Summary of the game - puzzle "Magic Circle" in a preparatory group for school

Puzzle games

Mamysheva Svetlana Vasilievna

MBDOU TsRR D\S "Bell"

Abakan city, Republic of Khakassia.

Educator.

Games – Puzzles

Z.A Mikhailova, R.L Nepomnyashchaya

As is known, a child exhibits special mental activity in the course of achieving a gaming goal, both in class and in everyday life. Game-based entertaining tasks are contained in various types of exciting mathematical material. In the history of the development of methods for teaching children mathematics, quite a lot of similar material has been accumulated, some of it is accessible to preschoolers.

The manual contains tasks, games, and puzzles for working with children aged 4-7 years. The material is presented in a certain system, which is important for increasing the level of general mental development of children, preparing them for mastering a mathematics course at school, and for creative work in the future.

Entertaining mathematical material is also considered as one of the means that ensures a rational relationship between the teacher’s work in and outside the classroom.

Types of Puzzle Games

“TANGRAM”, “MAGIC CIRCLE”, “PYTHAGORUS’S PUZZLE”, “COLUMBUS’ EGG”, “
PIGGY”, “LEAF”, “VIETNAMESE GAME”, “PENTAMINO”.
Puzzle games develop:

Spatial representations;

Imagination;

Constructive thinking;

Combinatorial abilities;

Intelligence;

Purposefulness in solving practical and intellectual problems;

Puzzle games help children successfully prepare for school.

Each game is a set of geometric shapes. Such a set is obtained by dividing one geometric figure into several parts. You need to play according to the principle from simple to complex.

Making games is very simple. Transfer the drawing and cut it out, observing all proportions. It is better to use colored cardboard.

TANGRAM

This is an ancient Chinese game - a square divided into 7 geometric shapes. From these figures you can create a huge number of different silhouettes: a person, household items, toys, various types of transport, numbers, letters, etc.

MAGIC CIRCLE

The details of the game are obtained by dividing the circle into 10 parts. The game allows you to create silhouettes of people, pets, birds, fish, household items, etc.

All parts of the set must be used in creating the silhouettes. However, at first you may not require strict compliance with this rule.

Interest in the game increases when elements of competition are introduced: “Who can compose better,” “Who can do it faster,” “Compose better than me.”

PYTHAGOREAN PUZZLE

The Pythagorean Puzzles set includes 2 squares (large and small), 4 triangles (2 large and 2 small), and 1 parallelogram. A simple version of the game is to create a silhouette image by sequentially placing parts on a dissected sample. In the same way, you can obtain silhouette images using an undivided sample.

Private educational institution modern modular center "Development"

Volkova Natalya Borisovna teacher-psychologist, 1st qualification category

Zolina Venera Egorovna teacher of Tatar language teaching, 1st qualification category

MBDOU "Kindergarten No. 120 combined type" Sovetsky district of Kazan

Currently, the Federal State Educational Standard for Preschool Education and the Professional Standard for Educators establish norms and regulations that are mandatory in the implementation of the basic general education program of preschool education - to ensure that students achieve school readiness. One of the indicators of a child’s readiness for school is the formation and development of logical thinking. One of the most complex mental operations is classification. To achieve an optimal level of development of this mental operation, it is very important to use means of optimizing the learning process that will enable the child to visually represent concepts. Therefore, one of the main tasks is to master the action of visual modeling, since it is visual models that are most suitable for classes with preschoolers, since they are inherent in children's activities.

In modern conditions, a child is required not only to possess knowledge, but also to be able to obtain this knowledge himself and operate with it.

One of the main tasks of modern pedagogy is the search for opportunities to use the hidden reserves of children’s mental activity, the search for ways of effective learning. And in the field of education, the learning process must inevitably be more visual and dynamic. One of these ways that intensively develops children's cognition can be modeling.

Modeling techniques are especially effective for preschoolers, since they have developed visual and effective thinking, memory is involuntary, and mental tasks are solved with the predominant role of external means; visual material is absorbed better than verbal. The visual modeling method helps the child visualize abstract concepts and learn to work with them.

In work, visual modeling helps prevent rapid fatigue, create interest in classes, teach children to see the main thing, and systematize the knowledge gained.

Children very easily and quickly understand various kinds of schematic images and use them successfully.

One practical and convenient model for solving logical problems is proposed by the outstanding scientist Leonhard Euler.

Euler circles are a graphical model that can be used to visualize relationships between concepts or sets of objects. And popular wisdom says: “It is better to see once than to hear a hundred times.” Considering the simplicity and clarity of the Euler circle model, it is successfully used in kindergartens.

Our game “Magic Circles” is a diagram that allows you to visualize the relationships between subsets and the intersection and union of sets. When solving some problems, Euler's method is simply irreplaceable and greatly simplifies reasoning.

Using “Magic Circles”, the child masters the following elements of logical actions:

— analysis of objects in order to identify features;

- synthesis - composing a whole from parts;

— selection of criteria for comparison and classification of objects;

— establishing cause-and-effect relationships;

— building a logical chain of reasoning.

The method of visual modeling using our game is most often used for the cognitive development of preschoolers. Starting from 4-5 years old, children can solve simple problems, first with explanations from adults, and then independently. With children of this age, simple games and exercises are appropriate, the purpose of which is to consolidate ideas about the properties of objects and geometric shapes, training in comparing objects by color, shape, size.

The relevance of the development of the didactic game “Magic Circles” is determined by the focus on implementing the developmental function of education, which is a key task of the modern educational situation in general and in preschool education in particular.

The didactic game is designed to:

development of cognitive processes and mental abilities,
learning and consolidation of the native language,
development of memory, attention, logical thinking,
development of emotional intelligence.

The content of methodological recommendations includes:

— description of the game.

— stages of mastering the action of visual modeling.

— methodological recommendations for organizing children’s activities.

The practical significance of the proposed didactic game is associated with the inclusion in the content of specific examples of work using the visual modeling method.

Forms of working with the game – subgroup and individual.

To begin with, the teacher explains to the children the spatial concepts of “inside the circle” and “outside the circle.” It is important to teach your child to use the particle NOT to indicate the attribute of objects outside the circle.

The teacher places the hoop on the table, shows the place that is inside the hoop and tells that the rest of the table is outside the hoop.

The goal of working with one circle is to teach how to classify objects according to one criterion, understand and apply the logical operation of negation NOT, without naming it.

Each child has one object in his hand. Children take turns placing objects in accordance with the teacher’s instructions. Place all the toys inside the hoop, and all other objects outside the hoop. Then a conversation is held on the following questions:

What objects are inside the hoop? (toys)
What objects were outside the hoop?

The important thing is that there are toys inside the hoop, and there are no other objects there.

Then we proceed to distribute the items into two circles. We explain the concepts of “inside the circle” and “outside the circle” using two signs.

Children complete these simple tasks:

— Place toys inside the red circle.

— Place the cubes inside the blue circle.

After all the figures are placed, the teacher asks two new questions:

— What objects lie inside the red circle? (There are toys inside the circle).

— What objects are inside the blue circle? (There are cubes inside the circle).

— What objects lie outside the circle? (Outside the circle are NOT toys, NOT cubes).

You can use several circle models with preschoolers:

disjoint circles;
intersecting circles;
one circle is nested within another.

The goal of working on problems with two circles is to develop the ability to classify objects according to two properties, understand and apply the logical operation of conjunction.

Children will now work with two circles or hoops of different colors (blue, red) with overlapping areas.

After successfully completing the preparatory exercises, you can begin solving problems.

The method of visual modeling using games can also be used in the speech development of preschool children. Figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon. There are many problems in children's speech.

Therefore, pedagogical influence on the development of speech in preschoolers is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life.

Preschoolers with various speech disorders experience significant difficulties in mastering both the preschool education program and subsequently the general education school curriculum. When working with children, the teacher has to look for auxiliary means that facilitate, systematize and guide the process of children learning new material.

Such tools are graphical models using Euler circles.

The elements of a descriptive story are the qualitative characteristics of the object:

belonging to a generic concept, size, color, shape, constituent parts, surface quality, material from which the object is made (for inanimate objects), how it is used (what benefits it brings).

First, the child draws up a model for describing objects according to plan. In this case, description symbols (pictograms) are laid out in hoops.

Then, at the intersection of circles, identical features of objects are highlighted. Now you can compose a descriptive story according to this scheme, first identifying the similarities and then the differences of objects.

The method of visual modeling using our game can be used to familiarize preschoolers with the world around them.

Children are offered a set of cards to solve problems. For example:

Arrange the cards so that everything edible is in one circle, and fruit is in the other (one circle is nested inside the other). Children identify objects that match the descriptions of the circles. It is important to draw the child’s attention to those qualities that are always inherent in the object.
Arrange the cards so that one circle contains fruits and the other contains vegetables (non-overlapping circles). Children identify objects that match the descriptions of the circles.
Arrange the cards so that in one circle there are all the fruits, and in the other - all the red objects (intersecting circles, at the intersection - a card with an apple). First, children identify an object that matches the description of the circles. Each of the intersecting circles is assigned a quality. Then you need to find an object that fits the description of those circles that have a common intersection.

During the next lessons, children can be offered more complex tasks, when the intersection of two circles may contain not one, but several cards.

Another aspect of the use of this game can be illuminated in the development of the emotional intelligence of a preschooler in the work of a preschool educational psychologist .

First, we introduce children to basic emotions: sadness, joy. We invite children to put all the pictograms that evoke positive emotions in one circle, and negative ones in the other. We ask questions to help analyze situations:

Do you think all events located in the first circle can be classified as joyful?
What events are considered sad and sad?

Then we connect the circles and place an emotion card at the intersection of the two circles and select pictograms that correspond and are opposite to this emotion.

Over time, the set of studied emotions expands and the set of pictograms corresponding to them also expands.

This game can also be used as diagnostic projection material for intra-family relationships, fears, anxiety and leadership aptitudes.

Also, the game “Magic Circles” is used by a native language teacher to reinforce material on certain topics.

For example, at the intersection of the circles we put a drawing of a hare, and in the circles the children put pictograms indicating the characteristics characteristic of this animal (color, action).

In the study of vegetables and fruits, three circles are used, in which some children put signs (color, taste, size), and others must determine which vegetable or fruit they are talking about.

So, in this methodological development, the main actions that can be performed with sets were considered, the possibilities of their use for solving problems were studied, and methodological advice was given on organizing children's educational activities using the game “Magic Circles”.

Using this game in working with children, we contribute to their development of the skills to analyze objects in order to isolate features, carry out analysis and synthesis, that is, to compose a whole from parts, including independently completing sets with missing components, the skills to compare and classify, generalize, make conclusions and conclusions, build logical chains, reason.

The material can be used as handouts for a group of children, or in individual work with preschoolers by preschool teachers, and can be recommended to parents.

LITERATURE

Poddyakov A. Development of combined abilities.// Preschool education. - 2001, No. Yu.-S.90-96
Korneeva G. Modern approaches to teaching preschoolers mathematics. // Preschool education. - 2001, No. 3. - P.46-49.
Nemov R.S. General psychology: A textbook for students of educational institutions of secondary vocational education. - M.: Humanitarian Publishing Center VLADOS, 2001. - 400 p.
Stepanova O.A. Game school of thinking.-M.: Education, 2003.

Tikhomirova L.F. Exercises for every day: logic for younger schoolchildren. - Yaroslavl: Academy of Development, 2001.

In recent years, the number of preschool children with speech disorders has been increasing. Children with problems in speech development very often experience a lack of motor activity, including a small vocabulary, passivity of creative imagination and thinking. I believe that the formation of creative imagination and thinking within the framework of speech development will be laid when the teacher uses non-traditional materials to develop the potential of the child’s speech activity.

In order to achieve positive results in my work, I was faced with the task of studying as many methods, technologies, and aids as possible that are non-traditional in nature and have a positive effect on the formation of speech in older preschoolers.

Analyzing different methods and technologies, I became interested in TRIZ technology.

This is one of the effective pedagogical technologies for developing creativity in children. The purpose of using TRIZ technology in kindergarten is to develop, on the one hand, such qualities of thinking as flexibility, mobility, systematicity, dialecticism, and on the other hand, search activity, the desire for novelty, the development of speech and creative imagination.

When using TRIZ elements, children's creative and mental activity is noticeably activated, since TRIZ teaches them to think broadly, understand the processes taking place, and find their own solution to the problem. Invention is expressed in creative imagination, inventing something that will then be expressed in various types of children's activities - play, speech, artistic creativity, etc.

A good example of an unconventional aid for speech development using TRIZ technology is “Mysterious Wheels” by R. Lull. This manual is perfect for developing a preschooler’s speech activity and also activates creative imagination, thinking and logic.

The work was built in the following directions:

Based on the results of the analysis, create an unconventional gaming manual;
Work with specialists (involvement of specialists for consultations on the creation of an unconventional gaming manual).
Working with children (using non-traditional play aids)

This manual became the starting point in creating my own non-traditional manual “The Magic Circle”.

The purpose of the “Magic Circle” manual:

to promote the expansion of ideas on the formation in children of concepts related to the characteristics of objects and changes in their meanings, which contribute to the development of speech.

Game exercises with children in the circle of this manual solve the following problems:

form the concept of sign, action, object;
they teach the perception of the manifestations of a characteristic in a specific object, its typicality and paradoxical nature, and the finding of cause-and-effect relationships between objects;
develop cognitive activity;
develop ideas about sensory standards;
enrich the child’s active and passive vocabulary;
form the ability to solve problem situations.

The role of the teacher in the game "Magic Circle".

The teacher is the initiator, instructs, explains the rules, gives advice at the initial stage;
The teacher takes a minor role, thereby the children themselves determine the leader and the order of the players.
The teacher takes the role of a spectator, an observer. Children themselves organize, manage and complete games, accompanying them with statements, and use speech patterns accumulated in working with the manual;

The “Magic Circle” manual is a plastic circle with an arrow in the center, reminiscent of a field of miracles.

To make the manual, a sheet of plastic was taken for making stands, a circle with a diameter of 65 cm was cut out. An arrow was attached to the center of the circle with a bolt. We divided the circle into 12 sectors (each sector has its own designation).

Pictures were selected in accordance with thematic weeks for older children. Pictures for any game can have different options, since all 12 games are designed for constant use in the activities of teachers and preschoolers.

Description of didactic games based on Lull circles for the manual “The Magic Circle”.

A child throws a dice, for example: the number 5 comes up, turns the arrow to sector number 5, sees the symbol, takes a card and completes the task.

Sector No. 1 Didactic game: “Name it affectionately.”
Sector No. 2 Didactic game: “Part and whole”
Sector No. 3 Didactic game: “Big and small.”
Sector No. 4 Didactic game: “Use of prepositions.”
Sector No. 5 Didactic game: “Which, which, which?”
Sector No. 6 Didactic game: “The fourth wheel”
Sector No. 7 Didactic game: “Similar words”
Sector No. 8 Didactic game: “Name the fourth word.”
Sector No. 9 Didactic game: “Musical break.”
Sector No. 10 Didactic game: “Action of an object.”
Sector No. 11 Didactic game: “Funny counting.” (1, 2, 5)
Sector No. 12 Didactic game: “One and many.”

The use of TRIZ in teaching preschoolers makes it possible to raise real inventors from children, who in adulthood become inventors and generators of new ideas.

Using the manual “The Magic Circle”, as well as “The Mysterious Wheels” by R. Lull, the children’s vocabulary was enriched, the children learned to solve problem situations. Children approach various tasks creatively, fantasizing, inventing, they come up with something new and interesting.

MAGAZINE Preschooler.RF

Using the author's manual "Magic Circle" for the development of speech in children of senior preschool age

Author:

Zhiltsova E.V. teacher of the 1st qualification category MBDOU "Kindergarten No. 33" Zlatoust

Analyzing different methods and technologies, I became interested in TRIZ technology.

A good example of an unconventional aid for speech development using TRIZ technology is “Mysterious Wheels” by R. Lull. This manual is perfect for developing a preschooler’s speech activity and also activates creative imagination, thinking and logic.

The work was built in the following directions:

Based on the results of the analysis, create an unconventional gaming manual;
Work with specialists (involvement of specialists for consultations on the creation of an unconventional gaming manual).
Working with children (using non-traditional play aids)

This manual became the starting point in creating my own non-traditional manual “Magic Circle” .

The purpose of the “Magic Circle” manual:

to promote the expansion of ideas on the formation in children of concepts related to the characteristics of objects and changes in their meanings, which contribute to the development of speech.

Game exercises with children in the circle of this manual solve the following problems:

form the concept of sign, action, object
teach the perception of the manifestations of a characteristic in a specific object, its typicality and paradoxical nature, and finding cause-and-effect relationships between objects
develop cognitive activity
develop ideas about sensory standards
enrich the child’s active and passive vocabulary
form the ability to solve problem situations.

The role of the teacher in the game "Magic Circle" .

The teacher is the initiator, instructs, explains the rules, gives advice at the initial stage;
The teacher takes a minor role, thereby the children themselves determine the leader and the order of the players.
The teacher takes the role of a spectator, an observer. Children themselves organize, manage and complete games, accompanying them with statements, and use speech patterns accumulated in working with the manual;

“Magic Circle” manual is a plastic circle with an arrow in the center, reminiscent of a field of miracles.

Description of didactic games based on Lull circles for the manual “The Magic Circle” .

A child throws a dice, for example: the number 5 comes up, turns the arrow to sector number 5, sees the symbol, takes a card and completes the task.

Sector No. 1 Didactic game: . ”

Sector No. 2 Didactic game: “Part and whole”

Sector No. 3 Didactic game: “Big and small” .

Sector No. 4 Didactic game: “Use of prepositions” .

Sector No. 5 Didactic game: “Which, which, which?”

Sector No. 6 Didactic game: “The fourth wheel”

Sector No. 7 Didactic game: “Similar words”

Sector No. 8 Didactic game: “Name the fourth word .

Sector No. 9 Didactic game: “Musical break” .

Sector No. 10 Didactic game: “Action of an object” .

Sector No. 11 Didactic game: “Funny counting” . (1, 2, 5)

Sector No. 12 Didactic game: “One and many” .

The use of TRIZ in teaching preschoolers makes it possible to raise real inventors from children, who in adulthood become inventors and generators of new ideas.

Using the manual “The Magic Circle” , as well as “The Mysterious Wheels” by R. Lull, the children’s vocabulary was enriched, the children learned to solve problem situations. Children approach various tasks creatively, fantasizing, inventing, they come up with something new and interesting.

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