Intellectual development of children according to federal state standards. Intellectual development of preschool children in the conditions of the Federal State Educational Institution

Project: “Implementation of the Federal State Educational Standard, through gaming technology for the intellectual and creative development of children preschool age"(draft program for gifted children) Svetlana Gennadievna Shirokova: teacher-psychologist at MDOU kindergarten 11 “Rodnichok” combined type

Relevance: The development of intellectual abilities of preschool children is one of the pressing problems of our time. Preschoolers with developed intelligence remember material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school. The basis of human intelligence and sensory experience are laid in the first years of a child’s life. In preschool childhood, the formation of the first forms of abstraction, generalization and simple inferences occurs, the transition from practical to logical thinking, the development of perception, attention, memory, and imagination. Intellectual abilities in preschool children develop better if, as psychologists believe, the principle of a high level of difficulty is adhered to in their work. When no obstacles arise in front of a child that can be overcome, then their development is weak and sluggish. The technology of intellectual and creative development is a model of developmental education for preschool children with gradual use and gradual complication. Constant and gradual complication of games allows you to maintain children's activity in the zone of optimal difficulty.

Article 31 of the Convention on the Rights of the Child states: “Every child has the right to play, recreation and participation in cultural and creative life. Adults, including government agencies, are responsible for upholding this right; they must provide children with every opportunity for free, independent activity that children themselves choose.”

As emphasized by L.S. Vygotsky, play is the leading, and not the predominant, form in a child’s life. Federal State Educational Standard preschool education includes the educational field: social communication development. The main task of psychological and pedagogical work in this area is the development play activity. Among the variety of educational games familiar to us from pedagogical didactics, a completely new, creative and good group games – educational games by Voskobovich. The principles underlying these games - interest, knowledge, creativity - become as effective as possible, since they directly address the child in the language of a fairy tale, a funny character or an invitation to adventure. Voskobovich's educational games are the educational development of a child in the “Fairy Tale Maze Game” - this is a form of interaction between an adult and children through games and fairy tales. A system of questions, tasks, assignments, and exercises is woven into the plots of fairy tales. An adult reads a fairy tale, a child listens to it and, as the story progresses, answers questions, solves problems, and completes assignments. As a result, the mental processes of attention, memory, imagination, thinking, and speech develop.

Implementation of gaming technology for the intellectual and creative development of children “Fairytale labyrinths of games” Objectives: 1. Study methodological literature on this topic; 2. Create a subject-development environment “Purple Forest” in the psychological relief room; 3. Develop forward planning for all age groups; 4. Carry out diagnostic work with children on this direction; 5. Develop projects for the implementation of the “Fairytale Mazes Game” technology; 6. Develop a system of interaction with parents based on Voskobovich’s educational games.

Conceptual provisions for the innovation project: 1. Effective development intelligence of preschool children. The “Fairy Tale Mazes Game” technology is a model of developmental education for preschool children with phased use and gradual complication educational material. This allows children to maintain their activity in the zone of optimal difficulty. Intellectual diverse tasks, questions, exercises aimed at using various types thinking: visual-effective, visual-figurative, verbal-logical. 2. Early development creativity. During games, children show initiative and maintain personal independence of judgment and action. Children with a high level of intelligence and creativity are confident in their abilities, have an adequate level of self-esteem, have internal freedom and high self-control.

Scheme of using the project method in the implementation of game technology for intellectual and creative development “Fairy tale labyrinths of the game” (based on Voskobovich’s educational games) Technology “Fairy tale labyrinths of the game” Projects for the implementation of technology in different age groups I ml. group “Baby” - “Tales of the Violet Forest” II ml. group “Toptyzhki” - “Non-melting ice of Lake Ice” middle group “Merry Men” - “The Journey of Baby Geo” family group “Fidgets” - “Secrets of Game Labyrinths” preparatory group “Daisies” - “My Friend - Geokont” senior group - “ Miracle - Larchik's puzzles"

Objectives of technology 1. Development of a child’s cognitive interest, desire and need to learn new things. 2. Development of observation, research approach to phenomena and objects of the surrounding reality. 3. Development of imagination, creative thinking (the ability to think flexibly, originally, to see an ordinary object from a new angle). 4. Harmonious, balanced development in children of emotional, figurative and logical principles. 5. Formation of basic ideas (about the world around us, mathematical ones), and speech skills. 6. Construction pedagogical process, promoting the intellectual and creative development of children in play.

Solving educational problems in Voskobovich games 1. Games aimed at logical mathematical development. The purpose of these games is to develop mental operations, with game actions - manipulating numbers, geometric shapes, properties of objects. 2. Games with letters, sounds, syllables and words. In these games, the child solves logical problems with letters, traveling through labyrinths, composes syllables and words, and engages in word creation. As a result, the process of complex learning to read turns into an entertaining game. 3. Universal game educational tools. They can be material for children's games and teaching aids in various classes. Game-based learning tools create comfortable conditions for the teacher’s work and bring pleasure to children.

Results of the work: a package of normative and legal documents has been developed to provide the legal framework for innovation; an appropriate subject-development environment has been created in groups and at the site; tools for assessing the level of knowledge of preschoolers have been developed and tested, tools have been selected and developed for assessing the level of teachers’ readiness for innovative activities; a system of innovative methodological work was built; a system for including a regional component in the content of innovation activities has been developed; The content of educational games projects has been developed.

Literature used: 1. Order of the Ministry of Education and Science of the Russian Federation from “On approval of the federal state educational standard for preschool education”; 2. Kharko T.G., Voskobovich V.V. Game technology for the intellectual and creative development of preschool children 3-7 years old “Fairy tale labyrinths games”

MDOU kindergarten No. 8 " Goldfish»

city ​​of Strezhevoy, Tomsk region

ABSTRACT

“Intellectual development of preschool children in a modern preschool educational institution. Content and technology".

teacher

Strezhevoy

Intelligence(from Lat. - understanding, understanding, comprehension) - a relatively stable structure of an individual’s mental abilities. This is how the psychological dictionary defines the concept of “intelligence.” In turn, structure is a set of stable connections of an object, ensuring the preservation of its basic properties under various external and internal changes; the main characteristic of the system, its invariant aspect. As noted

M.A. Kholodnaya (1997), from a psychological point of view, the purpose of intelligence is to create order out of chaos based on bringing individual needs into line with the objective requirements of reality. Intelligence is the psychological basis of rationality, this researcher believes. IN general view intelligence is a system of mental mechanisms that determine the possibility of constructing a subjective picture of what is happening “inside” the individual

Sometimes, when talking about intelligence, in psychology they mean the development of cognitive processes. At the beginning of the century, V.V. Zenkovsky, for example, included in this concept such mental cognitive functions as perception, attention, thinking, memory.

Nowadays, speaking about the development of mental processes in preschoolers,

D. B. Elkonin examined the features of the development of sensations, perception, memory, and thinking. In general, in psychological knowledge the processes of sensation, perception, and thinking are classified in the cognitive sphere. The processes of attention and memory are called processes that accompany human cognitive activity.

It is believed that human cognition of the surrounding world is carried out in two main forms: in the form of sensory cognition and in the form of abstract thinking. Sensory cognition is possible thanks to the processes of sensation, perception, as well as memory, which stores this information. The main forms of abstract thinking include concepts, judgments and inferences

The problem of a child’s intellectual development has long been fruitfully developed in psychology and pedagogy.

At preschool age, the cognitive potential of thought processes is formed, motivation for subject-related operational, play, educational, creative activities and communication is developed. Research by domestic psychologists P.Ya. Galperina, A.V. Zaporozhets indicate that the forms of cognition used in preschool childhood are of enduring importance for the intellectual development of the child in the future. A.V. Zaporozhets noted that if the corresponding intellectual and emotional qualities of a child do not develop properly at the stage of preschool childhood, then later it turns out to be difficult or even impossible to overcome the emerging shortcomings in personality development in this aspect.

Theoretical foundations the formation of intellectual skills is widely represented in a number of psychological and pedagogical studies (L.S. Vygotsky, P.Ya. Galperin, E.N. Kabanova-Meller, N.A. Menchinskaya, V.F. Palamarchuk, S.L. Rubinstein , T.I. Shamova, I.S. Yakimanskaya, etc.

At the same time, special emphasis is placed on elucidating the psychological patterns of intellectual development of the individual, on ways to stimulate it, taking into account age characteristics children and the possibilities of content of educational material.

Research by many domestic and foreign psychologists: P.P. Blonsky, L.S. Vygotsky, V.V. Davydova, V.A. Krutetsky, J. Piaget, Y.A. Ponomareva, S.L. Rubinshteina, N.F. Talyzina, L.M. Friedman, G. Hemley and others show that without the targeted development of various forms of thinking, which is one of the important components of the process of cognitive activity, it is impossible to achieve effective results in teaching a child, systematizing his educational knowledge, skills and abilities.

During the preschool period, the child not only intensively develops all mental functions, but also the laying of a common foundation of abilities. In the personal sphere, a hierarchical structure of motives and needs, general and differential self-esteem, and elements of volitional regulation of behavior are formed. Moral forms of behavior are actively acquired. Thanks to this, children develop all the components of psychological readiness for school, and through special organization of educational work, it is possible to successfully teach children of this age the beginning of mathematics and literacy. Naturally, the sooner they start working with the child, the more abilities he will show signs of mastering new knowledge and using it creatively, but if the learning results turn out to be minimal, this will indicate an initially low level mental development child, i.e. about the insufficient level of formation of intellectual abilities associated with organic disorders or other reasons leading to problems in the formation of basic mental processes

Modern psychological and pedagogical research demonstrates the continuity of the concepts of mental and intellectual development. Sometimes these terms almost replace each other.

The first stage of mental or intellectual education is traditionally considered to be the development of curiosity and sensory education of children of early and early preschool age

Currently, sensory education (from the Latin Sensus senses) is defined by preschool pedagogy as a specially organized process of familiarizing a child with the sensory cultural culture of humanity in order to develop sensations, perceptions and ideas about the external properties of objects

At the same time, researchers in the process sensory education children, there are three types of orienting actions, distinguished by the use of forms of social mediation.

The first type of action is identification action, i.e. comparison of the quality of a perceived object with a standard. Children compare various objects with each other, finding out whether they are the same (according to some criterion). In particular, didactic game“Hide the Mouse” will help you learn to determine the color by placing the door next to the house.

The second type is correlation with a standard. They are necessary if some property of the perceived object is not exactly the same as that of the standard, but is similar to it. For example, a child is shown this or that geometric shape, and he must find a toy of this shape.

The third type of action, perceptual modeling, presents particular difficulties for preschoolers. It is necessary for analyzing the heterogeneous properties of things and is a reconstruction of the perceived quality from the standard material. Children can perform these actions, for example, by laying out pictures consisting of elements of various shapes (Christmas tree, house, man) When creating optimal conditions for the development of sensory and mental or intellectual abilities of children vital role plays a generalization of observational experience, subject and productive activity in a functional-sign form.

In preschool practice, it is the development of intelligence that often decides which school or class to send a student to.

A child who has sufficient intellectual competence, by the end of senior preschool age, shows awareness in various spheres of human activity, knows about basic natural phenomena and patterns, gets acquainted with universal sign systems - the alphabet, numbers, knows how to use models and diagrams that are visually accessible to child form reproduces the hidden properties and connections of a particular object. The ability to correlate the plan of real objects and the plan of models that reproduce these objects indicates a fairly high level of development of various forms of children's thinking (visual-figurative, conceptual). A.V. paid special attention to this circumstance. Zaporozhets.

A.V. Zaporozhets put forward the idea that the process of developing new actions and techniques in children cognitive activity proceeds differently depending on which stage of intellectual development the child is at.

The formation of mathematical concepts is a powerful tool for the intellectual development of a preschooler, his cognitive strengths and creative abilities, and is part of his general preparation for school.

By solving various mathematical problems, children show volitional efforts, learn to consistently perform the necessary actions in order to achieve a certain result, as well as generalize and systematize accumulated knowledge, use them in their daily and gaming activities. By mastering various knowledge, they acquire the ability to briefly and accurately answer questions and draw conclusions.

Thus, the formation of elementary mathematical concepts contributes to the development of qualities necessary for the future schoolchild.

The formation of elementary mathematical concepts is assessed in the process of preschoolers performing diagnostic tasks and using various types of technologies with them.

Completion of tasks is assessed in points:

0 – the child did not complete the task;

1 – the child completed the task.

For example, let’s carry out 1 technology with a preschooler -

Nikita Zaitsev, preparatory group

Quantity and counting.

Tasks: Reveal knowledge of numbers from 0 to 9; ability to count within 10, name numbers in forward and reverse order; use ordinal numbers correctly, understand the relationships between numbers in the natural series (7 is more than 6 by 1, and 6 is less than 7 by 1); increase and decrease each number by one (within 10); name the previous and subsequent numbers to those named or indicated by a number, determine the missing number; decompose one number into two smaller ones (within 10 on a visual basis), make up a larger number from two smaller ones; correlate the number and quantity of objects; make a larger number from two smaller ones; correlate the number and quantity of objects; compose and solve simple one-step addition and subtraction problems on a visual basis; use action signs in digital expressions: plus (+), minus (-), equals (=).

Material: A set of numbers, action signs: plus (+), minus (-). Equals (=). Cards with images of different numbers of objects. A box with a set of toys (10 nesting dolls, 7 cars, 10 cucumbers, 7 apples) for task No. 16, 17, 18.

Show the numbers: 7, 8, 3.

(Five different objects are placed in a row in front of the child.) Name: the first and fourth objects on the left, the third and fifth objects on the right.

What number is greater than 6 by 1? What number is less than 6 by 1?

Which number is greater (smaller) – 8 or 9? How long? Show the number that represents the number that is less than 8 by 1.

Name the neighbors of number 5.

I will name the number, and you name the previous and subsequent numbers.

I'll count from 1 to 10, and you name the missing number.

What numbers are used to represent the number 10? Show them.

How many units does the number 5 consist of?

What numbers can be used to make the number 7?

I will clap my hands several times, and you show me a card with the same number of objects drawn on it.

Find cards with the same number of objects.

Look at the card. How many objects are there on it? Name a number that is 1 more (1 less).

Look at the cards with different amounts objects and match the numbers to them.

Task 1. Anya took 7 nesting dolls, and Misha took two cars. How many toys did Anya and Misha take? (Before the child begins to solve this problem, he is asked to repeat the condition of the problem, the question of the problem, and tell how he will solve the problem.)

Task 2. Maxim had 6 cucumbers, he gave 2 cucumbers to Denis. How many cucumbers does Maxim have left? Write down the solution to the problem using action signs and numbers.

Task 3. The children sculpted several apples from plasticine. They put one in the basket, they had 3 apples left. How many apples did the children make in total?

While the child was completing tasks, she filled out a diagnostic table

Job No.	Criterion
Quantity and count
	Show the numbers
	Name the item
	Which number is greater (smaller)?
	Which number is greater (smaller)? How long? Show me the number
	Name the neighbors of the number
	Say the previous and next numbers
	Tell me the missing number
	What numbers are used to indicate a number? Show them
	How many units does a number consist of?
	What numbers can be used to make a number?
	Show a card with the same number of objects on it
	Find cards with the same number of objects
	Name a number that is 1 more (1 less)
	Pick up the numbers
Total score for the “Quantity and Counting” section High level – 16 – 18 points Average level – 13 – 15 points Below average level – 10 – 12 points

Conclusion

As a result of calculating the number of points the child scored on each task, we found out the level of formation of elementary mathematical concepts. The study made it possible to establish the dynamics of the development of the level of ideas about quantity and counting in a child preparatory group. At the age of 6 years, the child is distinguished by a fairly high level of mental development, including dissected perception, semantic memorization, intensive development of imagination, and generalized norms of thinking.

Mathematical concepts are a means of intellectual development of older preschoolers. The most important point, constituting the “organization” is the content of the classes. Thus, it is possible to trace the close connection between the operational structures of children's thinking and general mathematical structures. The presence of this connection opens up fundamental possibilities for constructing a lesson that unfolds according to the scheme “from simple exercises, tasks, activities - to their complex combinations.” One of the conditions for the realization of these opportunities is the study of the transition to mediated thinking and its age standards

Thus, with the help of these technologies, it is possible to identify the level of intellectual preparedness of a child for school and outline prospects for the further development of children of senior preschool age in the process of forming primary mathematical concepts.

References

Education and training in kindergarten/Under the editorship of A.V.Zaporozhets. - M.: Education, 1976.

Raising and teaching children of the sixth year of life / L A Paramonova. O. S. Ushakova. M., 1987

Vygotsky L. S. Educational psychology / L. S. Vygotsky. – M., 1996.

Wenger L.A., Raising a child’s sensory culture/L.A. Wenger, G. Pilyugina, N.B.

Intellectual development and education of preschool children / L.G. Niskanen. - M.: Academy, 2002.

T.S. Komarova, O.A. Solomennikova “Pedagogical diagnostics of children’s development before entering school” - M. Mozaika - Synthesis 2011.

Kravtsov G. G., Kravtsova E. E. Six-year-old child: Psychological readiness to school. M., 1987

Krugetsky V.A. Psychology of mathematical abilities in preschool children. - M.: Enlightenment. 1968

Mukhina V.S. Child psychology / V.S. Mukhina. - M.: Education, 1985.

Elkonin D.B. Child psychology / D.B. Elkonin.-M.: Academy, 2004.

“Without a game there is no, and cannot be

full mental development

The game is the spark that lights the fire

inquisitiveness and curiosity."

V. A. Sukhomlinsky.

The relevance of the development of intellectual abilities and creative potential of a preschooler at the present stage.

Since January 1, 2013, we have been working according to the Federal State Educational Standard. One of the main tasks of the Federal State Educational Standard for Education is the development of the intellectual abilities and creative potential of preschool children, the creation of conditions for the development of the child, his positive socialization, personal development based on cooperation with adults and peers. One of the priority areas in the work of our kindergarten is “Optimization of the intellectual development of preschool children.” Since 2011, our kindergarten has been a regional scientific and experimental site in the direction of “Activity-based approach to the intellectual development of preschool children.” Therefore, in our work with children, along with other forms of developmental education and training, we use educational games.

4.2.Goals and objectives of using educational games in educational educational process DOW.

Target: increasing the level of intellectual development of preschool children through the use of educational games in the educational process of kindergarten.

Tasks: 1. Creating conditions for development logical thinking in children, taking into account their age characteristics.

1. Development of logical thinking techniques in preschoolers (analysis, synthesis, generalization, classification).

3. Formation of skills to trace, understand cause-and-effect relationships and make simple conclusions based on them, as well as control and self-control skills, independence and initiative in the process of mental activity, the ability to interact with peers.

1. Development of curiosity, cognitive motivation, imagination and creative activity, formation of primary ideas about the properties and relationships of objects in the surrounding world (shape, color, quantity, number)

Possible various ways classification of educational games according to various criteria. We have developed a classification by age groups, taking into account age and individual characteristics.

We have been using and working with educational games for many years, this...

In early preschool age, games based on sensory development, for the development of fine motor skills:

Montessori Games (Frames and Inserts)

- “Fix the rug”

-“Dyenes Blocks”

- “Help the butterfly find a flower”

– In middle preschool age, games become more complex; in addition to sensory standards, games are added to develop holistic perception, develop abilities for analysis and synthesis:

- “Fold the pattern” (Nikitin cubes)

– “Dyenes Blocks”

- "Tangram"

In older preschool age, we use games to develop independence and initiative, and the development of creative abilities:

- “Magic Square” by Voskobovich

- "Igrovisor"

- “Fold the square”

- “Fold a circle”

- "Geokont"

– “Tangram”

– “Cuisenaire's Colored Sticks”

- Honeycomb Kaye"

– “Dyenes Blocks”

Organizing development work cognitive activity with the help of educational games in accordance with the Federal State Educational Standard for Education, the principle of integration of educational areas is taken into account. Educational area « Cognitive development"is the core of educational games and integrates with other OO: " Speech development", "Social-communicative", "Artistic-aesthetic" development.

The first condition for the successful development of children’s intellectual and creative abilities is the earlier start of their use (starting from early preschool age)

The very first games we use when working with children junior groups kindergarten - these are inserts and frames according to the M. Montessori method. We use various options(geometric figures, figures of animals and fruits, figures with lacing).

Children enjoy playing games such as “Fix the rug”, “Help the butterfly find its flower”, etc. They develop in children the ability to distinguish and recognize the shape of plane figures and their position on the plane visually and by touch, and introduce them to geometric terminology - names of the figures. They can also be used to master the skill of using a pencil when tracing the boundaries of shapes, developing the ability to see contour lines, as well as for comparison by color, size and shape.

You can get acquainted with the method of working with inserts in the book by Boris Pavlovich Nikitin “Steps of creativity or educational games.”

And one more game that I would like to talk about is “Cuisenaire’s Colored Sticks”.

At the first stage, sticks are used as game material. Children play with them as with ordinary cubes and sticks and create various configurations. They build three-dimensional buildings from sticks, like from a construction set: wells, turrets, huts, etc. They are attracted to specific images, as well as the qualitative characteristics of the material - color, size, shape.

At the second stage, sticks act as a means of teaching mathematics: for practicing counting and counting objects.

Children compare sticks with interest by color, length, lay out ladders from largest to smallest; perform tasks such as, “Find any stick that is shorter than the blue one and longer than the red one.” “Find a stick the same color as mine. What color are they? Children really like to use sticks to build labyrinths, some intricate patterns, rugs, and figures. A description of this game can be found in the manual by B.B. Finkelstein's "On the Golden Porch..." She develops fine motor skills hands, helps to learn how to navigate on a sheet of paper. It is also suitable for the development of activity and independence, exercises in plane modeling, for the development of perception and imagination.

The effective use of Cuisenaire sticks is possible in combination with other aids, didactic materials(For example, with Dienesh logical blocks), as well as independently.

Since middle group, we introduce children to more complex games.

For example, the game “Fold the Pattern”. This game helps children develop the ability to analyze and synthesize, these important mental operations used in all intellectual activities, and the ability to combine, necessary for constructive work. Together with the children, we look at the cubes, describe them, name the colors, and also clarify that two faces of the cubes consist of triangles. The first tasks are very simple:

– build a track from 4.5, etc. cubes of the same color, while talking: “What color are they?” (for example yellow ones), “What time of year can they be associated with?” (Happy autumn, because there are a lot of yellow leaves at this time);

We completed the task “Walk with your fingers along the yellow path”, “Count how many cubes are on the path, etc.

- By analogy, we got acquainted with red, white and blue cubes.

At first, only with edged squares of two colors, three and four;

Then the use of cubes with triangular faces.

Children lay out such shapes as a Christmas tree, a mushroom, a lightning bolt, a bow, etc. We teach children to lay out the pattern sequentially, starting with the cubes of the top row, from left to right. This algorithm of actions allows children to quickly cope with more difficult tasks. Complication in this the game is on by increasing the number of cubes with triangular faces. Children are invited to independently create patterns from the series “Zoo”, “Alphabet”, “Numbers”, “Objects”. Folding patterns in the form of letters or numbers will help your child learn and remember them faster. Children of senior preschool age are offered another complication in the task - a non-dissected image of patterns. The child needs to mentally dissect the pattern and understand what cubes he needs to complete the task, and then test his guess experimentally.

The most difficult type of task is to independently invent and compose patterns from cubes. In this work, the child not only uses the acquired skills, but also shows imagination.

The most detailed information about the method of operation and production of this game can be found in the book by Nikitin B.P. “Steps of creativity or educational games” (p. 35).

The games “Fold a square” and “Fold a circle” promote training in the development of color perception, intelligence in solving the problem of parts of a whole, their possible relationships and relative positions.

We begin teaching these games by folding a square onto a square lattice so that the child can clearly see the shape that can be obtained from multi-colored squares cut into 2,3,4 parts. When receiving parts of a square, the child performs several types of work, not the same in content and degree of complexity:

- he understands that parts are sometimes very different shapes you can fold a square;

– that the pieces of the square need to be turned to the front side. Having chosen everything of the same color, and in the set all the squares are with shades of primary colors;

– receives fine motor skills training;

– orients himself to the relative positions of the parts of the square he is assembling.

Another game that we use in working with children to develop intelligence and creativity is “Geokont”. It certainly attracts the attention of children and promotes the development of mental processes

allows you to develop fine motor skills. In our teaching room there are original samples of this game. In groups we made it with the help of our parents.

Using this game with circuits in the system proposed by V.V. Voskobovich, mathematical development is stimulated, which involves the ability to observe and compare, juxtapose and make simple generalizations. In the game "Geokont" design skills are developed and fine finger movements are trained. Children really like tasks that are competitive in nature: “Who can build a triangle faster”, “Who will find a hidden figure”, on spatial orientation “Which figure is in the upper right corner”, the game can be entertaining, children really like to depict snowflakes from multi-colored rubber bands .

This game is introduced through a fairy tale game offered by V.V. Voskobovich. We introduce children to a ray, a segment, different types corners, geometric shapes, which are reproduced on Geokont using multi-colored rubber bands.

Another game by V.V. Voskobovich “Magic Square” or as the children call it “Jolly Square”. Together with my parents, we made this game based on the author’s samples available in the teaching room. We use it in classes and in independent activities. Methodical manual by the author V.V. Voskobovich allows you to develop children's imagination and makes activities more entertaining. Having mastered most of the figures proposed by the author, creating your own objects from a square. They transform a square from a large one, into a smaller one, into the smallest one, into a rectangle, a triangle, which we compare in size, count the angles, depict animals (hedgehog, mouse, bat)..

We have produced a set of cards depicting square products in color. They allow the child to make the shapes that he likes and which are not always successful. For clarity, we made a few more squares large size, which more clearly demonstrate the sequence of folding figures. Children really like to create three-dimensional figures from large squares, imaginary objects (starfish, octopus).

I would like to tell you about one more game that we use in our work. This is the game “Tangram” by Z.A. Mikhailova. It's called the Cardboard Puzzle. (p. 46 “Game and entertaining tasks for preschoolers" Z.A. Mikhailova). Using all 7 parts, attaching them tightly to one another, you can create many different images according to the proposed samples and according to your own design. We start working with this game by laying out various types of strips of 2-3 figures with successive complication. For example:

– make a square from 2 large triangles, etc.

We gradually move on to more complex tasks: drawing up silhouette figures from dissected samples. We do a visual analysis of the expected silhouette figure, consider and compare which size of the figure represents the head, legs, and tail (for example, a bunny).

Despite the apparent ease of copying the method of spatial arrangement of parts, children make mistakes in connecting the figures on the sides and in proportion. Therefore, we pay great attention to verbal explanation when working on drawing up a silhouette figure. Speech accompaniment when laying out figures (For example, the Head is a large triangle, the ears are 2 small triangles, the tail is a small triangle...

Introducing another game by V.V. Voskobovich “Transparent Squares” takes place in the older group. Purpose of this game:

– development of sensory abilities (shape, size);

– development of mental processes (attention, memory, thinking)

– development of creative abilities (the ability to independently invent and construct various objects and abstract figures, invent them original titles)

– subject preparation (familiarity with the properties: flexibility, transparency, relationship between the part and the whole);

– development of constructive activities.

Children perform simple tasks first:

– arrange the transparent squares into piles with identical elements;

– make a square of two (4...) identical plates.

– arrange according to the “big-small” algorithm.

We also use this game for individual lessons; children also like to play in groups and compare which figures they get.

We also use Igrovisor from V.V. Voskobovich’s games. This game promotes the development of intellectual culture, the ability to learn, accept a learning task, find means to solve it, and control during the work process. We made the “Igrovisor” ourselves, using the author’s sample. Tasks through Igrovisor can be very different: we use them in classes with the following tasks: point with an arrow to the missing figure, go through the maze, connect a number and a number, find objects in the picture..., complete the missing parts of the object.

Children enjoy studying with Igrovisor. It is convenient to use because it can be passed on to another child by quickly erasing the drawing with a napkin (children work on the Igrovisor with a marker or felt-tip pen). Children are already playing independently, giving each other tasks, checking, going through mazes, etc.

I would like to tell you about another educational game, Honeycomb Kaye. This game is multifunctional and varied. It is used:

– as a graphic designer for creating figures from parts of drawings on elements;

– as a graphic transformer, to change the resulting figures;

– as a flat, large mosaic;

– for designing and experimenting in the field children's design and architecture.

This game develops creative, spatial and associative thinking, sensorimotor coordination. It helps to develop fantasy, imagination, eye, and creativity. Promotes the formation of such qualities as accuracy, concentration, perseverance and patience. It also promotes a meaningful perception of the outside world, orientation on a plane and in space. In addition, the results of children’s activities with play evoke aesthetic feelings and positive emotions. Valuable quality The game is that it can be used both as a material for design design and experimentation in artistic design. Schemes and rules of the game are presented in the methodological manual, the album of the Kaye honeycomb.

Another multifunctional and varied game is “Dyenesh Blocks”. This game helps in the most accessible and in an interesting way to find out the properties of figures, helps to accelerate the process of development in preschoolers of the simplest logical structures of thinking and mathematical concepts. The main goal of the game is to teach children to solve logical problems on distinguishing shapes by properties, i.e. identify them, name them and retain in memory 1,2,3,4 properties by color, size, shape and thickness.

Training begins with familiarization with figures based on 2 characteristics, then 3, and finally all 4 characteristics have been mastered. Tasks can be very different. For example, lay out a chain of figures so that there are no figures of the same color nearby (the same shape, the same size and the same thickness).

Using “Denesh Blocks” in speech development classes, we suggest choosing any figure and talking about it, or making a descriptive riddle about the figure, which the child will hide, and the hero who comes to class must guess it. To successfully master the game, we use cards that help children navigate the variety of figures offered. They are in the accompanying annotation for this game.

In free play activities, children build three-dimensional structures (houses, bridges, gates) from “Dyenesh Blocks” figures.

The methodology for working with the logical game “Dienesh Blocks” is described in M. Fiedler’s book “Mathematics Already in Kindergarten”

4.4 System of work for the implementation of a complex of educational games in the educational process with children.

We use all of the above games in our work with children in the system, at different regime moments: in the morning and evening hours, in educational activities, in free activities, during entertainment, leisure time, educational games also go through the cyclogram and through the program additional education(circle “Player”). All age groups have educational play corners that are accessible to children and which they can use at any time. We also introduce parents to the catalog of our educational games, conduct master classes, consultations, organize exhibitions of educational games, and offer to practice games at home with their parents. Parents are very interested and take an active part in the production of educational games.

4.5 The effectiveness of intellectual development of preschool children.

The system of work on the implementation of educational games is aimed at developing mental, mathematical and creative abilities in preschool children.

It allows you to achieve positive results in the intellectual development of preschool children in combination with educational activities, design and experimental activities. Kindergarten graduates have an optimal level of logical thinking, visual memory, fine and fine motor skills. Assessment of the level of cognitive development of children shows an increase in the number of children with a high level of child development.

Svetlana Kargina
Educational game as a means of intellectual development of older preschoolers in accordance with the Federal State Educational Standard for Education

One of the main objectives of the Federal State Educational Standard preschool education is to create conditions for child development, his positive socialization, types of activities, personal and intellectual potential.

Intellectual development of older preschoolers using educational means games are implemented taking into account the principle integration educational areas, the content of which is aimed at comprehensive development of preschool children. Educational area "Cognitive development» is a pivot in educational games and integrates with such educational areas, How: "Speech development» , "Social-communicative", "Artistic and aesthetic development» .

Use in working with children senior preschool age developing games allows you to solve the following tasks:

Creating conditions for development logical thinking in children, taking into account their age characteristics;

-development in preschoolers logical thinking techniques (analysis, synthesis, generalization, classification);

Forming the ability to trace, understand cause-and-effect relationships and make simple conclusions based on them, as well as control and self-control skills, independence and initiative in the process of mental activity, the ability to interact with peers;

- developing curiosity, cognitive motivation, imagination and creative activity, the formation of primary ideas about the properties and relationships of objects in the surrounding world (shape, color, quantity, number).

Getting to know the game "Fold the pattern" starts with average groups and gradually becomes more complex. Play promotes development children's ability to analyze and synthesis, combination and integrity of the perception of an object. Cards - diagrams - were made according to the degree of complexity of folding the pattern. The pattern is laid out according to an algorithm sequentially, starting with the cubes of the top row, from left to right. This algorithm of actions allows children to quickly cope with more difficult tasks. Senior preschoolers lay out such figures as a Christmas tree, a mushroom, a lightning bolt, a bow, etc. The complication in this game comes from increasing the number of cubes with triangular faces. Folding patterns in the form of letters or numbers will help your child learn and remember them faster. For children senior preschool age, another complication in the task is proposed - a non-dissected image of patterns. The child needs to mentally dissect the pattern and understand what cubes he needs to complete the task, and then test his guess experimentally. The most difficult type of task is to independently invent and compose patterns from cubes. In this work, the child not only uses the acquired skills, but also shows imagination.

Game"Geocont" attracts children's attention and promotes development mental processes, allows develop fine motor skills. The use of this circuit game is encouraged development mathematical concepts, which presupposes the ability to observe and compare, juxtapose and make simple generalizations. In the game "Geocont" are developing design skills, fine finger movements are trained. Children really enjoy tasks that are competitive in nature. “Who can build a triangle faster?”, “Who will find the hidden figure?”, for spatial orientation “What figure is in the upper right corner?”. The game can be entertaining, children really love to pretend to be snowflakes using colorful rubber bands.

Educational game"Igrovisor" promotes development of intellectual culture, the ability to learn, accept a learning task, find means to solve it, control during work. Tasks using it varied: use an arrow to show the missing figure, go through the maze, connect a number and a number, find objects in the picture, complete the missing parts of the object, etc. "Igrovisor" convenient to use in that it can be passed on to another child by quickly erasing the drawing with a napkin (children work on "Igrovisor" marker or felt-tip pen). The children are already play independently, give each other tasks, check, go through mazes, etc.

The multifunctional and variable game"Dyenes Blocks", the content of which is aimed at accelerating the process development in preschoolers the simplest logical structures of thinking and mathematical concepts. This game used in the process of cognitive, speech, artistic and aesthetic development of preschool children. For example, in classes on speech development, we suggest choosing any figure and telling about it, or making a riddle-description about the figure, which the child will hide, and the hero who comes to class must guess it. To successfully master the game, cards are used that help children navigate the variety of figures offered. They are in the accompanying annotation for this game. In free play activities, children build from figures "Dyenes Blocks" volumetric structures (houses, bridges, gates). Methodology for working with logic games "Dyenes Blocks" described in the book by M. Fiedler “Math is already in kindergarten”.

The presented games are used in working with children in the system, in different modes moments: in the morning and evening hours, in directly educational activities, in free activity, during entertainment, leisure, etc.

The presented system of work for the implementation of the complex developing games in the educational process of kindergarten allowed:

Level Up intellectual development of preschool children;

Form their personal qualities;

Form at older preschoolers prerequisites for educational activities at the completion stage preschool education;

Ensure continuity preschool and primary general education in the conditions of implementation Federal State Educational Standard.

List of sources used and literature:

Bondarenko, T. M. Educational games in preschool educational institutions. Lesson notes for educational games by Voskobovich [Text]: methodological manual/ T. M. Bondarenko - M.: Methoda, 2013. – 14 p.

Nikitina, B. P. Steps of creativity or educational games [Text]: methodological manual / B. P. Nikitina - M.: Education, 1985.- 35 p.

Fidler, M. Mathematics already in kindergarten [Text]: methodological manual / M. Fidler - M.: Education, 1981. – 54 p.

Publications on the topic:

Non-traditional image technique as a means of creative development of older preschoolers Preschool age is the period when visual activity can become and most often is not only a sustainable hobby.

Research activity as a means of developing creative independence of older preschoolers The current stage of development of the theory and practice of preschool education is marked by the adoption of the Federal State Educational Code.

Consultation for teachers “Children’s experimentation - a means of intellectual development of preschool children” Experimentation is one of the leading methods of forming the cognitive sphere of preschoolers. The word "experiment" comes from Greek.

Consultation for parents. The importance of entertaining logic tasks for the intellectual development of older preschoolers In recent decades, alarming trends have emerged due to the fact that the system of educational work with preschoolers has become increasingly

Work experience “Fairytale therapy as a means of developing self-awareness in older preschoolers”“Through a fairy tale, fantasy, game, through the unique children's creativity– the right path to a child’s heart. Fairy tale, fantasy is the key, p.

Cuisenaire sticks - a means for developing the mathematical abilities of older preschoolers 1. The topic of my work is "D. CUIZENER'S STICKS - A MEANS FOR DEVELOPING MATHEMATICAL ABILITIES OF SENIOR PRESCHOOL CHILDREN" OO Cognition Famp.

Consultation “Subject-based developmental group environment as a means of developing oral speech in preschoolers” With the introduction of the Federal State Educational Standard for Preschool Education, favorable conditions for development are being determined.

Subject-based development environment as a means of developing play activities of preschool children Play is the leading activity of a preschooler and one of the ways to manifest and express oneself, one’s feelings, thoughts, and attitude towards the environment.

Project activity as a means of developing the constructive abilities of older preschoolers For modern stage The development of education is characterized by the search and development of new forms and technologies for children's education. At the same time in quality.

Role-playing game as a means of intellectual development of children For many years I have been paying a lot of attention to the intellectual development of children. I believe that a child learns better in classes, with direct instruction.

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