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The original content of the concept of form are real items surrounding reality.

The form- This the main visual and tactile property of an object which helps to distinguish one object from another.

Mankind created a system of standards for designating the shapes of specific objects. This is system of geometric shapes.

The grouping of geometric shapes can be represented as follows:

flat and bulky,

Having corners and not having them, that is, rounded,

Differing in appearance.

Thus, geometric figures act samples, standards of the form of real objects or their parts.

With geometric shapes held analysis of the surrounding world, satisfies the need to understand the variety of forms, in "what looks like what". As a result, one object is likened to another in shape (it looks like a cucumber, like a window), etc.

Classification of geometric shapes under construction both emotionally and logically. The child's perception of the surrounding objects at first, as shown by special studies, does not mean the selection of a form. First, the object itself appears, and only then - its form.

In the system of geometric figures concentrated generalized experience of human sensory activity.

The form is perceived by the visual-tactile-motor way. Acquaintance of children with the form of objects has always been the focus of attention of psychologists, teachers and methodologists of the past and present.

FEATURES AND METHODS OF MASTERING THE FORM OF OBJECTS AND GEOMETRIC FIGURES BY CHILDREN OF PRESCHOOL AGE

In the knowledge of the surrounding world, orientation in the variety of shapes of objects (objects) and geometric figures is especially significant.

Form has a special place among the variety of properties learned in preschool age..

Perceiving form, child distinguishes an object from others, recognizes and calls him, groups(sorts) and relates it to other things.

Parallel or after child learn geometric shapes, highlighting before their form, and then the structure.

In the knowledge of geometric shapes preschool children it is customary to distinguish three stages:

At 3-4 years old, geometric figures are perceived as whole and differ by children mainly in shape;

At the age of 4-5, geometric figures are perceived analytically, children establish their properties and structure empirically (experimentally);

At the age of 5-6, children perceive geometric figures in a certain relationship in terms of structure, properties, and realize their commonality.

As a result of psychological research, it became known that the process of cognition by children of form as a property is long and complex.

FOR CHILDREN 2-3 YEARS main identification figure sign — surface, plane. They are take the figure in hand, manipulate; run your hand across the plane, as if trying to discover the subject basis.

In this age children allocate among the others and call separate geometric shapes using the words " circle», « cube», « ball».

Or compare the shape of a real object with geometric and use the expressions “This is like a cube”, “This is like a handkerchief”.

Usually, they " objectify» geometric figures calling them " roof», « handkerchief», « cucumber" etc.

Mastering the shape of objects and geometric shapes passes at this age in active work. Children put one cube on another, building a tower, put objects in cars; roll figures, shift; make up the rows.

CHILDREN 3—4 YEARS start distinguish geometric shapes from objects, highlighting their shape. Naming the figures, they say: "The triangle is like a roof", "The handkerchief is like a square."

Children examine the figures tactile-motor way trying hold your hand along the contour. At the same time, they willingly pronounce the words and expressions they like. Begin to perceive structural elements geometric shapes: corners, sides. When perceiving figures abstracted from color, size, highlighting their shape.

However child's visual perception remains fluent, his the gaze does not focus on the contour or plane. Because of this, children often confuse similar shapes: an oval and a circle, a rectangle and a square.

CHILDREN 4-5 YEARS successfully examine geometric shapes, swiping index finger along the contour. However, they usually called structural components: vertices, sides, corners. traced with a wave of the hand lines forming angles; detect line intersection points. Survey becomes accurate and effective.

Typically, at this age, children shapes are formed — reference ideas about them. They begin to successfully identify the similarities and differences in the shapes of objects with geometric figures; use the standards they have developed in order to determine any unknown form; display forms in productive activities.

At 5-6 YEARS children in general visualize geometric shapes. Tactile-motor examination becomes unnecessary. In the process of visual perception they fix the contour and on this basis, include a figure in a specific group, allocate types of figures, classify, sort and organize objects according to form.

At senior preschool age prevails visual recognition of shapes and their distinctive signs, verbal description of the shape of objects and geometric shapes.

So, perception of form by a preschool child carried out based simultaneous examination of it in a visual and tactile-motor way, accompanied by naming the main features of a particular form.

For example, round - no corners; quadrilateral - it has sides, angles and vertices.

Geometric figures become standards for determining the shape of surrounding objects and their parts.

Item shape

The form(lat. form- form, appearance) - the relative position of the boundaries (contours) of the subject, object, as well as the relative position of the points of the line.

The shape of an object, along with color, size, lighting and other factors, affects the appearance of the object.

In geometry, two figures are considered to have the same shape if they can be transformed into each other using translations (parallel translation and rotation) and proportional increase (decrease). Such figures are called similar.

In the real world, there is an endless variety of forms. Therefore, in everyday use, only an approximate correspondence of a particular object to some simple geometric figure is used (for example, “a cubic body”). Also in speech, an approximate similarity of the shape of a particular object to the shape of a well-known object is used (for example, “filamentous form”, “barrel-shaped form”).

Formless are either objects whose shape is unlike any of the simple geometric shapes, or objects of an aesthetically unattractive shape.

Wikimedia Foundation. 2010 .

See what the "Form of the object" is in other dictionaries:

This term has other meanings, see Form. Form (lat. forma form, appearance) the relative position of the boundaries (contours) of an object, object, as well as the relative position of the points of the line. The shape of the object, along with the color ... Wikipedia

Figure (lat. figura √ appearance, image), ═ 1) external outline, appearance, shape of an object. ═ 2) The outline of the human body, physique. ═ 3) Position, position taken by someone while performing something in motion (in dance, fencing, ... ...

Figure (lat. figura appearance, image) is a multi-valued term, it is part of complex terms. The figure is the external outline, appearance, shape of an object. Figure outline of the human body, physique. The figure is sculptural, pictorial or graphic ... ... Wikipedia

- (lat. forma form, appearance): Wiktionary has an entry for "form" ... Wikipedia

- (lat. forma). 1) general view, outline of the object. 2) established clothing for any position or department. 3) lyalo, a device in which figures are cast to give them a certain external shape. 4) a frame in which the font set is enclosed ... Dictionary of foreign words of the Russian language

- (lat. forma) external outline, figure, appearance, image, as well as plan, model, stamp. In philosophy, this concept was used by Cicero and Augustine in the sense of species (a narrower class within a broader class of the genus). The concept of "F." Plato... ... Philosophical Encyclopedia

the form- uh. form f. , German Form lat. form. 1. Outlines, contours, external boundaries of an object that determine its external appearance, appearance. ALS 1. Piles of cliffs, .. various forms of stones, especially in the moonlight; descents, ascents. Mushroom. Putev. zap… … Historical Dictionary of Gallicisms of the Russian Language

FORM, forms, wives. (Latin forma). 1. External view, external outlines of the object. The earth is spherical. Give it a curved shape. House in the shape of a cube. “White, bizarrely shaped clouds appeared on the horizon in the morning.” L. Tolstoy. || only many. Outline... ... Explanatory Dictionary of Ushakov

Form (lat. forma √ form, appearance, image), 1) outlines, appearance, contours of an object. 2) External expression of any content (see Content and Form). 3) A device for giving something a certain shape (for example, foundry F.). 4) … Great Soviet Encyclopedia

- (lat. forma) ..1) external outline, appearance, contours of an object 2)] External expression of any content (see Content and form) 3) An established sample of something (for example, write a report in a form) 4) Adaptation to give something... Big Encyclopedic Dictionary

Introduction

At present, one of the main tasks of the general education school is the development of the student's personality, the provision of modern high-quality education in accordance with his interests and needs. Obviously, it is rather difficult to ensure quality when the learning process is carried out without interest and under pressure. The solution to this problem, first of all, requires changes in the design of the educational process, the use of pedagogical technologies that ensure productive interaction between the subjects of education and support for the individual development of each student. The foregoing necessitates a revision of approaches to the organization of technological training in a general education school, as a result of which students must acquire social and personally significant skills that allow them to solve life problems and carry out transformative activities. With individual learning, it is possible to most fully realize the individual capabilities of the student, take into account his personal properties. At present, such a type of individual learning as the formation of individual educational routes is becoming relevant. Thus, the purpose of our study is to get acquainted with the concept of an individual form of education, to get acquainted with the types of individual education, as well as to consider in detail the concept of an individual educational route.

Individual form of education

The concept of the form of education

The activity of students in mastering the content of education is carried out in various forms of education, the nature of which is determined by various factors: the goals and objectives of education; the number of students covered by training; features of individual educational processes; the place and time of students' educational work; provision of textbooks and teaching aids, etc.

In didactics, attempts are made to define the organizational form of learning.

The most reasonable is the approach of I.M. Cheredov to the definition of organizational forms of education. Based on the philosophical understanding of the form as an internal organization and content, covering a system of stable connections of the subject, he defines the organizational form of learning as a special design of the learning process, the nature of which is determined by its content, methods, techniques, means, activities of students. Such a construction is an internal organization of content, which is the process of interaction between a teacher and students when working on a certain educational material.

Consequently, the forms of learning should be understood as constructions of segments of the learning process, which are realized in a combination of the teacher's control activity and the controlled learning activity of students to assimilate a certain content of the educational material and master the methods of activity.

The learning process is realized only through organizational forms that perform an integrative role, ensuring the unification and interaction of all its components. A set of forms, united on the basis of the connection between students and teachers through educational material and complementing each other, constitutes the organizational system of education.

The result of the interaction between the teacher and the student is:

professional development of the teacher;

learning by pupils and students of knowledge, skills and abilities;

development of mental processes of pupils and students;

development of moral qualities of pupils and students;

The form of education means the form of organization of work of students under the guidance of a teacher, which can be:

collective;

group;

individual;

The form of education is realized as an organic unity of a purposeful organization:

teaching aids;

teaching methods;

Functions of learning forms:

1. Educational - educational. The form of education is designed and used in order to create the best conditions for the transfer of knowledge, skills and abilities to students, the formation of their worldview, the development of talents, practical abilities, active participation in production and social life.

2. Educational. This function is provided by the introduction of students with the help of the training system in a variety of activities. As a result, all spiritual and physical forces are actively involved in the work: intellectual, emotional-volitional, effective-practical.

3. Organizational, which consists in the fact that the need to match the volume and quality of the content of education with the age capabilities of students requires the teacher to provide a clear organizational and methodological presentation of the material, a strict selection of aids.

4. Psychological - consists in developing a certain activity biorhythm among students, the habit of working at the same time. Habitual time and familiar conditions of training give rise in students to a mental state of emancipation, freedom, optimal tension of spiritual forces.

5. The meaningful form of training sessions in conjunction with active methods performs a developing function. It is especially effectively implemented when a variety of forms is used in the study of a topic in the educational process. The variety and variety of forms generates a wealth of conditions for mental, labor, and play activities, which makes it possible to include the whole complex of mental processes in the work.

6. The forms of organization of the educational process ensure the collective and individual activities of students, performing an integrating - differentiating function. The educational process, implemented in various forms, is basically a process of collective cognitive activity. Students learn together, exchange information in practical matters, learn mutual understanding and mutual assistance. At the same time, learning is a process of developing the capabilities of the individual. Therefore, each form of collective training should have the ability to individualize the activities of students.

7. The systematizing and structuring functions of organizational forms of education consist in the fact that they require the distribution of all educational material into parts and topics, its structuring and systematization both in general and for each lesson.

8. The stimulating function of the form of organizing training sessions manifests itself with the greatest force when it corresponds to the peculiarities of the age of students, the specifics of the development of their psyche and body.

Organizational forms and systems of education are historical: they are born, develop, are replaced by one another depending on the level of development of society, production, science and educational theory and practice.

Introduction...…………………………………………………………………………2-3

Chapter 1……………………………………………………………..

1.1 Shape as a mathematical concept……………………………………………4

1.2. Psychological features of the perception of forms by preschoolers ...... .4-7

1.3. Pedagogical aspects of the formation of ideas about the form………..7-9

Chapter 2. Tasks - puzzles, didactic games as a means of formations about the shape of objects……………………………………………………………………………….

2.1. The value of didactic games and exercises in the formation of preschoolers' ideas about the form…………………………………………………………..10-14

2.2. Classification characteristics of didactic games of geometric content…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

2.3. The specifics of conducting geometric games with preschool children .................................................................... ................................................. ...................15-18

2.4. Puzzle tasks in the formation of the geometric vision of preschoolers……………………………………………………………………..18-19

Chapter 3 Experimental confirmation of the effectiveness of the use of didactic games and exercises to consolidate knowledge of geometric shapes and develop geometric vision in children of primary preschool age………………………………………………………………………… …….20-24

Conclusion………………………………………………………………………..25

Literature………………………………………………………………………...26-27

Application………………………………………………………………………..28-35

Introduction

Relevance of course research such scientists as M. Montessori, A.A. Stolyar, E.I. Tikheeva, F. Froebel, E.I. Shcherbakova, Z.A. Mikhailova, L.S. Metlin.

The aim of the study is to study the influence of puzzle tasks, didactic games on the development of ideas about the form in children of middle preschool age

Research objectives:

1. To study and analyze the literature on the problem of the formation of children's ideas about the form.

2. To study the psychological characteristics of the perception of the shape of objects by children of preschool age.

3. Consider the methodology for developing ideas about the shape of objects in preschoolers

4. Consider the value of entertaining mathematical material as a means of developing ideas about the shape of objects

5. Develop a system of educational didactic games for the formation of elementary mathematical concepts in preschoolers

6. Reveal the possibilities of puzzle tasks, didactic games in the development of ideas about the shape of objects.

7. To reveal the effectiveness of the influence of the system of developing didactic games on the formation of elementary ideas about the form.

research problem the question was what is the influence of puzzle tasks on the development of ideas about the shape of objects in children of middle preschool age.

Object of study: the process of developing ideas about the shape of objects in children of middle preschool age.

Subject of study: developing didactic games as well as puzzle tasks as a means of forming elementary ideas in children about the form. Through tasks - puzzles, didactic games in mathematics classes, as well as in regime moments both with all children and in individual work with them

Research hypothesis- I suppose to check what kind of influence the subject of research actually has on the object. What is the level of development of ideas about the shape of objects in middle preschoolers

depends on various forms of use of entertaining mathematical material, namely

from the use of puzzle tasks and didactic games. If, when conducting mathematics classes for group children, a system of developing didactic games, puzzles is used, this will lead to an increase in the level of elementary mathematical ideas about the form.

Experimental base

Theoretical significance

Practical significance

Research novelty.

Chapter 1 Psychological and pedagogical foundations for the formation of ideas about form in preschoolers

The formation of children's initial knowledge about the shape of objects should be carried out in such a way that training would give not only an immediate practical result, but also a wide developmental effect. The currently used methods of teaching preschoolers do not realize all the possibilities inherent in mathematics. It is possible to resolve this contradiction by introducing new , more effective methods and diverse forms of teaching children. One of these forms is teaching children with the help of didactic games and puzzle tasks. Children in the game are attracted not by the learning task that is inherent in it, but by the opportunity to be active, perform game actions, achieve results, win. However, if the participant in the game does not master the knowledge, mental operations that are determined by the learning task, he will not be able to successfully perform game actions and achieve results. Consequently, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by her teaching task. This encourages children to be attentive, memorize, compare, classify, clarify their knowledge. This means that the didactic game and puzzle games will help him learn something in an easy, relaxed way.

Shape as a mathematical concept

The concept of the form of an object appears through those real objects that surround us in reality. One of the properties of surrounding objects is their shape. The form of objects received a generalized reflection in geometric figures. Geometric figures are standards, using which a person determines the shape of objects and their parts. This is natural, since the form is the main visually and tactilely perceived property of an object, which helps to distinguish one object from another.

Sensory education in the classroom is the basis for organizing the sensory experience of children. It is in the classroom that all conditions are created for the systematic management of the formation of sensations, perceptions and ideas of children.
The ability to consider, perceive objects and phenomena is formed successfully only when children clearly understand why it is necessary to consider this or that object, to listen to certain sounds. Therefore, teaching the perception of various objects and phenomena, it is necessary to clearly explain to children the meaning of their actions. This meaning becomes especially clear to children if they then use their ideas in practical activities; in this case, the perception of children becomes more conscious and purposeful: after all, if you do not accurately examine the object, then it is difficult to depict it or construct it. In the process of reproducing an object in a particular activity, the already formulated ideas of children are checked and refined. In this regard, the main task of sensory education is to form in children such skills to perceive and represent objects and phenomena that would contribute to the improvement of the processes of drawing, design, labor in nature, etc.
Thus, sensory education should be carried out in close connection with a variety of activities.
When teaching children to draw, sculpt, build, the teacher must at the same time pay special attention to the development of their perception, the ability to analyze, generalize, etc. Therefore, it is more useful to offer children to build not one or two beautiful houses, but a number of simple, but in a certain
system of increasingly complex houses. This will contribute to the formation of generalized ideas about houses, generalized skills to build houses in general, and not just one, even a very beautiful house. The same applies to visual activity.
Visual activity is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.
Children define and name these properties, compare objects, find similarities and differences, that is, perform mental actions.
Mastering the content of this or that activity, children learn to depict more and more complex objects and phenomena in the drawing, to create more and more complex structures. Their knowledge and ideas about these subjects are expanding and deepening, new skills and abilities are being formed.
A child can create an image provided that he imagines the object that he wants to portray, that he owns such a set of movements that allow him to convey the shape of the object, its structure. These movements are made under the control of visual perception.
We call the specially organized perception of objects in order to use its results in one or another meaningful activity. Examination is the main method of sensory education of children. In the process, his children master the ability to perceive such properties of objects and phenomena as size, shape, color, etc. All these properties constitute the content of sensory education.
The content of sensory education must be consistent with the content of children's activities. This means that teaching children to perceive objects, the ability to analyze them, compare them should be consistent with the subsequent process of visual, constructive
or other activity. Otherwise, it is significantly reduced
the effect of learning and certain difficulties are created when children solve visual, constructive and other tasks.
A child in life is faced with a huge variety of shapes, colors and other properties of objects. It is still very difficult for him to understand all this diversity, and he needs the help of an educator (adult). The educator organizes the sensory experience of the child, using a certain social experience.
The task of the teacher is to bring the children to the realization of the need for preliminary detailed acquaintance with the subject, to organize an examination of this subject before the start of productive activity.
Different kinds of productive activity are connected in a special way with sensory processes. The main action in each of them is the execution of something: a construction (building), a drawing, a song, the pronunciation of words or a coherent text. In some cases - when singing, playing a musical instrument, reading a text by heart - the child's actions are preceded by the perception of a similar action, the perception of a sample. When they then act themselves, they listen to (perceive) their performance, and often the performance of other children.
In a similar way, designing, drawing, modeling can be carried out on the basis of the perception of the process of creating a building, drawing: children learn and repeat the actions of an adult and get a similar result.
During the classes, the children became convinced by experience that a preliminary examination of an object contributed to its correct reproduction in a drawing, facilitated construction, etc. The examination of an object began to act as a necessary link preceding the actual performing activity. Children developed the ability to divide the specific task of constructing an object or its image in a drawing into more specific tasks and establish their sequence.
Examination of objects should be carried out in different ways, depending on its purpose. So, for example, when examining an object before designing, the main attention is paid to its design, to the main fasteners. In this case, the object is considered from different angles, which is necessary for the correct perception of its three-dimensional form.
When examining an object in front of the image in the drawing, the main attention of children is drawn to the contour, its main parts. In this case, the object is considered only from one side.
Despite the differences in the examination of subjects, depending on the subsequent productive activity, it is possible to single out common main points that are characteristic of many types of examination:
1. Perception of the integral appearance of the object.
2. Isolation of the main parts of this subject and determination of their properties (shape, size, etc.).
3. Determination of the spatial relationships of the parts relative to each other (above, below, left, right).
4. Isolation of smaller parts of the object and the establishment of their spatial arrangement in relation to the main parts.
5. Repeated holistic perception of the subject.
This method of examination can be applied to the analysis of any form of a wide variety of objects, so it can be called generalized.
If we compare the methods of examination used in constructive and visual activity with the methods of examination in the labor process, it becomes clear that different methods of examination give different ideas about objects. This is determined by the very tasks of the activity: in constructive and visual activity, children must reproduce all the main parts of the object being examined and their spatial arrangement, and for this it is necessary to have a fairly complete idea of ​​both the whole object and its parts.
Thus, the methods of examination used in sensory education are diverse and depend, firstly, on the properties being examined, and secondly, on the objectives of the examination. Survey training should be carried out taking into account the age differences of children.
Sensory education, aimed at the formation of a full-fledged perception of the surrounding reality, serves as the basis for cognition of the world, the first step of which is sensory experience. The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, that is, on how perfectly the child hears, sees, and feels the environment.
The child at each age stage is the most sensitive to certain influences. In this regard, each age stage becomes favorable for further neuropsychic development and comprehensive education of a preschooler. The smaller the child, the more important sensory experience is in his life. At the stage of early childhood, familiarization with the properties of objects plays a decisive role. Professor N.M. Shchelovanov called early age the “golden time” of sensory education.
In the history of preschool pedagogy, at all stages of its development, this problem occupied one of the central places. Prominent representatives of preschool pedagogy (J. Comenius, F. Froebel, M. Montessori, O. Dekroli, E.I. Tikheeva and many others) developed a variety of didactic games and exercises to familiarize children with the properties and characteristics of objects. The main task of familiarizing kids with the properties of objects is to ensure the accumulation of ideas about the color, shape and size of objects.
An analysis of the didactic systems of the listed authors from the standpoint of the theory of sensory education leads to the conclusion that it is necessary to develop new content and methods for acquainting children with the properties and qualities of objects in the light of the latest psychological and pedagogical research. The proposed classes are part of the general system of sensory education developed by such scientists, teachers and psychologists (A. V. Zaporozhets, A. P. Usova, N. P. Sakulina, L. A. Venger, N. N. Poddyakov, etc.) on the basis of modern didactic principles. At each lesson, the solution of problems is successively focused on the actual level of sensory development of children and is promisingly aimed at mastering a comprehensive program of sensory education in preschool childhood. The first principle is based on the enrichment and deepening of the content of sensory education, which involves the formation in children from an early age of a broad orientation in the subject environment, that is, not only the traditional acquaintance with the color, shape and size of objects, but also the improvement of the sound analysis of speech, the formation of an ear for music, the development of a muscular sense, etc. Taking into account the important role that these processes play in the implementation of musical, visual activity, speech communication, the simplest labor operations, etc.
The second principle involves the combination of teaching sensory actions with various types of meaningful activities for children, which ensures the deepening and concretization of pedagogical work,
avoids formal didactic exercises. In the process of these activities, the child is guided by the properties and qualities of objects, taking into account their importance in solving important life problems. In most cases, they do not act on their own, but as signs of more important qualities that cannot be observed (the size and color of the fruits are signals of their maturity). Therefore, the improvement of sensory education should be aimed at clarifying the meaning of the properties of the objects themselves.
The third principle of the theory of sensory education predetermines the communication to children of generalized knowledge and skills related to orientation in the surrounding reality. The properties and qualities of objects and phenomena are so diverse that it is impossible to familiarize a child with all of them without limitation, as well as to communicate to him knowledge about each of them separately. The correct orientation of children in the environment can be achieved as a result of specific actions to examine the size, shape, and color of objects. special value
represent generalized methods for examining a certain kind of qualities that serve to solve a number of similar problems.
The fourth principle involves the formation of systematized ideas about the properties and qualities, which are the basis - the standards for examining any subject, that is, the child must correlate the information received with the knowledge and experience he already has. Very early, the child begins to use his knowledge as a means of perceiving and understanding a new subject.
In its centuries-old practice, humanity has identified a certain reference system of sizes, shapes, and color tones. Their endless variety has been reduced to a few basic varieties. Mastering this kind of system, the child receives, as it were, a set of standards, standards, with which he can compare any newly perceived quality and give it a proper definition. Assimilation of ideas about these varieties allows the child to optimally perceive the surrounding reality.
The implementation of the above principles is possible already at the stage of early and preschool childhood.
When, how and in what sequence do children begin to distinguish the properties of objects? Does the practical orientation in the qualities of objects depend on their verbal designation, primarily on the words-names of size, shape, color; on the nature of the child's activities with these objects?
When determining the content and methods of work on sensory education with young children, the principles of the theory of sensory education were the starting points. Based on them, it was found out what properties can and should be introduced to children, what color tones, shapes, sizes of objects should be used and, most importantly, how the process of teaching children to perceive the surrounding reality should be built.
Thus, the main task of familiarizing kids with the properties of objects is to ensure the accumulation of ideas about the color, shape, and size of objects.

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Integrated lesson for parents

Theme: Walk in the woods.

Software content.

1. To consolidate children's knowledge about the shapes of objects;
2. To teach children to find among the objects around them a circle, a square and a triangle;
3. Teach children to find objects of the desired shape and color them by color.
4. Learn to work in a team.

Material and equipment.

1. Bibabo dolls: hare, mouse, hedgehog;
2. Massage path, hoops;
3. Recorded CDs: Russian folk joke "Sly Cat", music by E. Tilicheeva "Bunnies", music by V. Volkova "Walk";
4. Set "Learn to count";
5. Buckets of three colors depicting geometric shapes: triangle, circle and square;
6. Workbooks by S. Gavrin, N. Kutyavin, I. Toporkov, S. Shcherbinin “Getting acquainted with simple figures”;
7. Colour pencils.

Preliminary work.

1. Didactic games: “Pick up a figure”, “Assemble a pyramid”, “Cover up holes”, “Where is a circle, and where is a square”;
2. Drawing geometric shapes.

Lesson progress

The teacher puts a bibabo hare doll on his hand and hides it behind his back.

Educator. - Guys, today we will go for a walk in the forest (the music “Walk” sounded and the children make movements to the music), and the teacher shows the bunny she hid.

Bunny. - Hello guys, I'm very glad that you came to visit me. Educator. - Hello, bunny. Why aren't you funny?

Bunny. - I was walking through the forest and I stumbled and dropped the buckets, from which everything fell apart, and it got mixed up that now I can’t collect everything.

Educator. - Bunny, don't worry, my guys will help you.

The teacher put buckets of different colors on three chairs, where figures are depicted: a triangle, a circle and a square. She gave the children a task: "Find a house for each figure." (Children collect all the figures in buckets to the music).

Educator. Let's check if we've got it all right. I take a red bucket with a triangle on it, Katya, what figure did we put in it?

Katia. - Triangle.

Educator. - Correctly.

When all the buckets have been checked, the children go further to the music of "Bunnies".(Children, together with the teacher, overcome the obstacle: jump over hoops, walk along the massage path).

Bunny. - We ended up at the hedgehog's house, it's his birthday today, he loves pictures very much, let's make him a present.

The teacher sits the children at the tables, on which sheets with the image of balloons and colored pencils were laid out.

Educator. - The hedgehog loves round balls very much, let's see who is holding a round ball in the picture, a chicken or a frog?

Alyona. - Chick.

Educator. - Correctly. Let's pick up a pencil and color those balls that the chicken is holding..

(The teacher goes between the tables and helps those children who do not succeed).At the end, all the pictures were hung on an easel.

You and I did a good job, I think the hedgehog will like it.

(The teacher takes a hedgehog).

Hedgehog. - Hello. What beautiful pictures.

Educator. - Hedgehog, these are the children wishing you a happy birthday.

Hedgehog. - Thank you. Guys, can you help one of my mice.

Educator. What happened, hedgehog?

Hedgehog. - My dear mouse washed the handkerchiefs and hung them up to dry, but the cunning cat ruined all her handkerchiefs.

Educator. - The guys and I will help her, let's go to the mouse home.

The teacher and the children went to the table, where there were already prepared multi-colored triangular handkerchiefs, in which holes were cut.

(The teacher put a bibabo mouse doll on her hand).- Hello, mouse.

Mouse. - Hello. (Answered she is sad).

Educator. - Mouse, we know what happened to you, don't be upset, the guys will help you, they will find round peas and seal the holes in your handkerchiefs. Guys, we will look for round peas with you and close all the holes. (The children collected the circles that werescattered around the table and under the table, and helped close the holes).And now we have to be careful, somewhere nearby is a cat. Spin around, spin around and turn into mice. The mouse is small, walks quietly.

The teacher puts a cat toy on a chair, turns on the music "Sly cat",

(children walk on tiptoes

A sly cat sits in the corner,

Lurking as if sleeping

Mice, mice, that's the trouble

Run away, who goes where.

(when the teacher takes the cat toy, the children run away to their parents.)

Educator. - Guys, you are all great today. Look what the animals left us. (The teacher tries to open the box, but she fails). Look, here is the letter and it says:

You tell a poem and get a surprise. Which one of you wants to tell a poem?

Katia. - The hostess threw the bunny,

Bunny left in the rain

Wet to the skin,

I couldn't get off the bench.

The teacher opens the box, from which he takes out educational games and distributes them to the children.

Appendix

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Slides captions:

Presentation on the topic: "Formation of the perception of the shape of objects in children of primary preschool age." Performed by the teacher of the II qualified category Rodkina Vera Nikolaevna

Introduce children to geometric shapes: circle, square and triangle; - to teach children to find and distinguish between round, triangular and square objects; - to consolidate children's knowledge about the forms of objects in games and in the classroom for fine arts. Target.

The circle is our helper and friend. You can easily recognize the circle. And everywhere you will find it: The circle looks like the sun, It looks like a plate, like a cutlet, And like a cherry berry, And like a wheel, of course... Dasha has round glasses, Buttons on Masha's jacket, Ball, watermelon, watch, badge And the pig has a piglet!

Look, guys! Here is a square. A square has all four sides of the same length.

The big square said: “I am the elder brother of the squares!” The second is small, but proud too: “I am at least smaller, but younger!”

We connect the points along the ruler on the leaflet Three - we get the Triangle. We easily recognize him: Triangles - ears At the kitten on top; The triangular "nose" of the rocket, The sail of the yacht, the roof of the house, the "Corner hat" from the newspaper And the flag in Roma's hands.