1.1.1. Availability preschool education(the ratio of the number of children aged 3 to 7 years who received preschool education in the current year to the sum of the number of children aged 3 to 7 years receiving preschool education in the current year and the number of children aged 3 to 7 years in in line to receive preschool education this year)

Number of pupils aged 3 - 6 years (number of full years) preschool educational organizations;

The number of children aged 3 - 6 years (number of full years) registered for placement in preschool educational organizations.

1.1.2. Enrollment of children in preschool educational organizations (the ratio of the number of children attending preschool educational organizations to the number of children aged 2 months to 7 years inclusive, adjusted to the number of children of the corresponding ages studying in general education organizations)

The number of students of educational organizations (including branches) implementing educational programs preschool education;

N - the number of children aged from 2 months (the number of children aged from 2 months to 1 year is taken as 10/12 of the number of children under the age of 1 year) up to 7 years inclusive (as of January 1 of the following year) (calculated by the Ministry of Education and science Russian Federation);

The number of children aged 5 - 7 years studying in educational organizations implementing educational programs of primary general education (excluding 1st grade students organized in preschool educational organizations studying in educational programs of primary general education).

Characteristics of the observation section - Russian Federation; subjects of the Russian Federation; cities and towns, rural areas.

1.1.3. The share of the number of pupils of private preschool educational organizations in the total number of pupils of preschool educational organizations

The number of students of private educational organizations (including branches) implementing educational programs of preschool education;

The number of pupils of educational organizations (including branches) implementing educational programs of preschool education - total.

Characteristics of the observation section - Russian Federation; subjects of the Russian Federation.

The occupancy rate of kindergarten groups is a pressing issue. Everyone knows about optimization, densification, and the lack of places in preschool institutions for everyone. When creating a group and enrolling children, the kindergarten administration is obliged to take into account legal norms regarding the number of children in a kindergarten group.

Norms

In the USSR, the recruitment of groups was carried out according to the standards created by the resolution of the Ministry of Labor of 1993. It contains a calculation of the number of personnel and equipment. According to Soviet laws, no more than 20 children aged 3–7 years could be in a group at the same time. Today the norms have changed.

October 1, 2010 In 2016, new SanPiNs were adopted, according to which it was not the number of children on the payroll that was important, but the actual arrival of children in kindergarten. The norms are calculated based on the area of ​​the playing room. Each pupil must have at least 2 square meters for children over 3 years old, and at least 2.5 square meters for the younger group.

The calculation is simple. If the area of ​​the playroom is 70 square meters, then at the same time there can be 28 nursery children or 35 pupils from 3 to 7 years old. At the same time, the number of service and teaching staff does not increase.

Only the actual list of children’s stay in kindergarten is taken into account this moment, according to the list there may be 45–49 of them.

Another innovation in the regulatory document was permission to convert the playroom into a bedroom during sleep hours. The kindergarten purchases cots and teachers place them in the playroom for those who do not have enough beds. After sleep, equipment is removed, game Zone free.

It is worth considering that 2 or 2.5 square meters per child is a relative figure. In fact game room serves as a dining room and study room. There are tables, chairs, toys, teaching equipment here. That is, half of the hall is occupied by furniture. This leaves 50 percent of the area.

Kindergartens with narrowly focused activities are more fortunate. Children with mental, speech, mental and mental defects physical development They offered other conditions for staying in a preschool educational institution:

1. There are up to 10 pupils with serious speech defects, and up to 12 with FFDD.
2. Deaf and dumb people - the permissible number is 6 people.
3. Hearing impaired - up to 8.
4. Blind - up to 10.
5. With cerebral palsy, musculoskeletal disorders - no more than 8.
6. With mental retardation, cretinism - up to 10.
7. In a combined group with diverse defects, no more than 15 people can be recruited for education.

This situation did not please the proactive parents of preschool children and representatives of the Public Chamber. Requests for clarification of legislative acts were submitted, regulatory documents. The answer came from Rospotrebnadzor.

Clarifications from Rospotrebnadzor

In January 2013, parents’ questions about the legality of SanPiN 2.4.1.2660-10 were answered by letter. Rospotrebnadzor explained how to understand the increase in the group in kindergarten. Clause 1.10 allows the administration of the preschool educational institution to form a group according to a list of a maximum of 50 people. If 25 of the registered children came to the kindergarten in the morning, the area of ​​​​the room can accommodate such a number of pupils, then the law is not violated.

One question remains: if one fine sunny day, everyone on the payroll decides to visit their favorite teachers and come to the kindergarten in full, where will they go to bed, eat and play?

To normalize the stay, it is possible to use a reserve group in a kindergarten, that is, a free room, but equipped for such a situation. In this case, the preschool educational institution must also have “spare” teachers, nannies, toys, dishes, etc.

Thus, SanPiN established in 2010 are also valid in 2019. There are no changes at the moment. The filling and equipment of premises is carried out taking into account legislative acts. Their compliance is checked annually by ministries and unscheduled control.

How many children are in your child's group?

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How to monitor compliance with SanPiN

Unfortunately, today's reality, the total negligence of employees of children's institutions in the matter of supervising pupils, their safety, and ensuring normal conditions of stay in a preschool educational institution does not give parents the opportunity to relax and be calm about their children.

Monitoring compliance with the rights of preschool children is the responsibility of adults. There is no need to endure, to let everything take its course. If you have questions, dissatisfaction with the work of the kindergarten, teachers, or violations of the law, you can contact government services with statements:

Administration of the preschool educational institution

Resolves internal issues. If the problem is serious, then it is better to use a written form of appeal, seeking a response in the same form. This is necessary for a further application to a higher authority in the event of inaction by the head of the preschool educational institution.

Department of education of municipal, regional, federal significance

The body regulates the curriculum of preschool educational institutions, the work and rest hours of kindergarten students. You can come to the head of the educational department for a personal meeting or write a letter through the official website.

Recruiting groups and tracking the percentage of attendance falls within the scope of management activities. It is based on their cross-sections and diagnostics that it is possible to combine several groups into one when the percentage of children attending kindergarten is low.

When contacting the head of the education department orally, do not forget to compose a letter, demand its registration, an answer in electronic form or in writing.

Rospotrebnadzor

The letter is sent through the government services website, through the official page of the service. In your application, be sure to include accurate information about the problem and your contacts. The investigation of the complaint will begin no later than 30 days from the date of filing.

Rospotrebnadzor specialists help eliminate shortcomings in the care of children and compliance with hygiene standards. You can turn to them if children in a large group do not have enough beds, chairs, toilets, lockers for clothes, and bed linen. If SanPiN is not observed for the area of ​​the room for the group per each child, the application must be submitted immediately.

Based on the complaint, a visiting commission is usually conducted jointly with the prosecutor's office. It is better to draw up a statement based on the fact of violation of children’s rights, accurately indicating the date and details of what happened.

Prosecutor's Office of the Russian Federation

Receives complaints from the public via the Internet, in writing, and in person. The statement must be based on the fact of violation of norms and laws. The best option the appeal will be a collective statement from a large number of parents with signatures and transcripts.

Plenipotentiary representatives of the President by district

If the administration of preschool educational institutions, cities, and local government control bodies are inactive and do not respond to your requests, please submit written statements to the official websites of the plenipotentiary representatives. Describe the situation in detail, attach responses from other structures to inquiries regarding the problem, and your complaints.

Party representatives

At the local level, they help the administration come to its senses and pay attention to compliance with the norms and rules of organizing the educational process. Involve representatives of political parties in the problems in the preschool educational institution if you want to create public unrest and attract the attention of the press to the complaint.

In war, all means are good. If the rights of your children are violated, use any means to defend them. Don’t be afraid of condemnation, problems at work, or bullying your child in kindergarten. The health and safety of children is more important. And the activity of parents in protecting the child evokes respect and awe among educators, so the preschooler is not in danger; rather, on the contrary, he will be treated more attentively.

How to achieve group separation

Sometimes the administration of a preschool educational institution gets too carried away with optimization and strives to exceed the cost-saving plan given from above. In this case, the recruitment of groups is carried out in violation of laws and accepted norms. Parents can file complaints against the actions of the education department and heads of kindergartens in the following situations:

1. Children attend kindergarten constantly in maximum numbers.

That is, the area of ​​​​the room is designed for 28 people, according to the list of children there are 40, all of whom go to preschool educational institutions. SanPiN are violated. To submit an application, you need a confirmed fact of the presence of children in the group during a certain period of time, an application to clarify the issue addressed to the head, and a survey of teachers. The complaint is submitted to the prosecutor's office, Rospotrebnadzor.

1. Lack of sleeping places for everyone present, dining furniture, and dishes.

For example, there are 29 beds and cots, and 34 children came to the group. Question: where do 5 preschool children sleep and undress?

1. A child sleeps on someone else's bed without changing the linen.

It's no secret that a folding bed is used only if all the beds are occupied. In the event that Petya Ivanov does not come today, then Masha is laid on his crib, with clean linen laid out. This is not a violation of the law. A clean set of sheets and pillowcases is stored in a special box, signed with the date of packaging after sanitization. If the linen has not been changed or hygiene is regularly violated, file a complaint with Rospotrebnadzor.

1. The number of one group was 50 children.

In this case, the team is divided according to the law. Two groups of the same age are formed. Please note that recruitment takes place all year round. The division is made immediately after the selection.

Teachers should not be blamed for the current situation. Hired employees follow the instructions of the administration. Treat their work in a multi-unit group with understanding. It is extremely difficult to keep track of so many kids.

It’s not worth writing complaints or applications to the prosecutor’s office for the slightest scratch or bruise. But it is imperative to contact the head or the supervisory authorities in the event of systematic disturbances, if the teacher cannot cope with the workload.

What are the consequences of non-compliance with standards?

Forming a large group in kindergarten is a big risk. Being in a crowd, in a cramped room, and lack of attention have a detrimental effect on the mental and physical state of children. Children get sick more often, refuse to go to kindergarten, cry, get nervous, memory, attention, and sleep suffer.

The kindergarten group is a small state. With your own interests, goals, objectives and characteristics. And our children live in it, so to speak, citizens of a small country. To stay harmoniously with each other 5 days a week, at least 8 hours every day, it is important to create optimal conditions for this. One of the indicators of the proper functioning of the garden administration is the recruitment of groups.

It depends on how many children there will be in the kindergarten group:

1. Education efficiency

Even in nursery groups Classes are conducted in drawing, modeling, and speech development. Educational programs are prescribed according to the age and health level of preschoolers. Training is carried out until children leave school.

Conducting classes with a small number of children in the garden is easier and more effective than in a massively overcrowded group.

1. Mental condition

A child’s body and psyche are subtle matter. Constantly being in a crowd, loneliness, lack of care and attention from a teacher have a detrimental effect on personal development. When calculating the standards for the number of preschool children, this fact is taken into account.

1. Health level

Medical research in recent decades indicates a decline in the health of newborns. Only 5–7 percent of first-graders are absolutely healthy, 40 percent of babies are already born with pathologies, and the rest get sick during the preschool period. Preschool activities educational institutions aims to improve medical research performance.

1. Providing free space in the room for games and movement

The more children in the group, the larger the area. Everyone has the right to free space for active games, communication with peers, individual lessons.

1. Safety

Imagine that you need to keep 20 people or 50 people in your field of vision at the same time. Which option seems more realistic? More like the first one. The safety of children in a preschool educational institution (preschool educational institution) depends on the ability to observe and keep an eye on everyone during a walk and during classes.

It is important for parents to “win back” the square meters in the room required by law, a personal chair, a wardrobe, a bed. You should not allow the group to become overcrowded or place the belongings of several children in one closet. outerwear. This threatens with pediculosis, epidemics, and the spread of infections.

How to help your child adapt

More often than not, parents and children have to put up with the compaction, if SanPiN is followed, the group is provided with everything necessary. In this case, you need to help the preschooler adapt to a kindergarten with a large number of peers.

For children 2–3 years old, being surrounded by 35–40 other people of the same age for 8–10 hours is psychologically difficult. Noise, din, crowding, games tire you, put you in a state of stress. Parents can provide all possible assistance to the child so that the development of the nervous and other systems does not become disharmonious:

• Bring a pillow and bed linen from home. The child will feel at home during the sleepy hour.
• Let me take my favorite toy to kindergarten.
• Take unscheduled days off. Leave the baby with grandma or relatives.
• Build trusting relationships with teachers. Make friends with them, ask them in detail about the child in the evening. Attentive parents (without phobias and aggression) are the key to a child’s safety in kindergarten.
• After kindergarten, spend more time with your child in silence, without TV, cartoons, noisy companies. The baby needs a break from the psychological stress of the day. Better take a walk in the park, play ball, catch up.
• Maintain a sleep schedule. A preschooler who doesn't get enough sleep will get tired much faster and be irritable and nervous.
• Pick up your child early and do not take your child to kindergarten on weekends and vacations.

There are different ways to answer the question of how many children should be in a kindergarten group. For a comfortable stay, from the point of view of psychologists, children - no more than 20, preferably 15. According to economists and optimizers, more than 40. Disagreement of opinions leads to disputes and discontent, although the issue can be resolved differently:

• permission to staff private groups in the building of municipal kindergartens;
• business support for creating networks of preschool institutions with day care;
• careful attention to children, their health and development for real, and not for the sake of reporting to the ministries.

Only a set of measures will help overcome the shortage of places in preschool educational institutions or their excess.

IMPORTANT! *when copying article materials, be sure to indicate an active link to the original

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
LETTER
dated November 25, 2009 N 03-2391
ABOUT STIMULATING THE IMPLEMENTATION OF MODERN MODELS
PRESCHOOL EDUCATION
In pursuance of clause 35 of the Plan for the preparation of acts for the implementation in 2009 - 2010 of the Main Directions of Activities of the Government of the Russian Federation for the period until 2012 (approved by Order of the Government of the Russian Federation dated December 25, 2008 N 1996-r), the Department of State Policy in Education sends methodological recommendations "On stimulating the implementation of modern models of preschool education."
Deputy Director
Department of State
education policies
E.L.NIZIENKO

Application
GUIDELINES
"ON STIMULATING THE IMPLEMENTATION OF MODERN
MODELS OF PRE-SCHOOL EDUCATION"
In order to support the efforts of local governments of municipalities and urban districts that are part of the constituent entities of the Russian Federation, to stimulate municipalities implementing modern models preschool education, including changing the remuneration system and increasing the income of workers in the preschool education system, as well as in accordance with the Main Directions of Activities of the Government of the Russian Federation, executive authorities of the constituent entities of the Russian Federation are recommended to provide, in 2010 - 2012, on a competitive basis, financial support for municipalities introducing modern models of preschool education, financed from the budgets of the constituent entities of the Russian Federation.
The specified state support should be aimed at introducing modern models of preschool education in municipalities that best satisfy the population's demand for preschool education services and the quality of these services and aimed, inter alia, at creating conditions for the development of the non-state sector of preschool education on the basis of municipal assignments ( order), creation of a system of educational services that provide support family education, creation of a system of educational services providing every child before school age the opportunity to master educational programs for children of senior preschool age and fully communicate in the state language and the language of instruction when entering the 1st grade of a general education school.
The implementation of state support for municipalities introducing modern models of preschool education on a competitive basis provides for the development and approval by regulatory legal acts of state authorities of the constituent entities of the Russian Federation:
- rules for the provision of budget funds of a constituent entity of the Russian Federation for the development of municipal preschool education systems;
- criteria for the competitive selection of municipalities introducing modern models of preschool education;
- indicators of the effectiveness of the activities of local governments in the implementation of municipal preschool education systems aimed at ensuring the accessibility of preschool education.
When developing rules for the provision of budget funds of a constituent entity of the Russian Federation for the development of municipal preschool education systems, it is recommended that within three years - from 2010 to 2012 - provide financial support to at least three municipalities introducing modern preschool education systems: an urban settlement (large city), urban settlement (small town), rural settlement.
When determining the criteria for the competitive selection of municipalities introducing modern models of preschool education, it is recommended to provide for:
a) development in municipalities of various forms and models of preschool education to meet the diverse needs of the population by introducing a unified independent system for assessing the quality of preschool education;
b) increasing the efficiency of spending budget funds by local governments by introducing normative per capita financing for the implementation of the basic general educational program of preschool education of various directions in institutions and organizations of various organizational and legal forms that have a license to implement the basic general educational program of preschool education;
c) an increase in wages for teaching staff in the municipal preschool education system associated with the introduction of new remuneration systems;
d) creation in municipalities of conditions for the development of the non-state sector of preschool education on the basis of a municipal assignment (order);
e) creation in municipalities of a system of educational services that provide support for family education.
When developing performance indicators for the activities of local governments in the development of municipal preschool education systems with state support from the constituent entities of the Russian Federation, it is recommended to proceed from the significance of these indicators for ensuring universal accessibility of preschool education.
At the same time, it is necessary to take into account that the availability of preschool education for the population reflects a number of interrelated indicators, which, for an objective assessment of the achievement of the goal, should be considered in a complex.
1. Indicator “The share of children aged from one year to seven years receiving preschool educational services and (or) services for their maintenance in organizations of various organizational and legal forms and forms of ownership in the total number of children from one year to seven years” or “ Enrollment of children in preschool education" is calculated as follows:
d
Children coverage = --------- x 100%,
preschool education a - b - c
Where:
d - number of children aged 1 - 6 years in preschool educational institutions at the end of the reporting period
of the year;
(a - b - c) - estimated number of children aged 1 - 7 years,
Where:
a is the population aged 1 - 7 years;
b - the number of children aged 5 - 7 years old studying at school;
c is the number of 1st grade students in preschool institutions.
2. The power of the network of educational institutions that implement the basic general education program of preschool education plays a decisive role in ensuring the accessibility of preschool education. Therefore, in the list of indicators for assessing the effectiveness of local government bodies, it is necessary to include the indicator “Provision of places for preschool children in educational institutions that implement the basic general education program of preschool education.” This indicator characterizes the number of places in the specified educational institutions for preschool children for every thousand children aged 1 - 7 years living in the territory of the municipality. The indicator is calculated using the following formula:
TO
Availability of places for preschool children = - x 1000,
in educational institutions (per 1000 children) H
Where:
K - the total number of places in educational institutions implementing
basic general education program for preschool education;
3. The indicator “The share of children's preschool municipal institutions from the total number of organizations, including small businesses, providing services for the maintenance of children in such an institution, services for preschool education and receiving funds from the budget of the city district (municipal area) for the provision of such services” is intended reflect the development of the preschool education network through the placement of municipal orders for preschool education services from non-municipal providers and allows us to assess the development of the non-state sector of preschool education with mandatory control by local governments over the quality of services of non-municipal providers.
The formula for calculating this indicator is as follows:
Share of municipal preschool institutions
from the total number of organizations, including subjects D
small businesses providing services at = - x 100%,
maintenance of children in such an institution, services for
preschool education and receiving funds
city ​​district budget
Where:
D - the number of municipal preschool educational institutions, including autonomous ones;
O - the total number of organizations, including small businesses, providing services for the maintenance of children in such an institution, services for preschool education and receiving funds from the budget of the city district. At the same time, individual entrepreneurs who have registered their activities in the prescribed manner are classified as small businesses.
4. Indicators of priority for enrollment in kindergartens, namely the number of children in need of placement in the specified institutions, but in such places on established dates (for example, the beginning school year, beginning of the calendar year) unsecured.
The calculation of priority indicators must be carried out by summing the number of children of all ages registered in the queue for the device in preschool institutions. It is most advisable to make the following breakdown by age: from 0 to 1.5 years; from 1.5 to 3 years; from 3 to 5 years; from 5 to 7 years. In this case, the general priority indicators are calculated using the formula:
O = O + O + O + O,
0 - 1,5 1,5 - 3 3 - 5 5 - 6
Where:
O - general priority indicators;
О - number of children aged 0 to 1.5 years in need of
0 - 1,5
placement in the specified institutions, but not in such places as of the reporting date
wealthy;
O - the number of children aged 1.5 to 3 years in need of
1,5 - 3
placement in the specified institutions, but not in such places as of the reporting date
wealthy;
О - number of children aged 3 to 5 years in need of
3 - 5
placement in the specified institutions, but not in such places as of the reporting date
wealthy;
O - the number of children aged 5 to 6 years in need of
5 - 6
placement in the specified institutions, but not in such places as of the reporting date
secured.
5. Since the absolute indicators of priority in various municipalities cannot be comparable (the priority is directly dependent on the total number of children of preschool age), it is advisable to supplement the list of performance indicators of local government bodies with the indicator “Number of children on the waiting list for placement in preschool institutions, per thousand children aged 1 - 7 years living in the territory of the municipality."
The calculation of this indicator can be represented by the following formula:
Number of children on the waiting list O
for placement in preschool institutions = - x 1000,
per thousand children 1 - 7 years old, H
living in the territory of the municipality
Where:
O - general priority indicators calculated from the above
formula;
H - number of children aged 1 - 7 years.
6. Another important indicator characterizing the availability of preschool
education, - "The number of pupils of preschool educational
institutions for 100 places in the specified institutions." It is calculated as
ratio of the total number of preschool students
institutions, H, to the total number of places in preschool educational institutions, K.
DOW DOW
H
Number of pupils of preschool educational institutions
institutions on the territory of the municipality = ---- x 100.
for 100 places in the specified institutions K
preschool educational institution
7. Indicator of satisfaction of population needs for services
preschool education is calculated in two stages.
First, the absolute need, P, of the population living
on the territory of the municipality, in preschool education services. For this
the total number of children in educational institutions is summed up,
implementing the basic general education program of preschool education
(H), with the number of children in need of placement in institutions,
preschool educational institution
providing preschool education services (prioritization indicators, O):
P = H + O.
preschool educational institution
To assess the degree to which the population's needs for services are met
preschool education, U, it is necessary to calculate the percentage that children,
covered by preschool education services, H, make up the total
preschool educational institution
population needs for preschool education services, P:
H
preschool educational institution
Y = ---- x 100%.
P
It should be noted that the recommended performance indicators for the activities of local governments in providing public preschool education were included in the monitoring of the provision of the population with preschool education services and the development of the preschool education system, carried out by the Ministry of Education and Science of Russia as part of the implementation of the Set of Measures for the Development of Preschool Education in the Russian Federation in 2007 - 2010 , and correlate with the target indicators of the project “Development of preschool and general education” of the Main Directions of Activities of the Government of the Russian Federation for the period until 2012 (approved by Decree of the Government of the Russian Federation dated November 17, 2008 N 1663-r).

The age of children, like the age of all people, is calculated in accordance with calendar values ​​from birth to the moment of calculation, and can also be biological, characterizing the physiological maturity of the body, legal and psychological, assessing compliance mental processes various age standards. A child's childhood age varies depending on country, culture, social and time norms. In Russia, childhood is considered to be the period from birth to the onset of puberty (puberty, 12-13 years), after which the child enters adolescence.

Each period of a child’s childhood has its own developmental characteristics, physical, mental, social, its own types of leading activities and specific needs. About child development different ages, raising a child and the types of activities required for a given age with children by age tells MedAboutMe.

A child is considered a person from birth until the end of puberty. This segment includes the periods of “childhood” and “adolescence” of older children.

Children's ages are also divided into several additional periods. Speaking about chronological, or calendar, passport age, we mean the time period from the birth of the child to the date of determination of age.

To identify individual periods in life, it is customary to focus on the stages of development of functional systems and/or vital human organs.

In the process of the birth and formation of a child’s body, two main stages are distinguished: intrauterine and extrauterine development. Intrauterine development is calculated from the moment of conception to birth, divided into the embryonic period and the period of fetal development (up to 3 months of pregnancy and from 3 months to birth).

After the birth of a child, the following periods are distinguished at the age of children:

• newborns – from the date of birth to 4 weeks;
• infancy period, the age of the baby, according to the outdated system, when infants were accepted into the nursery, called early nursery: from the end of the newborn to 1 year;
• pre-preschool, senior nursery or junior preschool period - from 1 year to 3 years;
• preschool, from 3 years to entry into school (6-7 years);
• junior school age - from the beginning of school until puberty;
• adolescence itself.

The childhood age of a child is characterized by the continuity of the processes of growth and its development, and therefore the boundaries of age periods are established conditionally on the basis of average data on the stages of functioning of the child’s body and psyche. These age limits can change under the influence of genetic, social, individual physiological characteristics children and their environment.

In accordance with the calendar method of calculation, the end of primary school age is considered to be 12-13 years old, the stage of the appearance of the first signs of puberty, which is absent in children younger age. However, the tendency towards acceleration and early onset of sexual development in recent decades suggests a decrease in the age limits for the onset of puberty. Increasingly, secondary sexual characteristics begin to appear in children aged 10-11 years and earlier. In this regard, the end of childhood and the beginning of adolescence for a particular child is considered individually. Statistically, at the moment, the lower limit of the onset of adolescence is considered to be the age of 12 years.

The early age includes newborns and the infant period, from birth to one year.

Children early age characterized by the intensity of growth and development of the body, the need for organized high-calorie nutrition. They are helpless and demanding ongoing care, attention, feeding, hygiene rules. The weakness of the immune system during this period affects the exposure of young children to the risk of developing septic processes.

The newborn period is a period of incomplete development of organs and functional systems, the beginning of adaptation processes to the conditions of extrauterine existence. Insufficient functional maturity of organs can cause a number of disorders, which complicates diagnosis during the neonatal period. It is not always possible to determine whether the disorder is physiological, such as physiological jaundice or weight loss in the first days after birth, or pathological (albuminuria).

The relative functional weakness of the digestive organs dictates the choice of diet for young children. It contains mainly dairy products ( breast milk or its substitutes), when the child is ready, they begin to introduce grain or vegetable complementary foods into the diet, gradually adding variety to the list of products. If the requirements for the quality and quantity of food are not met, disruptions in activity may occur. digestive system, eating disorders, growth disorders, etc.

The central nervous system is characterized at this stage by rapid exhaustion; restoration and proper development require a significant amount of rest, the absence of unnecessary impressions and stress that negatively affect the nervous system and the child’s body as a whole. Parents need to monitor their sleep and wakefulness patterns. Young children sleep a lot, up to 20-22 hours a day at birth, gradually increasing periods of wakefulness as they grow older. During the day, by the age of one year, he retains one or two daytime naps.

This period of life is notable for the formation of the first signaling system. Young children learn to recognize faces, objects, and navigate environment, primary communication. Speech begins to form.

Preschool or toddler age of children from 1 to 3 years is characterized by a decrease in the rate of physical growth and development. Basic physiological systems reach maturity later, but young children can already eat solid foods, master gross and fine motor skills, and actively learn verbal communication.

During this period, intensive growth of muscle tissue is observed; on average, by the age of two, children have erupted the entire set of milk teeth.

Increased physical activity in combination with imperfect control of the body and the adequacy of decisions lead to high injuries. Another dangerous factor of this period is high cognitive activity, involving the use of all possible receptors. This leads to aspiration of small objects and poisoning from household chemicals.

The rapid development of speech at this age goes through several stages. The norm is to master simple phrases of two or three words by one and a half years, and complex sentences by three.

Until the age of three, a child has the right not to use the pronoun “I” in speech, and to talk about himself in the third person (“let Misha”, “my son wants to go for a walk”).

Self-determination as an individual, awareness of oneself as a person separate from parents leads to a period of testing boundaries. In young children, there is an awareness of the possibilities of separation at one year, a crisis at two years, caused by the first attempts to insist on their desires, complicated by the insufficient development of speech function.

Young children are most sensitive to parenting techniques. It is during this period that one must begin to develop concepts of acceptable and unacceptable behavior, work habits, daily routines, and an understanding of acceptable forms of expressing emotions. The main methods are the example of adults and explanations in a form accessible to the child. Thus, education becomes the main element daily care for the child.

The middle or preschool age of a child is the time period from 3 to 6-7 years (on average 7). In turn, it is divided into middle and senior preschool age children, 3-5 and 5-7 years, in accordance with the physical, mental and intellectual pace of development of the child.

At this age, children begin to deepen their facial contours. The limbs are stretched, body weight gain slows down, physiological stretching is noted: the increase in height significantly prevails over the increase in weight. Teeth change begins: baby teeth fall out, permanent teeth begin to grow. The immune system reaches basic maturity, differentiation of development, formation internal organs, in particular, the pancreas begins to actively function (it is its late onset of active insulin production that explains the need to limit foods with a high glycemic index to in the diet of middle-aged children up to 5-6 years old).

Gross motor skills are quite well developed, the process of improving fine motor skills, coordination of fine movements, and preparation for drawing and writing is underway.

From the age of three, middle-aged children begin to understand themselves as individuals and to separate “we” from “I.” The main focus shifts from the world of objects and their manipulation to people and their relationships. The period of socialization among peers begins.

Normally, by the age of 5, middle-aged children speak their native language fluently. Intelligence and memory develop; from the age of three, gender-role identification begins, influencing preferences in activities, games, and the expression of personal attitudes toward the environment.

Older children are usually school students in grades 1-5, from 7 to 11-12 years old. At primary school age, according to the anatomical and physiological parameters of organs and systems children's body approaches an adult. The central nervous, reproductive and endocrine systems will complete the formation process in the next period.

The change of teeth ends, and by the beginning of puberty, as a rule, all milk teeth are replaced by permanent ones.

The physical and neuropsychic development of older children is mainly influenced by their environment: parents, friends, classmates, teachers, significant adults, and the media. Social development older children are enriched with communication and interaction skills not only with peers, but also with adults.

Children's age table

The classic table of children's ages describes the generally accepted standards for naming the stage of development in accordance with the biological age of the child and is usually used to determine the average age of the child upon enrollment in preschool and general educational institutions. In pediatric tables, the age of children is guided by the achievement of the age stage (0-1 month as the neonatal period, 1-12 months as the age of the infant), both to orientate compliance with the physiological indicators of children to average standards, and for legal purposes, for example, to highlight the “day infants" in clinics, as well as when compiling a national and individual vaccination calendar.

Children's age tables are most in demand for assessing physiological parameters and are associated with the dynamics of weight gain, characteristics of growth in centimeters of body length, head and chest volumes.

Childhood is the period from birth to the onset of puberty, from 0 to 12 years. Internal gradations of a child's childhood are based on the stages of his biological and mental maturation. However, when entering school, you can accurately draw the line - a kindergarten student, a child of senior preschool age becomes a student.

Usually, average age admission to school - 7 years. The age of a first-grader recommended by experts and standard for Russian schools is between 6.5 and 8 years. Depending on the maturity of mental processes and the readiness of the preschooler, the age can be either lowered (but not earlier than 6 for the first grade) or raised.

Start of schooling - important stage for children, symbolizing a change in leading activity. Readiness for this stage is formed throughout the entire pre-preschool period of development and is determined by psychologists and teachers before enrollment in educational institution.

Preschool children

Preschool children - children from 3-4 years old to graduates of the preparatory group of kindergarten. This age of children is most sensitive to developmental and educational methods due to the active formation of the psyche, personal characteristics and the process of socialization in society. Parents for preschool children are the most significant figures (unlike schoolchildren, where their place is taken first by the teacher and then by their peers), and can have both the most positive and very negative influence on the growing personality, depending on the style of education and example shown to the child.

The first thing that parents note about the characteristics of preschool children is the formation of independence, the desire to separate their Self from We (most often “mom and I”). Its onset at about three years of age is described as the third-year crisis, when the child begins to try to change his attitude and makes efforts to do his best himself and feel pride in his achievements.

From this position, the child’s new social perception of his environment is formed. It develops in two directions: a social vertical, expressing the child’s perception of the world of his elders, and a social horizontal, focused on the world of his peers.

Especially for preschool children, active communicative activity in speech and non-verbal form, the development of sensory cognition, the beginnings of analytical thinking and the formation of visual-figurative thinking are also included.

Leading activities of a child in preschool age

The leading activity of a child in preschool age is transformed depending on personal maturity, partner in spending time together and social perception. Starting with object manipulations, by school age the child goes through the stage of play as the leading activity of preschool children and prepares to change it to academic.

The motivating activity of a child in preschool age in interaction with adults initially, at 3 years old, has a business orientation: the desire to identify and understand what adults do and how, imitate them in order to become more mature and be able to also control reality. On average, by the age of 4, priority business motivation is replaced by play activities, with interaction on an object-based play basis.

Relationships with peers begin to develop, the child “discovers” other children as a subject with independent motives for action. At first, little by little, in episodic object-based play activities, preschool children gradually distinguish their peers and, by the end of the preschool period, prefer them as partners in the leading play activity in a given period.

Role-playing play, as a clear expression of a child’s social aspirations, helps him satisfy his social needs. It also contributes to the development various techniques replacing one object with another, one’s social role with another, teaches the representation and modeling of various imaginary situations. Children “try on” the roles of other people, fantasize and reproduce conditions in which, due to age, they cannot yet find themselves, and improve the mental reaction to non-standard incidents; these are also characteristics of preschool children.

The average age of children when entering school is 7 years. Readiness for school is judged by the physiological maturity of the brain, the formation of its structures and functions.

In some countries, for example, in the USA, the beginning of the educational process starts at 4 years old, which confuses some parents. However, although this training is most often carried out in the school complex, in terms of direction and organization of the process it is more consistent with the program of our kindergarten preparatory groups and is called preschool - “preschool”, “before school”.

Average age of children for immersion educational process is based on the so-called school maturity, aspects of the child’s psychophysiological readiness. They do not include the ability to read and write, these are specific stages sensory development, random memory, attention, thinking. When testing readiness for school, children’s emotional-volitional sphere, phonemic hearing, fine motor skills, cognitive interest and basic knowledge, consider what leading activity prevails in a preschooler, whether he is ready to change play activity to educational activity. Another important factor is the child’s ability to separate from a significant adult, to act independently and to perceive the teacher as an authoritative person.

Children who have not reached the required level of development are not recommended to begin education; this will not only affect grades and knowledge acquisition, but can significantly reduce the child’s motivation, affect his psychoneurological and physical health. The average age of children upon admission to an educational institution is used to begin testing readiness, the decision to admit a child or recommendations for deferment, the need for additional developmental, correctional classes accepted on the basis of psychological testing.

School age children

School-age children differ from preschoolers in their understanding of hierarchical relationships, the ability to identify parts and the whole, and their more developed imaginative thinking, the ability, for example, to mentally arrange objects by size and other characteristics. Analysis, synthesis, understanding of the principles of transferring the qualities of an object, the characteristics of events, the ability to take two or more variables into account when assessing distinguish school-age children.

In elementary school, the thinking of school-age children is still tightly connected with empirical reality (Jean Piaget), they can think and reason only about familiar things, although they are able to expand inferences from specific to possible scenarios. At the end primary school In school-age children, the stage of formal thinking operations begins to actively develop, marking the transition from a concrete, visual-figurative type to an abstract, verbal-logical type.

Leading activity junior schoolchildren– educational. It is characterized by the following parameters: effectiveness, commitment, arbitrariness. The foundations of this type of activity are laid in the first years of training. Motivation, academic task, control and evaluation are the main components, in accordance with the theory of D.B. Elkonin, educational activities.

Performance evaluation and marks for completing actions are often confused. The experimental training of Sh.B. is indicative. Amonashvili: Children can study without grades, and do so willingly and successfully, but the absence of a system of marks for completing assignments does not mean the absence of grades. It is possible to assess how well a child’s progress corresponds to his pace and generally accepted standards without using grades, which is what is currently used in the first grades of secondary schools in Russia.

Child development and upbringing by age

The development and upbringing of a child are processes organized in accordance with the characteristics of age groups. Methods of raising a child are determined by his physical and mental capabilities, thinking characteristics characteristic of the age stage.

In choosing the goals and means of developmental methods and raising a child, it is customary to focus on the zones of proximal development (L.S. Vygotsky), the difference between the existing level of development and the potential one, achievable with the help of a parent or teacher. For different age groups and for children within these groups, the zones of proximal development differ, therefore the general process of raising a child is built on the basis of statistical knowledge, abilities and skills of children, and work with a specific child is carried out based on the characteristics of his personality.

Classes for children by age are also focused on specifics age group and stage of child development. In preschool and general education institutions, classes with children by age are based on the program chosen by the institution and the teacher and can be aimed at both general development child, and divided into areas (aesthetic, physical, intellectual, etc.).

When choosing the type of activities with children by age, the leading type of activity in a particular age group, the characteristics of attention, memory, thinking, and their degree of arbitrariness must be taken into account.

Early Childhood Development

The development of young children attracts many parents with its promising consequences: early reading “from the cradle”, predictions of phenomenal memory, amazing intellectual development etc. When choosing a technique, you need to focus on how long it has existed, whether it is approved by specialists various groups Is it suitable for the child?

For example, M. Montessori’s method for the development of young children was not envisaged by the author himself, but is actively used for children from 1 year of age. At this age, children, according to natural development, should expand their knowledge about the world around them, develop communication skills, and gross motor skills. The Montessori method used for children involves more active development logical thinking, fine motor skills, without connecting communication. This can be balanced by the baby’s other activities and games with his parents, or it can also delay the formation of the necessary age stage skills, creating a situation of uneven development of the child.

The development of young children should not be unidirectional, focused only on one area of ​​activity; this leads to neuroticization of the child’s personality and complications in the educational process.

The main force driving the development of preschool children is cognitive interest. This is the age of “whys”, curiosity, attempts to understand how everything works - from objects to relationships and natural phenomena. The task of the development process of preschool children is to maintain the child’s interest.

It is worth remembering that kids in this period are focused more on the process itself, and not on the result. They try to understand how and what is happening, regardless of the outcome of the action, so focusing them on the competitive moment and trying to win does not bring the expected effect.

The leading activity of a preschool child is play. It is in the format of a game that activities aimed at the development of preschool children should be organized.

Development of children of primary preschool age

In accordance with the characteristics of the age period, when drawing up a development program for children of primary preschool age, it is necessary to remember that a child of 3-4 years is an active researcher. Going through a crisis of separation from his mother and self-determination, he tries to independently understand what processes occur in what way. By carefully directing children's curiosity in the right direction, it is possible to successfully develop children of primary preschool age both physically, intellectually and socially.

The intellectual development of children of primary preschool age is based solely on practice, on manipulations with objects or observations. For a full-fledged, all-encompassing development process, it is necessary to combine different types activities, alternate between calm, active, group and individual activities and games on the street and at home.

It is worth remembering that at this age stage they tend to copy the behavior of an adult more than ever. Raising a child is now based on one’s own example and explanations of moral standards, reinforced by the behavior of a significant adult.

If a child of primary preschool age is an active researcher, then older children can be called inventive creators. The development of older children before enrollment in school is based on the leading activity - play. However, the first of September does not mean a sharp change in the child’s leading activity to academic activity. Therefore, the inclusion of gaming techniques for the development of older children is welcomed for both younger and older schoolchildren, taking into account age characteristics. But the inclusion of student activities in preschool programs is possible only in a playful form.

Still prevails play activity, enriched by the first attempts to think abstractly, still represented by fantasy. Social, gender-role-playing games associated with various roles, professions, situations, contribute to the development of older children, helping to understand the connections between what is happening, learn to analyze, predict events and reactions.

Speech development in preschool children

If at three years of age, at the normal rate of speech development for preschool children, a child can speak in phrases and begins to use the pronoun I, then by the time they enroll in school (7 years old), the children’s dictionary already contains up to 7,000 words.

The development of speech in preschool children goes through several stages - from syllabic words in early childhood child to complex sentences for the school period. The formation and development of the grammatical part of speech occurs at the age of 3-5 years. Children copy word formation from the speech of adults and try to master speech according to these rules intuitively.

At this stage it is important to use correct speech, preschool children need to be provided with examples of the use of phrases and constructions, as well as monitor possible deviations in speech development in children of different ages.

Deviations in speech development in children of different ages occur in 30% of cases. Most often, speech disorders of varying severity are diagnosed in boys (2-5 times more often than girls).

The main part of the deviations speech development problems that affect children of different ages are due to problems with sound pronunciation. Depending on the cause, the severity of the disorder and the age of the child, this can be either a minor disorder or a speech pathology caused by damage to the brain centers.

Among the diseases that lead to disturbances in sound pronunciation in children of different ages are dyslalia, dysarthria, articulatory dyspraxia, motor, sensory alalia, dyslexia and rhinolalia.

Consultation for educators.

Topic: “Formation of elementary mathematical concepts of preschool children (quantity and counting).”

Mathematics in kindergarten begins with the second junior group, where they begin to carry out special work on the formation of elementary mathematical concepts. Further development depends on how successfully the first perception of quantitative relationships and spatial forms of real objects is organized. mathematical development children.

Performing various mathematical operations with objective sets by children in kindergarten allows children to further develop their understanding of quantitative relationships and form the concept of natural numbers. The ability to identify qualitative characteristics of objects and combine objects into a group based on one characteristic common to all of them is an important condition for the transition from qualitative to quantitative observations.

Mathematics methods in kindergarten

The main method of teaching mathematics in kindergarten is teaching children in the classroom. Mathematics classes in kindergarten are conducted from the beginning of the school year, i.e. from September 1. In September, it is advisable to conduct classes with subgroups (6-8 people), but at the same time cover all children of this age group. Since October, on a certain day of the week, all children have been taught at once.

Strong assimilation of knowledge is ensured by repeated repetition of the same type of exercises, while the visual material changes, the working methods vary, since monotonous actions quickly tire children. Changing the nature of their activity allows children to maintain activity and prevent fatigue: children listen to the teacher, follow his actions, perform some actions themselves, and participate in a common game. They are offered no more than 2 - 3 similar tasks. In one lesson they give from 2 to 4 different tasks. Each is repeated no more than 2-3 times.

Techniques for teaching mathematics in kindergarten

Teaching children mathematics in kindergarten in the younger group is visual and effective. The child acquires new knowledge on the basis of direct perception, when he watches the teacher’s actions, listens to his explanations and instructions, and himself acts with didactic material.

Classes often begin with elements of play, surprise moments - the unexpected appearance of toys, things, the arrival of “guests”, etc. This interests and activates the kids. However, when a property is first highlighted and it is important to focus children’s attention on it, game moments may be absent. Determination of mathematical properties is carried out on the basis of comparison of objects characterized by either similar or opposite properties (long - short, round - non-round, etc.). Objects are used that have a clearly expressed cognitive property, that are familiar to children, without unnecessary details, and differ in no more than 1-2 characteristics. Accuracy of perception is facilitated by movements (hand gestures), tracing a model of a geometric figure with a hand (along the contour) helps children more accurately perceive its shape, and holding a hand along, say, a scarf or ribbon (when comparing along the length) helps to establish the relationship of objects precisely according to this characteristic.

The most difficult thing for kids is to reflect mathematical connections and relationships in speech, since it requires the ability to build not only simple, but also complex sentences, using the adversative conjunction -A - and the connective -I-. First, you have to ask children supporting questions, and then ask them to tell you everything at once. For example: “How many pebbles are there on the red stripe? How many pebbles are there on the blue stripe? Now tell me right away about the pebbles on the blue and red stripes.” So the child is led to reflect the connections: “There is one pebble on the red stripe, and there are many pebbles on the blue stripe.”

Methodology for forming quantitative ideas

Under the influence of learning, children remember more and more numbers. Having mastered the numbers of the first ten, children easily move on to the second ten, and then count like this: “Twenty-ten, twenty-eleven...”. But if you correct the child and call him thirty after 29, then the stereotype is restored, and the child correctly counts until the next stop.

Selecting individual items from groups

and combining objects into groups

Basic conditions:

The number of toys must correspond to the number of children. The teacher encourages the use of words - many, one, by

alone, not one.

Learning to count in middle group

Based on a comparison of the numbers of 2 groups of objects, the goal of the counting activity is revealed to the children (to find the final number). They are taught to develop groups of subjects into 1, 2, and 3 subjects and name the final number based on the teacher's count. training in counting operations. Comparing two groups of objects, equal or unequal in quantity, the teacher shows the formation of each next number

Accounting operations

Naming numerals in order; Correlating each numeral using a hand gesture; Naming the final number in combination with a circular gesture; “Naming” the final number (3 dolls in total).

— direction of counting from left to right.

Children's mistakes in the counting process:

- counting from the word “one”, not “one”;

- naming numerals together with a noun during the counting process;

- the final number is not named (1,2,3 - only 3);

- the final number is not named (1,2,3 - all fungi together) 4

— the direction of the count is not observed.

The sequence of complicating counting operations in preschool age:

- counting out loud using a pointer;

- counting out loud at a distance;

- counting in a whisper;

- counting “to yourself”, mentally.

Learning to count objects

Counting algorithm.

- remember the number of objects that need to be counted;

- take objects, silently and only when the objects are placed, call the number;

Children's mistakes when counting:

- they count not objects, but their actions (took a toy - one, put it down - two),

- work with both right and left hands.

Task options

- counting according to the sample. The teacher offers to count the toys on the table and set aside the same number of circles;

- countdown according to the named number: find two ducks, put aside three mushrooms;

- counting objects in combination with tasks for spatial orientation: set aside 4 circles and put them on the bottom strip, 4 ducks on the table.

The following games are used:

"Treat the bears with tea"

“Let’s dress the doll for a walk”

Showing the independence of numbers from the characteristics of objects

Account including analyzers.

Counting by ear

Task options:

- behind the screen the teacher makes sounds, the children count with their eyes open;

- counting sounds with eyes closed;

- movements to extract sounds are performed under the table, behind the back - this sharpens the activity of the auditory analyzer.

Counting by touch.

Task options:

- get from " wonderful bag» specified number of items;

- counting small objects under a napkin.

Counting movements.

Ordinal counting.

Methodology for working on the “quantity and counting” section in senior group.

Count within 10

Ordinal counting up to 10

First, homogeneous objects that differ in color or size (flags of different colors) are used as counting material, and later - collections of objects of the same type (dishes, animals), as well as plotless materials (strips, figures). A new direction of work is to show the dependence of the ordinal place of an object on the direction of counting. For example: the teacher places 3 on the table different cars(truck, car, tractor)? Offers an answer to the question: how many are there? Then the game begins: the cars go to the gas station: the truck goes first, the car goes second? the third is a tractor. The teacher asks questions: which is the passenger car? tractor? But on the way there is a car sign indicating that you can’t go further, you need to go back. The cars turn in the other direction: now the one that was last is first. The cars drive, and the teacher finds out what number each of the cars is. The ability to distinguish between quantitative and ordinal counting can be reinforced in didactic games.

Game "Who will call first?"

Comparison of numbers

Children learn to make connections and relationships between adjacent numbers. Relationships between numbers - determining which number is larger and which is smaller. Relationships between numbers - definition: how much one number is greater (less) than another. All numbers within 10 are compared. It is advisable to start with the numbers 2 and 3, and not o1 and 2. A clear basis for comparing numbers is the comparison of two sets of objects. For example, by comparing 2 nesting dolls with 3 cubes, they find out that there are fewer nesting dolls than cubes, and more cubes than matryoshkas. This means 2 is less than 3, and 3 is more than 2. The use of the words “extra” and “not enough” helps to understand the inverse relationships between numbers. Comparing 4 chickens and 5 chickens, the teacher draws the children’s attention to the fact that 1 chicken is extra, there are 5 of them, which means the number 5 is greater than 4. However, the duckling is missing, and there are 4 of them, which means 4 is less than 5.

Task options:

For example, children guess who is more on the tram: boys or girls, if boys are represented on the board by circles and girls by squares.

Enabling various analyzers. For example, raise your hand 1 times more than there are buttons on the card; count 1 square less than you hear sounds. Using the number ladder. Blue and red colored circles painted on both sides are laid out in rows of 5 (10) pieces. The number of circles in a row is successively increased by 1, with the “additional” circle turned on the other side. The numerical ladder allows you to visualize the sequence of numbers in the natural series.

Quantitative composition of numbers from units

Equipment:

Algorithm for solving this problem

How is the group composed? How many different items does it contain? How many items are there in total? Name both the objects and their quantity.

Task options:

Game “Name 3 (4.5) objects With elements of competition “Who can name 3 (4.5) hats faster Game with a ball “I know 5 names of girls”

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“Formation of elementary mathematical concepts of preschool children (quantity and counting)”

Consultation for educators.

Topic: “Formation of elementary mathematical concepts of preschool children (quantity and counting).”

Mathematics in kindergarten begins with the second junior group, where they begin to carry out special work on the formation of elementary mathematical concepts. Further development depends on how successfully the first perception of quantitative relationships and spatial forms of real objects is organized. children's mathematical development.

Modern mathematics, when justifying such important concepts as “number”, “geometric figure”, etc., is based on set theory.

Performing various mathematical operations with objective sets by children in kindergarten allows children to further develop their understanding of quantitative relationships and form the concept of natural numbers. The ability to identify qualitative characteristics of objects and combine objects into a group based on one characteristic common to all of them is an important condition for the transition from qualitative to quantitative observations.

Work with children begins with tasks for selecting and combining objects into groups according to a common characteristic (“Select all the blue cubes,” etc.) Using the techniques of superposition or application, children establish the presence or absence of a one-to-one correspondence between the elements of groups of objects (sets) .

The concept of one-to-one correspondence for two groups is that each element of the first group corresponds to only one element of the second and, conversely, each element of the second group corresponds to only one element of the first (there are as many cups as there are saucers; there are as many tassels as there are children, etc. .P.). In modern mathematics teaching in kindergarten, the formation of the concept of natural number is based on the establishment of a one-to-one correspondence between the elements of the compared groups of objects.

Mathematics methods in kindergarten

Main methods of teaching mathematics in kindergarten- teaching children in the classroom. Mathematics classes in kindergarten are conducted from the beginning of the school year, i.e. from September 1. In September, it is advisable to conduct classes with subgroups (6-8 people), but at the same time cover all children of this age group. Since October, on a certain day of the week, all children have been taught at once.

In order for classes to have the expected effect, they must be properly organized. New knowledge is given to children gradually, taking into account what they already know and can do. When determining the amount of work, it is important not to underestimate or overestimate the capabilities of children, since both would inevitably lead to their inactivity in the classroom.

Strong assimilation of knowledge is ensured by repeated repetition of the same type of exercises, while the visual material changes, the working methods vary, since monotonous actions quickly tire children.
Changing the nature of their activity allows children to maintain activity and prevent fatigue: children listen to the teacher, follow his actions, perform some actions themselves, and participate in a common game. They are offered no more than 2 - 3 similar tasks. In one lesson they give from 2 to 4 different tasks. Each is repeated no more than 2-3 times.

When children get acquainted with new material, the duration of the lesson can be 10-12 minutes, since learning new things requires significant stress from the child; sessions devoted to repeated exercises can be extended to 15 minutes. The teacher monitors the children’s behavior during the lesson and if they show signs of fatigue (frequent distraction, errors in answering questions, increased excitability, etc.) stops the lesson. Monitoring the condition of children during classes is very important, since fatigue can lead to children losing interest in classes.

Techniques for teaching mathematics in kindergarten

Teaching children mathematics in kindergarten in younger group is visually effective. The child acquires new knowledge on the basis of direct perception, when he watches the teacher’s actions, listens to his explanations and instructions, and acts with the didactic material himself.

Classes often begin with elements of play, surprise moments - the unexpected appearance of toys, things, the arrival of “guests”, etc. This interests and activates the kids. However, when a certain property is first highlighted and it is important to focus children’s attention on it, play moments may be absent. Determination of mathematical properties is carried out on the basis of comparison of objects characterized by either similar or opposite properties (long - short, round - non-round, etc.). Objects are used that have a clearly expressed cognitive property, that are familiar to children, without unnecessary details, and differ in no more than 1-2 characteristics. Accuracy of perception is facilitated by movements (hand gestures), tracing a model of a geometric figure with a hand (along the contour) helps children more accurately perceive its shape, and holding a hand along, say, a scarf or ribbon (when comparing along the length) helps to establish the relationship of objects precisely according to this characteristic.

Children are taught to consistently identify and compare homogeneous properties of things. (“What is it? What color?, What size?”) Comparison is made based on practical matching methods: overlay or application.

Great importance given to children’s work with didactic material. Kids are already able to perform quite complex actions in a certain sequence (putting objects on pictures, sample cards, etc.). However, if a child fails to cope with a task and works unproductively, he quickly loses interest in it, gets tired and is distracted from work. Taking this into account, the teacher gives children an example of each new method of action. In an effort to warn possible mistakes, he shows all the working techniques and explains in detail the sequence of actions. In this case, explanations must be extremely clear, clear, specific, and given at a pace understandable to a small child. If the teacher speaks hastily, then the children cease to understand him and are distracted. The teacher demonstrates the most complex methods of action 2-3 times, drawing the children’s attention to new details each time. Only repeated demonstrations and naming of the same methods of action in different situations when changing visual material allow children to learn them. During the work, the teacher not only points out mistakes to children, but also finds out their reasons. All errors are corrected directly in action with the didactic material. Explanations should not be intrusive or verbose. In some cases, children’s mistakes are corrected without any explanation at all. (“Take it in your right hand, this one! Put this strip on top, you see, it’s longer than this!”, etc.) When children learn the method of action, then showing it becomes unnecessary. Now they can be asked to complete a task only according to verbal instructions. Starting in January, you can give combined tasks that allow children to learn new knowledge and train them in what they have learned previously. (“Look at the Christmas tree below and put a lot of mushrooms under it!”)

Young children learn emotionally perceived material much better. Their memorization is characterized by unintentionality. Therefore, gaming techniques are widely used in classes and didactic games. They are organized so that, if possible, all children participate in the action at the same time, and they do not have to wait for their turn. Games related to active movements are played: walking and running. However, using game techniques, the teacher does not allow them to distract children from the main thing (even elementary, but mathematical work).

Spatial and quantitative relationships can be reflected at this stage only with the help of words. Each new method of action acquired by children, each newly identified property, is fixed in an exact word. The teacher pronounces the new word slowly, emphasizing it with intonation. All the children repeat it together (in chorus).

The most difficult thing for kids is to reflect mathematical connections and relationships in speech, since it requires the ability to build not only simple, but also complex sentences, using the adversative conjunction -A - and the connective -I-. First, you have to ask children supporting questions, and then ask them to tell you everything at once. For example: “How many pebbles are there on the red stripe? How many pebbles are there on the blue stripe? Now tell me right away about the pebbles on the blue and red stripes.” So the child is led to reflect the connections: “There is one pebble on the red stripe, and there are many pebbles on the blue stripe.”

The teacher gives a sample of such an answer. If the child finds it difficult, the teacher can begin the answer phrase, and the child will finish it. In order for children to understand the method of action, they are asked to say during the work what and how they are doing, and when the action has already been mastered, before starting work, make an assumption about what and how to do. (“What needs to be done to find out which board is wider? How to find out if the children have enough pencils?”) Connections are established between the properties of things and the actions with the help of which they are revealed. At the same time, the teacher does not allow the use of words whose meaning is not clear to children.

Methodology for forming quantitative ideas

The first numerals appear in children's speech very early. Of course, this is still a spontaneously used technique. At 2-3 years old, children begin to master the sequence of numbers in a limited segment of the natural series. These are numbers 1,2,3.

As a rule, the count begins with the word “one”. The chain of numeral words memorized by the child is broken if suddenly an adult corrects the mistake and suggests starting counting with the word “one.”

Sometimes a child perceives the first 2-3 numerals as a single whole and refers them to one object: one, two, three.

Under the influence of learning, children remember more and more numbers. Having mastered the numbers of the first ten, children easily move on to the second ten, and then count like this: “Twenty-ten, twenty-eleven...”. But if the child is corrected and called after 29 - thirty, then the stereotype is restored, and the child correctly counts until the next stop.

However, the auditory image of a natural series of numbers formed in children does not indicate that they have mastered counting skills.

The formation of ideas about quantity in the second younger group is limited to the pre-numerical period.

Selecting individual items from groups

and combining objects into groups

Children must understand that each group consists of separate objects and learn to single out one from the group.

The teacher brings in a tray with ducks and joyfully exclaims: “That’s how many ducks! There's a lot here, here, here. And now all the children will take a duck, both Seryozha and Olya. All the children took a duck, there wasn’t one left.”

Basic conditions:

The number of toys must correspond to the number of children.

The teacher encourages the use of words - many, one, by

alone, not one.

Teaching counting in the middle group

“The program of education and training in kindergarten” provides for counting within 5

Quantitative numeracy is taught in two stages:

Based on a comparison of the numbers of 2 groups of objects, the goal of the counting activity is revealed to the children (to find the final number). They are taught to develop groups of subjects into 1, 2, and 3 subjects and name the final number based on the teacher's count.

training in counting operations. Comparing two groups of objects, equal or unequal in quantity, the teacher shows the formation of each next number

Accounting operations

Naming numerals in order;

Correlating each numeral using a hand gesture;

Naming the final number in combination with a circular gesture;

“Naming” the final number (3 dolls in total).

Counting direction is from left to right.

Children's mistakes in the counting process:

Count from the word “one”, not “one”;

Naming numerals together with a noun during counting;

The numeral “one” does not agree correctly with the noun;

The final number is not named (1,2,3 - only 3);

The final number is not named (1,2,3 - all fungi together) 4

The counting direction is not respected.

The sequence of complicating counting operations in preschool age:

Counting out loud, touching an object with your hand;

Counting out loud using a pointer;

Counting out loud from a distance;

Counting in a whisper;

Counting “to yourself”, mentally.

Learning to count objects

Counting involves selecting a specified number of objects from a larger one.

Counting algorithm.

Remember the number of objects that need to be counted;

Take objects, silently and only when the objects are placed, call the number;

Children's mistakes when counting:

They count not objects, but their actions (took a toy - one, put it down - two),

They work with both the right and left hands.

Task options

Sample counting. The teacher offers to count the toys on the table and set aside the same number of circles;

Countdown according to the named number: find two ducks, put aside three mushrooms;

Counting objects in combination with spatial orientation tasks: set aside 4 circles and put them on the bottom strip, 4 ducks on the table.

The following games are used:

"Treat the bears with tea"

Bear cubs come to visit the children, treats, cups, and saucers are prepared in advance. After the guests sit down at the table, the children are invited to bring as many cups as there are guests, count the same number of saucers, etc.

“Let’s dress the doll for a walk”

The same educational task is involved in a different plot: the children are getting ready for a walk and are going to take dolls with them. But they need to be dressed according to the season: from a large number of coats, hats, scarves, mittens, you need to take the corresponding number of dolls.

Showing the independence of numbers from the characteristics of objects

It is important to draw children’s attention to the fact that the number of objects does not depend on their size, shape of location, or area occupied.

Children are taught to use various techniques of practical comparison: superposition, application, pairing, and the use of equivalents (substitutes for objects). Equivalents are used when other known methods cannot be used. For example, to make sure that both cards have the same number of objects drawn, you need to take the circles and put them on the drawings of the other card.

Account including analyzers.

Helps improve numeracy skills interesting tasks

Counting by ear

Task options:

Behind the screen, the teacher makes sounds, the children count with their eyes open;

Counting sounds with eyes closed;

Movements to extract sounds are performed under the table, behind the back - this sharpens the activity of the auditory analyzer.

Requirements for performing and organizing exercises.

Sounds and movements should be rhythmic and varied: hitting a tambourine, a drum, knocking on a door, pronouncing the same word.

Counting by touch.

Task options:

Take out the specified number of items from the “wonderful bag”;

Counting small objects under a napkin.

Counting movements.

Interestingly, such tasks are carried out in the form of physical exercises.

The poetic form sets the rhythm of the movements, the entertaining plot captivates the children and revives their interest.

Ordinal counting.

To teach ordinal counting, objects that are qualitatively different from each other and placed in a row are used. This could be a set of nesting dolls of different sizes, familiar geometric shapes, illustrative material for the fairy tales “3 Bears”, “Turnip”.

For learning, a certain situation is created: the nesting dolls go for a walk, the children go to the forest, etc. their serial number is determined.

Children often confuse questions like “which?” and which?" The latter requires the selection of qualitative properties: color, size and others. How many alternating questions? which? what number? Allows you to reveal their meaning. Children encounter ordinal counting in everyday life (“Lena, stand up first”), in physical education classes, when the teacher makes different changes in formation (first link, second link) music lessons.

Methodology for working on the “quantity and counting” section in the senior group.

Count within 10

To obtain the numbers of the second heel and teach counting to 10, techniques similar to those used in the middle group are used. The formation of numbers is demonstrated by comparing two sets of objects. In one lesson, it is necessary to obtain two new numbers at once so that children learn the principle of obtaining the previous and subsequent numbers. Didactic games are used to strengthen counting skills. GAMES “What has changed?”, “Correct the mistake.” Several groups of objects are placed on a flannelgraph, a board, and numerical figures (cards with a certain number of circles) are placed next to them. The players close their eyes, the leader swaps the number pieces or removes one item from any group, making up number cards without changing. Children must spot the mistake. GAME "How much?" Cards with different numbers of objects are fixed on the board. The presenter asks a riddle. The one who guesses must count the objects on the card and show the numerical figure. For example: a girl is sitting in the dark, and her braid is on the street. The players, having guessed that it is a carrot, count how many carrots are drawn on the card and show the number 4. For the first time in the older group, they learn to count in different directions. Children are explained that to answer the question how much? it does not matter in which direction the counting is carried out: from right to left, from top to bottom or from bottom to top. Later, we give the children the idea that objects can be counted not only in a row, but also in the most different ways(in a circle, diagonally, in an indefinite group). Conclusion: you can start counting from any object and count in any direction, but it is important not to miss a single object and not to count a single object twice.

Ordinal counting up to 10

Continuing to teach counting in the older group, the teacher clarifies the difference between the quantitative and ordinal value of a number. When they want to find out how many objects they count as one, two, three... But when they need to find the order, the place of objects among others, they count differently: first, second...

As counting material, first homogeneous objects differing in color or size (flags of different colors) are used, and later - collections of objects of the same type (dishes, animals), as well as plotless materials (strips, figures). A new direction of work is to show the dependence of the ordinal place of an object on the direction of counting. For example: does the teacher place 3 different cars (truck, car, tractor) on the table in a row? Offers an answer to the question: how many are there? Then the game begins: the cars went to the gas station: the truck goes first, the car goes second? the third is a tractor. The teacher asks questions: which is the passenger car? tractor? But on the way there is a car sign indicating that you can’t go further, you need to go back. The cars turn in the other direction: now the one that was last is first. The cars drive, and the teacher finds out what number each of the cars is. The ability to distinguish between quantitative and ordinal counting can be reinforced in didactic games.

Game “Which toy is gone?”

Place toys in a certain order. Children close their eyes, and the leader removes one of the toys.

Game "Who will call first?"

Children are shown a picture in which objects are arranged in a row (from left to right or top to bottom). The presenter agrees on where to start counting items: from left to right, from top to bottom. Hit the hammer several times. Children must count the number of sounds and find the toy that is in the indicated place. Whoever names the toy first wins.

Comparison of numbers

Children learn to make connections and relationships between adjacent numbers. Relationships between numbers - determining which number is larger and which is smaller. Relationships between numbers - definition: how much one number is greater (less) than another. All numbers within 10 are compared. It is advisable to start with the numbers 2 and 3, and not o1 and 2. A clear basis for comparing numbers is the comparison of two sets of objects. For example, by comparing 2 nesting dolls with 3 cubes, they find out that there are fewer nesting dolls than cubes, and more cubes than matryoshkas. This means 2 is less than 3, and 3 is more than 2. The use of the words “extra” and “not enough” helps to understand the inverse relationships between numbers. Comparing 4 chickens and 5 chickens, the teacher draws the children’s attention to the fact that 1 chicken is extra, there are 5 of them, which means the number 5 is greater than 4. However, the duckling is missing, and there are 4 of them, which means 4 is less than 5.

Task options:

Comparison of groups of objects represented by symbols and models geometric shapes.

For example, children guess who is more on the tram: boys or girls, if boys are represented on the board by circles and girls by squares.

Enabling various analyzers. For example, raise your hand 1 times more than there are buttons on the card; count 1 square less than you hear sounds.

Using the number ladder. Blue and red colored circles painted on both sides are laid out in rows of 5 (10) pieces. The number of circles in a row is successively increased by 1, with the “additional” circle turned on the other side. The numerical ladder allows you to visualize the sequence of numbers in the natural series.

Quantitative composition of numbers from units

Children are introduced to the composition of numbers from units within 5.

Equipment:

A) objects of the same type, differing in color, shape, size (sets of nesting dolls, flags of different colors);

B) objects united by a generic concept (dishes, furniture, clothing, shoes, animals);

C) plotless material (geometric shapes, strips of different widths).

Algorithm for solving this problem

How is the group composed?

How many different items does it contain?

How many items are there in total?

Name both the objects and their quantity.

Task options:

Game “Name 3 (4,5) objects

With elements of the competition “Who can name 3 (4.5) hats faster?

Ball game "I know 5 girls' names"

Formation of quantitative ideas in preparatory group

Counting groups of objects

When consolidating counting and counting skills, it is important to practice not only counting individual objects, but also groups consisting of homogeneous objects. The children are shown a group of objects (matryoshka dolls). Questions “How many groups?” How many nesting dolls are in each group? How many nesting dolls are there in total? Each time a connection is established between the number of groups and the number of objects in the group. Children see: if the number of objects in a group increases, the number of groups decreases and vice versa. Children are prepared to master the decimal number system and count by tens.

The teacher has 10 circles on the board. Questions: how many circles? One can say about ten objects in another way: one ten. On the next stripe places another 10 circles. Questions: How many circles are there? You could say: another ten. How many tens are there in total? Two dozen. What is more than 2 tens or 1? What's smaller? Conclusion: 2 tens are more than 1, ten are less than 2. You can introduce children to using counting in groups in Everyday life: It’s convenient to buy small items by the dozen (buttons, hair clips, pins, eggs).

Verbal counting

To clarify knowledge about the sequence of natural numbers, we use special exercises counting in forward and reverse order. The teacher, starting with 1 item, sequentially adds items one at a time, each time asking the children about the quantity. Exercises on the sequential reduction of numbers are carried out in a similar way (there were 9 objects, one was removed, how many are left? How many must be removed in order to remain?) Ladder exercises allow you to consolidate the knowledge of the direct and reverse sequence of numbers in an interesting way. Children “walk” up and down the steps of the ladder, counting either the number of steps they have already completed or the number of steps they still have to go. (Let's count how many steps there are to the tumbler. Let's count how many steps we have left to go to the tumbler: 10,9,8...)

Exercises with number figures.

Numerical figures from 1 to 10 are placed in a row along the board; two figures are placed out of place. Children determine which figure is “lost.” A number of figures can be arranged in reverse order.

Game "Numbers Talk"

The summoned children receive numerical figures in their hands. Children are numbers, and number cards will tell them which ones. Command to the players: “Numbers, stand in order, starting with the smallest!” After this, the teacher invites you to tell about yourself. For example: “Number 4 said to number 5: I am one smaller than you! What will the number 5 answer him? What will he say to the number 6? To reinforce counting skills in forward and reverse order, games are used: “Name the missing number”, “Count further”, “Who knows - let him continue counting”.

The teacher explains the rules of the game “I will put toys on the table, and you count how many there are.” So, there are 3 cubes on the table. The teacher puts another 1 - the child says “four”, etc. Interest in such games increases if they are played in a circle, the teacher throws a ball to the children and passes a handkerchief. Rules of the game: do not repeat the number already named, do not start counting from the number 1.

Establishing mutually inverse relationships between adjacent numbers.

From exercises in comparing the numbers of sets of objects expressed by adjacent numbers, children move on to comparing numbers without relying on visual material.

2.Name a number greater than 5 (6.7) by 1.

Name the “neighbors of the number”

To complete such tasks, it is necessary to explain the meaning of the words “before” and “after”, “previous and subsequent” numbers. The expression “before” indicates that the numbers are less, and “after” is greater than the one named. Costs up to 5? What after 5?

Name the numbers /3,4 numbers/ that come after 4,

Guess what number is missing between 7 and 5, 8 and 6?

Name 2 numbers, leaving 1 number between them.

Composition of a number from two smaller numbers

All ways of composing numbers within a heel are shown.

The number 2 is 1 and 1, 3 is 2 and 1, 1 and 2, 4 is 3 and 1, 2 and 2, 1 and 3, 5 is 4 and 1, 2 and 3, 1 and 4.

There are 3 circles of the same color on the typesetting canvas. Turning reverse side last circle, we ask “How much in total?” How is the group composed? From 2 red and 1 blue circles.” Then we turn over another one, find out how the group is now composed. Conclusion: the number 3 can be composed in different ways; from 2 and 1, from 1 and 2. To consolidate knowledge, we use exercises:

Stories - problems “There were 3 swallows sitting on the top wire, 1 swallow moved to the bottom wire. How many swallows are there in total? How are they sitting now? How else can they sit?

Assignments: one child takes 3 acorns / pebbles / in both hands, the rest guess how many are in each hand.

Game "Guess the number." There are from 3 to 5 circles on the card, another card is turned over with its reverse side. You need to guess the number on the upside down card if together they form the number 3 /4,5/.

Mastering the composition of a number from 2 numbers provides the transition to teaching children to calculate.

Getting to know the numbers.

In the process of teaching counting, the teacher shows different ways designation of any quantity. To do this, to the right of the group of objects /after they have been counted/ the same number of sticks are laid out, a counting card or a numerical figure is hung up. Then they show a way to graphically designate a number - a number. Research by A.M. Leushina showed the effectiveness of acquaintance with numbers in parallel with the formation of two numbers at once. In the first lesson, the formation of numbers 1 and 2 is shown, the numbers 1 and 2 are shown. The number 1 is indicated by the number 1, the poems “Here is one or one, very thin, like a knitting needle” are read. Various survey actions are widely used: tracing the contour of a number with a finger, drawing in the air, shading contour numbers, as well as using figurative comparisons during the survey (one is like a soldier, 8 is like a snowman). Special attention deserves the number 10, since it is written with two digits 0 and 1. Therefore, it is first necessary to introduce children to zero. Children learn the concept of zero by completing the task of counting objects one at a time. For example, there are 9 cubes on the table and the number 9. Consistently removing one cube at a time, the teacher asks to count and show the corresponding number. When there is 1 cube left on the table, the teacher suggests removing it. How many cubes are there now? None or zero dice. Zero dice is indicated by the number 0. There are 0 dice on the table, and Kolya has 1 dice. Where are the most cubes? This means that 1 is greater than 0, 0 is less than 1. When all the numbers have been studied, didactic games are used to reinforce them.

Game “The Number Got Lost”, “Confusion”. The numbers are laid out on the table in order, one or more numbers are swapped. Children must find these changes. Game, “Which number is missing?” The game also removes 1-2 numbers. Players not only notice the changes, but also say where each number is and why. Game "Find the neighbors numbers." Each child is offered a card with a picture of a number, and he must name the previous and subsequent numbers. Game "Removing the numbers." You can end the lesson with a game if the numbers are not needed in the future. Numbers are laid out on the tables in front of everyone. Children take turns asking riddles about numbers. Each child who guesses what number we are talking about removes it from number series. Riddles can be very diverse. For example, remove the number that comes after the number 6, before the number 4; remove the number, remove the number that shows how many times I will clap my hands: the number that appears in the fairy tale about Snow White.

Dividing a whole into parts.

This task helps prepare students for understanding fractions.

Sequence of work:

Dividing an object into parts by folding (bending) (Fold the square in half into 4 parts)

Dividing an object into parts by cutting. (Cut a strip of paper into 2 parts, a square into 2 parts to make 2 triangles).

Dividing “tasty” things into parts: cookies, apple, candy, etc. These tasks stimulate children's activity in learning the material. /What to do if you only need to buy half a loaf of bread at the store, divide cookies, an apple between girlfriends/.

Equating the whole object and its parts, children come to the conclusion: the whole is more than half, the half is more than a quarter, the whole is more than a quarter. It is important to show children the need for precision when folding and cutting. Items can be divided into equal or unequal parts. Parts are called halves only when the parts are equal. Vocabulary work: divide into parts, whole, half, in half, one of two parts, one of 4 parts, one second, one fourth part. In subsequent lessons, exercises are conducted in dividing geometric figures into 2, 4, 8 parts and composing whole figures from parts. For example: how should you fold and cut a square to make 2 equal rectangles? After children master measuring techniques, it is proposed to divide the stick, rod, or plank into 2, 4, 8 equal parts. The guys see that these objects do not add up, the learned methods of division are not suitable. What should I do? The teacher lays out objects in front of the children that can be used as measurements. As a result, with the teacher, the children come to the conclusion that they need to choose a suitable measure, measure out a piece equal to the length of the object, divide the measure /fold/ into the appropriate number of parts and then measure these parts on the object, make marks with a pencil. It is useful to practice dividing geometric shapes, drawn on checkered paper. Children draw figures of a given size, and then, as directed by the teacher, divide them into 2 or 4 equal parts, measuring by square.