The genesis of spatial orientations in children. Coursework: Features of spatial orientation in preschool children

09.05.2019

The perception of space begins in the first month of the child's life, when the movements of both visual axes are coordinated. As studies have shown, children have 4-5 weeks, visual fixation becomes more or less sustainable and up to 3 months. Determined completely. Kids fix items first 1-2 s, and later 10-15 s. As for tracking a moving toy, such actions take place a number of phases. At the first phase (2-4 months) there are jump-shaped movements of the eyes. Then comes the second phase of smooth movements accompanying the moving subject (up to 5 months). From this time, binocular vision as the basis of the spatial vision acquires a certain value in the spatial orientation of the child.

As the child develops, the visual experience of perception of space is enriched and the ability to distinguish objects in it is gradually increasing. The child in 3 months, as D. B. Elkonin notes, begins to monitor the subject that is 4-7 m; In the period from 6 to 10 months. Watch out the objects that are moving in a circle. All this indicates that in the first year of life, the child masters the depth of the surrounding space.

It is known that from the first months of life and the entire subsequent period of development is not just bright, brilliant items, but above all the objects moving. Studies B. G. Ananeva showed that the movement of objects is the basis, the initial objective condition for the perception of space. The movement of the child meets the subject when approximate simple conditioned reflexes have already been formed. Fixation of the view, turning the head, the movement of hands and other reaction repeated under these conditions indicate that the moving items have become an object of perception, attention, incentive of movements.

If for children 3-4 months. Space exists like something unique, then observations of children 10-12 months. It was shown that all the space surrounding the child acts on it as a whole, in which the movements of the items themselves are distinguished, their spatial qualities and relationships. Among them, according to B. G. Ananeva, E. F. Fishes, the first place occupies a branch of items from the surrounding space. An important conclusion is that since 3 months. A special role in the development of visual perception of space plays sound and auditory-based reactions.

At first, the child perceives the surrounding items that are in a horizontal position, and when it starts to sit, then walk, monitors moving objects in a vertical position.

Of particular importance in the knowledge of space, the relationship between the development of a walk, which is a "fractional analyzer" (I. M. Sechenov), and the development of the perception of space in early childhood.

The new stage in the development of perception by a child of space, spatial signs and relations of objects is associated with the development of speech communication with adults. Speech spatial concepts are given to a child in the form, in the system that is created by the historical development of the language.

In preschool age, a complex systemic mechanism of perception of space continues to develop. The main motivating force of such development is the interaction of two signal systems and a gradual transition to the leading role of the second signal system - words.

With age in the process of gaming activity, the child's experience in the knowledge of the surrounding space is expanding and deepened, which enriches the visual assimilation of space: the knowledge of the depths of spatial relations, proportions of objects. In the game, the child not only displays the relationship between adults, but also acts with toys, objects. This, in turn, leads to a deeper awareness of spatial signs of objects: forms, values, proportions, directions, etc., as well as to a higher level of development of visual and motor coordination in space.

As studies have shown, a child, moving in space, acting with objects, enters a new period of enrichment of the vocabulary (here, there is close, far away, on the left, right, etc.).

Orientation in space requires the skills to use any reference system. If, in early childhood, the child focused in space due to the sensual reference system, then in preschool age, it seizes the verbal reference system on the basis of spatial directions ("Forward - back", "up - down", "right - left").

Studying the features of the development of spatial orientations in the preschool age, M. V. Viktor-Blakitny notes that the process of forming spatial representations in preschoolers is determined by the nature of the life experience of the child and its attitude to reality.

Children 3-4 years old have specific ideas about the direction "forward - back", "up - down". Muscular, visual and auditory sensations arising from the movement of the child in space are constantly associated with the names of the directions and make it possible to perform simple tasks in the younger group, requiring spatial distinctions on verbal instructions, go ahead, lift the above and so on.

It is known that the views and the corresponding definitions of the spatial directions "Forward - back", "up-down" in children have 3-4 years old have more specific sensory content and are directly related to the movements of the child itself in this direction. "Where to look at the eyes, there is" forward "," they say children. Without separating the ideas about the space and placement of items from the movements of their own body and hands, the children of younger preschool age are not enough to realize the relativity of spatial concepts. It is difficult for them to imagine that the fact that for them "ahead" for someone can be "rear".

An even more difficult to understand the relativity of the position of depicted items. The difficulty lies in the fact that in these situations, children cannot rely on the usual motive reactions of the hands, the head, head, with the help of which they distinguish the directions of surrounding items.

With age, the process of spatial distinction of the directions "Ahead", "Behind", "at the top", "below" is gradually released from external active body movements and is replaced by a pointing gesture or eye movement.

It is much more difficult for children awareness of the directions "left-right", it is difficult for them to distinguish between the right and left hand. Children 4-5 years old stand out the hand, which they hold the spoon, paint, etc. But on the question: "Where is your right hand?" Not always can immediately answer. Therefore, the formation of ideas in children about the actions of the right and left hand is paid to much attention precisely at this age.

Studies have shown that the ability to distinguish and call their right and left hand does not yet provide the younger preschooler distinguishing the respective directions: "right-to-left", "right - left". A higher level of distinction of the directions "left - right" is observed in children of secondary and senior preschool age. The concepts of "right", "left", "on the right", "left" are connected first with the movement of the hands, fixation of the view, turning the case. With the age of action associated with the awareness of the children's positions in space, becoming more economical and low.

M. V. Vikhotvy Blakitaya allocated several consecutive stages in the development of spatial orientations from preschoolers. At the first stage, the analysis and synthesis of spatial signs and relations of items should be based on a complex of practical actions. Moving, changing the position of the body, head ,.ruk, the child controls everything through vision. Speech at this stage does not play a decisive role.

At the second stage, children are already available to speech designation of selected spatial signs, but it is noted inevice to abstract from its own position and determine the directions of the subject relative to another person or subject. The ideas about space are still limited.

In the third stage, more generalized ideas about space are formed, the ability to determine the directions not only regarding oneself, but also relative to another person or subject.

Psychological and pedagogical studies (T. A. Musayibova, A. A. Lublinskaya, V. K. Kotyrlo) showed that, determining the direction in space, the child primarily relates it to certain parts of his own body: at the top - it's where the head is where the head is Downstairs - where legs, ahead - where is the face, behind - where the back, right - where the right hand, left - where left hand. Orientation on your own body is the initial in the development of the spatial directions. In studies of T. A. Museyibova, an important pattern was revealed, characterizing the features of the perception of the space by children of preschool age. In each pair of spatial designations, the child first absorbs only one of them, namely: from above, under, right, behind, in the middle, one by one. The assimilation of opposite designations: above, on the left, below, etc. - happens later and, as T. A. Musayibova emphasizes, based on comparison with the first. Of all the pair groups of the main directions, before all, the child begins to allocate the top. It may be explained by the vertical position of the child's body.

With the development of spatial orientation in children, the nature of the display of the space perceived by the child will be improved. Recalling the placement of items in space with the sides of his own body, the child seems to share it in the main directions on the front, right-handed, rear parts.

As noted before, the area that is perceived by a child's child is limited, because it focuses on his own body, believing that only what he touches, or what is directly nearby, can be markedly verbally.

For children of the younger preschool age, the boundary of the perceived space seems to be moved away from it, the possibility of visual evaluation of the placed objects relative to itself appears. The space that was previously perceived by the child is non-specific, diffuse, is now divided into separate sections.

With age, the space again begins to be perceived by the child as a whole, inseparable, but now the sections indicated by the words: "Right", "left", "front", "rear".

Senior preschool children are able to display area plan on a sheet of paper. They are able to determine the subject placed ahead on the right, to come on the left, back to the right, from behind on the left. At the same time, the child is the point of reference leads from itself. Gradually, senior preschoolers begin to navigate in space from any item, that is, there is a transition from the use of a system with a fixed reference point to the reference system with a free placement of the point.

Psychological and pedagogical studies suggest that preschool children experience certain difficulties in the perception of spatial relations between objects. Even children 6-7 years old are difficult to find paired groups of items on the basis of the same placement of them. The items themselves and their signs (color, size, number) are more significant, and it is easier for them to allocate them than the spatial placement of these items.

When perceiving and mapping spatial relations between objects, T. A. Musayibova allocated

3 stages. At the first stage, the child does not yet extend the spatial relationship between individual objects, does not realize the relationship between them. For example, children 3-5 years old gave matries, which were placed in different spatial ratios one to the other: two nesting messages nearby, two - one against another, two more matryoshki each other - and offered to find paired groups of items on the basis of their equal placement. Most children did not notice the difference between couples at all and said that all the groups are the same.

At the second stage, children tried to practically differentiate spatial relations between objects. This was expressed in their ability to independently determine the location of the subject among others in different situations. However, only under the leadership of adults, children are aware of the meaning of spatial terms. For example, during the fulfillment of tasks with the pretext of "under" it was noted that children are better oriented in the placement of toys under the closet, under the table and worse in less familiar situations: hide the book under the tablecloth, the picture under the cube, etc. At this stage, the rating Spatial relations are still differential, although children are already noticing them.

The third stage is characterized by further improvement of the perception of space. A significant role in this is played by the word. Research materials show that in the speech of children, first prepositions "near", "B", "on", "under" appear. But completely absent in the speech of even senior preschoolers such pretexts as "between", "opposite", "Over". The assimilation of these and other prepositions and the shortcomings makes it more accurate to assess the placement of items and the relationship between them.

In the older preschool age, the child must master:

§ way of dismembered perception of the plane (sheet, table, boards, paintings);

§ elementary ways to analyze limited space;

§ the ability to actively act within the perceived plane;

§ spatial orientation on the sheet on the basis of the mutual location of objects relative to each other;

§ the ability to perceive the "small space" and act in its borders.

The basic principles of the formation of ideas and concepts about space are: graduality, sequence, use in learning clarity in combination of sensual and logical, consideration of age and individual characteristics.

The main didactic means of forming orientation in space should be considered: its own motor activity of the child, the use of art paintings, illustrations, photographs, a combination of visibility, image with a word in the form of schemes, tables, models, etc.

The education program in kindergarten gives an approximate content of work on the formation of spatial representations in children of various age groups. Thus, the children of the second group of early age (the second year of life) must understand and use the words in their own speech: "There", "here", "there", in the first younger pre-school group (the third year of life) - to understand the meaning, words: " Forward, "Back", "up", "down", "together", "to the sides", to use words: "far", "close", "high", "low".

In the second younger group (the fourth year of life), children understand and call the main directions from themselves: "Forward", "back", "up", "down", "left", "right", in the middle group (fifth year of life) - Used in active speech words and expressions: "Ahead of the table", "behind the cabinet", "above the door", etc., the senior preschool children (the sixth year of life) determine the direction of movement during walking, running, denote the location of the subject relative to The other, distinguish objects in connection with their placement in space (upper, lower, medium, etc.).

The perception of space is of great importance for life practice, mastering visual art, exercise, dancing, grammar (score, reading, letter), and in school - geography, geometry, spatial imagination in design.

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Perception of space by children of young age. The perception of space arises when a child at the age of 4--5 weeks starts to fix the object at a distance of 1-1.5 m. Moving a view for moving objects is observed in children 2--4 months. At the initial stage of the movement of the eyes are suitable, then the second phase of sliding continuous movements behind moving in space, which is observed in different children aged 3 to 5 months. At first, the look of the view, then turn the head, the movement of the hands. The tracking of the movement of the subject in space is gradually developing: first the child perceives the object moving in the horizontal direction, then as a result of long exercises, it tears to monitor the movement of the object in the vertical direction and in a circle. Gradually, the movement of the object and the child itself begins to jointly develop sensory mechanisms underlying the perception of space. In the process of accumulation of sensors, the ability to distinguish objects in space, distinctive distances increases. Already in the first year of life, the child begins to master the depth of space. An important life experience is played in the knowledge of spatial relations in early and younger preschool age. It accumulates in a child in a variety of activities (mobile and construction games, visual activities, observations during walks, etc. Perception and understanding: Initially, the objects located in front, from the right, to the right or left of themselves, the child considers only those that It is directly adjacent to the appropriate sides of his body or close as possible to them. In 3 years, children appears the possibility of visual assessment of the location of objects relative to the original point of reference. The boundaries of the reflected space seems to be moved away from the child himself, but the definition of objects located in front, on the right or On the left, it is associated with the idea of \u200b\u200bthe extremely narrow areas of space, directly adjacent to the sagittal and front lines. In 5 years, the area of \u200b\u200bsections isolated by a child: the front, rear, right, left - gradually increases. Mills, the degree of their remoteness is increasingly (front or sagittal). Now Even remote objects are defined by the child as located in front or from behind, to the right or left of it. Later, the child highlights mostly two zones: or right and left, or front and back. In each of them, two more sites (or two sides) stand out: in front, for example, a zone - a plot located in front of the right and ahead of the left; In the back - located behind the right and rear on the left. If the right and left zones are highlighted, then the sections in them will be: a plot located on the right in front and right from behind; Also - left ahead and left behind. Intermediate points of space are now clearly designated by a child: it is ahead to come to the right and ahead on the left, etc.

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Introduction

1. Psychological and pedagogical problems of development of ideas of preschoolers about space and time

2. Development of a sense of time in children of senior preschool age

3. Features of the formation of time by children of senior preschool age (5-6 years)

Conclusion

List of used literature

Introduction

Relevance. Children, in preschool age, it is vital to learn how to focus on time: determine, measure time (correctly denoting in speech), feel its duration (to regulate and plan activities in time), change the pace and rhythm of their actions depending on the presence of time. The ability to regulate and plan activities in time creates the basis for the development of such qualities of personality as organizedness, collens, focus, accuracy necessary for the child in school and in everyday life.

At the same time, the specific features of the time as an objective reality make it difficult for his perception by children. Time is always in motion, the flow of time is always performed in one direction - from the past to the future, it is irreversible, it cannot be delayed, returning and "show". Therefore, even senior preschoolers sometimes doubt the existence of time and ask: "If there is time, show it to me."

Therefore, before educators of preschool institutions, the problem of familiarization of children with time is becoming an intangible phenomenon in the condition of the predominance of visual-shaped thinking and perception of preschool children.

Diagnostics of development of temporary representations from senior preschoolers should include tasks to determine the knowledge of the names of the names of parts of the day; Knowledge by the child names of the days of the week, their sequences and ability to determine what day was yesterday, today, there will be tomorrow; Knowledge of the names of the names and sequence of months, the seasons and how many months of this month; child's ability to determine the time using the calendar, sand and mechanical clock; The ability to determine the cyclicity of natural phenomena.

Studies of the presentations of a child about time were held as abroad (J. Piaget, P. Frester, P. Jean, etc.) and in the domestic pedagogy (K.A. Abulkhanova-Slavskaya, A.A. Kronik, E.A. Head, Richterman TD, Elkin D.G. L.S. Metnel, et al., However, their relatively relatively, and differences in the approaches of researchers make it difficult to formulate a single understanding of the processes of formation from the child's data.

Purpose of the study - Consider the problem of familiarizing children of senior preschool age over time.

Objectives of research:

1. To study the psychological and pedagogical problems of the development of ideas of preschoolers about space and time.

2. Determine the features of the development of a sense of time in children of senior preschool age.

3. Analyze the characteristics of the formation of the time by children of senior preschool age (5-6 years).

Object of study - initial mathematical ideas from preschoolers.

Subject of study - Temporary views from senior preschoolers.

Theoretical basis This work was the work of such authors as: Kuznetsova V.G., Beloshoye A.V., Erofeeva T.I. And others.

Research methods:analysis of literature, observation.

Structure of work: Work consists of introduction, three chapters, conclusion and list of used literature.

1. Psychological and pedagogical problems of development of ideas of preschoolers about space and time

The problem of forming at preschoolers of ideas about space and time has found the development of psychologists in the works of psychologists (L.A.Verger, L.S.Vugotsky, P.Galperin, O.M.Dyachenko, A.N. Lyontiev, A.A.Lublinskaya , S.L.Rubinshtein et al.), Teachers (F.S. Bleker, T.I. Eerofeeva, A.N. Neushina, T.N. Museyibova, Z.A. Mikhailova, B. Knikitin, V.P. .Novikova, etc. Sirikhterman, E.V. Dersbina, A.A.Smolentseva, T.V. Taruntaeva, E.I.Theeva, etc.). An analysis of psychological research allowed us to identify that scientists studied the following aspects of this problem: the features of the ideas of children about the time and space, the genesis of their development, the peculiarities of the perception of time and space, the psychological functions that determine the perception of time and space, the role of sensory experience in the perception of time and space . Analysis of pedagogical work allowed us to find that studies were carried out in areas: the formation of a system of ideas about time and space, the role of didactic games and classes in the formation of spatial - temporary relations, the interdependence of the child's speech activity and understanding of spatial - temporary categories, pedagogical conditions of preschool institutions, providing The formation of spatial - temporary representations.

Children, in preschool age, it is vital to learn how to focus on time: to determine, change the time (correctly indicating in speech), feel its duration (in order to regulate and plan activities in time), change the pace and rhythm of their actions depending on the presence of time. The ability to regulate and plan activities in time creates the basis for the development of personality qualities, as organized, collens, focus, accuracy necessary for the child in school and in everyday life. If the real time allows the child to plan their activities, then artistic - reflected time and space provide the development of philosophical categories of space and time through sensory standards - to feel the time, enjoy them, understand the clarity of the space and short-term miga, feel the rhythm of space and time. It is art that captures the time and space, but these possibilities of literary and picturesque works are used extremely poorly. This contradiction, discovered by us during the analysis of philosophical and psychological and pedagogical studies, made it possible to determine the direction of the study, designate its relevance and theoretical significance. The level of child's development will be entirely dependent on an understanding of the teacher of the functions of art and the skill of using it in the educational process. An analysis of psychological and pedagogical studies made it possible to allocate the main fundamental principles of the psychic development of the child, which cause the opportunity to know the philosophical categories "Space" and "time" (L.S.Vugotsky, A.V. Forec, A.N. Leontyev, D. B. Elconin et al.) Such principles were: the creative nature of development; sociocultural development context; sensitivity in the assimilation of the language, signs, symbols, sensory standards, subject and mental actions; Activities and communication as a driving force of development, a means of studying and education; periodization of child development; the zone of further development; active act; Interiorization and exteriorization as a mechanism for development and training.

Working out pedagogical conditions for the formation of spatial - temporary representations from preschoolers, we relied in our study on the principles of active act, sociocultural, creative. It was they who provided the true philosophy of cultural pedagogy, which should be pedagogy not responding, and the responsible action, which was reflected in the fundamental works of L.A. Venger, V.V. Dodavdova, A.V. Foreck, A.N. Lyontieva, D.B. Elkonin et al.

The perception of time is the reflection of objective duration, speed, sequence of reality phenomena (D.B. Elkonin). Perception and time orientation in humans, according to philosophy and psychology, add up and are formed on a social basis in the process of its livelihoods and in the practice of broad public relations and relations. To date, in pre-school educational programs, it was not about the properties of the time that can be learned by children, and the comprehension of this phenomenon was carried out through the practical activity of the child himself. Our principled approach is that the conditions in the preschool institution are being searched, which would allow children to master the time as a universal category that causes the regulation of social relations. According to the research D.B. Elkonina, the sensual attitude of time to the form of first-in-law connections is socially mediated in the first months of the child's life. In the future, the sensual reflection of time in the form of primary links is included in the system of interim communications and undergoes significant qualitative changes. The "sense of time" becomes qualitatively, the improvement of which is based on a constant mastering of the units of its dimension.

2. Development of a sense of time in children of senior preschool age

Modern working conditions require a person ability to monitor over time in the process of activity, distribute it in time, respond to different signals at a certain speed and through the specified time intervals, accelerate or slow down the pace of its activities, rationally use the time. In all types of human activity, one or another requires orientation in time, a sense of time. In turn, a sense of time encourages a person to be organized, assembled, helps to take time, more rationally use it, be accurate. Time is a regulator not only of various activities, but also a human social relationship.

Time is the regulator of the life and training activities of the student from the first class. Under the leadership of B. G. Ananeva, a series of psychological and pedagogical studies of the mental development of children in the process of initial training was carried out. These studies have proven that there is not a single type of children in the school learning process in which the space-time orientation would not be an important condition for the assimilation of knowledge, skills and skills of the development of thinking.

Many additional difficulties have to overcome the children who, in which temporary discretions are not developed to school during the receipt period. Literally from the first lessons in the class, children should be able to work in the same pace and rhythm, laid in the allotted time, be able to manage their actions in time, take time. Students I class I must learn not to be late for classes, start the preparation of lessons at home, everyone's time.

To all these requirements that the child presents the child should be prepared in preschool age. To do this, first of all it is necessary to develop a sense of time in children - the ability to determine and feel certain periods of time.

According to our observations, in children of senior preschool age it is possible to form the skill of the regulation of activities in time. To do this, it is necessary to create special situations, focusing the attention of children on the duration of various vital time intervals, show them that you can have time to do for these segments of time, to measure in the process of measuring, and then independently evaluate the time intervals, calculate their actions and perform them in advance

Factors based on which a sense of time is being formed:

1. Knowledge of temporary standards (summarized idea of \u200b\u200bthem). In order for the child to understand what time duration he is told, or to determine the duration of the time interval, he must know the time measures on the clock and learn how to use the clock.

2. Experience - the feeling of time intervals duration. To do this, it is necessary to organize a variety of activities of children within certain time segments. It will give the opportunity to feel the length of time and imagine that you can really have time to do for one or another of its segment. And in the future, this will serve as the basis for the formation of the ability to plan its activities in time, i.e., choose the amount of work according to it, respectively.

3. Development in children ability to evaluate time intervals without hours, based on a sense of time. Adult control will help them improve the adequacy of estimates, therefore, it is necessary as reinforcement when working out time orientation skills.

3. Features of the formation of time by children of senior preschool age (5-6 years)

Children's senior groups are fixed and deepened ideas about units and some time characteristics. The name of the parts of the day is associated not only with the specific content of children and adults, which surround them, but also with more objective indicators of the time - the phenomena of nature. Children get acquainted with the days of the year, the names of the days of the week, determine what day the week was yesterday, what today, what will happen tomorrow.

In the paper, it is necessary to widely use such methods as: observations, conversations, reading, retelling fairy tales, poems, viewing of paintings, photos, didactic games and exercises, focus on the familiar periodicity of the change of day and night.

Senior preschoolers need to form conscious concepts about days. In the learning process, attention is drawn to the cyclical change of the day and night. Nature itself suggested to people a way to divide the time according to the principle: day and night - a day. For the correct understanding of the day, children must realize that the day can be conditionally divided into four parts: morning, day, evening, night.

Senior preschoolers distinguish and call parts of the day, focusing on the sunrise and sunset. In the process of observations of natural phenomena, they absorb concepts: at dawn, at twilight, at noon, at midnight. To form these representations, the educator uses primarily observations, considering scene paintings, as well as reading fiction, learning poems.

Acquaintance with the days of the week already in the senior group should be united with the formation of knowledge about the week as the extent of work time. Focusing on the fact that people have been working five days a week a week, two days rest, it helps to realize the quantitative composition of the number 7 (days of the week).

In order for children better learned the name of the days of the week, their sequence, you can familiarize them with the origin of the names of days. For example, Monday - the first day after the week, Tuesday - the second, environment - the middle, Thursday is the fourth, Friday - the fifth, Saturday - the end of the week, Sunday is a day off. For consolidation and clarification of knowledge, didactic games are held: "Name the next day of the week," "call the neighbors", "Show the appropriate figure", etc.

The name of the days of the week, especially at the beginning, requires an association with a specific content of activities. So, the educator turns to children with a question: "What day is it today? That's right, today Tuesday. Mathematics occupation will always be on Tuesday. What day of the week was yesterday? What day of the week precedes Tuesday? " Children answer questions. Refine the sequence of the week of the week. This work is carried out not only during classes, but also in everyday life. In the morning the educator asks: "What is the day of the week today, and what will happen tomorrow?"

Experience shows that not all the days of the week are remembered equally easily and quickly. Best remember Sunday, Saturday and Monday.

In addition, in the senior group, work is carried out on the formation of ideas about the days of the year. At the same time, pictures and verbal material are widely used: stories, fairy tales, poems, riddles, proverbs.

In the senior group, the educator forms a "sense of time", understanding the meaning of it in the life of people, irreversibility of time. In this group, there is an opportunity to familiarize children with a volumetric model of the time, which will be able to understand continuity, irreversibility, symmetry of time.

At the beginning of the school year, children have a senior group and deepen an idea of \u200b\u200bsuch temporary segments, as morning, day, evening and night. The names of parts of the day are associated not only with the specific content of the activities of children and their surrounding adults, but also with more objective indicators of the time - the phenomena of nature (morning - the sun gets up, it becomes very lighter and lighter, etc.). The educator talks with children that when and in what sequence they and their surrounding adults do during the day, about the impressions of the early morning, noon, evenings. He reads the poems and stories of the appropriate content.

As a visual material, use pictures or photographs where children are depicted in the process of various activities throughout the day: cleaning bed, morning gymnastics, wash, breakfast, etc., clarify the idea of \u200b\u200bthe parts of the day allowed didactic games, for example, the game "Our Day" .

The variability and relativity of such designations of time, as "yesterday", "today", "Tomorrow" makes it difficult to assimilate them. Five-year children confuse these words. The semantic value of the word data of the teacher reveals, asking children questions: "Where are we with you yesterday? When did we go to the park? What kind of occupation today? When will we have drawing a drawing? "

For the exercise of children in the use of temporary terms in the senior group, verbal didactic games and game exercises are widely used, for example, "go on!". This exercise can be carried out in the form of a game with a ball. Children get up in a circle. The tutor utters a short phrase and throws the ball. The one who hit the ball calls the corresponding time. For example: The educator throws the ball and says: "We went to the post office ..." "... Yesterday," the child ends the ball, caught the ball. "We had a lesson in mathematics ..." "... today." "We will draw ..." "... tomorrow", etc.

Love the children the game "On the contrary". The educator says the word, the meaning of which is associated with the presentation of the time, and the children pick up the word denoting another time of the day, usually in a contrasting value. For example, the morning - the evening, tomorrow - yesterday, quickly - slowly, early - late, etc.

All time measures (minute, hour, day, week, month, year) represent a certain system of temporary standards, where each measure is consistent from the units of the previous one and serves as the basis for constructing the subsequent. Therefore, familiarity of children with time measurement units should be carried out in a strict system and sequence, where knowledge of the time of time intervals, the possibility of their determination and measurement would serve as a basis for familiarization with the following and revealed to children with essential characteristics of time: its fluidity, continuity, irreversibility.

Speaking about the structure of the child's temporary representations, at least three different aspects of these representations can be distinguished:

· The adequacy of the reflection of temporary intervals and their correlation with the activities (the ability to organize their activities in time);

· Understanding denoting time words (from simpler "yesterday / today / Tomorrow" to more complex "past / present / future", etc.);

· Understanding the sequence of events / actions / phenomena.

Conclusion

The concepts of "space" and "time" are an integral part of the picture of the world as a whole; These are not absolute values, they do not exist outside the matter and regardless of it. Understanding of time is due to an understanding of an inseparable connection between the past, present and future, and the feeling of his movement. Continuity and cyclicity are the basic properties of time.

Children begin to feel the movement and continuity of time and reflect them in the words "before", "after", "now", "then", "suddenly", etc. An intuitive understanding of the time as a form of existence of real reality, which is constantly changing, is one of the prerequisites for the development of logical thinking.

In the course of any classes in kindergarten, it is possible to exercise children in the ability to perform work accurately within the framework of the specified time, to teach them themselves to determine the duration of one or another activities at intervals of time and in advance planning the possible amount of work on one time or another time within 5 - 30 minutes. The educational value of such classes increases. In such conditions, children work more organized, are less distracted, regulate the pace of their activities and have more time to do. They do not disappear time to wait behind, everyone is learning to end the work at the same time, which is extremely important in terms of training for school. In the course of work, children are increasingly improving the sense of time and the ability to regulate their activities in time.

All classes for familiarizing children of senior preschool age over time are held throughout the year and between them quite large intervals, so it is important to continue to acquaint children with a temporary sequence and a measurement in everyday life.

It is necessary to introduce children with a clock, to develop a sense of time, for this can be used games and exercises, which are included in the third part of traditional mathematical development classes.

The formation of ideas about time should occur not only in specially organized forms, as well as in exercise on ecology, drawing, for walks, in the game, independent cognitive activity.

List of used literature

1. Beloshesty A.V. Getting ready for mathematics. Methodical recommendations for organizing classes with children 5-6 years. - M.: Juven, 2006.

2. Dyachenko O.M., Lavrentiev T.V. Psychological features of the development of preschoolers. - M.: Eksmo, 2009.

3. Erofeeva T.I. The preschooler studies mathematics. Methodological manual for educators working with children 4-5 years. - M.: Education, 2006.

4. Entertaining mathematics. Materials for classes and lessons with preschoolers and younger schoolchildren. - M.: Teacher, 2007.

5. Kuznetsova V.G. Mathematics for preschoolers. Popular technique of game lessons. - SPb.: Onyx, Onyx-SPb, 2006.

6. Lebedenko E.N. Formation of ideas about the time of preschoolers. - M.: Childhood-press, 2003.

7. Nosova E.A., Non-Reduce R.L. Logic and mathematics for preschoolers. - M.: Childhood press, 2007.

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But these initial differences in areas are unconscious. The awareness of these areas is unconscious. Awareness of these areas is a new stage in the mastery of space. This is carried out in the pre-school age.

During this period, the intensive development of spatial orientation begins. And here two vital factor play a big role:

I - walking walking. Children are almost mastered the space of the path they pass, and at the same time distinguish that items can be located in different ways;

II - mastering speech. Children begin to listen and distinguish between spatial terminology, and later they themselves are trying to determine in words.

The sharpest shifts in the development of spatial orientations occurs in preschool age.

In his studies, T.A. Museybova "The genesis of reflection of space and spatial orientation in children of preschool age" came to the conclusion that the general path of development in children of the process of reflection of space and orientation in it is:

Initially, the diffuse unintended perception of space, against which only individual objects are distinguished outside the spatial relations between them; Further, on the basis of ideas about the main spatial directions, it begins to crush along these main lines - vertical, frontal and sagittal. And the points on these lines, highlighted as located in front or rear, to the right or left, gradually move away from the child farther and further. With an increase in the area of \u200b\u200bhighlighted sections of length and width, they gradually climb, forming a general idea of \u200b\u200bthe terrain, as a single continuous space. Each point in this area is now definitely localized and is defined as located ahead, or ahead of the right, or ahead on the left. Thus, the study showed that the knowledge of space and orientation in it - the process is complex and long-term, requiring special pedagogical leadership.

Studies of psychologists and teachers show that the child is easier oriented in the directions of space in a static position, while it comes from the sides of his own body, i.e. Focus on yourself. Gradually, the child seizes the orientation "from himself" and "from objects".

The experience of spatial orientation, the improvement of spatial perceptions and ideas helps children understand the meaning of the corresponding terms.

First, they are not allocated by a child as words with independent meaning. By performing the tasks of the type "put the toys near (on the contrary, each other, between two other toys, etc.)", most children aged two - three years act chaotically. They have items arbitrarily, whatever one to another, or separately, regardless of the specified point of reference. At this stage, spatial designations are not yet extended by children from the composition of those phrases in which they are used.

In the future, the child highlights spatial terms as words having an independent value. They are consumed by children to indicate the proximity of the distance in the location of the items relative to each other.

Further, children have attempts to differentiate spatial designations according to their semantic content, based on the accurate definition of spatial relations. At the same time, preschoolers pronounced the desire to communicate with adults, the desire to receive an answer to their questions: "So?", "Here?", "Here?", "Right?".

Gradually, children master the variety of spatial designations. Not all spatial prepositions and adverbs are easily digested by children. Some of them (such as here, there, here, about, on), children master very early. Other symbols (right, on the left, on the contrary, between) are often unknown to children even at the end of the preschool age. The reason is apparently in varying degrees of precision of spatial relations.

The ability of a preschooler to give the verbal characteristic of the spatial situation depends on the degree of assimilation of the generalized method of analyzing the subject-spatial environment.

Children do not always use the vocabulary in which there are essential spatial designations. When performing specific tasks, the child seems first all the known and more familiar options for it. Before with the help of leading questions, an adult finds the correct answer. This is observed in children not only pre-school, but also younger school age. They are due to the level of preparing children and the development of spatial representations. Work on the dictionary reserve of a child of preschool age contributes to a more complete perception of spatial relations and the development of spatial orientation skills.

Spatial perception in preschool age is marked by a number of features:

- Specifically sensual character: the child is focused on his body and everything determines relative to its own body;

- the most difficult for the child is to distinguish between the right and left hand, because the distinction is based on the functional advantage of the right hand over the left, which is produced in functional activities;

- the relative nature of spatial relationships: to determine how to determine as a subject to another person, he needs to get into the place of the subject;

- Children are oriented easier in statics than in motion;

- It is easier to determine the spatial relationships to subjects that are close to the child.

A number of research of domestic psychologists showed that the development of the child occurs in the activities inherent in it (A.N. Leontyev, D. B. Elkonin, A.V. Zaporozhets). The most characteristic for preschoolers activities are a plot-role-playing game and productive activities (drawing, design, modeling, appliqué, etc.). In all these activities, there is one general feature - orientation in space. Playing one or another plot in the game, children use spatial terms, simulate the relationship of adults. In the modeling, children also use the orientation experience on themselves, on another person, on any objects.

Studying methodological techniques of formation in children of spatial representations should be paid to the role of gaming, entertaining exercises using the didactic material (TA Musayibov).

Analysis of the existing scientific and methodological literature allows you to allocate several groups of such games and exercises.

I group. Games and exercises on the differentiation of the main spatial directions in the process of active movement in space.

II group. Games and orientation exercises in space with eyes closed.

III group. Didactic games and exercises to recognize the location of items in the surrounding space and spatial relations between them.

IV Group. Games and orientation exercises in two-dimensional space, i.e. On the plane, for example on a sheet of paper. Some authors (V.G. Nechaeva, O.I. Galkina, N.A. SENKEVICH, etc.) note the feasibility of holding the so-called "visual dictations" with the children of senior preschool age.

V band. Games verbal. They are specifically designed to activate the spatial terminology of Yves the speech of the children themselves.

So E.Ya. Stepanenkova noted that in a movable game you can not only develop and fix the acquired orientation skills in space, but also significantly expand them.

It is especially important to correctly use the word when conducting games and exercises. However, the massive practice shows that when carrying out mobile games and exercises, caregivers pay a little attention to the use of the necessary spatial terminology. Denoting the directions of the child's movement, the location of the items in space, they usually use a situational speech (there, here, etc.).

Psychological and pedagogical studies are convinced that preschoolers can form generalized ideas about some reference systems and methods of spatial orientation, to teach the use of these knowledge in various life situations. In the works of R.I. Speaking, V.I. Karazan and other authors are shown that the children of senior preschool age can navigate in a limited space using the coordinate grid, "read" the simplest schemes and plans, reflecting the real space of a familiar area, use conditional geographic signs, etc.

In the work of V.I. Karazan Purpose: Test children to understand the scale. Observations showed that the children of senior preschool age clearly distinguish the length of the distance of the room and the street or the road to kindergarten. Experiment participants learned to take into account the length of space in which the object shown on the plan was included.

Research R. Speaking was devoted to the study of spatial ideas in children aged 3 to 4 years in the course of the task that requires orientation in space using a plan. With children, an experiment was carried out in the form of the game. The results of the experiment showed that orientation in space based on a plan to one way or another is available to children of preschool age since four years.