You already know the basic rules for dimensioning. Let us now consider, using the example of a drawing of an object - a support (Fig. 116) - some additional information about applying dimensions.

Rice. 116. Dimensioning

How to determine what dimensions and where to apply on a drawing of an item? An analysis of the shape of an object (see II) will help us to find out.

The object shown in Figure 116. a can be mentally divided into a parallelepiped with a cubic hole and a cylinder (Figure 116, b). Their dimensions are applied on the drawing: for a parallelepiped and a cubic hole - length, width and height; for a cylinder - base diameter and height.

The dimensions of each part are now indicated. But are they enough to craft an item? No. It is also necessary to apply dimensions that determine the relative position of the parts of the object, that is, the coordinating dimensions: 16, 18, 5 and 6 mm.

Sizes 16 and 18 mm determine the position of the cylinder relative to the parallelepiped, which is the base of the object. Dimensions 5 and 6 mm determine the position of the cube relative to the parallelepiped.

Note that dimensions that define the height of the cylinder and cube hole do not need to be applied in this case. The height of the cylinder is defined as the difference between the total height of the object (36 mm) and the thickness of the parallelepiped (14 mm) and is equal to 22 mm. The height of the cube hole is determined by the height of the base, i.e. it is 14 mm.

Each dimension in the drawing is indicated only once. For example, if in the main view (Fig. 116, a) the size of the base of a cylinder with a diameter of 20 is applied, then it is not necessary to apply it in the top view.

At the same time, the drawing must contain all the dimensions required for the manufacture of the item. Very often, schoolchildren forget to apply dimensions such as 16, 18, 5 and 6 mm, without which it is impossible to determine the relative position of the parts of the object on the drawing.

The overall dimensions must be applied on the drawings. Overall dimensions are those that determine the limiting (largest and smallest) values ​​of the external (and internal) outlines of products. In Figure 116, these are sizes 67, 32, 36.

You know that when dimensioning, the smaller dimensions are closer to the image and the larger ones are farther away. So, size 14 in the main view (Fig. 116, a) is closer to the image, and 36 is farther away. Due to the observance of this rule, it is possible to avoid unnecessary intersections of dimension and extension lines.

Thus, the overall dimensions, which are always larger than others, are located farther from the image than the rest. The drawing is incomplete without overall dimensions.

Figure I17, a and b show two examples of dimensioning a shaft type part. In the first case, it is correct, in the second, it is unsuccessful, with errors. Errors are highlighted in color.

Rice. 117. Dimensioning

The dimensions must be applied so that it is convenient to read the drawing and when manufacturing a part, it is not necessary to find out something by means of calculations. In the first drawing (Fig. 117, a) the length of the part -100 mm is immediately visible. On the second (Fig. 117, b), it must be counted.

Dimensions that determine the length of the cylinders - component parts parts, in the first case, are applied taking into account the manufacture of the part. How will you make this part in the workshops? First grind a 40 mm diameter cylinder to a 45 mm length, and then a 20 mm diameter cylinder to a 25 mm length. The same on the other side. In the second case, this is not taken into account when applying dimensions.

Dimensions are applied, as a rule, outside the contour of the image and so that the dimension lines do not intersect with each other, if possible. The numbers are written above the dimension lines, then the drawing is convenient to read. In Figure 117, b, this is not true everywhere. Sizes with a diameter of 30, 40, 20 (right) are located within the image outline. Dimensions with a diameter of 20 are marked below the dimension line. Dimension 50 has been moved far to the right, causing many of the extension lines to intersect and making the drawing difficult to understand. In this case, it is more convenient to apply it, as in Figure 117, a.

Rice. 118. Dimensioning a chamfer

The axial (dash-dotted) line should go beyond the contour of the image by about 3 mm and not intersect the dimension number. In Figure 1 17, b this is not true. The extension lines are also poorly drawn, they do not go beyond the dimension lines or are drawn too far.

For parts that have the shape of bodies of revolution, the end edges are often cut into a cone. This element is called a chamfer. Its purpose is to facilitate the assembly of parts, to protect the edges from damage, and the worker's hands from cuts.

The most common chamfers are at an angle of 45 °. Their dimensions are applied by writing, for example 2X45 °, where 2 is the height of the chamfer (Fig. 118, a). If there are several identical chamfers, their size is applied once with an indication of the number (Fig. 118, b).

The dimensions of the chamfers at other angles are indicated by linear and angular dimensions, and not by an inscription (Fig. 118, c).

1. How does an analysis of the shape of an object help determine the dimensions required for drawing a part?
2. What are the dimensions applied to the drawing of a cylinder, cone, rectangular parallelepiped?
3. Thanks to what signs can a cylinder and a cone be depicted in one projection? a prism with a square base?
4. What dimensions in Figure 116 determine the relative position of the parts of the part?
5. What are the dimensions called overall? Do they have to be applied to the drawing?
6. How are 45 ° chamfers dimensioned?

Physiological and psychological mechanisms

About shape and geometric shapes

The value of the development of ideas in preschoolers

ABOUT THE FORM OF OBJECTS

PRESCHOOLERS

FEATURES OF DEVELOPMENT

Lecture number 10

AND GEOMETRIC FIGURES ______

One of the spatial properties of surrounding objects is their form. The shape of objects received a generalized reflection in geometric figures. Geometric figures are standards, using which, a person determines the shape of objects and their parts.

The concept of "geometric figure" is one of the original mathematical concepts, it was formed by abstracting from other properties of objects, except for the form. A geometric figure is a set of points (a point is also a geometric figure).

Preschoolers get to know:

With flat geometric shapes: a point, various lines (usually in the process of visual activity), a square, a circle, a triangle, a rectangle, an oval;

Generalizing concepts: quadrangle, polygon;

Volumetric bodies: a ball, a cube, a cylinder, a parallelepiped, a cone, a pyramid, a prism (pre-standard names are often used: "brick", "roof", etc.).

It is necessary to educate children:

Correct techniques for examining the form;

Develop the ability to identify the simplest properties of figures;

Learn to choose objects and figures by pattern and word;

Group objects and figures based on shape;

Determine the shape of the surrounding objects;

Modify shapes;

Create models of objects from geometric shapes.

Knowledge about the surrounding reality is expanding and deepening.

Mental operations develop:

analysis ("A square has 4 sides and 4 corners");

synthesis ("If you connect 2 triangles, you get a square");

abstraction ("Draw a car from geometric shapes");

generalization ("A square, a rectangle, a rhombus are quadrangles");

classification ("Divide the figures into groups according to their shape");

The dictionary is expanding and enriching.

Sensory and fine motor skills develop.

Promotes the development of visual, labor, play, educational activities.

Prepares for the successful mastery of knowledge at school: mathematics, geometry, physics, drawing, etc.

Logical thinking, cognitive interest develops, horizons expand.

The development of ideas about the form is one of the problems of sensory education of a child (A.M. Leushina). Cognition of the form of an object is carried out on the basis of vision, tactile-motor perception, naming by a word. Collaboration all analyzers contributes to a more accurate perception of the shape of objects.

Form perception mechanisms:

Early age: grabbing and manipulating objects.

Second year of life: examination of the subject (directed actions).

Third-fourth years of life: touching movements with the palm, the gaze falls in the center of the object (to examine the shape, we use the tactile-motor path).

Fifth-sixth years of life: touch the object with both hands.

By age seven: successively trace the entire contour of the figure with the tips of the fingers, examine the contour of the object with the eyes.

Primary cognition of the shape of objects is carried out in the process of acting with it (recognition of a bottle of milk).

At the end of the second year of life, visual reactions of determining the shape of an object appear, which precede practical actions.

If kids strive to grab an object and manipulate it, then children of the third year of life, before acting, get acquainted with the object in detail visually and tactilely-motorically. They have an interest in the shape of objects, which must be used in teaching and to acquaint children with standards (geometric shapes).

Form perception stages:

I. (3-4 years old). Recognition of objects by form (highlighting the form as an essential feature).

II. (4-5 years old). Acquaintance with standards (recognition, naming of geometric shapes and some of their properties).

III. (5-6 years old). The ability to determine the shape of objects and their parts, to compose models of various objects from geometric figures, to identify the properties, connections and relationships of geometric figures.

The problem of acquaintance of children with geometric shapes and their properties should be considered in two aspects:

In terms of sensory perception and use as standards in cognition of the forms of surrounding objects;

In the sense of knowing the features of the structure of figures, their properties, basic connections, relationships, patterns in their construction (i.e., the actual geometric material).

Stages of perception of geometric shapes:

I. In the beginning, children perceive geometric shapes like toys(they are called by the names of objects: a cylinder - a glass, a column, a triangle - a roof, etc.).

II. In the process of learning, children are rebuilt and no longer identify, but compare figures to objects(a cylinder is like a glass, a ball is like a ball, etc.).

III. Perceive geometric shapes as reference(square shawl, round button, etc.).

The task of sensory development is to form the child's ability to recognize the shape of various objects and relate it to the standard. (L.A. Wenger). In the future, it is necessary to focus the attention of children on understanding and analyzing the properties of geometric shapes (T. Ignatieva).

Stages of perception of the properties of geometric shapes:

I. The figure is perceived as a whole. The child does not highlight individual elements (angles, sides) in it, does not notice the similarities and differences.

II. The child selects its elements in the figure, establishes relations between them (all sides of a square are equal in length).

III. The child is able to establish connections between the properties and structure of the figure (the large square has longer sides than the small one).

The transition from one level to another does not proceed spontaneously, but under the influence of purposeful training (A.M. Pyshkalo , A. A. Stolyar). Lack of training inhibits development.

Familiarization of children with the shape of objects is best done by combining various teaching methods and techniques. Visual methods and techniques are used: "Look and find the same figure", "What the figure looks like", etc. Practical methods and techniques are widely used in teaching: "Find, bring, show ... lay out, draw, make a pattern" and others. Along with visual and practical verbal methods and techniques: “What is it called, how they differ, how they are similar; describe, tell "...

N. A. Sakulina proposed a methodological model for teaching children to examine objects, defining the form as their main feature. This model has five components:

1. holistic perception of the subject;

2. analysis of the subject - isolating the characteristic essential features, determining the shape of individual parts of the subject (round, square, triangular, long, rounded ...), assimilating this part to a geometric figure that is closest in shape;

3. motor-tactile sense of form - circling movements with simultaneous pronunciation, that is, examination of the object;

4. again a holistic perception of the subject;

5. building a model from given shapes or parts.

Based on this scheme of teaching children, a specific method was developed - a sequence in the formation of knowledge about geometric shapes (3. E. Lebedeva, L. A. Venger, L. I. Sysueva, V. V. Kolechko, R. L. Nepomnyashchaya).

1. Demonstration of a geometric figure and naming it.

2. Examination of a geometric figure through specific practical actions.

3. Showing several more of the same geometric shapes, but different in color and size. Comparison of geometric shapes. At the same time, the attention of children is drawn to the independence of the form from the size and color of the figure.

4. Comparison of geometric shapes with objects similar in shape; finding among the surrounding objects those that are close in shape to this figure.

5. Comparison of objects in shape with each other using a geometric figure as a standard.

6. Comparison of familiar geometric shapes, determination of common qualities and differences (oval and circle, square and rectangle, etc.).

7. Fixing the properties of geometric shapes by measuring, sculpting, drawing, laying out, building, etc.

Children should learn the basic steps for examining the shape of objects. Inspection of a geometric figure is carried out by means of specific practical actions (tracing along the contour). An important element survey is a comparison of figures, different in shape and size. After the children have learned to compare geometric shapes with objects that are similar in shape, it is necessary to provide them with the opportunity to consolidate the properties of geometric shapes in drawing, modeling, appliqué, and design.

Children should be taught to correctly show the elements of geometric shapes (corners, sides, bases, etc.). When recalculating angles, the child should only point to the apex of the angle. The teacher does not explain what the top is, but shows the point where the two sides connect. Showing the sides, the child should run his fingers along the entire segment - from one vertex of the corner to the other. The angle itself, as part of the plane, is shown simultaneously with two fingers - thumb and forefinger. In volumetric figures, children distinguish and name the sides and bases.

In each age group, the method of acquaintance with geometric shapes has its own characteristics.

In the second younger group, children learn to distinguish between a ball and a cube; a circle and a square, using the method of pairwise comparison: a ball and a cube, a cube and a bar - a brick; circle and square; ball and circle; cube and square. In this case, the object should be held in the left hand, and with the index finger of the right hand, circle it along the contour. To demonstrate geometric shapes, it is necessary to use shapes of different sizes and colors.

Children examine and compare the ball and the cube, find common and different things in these objects (figures). Addressing a question to children, the teacher draws their attention to the features of the figures: "What is this?", "What color are the balls?", "Which one is smaller?"

On the instructions of the teacher, one child picks up a small ball, and the other - a large one. Children pass balls in a circle: a small ball catches up with a large ball. Then the direction of movement changes. In the process of such games, children clarify the features of the ball - it is round, it has no corners, it can be rolled. Children compare balls of different colors and sizes. Thus, the teacher brings them to the conclusion that the shape does not depend on the color and size of the object.

Similarly, the knowledge of children about the cube is refined and generalized. Children take the cube in their hands, trying to roll it. It doesn't roll. The cube has corners and sides (faces), it stands steadily on the table, floor. From cubes, you can build houses, posts, placing one cube on top of another.

The most important point in acquainting children with the form is visual and tactile-motor perception of the form, a variety of practical actions that develop his sensory abilities.

In the organization of work to familiarize children with the shape of the object, a significant place is occupied by the display (demonstration) of the figure itself, as well as the methods of its examination. The teacher teaches children, when examining an object, to hold the object in their left hand, with the index finger of their right hand to circle it along the contour.

Various didactic games and exercises are organized to develop in children the skills of examining the shape of an object and accumulating the corresponding ideas. So, in order to master the name and clarify the main features of individual geometric figures, the teacher organizes games: "Name a geometric figure", "Magic bag", "Domino figures", etc.

In the game "Magic Bag", the teacher teaches children to choose figures by touch, to find according to a model. Geometric figures familiar to children are placed on the table, and the same ones are folded into a bag. First, attention is drawn to the geometric shapes placed on the table. Children call them. Then, at the instructions of the teacher, the child finds in the bag one that is on the table and shows it. If the child cannot complete the task, then the teacher once again reminds the methods of examining the figure: with his right hand he slowly draws around the edge (contour) (you can also help with your left hand). When the game is played again, the number of geometric figures increases.

In the games “Find an object of the same shape”, “What's in the bag?”, “Geometric lotto” children practice finding objects using geometric patterns. Such tasks are difficult, but generally accessible to children. They develop in them the ability to analyze the environment, to abstract when perceiving the shape of objects. The child, perceiving the print that hangs on the wall in front of him, is distracted from the plot of the picture, and only highlights the shape of the frame (square).

In their free time, children of this age group are very fond of games with cut pictures, mosaics, building materials.

In the methodology of teaching children of the middle group, a more detailed examination of geometric shapes is distinctive. Children are introduced to new geometric shapes by comparing their models with already familiar ones or with each other: a rectangle with a square, a cylinder with a cube or ball. From a direct comparison of objects with geometric patterns, children move on to a verbal description of their form, to generalization.

The order of viewing and comparing figures can be as follows: what is it? What colour? What size (size)? What are they made of? What is the difference? How are they similar?

The main techniques can be: practical actions with objects (roll, set); overlay and attachment; contouring, feeling; grouping and ordering exercises - didactic games, exercises to master the features of geometric shapes; matching the shapes of objects with geometric patterns; analysis of complex shapes. Children are required to provide a detailed verbal designation of their actions (describe the shape of an object consisting of 2-4 parts: a tumbler, a car, etc.).

L.A. Venger, L.I.Sysueva, T.V. Vasilieva developed 3 types of tasks in the field of familiarizing children of the fifth year of life with the shape of objects and geometric shapes:

§ tasks for the assimilation of geometric shapes;

§ tasks for comparing the shapes of real objects with geometric shapes;

§ tasks for the spatial analysis of a composite shape.

V senior group examination of a geometric figure becomes even more detailed and detailed. An important element of the methodology is the measurement of a conditional measure. The work on the formation of ideas and concepts about geometric shapes is based on the comparison and opposition of geometric shapes. The models are first matched in pairs, then 3-4 figures of each type are matched at once, for example, quadrangles. Of particular importance is the work on the image and recreation of geometric shapes: laying out from sticks, strips of paper. Based on the identification of essential features of geometric figures, children are brought to the generalizing concept of "quadrangles". As a result of certain work, children acquire the ability to transfer the acquired knowledge to an unfamiliar situation, to use it in independent activity, in construction classes.

Older preschoolers learn to dismember a complex pattern into its constituent elements, name their shape and spatial position, make a complex pattern of geometric shapes of one or two types, different in size (size).

The methodology for the formation of geometric knowledge in the group of the sixth year of life does not fundamentally change. However, the survey is becoming more detailed and detailed. Along with the practical and direct comparison of known geometric figures, superposition and application, measurement by a conventional measure is widely used as a methodological technique. All work on the formation of ideas and concepts about geometric shapes is based on comparing and contrasting their models.

So, introducing children to a rectangle, they are shown several rectangles, different in size, made of different materials (paper, cardboard, plastic). “Children, look at these figures. These are rectangles. " At the same time, attention is drawn to the fact that the shape does not depend on the size. Children are offered to take a figure in their left hand, and draw a contour with the index finger of their right hand. Children reveal the features of this figure: the sides are equal in pairs, the angles are also equal. Check this by bending, superimposing one on top of the other. Count the number of sides and corners. Then they compare the rectangle with the square, find the similarities and differences in these figures.

A square and a rectangle have four corners and four sides, all corners are equal to each other. However, a rectangle differs from a square in that all sides of a square are equal, and only opposite sides of a rectangle are equal, in pairs.

Particular attention in this group should be paid to the depiction of geometric shapes; laying out from counting sticks, strips of paper. This work is carried out both with a demonstration (near the teacher's table) and handouts.

In one of the lessons, the teacher lays out a rectangle on the flanne-legraf from strips. “Children, what is the name of this figure? How many sides does a rectangle have? How many corners? " Children show the sides, corners, vertices of the rectangle. Then the teacher asks: "How and what shapes can be obtained from a rectangle (create smaller rectangles, squares, triangles)?" This uses additional strips of paper. Children count the sides in the received figures.

Based on the identification of essential features of geometric figures, children are brought to the generalized concept of "quadrangle". Comparing a square and a rectangle with each other, the children establish that all these figures have four sides and four corners. This number of sides and corners is common feature, which is the basis for the definition of the concept of "quadrangle". Next, the children compare the quadrangles of different shapes. Children are convinced of the equality of sides and angles when superimposing one on top of the other.

In older preschool age, children develop the ability to transfer acquired knowledge into a previously unfamiliar situation, to use this knowledge in independent activity. Knowledge about geometric shapes is widely used, refined, consolidated in the classroom for visual activity, design. Such activities allow children to acquire skills in dividing a complex pattern into component elements, as well as create complex-shaped patterns from one or two types of geometric shapes of different sizes.

So, during one of the classes, children are handed out envelopes with a set of models of geometric shapes. The teacher shows the application of a "robot" made up of squares and rectangles of different sizes and proportions. First, everyone looks at the sample together in sequence. It is determined from which parts (figures) each detail is made (Fig. 32). In the same sequence, children create an ornament. The teacher shows two or three ornaments and invites the children to choose one of them, after carefully examining it, to lay out the same ornament.

In volumetric figures (such as a cylinder, a cube), children highlight and name the sides and bases. At the same time, they can be shown with several fingers or with the whole palm.

Children perform practical actions, manipulate geometric shapes, and redesign them. In the process of such training, the "mathematical" speech of children is enriched. Acquaintance with the form, as a rule, takes part of the lesson in mathematics, as well as in design, visual activity. During classes, overlay, attachment, drawing along the contour, shading, measurement are widely used. Children cut out flat geometric shapes, volumetric ones - sculpt from plasticine, clay. This work is closely related to teaching children the elements of writing: outlining cells, drawing circles, ovals, drawing straight and oblique lines. Children get acquainted with notebooks in a cage, consider how the pages are lined in the notebook. The teacher invites children to find and circle the cells in different parts pages: top, bottom, left, right, middle; draw seven squares one cell in size with two (three) spaces between them. In doing so, he shows different ways completing the task: designating the initial contour with dots, drawing lines from left to right and from top to bottom.

Future schoolchildren are taught to distinguish and name polygons (triangle, quadrangle, pentagon, hexagon), name and show their elements (sides, corners, vertices), divide geometric shapes into parts, compare with each other, classify by size and shape. The work is aimed primarily at improving the quality of this knowledge: completeness, awareness. Geometric material is widely used during classes as a demonstration and handout in the formation of numerical concepts, dividing the whole into parts, etc.

For preschool age children are taught to examine the simple and complex shape of objects, adhering to a certain sequence: first, the general contours and the main part are identified, then the shape, spatial position, and the relative size of other parts are determined. They should be taught to notice not only similarities, but also differences in the shape of an object from a familiar geometric figure. It has great importance to improve the visual and other types of independent activities of children.

Humanity has created a system of standards to designate the shapes of specific objects. It is a system of geometric shapes.

The grouping of geometric shapes can be represented as follows: flat and volumetric, having corners and not having them, that is, rounded, differing in outward signs... Thus, geometrical figures act as samples, standards of the form of real objects or their parts.

With the help of geometric figures, the analysis of the surrounding world is carried out, the need to understand the variety of forms, “what looks like” is satisfied. As a result, one object becomes similar to another in shape (it looks like a cucumber, like a window), etc.

The classification of geometric figures is based on both a sensual and a logical basis. The child's perception of surrounding objects at first, as shown special studies, does not mean highlighting the shape. First, the object itself appears, and only then its form.

The generalized experience of human sensory activity is concentrated in the system of geometric figures. The form is perceived by the visual-tactile-motor path. Familiarization of children with the form of objects has always been in the center of attention of psychologists, teachers and methodologists of the past and present.

So, Ya. A. Komensky in "Mother's School" for the first time gives an assessment of the role of sensory experience in the development of a child and points to the need to familiarize children with various geometric shapes before school.

I. G. Pestalozzi in his book "The ABC of Visual Perception" also tries to rely on the child's sensory experience in mastering the count, number and, in general, in the orientation of the child in the world around him.

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

Chapter 1. Psychological and pedagogical foundations of the formation of preschoolers' perception of the form……………………………………………………………..

1.1 Form as a mathematical concept ………………………………………… 4

1.2. Psychological characteristics of the perception of the form by preschoolers ........ 4-7

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

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

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

2.2. Classification characteristics of didactic games of geometric content ………………………………………………………………………… 14-15

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

2.4. Tasks-puzzles in the formation of a geometric vision of preschoolers …………………………………………………………………… ..18-19

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

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

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

Appendix …………………………………………………………………… ..28-35

Introduction

Relevance coursework such scientists as M. Montessori, A.A. Stolyar, E.I. Tikheeva, F. Frebel, E.I. Shcherbakova, Z. A. Mikhailova, L.S. Metlin.

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

Research objectives:

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

2. Explore psychological characteristics perception of the shape of objects by preschool children.

3. Consider the methodology for the development of ideas about the form of objects in preschoolers

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

5. To develop a system of developing didactic games for the formation of elementary mathematical concepts in preschoolers

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

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

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

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

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

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

depends on different forms using entertaining mathematical material, namely

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

Experimental base

Theoretical significance

Practical significance

Research novelty.

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

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

Form as a mathematical concept

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