Consultation on the topic: Visual modeling. Consultation for educators "Modeling method in the educational process of a preschool educational institution

19.08.2019

Natalia Safonova
Using the modeling method in a preschool educational institution

Modeling method- a fairly common way of knowing the original object (subject) by developing it model and its analysis.

Implementation in practice modeling method involves that the information provided by the educator will be meaningful by the children on their own. After all, the foundation modeling is the creation and operation models... By revealing the content of the object being replaced, modeling method carries out a cognitive function. Children learn about an object through its signs. Cognitive transformations are performed directly on the object, which is model. Model design or perfect specimen can be protruded. But not all items can be use as a model... It is necessary to comply with the condition under which the objects - simulated and simulated - were mutually similar.

The similarity dependence, naturally, should not and cannot stand out for all the features that it possesses. modeled object... The most important condition for using the modeling method is the possession of a modeling object with those properties of the modeled, familiarity with which is carried out on a specific task.

Using the modeling method in practice implies use of different types of models:

1) Graphic;

2) Subject;

3) Subject-schematic.

Graphic model characterized by the knowledge of an object or phenomenon through using a schedule or chart... For example, educator uses calendar form when studying daylight hours and its duration. Graphic the model transfers individual characteristic of the phenomena or items, characteristics, the relationship of these properties and their relationship.

Subject model carries a constructive and proportional basis of the parts that make up the subject. Such model is similar to the object under study. Subject model when forming elements of mathematical concepts, it acts as a tool in the pedagogical process. Using such models fosters attention in preschoolers, which is especially important in mathematical work.

When working with older preschool children, you can use more complex model- subject-schematic, which allow you to more subtly represent the features of the object than the previous ones model... Such models lies the replacement of the attribute of an object with substitute items. Layouts, graphic signs act as substitutes. Currently using the specified type of models quite common. For example, widely used model values - more - less, the size of the group - few - a lot.

In the same time, practical use of models subject-schematic nature, implies usage a certain hierarchy stages:

1) At the first stage, the educator gives the children the opportunity to work out new material according to the old, already mastered by the children, the scheme.

2) The teacher allows the children to independently (or using a tip) highlight certain signs by comparing an object / phenomenon with other objects / phenomena.

3) At the third stage, it is necessary to increase the objects or objects to at least three.

4) The group selects and simulates significant features of objects, such as geometric shapes.

5) At the fifth stage, the teacher pushes preschoolers to create model elementary properties of objects (circle or triangle).

Regardless of the type models used, it is necessary to correctly organize the process modeling... So, the process modeling includes the following constituents:

1) Subject-preschoolers;

2) Object is a subject or object under study;

3)Model reflecting the relationship between the subject and the object.

In addition, the classification models carried out and in accordance with the time factor.

In this group, the following types are distinguished models: 1) statistical view;

2) dynamic view.

Statistical model most common in preschool children. Data model provide information on an object at a certain time

(acquaintance of children with parts of the day - morning or afternoon).

Dynamic model based on the process of changing the object (its properties and characteristics) in time (introducing children to the day).

By appointment, highlighted model:

1) play,

2) educational,

3) experienced.

Playroom, she is role-playing, model used in the process of determining the scenario of the object's behavior in a certain time period under certain conditions. Educational models in preschool educational institutions are used quite rarely and involve a deep study of the features of one object. Experienced model are essentially a reduced or enlarged copy modeled object... Often the educator uses this kind of model when demonstrating a forecast of the future properties of an object.

It should be noted that use of models of any kind stimulates the cognitive activity and activity of the child. In addition, a preschool child has the ability to independently enter certain model thanks to visual-effective and visual-figurative thinking.

The teacher presents absolutely any concept from the field of mathematics to children, as model existing in reality, at the same time, model is considered as a didactic tool.

Having considered many types models, we can conclude that model they also play many roles. Let's select from them baseline: 1) Reproduction of external connections, unnoticed by preschoolers;

2) Reproduction, on the contrary, of the sought-after, but hidden connections, the content of which is not perceived by the child to the proper extent. Model helps to express the content of new, unknown for children, mathematical concepts through their image. The inclusion of a reserve of imaginative thinking facilitates the assimilation of material by preschoolers, helps to relieve memory, since the image is by its nature a compact representation.

In addition, as the results of recent psychological studies show, in children who often work with models, the development of mental processes - attention, thinking, memory - proceeds faster. In practice, the educator uses combination of different types models... This method optimizes the process of mastering knowledge and allows: 1) Gradually complicate the system of work on the formation of knowledge in the field of mathematics; 2) Increase the interest of preschoolers in gaining knowledge, as well as teach them to observe objects / phenomena; 3) Use in the life of children model studied in the lesson; 4) Raise the level of thinking through the knowledge of the content of objects; 5) Gain direct experience with models.

Related publications:

Using the modeling method in the development of temporal representations in older preschool children Article by the group teacher Ryazanova S. V. “The use of the modeling method in the development of temporal representations in senior preschool children.

Using the method of visual modeling at the stages "Syllable", "Word", "Sentence", "Speech" in the work of a speech therapist teacher"Using the method of visual modeling at the stages:" Syllable "," Word "," Sentence "," Speech "in the work of a speech therapist preschool educational institution with children.

Using the modeling method in working with gifted children. According to scientists, about 5% of children, regardless of nationality, age, family financial security, are born gifted. Gifted.

Using the method of visual modeling in speech therapy classes with children of the older group Justification of the chosen topic: Violations of sound pronunciation in children are a fairly well-studied section in speech therapy, and the method of overcoming them.

Using the project method in the preschool educational institution. The creation of a modern system of preschool education, focused on the full development of the personality of each child, is constantly being put forward.

Work experience "Using the modeling method in the development of coherent speech in older children of preschool age" Purpose of the work: to determine the influence of the use of the modeling method in the development of the skills of structuring coherent statements by preschoolers.

Open lesson "Drawing up a descriptive story about a toy using the visual modeling method""Compilation of a descriptive story about the toy" bunny "using the method of visual modeling" (younger age). Software content :.

The project "Development of speech of preschool children based on the method of visual modeling" Project: long-term Project participants: children, educators, parents of pupils. Relevance of the topic Connected speech occupies an important place.

Using the visual modeling method Solovieva Daria Yurievna Educator, MBDOU CRR kindergarten "Solnyshko", Sorsk USING THE METHOD OF VISUAL MODELING FOR DEVELOPMENT.

The essence of the modeling method and its relationship with visual activity Modeling is a visual and practical teaching method. The model is a generalized image of the essential properties of the modeled object.

Image library:

MDOU "Tregubovsky kindergarten"

Consultation for educators

Prepared by:

E. N. Klimina,

Deputy head on education

And methodical work

Consultation

"Modeling method in the educational process of a preschool educational institution"

1. Modeling and its essence.

2. Requirements for models.

5. Use of the modeling method in various types of children's activities.

Modeling - the process of creating models and their use in order to form knowledge about the properties, structure, relationships, connections of objects.
The peculiarity of modeling as a teaching method is that it makes visible the properties, connections, relations of objects hidden from direct perception, which are essential for understanding facts, phenomena, in the formation of knowledge that are close to concepts in content.

The availability of the modeling method for preschoolers was shown by psychologists (A.V. Zaporozhets, L.A. Venger, N.N. Poddyakov, D.B. Elkonin). It is determined by the fact that modeling is based on the principle of substitution: a real object can be replaced in the activities of children by another object, image, sign.
Models have been developed for the formation of natural history knowledge, the development of speech, the sound analysis of words, construction, visual activity, etc. (N.I. Vetrova, L.E. Zhurova, N.M. Krylova, V.I. Loginova, L.A. Paramonova, T.D. Richterman, etc.).

Requirements for the model

In order for the model as a visual and practical means of cognition to fulfill its function, it must correspond to the series requirements:

1. clearly reflect the basic properties and relationships that are the object of cognition, be structurally similar to the studied object.
2. be easy to perceive and accessible to create and operate with;
3. brightly and distinctly convey those properties and relationships that must be mastered with its help;
4. it should facilitate cognition (MI Kondakov, VP Mizintsev).

Types of models

Highlighted in didactics three kinds models:

1. Object model
- has the form of a physical structure of an object or objects that are naturally related. In this case, the model is similar to the object, reproduces its main parts, design features, proportions and ratios of parts in space, the relationship of objects. Such a model differs from a toy in the accuracy of reproducing essential connections and dependencies within the modeled object or between them, the ability to detect these dependencies in activities with the model.

2. Subject-schematic model.
- Here, the essential components identified in the object of cognition and the connections between them are indicated with the help of substitute objects and graphic signs. The structure of such a model should be similar to the main component of the object under study and those connections, relationships that become the subject of cognition. The subject-schematic model should reveal these connections, clearly present them in an isolated, generalized form.

3. Graphic models.
- Different types of relations (graphs, formulas, diagrams) are conveyed in a generalized way. This type of model is used primarily in school.

in the educational process

The method of introducing models into the cognition process should take into account a number of circumstances:

1. The model, revealing the connections and relationships necessary for cognition, simplifies the object, represents only its individual sides, individual connections. Consequently, the model cannot be the only method of cognition: it is used when it is necessary to reveal for children one or another essential content in an object. This means that the condition for the introduction of models into the process of cognition is the preliminary acquaintance of children with the very real objects, phenomena, their external features, specifically represented by connections and mediations in the surrounding reality.

2. The introduction of the model requires a certain level of formation of mental activity: the ability to analyze, abstract the features of objects, phenomena; figurative thinking that allows you to replace objects; the ability to establish connections. And although all these skills are formed in children in the process of using models in cognitive activity, to introduce them, master the model itself and use it for further cognition, a sufficiently high level of differentiated perception, figurative thinking, coherent speech and a rich vocabulary is required for a preschooler.

3. The use of the model in order to understand the essential features of objects requires the children to first master the model. At the same time, simple subject models are mastered by children quickly enough. More complex connections require more complex subject-schematic models and a special methodology. At the same time, children are first involved in the process of creating a model, which is linked to the observation and analysis of the simulated phenomenon. This allows the child to select the components of the analyzed object, to master what will then be subject to analysis of their model. Thus, the very development of the model is presented in the form of children's participation in the creation of the model, participation in the process of replacing objects with schematic images. This preliminary assimilation of the model is a condition for its use to reveal the connection reflected in it.

The use of the "modeling" method in various types of children's activities

1. Modeling in the mathematical development of children.
a) Logic blocks of Dienes - a set of volumetric geometric shapes that differ in shape, color, size, thickness.
b) Kuisiner's sticks - a set of counting sticks of different colors and different lengths. Sticks of the same length are painted in the same color and represent the same number. The longer the stick is, the greater the value of the number that it expresses.
c) The modeling method in mathematics is often found in the form of "character strings". For example, combinations of symbols are used when orienting on a sheet of paper.
d) You can also refer to the reference diagrams when using abbreviations to designate the months of the year.

2. Modeling in the section "Familiarization with fiction" and "Developing the speech of children."
a) Mnemonic table Is a scheme that contains certain information (Appendix 1)
Mnemonic tracks carry educational information, but in a small amount.
b) The development in children of the ability to model, to replace is facilitated by the "sketching" of riddles (Appendix 2)
c) With the use of reference schemes, training can be carried out in drawing up creative stories, stories based on a plot picture (Appendix 3)
d) Also, when using schemes, you can learn to make various sentences.
e) Various symbols can be used when pronouncing pure phrases.

3. Modeling in the ecological education of children.
a) Observing animals and plants, the educator with children examines the object, and on this basis they isolate the signs and properties of living organisms. To build a plan for examining natural objects, you can use symbol cards.
b) You can use model cards that reflect the signs common to the whole
c) The functions of living organisms can be distinguished: breathes, moves, and designates them with schematic models
d) With the help of pictures-models, you can designate the selected features (color, shape, number of parts, etc.)
e) Model schemes can denote different habitats of living beings (ground, air, etc.).
f) With the help of pictures-models, it is possible to indicate the living conditions, the needs of living organisms.

4. Modeling in the visual arts.
Modeling in this type of activity is manifested most of all in the use of technological maps. Such cards show the sequence and methods of work when sculpting a collective craft, drawing a collective subject or plot. The sequence of work in them is shown with the help of symbols.

5. Modeling in the section "Familiarization with the outside world".
A striking example of modeling in this section is the creation of a model in the form of a ladder of 5 steps called "the structure of the labor process." As a result of mastering this model, children form a clear idea of the labor process, that it "conditionally" consists of 5 components. The use of schemes and cards - symbols is appropriate in everyday activities, games.

The use of models allows children to reveal the essential features of objects, regular connections, to form systemic knowledge and visual-schematic thinking. It is advisable to start the work on the introduction of symbols, reference schemes, mnemonic tables in the middle group. This work should be fully developed in the preparatory group.

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Introduction

1. Theoretical foundations of modeling in work with preschool children

1.1 The importance of modeling as a method of working with preschoolers

1.2 Classification of models and types of modeling in a preschool educational institution

1.3 Development of logical and mathematical thinking of a preschooler in the process of working with models

2. Experimental work on the use of the modeling method in working with preschoolers

2.1 Organization and conduct of experimental work

2.2 Description of a series of classes using Gienesh blocks

2.3 Analysis of the results of experimental work

Conclusion

List of sources used

Appendix 1. Incentive material for the Raven's method

Appendix 2. Games aimed at the logical and mathematical development of children

INTRODUCTION

For the modern educational system, the problem of mental education is extremely important. According to the forecasts of scientists, the 3rd millennium, on the threshold of which mankind stands, will be marked by the information revolution, when knowledgeable and educated people will be valued as a true national wealth. The need to competently navigate the growing volume of knowledge makes different demands on the mental education of the younger generation than they were 30-40 years ago.

The upbringing and education of children in kindergarten is educational in nature and takes into account two areas of knowledge and skills acquisition by children: broad communication of the child with adults and peers, and an organized educational process.

“Smart” childhood lays a good foundation for the intellectual activity of a person. Modern psychologists (A.A. Venger, S.P. Proskura and others) believe that 80% of intelligence is formed before 8 years. This situation puts forward high requirements for the organization of education and training of older preschoolers.

Communicating new knowledge to children, the formation of more complex skills allows the teacher to emphasize the importance of classes for the development of cognitive interests. Each type of activity affects the development of the child's personality in a certain way.

One of the leading experts in the field of mental education of preschoolers, N.N. Poddyakov rightly emphasizes that at the present stage it is necessary to give children the key to cognizing reality, and not strive for an exhaustive amount of knowledge, this took place in the traditional system of mental education.

But in the studies of A.P. Usova, A.V. Zaporozhets, L.A. Wenger, N.N. Poddyakov revealed that the potential for mental development of preschool children is significantly higher than previously thought. A child can not only cognize the external, visual properties of objects and phenomena, as it is envisaged in the systems of F. Frebel, M. Montessori, but is also able to assimilate ideas about the general connections underlying many natural phenomena, social life, to master the methods of analysis and solution varied tasks.

From this point of view, it seems relevant to study all aspects of mental education, its tasks and organizational methods. One of the most promising methods for the implementation of mental education is modeling, since the thinking of an older preschooler is distinguished by subject imagery and visual concreteness.

The modeling method opens up a number of additional opportunities for the teacher in mental education, including logical and mathematical development. However, at present there is no integral system of using modeling as one of the main means for the development of the logical and mathematical development of preschoolers. Also, the methods of teaching modeling to preschoolers have not been sufficiently developed. That is why we believe that the actual topic of research today will be: "Modeling as a means of logical and mathematical development of preschoolers."

Purpose of the study is to study the influence of models when conducting didactic and logical-mathematical games when working with preschoolers.

Object of study: the process of logical and mathematical development in preschoolers.

Subject of study: techniques and methods of teaching children of preschool age modeling in the course of didactic and logical-mathematical games in the classroom.

Research objectives:

1. Consider theoretical approaches to the understanding and development of logical and mathematical thinking in preschoolers.

2. To study the formation and development of the logical sphere of preschool children.

3. Consider didactic games as a means of enhancing the teaching of mathematics.

Research hypothesis lies in the fact that the use of modeling techniques in the process of conducting didactic games of mathematical content will allow the child to develop the validity of the judgments put forward, which will significantly affect the level of logical and mathematical development.

Research methods:

1. Theoretical - analysis of psychological and pedagogical literature on the research problem;

2. Empirical - includes a methodology for diagnosing the intelligence of preschool children: logical blocks of Dienesh

3. Interpretive-descriptive - quantitative and qualitative analysis of empirical research.

Practical significance research is that the results of research on this issue can be used in the practice of preschool educators.

Experimental and experimental the base of the study was made by children of the senior group of the Child Development Center, kindergarten No. 356, the city of Omsk, the number of children is 25.

Work structure: the work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix. In the first chapter, we describe the types of models, how models are used in kindergarten, how children's thinking develops, and touch on a little history of making models. In the second chapter, we describe the experimental work with preschoolers, the results of the survey and give some recommendations. In conclusion, we summarize all the work written and carried out. The appendix includes games for the development of logical thinking, their description and goals, as well as tasks that were taken during the primary and secondary research of the level of development of logical thinking in older preschool children.

1 . THEORETICAL BASIS OF MODELING IN WORK WITH CHILDREN OF PRESCHOOL AGE

1.1 Meaningmodeling as a method of working with preschoolers

The penetration of mathematical methods into the most diverse, sometimes unexpected spheres of human activity means the opportunity to use new, as a rule, very fruitful research tools. The growth of the mathematical culture of specialists in the relevant fields leads to the fact that the study of general theoretical positions and methods of calculations no longer encounters serious difficulties. At the same time, in practice, it turns out that mathematical knowledge alone is far from sufficient to solve a particular applied problem - it is also necessary to acquire skills in translating the original formulation of the problem into mathematical language. This is the problem of mastering the art of mathematical modeling.

Hall (1963) said that the goal of applied mathematics is to make a mathematical understanding of reality. On the other hand, it is perhaps more important for a practical engineer to know whether his bridge will withstand the expected load, whether the purchased coal will be enough until the end of the heating season and whether the blade in the turbine will burst - in other words, to get specific answers to specific questions. In the practice of mathematical modeling, the starting point is often some empirical situation that puts forward a task for the researcher to find an answer to. First of all, it is necessary to establish what exactly the task is. Often (but not always), in parallel with this stage of setting the problem, there is a process of identifying the main or essential features of the phenomenon. In particular, for physical phenomena, this process of schematization or idealization plays a decisive role since many processes are involved in a real phenomenon and it is extremely complex. Some features of the phenomenon seem important, many others are insignificant. Take, for example, the movement of a pendulum formed by a heavy weight mixed at the end of a thread. In this case, the regular nature of the pendulum's oscillations is essential, and the insignificant is that the thread is white and the load is black. After the essential factors have been identified, the next step is to translate these factors into the language of mathematical concepts and quantities and postulate the relationships between these quantities. After the model has been built, it should be tested. The adequacy of the model is checked to some extent, usually during the formulation of the problem. The equations or other mathematical relationships formulated in the model are constantly compared to the original situation. There are several aspects of validation. First, the very mathematical basis of the model (which is its essence) must be consistent and obey all the usual laws of mathematical logic. Second, the fairness of a model depends on its ability to adequately describe the initial situation. The model can be made to reflect reality, but it is not reality itself.

Speaking about Russia, one can recall that the science of mathematical modeling has been developing since the 1960s. and has great traditions. But something else is important for us now - a part of the potential accumulated then, which was developed in control theory and its applications, still remains "unclaimed" by the modern science of modeling in its "pure" form.

Note that many fundamental problems of applied modeling were first identified by I.A. Poletaev. He was the first to draw attention to the utility of mathematical models, giving an original classification of models according to the purposes of their use: a "search" model - for testing hypotheses, "portrait", it is also a demonstration model - to replace an object in an experiment (for example, for simulators - what that time was considered almost like science fiction) and, finally, a "research model", which in the modern sense means an orientation towards a complex computational experiment.

In another work, IA Poletaev raised another equally important range of questions - about the fundamental "subjectivity" of mathematical modeling. At least two of his statements deserve attention today. In the problem of mathematical modeling “in addition to the object of modeling and the model, there is necessarily a subject of modeling, a person, through whose efforts and in whose interests the model is being implemented”. The role of the subject of modeling turns out to be decisive, because it is his goals, interests and preferences that form the model.

The creation of a model is not necessary by itself, but for solving practical problems, which alone can justify the expenditure of energy on creating a model. The model is created in order to work: "Only the complete implementation of the model with its" run "through calculations fully pays for the costs of modeling."

Modeling as a cognitive technique is inseparable from the development of knowledge. In almost all sciences, building and using models is a powerful tool of knowledge. Real objects and processes are so multifaceted and complex that the best way to study them is often to build a model that reflects some facet of reality and therefore many times simpler than this reality, and study this model at the beginning.

The centuries-old experience in the development of science has proved in practice the fruitfulness of this approach. However, modeling as a specific means and form of scientific knowledge is not an invention of the 19th or 20th century. In essence, modeling as a form of reflection of reality emerged in the ancient era simultaneously with the emergence of scientific knowledge. However, in a distinct form (albeit without the use of the term itself), modeling began to be widely used during the Renaissance; Brunelleschi, Michelangelo and other Italian architects and sculptors used models of the structures they designed; in the theoretical works of G. Galilei and Leonardo da Vinci, not only models are used, but also the limits of applicability of the modeling method are clarified.

I. Newton already uses this method quite consciously, and in the 19th century it is difficult to name a field of science or its applications, where modeling would not have significant value. An exceptionally large methodological role was played in this respect by the works of Kelvin, J. Maxwell, F. A. Kekule, A. M. Butlerov and other physicists and chemists - it is these sciences that have become, one might say, the classical "testing grounds" of the modeling method.

Numerous facts testifying to the widespread use of the modeling method in research, some of the contradictions that arise in this case, required a deep theoretical understanding of this method of cognition, the search for its place in the theory of cognition. This can explain the great attention paid by philosophers of various countries to this issue in numerous works. In this case, the definition of modeling can be formulated as follows.

“Modeling is an indirect practical or theoretical study of an object, in which not the object of interest to us is directly studied, but some auxiliary artificial or natural system:

1) being in some objective correspondence with the cognized object;

2) capable of replacing him in certain respects;

3) giving, in its study, ultimately, information about the object being modeled "(the three listed features, in fact, are the defining features of the model)

A "model" in pedagogy and psychology is understood as a system of objects or signs that reproduce some essential properties, qualities and connections of objects.

An experimental examination of preschoolers (P.Ya. Galperin, A.V. Zaporozhets, S.N. Karpova, D.B. actions with objects, he easily assimilates if this knowledge is given to him in the form of actions with models reflecting the essential features of the studied phenomena. For example, when teaching mathematics to 5-year-old children, difficulties arise in acquainting them with the relationship between parts and the whole. Children do not understand verbal explanations, but, acting with compound objects, they acquire the name "part" and "whole" only in relation to this particular material and do not transfer them to other cases. And only with the help of a schematic representation of the division of the whole into parts and its restoration from parts, the children realized that any whole object can be divided into parts and restored from parts.

Modeling as a visual-practical method is becoming more widespread in teaching preschool children.

Modeling refers to the process of creating models (together with children) and their use in order to form knowledge about the properties, structure, relationships, connections of objects.

The peculiarities of modeling as a teaching method are that it makes visible the properties of communication hidden from direct perception, the relations of objects, which are essential for understanding facts, phenomena, in the formation of knowledge that are close to concepts in content. For example, introducing preschoolers to the properties of water, we can show them how ice turns into water, and water turns into steam, and we explain this by the fact that ice melts in warmth, and when heated on fire, water begins to boil, and steam is formed. But after all, we name only the conditions of transformation, without explaining how this happens. Even if we explain to them that all objects consist of molecules, and the molecules of solids are most closely spaced to each other, and the molecules of liquid substances are at a farther distance, etc., the preschooler is not able to understand this, because his abstract thinking is in the stage of formation.

We cannot show him the location of these molecules, because in this case, we would need a super-powerful microscope. This is where the "little people" modeling method comes to our aid. Telling the child how tightly the "ice men" stand to each other and firmly hold on to their hands, it is very difficult for them to unclench their hands, so the ice is difficult to break, and the "water men" stand just as tightly, but they do not hold hands, therefore our hands are free pass through the water, completely different "little men of steam", they are very playful, they cannot resist in any way, they scatter in different directions, therefore the steam quickly spreads throughout the room, and our hands, when we pass through the steam, do not feel resistance, we we lay with him the foundations of the physical structure of solids, liquid and gaseous bodies.

The availability of the modeling method for preschoolers was shown by psychologists A.V. Zaporozhets, L.A. Wenger, N.N. Podyakov, D.B. Elkonin. It is determined by the fact that modeling is based on the principle of substitution: a real object can be replaced in the activities of children by another object, image, sign.

In further consideration of the models and the modeling process, we will proceed from the fact that a common property of all models is their ability, one way or another, to reflect reality. Depending on what means, under what conditions, in relation to what objects of knowledge this common property is realized, a wide variety of models arises, and with it the problem of classification of models.

1 .2 BIdeas for Modeling in Preschool Educational Institution

In preschool education, different types of models are used. First of all, objective ones, in which design features, proportions, and the interconnection of parts of any objects are reproduced. These can be technical toys, which reflect the principle of the mechanism; building models. Currently, there are many literatures, manuals for children, where models are presented, which, for example, introduce the senses (the device of the eye, ear), with the internal structure of the body (the connection of vision, hearing with the brain, and the brain with movements). Learning using such models brings children to an awareness of their capabilities, teaches them to be attentive to their physical and mental health.

For older preschoolers, subject-schematic models are available, in which essential signs and connections are expressed with the help of substitute objects, graphic signs. An example of such a model is the calendar of nature, which is kept by children, using special symbols-symbols to indicate phenomena in inanimate and wildlife. The teacher teaches children modeling when drawing up a plan (room, garden, doll corner), route scheme (the way from home to kindergarten). Common subject-schematic models are drawings, patterns. For example, a teacher proposes to make costumes for dolls and in the process of work forms in children an idea of \ u200b \ u200bthe measure, about modeling clothes.

When analyzing the content of a literary work, it is advisable to turn to the proposed by O. M. Dyachenko's method of teaching children to model a fairy tale. The content of the tale is divided into logically complete parts, for each of which children sketch a picture (pictogram) on a strip of paper. The result is an apperceptive scheme - a complete picture of the content of the work. Relying on it, preschoolers are more successful in retelling a fairy tale or story, showing it on a flannelgraph, etc.

“It should be borne in mind that the use of models is possible provided that preschoolers have developed the ability to analyze, compare, generalize, abstract from insignificant signs in cognizing the subject. Mastering the model is associated with active cognitive survey actions, with the ability to replace objects by means of conventional signs and symbols. "

A unified classification of types of modeling is difficult due to the already shown ambiguity of the concept "model" in science and technology. It can be carried out on various grounds:

By the nature of the models;

By the nature of the objects being modeled;

By areas of application of modeling;

By modeling levels.

In this regard, any classification of modeling methods is doomed to be incomplete, especially since the terminology in this area is based not so much on "strict" rules as on linguistic, scientific and practical traditions, and even more often is defined within a specific context and outside of it no standard doesn't matter.

A. N. Averyanov considers the most famous classification - by the nature of the models. According to it, the following five types of modeling are distinguished:

1. Subject modeling, in which the model reproduces the geometric, physical, dynamic or functional characteristics of the object. For example, a model of a bridge, a dam, a model of an airplane wing, etc.

2. Analog modeling, in which the model and the original are described by a single mathematical relationship. An example is electrical models used to study mechanical, hydrodynamic and acoustic phenomena.

3. Signed modeling, in which the role of models is represented by diagrams, drawings, formulas.

4. Mental modeling is closely related to the sign, in which the models acquire a mentally visual character. An example in this case is the model of the atom, proposed at the time by Bohr.

5. Finally, a special type of modeling is the inclusion in the experiment of not the object itself, but its model, by virtue of which the latter acquires the character of a model experiment. This type of modeling indicates that there is no hard line between the methods of empirical and theoretical knowledge.

Thus, one can distinguish between "material" (objective) and "ideal" modeling. The first can be interpreted as "experimental", the second - as "theoretical" modeling, although such opposition, of course, is very conditional, not only because of the interconnection and mutual influence of these types of modeling, but also the presence of such forms as "thought experiment".

In order for the model as a visual and practical means of cognition to fulfill its function, it must meet a number of requirements:

a) clearly reflect the basic properties and relationships that are the object of cognition, be structurally similar to the studied object;

b) brightly and distinctly convey those properties and relationships that must be mastered with its help;

c) be easy to perceive and accessible to create and operate with;

d) an atmosphere should be created, freedom of creativity, each child can have his own model - such as he thinks and imagines;

e) there is no need to abuse this method, use it unnecessarily, when the properties and connections of objects lie on the surface;

f) it is necessary to create a situation in which children would feel the need to create a model, understand that it will be difficult for them without a model.

For example, when introducing children to a new animal, they need to independently assign it to a class (birds, fish, animals), the child understands the need to use models (provided that he has used them before).

It is known that the psychological feature of older preschool children is the predominance of visual-figurative thinking (this is the norm of development), it is difficult for them to deal with abstractions. And mathematics as a science does not study specific objects or objects in their direct manifestation, it studies their quantitative and spatial characteristics, and this is a high degree of abstraction. As for mentally retarded children, even at the age of 7-8, the features of sensorimotor intelligence (normally corresponding to the age of 2-3 years) and visual-effective thinking (normally corresponding to the age of 3-5 years) remain very significant. In this case, the forming image of the object is formed on the basis of combining tactile, visual and kinesthetic sensations into a complex. This means that for these children, the most important is the activity of modeling using material models, which the child can use with his own hands, and not just observe the actions of the teacher.

The use of the modeling method in teaching children helps them learn concepts more easily, leads children to understand the essential connections and dependencies of things, improves visual-figurative thinking and forms the prerequisites for the development of logical thinking, because developed visual-figurative thinking brings the child to the threshold of logic, allows him to create generalized model representations, on which the formation of concepts is then largely based, i.e. is a solid foundation of logical thinking.

A mathematical model is a simplification of a real situation. A tangible simplification occurs when the insignificant features of the situation are discarded and the complex initial problem is reduced to an idealized problem that lends itself to mathematical analysis. It is with this approach that frictionless blocks, weightless inextensible threads, inviscid fluids, absolutely solid or black bodies, and other similar idealized models arose in classical applied mechanics. These concepts do not exist in reality, they are abstractions, an integral part of the idealization undertaken by the author of the model. And yet they can often be considered a good approximation to real-life situations. The described course of action when constructing mathematical models is not the only one, and this should not be surprising at all. In another possible approach, the first step is to build a simple model of several of the most common features of the phenomenon. This is often done in order to get a feel for a given task, and this is done even before the task itself is finally formulated. This model is then generalized to cover other facts until an acceptable or adequate solution is found. There is also an approach when a large number of factors are simultaneously introduced into consideration from the very beginning. It is often used in operations research, and such models are usually studied by computer simulation.

1.3 Development of logical and mathematical thinking of a preschooler in the process of working with models

Thinking is formed and developed throughout childhood under the influence of living conditions and upbringing. The formation and development of thinking in children does not happen by itself, not spontaneously. It is led by adults, raising and educating the child. Based on the child's experience, adults pass on knowledge to him, give him concepts that he could not have thought of on his own, and which have developed as a result of work experience and scientific research of many generations.

Under the influence of adults, the child learns not only individual concepts, but also the logical forms developed by mankind, the rules of thinking, the truth of which has been verified by centuries of social practice. By imitating adults and following their instructions, the child gradually learns to build judgments correctly, correctly correlate them with each other, and draw informed conclusions.

The area of objects and phenomena of the surrounding reality cognizable by a preschooler is significantly expanding. It goes beyond what happens at home or in kindergarten, and embraces a wider range of phenomena of nature and social life, with which the child gets acquainted on walks, during excursions or from the stories of adults, from a book read to him, with the help of a show or using models in the classroom or for individual work, etc.

The development of the thinking of a preschooler is inextricably linked with the development of his speech, with the teaching of his native language. In the mental upbringing of a preschooler, an increasing role is played, along with visual display, by verbal instructions and explanations of parents and educators concerning not only what the child perceives at the moment, but also objects and phenomena that the child first learns about with the help of words.

It must, however, be borne in mind that verbal explanations and instructions are understood by the child (and not acquired mechanically) only if they are supported by his practical experience, if they find support in the direct perception of those objects and phenomena that the teacher is talking about, or in the representations of previously perceived, similar objects and phenomena.

Here it is necessary to remember the instruction of I.P. Pavlov regarding the fact that the second signal system, which constitutes the physiological basis of thinking, successfully functions and develops only in close interaction with the first signal system.

At preschool age, children can learn known information about physical phenomena (the transformation of water into ice and, conversely, the swimming of bodies, etc.), also get acquainted with the life of plants and animals (seed germination, plant growth, life and habits of animals), learn the simplest facts of social life (some types of human labor).

The preschooler begins to be interested in the internal properties of things, the hidden causes of certain phenomena. This feature of the preschooler's thinking is clearly revealed in the endless questions - "why?", "Why?", "Why?", Which he asks adults.

Within a certain range of phenomena, a preschooler can understand some of the relationships between phenomena: the reasons underlying the simplest physical phenomena; developmental processes underlying the life of plants and animals; the social goals of human action.

In connection with a change in the content of children's thinking in preschool age, its form also changes. If in a preschooler, as mentioned earlier, thought processes are inextricably linked with external object-related actions, then in a preschooler these processes acquire relative independence and, under certain conditions, begin to precede practical activity.

Within the preschooler's practical activity, special internal thought processes stand out and acquire relative independence, which anticipate and determine the implementation of external objective actions aimed at achieving the required practical result.

The formation of a qualitatively new thinking in a child is associated with the development of mental operations. In preschool age, they develop intensively and begin to act as ways of mental activity. All mental operations are based on analysis and synthesis. A preschooler compares objects on more numerous grounds than a child in early childhood. He notices even a slight similarity between the external features of objects and expresses differences in the word.

The nature of generalizations changes in the preschooler. Children gradually move from operating with external signs to revealing the signs that are objectively more significant for the subject. A higher level of generalization allows the child to master the operation of classification, which involves assigning an object to a group on the basis of species and generic characteristics. The development of the ability to classify objects is associated with the development of generalizing words, the expansion of ideas and knowledge about the environment and the ability to highlight essential features in an object. Moreover, the closer the subjects are to the personal experience of the preschooler, the more accurate the generalization he makes. The child, first of all, identifies groups of objects with which he actively interacts: toys, furniture, dishes, clothes. With age, there is a differentiation of related classification groups: wild and domestic animals, tea and tableware, wintering and migratory birds.

Younger and middle preschoolers often motivate the identification of classification groups by the coincidence of external signs (“The sofa and the chair are together because they are in the room”) or on the basis of the use of the purpose of objects (“they eat them”, “they put them on themselves”). Older preschoolers not only know generalizing words, but, relying on them, correctly motivate the selection of classification groups.

If there is not enough knowledge about the subject, then the child again begins to rely on external, insignificant signs in the classification. Despite the fact that in preschool childhood thinking has a pronounced visual-figurative character, during this age period the ability to generalize intensively develops.

Observing the development of understanding of various kinds of phenomena, one can see how the child, during preschool age, moves from generalizations based on external, random similarities between objects to generalizations based on more essential features. As more significant signs, preschoolers often single out the purpose of objects, the way they are used in everyday life and work of people. By the end of preschool age, a child can master not only species, but also generic concepts, correlating them in a certain way with each other.

So, a child not only calls all dogs of various colors, sizes and shapes dogs, but also refers all dogs, cats, horses, cows, sheep, etc. to a group of animals, that is, makes a generalization of the second order, learns more general concepts. He can also compare, contrast with each other not only specific objects, but also concepts. For example, a senior preschooler might reason about the difference between wild and domestic animals, between plants and animals, and so on.

The teacher acquaints the child with the surrounding reality, informs him of a number of elementary knowledge about the phenomena of nature and social life, without which the development of thinking would be impossible.

When teaching preschool children, it is necessary to take into account their age characteristics - the limited life experience and the specific, visual-figurative nature of thinking. Verbal explanations and instructions given to the child should be supported by showing visual material, and, if possible, practical and playful actions with this material should be provided.

At the same time, based on the present level of development of children's thinking, the educator should lead them forward, teach them to analyze and synthesize the observed objects, highlight essential features in these objects and generalize their life experience on this basis.

A necessary prerequisite for the development of a child's thinking is the enrichment of his experience, imparting new knowledge and skills to him. However, it should be pointed out that simple memorization of individual facts, passive assimilation of communicated knowledge cannot yet ensure the correct development of children's thinking. In order for the child to begin to think, it is necessary for him to set a new task, in the process of solving which he could use the previously acquired knowledge in relation to new circumstances.

It acquires great importance in the mental education of the child, therefore, the organization of games and activities that would develop mental interests in the child, set him certain cognitive tasks, forced him to independently perform certain mental operations to achieve the desired result. This is served by questions asked by the teacher during classes, walks and excursions, didactic games of a cognitive nature, all kinds of riddles and puzzles, specially designed to stimulate the child's mental activity.

In preschool children, there is an intensive development of thinking. The child acquires a number of new knowledge about the surrounding reality, learns to analyze, synthesize, compare, generalize his observations, i.e. perform the simplest mental operations

2 ... EXPERIMENTAL WORK ON THE USE OF THE MODELING METHOD IN WORK WITH PRESCHOOLERS

2.1 Organization and conduct of experimental work

In order to confirm the hypothesis put forward, we organized and carried out experimental work, which was carried out in the city of Omsk, in the BDOU "Child Development Center, kindergarten No. 356", the number of children in the group - 25. Having analyzed the scientific literature on the research topic, we got the opportunity to experimentally check the current level of development of logical thinking in children.

The experimental work was carried out in 3 stages:

1. Primary diagnostics. To determine the level of development of logical thinking, mental actions and operations in children of the older group, we use the Raven test.

2. Carrying out experimental work on the research problem. At this stage, throughout the school year, we conducted various types of games with the use of Dienesh blocks for the development of logical thinking in children.

3. Secondary diagnostics. At this stage, we checked the level of development of logical thinking of children after the work done, using the same Raven test.

The technique is designed to study the consistency of thinking. The subject is presented with drawings with figures connected by a certain dependence. One piece is missing, and below it is given among 6-8 other pieces. The subject's task is to establish a regularity connecting the figures in the figure, and on the questionnaire indicate the number of the desired figure from the proposed options.

The test consists of 60 tables (5 series). Each series of tables contains tasks of increasing difficulty. At the same time, the complication of the type of tasks from series to series is also characteristic (Appendix 1).

In series A - the principle of establishing a relationship in the structure of matrices is used. Here the task is to supplement the missing part of the main image with one of the fragments shown in each table. Completing the task requires the subject to thoroughly analyze the structure of the main image and detect the same features in one of several fragments. Then the fragment is merged and compared with the environment of the main part of the table.

Series B - built on the principle of analogy between pairs of figures. The examinee must find the principle according to which the figure is constructed in each individual case and, based on this, pick up the missing fragment. In this case, it is important to determine the axis of symmetry, according to which the figures are located in the main sample.

Serie C - built on the principle of progressive changes in matrix shapes. These figures within one matrix are becoming more and more complicated, as if their continuous development takes place. The enrichment of figures with new elements obeys a clear principle, having found which, you can pick up the missing figure.

D series - is built on the principle of regrouping figures in a matrix. The subject must find this regrouping taking place horizontally and vertically.

Series E - based on the principle of decomposing the figures of the main image into elements. The missing figures can be found by understanding the principle of figure analysis and synthesis.

Methodological instructions for the test

Instructions: The test is strictly regulated in time, namely: 20 min. In order to keep the time, it is necessary to strictly monitor that before the general command: "Start the test" - no one opened the tables and did not spy. After 20 minutes, a command is issued, for example: "Close tables for everyone". After that, take the table and open the 1st page to show everyone: "One figure is missing in the figure. On the right are 6-8 numbered figures, one of which is the desired one. It is necessary to determine the pattern connecting the figures in the figure, and indicate the number of the desired figures in the sheet that was given to you "(can be shown using one sample as an example).

Interpreting Results (Keys)

The correct solution to each task is estimated at one point, then the total number of points is calculated for all tables and for individual series. The resulting general indicator is considered as an index of intellectual strength, mental performance of the respondent. The performance indicators for individual series are compared with the average, taking into account the difference between the results obtained in each series and the control ones obtained by statistical processing in the study of large groups of healthy subjects and, thus, regarded as expected results. This difference makes it possible to judge the reliability of the results obtained (this does not apply to mental pathology).

The test is intended for examining children from 5 to 8 years old. In the process of completing the tasks that make up the test, three main mental processes are manifested: attention, perception and thinking. As a result of the analysis of children's answers, one can judge the level of development of visual and logical forms of thinking in them. The test is carried out individually. The answers are recorded in the protocol. The processing of the research results is carried out by assessing the level of development of the thinking of children according to the point system.

After the first stage of the experimental work, all data were recorded in Table 1.

Table 1 The state of development of logical thinking at the beginning of the experimental work

	Child's name
		Above the average
		Above the average



		Above the average


	Christina J
		Above the average
	Polina I.	Below the average
		Below the average


	Veronica K

	Andrey L.

		Above the average

		Above the average
		Above the average
		Below the average
	Angelina Sch	Below the average
	Seryozha Y.
High level (%)
Above the average (%)
Average level (%)
Below the average (%)
Low level (%)

As can be seen from the table, the data spread is quite large. After analyzing the protocols and data in the table, we identified five levels of development of logical thinking:

Level 1 - high level. Children who completed the task most successfully were assigned to this level. Despite some differences between them, most of these children showed a special attitude towards experimental problems, which can be designated as a readiness to solve cognitive problems. Willingness was manifested in concentration, external smartness and composure, with which the subjects listened to the instructions. Almost all children assigned to this level had a period of orientation in the task. On the basis of element-by-element comparison, they immediately performed the task without unnecessary movements. The subjects of this level were also characterized by the ability to control their actions.

The presence of an orientation stage in the task, the formation of the highest forms of analysis - synthesis, understanding of the dependencies between the whole and its constituent parts, the ability to control their actions - all these features allowed the subjects to solve visual-figurative tasks based on mental operation with images-representations and with a minimum amount external actions, predominantly of a performing nature.

Level 2 - above average. Children have a readiness to solve cognitive problems. Willingness was manifested in concentration, external smartness and composure, with which the subjects listened to the instructions. There is a period of orientation in the task. The ability to foresee the results of one's actions ensures a strict purposefulness of activity and allows one to solve simple problems without much difficulty. The presence of an orientation stage in the task, the formation of the highest forms of analysis - synthesis, understanding of the dependencies between the whole and its constituent parts, the ability to control their actions - all these features allow them to solve visual-figurative tasks on the basis of mental operation with images-representations and with a minimum amount external actions, predominantly of a performing nature. These children solved simple problems according to a reduced model, more complex ones - with minimal help from an adult.

Level 3 - Intermediate. The subjects assigned to the 3rd level of success, from the very beginning of the experiment, did not show readiness to solve cognitive problems. Some of them were very wary and afraid of any new task for them. Without listening to the end of the instruction, these children said: “I don’t know how to do that,” “I have never done this before. I can’t handle it. ” In some children, tasks caused increased motor and speech activity of a playful nature. The stage of orientation was practically absent in children of this subgroup. These children constantly needed supervision and help from an adult.

Unlike subjects 1, 2 levels, they did not always skillfully use their experience. A characteristic feature of children of this level was also a lack of understanding of the dependencies between the whole and its parts in more complex tasks. These children were characterized by impulsiveness and a negative attitude towards a difficult task. The children of the subgroup under consideration showed an average development of analytical and synthetic activity. The success of the mental analysis of visually perceived pictures in the subjects of this group depended on their complexity and the sequence of presentation. These children needed much more help.

Level 4 is below average. The 4th level included children who solved problems using all the types of assistance provided, and sometimes even refused to solve them altogether. The originality of the mental activity of this group was clearly revealed already in the solution of the first problems. In most cases, leading questions did not help; only after prompting and help did the children begin to give an answer. Help was always needed in the form of leading questions.

5th level - low. The children of this group were not able to establish a connection between objects. They were characterized by randomness and lack of activity. They did not notice and did not admit their mistake even when the experimenter pointed it out to them.

Behavior disturbance was observed. Impulsive, insufficiently coordinated movements, general motor disinhibition prevented the successful completion of tasks. There were also children who were prevented from completing the task by the lack of purposefulness of the activity. On the whole, the children classified as having the lowest level of success in solving these problems had an unformed ability to establish logical connections between objects.

So, it was found that in terms of the success of solving visual-figurative tasks, the ability to think logically and reveal significant connections between objects, most of the children turned out to be at a low level. Among the children there were those who completed the tasks without much difficulty, and there were those who could not complete the tasks. This confirmed the need for purposeful pedagogical work to organize a system of play lessons using didactic games aimed at the formation of logical and mathematical thinking and intelligence of children. We decided that it would be best to take Dienes blocks and developed a work plan for the year for working with children, which is presented below.

A long-term plan "Organization of work with children of the senior preschool group for the development of logical thinking through the didactic material" Logical blocks "by E. Dienesh"

Direction activities	Game, goal	holding
Meet geometric figures	"Fold the item according to the pattern" Purpose: development of skills to fold various objects from geometric figures of Dienes	First week of October
	"Fold the picture" Purpose: development of the ability to independently compose plots from the geometric figures of Dienes	Second week of October
Revealing and abstracting properties	"Find the treasure" Purpose: development of skills to isolate homogeneous elements of a set from another set, to name the color, shape, size, thickness	Third week of October
	"Guess - ka" Purpose: the development of skills to identify and name the properties (color, shape, size, thickness) of objects, to denote by the word the absence of any specific property of an object (not red, not triangular, etc.)	Fourth week of October
	"Help the ants" Purpose: the development of a stable connection between the image of properties and the word that denotes it, the ability to identify and abstract properties.	Second week of November
	"Autotrassa" Purpose: the development of skills to highlight the properties of objects, abstract them from others, follow certain rules when solving practical problems, independently compose an algorithm for the simplest actions (linear algorithm).	Third week of November
	"Unusual figures" Purpose: development of the ability to analyze, abstract, the ability to strictly follow the rules when performing a chain of actions (a branched algorithm - "growing a tree").	Fourth week of November
	"Where is whose garage?" Purpose: development of skills to identify and abstract the properties of objects.	Second week of December
Comparison, classification, generalization	"Tracks"	Second week of December
	"Domino" Purpose: to develop the ability to highlight and abstract color, shape, size, thickness, compare objects according to specified properties	Third week of December
	"Catch a couple" Purpose: development of attention, the ability to compare objects according to independently selected properties	Fourth week of December
	"Two tracks" Purpose: development of the ability to isolate and abstract properties, compare objects by independently selected properties	Third week of January
	"Catch three" Purpose: development of the ability to compare	Fourth week of January
	"Set in the houses" Purpose: development of the ability to classify objects	First week of February
	"Who is Winnie's guest - Pooh and Piglet?" Purpose: development of the ability to analyze. Comparison, generalization	Second week of February
Logical actions and operations	"Help the figures get out of the forest" Purpose: development of logical thinking, the ability to reason	Third week of February
	"Riddles without words" Purpose: development of skills to decipher (decode) information about the presence and absence of certain properties of objects according to their sign-symbolic designations	Fourth week of February
	Where is Jerry hiding? Purpose: development of logical thinking, the ability to encode information about the properties of objects using signs - symbols and decode them	First week of March
	"Guess which figure" Goal: development of logical thinking, the ability to encode and decode information about properties	Second week of March
	"Build a house" Purpose: development of logical thinking, attention	Third week of March
	"Divide the Blocks" Purpose: development of skills to split a set of one property into two subsets, to perform a logical operation "not"	Second week of April

Thus, the constructed system of classes is based on the fact that children of the same age can have different psychological ages. Some of them a little bit, and some much earlier than other peers reach the next step in intellectual development, but everyone must go through all these steps. Therefore, before you start working with children, you should establish on which step of the intellectual ladder the child is. This is not difficult to do. Approximately focusing on the level of development of the child, he is offered one or two exercises (games). If he does not cope, the previous exercise is suggested in terms of difficulty, and so on until the child solves the problem. An independent and successful solution of the problem will be the step from which you should start moving forward.

...

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The technology of visual modeling in practice in a preschool educational institution

Theme: « The technology of visual modeling in practice in a preschool educational institution»

1. In our dynamic age, the flow of information has significantly increased. Accordingly, the process of its perception has become more complicated. Leading experts in preschool education N.N. Podyakova rightly emphasized that at the present stage it is necessary to give children the key to cognizing reality, and not strive for exhaustive information. In preschool pedagogy, a cognitive tool can be model.

2. Preschoolers are deprived of the opportunity to write down information, to mark something in writing in class, therefore, in kindergarten, one type of memory is mainly involved - verbal.

3. Modeling is an optimal and effective technology, which allows you to maximize the use of visual, motor and associative memory and activate speech for solving cognitive tasks.

4. Visual simulation- this is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it, in order to form knowledge about the properties, structure, relationships, connections of objects. Availability modeling is that it is based on the principle of replacing real objects with a drawing, a diagram, an icon.

5. Therefore, the relevance is what:

The preschooler is flexible, easy to teach, but quickly gets tired and loses interest. Modeling also arouses interest and thereby solves this problem.

The use of symbols facilitates and speeds up the process of memorizing and assimilating the material. Forms a skill practical using techniques for working with memory.

Graphic analogies help to see the main thing, analyze, synthesize and systematize the knowledge gained. Activate memory and thinking.

6. Thus, modeling is a visual, practical teaching method, consisting in the fact that the thinking, attention, memory and speech of the child develops with the help of special schemes, models which in visual and in an accessible form reproduce the hidden properties and connections of an object. Skills building visual modeling occurs with a constant increase in the share of independent participation of children in the work process.

7. This technology possesses variability, flexibility, multifunctionality, since conventions are easily perceived by children. The novelty of the method lies in the fact that the mastery of external forms of substitution and modeling in the form of symbols, drawings or schematic drawings leads to the ability to use substituents and models in"Mind", to solve problems "inwardly", in the inner plan. In other words, by offering children visual diagrams, model, mnemonic diagrams, etc., the teacher gives the child a template, using which the child learns elementary research.

8. Purpose of application visual modeling:

Present the material under study so that, based on the logical connections of the material (themes) it became accessible, imprinted in the long-term memory of the child.

9. Skills formation visual modeling occurs on the following stages:

The assimilation and analysis of sensory material is linked to the observation of real objects and phenomena, properties and relationships in the surrounding reality.

Its translation into sign-symbolic language, that is, the process of replacing objects with schematic images.

Completing the first two steps is a prerequisite for moving to the third:

Working with model, that is, its use to reveal the links reflected in it.

10. Stages of skill development visual modeling are decided by the following tasks:

Acquaintance with models as a way of providing information.

Deciphering skill formation model.

Formation of the skill of independent modeling

11. In preschool age, various types of models:

Subject model:

has the form of a physical structure of an object or objects that are naturally related. In this case the model is similar to the subject, reproduces its main parts, design features, proportions and relationships of parts in space, the relationship of objects. Such a toy model differs in fidelity of reproduction of essential connections and dependencies inside modeled object or between them, the ability to detect these dependencies in activities with model... (Globe, ecosystem, building models, exact copies of cars, houses, animals, etc.)

Subject-schematic model:

Here, the essential components identified in the object of cognition and the connections between them are indicated with the help of substitute objects and graphic signs. Subject-schematic model must discover these connections, clearly present them in an isolated, generalized form. (Algorithms for washing, table setting, plant care, etc.)

Graphic model:

convey conventionally generalized signs, different types of relationships, phenomena, connections (graphs, formulas, diagrams). "Nature Calendar", group plan, plot, dollhouse, etc.

12. During visual modeling children are introduced to the graphical way of conveying information - model... As conditional substitutes (elements model) geometric figures, symbolic images, plans can appear.

13. Method visual« modeling» used in all types of children's activities and educational areas - it is a source of development of mental abilities and creativity in preschool childhood. Developed by model for the formation of natural history knowledge, the development of speech, sound analysis of words, design, visual activity.

Modeling in the field"Cognitive development":

Chapter "Development of elementary mathematical concepts".

Logic blocks of Dienes - a set of volumetric geometric figures that differ in shape, color, size, thickness. Cuisiner's sticks are a set of counting sticks of different colors and different lengths. Sticks of the same length are painted in the same color and represent the same number. The longer the stick is, the greater the value of the number that it expresses. Method modeling in mathematics, it is often found in the form "Character strings"... For example, combinations of symbols are used when orienting on a sheet of paper. You can also refer to the reference diagrams when using abbreviations for the months of the year. Numerical and serial series, subject-schematic pictures, schematic maps, etc.

Chapter "Development of environmental beliefs".

Observing animals and plants, a teacher with children examines the object, and on this basis isolates the signs and properties of living organisms. To build a plan for examining natural objects, you can use symbol cards.

You can use cards- model reflecting the general features of objects, phenomena.

You can distinguish the functions of living organisms: breathes, moves, and designate them with schematic models

With the help of pictures- models it is possible to designate the selected features (color, shape, number of units, etc.)

Schemes- model can denote different habitats of living beings (ground, air, etc.) With the help of pictures- models you can designate the living conditions, the needs of living organisms.

Can be used model"Parts of the day" "Seasons", outlines of the signs of the seasons.

Chapter "Familiarization with spatial relationships".

They use layouts, plans, schemes, a vector as a direction of movement, subject-schematic images, in order to master the skills of children to navigate in space, use spatial prepositions, draw up room plans, route schemes, etc.

Chapter "Construction"

It involves the use of pictures of buildings (with the transfer of volume, building diagrams, schematics of buildings and individual details. playground models, various objects from the details of the constructor.

Chapter "Sensory development"

Uses model arrangement of the primary colors of the spectrum (Rainbow) diagrams of properties of objects and phenomena, contour images of sensory standards.

Chapter "Development of elements of logical thinking"

Subject pictures, diagrams, tables for generalization, classification and interrelationships of objects and phenomena.

Modeling in the field"Speech development":

Chapter "Reading fiction" and "The initial basics of literacy and free hand movements".

A mnemonic table is a schema that contains certain information. (graphic fairy tale models, riddles, etc.)

Mnemonic tracks carry educational information, but in a small amount.

Developing children's skills simulate, to replace promotes "sketch" riddles.

Subject-schematic images of fairy tales (contour and silhouette images, contour frames).

Subject model- attributes of characters for dramatization of fairy tales.

Schemes describing paintings, objects, etc. Reference schemes for compiling descriptive stories about animals, seasons, natural phenomena, etc.

With the use of reference schemes, training can be carried out in drawing up creative stories, stories based on a plot picture.

Also, when using schemes, you can learn to make various sentences.

When pronouncing a phrase, you can use a variety of symbols. Subject sound models"solid" and "soft", scheme of words, sentences. Subject pictures. Model"hours" for syllabic analysis. Subject word substitutes.

Modeling in the field"Artistic and aesthetic development":

Development of visual activity and artistic design.

Modeling in this type of activity is manifested most of all in the use of technological maps... Such cards show the sequence and methods of work when sculpting a collective craft, drawing a collective subject or plot. The sequence of work in them is shown with the help of symbols. Schemes for constructing various compositions and patterns can also be used. Schemes of the structure of objects, their movement. Spectral circle model.

Modeling in the field"Social and communicative development":

It involves the creation and use of mock-ups of objects created by human hands. Pictograms (human emotions, pictures and diagrams- model human labor activity. Self-service schemes (washing, dressing, using personal hygiene items, etc.) Schemes- family models, family relationships and rules of behavior in society. The use of schemes and cards - symbols is appropriate in everyday activities, games.

Modeling in the field"Physical development":

Creation and application of schemes with the rules of outdoor games. Charging exercise sequence diagrams. Body graphics in motion, etc.

Requirements for model:

To model, how visual-practical the means of cognition fulfilled its function, it must correspond to a number requirements:

1. clearly reflect the basic properties and relationships that are the object of cognition, be structurally similar to the studied object.

2. be easy to perceive and accessible to create and operate with;

3. brightly and distinctly convey those properties and relationships that must be mastered with its help;

4. it should facilitate cognition (M. I. Kondakov, V. P. Mizintsev).

Pushina Ekaterina Andreevna
Position: educator
Educational institution: MBDOU No. 1 "Cheburashka"
Locality: Ust-Ilimsk, Irkutsk region
Material name: Article
Theme:"The technology of visual modeling in practice in a preschool educational institution"
Date of publication: 16.03.2016
Chapter: preschool education

Topic: "The technology of visual modeling in practice in a preschool educational institution"

Relevance:
In our dynamic age, the flow of information has increased significantly. Accordingly, the process of perceiving this information has become more complicated. Leading experts in preschool education N.N. Podyakova rightly emphasized that at the present stage it is necessary to give children the key to cognizing reality, and not strive for exhaustive information. In preschool pedagogy, a model can become a cognitive tool. Preschoolers are deprived of the opportunity to write down information, to mark something in writing in class, therefore, in kindergarten, one type of memory is mainly involved - verbal.
Modeling
- this is an attempt to use visual, motor and associative memory to solve cognitive tasks.This is an optimal and effective technology that allows you to maximize speech activity, while maintaining interest in the lesson. The availability of modeling to preschoolers was also noted in the studies of L.A. Wenger, D.B. Elkonin. Modeling is based on the principle of substitution, where real objects are replaced by a drawing, a diagram, or an icon.
Therefore, the relevance is that:
1-preschooler is plastic, easy to teach, but quickly gets tired and loses interest. Modeling is of interest and thus solves this problem. 2- The use of analogy symbols makes the memorization process easier and faster. But one of the rules of memorization says: "When you learn, write down, draw, devils!" 3-Graphic analogies help to see the main thing, to systematize the knowledge gained. Thus, modeling is a visual practical teaching method developed by D.B. Elkonin, N.N. Podyakova, N.A. Vetlugina. It consists in the fact that the child's thinking develops with the help of special schemes, models, which in a visual and accessible form reproduce the hidden properties and connections of an object. The formation of visual modeling skills occurs with a constant increase in the share of independent participation of children in the work process.
This technology has variability, flexibility, versatility, since conventions are easily perceived by children. Used in the work of pictograms, schemes. Mnemonic tables, icons-symbols, layered pictures, graphs, plans not only activate children. But they also contribute to the transfer of speech skills from the "zone of proximal development" to the "zone of actual development."
In preschool age, various types of models are used:
 subject - in which design features, proportions, interconnection of parts of any objects are reproduced. These can be models of buildings, a globe, an ecosystem.  Subject-schematic models - they contain signs, connections, relationships, presented in the form of objects-models. An example is algorithms, sequences of actions (washing, serving, caring for plants. Cooking technologies, logorhythmic exercises)  Graphic models (graphs, diagrams) convey conventionally generalized signs, connections, relationships. Phenomena. An example is the "Weather and Nature Calendar", the plan of the group, site, doll corner, travel route. In the course of visual modeling, children are introduced to a graphical way of transmitting information - a model. Geometric figures, symbolic images, plans can act as conditional substitutes (model elements).
Obtaining information by means of visual modeling, children learn:
 explore, compare, draw up an internal plan of mental actions, improve speech functions.  Form and express judgments and conclusions. The use of visual modeling has a positive effect on the development of not only speech processes, but also non-speech processes: attention, memory, thinking. Visual modeling technologies require adherence to the following teaching principles:
 developing and educating nature of training;  consistency and consistency;  conscientiousness and independence;  creative activity;  visibility and accessibility;  combination of team and individual work. The formation of visual modeling skills occurs in the following stages:  assimilation and analysis of sensory material;  its translation into sign-symbolic language;  work with the model.
The stages of development of visual modeling skills are solved by the following

tasks:
1. Acquaintance with the graphical way of the information provided. 2. Formation of the skill of decoding the model. H. Formation of the skill of independent modeling. At school, the sign-symbolic system is constantly used. With the help of her, children are taught to code the information being studied. This is a necessary component of learning, and correct speech is one of the indicators of a child's readiness for school, the key to successful mastering of literacy and reading. Our introduction of visual modeling in our group into the learning process allowed us to purposefully develop speech, enrich vocabulary, consolidate new word formation, form and improve the ability to use various sentence structures, descriptions of objects, and storytelling in speech. Retelling, correct use of prepositions. At the initial stages of our work on the introduction of visual modeling, we used the following material: pictures, objects, stylized images that provide support for visual-figurative thinking, which corresponded to the initial stage of learning-mental operations: synthesis, analysis, classification.
At the next stage, more complex operations were used - generalization, abstractions, where visual models were based on both figurative and verbal-logical thinking, that is, a speech pattern.
Visual modeling techniques in our group include:
 designation of objects using a variety of substitutes;  use and creation of different types of conventional schemes, images of real objects and objects;  Ability to read and create graphic images of signs. Objects belonging to a particular class (clothes, shoes, fruits, vegetables, etc.)  the ability to navigate in space according to the scheme;  ability to draw up a plan of real space (room., Group, area.)  ability to use space-time models when retelling, composing a story;  independent creation of models according to their own design. Thus, visual modeling is used in all types of children's activities and in all educational areas, because it is the source of the development of intelligence and creativity in preschool childhood. At this age, the development of imagination and imaginative thinking is the main direction of mental development. We mostly use modeling in classes for teaching coherent speech, literacy, cognition, activity, labor, experimental activity, independent, play, musical, physical education, but of course, taking into account age characteristics.
Stages of introducing visual modeling into practice:
Stage 1 - to teach to read tables: a. communication of information on the topic in the form of an informative conversation; b. examining the finished table. Compiled according to the content of the topic, decoding of symbols, decoding of information; v. retelling of information by children based on a diagram with the help of an adult and without
him; d. graphic sketches of diagrams, mnemonic tables based on the results of activities. Stage 2: to acquaint with the general models of encoding information about objects, objects, phenomena. A. message of the topic; b. consideration of the general encoding scheme (the material for this is any generalizing concept: animals, sense organs, transport, trees, etc.) c. drawing up a model-information about a specific topic based on a general scheme.  Simulation is carried out under the guidance of an adult using leading questions.  What does this sign mean?  What can we tell you about this object?  How do we depict this in our model?  Guessing riddles - mnemonic tables compiled by the teacher based on the general scheme. Z. stage: joint coding of information, discussion of variants of signs that reflect this or that property of the coded object and independent creation of tables based on the material covered. Stage 4: practicing coding skills in various activities. With the help of a picture-graphic plan, presented in the form of pictograms, object pictures, children retell texts, learn riddles, compose stories, sketch texts of riddles, quatrains, small stories. A set of pictograms allows you to show the variety of cognate words, and the picture shows the direction of thoughts. The most positive thing about using pictograms is that the teacher's speech is kept to a minimum. Pictograms can be changed, supplemented. It all depends on the creativity of the teacher. At the initial stage of learning to compose descriptive stories, we made a diagram of individual cards, substituting them one by one to the described
subject, and then gradually they were separated from each other and finally combined into a single cell-scheme (mnemonic table.)
Using mnemonic tables has a positive effect:
1. powerfully develops visual thinking; 2. steady attention, long-term concentration is developed; 3. the ability for effective independent learning is formed. Thus, with the help of visual modeling, the following results can be achieved: 1. there will be an interest in memorizing poetry, logorhythmic exercises, finger gymnastics; 2. vocabulary will increase; Z. children will overcome shyness, shyness, and the acquired skill will help to freely stand and speak in front of the audience. An increased sense of interest, satisfaction with their answers, the results of their work improve the child's psychological processes: memory, attention, thinking, speech, which has a positive effect on the results of correctional work.