Numbers over the blackboard in kindergarten. Creation of sensory zones as one of the conditions for the prevention and correction of visual impairment and visual perception in preschool children. You need to study numbers with children in several steps.

Counting education, systematized and methodically substantiated by the Federal State Educational Standard (FSES), is included in the system of work with preschoolers in kindergarten. However, the age characteristics of children require particularly careful preparation of visual aids. The most important role is assigned to the counting material. We will consider the types of counting material used in mathematics classes in different age groups, and give advice, as a demonstration and handout, to make it with your own hands.

The validity of the use of visual counting material in kindergarten

In preschool educational institution Children begin to learn counting three years, and this is their main mathematical activity. Learning takes place with an indispensable reliance on visual aids, since the abstract logical operations performed during counting (merging and separating sets, comparing numbers and numbers, comparing sets) are difficult for kids to understand and require “objectification”. Visual counting material is a complex didactic tool aimed at the formation of elementary ideas about the score as part of targeted training.

The famous teacher K.D. Ushinsky said: “Childhood itself requires visualization of education.”

Such benefits are very diverse, and their application in each case depends on:

• specific content educational material(for example, to teach children of the second younger group to distinguish between the concepts of a lot and a little);
• the methods used (more precisely, certain game techniques, for example, illustrations for a fairy tale in which characters learn to count);
• age of children (if in the second junior group there may be cards with pictures of the same animal, then in the older one the pictures depict different animals, that is, the essence of the described phenomenon is becoming more complicated).

Counting in kindergarten is mastered along with other didactic skills and concepts, for example, the study of flowers: distribute the mushrooms in the baskets of the corresponding colors and say which one had more / less of them

Visual material must meet the following requirements:

• scientific (correspond to scientific account data);
• pedagogical (carry educational, developmental, educational load);
• sanitary and hygienic (do not contain harmful substances, do not cause eye strain;
• aesthetic ( beautiful decoration. bright and clear images)

Features of demonstration and handout material for different age groups

Counting material in mathematics, like other visual aids, can be of two types:

• large, that is, a demonstration, which is used by the teacher to explain and show how to act with it (magnetic boards, posters, paintings, etc.);
• small, that is, distributing (cards, lapbooks, etc.), using which all children perform certain tasks at the same time, which allows you to organize independent activities for kids to develop the necessary mathematical skills and abilities.

Visual mathematical material differs in the type of counting activity, which is a priority for a particular age category.

1. Second junior group. To form the concept of singularity and plurality, you can use, for example, puzzle pictures, cubes in which numbers are surrounded by elements with the same number of fruits (vegetables, animals, etc.) or pictures with dots that need to be correlated with the number. By the way, the same material with dots is used further, only there are more numbers.
2. . Children should be able to give an accurate assessment of the totality of objects, in this case, count up to 5. For this, pictures depicting objects and numbers corresponding to their number are actively used, as well as a combination of toys and volumetric figure. For example, to recognize the graphical image of a number, the task can be as follows: help the bunny find the number 3. Put the moth on a flower with five petals.
3. Senior group. Kids count up to 10, they know how to add or subtract one by one. As a visual aid, for example, the game of dominoes, the correlation of a figure with a picture with the same number of objects are used.
4. Preparatory group. Children can compare numbers "more-less", make given numbers from two smaller ones - 5 out of 2 and 3, for example. The demo material is getting more complicated. These can be tasks for comparing the number of objects in pictures, compiling a whole image after sequentially folding numbered cut parts, etc.

universal visual aid are counting sticks: they allow you to demonstrate and work out all types of counting activities.

Thus, the first benefits are aimed at ensuring that children learn to correlate the visual image of a number and the number of objects indicated by it. AT middle group this work is no longer on the “recognition” of the image of a number, but on a quantitative account up to 5. In senior group kids learn to perform elementary addition-subtraction operations, and in preparatory materials tasks are of a comparative nature, since children already know how to correlate quantities indicated by numbers.

At any stage of learning, it is necessary to think over a way to get acquainted with the graphic image of a figure, for example, in the form of creating an application

Types of handout

As already mentioned, benefits can be demonstration and handouts. And there are also those that can be used in both cases (for example, Gyenesh blocks). The teacher chooses the types of handouts depending on the age of the children. So, already in the first junior group, the guys get acquainted with cubes, counting sticks. True, while at the level of evaluation "many-little". Typically, the gradation of the use of types of handouts depends on the age of the children: the younger, the more toys, and the older, the more drawings and diagrams. In general, the following counting aids are actively used in kindergarten:

• Kuizener's sticks (multi-colored parallelepipeds different size made of wood or plastic are used mainly in the second junior and middle groups, when the concept of quantity is introduced);
• Gyenes blocks (a set of geometric shapes of different sizes, which can be used by analogy with Kuizener's sticks, as well as to get acquainted with a rectangle, triangle, circle, square);
• cubes (in the younger group, the concepts of “many-few” are worked out on them);
• pyramids (as a budget, more affordable, version of Kuizener's sticks and Gyenes blocks);
• beads, buttons (in the junior and middle groups);
• pictures, puzzle pictures, cards (for all ages);
• a fan with numbers (for the senior and preparatory groups, in which the guys already clearly associate the number with its graphic image);
• lapbooks, tasks in which can combine all of the above benefits, etc.

Please note that there is no clear age division in the use of counting materials, since their use must be justified from the point of view of the educational goal set. Nevertheless, in the senior and preparatory groups, the emphasis is on cards so that children get used to working with clarity “like at school”.

Photo gallery: examples of handout counting material

The possibilities of counting cubes allow you to use them up to the preparatory group. To master the skill of counting up to 5, it is convenient to use special pyramids Fan with numbers is a manual for school, but can also be used in kindergarten. you can count on sticks completely imperceptibly: for example, laying out figures from them

Lapbook on FEMP "Number and Count"

A lapbook is a folder that contains material on a specific topic. The organization of the material in such a manual consists in the fact that the teacher draws up visibility in the form of mini-books, accordion layouts, boxes with gifts, windows or pockets, etc. In addition, the laptop necessarily includes tasks of a creative nature.

For the formation of elementary mathematical representations (FEMP), lapbooks are also used - the fruits of the teacher's creative approach to the implementation of learning tasks. Benefits are calculated for a specific stage of training. Since initially lapbooks were made by parents to teach their child, then, put on the “methodical flow”, these manuals are now used for individual work, as well as for work in pairs and triplets.

How to make didactic materials for the preparatory group with your own hands

First you need to determine the goals of the lapbook "Number and Count".

1. Strengthen the ability to count to 10.
2. Practice in ordinal and quantitative counting.
3. Develop the skill of comparing numbers with the number of objects.
4. Learn to write numbers.
5. To form the skill of adding, subtracting and comparing numbers within 10.
6. Develop an active vocabulary, logic, memory and thinking.
7. Work on the ability to solve problems independently.
8. Cultivate responsiveness, self-confidence, their abilities.

After the organizational stage, you can proceed directly to manufacturing. This process begins with the preparation necessary materials. Moreover, methodological issues are first developed, and only then a suitable design is selected for them.

A lapbook usually includes:

• pictures with numbers for visual perception of their graphic image;
• cards with numbers and objects (either separately or 2 in 1);
• puzzles (cut numbers or pictures, each piece of which shows a number, etc.);
• pictures with fairy tales, in the names of which there are numbers;
• coloring pages;
• prescription;
• riddles, counting rhymes, etc.

Materials are most conveniently organized into files, which, in turn, are folded into a binder folder. The cover of this framework for the manual should also be brightly designed. But with such packaging, it is troublesome to work with materials: before use, part of the manual will have to be laid out. So you can take advantage of the experience of colleagues and make the pages of the lapbook cardboard, and you can attach files, folding books, and boxes with surprises to these sheets.

Photo gallery: an example of a homemade laptop

For a lapbook, the use of a binder folder is the most durable Cards with dots and numbers can be put in bright envelopes so that the baby is interested in their contents When making such a manual, it is assumed that children can write Laying out the numbers from the elements, children remember the graphic image of numbers, and also train the eye With the help of a laptop, children quickly and easily understand the essence of the comparison. Having solved the example on the garage and on the car, the child must correlate the same answers Children, as a rule, join the game of dominoes with excitement

Individual cards in mathematics for the second junior, middle, senior groups

Learning to count is something that requires maximum concentration and constant practice from the child. The latter are designed to provide individual cards - teaching aids for working on a topic one by one or in mini-groups (2-3 people).

1. In the second junior group, to work out the concept of one-many, for example, a card may be with the image of a steam locomotive. The child receives a stack of wagons and distributes them according to the card. In parallel with this, the adult focuses the attention of the baby on the fact that at first there were no wagons, then one appeared, and then “many”.
2. In the middle group, it is very effective to train counting up to 5 by correlating elements of pictures (for example, dots on the back of ladybug) and the graphic image of the number.
3. In the older group, to work out the count up to 10, you can use tables with dots and small cards with numbers that children must correlate with each other. Or cards with the image of numbers to restore the order of the account. By the way, the skill of writing numbers is trained in the same way.
4. AT preparatory group cards can be graphical examples of addition-subtraction: the child counts the number of objects to the left of the + or - sign and writes the result in the cell provided for this.

For practical reasons, it is better to laminate the cards. Then, even if the kid needs to write something on the assignment (for example, the answer-solution of the example), he will be able to do it with a marker that can be easily wiped off the cellophane.

In order for the numbers to always be in the field of view of children, in the group you can set the folder-slider " funny score". She will introduce the kids to both the numbers and the number of objects in the group.

Photo gallery: examples of individual cards and a picture for a sliding folder

In the younger group, kids learn to evaluate sets by attaching a different number of cars to locomotives In the preparatory group, children perform addition and subtraction in the range from 1 to 10 A toddler in the middle group must count the spots on the back of a ladybug and connect it with the appropriate number simple arithmetic operations ranging from 1 to 10 Bright and beautiful pictures from folders-sliders will attract the attention of the guys and teach you to correlate the number with the number of objects

Pictures for learning to count in the senior and preparatory groups

There are no special differences in the form of pictures, only the tasks, that is, the content, differ.

Photo gallery: individual cards for the senior group

Cards with numbers can be made at home By rearranging the number of balls, the child will learn to count up to 10, as well as sort things according to the “new / old” principle. An individual card may contain a creative task: to mold a number from plasticine. Such houses help children learn the composition of the number

The creation of sensory zones is carried out in order to correct, overcome and smooth out the difficulties of socialization of children with visual impairment (Sekovets L.S., Solntseva L.I., etc.). They should encourage visually impaired children to interact with its various elements, thereby increasing the cognitive activity of each child.

The sensory zone is a system of conditions that ensure the full development of visual perception. It includes a number of basic components necessary for the full cognitive and aesthetic development of children. When organizing a sensory zone in the entire space of the kindergarten, it is necessary to proceed from the interests and needs of the child and his development, age characteristics and the tasks of corrective action. It should be informative for the child, satisfy his age-related needs for novelty, transformation and self-affirmation.

The sensory zone must meet the following requirements: visual simulators must be placed on the walls of group rooms and bedrooms; for the development of sensory perception of preschoolers, didactic games and toys must be selected. When designing group rooms and bedrooms, the possibility of placing visual simulators and schemes, various labyrinths according to the method of the ophthalmologist V.F. Bazarny is taken into account. When passing the labyrinths along the wall, gymnastic skating rinks are used. Working with labyrinths on the wall trains the muscles of the eye, develops the accuracy of movements, and also contributes to the correction of posture. Organically fit into the interior of groups of images of objects made on ceiling tiles. Images may change depending on the topic of the material being studied.

Work on the prevention and correction of visual impairments in children includes two main areas. The first is the creation of conditions for the protection, strengthening and restoration of children's vision and the formation of their ideas about the role of vision in human life. This direction concerns the entire period of the child's stay in a preschool institution. The second is the formation of a culture of health in the child, to lead a healthy lifestyle and to master some means and techniques for maintaining, strengthening and restoring vision. This direction is important for the last year of the child's education in kindergarten, when the tasks of teaching the child some methods of preserving and restoring vision are highlighted.

The tasks of prevention and correction of visual impairment in children are built in accordance with SanPiN 2.4.1.1249-03 of 2003. order no. 2.3. To do this, first of all, conditions are created in the kindergarten for the full implementation of health-saving technologies based on the selection pedagogical methods aimed at shaping children's ideas about their health and instilling the skills to strengthen it in each child. This applies to pedagogical protective regimes, the organization of preventive visual gymnastics, physical culture breaks in the classroom (Avetisov, E.S. (1997), Kashchenko T.P. (1994), etc.).

One of the most important techniques is to familiarize the child with the possibilities of the eyes. The teacher helps the child to fix, concentrate on their own feelings, relying on their senses. This allows the child to form the correct attitude to the importance of the organ of vision, the need to preserve their vision and master the skills of its protection. Only by trusting his feelings, the child begins to react to the information that he receives from the outside world through the eyes. Based on the accumulated sensory experience, the child develops a conscious attitude to those types of activities that are carried out in the classroom and in Everyday life(Wenger, L.A. (1977), Grigoryan, L.A. (1978), Grigorieva, L.P. (2001), Maleva Z.P. (2009) and others.

An approximate description of the main areas of work on the prevention and correction of visual impairment and visual perception in preschool children

1. 1. "Me and my friends"
2. 2. "How to take care of your eyes"
3. 3. « Creation of sensory zones»
4. 4. "Removal of physical and mental fatigue"
5. 5. "The use of different kinds of trajectories"
6. 6.
7. 7. "Doctor Aibolit's advice"
8. 8. "Inclusion of children in joint activities"

In the content of the work "Me and my friends" the image of “I” is fixed in children; they learn to understand and accept their physical, cognitive, personal characteristics. In children, ideas are fixed about the interconnections in the activity of its systems and about their relationship with the outside world, about the functional significance of the organ of vision. A basis is being created for them to establish standards of a positive attitude towards their health, prerequisites for an adequate response to life situations and actions that either contribute to strengthening health and well-being, or damage them.

In the direction "How to take care of your eyes" children are introduced to the main means of knowing the world - vision. Special situations are created for the accumulation of individual sensory and emotional experience. Children develop ideas about the need for careful attitude to the eyes, eye care skills. Children get acquainted with medicinal plants, from which they make a decoction for the eyes. Pupils get acquainted with water as a means of hygiene, hardening and healing of their body.

Direction " Creation of sensory zones. When organizing a special correctional and health-improving environment in the entire space of the kindergarten, it is necessary to proceed from the interests and needs of the child and his development, age characteristics and tasks of correctional influence. The subject-developing environment should be informative for the child, satisfy his age-related needs for novelty, transformation and self-affirmation.

Photo 1. "Colored paths on the wall." "Follow the colored paths with your eyes"

Photo 2. Numbers above the board. "Trace your eyes from one to ten."

Photo 3. Thread dolls on the wall. "Find a green doll with yellow hair."

Photo 4. Learning the colors of the rainbow. "Name the color of the gloves, put your palm."

In the direction “Removal of physical and mental fatigue” skills to relieve eye strain through independent execution exercises. Children get acquainted with a variety of techniques for improving vision and visual perception, based on the activation of physical and mental processes. With them, exercises are carried out to prevent overwork of the eyes. Visual landmarks are performed on the wall, floor, ceiling. Children practically master techniques and exercises to strengthen the eye muscles and develop visual acuity. This is facilitated by the use of various kinds of trajectories along which children trace with their eyes.

Photo 5. Visual landmark on the ceiling "Ships and fish"

"Find a green boat."

Photo 6. “Visual landmark on the ceiling“ Tree ”. "Find a red butterfly."

In classes related to the tension of the eye muscles (drawing, modeling), from time to time it is necessary to distract children from work by switching their vision from close to far - to give rest to the eyes. This is facilitated by the expansion of visual-spatial activity in the daily routine of a preschooler through tracking along the tracks performed without interruption.

Photo7. Wall game "Labyrinth". "Follow the maze with your eyes."

Photo 8. Wall game "Mosaic". "Create a mosaic pattern."

Direction « The use of various types of trajectories, which children follow with their eyes » with the help of landmarks located in the space of the group. To this end, the following methods can be recommended. On the walls of cord different color and different diameters, the contours of objects are laid out without interruption. Children get up (required), find the beginning of the path and begin to trace from beginning to end. At the beginning of training, the teacher helps with a pointer.

Photo 9. "Snail on the wall." "Follow the path with your eyes"

Photo 10. "Ship". "Follow the path with your eyes"

The track for the kolobok on the wall is made of cord at the request of the children for playing moments, role-playing self-realization, emotional saturation. The exercise is reinforced with correctional and developmental content: by combining verbal stimulation with visual stimulation, children independently model the task against a favorable emotional background with acting out and verbal game implementation. Children enthusiastically demonstrate the object to their parents, explain the action, evaluate when used in the classroom.

Photo 11. "Kolobok". "Walk your eyes along the path with the kolobok."

Photo12. Photo 13 .. Visual gymnastics to relieve fatigue "Herringbone", "Tumbler"

Direction “Creating ophthalmo-ergonomic conditions” dedicated to the formation of ideas in children about the correct fit.

Photo 14. Classes at the green tables

Photo 15

Photo 16. Green staircase with highlighted yellow first and last steps.

Photo 17. Landmarks on the wall in the corridors.

Direction “Inclusion of children in joint activities” is dedicated to the formation of a psychological climate by making simple exercises for visual gymnastics, located on the ceiling (for convergent strabismus) or on the floor (for divergent strabismus): airplanes, birds, butterflies, circles, etc. Butterflies of different colors, circles- this is a replaceable equipment for the work of the eyes. Children trace the movements of objects suspended on strings, look for objects of the desired shape and size, describe them, compare them, make riddles to each other, give them names, compose stories about them, draw them and sculpt them.

Photo 18. Exercise "Look at the butterfly"

Photo 19

Photo 20. We make a horse from threads.

A methodologically important aspect of the teacher's activity in the work on this section of the program is his personal example in relation to his own health and ways to strengthen it. Only by daily showing children their attitude to nutrition, physical activity and activity in general can they form a positive attitude towards preserving and strengthening their vision. It is from an active, joyful, emotional teacher that children can learn an active attitude towards life, together with him they will learn a set of visual gymnastics or physical exercises and will perform them daily. Moreover, under the influence of an educator, visually impaired children can become conductors of the ideas of a culture of health, preservation and strengthening of vision, compliance with sanitary and hygienic standards, healthy nutrition, hardening, and a motor regime in their family.

The main tasks, methods and techniques of work.

Work on the prevention and correction of visual impairment in preschool children is aimed at protecting and strengthening the vision of children for the entire period of stay of children in a preschool institution. Its main tasks are:

1. Creation of conditions for the full and comprehensive development of children on the basis of pedagogical protective regimes, improving the subject-developing environment.

2. Strengthening the viability of the child's body through the inculcation of a culture of health, strengthening needs and expanding the possibilities for their practical implementation.

3. Formation of ideas in children about the eyes and ways to preserve vision.

4. Education of practical skills and techniques aimed at maintaining and strengthening vision in everyday life.

In addition, the program highlights individual tasks, the solution of which is carried out in the process of working in special classes at the stage of preparing children for schooling. The main goal of the classes is to nurture attitudes towards attentive attitude to one's vision and the formation of skills that create conditions for the implementation of these attitudes in everyday life.

The tasks of preserving and strengthening vision are implemented both in special, general developmental classes, and in the process of performing regime moments, in independent activities.

The main methodological methods of teaching children is methods of showing and explaining their practical actions by the teacher. In the future, the practical skills of children must be consolidated in their verbal statements, which contributes to the formation of generalized ideas about the eyes in children.

I quarter

1. Understanding and reproduction of the emotional state of the eyes.

Games, tasks and exercises: competitive stories "What are my eyes", "What do my eyes express?", "Find out who I'm talking about", mimic gymnastics "Kind dad", "Affectionate mom", drawing contest "Who do I look like", work with a set of mimic schemes "Depict the opposite mood." The game "Help the offended", "The dragon bites its tail." Training "Kindergarten"

2. Formation of visual hygiene skills.

Games, tasks and exercises: guessing riddles about eyes, interview “What kind of eyes do you have”, mini-story “How would a person live without eyes”, competition of sages “What is it useful to direct your gaze to”, Moidodyr’s lessons, listening to the story “How I became accurate”, Aibolit’s advice “From what herbs do they get medicinal water?”, “How to wash the eyes?”, “How do the eyes rest?”,

3. Formation of skills of psychophysical movement of the gaze.

Games, tasks and exercises: competition for the best story "Who did I see at the zoo?", listening to the story "Elephant", psychophysical training "Big turns", "Moving and rocking".

4. Mastering the simplest methods of vision protection.

Tasks and exercises:“We blink our eyes”, “Look far, look close”, “Tell me what is far, what is close”, Learning to perform palming - exercises to relieve eye strain. To do this, children are offered to sit quietly for 7-10 minutes, tightly closing their eyes with their palms, while placing their elbows on a support.

5. Acquaintance with the complex of visual gymnastics.

Exercises "Mark on the glass", "Look at the butterfly, look at the ant", "Watch".

Perform eye movement techniques up, down, right, left, in a circle.

Methods and techniques

A methodologically important aspect of the teacher's activity in the work of preserving vision is familiarization with the organ of vision, its functions, and methods for performing visual gymnastics.

The parent should act as an ally and assistant to teachers, actively support their efforts at home.

II quarter

1. Assimilation by children of the importance of eye care for the preservation and promotion of health, learning to receive self-massage, the need for contrast dousing of the eyes.

Games, tasks and exercises: "Solarization",“Show your eyes”, “How to care for your eyes”, “What happens when washing”, “Massage for the eyes”, introduce children to examples from the works of K. Chukovsky “Moidodyr”, “How kittens, elephants wash ...”.

2. Acquaintance of children with vitamins.

Games, tasks and exercises:“Useful berry for the eyes”, didactic games “Find foods that contain vitamin A”, “How pumpkin is good for the eyes”, “What foods are good for our eyes”.

4. Mastering the skills of visual gymnastics to relieve visual fatigue.

Games, tasks and exercises: observation contest “In what directions does the eye move?”, oculomotor training “Snake”.

5. Assimilation by children of elementary ways and means of strengthening their vision; connection between healthy eyes and mood.

Games, tasks and exercises: drawings on the topic : "My good mood", "My bad mood", "Beautiful eyes".

6. Mastering self-massage techniques for children in order to preserve and strengthen vision through the impact on biologically active points of the face and hands.

Games, tasks and exercises:“Massage the earlobes”, “Clothespins”.

Methods and techniques

In order to correctly introduce technologies that preserve and strengthen vision into the practice of the kindergarten, it is important for all employees to work on creating a positive emotional attitude towards the skill being formed in children. Some actions are performed first in the form of acting out on a fairy-tale character, and then with each child. An adult controls the child’s independent fulfillment of the skill being formed, periodically asking leading and clarifying questions: “Why are you doing this?”, “How to properly care for your eyes?”, “What products will you buy in the store?”, “How should you massage your eyes?”. Such questions help the child realize the action he is performing and form a connection between the action and the word.

Instilling in children the idea that healthy man cheerful and cheerful, it is important to consolidate this in children in different types activities and on different didactic material. On walks, you need to draw the attention of children to the fact that they can run, jump, climb, play - all this is due to their health.

Ill quarter

1. Observation of the growth conditions and development of plants depending on the availability of sunlight and water; comparison of the importance of sunlight and water for plant and human life.

Games, tasks and exercises:“Hello, the sun is a bell!”, “Let's warm our hands in the sun”, “Vodichka-vodichka”, “Why does onion grow in a jar?”, “Why does a person drink water?”, “Why is there a lot of water in spring?”, “What friends help a small plant grow?”, “Tender rays”, “Why can gentle rays cause illness?”.

Conversations:“Spring is a time of light and water”, “Why do people rejoice at the arrival of spring”, “Why is it useful to turn your face to the sun in spring”.

2. Acquaintance with the role of movements for healing and hardening of the human body.

Games, tasks and exercises:“Fast and dexterous handles”, “Stop, run”, “Stop, run, catch”, “Frog”, “Storks and frogs”, “Little caterpillar”, “Get a pear”, “Rain - sun”, “Back, rest”, “Crawling on your back”, “Lie down as comfortable”, “Sit down as it is right”.

Carrying out outdoor games in the pool with the transfer of objects that massage and strengthen the hand in the process of handling them. Performing a learned complex of morning exercises, articular gymnastics and exercises for statics and dynamics of poses.

Conversations:“Why do you need to do morning exercises”, “The main trunk of my body”, “How to strengthen the spine”, “How to help yourself when you are tired”, “Help yourself”.

1. Acquaintance with the location of the main organs (heart, lungs, stomach, spine).

Games, tasks and exercises:“Listen to a heart”, “Who will find a heart?”, “Why do we need lungs?”, “What do we breathe”, “Blow bubbles”, “Inflate a ball”, “Swim, boat (duck)”, “Conversation of vertebrae with each other friend”, “Show me where your stomach is?” “Swing chair”, “Swing”, “Carousel”, “Crawl on our back”, “Hidden - opened”, “Tight bow”, “Sharp shooter”, “Let's pump the pump”.

Conversations:“What does the stomach do”, “How does food go through the body”, “Why does a person need a spine”, “We teach the spine to rest”.

4. Playing the process of choosing healthy foods and cooking food (salad, compote).

Games, tasks and exercises:"Green shop", "Market", "Let's prepare a salad", "Treat for guests", "Cook compote", "We will select products for breakfast", "Spring salad", "Let's plant onions", "Greens on our table".

Conversations:“Why in the spring we need to eat more vegetables and herbs”, “What foods are good for us”.

5. Playing role-playing behavior of children.

Games, tasks and exercises:“Masha is rocking the doll”, “Girls are preparing dinner”, “Boys are building a road”, “Mothers and daughters”.

Conversations:“Girls are future mothers”, “Boys are future fathers”, “Women's Day”, “Who protects us”.

6. Teaching techniques of self-massage of the hands and body of a child to imitate the actions of an adult.

Game actions and exercises on the basisve movements:“Let's stroke the handles on both sides”, “Let's draw strings on the fingers”, “Draw a ball on the palm”, “Fish, swim”, “Put caps on the fingers”, “Drip-drip, it's raining” (point pressure with the index and thumb one hand points on the other hand in the middle of each phalanx of each finger), "Magpie-Crow", rubbing the ears; “Let's draw lips”, “Let's draw eyebrows”, “Let's draw cheeks”, “Let's stroke the head”.

Methods and techniques

The content of the work in the third quarter is devoted to various types health-saving activities that are closely related to changes in nature and in the emotional state of children. During the period of transition of the state of the body from winter to spring, children experience a decrease in immunity to colds, a decrease in mental and physical performance, an increase in motor disinhibition, and sometimes aggressiveness.

Therefore, the content of health classes is aimed at activating the own forces of the child's body through the impact on its motor sphere, stimulating positive emotions, connecting biologically active points of the body and correct breathing. At this time, it is important to strictly monitor the observance of the pedagogical protective regime, the implementation of the motor regime, to use the maximum allowable stay of children in the fresh air, spring sun, apply phyto- and vitamin therapy.

To remove and prevent aggressive manifestations in children, special attention is paid to creating a positive emotional microclimate in the group, stimulating friendly relationships in the team of children and adults. This is also facilitated by purposeful work on the development of movements in children, in which both general and fine manual motor skills are involved.

A joyful, optimistic mood should be the predominant emotional background for any kind of interaction. Speaking of positive emotions, it should also be remembered that a pedagogy based on encouragement is considered to be a more effective lever of influence on a child than condemnation and punishment. By encouraging a child, we preserve and strengthen his mental and physical health.

In the diet of children, it is necessary to include more vegetables and fruits, live juices and young greens. It is very useful to give children not mucous porridges, but containing solid ingredients - buckwheat, barley, millet. It is advisable to add dried fruits, herbs and vegetables to them. At the same time, children should know what kind of product they are eating, and what additives it contains.

By consuming food, children should become familiar with the main organs that are involved in digestion. Children may not yet be aware of the entire path of food through the digestive tract. But they can already feel its main elements. It is important for the teacher to focus the attention of children on the fact that it is necessary to chew food thoroughly. The food then enters the stomach, and they may feel like the stomach may "grunt" if the food is poorly chewed and swallowed quickly. And if the stomach is calm, then the teeth and tongue worked well.

Some ideas and skills are formed in children not only in the classroom, but also outside of them. They can be considered and fixed in the course of daily activities of children. For example, before meals, you can have a conversation with children about the role of healthy food for growth and Have a good mood, and before going to bed, children can listen to where and how their heart beats.

Teachers should pay special attention to the correctness of the massage of biologically active points and self-massage techniques. In particular, during the period of exacerbation of colds, performing massage according to A.A. Umanskaya, you need to remember that it is done three times a day for 3 seconds, 9 times in one direction, 9 times in the opposite direction. And it does not matter that the technique of its implementation was studied in the first quarter of the year. If the technique is learned, it must be practically applied in everyday life.

By the end of the fourth year of education, children have the opportunity to perform basic hygiene procedures; master the skills of daily care of your teeth (brush in the morning and evening, rinse after eating); perform a complex of morning exercises. At the request of an adult, children can show the location of the spine and heart; perform basic breathing exercises; list useful products for human health; have elementary representations about the role of the sun, light, clean air and water for human life and health.

Thus, all activities related to the introduction of health-saving technologies into the practice of teaching, to the formation of children's ideas about a healthy lifestyle and the laying of basic skills, aims the employees of the institution and family members to work closely in solving these issues, to search for effective methods and working methods.

1. Avetisov, E.S. Guide to pediatric ophthalmology / E.S. Avetisov, E.I. Kovalevsky, A.V. Khvatova. – M.: Medicine, 1987. – 496 p.
2. Wenger, L.A. Preparing children for school in kindergarten / L.A. Wenger. - M.: Pedagogy, 1977. - 160 p.
3. Grigoryan, L.A. Therapeutic and rehabilitation work in kindergartens for children with amblyopia and strabismus: training and education of preschool children with visual impairment / L.A. Grigoryan. - M.: Enlightenment, 1978. - 41 p.
4. Grigorieva, L.P. Development of perception in a child: a guide for remedial classes with visually impaired children in the family, kindergarten, primary school/ L.P. Grigorieva, M.E. Bernadskaya, I.V. Blinnikova and others - M .: School-Press, 2001. - 79 p.
5. Kashchenko, T.P. Comprehensive treatment of strabismus and amblyopia in combination with medical and educational activities in specialized preschool institutions/ T.P. Kashchenko, L.A. Grigoryan. - M.: Delo, 1994. - 32 p.
6. Maleva Z.P. Developing visual perception didactic games and exercises // Education and training of children with developmental disabilities. 2009. №3. pp. 16-32.
7. Nikulina, G.V. Children with amblyopia and strabismus: tutorial/ G.V. Nikulina, L.V. Fomicheva, E.V. Artyukevich. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 1999. - 75 p.
8. Psychological Dictionary / Ed. V.P. Zinchenko, B.G. Meshcheryakova. - M .: Pedagogy - Press, 1997. - p.56.
9. Solntseva, L.I. Development of compensatory processes in blind children preschool age/ L.I. Solntseva. - M.: Pedagogy, 1980. - 194 p.
10. Filchikova L.I. Visual impairment in young children. Diagnostics and correction. Edition 3. Exam.
    2007

Summary of GCD using an interactive whiteboard on FEMP in the middle group "Entertaining mathematics with Carlson"

Target: the formation of mathematical representations in children through work on an interactive whiteboard
Tasks:
- To form the ability to work on an interactive whiteboard, performing the simplest manipulations: clicking on an object, moving objects.
- Exercise in the ability to distinguish and name familiar geometric figures: circle, triangle, square, rectangle.
- Improve the ability to make a rhythmic pattern.
- Develop the ability to determine the spatial direction from oneself: above, below, in front, behind.
- Develop the ability to compose an image according to the scheme (Nikitin's cubes).
- To consolidate knowledge of numbers from 1 to 5, the ability to arrange them in order.
- Develop communication skills, ingenuity, resourcefulness.
- To develop the ability to negotiate, work in pairs and in a chain.
- Raise interest in mathematics.

Lesson progress:

The children sit down.
Educator:
- Guys, today the postman brought us a letter. To find out what is written in it, you need to click on the envelope on our screen. (Child performs)
Letter:
All girls and boys
Got to love me.
I am the hero of a funny book,
Behind my propeller.

Taking for reinforcements
jar of jam,
I'm going to fly
Helicopter Man!

The letter contains my assignments.
Everyone needs attention!
I want to check you.
Get it right - I'll fly!

Task: "Collect the beads."(One child is on the interactive whiteboard. The rest are in their places from the handout).
Educator:
- Look, guys, Freken Bock smiled! Let's play with her!

Do you remember that she constantly buzzed in her ears? Let's remember (Video clip from m/f).

Educator:
- Carlson's house is always a mess! Let's help him clean up. Let's collect all the triangles in a hoop. (Children in pairs on an interactive whiteboard)

When you click on the question mark, a guess appears - a square.

When you click on the question mark, a guess appears - a rectangle.
Educator:
- Guys, what are the sides of the rectangle? (two long, two short).
What kind of rectangular objects do you know? (children's answers)
- Well done! Now come to me!
We played with figures
and a little tired
Let's relax, let's relax
And then we start counting.

Guys, let's remember what geometric shapes Carlson made riddles for us? (children's answers) And what figures do you still know? (children's answers)
“Now we are going to turn into them!”
Physical education "Geometric shapes":
I play math
I turn you into figures!
One two Three,
One two Three!
Geometric figure, freeze on the spot!

Educator:
-We distinguished figures
We collected patterns
They played and counted.
And we did it all!
And now we will ask you:
"Did you like the tasks?"(children's answers)

Educator: Guys, what did we do today? What they were doing? What was the most difficult? What do you remember the most? (children's answers)

Educator:
- It remains to find out if Carlson liked how we coped with his tasks?
(Video clip from m/f)

This publication is dedicated to the topic: learning numbers with a child. To help you, we have developed cards with numbers from 1 to 20, and mathematical signs: plus, minus, equal, multiply and divide for older children. You only need these cards - print the numbers, cut them out and you can start teaching the kids.

If you want your child to quickly master mathematics, learn to add and subtract numbers, then you need to start learning numbers with him as early as possible. Learning numbers is the foundation for doing math. You can conduct classes with the child and study the numbers during the game. On our site we offer you a variety of options for educational games with a child and educational material for them.

If you want the cards to be stronger, stick them on cardboard. Bright big numbers children will be able to remember easily.

With such cards, both kindergarten teachers and parents at home can conduct classes with children. Having such visual material, teach your baby to count, add and subtract numbers much easier.

You need to study numbers with children in several steps.

1) First, show the child a few cards with the first numbers: 0, 1, 2, 3, 4 and 5. For the first time, the child will be enough.

2) Analyze each number with the child in detail: show how it looks, what it is called, clearly pronounce the name of the number several times, tell which of the numbers is larger and which is smaller.

3) For a visual example, take any objects, such as spoons, lay them out in front of the baby and count them together.

3) At the next lesson, repeat the numbers already learned and take new cards.

4) When the child has mastered the count to 10, you can move on to the numbers from 11 to 20.

5) Simultaneously with the study of numbers, you can start learning addition, then subtraction, and so on.

Educational cards numbers from 0 to 20 with mathematical signs

Educational cards numbers from 0 to 20 with mathematical signs

Educational cards numbers from 0 to 20 with mathematical signs

Educational cards numbers from 0 to 20 with mathematical signs

Educational cards numbers from 0 to 20 with mathematical signs

In order for children to be able to count well at school, to keep up with the curriculum, parents begin to prepare them in advance. Proper preparation is facilitated by classes in preschool institutions, which use pictures with numbers for kindergarten, individual preparatory classes. Of all the methods, it is the number cards that give the best result.

The effectiveness of this method is due to the fact that learning takes place in game form, and besides what the child remembers new information, he examines the picture, which trains visual memory. Since it is much easier to teach a child numbers using beautiful pictures.

Regardless of whether the parents plan to send the child to a math class or not, going to school, he must know the numbers from 1 to 20. Even if this condition was not agreed on parent meeting which takes place before children enter school, this knowledge will not be in vain.

Indeed, at the age of six, namely at this age, most children go to first grade, it is difficult for them to adjust to a new regimen and perceive new information, the presentation of which differs from how it happened in kindergarten. For this study of the account, due attention should be paid, and in order for the material to be learned faster, cards with numbers from 1 to 10 will help, which the baby will be happy to consider and study.

Not knowing how to learn numbers with your child, you should offer him funny and interesting pictures that will help you remember what one or another looks like. This material is currently available. Numbers for children can be printed by selecting those images on the Internet that will attract the attention of the baby.

If the training takes place at home, then it is not necessary to print the image, because by putting the child at the computer, you can conduct training from time to time changing the material used.

Funny numbers can be purchased at specialized stores. As a rule, these are small cards on which pictures for children are pasted, characterizing zero (zero), one, two, three, four, and so on up to 9. In some sets, the number 10 is missing, because you can add it to the beautiful numbers 1 and 0. They can be used not only when we study the numbers from 1 to 10. They are also useful when compiling numbers consisting of tens and ones (11, 12, 13, 14, 15, and so on).

What can they be

Numbers from 1 to 10 with pictures can be very diverse. However, they can be changed from time to time. This will help the child navigate the new information.

Beautiful numbers can look like this:

• An object or animal whose silhouette resembles the number being studied. For example, while we are learning the number 1, the baby can be shown an image of a stick, a person who stands straight. Picture number 2 is a duck or a swan swimming in a pond. The number 6 in the pictures can be depicted as a coiled boa constrictor, and the pictures with the number 8 are a snowman consisting of two snowballs, or two wheels standing on top of each other.
• Numbers for printing, which are complemented by fairy-tale characters, animals or objects. Relevant pictures that are related to a certain number. For example, the number 3 of the picture may have the following - the Gorynych serpent, which has three heads, the three sons of the king. Pictures for children that complement the seven are the Semitsvetik flower, the seven gnomes.
• Numbers in pictures for children can be represented by a set. For example, ten identical elements (objects, animals, birds, insects), which depict numbers. This option is suitable for older children, as well as for those who are distracted by colorful numbers-pictures and interfere with remembering the learned material.
• Figures in the form of a picture or supplemented by an appropriate image. Outlining the silhouette of the numbers 2, 3, 7 and others, the child not only puts a photograph of these numbers in his memory, he also learns to write it on paper. In order to circle it, it is better to use a simple pencil, which can be erased if necessary. Having mastered this skill, mathematics is not terrible for a first-grader.

When choosing material for printing, it is important to take into account the fact that the drawings on it should be childish, as clear as possible to the baby. They should arouse his interest, which plays an important role in the educational process. Having interested the kid, the success of studying this material is ensured, regardless of how old the student is - six, seven, or just gone the fifth year.

How to use

Having picked up the material, you need to know how to use it correctly. This knowledge will help make the learning process as interesting and productive as possible. There are at least 4 ways to do this:

• You can make an interesting poster out of numbers with colorful images. It should be hung at the level of the child's eyes so that access to it is constant. A child who regularly observes interesting pictures of the numbers 5, 8 and all the rest will involuntarily remember their silhouette, features.
• Besides that beautiful figure 5, pictures characterizing 2, 7.0 and other numbers can be viewed, they can be used as a learning game. For example, several groups of objects should be laid out in front of the child.

It can be clothespins, chestnuts, spoons - everything that is at hand. Having repeated what zero, one, two ... eight, nine means, you can start the game, giving the child the task to count how many objects are in a certain group and put the corresponding picture next to them. For example, if the number of spoons is 5, then a five lies next to them, if there are only four clothespins, then a beautiful number 4.

• Training of memory and attention. This will require the entire series of numbers from 0 to 10. It should be laid out in front of the child in ascending order. Then several cards are removed from this row, for example, a picture of the number 6 and 9. The child's task is to determine what exactly is missing.
• More less. When the child has already mastered the material well enough, and the beautiful number 5, the pictures of which can be colorful and interesting, is no longer just a number, but he understands what it means, you can play interesting game. 3 cards are laid out in front of him, for example, 3, 4, 5 or 7, 8, 9. They are laid out in random order. The child must put each card in its place and explain their actions.

So many interesting and useful things can be obtained from ten cards. But in order to really benefit from their use, you need to make classes regular. There is no need to chase the result, because if a child has poorly learned a number (for example, the number 8), then you do not need to turn a blind eye to this and move on to the next lesson.

Each lesson should be worked out thoroughly, because the kid should understand what kind of number it is, how it looks, how much it means, and, if possible, be able to draw it on paper.

In the process of studying card counting with preschool children, you need to be able to interest them, bring as much variety and enthusiasm into classes as possible. You should not force the child, he may simply not be ready to receive new knowledge, and parental pressure will only discourage the desire to study in the future. Therefore, it is recommended to engage only when the preschooler has good mood, nothing bothers him, there is interest in this lesson.