Self-analysis of the femp class in the middle group. Self-analysis of nodes by famp in the senior group

classes on the formation of elementary mathematical representations in the middle group

Lesson objectives: Educational: To form spatial representations: above, below. To fix the ordinal score within 3, the ability to correlate the number 3 with the quantity. Developing: develop fine motor skills, attention, thinking, perseverance. Educational: to cultivate a sense of mutual assistance, empathy.

Materials: letter, image of Christmas trees and heroes of the fairy tale "Three Bears", flannelgraph, handout: squares: 6 pcs. for each child, pencils, silhouettes of paper barrels, numbers 3. Preliminary work: Reading the fairy tale "Three Bears", games with split pictures, learning the skill of coloring.

Lesson structure	The activities of the educator	Techniques for managing children's activities	Children activities
Organizational stage	Draws attention to the fabulous letter lying on the table	Creates motivation to work	They enter the group together with the teacher. Answer questions from the educator
Game "Collect the picture"	Conducts a didactic game "Collect a picture". Calls 3 children in turn to collect a split picture on a flannelograph. Asking questions to children		Collect a picture, answer the teacher's questions.
Getting new knowledge	An uneven level of the Earth's relief is laid out on the flannelograph. The tallest tree stands at the lowest level, and all the trees seem to stand at the same height. Can you tell which tree is taller? How should trees be placed in order to find the tallest of them? The teacher sticks two strips of different heights on a sheet of paper. The sheet is posted in a conspicuous place. - How many Christmas trees? - Let's compare the Christmas trees in height. - Show the highest, lower, lowest. - Count them in order.		Conclusion with the children: in order to compare two objects in height, you need to put them side by side on a flat surface. Answer the teacher's questions.
Inclusion of new knowledge in the system of assimilation and repetition	Conducts games "Who is higher", "Builders" invites the children to stand in pairs and determine who in the pair will be higher and who will be lower. How will you compare height? The teacher draws the attention of the children to the diagram. Children should tell that they need to stand next to each other and say the result: I am taller than him or he is taller than me. Conducts physical education		They play games, do the tasks of the teacher. Perform physical education.
Summary of the lesson	Ask the children what they have learned in class. Thank the children for the activity.		They answer the questions of the educator that they have learned to compare in height.

Self-analysis of the GCD on the formation of elementary mathematical
performances in the senior group
"Working with Magic Wands"
Purpose: to consolidate the received elementary mathematical concepts in children,
using the author's Kuizener technique.
Tasks:
Educational:

fix the score within 10;
the ability to find a number in a number series and the numbers adjacent to it;
be able to distinguish geometric shapes in shape, color, size;
consolidate the ability to navigate in space;
consolidate knowledge of the names of the days of the week, their sequence;
exercise in ordinal counting, in solving logical problems.
Developing:
Develop children's thinking, memory, attention, speech, imagination and ability to
design;
Educational:
Raise interest in mathematics, a sense of joy from joint actions, successfully
completed tasks.
The topic of GCD corresponds to the age characteristics of children. Before the GCD and during
during it, sanitary and hygienic requirements and standards for
maintaining the health of children.
Directly educational activity consisted of three interconnected
parts, during which the children gradually performed various actions. This
structure is fully justified, since each part of the GCD is aimed at solving
certain pedagogical tasks and offers a choice of adequate methods and techniques.
The content of the GCD corresponded to the tasks set.
All GCD elements are logically united by the common theme “Working with
magic wands” and the common goal of consolidating in children the received elementary
mathematical representations, by means of Kuizener's author's technique.
The selected methods and techniques correspond to the age of the children and were selected taking into account their
individual characteristics (state of attention, degree of fatigue, etc.)

The introductory part is the organization of children, motivation for upcoming activities. On
organizational stage of the GCD, the problem-situational method was applied
The children were asked to find a letter from whom and help their best friend Marinka.
Interest in the activities of children remained throughout the entire time. I believe that
This was facilitated by the methodological techniques that I used. Choice of tasks from
change of activity, was due to the logic of the lesson itself. Turning on the physical minute
contributed to the removal of muscle tension, emotional relaxation. The children were
active, they retained interest throughout the lesson.
On the whole, the children coped with the set goals and tasks. Through the use
Kuizener technique, we have mastered innovative technology.
counting sticks
Kuizener are a multifunctional mathematical tool that allows you to
"through the hands" of the child to form the concept of a numerical sequence, the composition of a number and
much more. The set contributes to the development of children's creativity, the development of imagination and
imagination, cognitive activity, fine motor skills, visual
thinking, attention, spatial orientation, perception, combinatorial and
design abilities.
There is a reliance on the visual analyzer when performing counting operations
(comparison of numbers, ordering of sticks by length).
The main part of the NOD was a specially organized and independent
activities of children created problem situations (solving tasks) aimed at
for solving the assigned tasks.
In the final part, the GCD also used a game, which made it possible to consolidate
positive learning outcomes.
For the implementation of each task, techniques were selected based on game
learning tasks that encouraged children to active speech and mental
activities.
In working with children, she used conversation, questions to children for quick wits and
logical thinking, logical tasks for fixing numbers and colors, highlighting them
properties, consolidation of knowledge of quantitative and ordinal counting up to 10, correlation with
the number of items. All this contributed to the effectiveness of GCD, mental
activity and development of speech,
formation of elementary mathematical
representations in children.
The material for GCD was selected at a level accessible to children, corresponded to their
psychological characteristics and was rational for solving the set goals and
tasks.
During GCD, the children were active, attentive, and felt comfortable. This
validate performance results.
The activities of the NOD are characterized as joint, individual. applied
the following forms of work: frontal, individual, collective.

Methods:
1. Verbal (questions for children, poems, riddles, encouragement);
2. Visual demonstration.
3. Practical (performing actions with objects when solving problematic
tasks);
4. Game (helping a friend Marinka, tasks);
5. Methods of control (analysis of completed tasks, evaluation of performance
word).
Methods include a system of techniques that are combined to solve
learning tasks. Receptions (explanations, instructions, demonstration, commands, game technique,
word of art, encouragement, helping the child, analysis, introductory conversation) are aimed at
individual development of each child.
I believe that the chosen form of organization of direct educational
children's activity was quite effective, dynamic. During NOD
respected the norms of pedagogical ethics and tact.

Directly educational activity consisted of three interconnected parts, during which children gradually performed various actions. This structure is fully justified, since each part of the GCD is aimed at solving certain pedagogical problems and offers a choice of adequate methods and techniques. The content of the lesson corresponded to the tasks set.

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Self-analysis of GCD for FEMP in the middle group

"Journey to a fairy tale"

Purpose: the formation of elementary mathematical concepts in children in joint play activities.

Tasks:

Fix the name of geometric shapes (circle, square, oval, triangle, rectangle), highlight their properties (shape, size).

Consolidate knowledge of quantitative counting up to 5, correlate with the number of objects.

To cultivate the desire to help those who find themselves in a difficult situation; to instill a benevolent attitude towards fairy-tale heroes.

Material and equipment:images of fairy-tale characters; flying carpet with "patches" - geometric shapes, doll-Alyonushka, doll-Ivanushka, doll-Baba Yaga, river with a bridge, apple tree with apples, Little Red Riding Hood (doll or picture), hut on chicken legs (picture), basket , mushrooms, pine, squirrel.

Integration of educational areas:"Cognition", "Communication", "Socialization", "Reading fiction", "Safety", "Physical culture".

Types of children's activities:game, educational and research.

Preliminary work:reading fairy tales, getting to knowgeometric shapes, shape, size of objects.

All elements of the GCD are logically united by the common theme "Journey to a fairy tale" and the common goal - the formation of elementary mathematical concepts in children in joint play activities.

The introductory part is the organization of children, motivation for upcoming activities. At the organizational stage of the NOD, a problem-situational method was applied. The children were invited to go on a fabulous journey on a "flying carpet".

The main part of the NOD was a specially organized and independent activity of children - problem situations were created aimed at solving the tasks set.

In the final part, the GCD also used a game problem situation - to complete the tasks of Baba Yaga in order to check the assimilation of the material and confirm the successful implementation of the educational task. There were surprise moments (a treat from Baba Yaga). Strengthened the positive results of the lesson with verbal encouragement.

For the implementation of each task, techniques were selected based on game learning situations that encouraged children to active speech and mental activity. In working with children, she used conversation, questions to children for quick wit and logical thinking, problem situations for fixing the names of geometric shapes (circle, square, oval, triangle, rectangle), highlighting their properties (shape, size), consolidating knowledge of quantitative counting up to 5 , ratio with the number of items. All this contributed to the effectiveness of GCD, mental activity and the development of speech, the formation of elementary mathematical concepts in children.

The material for the NOD was selected at an accessible level for children, corresponded to their psychological characteristics and was rational for solving the goals and objectives. They were active, attentive, felt comfortable. This is confirmed by the results of the activity.

Activities at the NOD are characterized as joint, individual. The following forms of work were used: frontal, individual, collective.

Methods:

1. Verbal (questions for children, poems, riddles, encouragement);

2. Visual-demonstration (images of fairy-tale characters; flying carpet with "patches" - geometric figures, Alyonushka doll, Ivanushka doll, Baba Yaga doll, river with a bridge, apple tree with apples, Little Red Riding Hood (doll or picture), hut on chicken legs (picture), basket, mushrooms, pine, squirrel);

3. Practical (performing actions with objects when solving problematic tasks);

4. Game (fabulous journey, tasks);

5. Methods of control (analysis of completed tasks, evaluation of the results of activities in a word (a hint from Little Red Riding Hood) or with the help of some objects (an apple from an Apple tree), treats (from Baba Yaga)).

Methods include a system of techniques that are combined to solve learning problems. Techniques (explanations, instructions, demonstration, commands, game technique, artistic word, encouragement, helping the child, analysis, introductory conversation) are aimed at the individual development of each child.

I believe that the chosen form of organizing the direct educational activities of children was quite effective and dynamic. The norms of pedagogical ethics and tact were observed. The tasks set for direct educational activities were completed! NOD achieved its goal!

irina shaltus
Review-analysis of viewing a lesson on the formation of elementary mathematical representations in the middle group

Review-analysis of viewing the lesson on the Formation of Elementary Mathematical Representations(FEMP) V middle group.

I, full name, attended holding office, FULL NAME. 2016

View classes: developing, main area Cognitive development (FEMP)

Age group: average.

Topic GCD (specify goals and objectives (specify) correspond to the program, level of development and age characteristics of children, the topic is chosen in the context of the general topic being studied. The quality of the prepared demo material age appropriate. Duration classes complies with SANPIN standards. Implemented the integration of areas in accordance with the capabilities of pupils. (Cognition, speech development, physical culture, social communication). During classes there was a joint activity of the teacher and children, the main component was the interaction.

Class was built as an exciting playground activity: a birthday trip to Little Red Riding Hood, during which the children completed various tasks. Such activities created a positive, emotional background, increased the speech activity of children and retained interest throughout classes. Goals and objectives forthcoming activities were revealed clearly, convincingly, emotionally. The work was informative, interesting and organized.

In progress classes the educator thought out a variety of methods and techniques for attracting the attention of children (indicate which N. p. display, riddles, dynamic pauses, etc., which were aimed at FEMP, motor, practical skills and abilities.

In the course of fulfilling the tasks --- used individual and gender approaches, each child could show their knowledge and skills. There were no children out of sight of the teacher.

During classes the teacher communicated with the children at the same level, the speech of the teacher is understandable, calm, benevolent according to the situation, emotional. --- tried to keep children interested in occupation throughout the entire time.

In every moment classes tried to guide children to find solutions to the problem, helped to gain new experience, activate independence and maintain a positive emotional mood. Instructions during the activity were appropriate. In the process of activity, the children had the opportunity to evaluate their results and the activities of their comrades. The creation of search situations activated the mental and speech activity of children.

Children showed a keen interest in what they saw and heard on lesson, expressed their opinion, emotional reactions were positive. The children enjoyed doing their proposed tasks, were attentive and proactive. Reflection showed that a trip with fairy-tale characters to visit Little Red Riding Hood strengthened relationships in group.

Intention classes implemented, tasks completed.

Educator MBDOU D \ S No. ---

Head of MBDOU D \ S No. ---

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Your attention was directly presented to the educational activities on FEMP, the summary of which was compiled in accordance with the Federal State Educational Standard.

Target: consolidate counting skills within 5. Improve the experience of highlighting, comparing the properties of objects according to various criteria.

Tasks:

1) train the skill of classifying objects, the ability to compare objects according to various criteria (length, width, color, shape, size);

2) to update the ability of children to correlate the number and number of objects within 5;

3) develop attention, memory, coherent speech, fine motor skills, form the experience of self-control and identify the cause of an error;

4) to cultivate cognitive interest and independence, the qualities of partnership and mutual assistance.

The tasks and types of children's activities were set taking into account the integration of educational areas and were implemented in the "zone of proximal development" of children, i.e. with my minimal help.

The form of carrying out and the content of the activity corresponds to the educational and developmental goals and objectives that underlie the educational program of the preschool educational institution; the level of development of pupils, their age and individual characteristics.

I used the following forms of organizing children:

* group-d / game "Lay out the clothes", "Arrange the cars in order and lay out the geometric shapes", finger gymnastics "Open the store", dynamic pause "Bus".

* subgroup of children - exercise "Walk over large and small figures."

*individual - the game "Find your seat on the bus", d / game "Spread the ribbons along the length", "Collect a tea pair".

The structure and content of the activity consists of 3 interrelated parts.

The first part is aimed at motivating children, encouraging them to work. In this case, the children were motivated by communication with an adult, the opportunity to receive approval, and also an interest in joint activities.

The second part was based on the use of the following methods: game, verbal, visual, practical, ICT.

Children, as a result of comparison, analysis, independently generalized the result. I, using the minimax principle, tried to imperceptibly bring the children to this result; take into account the individual pace of each child, thereby stimulating their imagination, memory, thinking and speech. This eliminates overload, but the effectiveness is not reduced.

In play activities, the differences between boys and girls are especially noticeable, therefore, when performing the exercise "Walk through large and small figures", I took into account the gender approach in the education of preschoolers.

I paid special attention to the developing subject-spatial environment, its diversity and variability, because it should provide the maximum opportunity for both joint communication with children and their independent activities. I took advantage of the interactive whiteboard. It made the performance of tasks more attractive and exciting, and increased the motivation of children. Optimization of motor activity allowed to relieve psycho-emotional stress.

The third part is the final one. It was summed up as a generalizing conversation. With leading questions, I sought not only to consolidate children's knowledge of the features of objects, but also to continue to develop their communication skills, the desire to interact with adults and peers.

I believe that I have achieved my goals. The children were happy to perform the tasks offered to them, were attentive and proactive. This approach to educational activities has a positive effect on the cognitive and speech development of my pupils.