Peterson workbook in dhow. Overview of the course L. G. Peterson "Player" (from work experience). The textbook is poorly developed section "Geometry"

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1 Mathematics training program for preschoolers L.G. Peterson, N.P. Kholina “One step, two steps Explanatory note The mathematics course for preschoolers is the initial link of a single continuous mathematics course 0 9, which is currently broken down from the standpoint of integrated development personality of the child, humanization and humanitarization of mathematical education (supervisor Doctor of Physical and Mathematical Sciences, Professor G.V. Dorofeev). main goal the course of mathematics for schoolchildren is the comprehensive development of the child: the development of his motivational sphere, intellectual and creative forces, personality traits. Often, preparing children for school comes down to teaching them to count, read, and write. Meanwhile, the greatest difficulty in elementary school is experienced not by those children who show intellectual passivity, who lack the desire and habit to think, the desire to learn something new. At the same time, the development of fantasy, imagination, and creative abilities is of particular importance. Thus, the main objectives of this mathematics course for preschoolers are: 1) Formation of motivation for learning, focused on satisfaction cognitive interests, the joy of creativity. 2) Development of figurative thinking (sensations, perceptions, ideas). 3) Formation of methods of mental actions (analysis, synthesis, comparison, generalization, classification, analogy). 4) Development of variability of thinking, creative abilities, fantasy, imagination, constructive skills. 5) Increase the amount of attention and memory. 6) The development of speech, the ability to justify one's judgments, to build the simplest conclusions. 7) Developing the ability to purposefully control volitional efforts, establish the right relationships with peers and adults, and see oneself through the eyes of others. 8) Formation of general educational skills and abilities (the ability to think and plan actions, implement a decision, guess about the results and check them, strictly obey the given rules and algorithms, etc.). 9) fostering interest in the subject and the learning process in general. These tasks are solved in the process of familiarizing children with different areas of mathematical reality: with quantity and counting, measuring and comparing quantities, spatial and temporal orientations, that is, with those mathematical concepts which underlie the content of the elementary mathematics course and determine the depth and quality of mastering the school curriculum. New material is introduced on the basis of the principle of activity, that is, it is not given to children in finished form, but is comprehended by them through independent analysis, comparison, and identification of essential features. Mathematics should enter the life of children not as a theory, but as a "discovery" of regular connections and relationships in the world around them. And the teacher leads the children to these discoveries by organizing and directing their learning activities, for example, children are invited to roll two objects through the gate. As a result of their own objective actions, they establish that the ball is rolling because it is “round”, without corners, and the corners prevent the cube from rolling. Thus, children learn to recognize geometric figures, get acquainted with their names, identify essential features. The form of classes should be mobile, varied and change depending on the tasks.

2 The age characteristics of children determined the saturation of the educational material with game tasks. However, the use of a large number of games does not mean a decrease in the level of mathematical content. On the contrary, many traditional preschool the topics were moved to an earlier period, and the range of issues under consideration was significantly expanded in the direction of the formation of fundamental mathematical ideas in children. It should be emphasized that we are not talking about changing the requirements of the standard program for the mathematical preparation of preschoolers, but about changing the mechanism for achieving these goals. One of such mechanisms is the minimax principle, which was formed in didactics based on the ideas of L.V. Vygotsky, A.N. Leontieva, L.V. Zankova and others. It means such an organization of work with children, when knowledge is given to the maximum possible (in the zone of their proximal development), and the requirements for the elimination of knowledge are presented at the minimum required to pass the next stage of education and determined by the state standard. In other words, the success of learning is achieved not by making tasks easier to the level of the weakest children, but by developing in each child the desire and ability to overcome difficulties. The use of the minimax principle allows all children to reach the level of required learning outcomes without overloading, without slowing down the development of more capable children. Thus, the issue of level differentiation of preschool education is solved: each child moves forward at his own pace. AT preschool age Emotions play perhaps the most important role in personality development. Therefore, an individual approach is of paramount importance, creating for each child a situation of success, an atmosphere of goodwill, where all children, regardless of their abilities, “feel at home”. The principle of comfort is a necessary component of working with children, since failure to comply with this requirement adversely affects their health and mental development. An important feature of this program is that it is an organic part general course mathematics, ensuring its continuity at all stages. The direct continuation of the program in elementary school is the program for elementary school 1 4 L.G. Peterson, and in the secondary school program for 5 9 grades G.V. Dorofeeva, G.K. Muravina and L.G. Peterson. Thus, the following didactic principles are implemented in this program: 1) the principle of activity ensures the comprehensive development of children; 2) the minimax principle provides an individual development path for each child; 3) the principle of comfort ensures the normal psycho-physiological state of children; 4) the principle of continuity ensures successive links between all levels of education. Calendar-thematic planning of classes in mathematics "One-step, two-step" (1 lesson per week, 28 lessons in total) Plan. Fact. Quantity Theme of the lesson hours 1 1 Numbers Numbers Numbers Number 6. Number Number 6. Number 6

3 6 1 Number 6. Digit Measurement of length. 8 1 Length measurement. 9 1 Length measurement Number 7. Number Number 7. Number Number 7. Number Number 7. Number Heavier, lighter. Weight comparison Weight measurement Number 8. Number Number 8. Number Number 8. Number Volume. Comparison by volume Measurement of volume Number 9. Digit Number 9. Digit Number 9. Digit Area. Area measurement Number 0. Number Number 0. Number Number 10. Number Ball.Cube.Parallepiped. Explanatory note The course of speech development and literacy for preschoolers is the initial link of the continuous course "Literacy" - Russian language - reading - literature for grades 1-11 within the framework of the educational program "School2100". The overall goal of the program is to prepare a functionally literate personality in the course of preschool and school developmental education as an indicator of quality education, to ensure that the student is ready for further development. One way to achieve this goal is to create continuous courses. In relation to teaching the Russian language, continuity is understood as the presence of a consistent chain learning objectives throughout the process of mastering the language, passing into each other and ensuring the constant progress of the student forward in each of the successive time periods. Continuity is on the border of "childish garden-school» provides continuity in training. The pre-school course for the development of speech and preparation for literacy is designed to provide high-quality preparation of children for education in elementary school according to the Educational Program "School 2100". The development of a preschooler is carried out along four main lines that determine his readiness for schooling: 1) the line of formation of arbitrary behavior; 2) the line of mastering the means and standards cognitive activity; 3) the line of transition from egocentrism to the ability to see the world from the point of view of other people; 4) the line of motivational readiness. A feature of the program is the use of elements of speech therapy methodology for preschool children, the purpose of which is to prevent errors in reading and writing. The purpose of the course is the comprehensive development of the child's personality, his value ideas about the world around him, his outlook, intellect, and personal qualities.

4 Learning objectives: 1) formation of learning motivation and interest in the learning process itself; 2) the development of visual and figurative and the formation of verbal logical thinking, the ability to draw conclusions, justify their judgments; 3) formation of methods of mental actions: analysis, synthesis, comparison, generalization, exclusion, modeling, design; 4) development of memory, attention, creativity, imagination, variability of thinking; 5) development of general educational skills: the ability to work in a team, interact, bring the work started to the end; work carefully, with concentration, plan and control their actions; 6) development of communication skills with adults, with peers, the ability to see the world through the eyes of another person; 7) development of speaking, listening and reading skills; 8) development of interest and attention to the word, to one's own speech and the speech of others; 9) enrichment of the active, passive, potential vocabulary: development of the grammatical structure of speech, coherent speech skills based on the speech experience of a child of a native speaker; development of the ability to operate with language units: sound, syllable, word, phrase, sentence; 10) expansion of ideas about the world around, the phenomena of reality based on the life experience of the child. The solution of these problems is carried out in the process of teaching literacy and teaching writing. Classes are conducted according to the textbook by R.N. Buneev, E.V. Buneev, T.R. Pronina "Our prescriptions". Thematic planning of classes in teaching literacy and teaching writing, developing speech and preparing for teaching writing (1 lesson per week, 28 lessons in total). Plan. Occupation fact Calendar-thematic planning to prepare for teaching literacy and writing Number of hours "On the way to the ABC" "Our copy-books" 1 1 Sounds and letters Writing straight and oblique lines Words. Sounds. Sound a s a Sounds oh, uh o, e Sounds and, s s, and, a, o, e Sound y. vowel sounds and letters. y y 10 1 Sounds m, m. Consonant sounds. Slogies. Solid and m M soft consonants Sounds n, n. Consonant sounds and letters. Syllables. nn 12 1 Sounds p, p. p P 13 1 Sounds t, t. Vowel sounds and letters (a, o, u, i, s, tt

5 e). consonant sounds and letters (m, n, p, t) 14 1 Sounds k, k kk 15 1 Sounds x, x. sounds KX, kx xx 16 1 Sounds f, f th Syllables with the letter f. ff 17 1 Sounds ye, yo, yu, ya. Syllables. e, u, i 18 1 Sounds l, l. differentiation of sounds l, y ll 19 1 Sounds v, v, f, f. differentiation of sounds v, v, f f v, f. Voiced and deaf consonants Sounds h, sch. Differentiation of sounds. h, u 21 1 Sounds b b. Differentiation of sounds b b, p p, b-p Sounds d and d.; dr. dr. e, t 23 1 Sounds s, ss 24 1 Sound c. Differentiation of sounds c-s, ts-ch Sounds g and g. Differentiation of sounds g-k, Mr. Sounds h and h Differentiation of sounds s-z, s-z. whistling consonant sounds. tss gg. zz 27 1 Sounds w w Hissing consonant sounds. w, w 28 1 Sounds of r, r. p p

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Situation type: discovery of new knowledge.
Topic:"The world of amazing flowers."

Target: the formation in preschoolers of the ability to draw up and read schemes of "successive actions" using the example of a picture scheme for planting flowers.

Tasks.
Educational:
Expand:
- basic knowledge about the natural world (on the example of the world of flowers);
- knowledge about the conditions necessary for the growth and development of plants;
To consolidate ideas about ecological connections in nature: the dependence of living nature on inanimate. Developing:
to promote the development of personality traits: observation, responsiveness, independence, diligence. Educational:
contribute to the formation
- ecological culture children of senior preschool age; - installation of a positive attitude to the natural world, to work in nature;
create conditions for:
- development of respect for nature;
- manifestations of independence in labor activity (labor in nature).

Preliminary work.
Conversation "Why do plants need water, sun, earth."
Observation of the growth of onions in the ground, water.
Examination of flowering plants.
Reading and retelling Russian folk tale"Tops and Roots".
Watching an animated film based on the story of V. Kataev "Flower-Semitsvetik".
Memorization of sowing verses, sentences.

Materials for the lesson.
Demo material:
cards with the image of the sun, water, soil, air: size: 13 × 13;
cards with the image of an empty pot, a pot of earth, a flower bulb with germinated sprouts, a scoop for creating a recess in the ground, a pot of earth and a planted bulb, a watering can with water: size: 13 × 13;
arrows - 5 pcs.

Handout:
pots, scoops, watering cans with water according to the number of children;
flower bulbs according to the number of children;
a container with a large amount of land;
aprons for each child.

Equipment:
magnetic board: size: 120×100 cm;
tables 2 pcs. (placed in a square) or one round table;
oilcloth for table covering;
chairs according to the number of children;
costume for Fairy of Flowers;
fabulous flower "Flower-seven-flower";
green flooring (artificial) for flower beds - 2 pcs.;
artificial wild flowers - 12 pcs.:
chamomile - 4 pcs.;
poppy - 4 pcs;
cornflower - 2 pcs.;
bell - 2 pcs.
artificial garden flowers - 12 pcs.:
rose - 2 pcs.;
narcissus - 2 pcs.;
tulip - 4 pcs.;
iris - 2 pcs.;
lily - 2 pcs.
Flower basket - 2 pcs.

Necessary materials:
a letter from the Fairy of Flowers;
audio recordings:
· V. Dashkevich, sl. Y. Kim “Come visit us” from the movie “There on unknown paths” (without words);
P.I. Tchaikovsky's "Snowdrop" from the cycle "The Seasons";
P.I. Tchaikovsky's "Waltz of the Flowers" from the ballet "The Nutcracker";
P.I. Tchaikovsky's Dance of the Dragee Fairy from The Nutcracker.
Screensaver-picture "Flower City" for projection on the screen.

Course progress.
1. Introduction to the game situation.
The children enter the group room.
Guys, we have guests! Let's say hello to them. They are happy to see you and smile at you! Show that you are happy with them too. Get to know them.
Come to me!
- Today a mysterious letter arrived in our kindergarten!

The teacher reads the letter.
"Dear Guys! I beg you to help me in one very difficult but useful matter. Spring has long come into its own, and I do not have time to cope with planting flowers. Hope you can help me!
I live in Flower City. I am waiting for you! Fairy of Flowers.

Guys, do you like flowers?! ( Yes.), (Of course we love flowers!), (Very much!).
- Tell poems about flowers that you know!
Children read poems about flowers that they have learned in advance.

Do you want to help the Flower Fairy? ( We want.), (Of course.), (We love to help.).
Who is the Flower Fairy? ( Sorceress.), (Storyteller.), (Beautiful girl.).
- Do you think we can help her? ( Yes.).
- Why? (We have already helped many.), (We will try and we will be able to help.).
- What should be done for this? ( We must all plant flowers together.), (It is necessary that each of us plant a flower.).
- How can we get to the Flower Fairy? (FROM with the help of magic words.), (With the help of magic items: a flying carpet, a magic wand, a magic flower, a pipe.).
- In our group, in a corner of nature, there is a magical plant Flower-Semitsvetik. Can he help us get to the Flower Fairy? (Of course it will help.).
- I think it's time for us to rush to the aid of the Flower Fairy! How can we use the possibilities of the Seven-flower Flower? (Let's take one petal, say the magic words and move to the Flower City.)

To the music of V. Dashkevich, Y. Kim “Come visit us”, children pronounce the words: “Fly. Fly, petal. Through the west to the east. Through the north, through the south, come back, making a circle. As soon as you touch the ground, to be in our opinion. We want us to be in the city of flowers.”

2. Actualization in the game situation.
A picture appears on the screen - the splash screen of the flower city. The music of P.I. Tchaikovsky's Waltz of the Flowers from The Nutcracker.
- What do we see in the flower city? (Flowers.)
- What are the flowers (Garden.), (Field.).
- Let's meet the inhabitants of the flower city! Select garden flowers from the basket, name them and place them on a green meadow.

The guys take from the first basket, in which there are both garden and wild flowers, only garden flowers, they name and place them on the proposed green flooring.

In a vase on a green flooring, only garden flowers are collected.
- You know a lot of garden flowers. I really want to make sure that you know the wild flowers well. Choose wild flowers from the second basket and place them on another green meadow!

The guys take from the second basket, in which there are both garden and wild flowers, only wild flowers, they name and place them on the proposed green flooring.

In a vase on a green flooring, only wild flowers are collected.
- You know a lot of colors! I think you can say a lot of beautiful words about flowers! (Multi-colored.), (Graceful.), (Beautiful.), (Beautiful.), (Fragrant.), (Unusual.), (Bright.), (Perfumed.), (Multi-colored.).
- Well done! What wonderful words you said about flowers!
(Flowers need soil.), (The soil in which the roots are located provides the flowers with nutrients.)

The child takes a card with the image of a pot of soil and attaches it to the board.
What can't flowers grow without? (Without water.), (Water waters the plants, washes them.)
- Choose, ... .. (child's name), the desired card and attach it to the board.

The child takes a card with the image of water and attaches it to the board.
What can't flowers grow without? (No sun.), (The sun warms the plants, gives them heat.)

The child takes a card with the image of the sun and attaches it to the board.
What can't flowers grow without? (Flowers need air.), (All living things need air to breathe!)
- Take... (name of the child), the desired card and attach it to the board.

The child takes a card with the image of air and attaches it to the board.
What can't flowers grow without? (Flowers need care.), (My grandmother says that without love for them, they grow poorly and dry.).
- Of course, plants need: care, care and love, which contribute to the growth, flowering and beauty of plants!
- Let's pretend we're plants!

Psycho-gymnastics "I am a plant."
Against the background of the music of P. I. Tchaikovsky "Snowdrop" from the cycle "The Seasons" the text sounds. Children perform the indicated movements.

Text	Children's movements
Imagine that you are a baby plant. They put you in the ground. You are still very small. Very weak, fragile, defenseless.	Children squat down, bending their heads to their knees, portraying themselves as a small plant.
- But someone's kind hands are watering you, wiping the dust, loosening the ground so that your roots breathe. You start growing.	The teacher approaches the children and strokes each on the head. The children begin to rise slowly, depicting the growth of a flower.
- Your petals have grown. The stem has become strong, you reach for the light.	Children stand up to their full height, stretching their arms up.
- It's so good for you to live with other beautiful flowers.	The children sway, pretending to be flowers, and smile.

- Did you enjoy being plants? (Yes.), (I liked it.).
- Why? ( We were looked after!), (We were taken care of!).

3. Difficulty in a game situation
The music of P.I. Tchaikovsky "Dance of the Dragee Fairy" from the ballet "The Nutcracker".
- Listen, someone is coming. I'll go and see! Just be quiet!
The teacher comes out and puts on the outfit of the Fairy of Flowers. Returns.
- Hello guys! I am the Flower Fairy. Why did you come to my city? (We have come to help you plant flowers.).
- Do you know how to plant flowers? (Not.).
- What are we facing? (There was a problem!).
- Why don't you know? (We don’t know how), (I only saw how my parents planted parsley in the country.), (We didn’t try it.), (All flowers are different: some are planted with seeds, others with bulbs).

4. Discovery of new knowledge
- Can you learn how to plant flowers? (…… (Yes!).
- What is required for boarding? (The soil).
Where should we put soil? (In a flower pot).
- ... .. (child's name), select a card and attach it to the board.
The child attaches a card with an empty pot on the board.

What do you think we will do next?
(Fill in the soil.)
- Why? ( Plants need soil.), (For the flower to feed.), (Nutritious substances in the soil.)
- ...... (child's name), select the desired card and attach it on the board.
The child attaches a card with the image of a pot of earth on the board.

I have sprouted tulip and daffodil bulbs. Let's take a look at them! Where are the roots, where are the tops? (The tops are green leaves, and the roots are at the bottom, thin, like threads.)
- You see that the first sprouts have appeared. How will we plant a tulip (narcissus) bulb with roots or tops? (Roots.)
- Why? (All flowers have roots in the ground.)
The teacher attaches an “arrow” to the board as a designation of the next action to be taken when planting flowers.

- ...... (child's name), select the desired card.
The child chooses a card with the image of an onion and attaches it to the board.

What needs to be done so that the bulb is comfortable in the ground.
(We need to make a recess.), (Dig a hole with a scoop.)
- Well done. Such a hole is called a hole.

The teacher attaches an “arrow” to the board as a designation of the next action to be taken when planting flowers.
- ... (child's name), please select the desired card and attach it on the board.
The child chooses a card with the image of an owl in the ground and attaches it to the board.
- What are we going to do next?

The teacher attaches an “arrow” to the board as a designation of the next action to be taken when planting flowers.
(Let's cover with earth.), (Let's cover the roots of the bulb with earth).
- Well done! Choose the right card ... (child's name), please!
The child chooses a card with the image of an onion in a pot and attaches it to the board.
- Have you done everything to make our tulips grow? (Not all.)
- What else needs to be done!

The teacher attaches an “arrow” to the board as a designation of the next action to be taken when planting flowers. (Water.)
- What happens if you don't water the flowers? (Dies.)
- Why? (Flowers need water!), (This is their food.), (They grow from water.)
- Who wants to find the right card? Good, …. (child's name), go pick a card.
The child chooses a card with the image of a watering can and attaches it to the board.
- Let's repeat all our actions when planting flowers.

The fairy leads with a pointer along the drawing scheme built on the board, and the children pronounce the algorithm for planting flowers.
- ... .. (child's name), name the first action when planting flowers. (Prepare pots.).
- Further, …. (child's name), what are we going to do? (Pour soil.).
What is our next action... (child's name)? (Sprout bulbs or seeds until the first sprouts appear.).
- Explain, .... (child's name), looking at the diagram of how we proceed. ( It is necessary to make a recess.), (Dig a hole with a scoop, which is called a hole.).
- Good. Then, …. (child's name), explain your action. ( We will cover with earth, cover the roots of the bulb.).
- And the last action, .... (child's name)? (Be sure to water.

).
- With what difficulty did we meet in the lesson? (We did not know how to plant flowers.).
- What do you tell me now? (We figured out how to plant flowers!).
- Just understood?
The teacher leads with a pointer along the drawing scheme built on the board.
(We made a picture diagram "How to plant flowers?").
- Why do we need a drawing scheme? (Explain to others.), (If you forgot, look at her and quickly remember everything.).
- What is indicated in the diagram? (The procedure for planting flowers.), (We know how to proceed when planting flowers).
- So, we can plant flowers!

5. Inclusion of new knowledge in the knowledge system
"Now let's go to the table and get to work!" Let's wear aprons. Each of you has everything you need for planting flowers.
- Get to work.
Children start planting flowers. The music of P.I. Tchaikovsky "Waltz of the Flowers". The teacher corrects the activities of the children, drawing their attention to the pattern of planting flowers on the board.
- Well done! You did everything according to the scheme. To make our flowers grow faster, we will tell you the sowing sentence.

Sowing sentence.
Oh, you, my onion,
You, do not be afraid that the earth!
Lie down in the hole you are at the bottom!
Nothing dark in there.
To the light, to the sun from the earth
You sprout, hurry up!
Like early spring
Let the sprouts sprout with us.
Come out of the darkness to the sun:
"Hello sun, it's us!"

What else do flowers need? (Warm.), (Sun.).
- Let's all put pots with planted flowers on the windowsill together.
Children, together with the Flower Fairy, put the pots on the windowsill.
- You helped me a lot! I am grateful to you and I give you a magic box with a surprise! It can only be opened in a group kindergarten. It's time for us to say goodbye. All the best!
The music of P.I. Tchaikovsky "Dance of the Dragee Fairy". The fairy leaves (takes off her outfit). Returns as a teacher.
- Guys, we need to go back to kindergarten!
To the music of V. Dashkevich, Y. Kim “Come visit us”, children say the magic words: “Fly. Fly, petal. Through the west to the east. Through the north, through the south, come back, making a circle. As soon as you touch the ground, to be in our opinion. We want us to be in kindergarten, in our group, " tear off the petal and return to the group.

6. Outcome.
- Guys, where were we today? (In the Flower City.).
- Why did we go there? (In order to help the Fairy with planting flowers).
- What helped us cope with planting flowers? (We made a diagram that you could look at and see how to plant flowers correctly.), (We poured soil into pots, made a hole, planted a germinated tulip bulb with roots down, sprinkled it with soil, watered it and put it on the windowsill in the sun.).
- This is very important and useful knowledge. Where can they be useful to you? (We can plant flowers in the country, with a grandmother in the village.), (Teach other children or adults how to plant flowers according to the scheme.).
- Why did you succeed? (Because we learned how to draw and read a diagram.), (We were smart, attentive, diligent, quick-witted.).
- You really were friendly today and together they made and read the scheme for planting flowers.
- Let's see what the Flower Fairy put in the box!
- Oh, yes, here are daffodil bulbs that we can plant on the site of our kindergarten! Hey, the Flower Fairy! Great, there are also medals for all the children! This means that you all worked very well! The teacher rewards pupils with medals and praises.
- Say goodbye to our guests and ask them: did they like our flower planting scheme?
Children communicate with adult listeners and say goodbye.

Title: The scenario of the educational situation in the technology of the activity approach L. G. Peterson in senior group kindergarten
Nomination: Kindergarten, Lesson notes, GCD, ecology, senior group
The authors:
Dodonova Svetlana Valentinovna, caregiver MDOU No. 61,Yaroslavl,
1 qualification category
Borisova Natalya Yurievna, senior teacher MDOU No. 61, Yaroslavl, 1 qualification category
Curator:
Teknejan Tatyana Valentinovna, deputy director for scientific and methodological work Head of School No. 115, Yaroslavl, highest qualification category

The brochure presents the preschool program "Steps" in mathematics for children 3-6 years old ("Toy" for children 3-4 years old and "One - a step, two - a step ..." for children 5-6 years old), which is the initial link of a continuous mathematics course for preschoolers, primary and secondary school educational system"School 2000…". Class planning is given, taking into account the possibility of working under this program with preschoolers of various levels of training.
The main goal of the "Steps" program is the development in children during the didactic game of thinking, creative forces and activity abilities, general educational skills and personality traits that ensure effective learning at school.
The program is methodically supported by the courses "Player" and "One - a step, two - a step ..." by the authors L. G. Peterson, E. E. Kochemasova and N. P. Kholina, which have been tested in a wide teaching practice with positive results since 1992.

In 2016, mathematics textbooks for grades 1-4 by Peterson L.G. not included in the official list of books recommended by the Ministry of Education of the Russian Federation.

To understand whether this program is suitable for your child, you can, if you understand its features. Whether these features are positive or negative, each parent will decide for himself.

Fast paced

The pace at which children progress through the program is very fast. Often, literally one lesson is given to one topic, and then the child moves on to a new type of task. There are no step-by-step exercises and examples of problem solving in the textbook.

For example, in the textbook Moro M.I. in the first half of the third grade, students go through numbers up to 1000. During the same time, children who study according to Peterson's book take dozens, millions and billions.

Weak theoretical part and lack of clear structure

There is no theoretical part as such in the textbook. On individual pages there are small tips in the form of tables or figures. It doesn't bother the kids. After all, you don't have to learn the rules. You open the book - and you can immediately start solving examples.

The lack of a theoretical part is a problem for parents. If the child missed a lesson or listened inattentively to the teacher, you need to somehow fill in the gaps in knowledge at home. Since there are no rules in the textbook, it is difficult for parents to figure out exactly what to explain to the child.

I found a way out of the situation: I prepared my own small manual, where I wrote down for each lesson from the textbook what topics we are going through, as well as solution algorithms and rules on these topics.

Teaches non-standard solutions

Peterson invites children to independently come up with algorithms, formulas, and ways to solve problems. For example, break the figures according to some criterion, find a pattern and continue it, figure out how to solve the problem. In this textbook, it is encouraged if the child comes to a solution without the help of a teacher.

The problem is that teachers rarely follow the recommendations of the authors and do not wait until the student comes up with the algorithms himself. This is due to lack of time. When you do not have time to go through the main program with the children (addition and subtraction in a column, for example), there is no way to give schoolchildren time for long reflections. You have to show the worked out scheme of the solution.

The textbook is poorly developed section "Geometry"

In other elementary school textbooks, several chapters are devoted only to geometry. In Peterson's textbook, geometry is given, as it were, in passing, at the end of each chapter in the form of questions. As a result, children are not always able to understand these topics, to distinguish the perimeter from the area. The section "Geometry" remains at the mercy of the teacher.

Lots of abstract concepts

Already from the first or second grades, the concept of “variable” is found in textbooks. At the end of each lesson, the children are offered the exercise "Blitz-survey". These are very short tasks for composing an expression in which letters are used instead of numbers. Instead of the usual "5 apples" it says "b apples".

Children in elementary school still do not quite understand what to do with numbers, and when they are joined by letters, like abstract "b apples", it becomes quite difficult for schoolchildren.

Even parents do not always understand such tasks, let alone children.

But for those who figured out this topic in elementary school, it will be much easier to learn algebra.

Many game tasks for the development of logical thinking

Solve a rebus, go through a maze, paint over a figure or part of it, connect the dots - all these buildings develop logical thinking and are constantly found in the textbook. Children love them very much, they decide with pleasure, even at breaks.

In fact, the Peterson program is suitable for children with different abilities. Now I have a very "average" class, which, despite the fast pace and other difficulties of the program, copes well with the score and tasks. It's all about the approach of the teacher. Whether or not a student learns a program depends on the teacher by 80%.

Maria Nikolaevna Stepanenkova
Overview of the course L. G. Peterson "Player" (from work experience)

Since 2012, our kindergarten No. 114 has been participating in the federal experiment “Mechanisms for the implementation of the Federal State Educational Standard based on the activity method of L. G. Peterson from a standpoint of continuity educational process at the steps of pre-school education - elementary school - secondary school". AT work we turned on the basic (minimum)level of participation: implementation of the technology of the activity method of teaching in course mathematical development of preschoolers " toy"authors L. G. Peterson, E. E. Kochemasova, the main link of the program "World of Discoveries".

Well« toy» designed for children from three years old. Parts coursecalled differently: for younger preschoolers (1.2 parts) - "toy", for seniors (3.4 parts) - "Toy - a step to school".

The course consists of:

Methodological manual for educators (it contains detailed notes, indicates the necessary materials for the lesson);

demo material (one per group, with him teacher works) ;

Handout (per child);

Notebooks-albums (per child).

The main program content complies with the requirements of the Federal State Educational Standard and includes the following substantive sections:

properties of objects and groups of objects;

patterns;

quantities;

space-time representations.

Main tasks courses are:

Formation of curiosity, activity, motivation, focused on the satisfaction of cognitive interests, the joy of creativity.

Development of mental operations:

analysis of the properties of the objects or phenomena under study;

comparison of the properties of objects;

generalization and distribution of objects into groups according to the selected property;

synthesis based on the selected structure;

specification;

classification;

analogy.

Development of variative thinking, fantasy, imagination, creative abilities.

Increased attention span and memory.

The development of speech, the ability to argue their statements, build the simplest conclusions. Expansion and enrichment of the dictionary, improvement of coherent speech.

Formation of the ability to understand the rules of the game and follow them.

Formation of the prerequisites for logical thinking, sensory processes and abilities.

Formation of prerequisites for universal learning activities(arbitrariness of behavior, the ability to purposefully control volitional efforts, establish the right relationships with adults and peers; Work according to the rule and model, planning their actions, checking the results, correcting errors).

Tasks also become more complex with age, which leads to a change in the spatial development environment. For example, in the second junior and middle groups, we introduce children to the designation of numbers and their correlation with the number (we hang a mobile with numbers and the corresponding quantity); in the eldest, we introduce the numerical series, with the designation of numbers with dots (we build a number series of houses with dots); in the preparatory - with the method of printing numbers, with the composition of the number (number series with the composition of the number, cards with printed numbers). There are mathematical corners in each group, their content also changes with age. Here is our option.

The basis of the organization of the educational process course the activity method. This means that new knowledge is not given to children in a ready-made form, but enters their life as a "discovery" of regular connections and relations of the world around them through independent analysis, comparison, identification of essential features and generalization. An adult leads children to these discoveries, organizing and directing their joint play activities through a system of questions and tasks.

The leading activity of preschoolers is play activity. Therefore, classes, in fact, are a system didactic games. Children do not notice that training is in progress, they move around the group, work with toys, pictures, balls, cubes, etc. The whole system of organizing classes is perceived by the child as a natural continuation of his play activity. Children do not learn anything, they act to achieve their "childish" goals; completing tasks, they help some heroes. Some characters accompany children to classes throughout the year. The teacher sits during the lesson, he works at eye level for children. Another feature of the lessons course is what a place to start "games" and its terminations necessarily coincide. The teacher sums up the result of the lessons himself in the younger and middle groups, starting with the older one, the children learn to draw conclusions, answering questions: "Where have you been?", "Who helped?", "What knowledge did you need?".

Each lesson is organized taking into account the system of didactic principles of the activity method of L. G. Peterson:

The principle of psychological comfort,

operating principle,

minimax principle,

The principle of integrity

principle of variability

The principle of creativity

The principle of continuity.

All principles course meet the requirements of the Federal State Educational Standard and are familiar to you.

The principle of psychological comfort is fundamental for preschool age, since the emotional atmosphere prevailing in kindergarten directly affects the psychophysical health of children. The principle of psychological comfort involves the creation of a trusting atmosphere, the minimization of all stress-forming factors of the educational process.

The principle of activity involves the development of the world around us not by obtaining ready-made information, but through it. "opening" children and development in vigorous activity (under the skillful guidance of an adult).

The minimax principle implies the advancement of each child at his own pace along an individual trajectory of self-development at the level of his possible maximum.

How to ensure an individual approach to each child, when there are more than twenty children in the group and at the same time each of them has his own starting level of development, temperament, character and living conditions? To make it interesting for all children, they are offered problem situations of a sufficiently high level of complexity, but feasible for the most prepared children ( "surmountable difficulty"). In the course of their resolution, the educator relies on the most prepared children, but at the same time finds such components of the situation that other children are able to independently resolve. Thus, each child feels like a part of a team that is passionate about a common cause. As a result, all children are included in the educational process at the level of their possible maximum. Therefore, everyone is interested, and the result is the maximum possible for everyone, but everyone has his own. At the same time, the development of more capable children is not hindered, who will lead everyone else and will not slow down the pace of their development. This principle is peculiar only to this program, because it was invented by its authors.

The principle of integrity is based on the concept of the integral life of the child. Speaking of a preschooler, it is important to keep in mind that he learns not only and not so much in the classroom, but in free life. Therefore, when organizing the educational process, it is impossible to limit it only to classes, ignoring communication with the family, leisure, holidays, independent activities of preschoolers.

The principle of integrity provides a systematization of the child's ideas about the world around him and about himself.

The principle of variability provides for the systematic provision of children with the opportunity to choose materials, types of activity, participants in joint activities and communication, information, mode of action, deed, assessment, etc.

In the process of organizing didactic games, tasks can be used that involve several options. (correct) answers. When creating problem situations, an adult encourages children to put forward more and more new hypotheses, inviting everyone to speak out. At the same time, it is important that children not only offer different solutions, but try to justify their choice.

Tasks become more difficult with age: an object or feature that has not been encountered before is highlighted.

The principle of creativity orients the entire educational process towards supporting various forms of children's creativity, co-creation of children and adults.

The implementation of the principle of continuity is necessary to ensure successive links between kindergarten and primary school, not only at the level of principles, content, but also technologies, methods from the standpoint of intrinsic value and social significance of preschool childhood, formation of readiness for further successful learning, work, life in all its manifestations , as well as the development of abilities for self-realization and self-development. Well« toy» finds its continuation in primary and secondary schools.

All principles work in every class help achieve "adult" goals.

Classes are held in technology "Situation", which is a modification for the preschool stage of the activity method of L. G. Peterson.

There are three types of educational situations (classes)with preschoolers:

Lessons "discoveries" new knowledge;

training type classes;

Generalized classes (final).

Feature of classes "discoveries" new knowledge is that educational goals are realized in the process of mastering new mathematical content for them by children. The solution of all educational tasks in the lesson is carried out within the framework of a single, most often game plot in accordance with the so-called "childish" purpose.

At the same time, children acquire primary an experience overcoming difficulties on the basis of the reflexive method (in younger age- ask someone who knows; I'll figure it out myself; in the older one, I’ll come up with it, and then I’ll check it according to the model).

In the structure of classes "discoveries"new knowledge, the following stages are distinguished:

1) Introduction to the situation.

2) Actualization of knowledge and skills.

3) Difficulty in the situation.

4) "Opening" new knowledge (mode of action)

5) Inclusion of new knowledge (mode of action) into the knowledge system.

6) Understanding.

At each stage of the lesson, a solution of general tasks specific to this stage is provided. Let's take a look at each step using an example middle group on the topic "Rectangle" (the outline of the lesson is discussed in stages).

Introduction to the situation

Creating conditions for children of internal need (motivation) inclusion in activities. This can be achieved through the inclusion of children in a conversation that is personally significant for them, related to their life. experience, and a smooth transition to the plot, with which all subsequent stages will be connected.

Formation and fixation "childish" goals. Younger preschoolers may have a goal related to their personal interests and momentary desires (for example, « to play» ). And the elders have a goal that is important not only for them, but also for others (for example, "help someone"). "Children's" the goal should not have anything to do with the program objectives of training, education, development ( "adult" goal!

Formation in children of faith in their own strengths through questions sequentially asked at the end of the stage: "Want to?" - "Can you?"

Updating knowledge and skills

Organization of children's activities, in which mental operations are purposefully updated, as well as knowledge and children's experience needed to build new knowledge. At the same time, children are in their own semantic space (for example, in a game plot, they move towards their "childish" goals and do not even realize that the teacher leads to their new "discoveries".

Difficulty in the situation

Simulation of a situation in which children encounter difficulties in activities. To achieve your "childish" goal, the child needs to perform some action, the performance of which is associated with that new knowledge (concept or method of action that the child is to "open", and which this moment he is still missing.

Fixing the difficulty and identifying its cause using a system of questions: "Did you?" - "Why couldn't"? With a question "Did you?" an adult helps to comprehend that while the child cannot, is not ready to perform some action (associated with "childish" purpose). It is necessary to bring the child to understand the cause of the difficulty. This reason should consist solely in the inability, ignorance, unwillingness of the child himself to perform the required action.

Formation goal-setting experience(senior preschool age) with the help of the question "So we need to find out (what to learn?" Since the difficulty is personally significant for each child (it prevents him from achieving "childish" goal, the child has an internal need to overcome it, that is, now a goal is already set associated with cognition (a cognitive task correlated with "adult" purpose). The cognitive task should follow logically from the cause of the difficulty of the children.

"Opening" new knowledge (mode of action)

Involving children in the process of independent search and "discoveries" new knowledge, problem solving. With various questions (for example, “What should you do if you don’t know something, but really want to know?”) the teacher encourages children to choose a way to overcome the difficulty.

Implementation of the plan - search and "opening" new knowledge (modes of action) through the use of various forms of organizing children's activities. New knowledge (concept or mode of action that children "open", should determine, on the one hand, overcoming difficulties (achieving "childish" goals, and on the other hand, the solution of problematic tasks of training, education, development (achievement "adult" goals).

Fixing "new" knowledge (concept or mode of action) in external speech and (or) significant. At the end of this stage, be sure "new" knowledge is fixed by summing up, deriving, pronouncing the definition, method, algorithm, etc. In order not to go beyond the game plot, techniques are used, such as "Let's tell the bunny how we went to the right ..."

Inclusion of new knowledge (mode of action) into the knowledge system

Using new knowledge (mode of action) together with previously mastered methods with speaking out loud new knowledge, algorithm, method. The teacher creates situations, offers various activities within the framework of the game plot, in which new knowledge (new way) used in changed conditions in conjunction with the mastered earlier.

Children listen and repeat the instructions of an adult, plan their activities (for example, in older preschool age, questions such as: "What are you going to do now?" How will you complete the task? Where will you start? How do you know that you completed the task correctly? and etc.

Sample self-test can be arranged and (or) mutual verification.

Using new knowledge (modes of action)in joint activities: work in pairs, microgroups (if scheduled). It is important to provide for the optimal ratio of group, subgroup, pair and individual forms. works.

Making sense

Creating a situation of success.

Fixing achievements by children "childish" goals and pronunciation by the educator (in the junior and middle group) or children (in the senior and preparatory group for school) conditions that made it possible to achieve this goal.

Using the question system: "Where were you?", "What did you do?", "Who helped?"- the educator helps children to comprehend their activities and fix the achievement "childish" goals. And further, through questions: "How did you do it?", "What knowledge (skills, personal qualities) useful to you?" - leads children to what "childish" they achieved their goals due to the fact that they learned something, learned something, showed themselves in a certain way (“succeeded because they learned (learned ...”).

Structural stages of training type classes are:

1. Introduction to the game situation.

2. Game activity.

3. Making sense (total).

The purpose of training type classes is "fix", "repeat", « work out» ,but it has new content: not formal memorization or reproduction, but the identification and overcoming of their own difficulties by children in the process of playing activity.

Summing up the training session, it is important to draw the children's attention to the fact that the knowledge gained helped them emerge victorious from a difficult situation.

The structure of classes of a general type (final) the same as for training, but generalizing classes are held with the participation of two teachers (one organizes the educational process, and the other fixes the results). The goals of generalizing classes (final) are the systematization of the accumulated by children experience mathematical activity and at the same time checking the level of its formation.

The frequency and duration of classes change as children move from one level of education to another.

Group Quantity per week Duration

Junior 1 15

Medium 1 20

Senior 1 25

Preparatory 2 30

Work with preschoolers in this coursecarried out in the zone of proximal development of children: along with tasks that children can perform on their own, they are also offered tasks that require guesswork, ingenuity, and observation. Under the guidance of an adult, they are involved in the search, put forward and discuss different versions, with the right solution found, they emotionally experience success. The task of an adult is to create a situation of success for each child in the course of solving various tasks, to organize such an educational process that will create the most effective conditions for self-change and self-development of children.

In the educational process, the educator has two main roles.: the role of the organizer and the role of the assistant.

As an organizer, the teacher models educational situations; selects ways and means; creates a developing educational environment; organizes the process of children's "discoveries". The educational process, compared with the usual explanation of new material, should be fundamentally new: an adult does not give ready-made knowledge, but creates situations when children need this knowledge for themselves "open", brings them to discoveries, using the optimal forms of organizing children's activities. If the child speaks: "I want to learn!" ("I want to learn!", "I'm interested", “I want to do that too!” etc., which means that the adult managed to fulfill the role of the organizer.

As an assistant, an adult creates a benevolent, psychologically comfortable environment, answers children's questions, carefully monitors their condition and mood, helps those who need it, inspires, notices and records the success of each child. If children are comfortable in kindergarten, if they freely turn to adults and peers for help, not be afraid to express their opinion, discuss various problems (according to age, then this means that the teacher has succeeded in the role of an assistant.

The roles of organizer and facilitator complement, but do not replace, each other.

An important role in creating psychological comfort in the group plays organization of interaction with the families of pupils, aimed at the emotional rapprochement of children and adults close to them in joyful joint activities (holidays, joint projects, physical education and leisure activities, artistic creativity, etc.). The inclusion of the family in the life of the kindergarten allows parents to look at other children, at their child from the outside, look at the world through the eyes of a child, better understand him, learn to communicate and interact with him more effectively. It is important to understand that the lack of emotional communication, warmth and love in parent-child relationships directly negatively affects the development of a preschooler as a whole.

This year we sum up our work.

Our participation in the experiment is not limited to conducting classes within the framework of course« toy» . Every year we make reports on our work in different forms. For example, at the end of the first year, game lesson with kids; carried out Parent meeting, where parents reviewed the recording and discussed the effectiveness of such work. And the meeting itself was also filmed. This video report was sent to the curator. In 2013, we participated in the conference "Creation of a developing multi-level network of innovative platforms as a resource for the modernization of the regional education system." Third year work was within the framework of the implementation of technology to support parents and increase their competencies. And for my work received a diploma. This year we working in the laboratory №6"Technology situation as a tool for organizing the educational process with preschoolers on the basis of a comprehensive program "World of Discovery". This academic year is the final final and very saturated with creative work. In January 2016 we took part in the work of the webinar on the topic: "Continuous mathematics course L. G. Peterson"Learning to learn" in the context of the implementation of the concept of development of mathematical education”. In March, we prepared a video filming of a non-mathematical class, developed by us, within the technology situation. For the first two years, diagnostics were carried out in a special computer version. computer program the monitoring department itself calculated the results, receiving only incoming data. For the past two years, we've just been holding final classes. (generic type).

transcript

Fast paced

Weak theoretical part and lack of clear structure

Teaches non-standard solutions

The textbook is poorly developed section "Geometry"

Lots of abstract concepts

Many game tasks for the development of logical thinking

ecosystems

Zoology

Biology

Long 19th century

recent history

Middle Ages

new time

Interwar period