The use of ICT in preschool education article on computer science on the topic

The use of ICT in preschool education article on computer science on the topic

Topic: Pedagogical technologies in preschool educational institutions:

ICT (information and communication technologies).

Plan.

1. Information and communication technologies in education.
2. Use of ICT in preschool educational institutions.
3. Application of ICT in working with preschool children.
4. ICT in the work of a modern teacher.

Information and communication technologies

in education.

In a dynamically changing world, the rapid growth of information flow, the development of new information technologies and their capabilities, the informatization of the education sector is acquiring fundamental importance.

The currently available domestic and foreign experience in informatization of the educational environment indicates that it makes it possible to increase the efficiency of the educational process.

The relevance of the use of information technologies is due to the social need to improve the quality of education and upbringing of preschool children, and the practical need to use modern computer programs in preschool educational institutions. (Novitskaya N., p. 67)

Information and communication technologies in education are a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their use to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnostics, correction) of children.

Informatization of education opens up new opportunities for teachers to widely introduce into practice new methodological developments aimed at implementing innovative ideas in educational, educational and correctional processes; frees you from routine manual work; allows not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual and creative abilities.

In accordance with the Concept of introducing new information technologies into preschool education, the computer should become the core of the developmental subject environment in kindergarten. It is considered not as a separate educational gaming device, but as an all-pervasive universal information system capable of connecting with various areas of the educational process, enriching them and radically changing the developmental environment of the kindergarten as a whole.

Mastery of information and communication technologies helps a teacher feel comfortable in new socio-economic conditions, and an educational institution to switch to a mode of functioning and development as an open educational system.

Use of ICT in preschool educational institutions.

Based on the areas of use of information and communication technologies in the system of activities of preschool educational institutions, they can be divided into:

• the use of ICT in organizing the educational process with children;
• the use of ICT in the process of interaction between preschool educational institutions (teachers) and parents;
• the use of ICT in the process and organization of methodological work with teaching staff.

Classes in kindergarten have their own specifics; they should be emotional, bright, using a lot of illustrative material, using sound and video recordings. All this can be provided to us by computer technology with its multimedia capabilities. In this case, the computer should only complement the teacher, and not replace him.

Without a doubt, preschool age is a unique period for personality development. It is during this period that the child’s ideas about the world around him are formed, his intellectual and mental development occurs. The computer, having enormous potential for gaming and learning opportunities, has a significant impact on the child, but, like any technology, it is not valuable in itself, and only through appropriately organized interaction between the teacher, the child and the computer can a positive result be achieved.

Properly selected tasks and video materials demonstrated using multimedia technology help increase children’s motivation to study. Communication with a PC arouses keen interest in children, first as a gaming activity, and then as an educational activity. This interest underlies the formation of such important structures as cognitive motivation, voluntary memory and attention, and the prerequisites for the development of logical thinking.

One of the main means of expanding children's ideas are presentations, slide shows, multimedia photo albums, and interactive games. This is clarity, allowing the teacher to build an explanation in the classroom logically, scientifically, using video fragments. With this organization of material, three types of children’s memory are included: visual, auditory, motor. The presentation makes it possible to consider complex material step by step, to address not only the current material, but also to repeat the previous topic. You can also go into more detail on issues that cause difficulties. The use of animation effects helps to increase children's interest in the material being studied.

Application of ICT in working with children

preschool age.

One of the main conditions for the introduction of information technology in preschool educational institutions is that children should be worked with by specialists who know the technical capabilities of a computer, have the skills to work with them, strictly follow sanitary standards and rules for using computers, and know the methods of introducing preschoolers to new information technologies. Taking this into account, the primary task at present is to improve the computer literacy of teachers, their mastery of working with educational software systems, the resources of the global computer network Internet, so that in the future each of them can use modern computer technologies to prepare and conduct classes with children at a high quality level. new level.

The use of information technologies in classes at preschool educational institutions allows one to overcome the intellectual passivity of children in the classroom and makes it possible to increase the effectiveness of the educational activities of preschool educational institutions teachers.

There are 2 types of activities using ICT.

1. Lesson with multimedia support.

In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed and the necessary material for the lesson is selected.

Sometimes it is very difficult to select the necessary materials to explain the topic of the lesson, so presentation materials are created using Power Point or other multimedia programs.

To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.

The use of multimedia presentations allows you to make the lesson emotionally charged, interesting, they are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.

With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue.

Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also associative form in the memory of children.

The use of computer slide presentations in the process of teaching children has the following advantages:

• Implementation of polysensory perception of material;
• The ability to demonstrate various objects using a multimedia projector and projection screen in a many times enlarged form;
• Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
• The ability to demonstrate objects that are more accessible to the intact sensory system;
• Activation of visual functions and eye abilities of the child;
• Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.

The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.

The use of an interactive whiteboard in kindergarten allows children to develop their ability to navigate the information flows of the world around them, master practical skills in working with information, and develop versatile skills, which contributes to the conscious acquisition of knowledge by preschoolers and increases the child’s level of readiness for school.

Working with an interactive board allows you to use didactic games and exercises, communicative games, problem situations, and creative tasks in a new way in educational activities. The use of an interactive whiteboard using multimedia technologies (graphics, color, sound, video materials) allows you to simulate various situations and environments in the classroom. Game components included in multimedia programs activate children’s cognitive activity and enhance the effectiveness of learning material. The technology of the board, based on the principle of a resistive matrix, is the most widespread in the world and the safest for health.

Another advantage of using an interactive whiteboard in kindergarten is the ability to make virtual trips and conduct integrated classes.

The use of ID in a child’s joint and independent activities is one of the effective ways to motivate and individualize learning, develop creative abilities and create a favorable emotional background.

Thus, classes with multimedia support increase the speed of information transfer to children, improve the level of its understanding, which contributes to the development of all forms of thinking.

2. Lesson with computer support.

Most often, such classes are conducted using game-based training programs. In this lesson, several computers and tablets are used, on which several students work simultaneously.

Working with an electronic textbook or tablet, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic.

The computer's capabilities make it possible to increase the volume of material offered for review. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved.

But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age.

Experts identify a number of requirements that developmental programs for children must meet:

• research character,
• ease for a child to study independently,
• development of a wide range of skills and understandings,
• high technical level,
• age suitability,
• entertaining.

Educational programs existing on the market for this age can be classified as follows:

1. Games for developing memory, imagination, thinking, etc.

2. “Talking” dictionaries of foreign languages ​​with good animation.

3. ART studios, simple graphic editors with libraries of drawings.

4. Travel games, “action games”.

5. The simplest programs for teaching reading, mathematics, etc.

The use of such programs allows not only to enrich knowledge, to use the computer for a more complete acquaintance with objects and phenomena that are outside the child’s own experience, but also to increase the child’s creativity; the ability to operate with symbols on a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; Individual work with a computer increases the number of situations that a child can solve independently.

When organizing classes of this type, it is necessary to have a stationary or mobile computer class that complies with SANPiN standards and licensed software.

Today, many kindergartens are equipped with computer classes. But still missing:

• methods of using ICT in the educational process of preschool educational institutions;
• systematization of computer development programs;
• unified program and methodological requirements for computer classes.

Today, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.

It is important to comply with the conditions to preserve the child’s health:

• Children five to seven years old can “communicate” with a computer for no more than 10-15 minutes a day, 3-4 times a week.
• It is desirable that the monitor be LCD or plasma.
• It is necessary to include in classes games aimed at preventing visual impairment and developing visual-spatial relationships.
• Carry out eye exercises regularly: during work, it is necessary to periodically move the child’s gaze from the monitor every 1.5-2 minutes. for a few seconds, a change of activity during the lesson is also important.
• To conduct frontal classes, we use a multimedia projector, the distance from the screen to the chairs on which children sit is 2 - 2.5 meters.

To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes and wet cleaning - wiping tables and display screens before and after classes, wiping the floors after classes.

Recognizing that the computer is a new powerful tool for the intellectual development of children, it is necessary to remember that its use for educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole.

ICT in the work of a modern teacher.

The effectiveness of computerization of education in preschool educational institutions depends both on the quality of the pedagogical software used and on the ability to rationally and skillfully use them in the educational process.

Informatization of preschool education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas in the educational process.

Currently, the use of ICT in the practice of preschool educational institutions mainly consists of the following:

• selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentations);
• selection of additional material from various sources for classes, familiarization with scenarios for holidays and other events;
• exchange of experience, acquaintance with periodicals, the developments of other teachers;
• creating presentations in Power Point to improve the effectiveness of educational activities with children;
• the use of digital photographic equipment and photo editing programs that allow you to manage pictures as simply as taking photographs, easily find the ones you need, edit and display them;
• using a video camera and related programs (a fundamentally new way to view, store and share all video material; you can quickly create simple films by adding titles, transitions between scenes, background music or voiceovers to the video);
• the use of the Internet and digital communication centers in pedagogical activities, for the purpose of informational and scientific-methodological support of the educational process in a preschool institution, as a search for additional information for classes, and broadening the horizons of children.
• design of booklets, business cards of institutions, materials on various areas of activity.
• creating media libraries that are of interest not only to teachers, but also to parents.
• using a computer in the office work of a preschool educational institution, creating various databases.
• creating email, maintaining the preschool educational institution website.

Watching video recordings allows for a modern, high-quality, comprehensive analysis of events, which helps improve the quality of the pedagogical process. This form of work is most suitable when accompanying young beginning teachers. The library of methodological literature is transformed into a media library, information is accumulated and exchanged on various modern media.

The use of modern technologies, in particular the Internet site, makes it possible to significantly increase the effectiveness of communication between teachers and parents. Current information from the news column, detailed information about the life of the preschool institution, the ability to communicate via e-mail and guest book - all this helps to make relationships more trusting, to involve parents in the life of the kindergarten, to make them full participants in the educational process. When holding parent meetings, the use of multimedia equipment allows parents to present videos and a film about the life of children in kindergarten, presentations about proper nutrition, and about preparing children for school.

It is safe to say that ICTs are an effective technical tool with which one can significantly diversify methodological work in preschool educational institutions.

It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity.

Information technologies, in combination with properly selected teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.

Thus, the use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

Informatization of education is a large space for the manifestation of creativity of teachers, encouraging them to look for new, non-traditional forms and methods of interaction with children; it helps to increase children's interest in learning, activates cognitive activity, and develops the child comprehensively. Mastery of new information technologies will help the teacher feel comfortable in new socio-economic conditions.

List of used literature:

1. Novitskaya N. Management of innovation processes in preschool educational institutions. – M., Sfera, 2008.
2. Horwitz Y., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education No. 5. – M., 1991.
3. Kalinina T.V. DOW management. New information technologies in preschool childhood. – M.: Sfera, 2008.
4. Ksenzova G.Yu. Promising school technologies: educational and methodological manual. – M.: Pedagogical Society of Russia, 2000.
5. Motorin V. Educational capabilities of computer games. Preschool education No. 11. – M., 2000.
6. Novoselova S.L. Computer world of a preschooler. – M.: New School, 1997.
7. Internet resource: https://sad-berezka.ru/index.php/stati/92-interaktivnaya-doska-v-dou
8. Internet resource: https://nsportal.ru/detskiy-sad/raznoe/2013/03/30/interaktivnye-igry-v-obrazovatelnom-protsesse-dou

From the experience of “ICT technologies in the work of a kindergarten teacher”

"Information and communication technologies

in the pedagogical activity of a kindergarten teacher"

Pavley Anna Ivanovna, teacher, highest qualification category

Today, ICTs are beginning to occupy their niche in the educational space of preschool educational institutions. This allows:

• presenting information on the TV screen in a playful way, which arouses great interest in children, since this corresponds to the main activity of a preschooler - play.
• present new material brightly, figuratively, in a form accessible to preschoolers, which corresponds to the visual-figurative thinking of preschool children;
• attract children's attention with movement, sound, animation;
• encourage children to solve a problem problem, using the possibilities of presentation and gaming complex, which is an incentive for the development of their cognitive activity;

• develop exploratory behavior in preschoolers;

• expand the creative capabilities of the teacher himself.

And here it is very important that teachers are able and, most importantly, have the opportunity and desire to use ICT in their work. One of the most important conditions for the success of informatization of educational and educational processes is the mastery of new forms of work by teachers.

In my work, I try to actively involve the capabilities of modern information and communication technologies (hereinafter referred to as ICT). Since the use of ICT allows the use of multimedia, in the most accessible and attractive, playful form, to achieve a new quality of children’s knowledge, parental awareness, and teacher’s professional skills.

One of the areas of my work on the use of ICT is the preparation of basic documentation in electronic form. From my own experience, I am convinced that maintaining basic documentation in electronic format significantly reduces the time required to fill it out, makes it possible to quickly make changes and additions, and facilitates storage and access to information. These are documents such as: lists of children, information about parents (movement notebook), long-term and calendar plans for all areas of work in the group, card indexes, catalogs.

The computer allows you not to write reports and analyzes every time, but rather just type the diagram once and then only make the necessary changes.

In addition, the use of ICT allows you to select and design illustrative material for educational activities, parent corners, groups, information material for the design of stands, mobile folders (scanning, Internet; printer, presentation).

At the same time, this is an exchange of experience, familiarity with periodicals, and the work of other teachers.

I use a computer to create various databases, create email, maintain a preschool educational institution website, and my personal website.

The Internet provides an opportunity to improve your teaching skills through participation in webinars, Internet conferences, and competitions.

Areas of work with teachers: organizing workshops in preschool educational institutions on the following topics: “Learning Microsoft office”, “Creating slides in Power Point”, “Learning Photoshop”, “Using ICT in planning educational activities”, etc.; organization of work on searching and selecting photos and video materials, natural history illustrations on the Internet, etc.

A series of training sessions and master classes on creating electronic products were held for teachers. Some have mastered some computer programs such as Microsoft Office Word, Adobe Photoshop, PowerPoint, Excel, FineReader. Now the preschool educational institution has a system of accompaniment and support for teachers who use and want to use ICT in their work.

I developed a website for a kindergarten and am its administrator. Now this allows not only me, but also kindergarten teachers to post their information for parents and introduce them to kindergarten events.

An integral part of a teacher’s work is working with parents. The use of ICT, in my opinion, has significantly reduced the time required to prepare and conduct parent-teacher meetings and has helped to encourage parents to communicate more easily. Parents are given the opportunity to observe first-hand the development of children in preschool educational institutions. This form of work has become a worthy alternative to oral reports and written reports at meetings.

When working with parents, I use presentations at parent-teacher meetings (in introducing a new topic - a selection of recommendations for working with children at home is given, didactic material on the topic is offered), as well as information about how the children in the group lived this topic, what they achieved and what happened (accompanying the display with video and photo materials). I publish information booklets for parents (taking into account parents’ busy schedules), which detail the children’s activities in the group by educational area.

The next direction in my work was the use of ICT as a means to improve the mastery of the studied material by preschoolers. It is important for a teacher to remember that every child is an individual and his abilities develop in the activities in which he engages at his own request and with interest. I believe that information and communication technologies are such a tool, as they open up limitless opportunities for educators for effective creative work.

This is exactly what helps me is the electronic library I created, which includes presentations on various topics, various physical education lessons, didactic, handouts for children, card files of games, observations, walks, plot pictures for writing stories on speech development, ready-made coloring books ( according to the model), labyrinths for the development of fine motor skills. This media library takes up very little space. I use flash cards to transfer information.

A multimedia presentation system is one of the components of using ICT in GCD. The multimedia form of expressing educational information is most relevant today in connection with the computerization of the educational process. The most accessible tool for creating your own computer educational products is the Power Point program - the presentation creation wizard.

In this case, you don’t even need to have a multimedia projector in each group and carry a computer from group to group. However, each group has a TV and DVD player. Each presentation is saved in such a way that it can be controlled from the DVD control panel.

It is no secret that didactic demonstration materials are expensive, kindergartens almost never purchase them, and buying everything yourself is an unrealistic task. The material available in the groups is of various formats; some illustrations have become old and unaesthetic. This is where a scanner, computer, printer and Adobe Photoshop, PowerPoint, FineReader programs come to the rescue, which will allow you to process this material and present it to children in the best possible way.

The use of computer technology is not the influence of fashion, but a necessity dictated by today’s level of educational development. The advantages of using ICT can be reduced to two groups: technical and didactic.

Technical advantages are speed, maneuverability, efficiency, the ability to view and listen to fragments and other multimedia functions. The didactic advantages of interactive classes are the creation of an effect of presence, students develop a sense of authenticity, the reality of events, and interest.

I compiled a number of interesting presentations “Cosmonautics Day”, “Defender of the Fatherland Day”, “Russian National Costume”, “Spring in the works of Russian artists” for older preschoolers, “Pets”, “Wild Animals”, “Winter has come”, “Spring” -krasa” and others for younger and middle ages, etc. They allow you to introduce children to the world of new and interesting things without going beyond the group room.

Some of the presentations were selected from ready-made ones, but each of them was reviewed and adapted for preschool children, for a specific group.

Presentations using game elements have also been compiled. For example: “Our Motherland is Russia”, “Artistic crafts of Russia”, “Travel through fairy tales”, “What figure is next”, “Travel through the country of Mathematics”.

From the proposed illustrations that appear on the screen, children must choose the illustration that corresponds to the correct answer. Such didactic tasks using animation elements make it possible to consolidate the content of a thematic presentation, develop logical thinking and speech, cultivate such important qualities for a preschooler as the ability to listen to the answers of friends, and form readiness for learning at school.

Now I have a bank of electronic didactic and methodological materials, which includes methodological developments, notes for classes, leisure and entertainment with children, collections of projects, presentations, illustrations, consultations for parents. Any teacher can use these materials at any time.

The most common form of using activities in the educational process of an educational institution is an educational excursion.

A “virtual tour” is another additional way to visit inaccessible places, offering a unique trip.

These excursions are especially valuable for the development and education of those children who cannot, for various reasons, visit any sites.

Classes on familiarization with works of fine art and decorative and applied art are based on visual, musical, and literary material.

With the help of ICT (Presentation and TV), I introduce students in the classroom to the works of artists, sculptors, and architects. We review the material covered outside of class.

I use films and presentations during conversations, travel and help to interest children in educational activities.

To create visual materials, I use the capabilities of spreadsheets and presentation programs.

The advantages of using computer technology in introducing preschoolers to the fine arts are obvious:

• ICTs make it possible to optimally combine methods, forms and techniques of work;
• introduction to any topic can be accompanied by showing video clips, photographs, slide presentations;
• widely use the display of reproductions of paintings by artists;
• “visit” major museums;
• listen to recordings of musical compositions;
• intensify the educational process.

From all of the above, we can conclude that my use of ICT in the educational process:

1. It helped improve my professional level as a teacher, encouraged me to search for new non-traditional forms and methods of teaching, and gave me an incentive to demonstrate my creative abilities.
2. It increased children's interest in learning, intensified cognitive activity, and improved the quality of children's assimilation of program material.
3. It raised the level of parents’ pedagogical competence, their awareness of the life of the group and the results of each individual child, and increased interest in events in kindergarten.

Thus, the use of computer technologies in a preschool institution is necessary to create a cognitive environment, actualize educational and educational activities, and increase children’s interest in acquiring new knowledge.

As a result of the use of the listed means of information and communication technologies in educational activities, it was possible to achieve some results - video classes, travel classes, excursion classes, and game classes appeared.

Thus, we can draw the following conclusion: the use of information and communication technologies in a preschool institution is an enriching and transformative factor in the developmental subject environment, improving the quality of educational work with preschoolers.

Tasks:

• Increase interest in studying mathematics;
• Learn to understand the assigned task and complete it independently and with the help of friends;
• Clarify representations in geometric shapes; be able to compare them with objects of the corresponding form;
• Clarify knowledge about numbers and compare them with the number of objects;
• Consolidate knowledge of the days of the week, practice naming them sequentially;

• Develop the ability to listen to each other, communicate, a sense of teamwork, and mutual assistance.
• Create a positive emotional mood.

Material:

• Presentation;
• Screen, projector, easel, magnets, magnetic numbers, logic tables, game “Fold the square”, blanks for the image of a boat, felt-tip pens, envelope with a letter.

Methods, techniques: playful, visual, practical, verbal, artistic expression.

Integration of educational areas

: “Cognitive development”, “Speech development”, “Socio-communicative development”, “Artistic and aesthetic development”.

GCD:

(Children stand near the teacher)

Educator

. Guys, this morning the postman brought us a letter. I suggest opening the envelope and finding out what is written there.

"Hello guys!

Residents of the country “Mathematicians” are writing to you. We're in trouble. An evil sorcerer stole our funny numbers and hid them in his castle.

To free the numbers you need to collect five keys that will open the castle door. Each key is a geometric figure. The sorcerer scattered all the keys across different islands of our country. To find them, you need to visit each island and complete the sorcerer’s task.

We think that you will cope with all the tasks, get the keys, open the castle door and free the numbers. To help you, we send you a map of the country “Mathematics” and riddles-hints that will help you on your way.

Good luck! Residents of the country "Mathematicians".

Educator

.
Guys, here is a map of the country (Slide No. 2).
What will we travel on? (children's answers). Sit down at the tables. Now we will find out what we will use to go to the country of “Mathematics”.

(Children sit at tables)

Educator.

There are pieces of paper with dots on the tables. If you connect the dots in order from 1 to 7, you will find out what we will travel on.

Educator.

Guys, what did you do? (Ship).

We will travel correctly on a boat (an animated boat appears on slide No. 2).

Educator.

Well, you can hit the road. Look at the map. There are so many islands, where should we go? Let's use the first hint:

RIDDLE_RECTANGLE

We stretched out the square and presented it to the eye, Who did it look like or something very similar? Not a brick, not a triangle - Became a square... (rectangle).

Well done! This means that we need to swim to the rectangular island (an arrow to the rectangle appears on slide No. 2)

. Then full speed ahead!

Educator.

While we're sailing, answer these questions:

1. How many days are there in a week?
2. What day of the week is behind Tuesday?
3. What day is Friday?
4. How many days off?
5. Name all the days of the week

Educator.

Here we are on the island
(on slide No. 2 the boat floats up to the rectangle)
.
This is an island of comparisons (Slide No. 3)
. Look at the screen what is shown here (flowers, butterflies sitting on them).

Educator.

Right. Now please answer the questions: Which flower has more butterflies? Which one has less? How much less? Is it possible to immediately answer this question easily? (No). What do you need to do to answer accurately? (Draw lines between butterflies on different flowers).

Then let's go to the tables and complete this task, and Masha complete the same task on the easel.

The children do it. Next comes the check: on slide No. 3.

Educator.

Well done! You have completed the first task and receive the first key. What is its shape? (rectangular). Children receive a blue rectangle.

Educator.

Well, it's time to swim further
(back to slide number 2).
I am a figure - no matter where, Always very even, All angles in me are equal And four sides. Kubik is my beloved brother, Because I…. (square). Educator

.
That's right, we will sail to the square island (an arrow to the square appears on slide No. 2)
. And so that you don’t get bored while we are swimming, let’s do a small task: we will make squares from several parts. We will need this in the future, but now it’s training.

(On the tables there are envelopes with the game “Make a Square” (according to Nikitin)

To the caretaker.

Here is the island
(on slide No. 2 the boat floats up to the square)
.
This is an island of logical tables (Slide No. 4).
Approach the tables. You have tables on the tables, but not all the cells are filled. You need to insert the missing boats into the empty cells. If you complete the task correctly, the boats will appear on the screen in empty cells.

(Children complete the task and check, receive another key - a blue square, return to slide No. 2).

Educator.

Where should we sail next? Let's listen to the following hint:

It looks like an egg or even a face. This is the circle - It has a very strange appearance: The circle has become flattened. It turned out suddenly... (oval)

Educator.

That's right, we need an island in the shape of a triangle
(an arrow to an oval appears on slide No. 2)
.
While our boat is sailing, I suggest going out on the carpet and playing (physical education is held, then the children go to their places), (on slide No. 2 the boat floats to the oval).
Educator.

Here is the island “Count it”
(Slide No. 5).
You need to count the geometric shapes and put the corresponding numbers to them.

(Children complete the task and receive another key - a green oval, return to slide No. 2)

Educator.

Let's listen to one more hint and find out where to sail next:

Look at the figure and draw three corners in the album. Connect the three sides together. The result was not a square, but a beautiful... (triangle).

Educator.

Well done!
(an arrow to the circle appears on slide No. 2)
.

While we are sailing, let's solve a joke problem:

“The girl has two cats and one dog. How many paws do two cats have?

(On slide No. 2 the boat floats towards the triangle)

Educator.

Here is the island “Everything in order”
(Slide No. 6)
Let’s remember the famous fairy tale “Turnip”. You need to put all the characters in order. Who will stand first? What number will grandma be? Who will be third? Children name the characters, put them in their proper place and tell the ordinal count.

The task was simple, so they didn’t let us go further. We are invited to stand in order ourselves and find our place according to the numbers that you take in the plate on the table.

(Children complete the task and receive another key - a red circle, return to slide No. 2)

Educator.

Here is another clue: Listen to the following clue: The wheel rolled, After all, it looks like a visual nature Only like a round figure.
Did you guess it, dear friend? Well, of course, this is... (circle). Educator.
That's right, and we sail to the round island
(an arrow to the circle appears on slide No. 2).
To keep us from getting bored, answer the following questions:

1. How many months are there in a year?
2. What spring months do you know?
3. What summer months do you know?

(On slide No. 2 the boat floats towards the circle)

Educator.

We sailed to the island of figures
(Slide No. 7)
. Look carefully at the screen and find the “relatives” of these figures.

(Children complete the task and receive the last key - a red circle, return to slide No. 2)

Educator.

There is one last clue and one last island left:

(On slide No. 2 an arrow appears to the circle and a boat floats up)

Educator.

Here is the island
(Slide No. 8)
, on which the sorcerer’s castle is located. We have collected all the keys, now we need to open the castle door, and for this we need all the keys - fold the geometric shapes so that we get a rectangle. You have these figures on your tables, assemble a rectangle.

(Children complete the task, then check on slide No. 9

)

Educator.

Well done!
You completed this task and opened the castle door (Slide No. 10).
Funny numbers and the inhabitants of the country "Mathematics" thank you.