Additional education club program in the preparatory group “Razvivayka”
Explanatory note
At present, and even more so in the future, mathematics will be needed by a huge number of people in various professions. Mathematics has enormous potential for developing children's thinking as they learn from a very early age. Preschool age is the most favorable period for the intensive development of the physical and mental functions of the child’s body, including mathematical development. The skills and abilities acquired in the preschool period serve as the foundation for acquiring knowledge and developing abilities at an older age - school.
The mathematical development of a child is not only the preschooler’s ability to count and solve arithmetic problems, it is also the development of the ability to see relationships and dependencies in the world around him, to operate with objects, signs, and symbols. Our task is to develop these abilities, to give the little person the opportunity to explore the world at every stage of his growing up. But we must remember that mathematical development is a long and very labor-intensive process for preschoolers, since the formation of basic techniques of logical cognition requires not only high mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality.
Modern requirements for preschool education orient teachers towards developmental education and dictate the need to use new forms of its organization, which would synthesize elements of cognitive, playful, search and educational interaction.
Real direct learning occurs as a specially organized cognitive activity.
Problem-search situations, which are used in real teaching, contribute to the development of mathematical concepts based on heuristic methods, when concepts, properties, connections and dependencies are discovered by the child independently, when the most important patterns are established by him.
Knowledge is not the end in itself of learning. The ultimate goal is to contribute to mental development, quantitative and qualitative positive changes in him, so that he is able to comprehend its laws.
Working in a math circle allows you to introduce a child to playful interaction, enrich her mathematical concepts, and intellectually develop a preschooler.
In math circle classes, joke problems, riddles, tasks for the development of logical thinking, etc. are used more.
The circle's activities contribute to the formation of an active attitude towards one's own cognitive activity, to reason about them, and to objectively evaluate its results.
The basis for developing a work program for the development of elementary mathematical concepts was:
- Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;
- Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard) for preschool education (Approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155);
- Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions (approved by the Resolution of the Chief State Sanitary Doctor of the Russian Federation San PiN 2.4.2.2821 -10).
- The main educational program of preschool education of the MAUDO “Kindergarten No. 8” in Yalutorovsk
- Regulations on the work program.
Program implementation goals:
- caring for the health, emotional well-being and timely comprehensive development of each child;
- creating in groups an atmosphere of humane and friendly attitude towards all students, which allows them to be raised sociable, kind, inquisitive, proactive, striving for independence and creativity;
- maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
- creative organization of the educational process;
- variability in the use of educational material, allowing for the development of creativity in accordance with the interests and inclinations of each child;
Main objectives of the program
- Give children the opportunity to feel the joy of learning, the joy of acquiring new knowledge, and instill a taste for learning.
- To develop in children the habit of being as fully involved in educational activities as possible in the learning process, which is achieved thanks to the interest and positive emotions of the child.
- Instill a love for a specific subject - mathematics.
- Formation of ideas about number and quantity:
- Develop general ideas about sets: the ability to form sets on given grounds, to see the components of a set in which objects differ in certain characteristics.
- Establish relationships between individual parts of a set, as well as the whole set and each part based on counting, pairing objects and connecting objects with arrows.
- Improve quantitative and ordinal counting skills within 10.
- Introduce numbers from 0 to 9.
- To consolidate an understanding of the relationships between numbers in the natural series, the ability to increase and decrease each number by 1.
- Compose and solve simple arithmetic problems involving addition and subtraction; When solving problems, use signs for actions with numbers: plus +, minus -, equal (=).
- Development of ideas about size:
- Divide an object into 2-8 or more equal parts by bending the object, as well as using a conventional measure; correctly designate parts of a whole (half, one part of two (one second), two parts of four, etc.); establish the ratio of the whole and the part, the size of the parts; find parts of a whole and a whole from known parts.
- Give an idea of the weight of objects and how to measure it (grams, kilograms). Compare the weight of objects by weighing them on your palms. Introduce scales.
- Development of ideas about form:
- Refine your knowledge of known geometric figures, their elements (vertices, angles, sides) and some of their properties.
- Arrange by size, classify, group by color, shape, size.
- Recognize figures regardless of their spatial position, depict, arrange on a plane, figures from parts and break them into parts, construct figures using a verbal description and listing their characteristic properties; create thematic compositions from figures according to your own ideas.
- Analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from individual parts using contour patterns, descriptions, and presentation.
- Development of spatial orientation:
- Navigate in a limited area; arrange objects and their images in the indicated direction, reflect their spatial location in speech.
- Understand the simplest graphic information indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on conventional designations (signs and symbols).
- Development of time orientation:
- Use words and concepts in speech: first, then, before, after, earlier, later, at the same time.
Final results of mastering the Program
The planned results of children's mastery of the basic general education program of preschool education describe the integrative qualities of the child that he can acquire as a result of mastering the Program.
By the age of seven, with successful completion of the Program, the next level of development of the child’s integrative qualities is achieved.
- Independently combine different groups of objects that have a common characteristic into a single set and remove its individual parts (part of the objects) from the set. Establish connections and relationships between the whole set and its various parts (parts); find parts of a whole set and the whole from known parts.
- Count to 10 and beyond (quantitative, ordinal counting within 20).
- Name numbers in direct (reverse) order up to 10, starting with any number in the natural series (within 10).
- Correlate the number (0 – 9) and the number of objects.
- Compose and solve one-step problems involving addition and subtraction, use numbers and arithmetic signs (+, -, =).
- Distinguish between quantities; length (width, height), volume (capacity), mass (weight of objects) and methods of measuring them.
- Measure the length of objects, straight line segments, volumes of liquid and bulk substances using conventional measures. Understand the relationship between the magnitude of the measure and the number (the result of the measurement).
- Be able to divide objects (figures) into several equal parts; compare the whole object and its part.
- Distinguish and name: segment, angle, circle (oval), polygons (triangles, quadrangles, pentagons, etc.), ball, cube. Compare them.
- Orientate yourself in the surrounding space and on a plane (sheet, page, table surface, etc.), indicate the relative position and direction of movement of objects; use symbols.
- Be able to determine time relationships (day – week – month); clock time accurate to 1 hour.
- Know the composition of the numbers of the first ten (from individual units) and the composition of the numbers of the first heel from two smaller ones.
- Be able to obtain each number in the first ten by adding one to the previous one and subtracting one from the next one in the series.
- Know coins in denominations of 1, 5, 10 kopecks; 1, 2, 5, 10 rubles.
- Know the name of the current month of the year; sequence of all days of the week, seasons.
The program is designed taking into account the integration of educational areas:
- “Physical development” - children develop orientation in space when performing basic movements: walking, running in different directions, drills, playing outdoor games. Formation of initial ideas about a healthy lifestyle.
- “Social and communicative development”, where the knowledge and skills acquired by children in educational activities are used in play activities. The content of this area is aimed at achieving the goals of forming the foundations for the safety of one’s own life and knowledge about road safety rules.
- “Speech development” - the development of free communication with adults and children, the development of all components of oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children's activities.
- “Cognitive development” - get acquainted with geometric bodies, examine them, sketch them in different positions (front view, side view, top view), orient themselves on a sheet of paper.
- “Artistic and aesthetic development” - develop the ability to compare objects with each other, depict objects, conveying their shape and size.
Methods:
- Verbal teaching method (explanation, conversation, oral presentation, dialogue, story)
- Game method (didactic games, for the development of attention, memory, competition games)
- Practical (performing work on a given topic, according to instructions)
- Visual (using visual materials: pictures, drawings, posters, photographs)
- Display of multimedia materials
List of pupils
mathematical circle "Develop"
- Berdyugin Daniil
- Blinova Milena
- Vlasyuk Kirill
- Gilev Kirill
- Valieva Evelina
- Golubeva Daria
- Denisova Valeria
- Dmitrieva Maria
- Zinkovsky Alexander
- Ivanov Kirill
- Kalinenkova Elizaveta
- Korobeynikova Sofia
- Kuvandikov Karamatullo
- Lysyanov Vladimir
- Malofeeva Sofia
- Malkov Artem
- Novoselova Kristina
- Ostrovsky Artem
- Svinolupova Nikolina
- Sultanova Sofia
- Sedlukha Vadim
- Sennikov Alexander
- Ulyanov Konstantin
- Fadeev Gleb
- Fomintsev Maxim
- Khusnutdinov Almir
- Shorokhova Angelina
- Shriner Ohanes
- Shunkin Kirill
- Shykhjanov Ali-Akbar
The program is designed for 1 year for children 6-7 years old. The group works 4 times a month for 25-30 minutes, a total of 32 lessons per academic year. The majority of the program consists of practical exercises.
Educational and thematic plan
| Month | Subject | Tasks | |
| September | "Color, Shape" | Identifying the simplest ideas in children, the ability to distinguish objects by color and shape. Development of speech, attention, observation. | Game: “Let’s make a pattern” |
| "Size" | Clarifying children's ideas about the size, color, and number of objects. Development of attention, observation, fine motor skills. | Game-application: “Beautiful flags” | |
| “Formation of ideas about the symbolic representation of objects” | Development of speech, inclusion in the active dictionary of the terms: “higher”, “lower”, “thick”, “thin”, “high”, “low”. | Game: "Ending". | |
| "Counting, ordinal numbers" | To identify children’s ideas about ordinal numbers within 10, to teach children to reason, to use numerals in everyday and play activities. Develop activity in children. | Decorative applique: Making images of numbers by tearing paper. Teach children to carefully tear off small pieces of paper, develop fine motor skills, attention, and logical thinking. | |
| October | "Spatial representations" | Develop ideas: “fat”, “thin”, “high”, “low”, “left”, “right”, “to the left”, “to the right”, “between”. Development of attention and speech. | |
| "Counting to 10" | To develop the ability to decompose a complex figure into ones similar to those in the example. Train children in counting shapes up to 10 (We use templates of geometric shapes). | Game: “circle the correct number” | |
| Game: “Merry Men” | Develop spatial concepts, develop the ability to be attentive to reality, and analyze it. Teach children to correlate the image and action of their body to musical accompaniment. | ||
| Intellectual game with beads “Arrange the beads by color” | To consolidate children's knowledge about the materials from which objects are made, to develop fine motor skills and sensory development. | ||
| November | Intellectual game “Close in value” | The game helps preschoolers master speech literacy, the meaning of opposite words, and their use in speech. Development of attention and imagination. Goal: development of logical thinking, attention, imagination, speech, development of the hand, fine motor skills. | |
| Circle, square, rectangle. | Learn to name geometric shapes, name their distinctive features, and find them in the surrounding reality. Develop fine motor skills, attention, memory, creative imagination, and the ability to draw logical conclusions. Train children to complete the teacher’s tasks according to the model and independently. | (Make a figure from counting sticks or string) | |
| Comparison | Strengthen the ability to compare objects by thickness, clarify knowledge about forward and backward counting, and the composition of numbers. Improve your knowledge of geometric shapes. Continue learning to measure using a conventional yardstick. Consolidate all existing knowledge. | ||
| Sensory development | Develop fine motor skills of the hands, consolidate knowledge about achromatic colors and spectral colors. | Didactic games “Black, gray, white”, “Magic colors”, Game with cereals “Disassemble buckwheat and rice” | |
| December | Graphic skills | To develop the ability to find objects shaped like a ball, cube, or parallelepiped in the environment. | Develop the ability to navigate a checkered fox (graphic dictation) |
| Check | Develop counting skills in forward and reverse order. To consolidate ideas about measuring the length and mass of objects, about counting and counting units on a number line. Improve children's ability to break a group of objects into parts according to characteristics and solve arithmetic problems. | ||
| Challenges for ingenuity | Practice counting groups of objects, comparing numbers and determining which of two numbers is greater or less than the other (7 - 9). Develop intelligence, learn to solve problems with ingenuity of geometric content. | ||
| January | Challenges for ingenuity | Repeat ordinal and backward counting with children; train children in solving problems, solving mazes, and solving logical thinking problems; report of items according to a given number; recall with children proverbs and sayings where the numbers 7 and 3 occur. Create a joyful mood in children. | |
| Pyramid, cylinder | To develop the ability to find pyramid- and cylinder-shaped objects in the environment. To consolidate ideas about the composition of the number 10, the relationship between the whole and its parts, addition and subtraction of numbers on a number line. | Develop graphic skills, the ability to orient on a sheet of paper in a box. Graphic dictation: “Kitten” | |
| Visual-mental analysis | Teach children to carry out visual-mental analysis. To form children’s spatial representations, to consolidate the concepts of “first”, “then”, “after”, “this”, “between”, “left”, “right”. | Game: "Let's build a garage." Strengthening the skills of counting circles, squares, triangles. | |
| Sensory development | Development of the ability to compare according to their properties, development of artistic abilities (choice of color, background, location, composition), consolidate knowledge of size, develop fine motor skills | Didactic games “Determine by eye”, “Same or different”, “Which is taller (wider)” Game with counting sticks. “Lay out the object according to the model” | |
| February | Working with albums | Development of the ability to analyze the shape of objects | |
| Measurement methods | Strengthen counting skills, ideas about a number segment, and the relationship between the whole and parts. Exercise children in composing and solving addition and subtraction problems, and in the ability to identify parts in a problem. | ||
| Games - time travel | Strengthen children's knowledge about the days of the week. | Game: "What's first, what's next." | |
| Objects of the immediate environment | Development of arbitrariness (the ability to play by the rules and follow instructions, the ability to identify materials (fabric, metal, plastic, glass, wood, paper) and their properties, careful attitude towards objects of human labor | ||
| March | Count within 10. | Strengthen your understanding of the composition of numbers from 1 to 10. Continue learning shading numbers | |
| Composition of numbers from 1 to 10. | Hatching a number, laying out an image of a number from various objects. | ||
| Classification | Train children in sequential analysis of each group of figures, identifying and generalizing the features characteristic of the figures and each of the groups, comparing them, justifying the solution found. Formation of the concept of negating a certain property using the particle “not”, development of children’s speech. | ||
| "How many things" | We continue to analyze figures according to one or two characteristics, learning to establish patterns in a set of characteristics. Finding differences between one group and another. | Games: “What pieces are missing? ", "Game with one (two, three) hoops." Development of attention, thinking, imagination | |
| April | Formation of addition and subtraction skills. 1. | Fixing the composition of the first ten numbers. | Games: Dispatcher and controller”, “Distribute the numbers into the houses”, “Guess”. Development of logical thinking, speech, attention. |
| Formation of addition and subtraction skills. 2 | Reinforcing subtraction techniques based on knowledge of the composition of a number and adding one of the terms to the sum. | Game: "Running numbers." | |
| Formation of addition and subtraction skills. 3 | Formation of addition and subtraction skills. Composing examples in which the first component is equal to the answer of the previous example. | Game "Chain". Development of attention and observation. | |
| Symbols | Introduce children to the use of symbols to indicate the properties of objects (color, shape, size) Strengthen the understanding of the composition of numbers 8-10, the ability to navigate in a number series. | Games - time travel. Purpose: serve to consolidate children’s knowledge about time, parts of the day, days of the week, seasons, names of months. Game: "What's first, what's next." Consolidating mathematical knowledge and skills through games - travel; | |
| May | Consolidating mathematical knowledge and skills" | — Strengthen the ability to establish a correspondence between the number of objects and numbers; — Strengthen design skills from simple geometric shapes; — Create conditions for logical thinking, intelligence, attention; — Improve forward and backward counting skills; — Strengthen the ability to solve a mathematical riddle; — Strengthen the ability to correctly use signs , = — Strengthen the ability to make numbers from 2 smaller ones; | |
Long-term plan
on interaction
with parents
| № | Form of work | Deadlines |
| 1 | Consultation for parents “Development of children’s mathematical abilities” Individual consultations on the formation of elementary mathematical concepts in children. | September |
| 2 | Selecting and composing riddles using numbers | November |
| 3 | Open event “How Dunno was taught to solve problems” | February |
| 4 | Consultation “Development of logical thinking of preschool children through logical and mathematical games” | April |
Bibliography
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- Mathematics in kindergarten. Workbook for children 6-7 years old V.P. Novikova. Mosaic – synthesis 2016
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