or consistently cover the content of a topic. Filmstrip frames are provided with subtitles.
Filmstrips about nature are widely used in working with preschoolers, helping the teacher solve many problems: consolidate and expand ideas about the known, introduce new phenomena, systematize and generalize knowledge.
Filmstrips are used in all groups kindergarten, beginning with younger age. At the same time, when demonstrating a filmstrip to children, you should not always use the existing text (subtitles). The text for the filmstrip can be adapted by the teacher in relation to the perception of children of this group. At the discretion of the teacher, depending on the goal, some information can be omitted or, on the contrary, expanded. The method of showing filmstrips is similar to the method of showing films.
Demonstration of models. Models are material substitutes for real objects, natural phenomena, reflecting their characteristics, structure, relationships between structural parts or between individual components.
Demonstration of models in teaching occupies a special place, as it helps, better than other means of visualization, to abstract the essential features of objects, connections and relationships of varying degrees of complexity, and therefore to more fully understand the phenomenon. By demonstrating models, children’s knowledge about nature is successfully generalized and systematized.
In preschool age, when introducing children to nature, they use different types models.
1. Subject models reproduce the structure and features, internal and external relationships of real objects and phenomena. These include various objects and structures. An example of such a model is an aquarium that simulates an ecosystem in miniature (the biome of a reservoir). The simplest object model is a wind-up toy goldfish, with the help of which you can form in children an idea of appearance and fish movement.
2. Subject-schematic models. In them, essential features, connections and relationships are presented in the form of mock-up objects. For example, strips of paper different shades green can be used to abstract the color of plant leaves; images of geometric shapes on a card - when abstracting and replacing the shape of leaves; strips of paper of different textures (smooth, bumpy, rough) - when abstracting and replacing the nature of the surface of plant parts - leaves, stems, etc. (These models were developed by N. I. Vetrova.) The layout model recommends using S. N. Nikolaeva for children to learn the concept of “mimicry” as a manifestation of one of the methods of protection from enemies. This is a sheet of cardboard, painted in two colors. By overlaying colored images of various geometric shapes on it, children are drawn to the fact that if the color of the field and the geometric shape match, it becomes invisible. This model helps children understand the meaning of the protective colors of animals.
3. Graphic models (graphs, diagrams, etc.) convey in general (conditionally) the characteristics, connections and relationships of natural phenomena. An example of such a model could be a weather calendar, a table for recording the length of the day, etc. For example, when forming the concept of “fish” in senior group a model is used that reflects the essential, visually perceptible features of this systematic group of animals: habitat, body shape, body cover, gill breathing, the peculiar structure of the limbs (fins), in which the adaptation of fish to the aquatic environment is manifested (Fig. 10) .
A model as a type of clarity can be used in all age groups when it is necessary to highlight essential features and connections in natural objects and phenomena. Demonstration of the model is used subject to the preliminary familiarization of children with nature using other methods that provide vivid ideas about the signs, properties, connections and relationships of its objects. Looking at the model is only part of the lesson.
The introduction of the model requires a certain sequence. First, it is necessary to study the model itself and only then use it to understand natural phenomena. There should be no special classes to study the model. It is recommended to begin introducing the model during classes on viewing living and inanimate nature. In the first part of such a lesson, the teacher organizes an examination of a plant or animal, teaches children observational actions, with the help of which various signs of natural objects are abstracted: color, size, shape, nature of the surface, number of parts, spatial arrangement, etc.
Next, one or another model of sensory features is considered (model of color, shape, quantity, etc.). For demonstration, the teacher prepares large-sized models. In the first lessons, children should be shown models of 1-2 features, and after the meaning of replacing the features of real objects is understood by the children, the entire necessary group of selected features can be represented in the model.
To master the principle of modeling, the use of a model to describe a new object is of certain importance. In this case, the teacher gives the children the task: “Tell me about the new plant (or animal) in detail, what it is like. And so as not to forget about anything, look at this model.”
It is also useful to use demonstrations of models in the process of comparing objects and finding signs of their differences and similarities.
The next stage in demonstrating models is the abstraction of essential features of natural objects that are significant for activity. For example, to establish the water needs of plants, the teacher organizes with the children an experiment with germinating bean seeds, placing them in two saucers. In one of them the seeds are soaked, in the other they remain dry. The schematic model identifies the relationship between the condition of seeds and the presence or absence of moisture. The teacher conventionally depicts two saucers with seeds, and above them there are two signs: a blue circle, indicating the presence of moisture in one of the saucers, and an empty circle, indicating its absence. A few days later, when the seeds sprout in one of the saucers, their new state is reflected in the diagram: sprouts are drawn on the image of the seeds. This model diagram helps to visually associate the appearance of sprouts with a blue circle, indicating the presence of moisture.
Demonstration of models is also used for generalizations, and on this basis - for systematization of children’s knowledge. Thus, when forming the concept of “birds,” the model helps to isolate and understand the common characteristics of this class of animals: habitat, body shape, cover, the presence of limbs for movement on the ground and in the air, method of movement. The teacher demonstrates the model during a conversation about birds. The first part of the conversation involves looking at the birds from the pictures and comparing them, as well as discussing questions about the lifestyle of some of them. The second part involves finding features common to all birds and demonstrating them in the model, and the third involves generalization. For this purpose, the teacher shows the children pictures depicting birds and some insects unknown to them and asks them to prove, based on the model, that the animal belongs to a certain class.
Demonstration of models allows the teacher to teach the child to identify the essential features and components of observed natural phenomena, establish connections between them, and therefore provides a deeper understanding of the facts and phenomena of the surrounding reality.
Thus, visual methods - observation, examination of illustrative and visual material, educational screen - contribute to the formation in children of clear, complete ideas about the world around them, the development of perception, visual-effective and visual-figurative thinking and speech, play and work activity.
The assimilation of “living” knowledge evokes an emotional response in children, which is important for the formation of a caring attitude towards nature.
illustrative and visual material in different age groups. 5. Develop models for use in teaching children about nature.
When teaching preschoolers in kindergartens, visibility plays an important role. Children at this age have developed visual-figurative thinking; it is easier for them to perceive information through actions with objects, feeling and learning objects. Therefore, in the classroom the teacher uses a lot of demonstration material, diagrams, paintings, illustrations for fairy tales, and teaching aids. Innovative computer technologies are widely used. Handouts are laid out on the tables for the children, which the kids can pick up, examine, touch, feel. This helps to learn the properties of objects and perform tasks assigned by the teacher.
Production of manuals
Nowadays, many interesting and bright materials are published for kindergartens. All this is purchased by kindergartens and teachers. But each teacher brings his own vision, imagination, and creativity to his work. Therefore, the teacher creates most of the teaching aids with his own hands.
To make the demonstration material for kindergarten beautiful and practical, the following materials are used: bright colored paper, pictures on the topic printed on a color printer, self-adhesive colored wallpaper, thick cardboard, paints, crayons, fabric material, etc. In order for the manuals to last longer, the finished picture is laminated.
Getting to know nature
When planning a lesson, the teacher thinks in advance what demonstration material will be needed to master a given topic, searches the Internet for the necessary images and prints the required element. For example, when studying spring flowers in class, you can show slides on TV or a computer with photographs, print or draw the structure of a plant: root, stem, leaves, flower, fruit.
Children will be interested in playing the game “Collect a plant”. For example, a picture of a tulip is cut into several parts, and the child assembles the plant in the correct order, repeating its components along the way.
Learning mathematics in kindergarten
In teaching preschoolers the basics of mathematics in kindergarten, knowledge is given in the following sections: geometric figures, quantitative and ordinal counting, orientation in space and time, the size of objects, dividing a whole into parts, solving and composing problems, studying numbers. Let's consider demonstration material in mathematics that can be used when studying these sections.
Requirements for the selection of visual aids for preschool children
The principle of visibility is a fundamental principle of didactics.
The need for this principle is explained by the concrete thinking of a preschooler.
For the first time in pedagogy, the theoretical justification for this principle was given by Ya.A. Comenius in
HUP c. The principle of visibility was further developed and justified in the works
K.D. Ushinsky. He developed a number of methods and techniques for working with visual
benefits.
The principle of visibility says: everything that is possible is necessary.
show the child objects, pictures, visual examples.
explained by the fact that the leading forms of thinking in this
age are visually effective and visually
figurative. Conceptual form of thinking in preschool
age manifests itself only in the simplest forms (visually
schematic thinking). Therefore, visual explanations are always more accessible.
This
explain
And
Used in kindergarten different kinds visibility:
natural (real objects, plants, animals),
picture and picture-dynamic (photos, drawings, paintings, filmstrips, etc.),
three-dimensional visibility (models, dummies),
audiovisual (movies, videos),
graphic (diagrams, drawings),
experimental (elementary experiments).
Visualization requirements:
must realistically reflect the surrounding reality,
correspond to the level of development of children,
be highly artistic in content and design.
Can
visual material is conditional
All
divide by
two
type: demonstration and distribution.
The demonstration one differs from the dispensing one in size and purpose.
Demonstration material is larger in size, and handout material is smaller.
The significance of the demonstration visual material is that with its
with help, you can make the learning process interesting, accessible and understandable to children, with
create conditions, sensory support for the development of cognitive interests and abilities.
The importance of handout visual material lies primarily in the fact that
that it makes it possible to make the learning process effective, to include
child directly into practical activities.
Visual aids can be real objects and phenomena of the environment.
reality, toys, geometric shapes, cards with images
mathematical symbols, objects, phenomena, etc.; verbal is widely used
Prepared by teacher-speech therapist Menshikova A.N.
visibility - figurative description of an object, phenomena of the surrounding world, artistic
works, oral folk art, etc.
Prevention of visual fatigue, success in solving visual problems in
during the course educational activities is largely ensured
compliance with visibility requirements. At every age, quality
perception of clarity largely depends on the quality of the presented stimulus
material. How younger child, the more relevant for his perception is the selection and
identification of single, clearly visible and close-range objects
objects.
For children under 3 years old, pictures must be selected taking into account the following requirements:
subject images with clearly defined contours, uniform background,
the absence of noise, the presence of sufficient contrast between the background and
object, the most simple form of image without an abundance of unimportant
details. The size of the object image for close-up perception is at least 5 cm. When
When working at a distance, the size of the object increases significantly, and children should be away from
of the object in question at a distance of 0.5 1 m.
Selecting objects to look at for children 3 5
The teacher should pay attention to the size and clarity
subject image. Contour of the subject image
should be clear enough, the color scheme should
characterized by brightness and saturation. Getting more complicated
requirements for compositional construction: image
several objects in the foreground and background. Subject picture for
close viewing must be at least 1015 cm, it is necessary to use
stands, remember that when viewing the object should be away from your eyes
at a distance of at least 3035 cm. After prolonged viewing of the painting close
We definitely turn our gaze into the distance. Compliance with this rule ensures the removal
accommodative stress and prevention of myopia.
By the age of 6, the quality of perception and the ability to distinguish
and localize the contour of an object against a background of many details. Looking at pictures is not
acts at this age as intense visual work. Child
acquires the ability for a more subtle analysis of the image at different
distance from the eyes. You can choose different visual materials with problematic
plot. But even at this age, alternating visual work near and far is important.
years
details in
Prepared by teacher-speech therapist Menshikova A.N.
1. . 3
2. . 5
3. 7
4. .. 9
Bibliography.. 11
1. The importance of visualization in teaching children the elements of mathematics
In the theory of learning, a special place is given to learning tools and their influence on the result of this process.
The means of teaching are understood as: sets of objects, phenomena (V.E. Gmurman, F.F. Korolev), signs (models), actions (P.R. Atutov, I.S. Yakimanskaya), as well as the word (G.S. Kasyuk, A.R. Luria, M.N. Skatkin, etc.), participating directly in the educational process and ensuring the assimilation of new knowledge and the development of mental abilities.
We can say that teaching aids are sources of obtaining information; as a rule, they are a set of models of a very different nature.
There are material-object (illustrative) models and ideal (mental) models.
In turn, material-subject models are divided into physical, subject-mathematical (direct and indirect analogies) and spatio-temporal.
Among the ideal ones, a distinction is made between figurative and logical-mathematical models (descriptions, interpretations, analogies).
Scientists M.A. Danilov, I.Ya. Lerner, M.N. Skatkin under means understand “with the help of which the transmission of information is ensured - the word, visibility, practical action.”
Teaching mathematics in kindergarten is based on specific images and ideas.
These specific ideas prepare the foundation for the formation of mathematical concepts on their basis. Without enriching the sensual cognitive experience It is impossible to fully possess mathematical knowledge and skills.
Making learning visual means not only creating visual images, but also involving the child directly in practical activities. In classin mathematics, in kindergarten, the teacher, depending on the didactic tasks, uses a variety of visual aids. For example, to teach counting, you can offer children real (balls, dolls, chestnuts) or fictitious (sticks, circles, cubes) objects. Moreover, objects can be different in color, shape, size.
Based on a comparison of different specific sets, the child draws a conclusion about their number, in this case the visual analyzer plays the main role.
Another time, these same counting operations can be performed activating the auditory analyzer: offering to count the number of claps, beats on a tambourine, etc. You can count based on tactile and motor sensations.
The principle of visual teaching is based on the real ideas of students.
This is one of the most well-known and intuitive principles of learning, used since ancient times. A logical justification for this principle was obtained relatively recently: human sensory organs have different sensitivity to external stimuli; in the vast majority of people, the organs of vision have the greatest sensitivity.
Thus, having examined the historical development of the principle of visibility, we can come to the conclusion that such teachers as Komensky Ya.A., Ushinsky K.D., Pestalozzi I.G. made a great contribution to the theoretical development and application of the principle of visibility. and etc.
Comenius believed that the principle of visual teaching presupposes, first of all, that students acquire knowledge through direct observations of objects and phenomena, through their sensory perception. Comenius considers visibility to be the golden rule of learning.
Ushinsky contributed a lot of valuable things to the theoretical development and application of the principle of visibility: he gave a materialist justification for the principle of visibility.
He gave visibility its place in the learning process; he saw in it one of the conditions that ensures that students receive complete knowledge and develop their logical thinking.
Pestalozzi reveals the essence of the principle of visibility more widely than his predecessors. He fills it with new content, considering visibility as the foundation for implementation comprehensive development child. It should be noted that modern principles of didactics determine the requirements for all components of the educational process - the logic of learning, goals and objectives, the formation of content, the choice of forms and methods, stimulation and analysis of achieved results. Having studied the material, we can conclude that visibility in didactics is one of the most well-known and intuitively understood teaching principles, used since ancient times. A logical justification for this principle was obtained relatively recently: human sensory organs have different sensitivity to external stimuli; in the vast majority of people, the organs of vision have the greatest sensitivity.
2. Types of visual material used in work on the development of elementary mathematical representations in preschoolers
Visual aids can be real objects and phenomena of the surrounding reality, toys, geometric shapes, cards depicting mathematical symbols - numbers, signs, actions.
When working with children, various geometric shapes are used, as well as cards with numbers and signs.
Verbal clarity is widely used - a figurative description of an object, a phenomenon of the surrounding world, works of art, oral folk art, etc.
The nature of visualization, its quantity and place in the educational process depend on the purpose and objectives of learning, on the level of children’s acquisition of knowledge and skills, on the place and ratio of the concrete and abstract at different stages of knowledge acquisition. Thus, when forming children’s initial ideas about counting, a variety of concrete sets are widely used as visual material, and their diversity is very significant (a variety of objects, their images, sounds, movements). The teacher draws the children's attention to the fact that a set consists of individual elements; it can be divided into parts (under a set). Children practically work with sets and gradually learn the main property of sets through visual comparison - quantity.
Visual material helps children understand that any set consists of separate groups and objects. Which can be in the same or not the same quantitative ratio, and this prepares them for mastering counting with the help of words - numerals. At the same time, children learn to arrange objects with their right hand from left to right.
Gradually, mastering the counting of sets consisting of different objects, children begin to understand that number does not depend either on the size of objects or on the nature of their placement. Practice visual quantitative comparisons sets, children in practice understand the relationship between adjacent numbers (4<5, а 5>4), and learn to establish equality.
At the next stage of trainingconcrete sets are replaced by “Number figures”, “Number ladder”, etc.
Used as visual material story pictures, drawings.
Thus, examining artistic paintings makes it possible to realize, highlight, clarify temporal and spatial relationships, characteristics size, shape of surrounding objects.
At the end of the third - the beginning fourth life the child is able to perceive sets represented with the help of symbols, signs (squares, circles, etc.).
The use of signs (symbolic clarity) makes it possible to highlight essential features, connections and relationships in a certain sensory-visual form.
Application aids are used (a table with replaceable parts that are fixed on a vertical or inclined plane, for example using magnets).
This form of visibility enables children to actively participate in making appliques, makes training sessions more interesting and productive.
Benefits - applications are dynamic, they provide the opportunity to vary and diversify models.
Visual aids also include technical teaching aids. The use of technical means makes it possible to more fully realize the teacher’s capabilities and use ready-made graphic or printed materials.
Teachers can make visual material themselves, and also involve children in this (especially when making visual handouts).
Natural materials (chestnuts, acorns, pebbles) are often used as counting materials.
3. Pedagogical requirements for visual material and its use at different stages of teaching preschoolers elementary mathematical concepts
Visual material must meet certain requirements:
Objects for counting and their images should be known to children; they are taken from the surrounding life;
To teach children to compare quantities in different aggregates, it is necessary to diversify didactic material that could be perceived by different senses (hearing, visual, touch);
Visual material should be dynamic and sufficiently
quantity; meet hygienic, pedagogical and aesthetic
requirements.
Special requirements are imposed on the method of using visual material.
When preparing for a lesson, the teacher carefully considers when (in what part of the lesson), in what activity and how this visual material will be used.
It is necessary to dose visual material correctly. Both insufficient use and excess use of it have a negative impact on learning outcomes.
Visualization should not be used only to stimulate attention.
This is too narrow a goal. Needs deeper analysis didactic tasks and select visual material in accordance with them.
So, if children receive initial ideas about one or another properties, characteristics of an object, one can limit oneself a small amount of funds.
In the younger group, children are introduced to the fact that a set consists of individual elements; the teacher demonstrates many rings on a tray.
When introducing children, for example, to a new geometric figure - a triangle - the teacher demonstrates triangles of different colors, sizes and shapes (equilateral, scalene, isosceles, rectangular). Without such diversity, it is impossible to identify the essential features of a figure - the number of sides and angles; it is impossible to generalize and abstract. To show the children various connections, relationships, it is necessary to combine several types and forms visibility. For example, when studying the quantitative composition of a number from units use various toys, geometric shapes, tables and other types of visualization in one lesson.
There are different ways to use visuals in the educational process - demonstration, illustrative and effective. The demonstration method (use of clarity) is characterized by the fact that first the teacher shows, for example geometric figure and then together with the children examines her. The illustrative method involves the use of visual material to illustrate and concretize information by the teacher. For example, when introducing the division of a whole into parts, the teacher leads children to the need for this process, and then practically performs the division. For effective way use of visual material The connection between the teacher’s words and action is characteristic. Examples of this could be be teaching children to directly compare sets by superimposing and applying, or teaching children to measure, when the teacher tells and shows how to measure. It is very important to think about the place and order of placement the material used. Demonstrative material is placed in a convenient place for use. place, in a certain sequence. After using visual material, it must be removed so that children’s attention is not distracted.
4. Selection of visual aids for work on the development of elementary mathematical concepts in children of a specific age group
Older preschool group, compared to the average preschool age, is distinguished by the expansion of the types of visual aids and some changes in their nature.
Toys and things continue to be used as illustrative material. But now a big place is occupied by working with pictures, color and silhouette images of objects, and the drawings of objects can be schematic.
From the middle school year The simplest schemes are introduced, for example, “numeric figures”, “numerical ladder”, “path diagram” (pictures on which images of objects are placed in a certain sequence).
“Substitutes” of real objects begin to serve as visual support. The teacher represents objects that are currently missing with models of geometric shapes.
For example, children guess who was more on the tram: boys or girls, if boys are indicated by large triangles and girls by small ones. Experience shows that children easily accept such abstract clarity. Visualization activates children and serves as support random memory, therefore, in some cases, phenomena that do not have a visual form are modeled.
For example, the days of the week are conventionally indicated by multi-colored chips. This helps children establish ordinal relationships between the days of the week and remember their sequence.
Bibliography
1. Beloshistaya A.V. Formation and development mathematical abilities preschoolers. - M.: VLADOS, 2003.- 400 p.
2. Erofeeva T.I., Novikova L.N. Mathematics for preschoolers: Book. for a kindergarten teacher. - M.: Education, 1992 - 191 p.
3. Petrova I.A. Training, education and development of preschool children: A manual for teachers. M.: Education, 1990. - 280 p.
4. Pyshkalo A.M. Methods of teaching mathematics. M.: Education, 1995. - 250 p.
5. Taruntaeva T.V. Development of elementary mathematical concepts in preschool children. - M.: Education, 1998. - 64 p.
6. Shatalova E.V. Pedagogical practice on the theory and methodology of developing mathematical concepts in preschool children: Educational and methodological manual. Belgorod: IPC “POLITERRA”, 2007 .- 75 p.
7. Shcherbakova E.I. Methods of teaching mathematics in kindergarten - M: Academy, 2000 - 272 p.
This page of the online store presents visual aids for kindergarten. Their development was carried out taking into account the recommendations and instructions of child psychologists and teachers. Everything is clear teaching aids take into account the features of the programs and correspond to their content. Thanks to their diversity, colorfulness and attractiveness, they will become excellent assistants for educators. Since kindergarten aids are simple and accessible, they can be used not only in educational institutions, but also at home. Parents can use them for home activities with their children.
Didactic aids are designed to familiarize the child with certain concepts, objects and characteristics. However, then what has been learned should be consolidated and its scope of concepts used should be introduced. This also requires vivid and memorable aids.
In order for a child to better remember the information being studied and assimilate it, it is necessary to attract his attention. This result can only be achieved thanks to high-quality, convenient, bright visual materials. It is visualization that allows you to attract the child’s attention, ensures concentration, which in turn allows him to more easily absorb the material and remember it better. The visual aids affect not only memory. Thanks to the brightness of the images, the child creates analogies that are understandable specifically for him. Thanks to this, a variety of concepts are included in the sphere of use. All this improves the quality of learning.
In the store in wide range presented teaching aids from the series The world in pictures. Vivid and reliable images allow the child not only to remember certain characteristics, but also to create a certain image. Sets are intended for speech development Stories from pictures. Teachers can use the materials Tell your children about... They cover almost every area that a child encounters. These visual materials allow you to tell children about mushrooms, trees, domestic and forest animals, sea creatures and insects, birds, garden berries, fruits and much more. Use the manuals and your story will be supplemented with bright pictures, and the desired image will be created.
In addition to eye-catching pictures, the “Tell Children About...” manuals contain poems and riddles on a given topic, about the subjects being discussed. This is a necessary component for complex perception of information. It receives not only a visual, but also an audio component.
All of these manuals are easy to use, so they can be used by parents for homework. Using visual aids, you can play various educational games. In the future, such activities will have a good impact on the child’s further development and learning. They will provide the necessary knowledge base for a better understanding of school material.
