The genesis of the reflection of space is the scientific basis for the purposeful pedagogical guidance of the process of formation of spatial representations in children. preschool age... The main task of this work is to improve the sensory experience of spatial discrimination and, on this basis, to create a basis for reflecting space in a conceptual and logical form. System of work (T.A.Museyibova),. On the development of preschoolers' spatial representations includes:

• 1) orientation "on oneself"; mastering the "scheme own body».
• 2) orientation "on external objects"; highlighting different sides of objects: front, back, top, bottom, side;
• 3) mastering and application of the verbal frame of reference in the main spatial directions: forward - backward, up - down, right - left;
• 4) determination of the location of objects in space "from oneself", when the initial point of reference is fixed on the subject itself;
• 5) determination of its own position in space ("standing point") relative to various objects, the reference point in this case is localized on another person or on some object;
• 7) determination of the spatial location of objects when orienting on a plane, that is, in two-dimensional space; determination of their location relative to each other and in relation to the plane on which they are located.

Work with the youngest children begins with orientation in parts of their body and the corresponding spatial directions: in front - where the face is, behind (behind) - where the back is, to the right (right) - where the right hand (that holding a spoon, draw), to the left (to the left) - where left hand... An especially important task is to distinguish between right and left hand, right and left side of your body.

On the basis of knowing your body, focusing on yourself, it becomes possible to orient yourself “from yourself”. Ability to correctly show, name and move forward - backward, up - down, right - left. The child must establish the position of this or that object in relation to himself (in front of me is a table, behind me is a wardrobe, on the right is a door, and on the left is a window, above is a ceiling, and below is a floor).

Older preschoolers are introduced to the traffic rules: which side of the sidewalk should be walked on, how to cross the street, bypass the transport at the bus stop (tram, trolleybus, bus), get in and out of it, etc. Mastering these rules (algorithms) first of all, it is associated with the differentiation of "right" and "left" and other spatial directions.

"Graduates" of a kindergarten must not only accurately establish the direction of movement, spatial relationships between themselves and objects, between the objects themselves, but also freely orient themselves on a sheet of paper.

In the learning process, children master the meanings of prepositions and adverbs that reflect spatial relationships. One group of prepositions reflects the diversity of spatial relationships between objects, between a person and objects, indicates the position of an object among others. The second group - conveys the direction of movement to a particular object or indicates the location of the object in the process of movement.

The first group includes prepositions, on, in, behind, in front, behind, on the contrary, etc. Within this group there are differences that convey the shades of spatial relationships between objects. The prepositions on and in are especially widely and variedly used in speech. The preposition “a” reflects the position of an object on the surface of another, and prepositions - inside something (Lamp on the table), (The notebook is in a drawer of the table). But with the help of these same prepositions, the location of a person, animal, object in space is indicated. (Mushrooms grow in the forest, apples grow in the garden) (Seryozha is standing in a circle of children, children are playing on the floor). Spatial relationships between objects are reflected using prepositions under, above, in front, in front of, behind, behind. On the one hand, they show the position of one object in relation to another. On the other hand, and the direction of movement in relation to another object. (The lamp is hanging over the table, the ball has rolled under the chair, etc.). The same prepositions convey the dynamics of movement, its direction to another object. Slide the chairs under the table after eating. You dropped the spoon under the table.

The prepositions before, behind, despite the fact that they indicate opposite spatial relationships between objects, have a common connotation - they indicate the proximity of one object to another (There is a cup of milk in front of the child. There is a garden in front of the house. Buttons on the dress are sewn on the back On the contrary, in another pair of prepositions - ahead and behind, also reflecting opposite relationship between objects, the commonality lies in the fact that some distance is emphasized in them, and the immediate proximity in the arrangement of objects in front of the column of pioneers carries the banner. There was a bus in front of the tram. A shed, built behind the house.

The spatial arrangement of a person or object with a face, front side (facade) to another person or object is expressed by the preposition against, (opposite). In this case, the proximity of the distance between them is indicated. (A new kindergarten opened in front of our house. The tables in the group room had to be placed opposite the window).

The location of a person, an object surrounded by other objects or persons is indicated with the help of prepositions among, outside, in the middle (There was a teacher among the children. A triangle was found in a box among the squares). The location of something in the center is indicated by the prepositions between, around (Zina stood between Seryozha and Nina. The chairs were placed around the table. Gifts for the children were placed around the Christmas tree).

The second group includes prepositions that convey the direction of movement in space. In the prepositions to, because of, the direction of movement to a particular object is reflected, or, conversely, movement from within the object (The girl goes to her mother. The girl left the doctor's office. Milk was poured from a bottle into a glass. Someone's head looked out from behind a tree ).

Movement on the surface is conveyed using the prepositions on, through. But the difference between these prepositions is that the preposition, on, does not indicate a certain direction, while the preposition through it conveys, as it were, the path of movement through some closed territory (We walked through the forest. We returned home through the forest. The children first walked along sidewalk, then crossed the street, jumped over the grooves and walked straight down the road).

Prepositions along and across indicate the location of objects in the process of movement or any action (We walked along the river. Chairs were placed along the wall. The doll was lying across the bed, etc.).

In addition to prepositions, adverbs are used to denote spatial relationships. Some of them show the direction of movement and answer the question "where?" (here, there, left, left, right, right, forward, backward, up, up, down, in, out, etc.). Others indicate the direction of movement, but of the opposite nature and answer the question "from where?" (from here, from there, left, right, front, back, top, bottom, inside, outside, outside, from afar, from everywhere, etc.).

The third group of spatial adverbs denotes the place of action, answers the question "where?" (here, there, here, left, right, in front, behind, behind, above, above, above, below, inside, outside, outside, everywhere, everywhere, everywhere, etc.). Children are constantly taught to adequately use "spatial" terms in speech, realizing their meaning. The implementation of these tasks, closely related to each other, is possible in the process of purposeful learning and in everyday life. In the development of spatial representations, walks, excursions, outdoor games, physical exercise and practical orientation in the environment: a group room, a kindergarten room, on a site, on a street, etc. Special classes make it possible to implement program requirements, clarify, streamline and expand children's ideas. Tasks for the development of spatial representations are usually carried out in the classroom in the form of exercises or didactic games.

Work in the classroom in all age groups on the formation of spatial representations in children includes orientation in three-dimensional (main spatial directions) and two-dimensional (on a sheet of paper) space. The main thing at them is to conduct carefully selected exercises, exercises, assignments, assignments, and requirements with and without objects, which are gradually becoming more complicated according to the linear-concentric principle. Questions, explanations and explanations of the educator in combination with a show, verbal reports of children on the performance of tasks, that is, the whole variety of techniques and methods of teaching in the classroom is aimed at distinguishing, differentiation, awareness, accurate verbal designation of the main spatial directions in different practically effective situations.

Introduction

1. Features of spatial orientation in preschool children

2. Software requirements for the section "Orientation in space"

3. Methods of work on the development of spatial representations in preschoolers

4. Didactic games and exercises for the section "Orientation in space"

Conclusion

List of used literature

Introduction.

The section "Orientation in space" takes a significant place in the mathematical training of young children. The questions of the formation of ideas about space in children were dealt with by the following famous teachers- researchers such as M. Fidler, T. I. Erofeeva, V. Novikova, A. A. Stolyar, E. V. Serbina, O. M. Dyachenko, A. M. Leushina, V. V. Danilova and other well-known educators are researchers.

In his textbook, A. A. Stolyar wrote: “Spatial orientation is carried out on the basis of direct perception of space and verbal designation of spatial categories (location, distance, spatial relationships between objects).

The concept of spatial orientation includes the assessment of distances, sizes, shapes, mutual position of objects and their position relative to the body of the orienting person. "

Spatial representation in children is developed in various activities: in the classroom in mathematics, activity, in individual lessons, on musical and physical education. Also, spatial representations in children are developed during regime processes: in morning exercises, while washing, dressing, eating, in didactic and outdoor games. And also using everyday life.

1. Features of spatial orientation in preschool children.

Significant changes in the preschool period are observed in the perception of space according to its main features. The child learns space to the extent that he himself takes possession of it. While still lying in bed and acting with a pacifier, a rattle, the child learns the "close" space. He masters the "distant" space a little later, when he learns to move independently. At first, the perception of distant space is poorly differentiated and the assessment of distance is very inaccurate. Interesting in this regard is the recollection of the physiologist Helmholtz, which dates back to 3-4 years: “I myself still remember how as a child I walked past the church tower and saw in the gallery people who seemed to me like dolls, and how I asked my mother to get them for me. she could have done as I thought then by stretching one hand up. "

The development of orientation in space, as shown by the studies of A.Ya. Kolodnoy, begins with the differentiation of the spatial relationships of the child's own body (identifies and names the right hand, left, paired parts of the body). The inclusion of words in the process of perception, the mastery of independent speech greatly contributes to the improvement of spatial relations, directions (A.A. Lyublinskaya, A.Ya. Kolodnaya, E.F. Rybalko, etc.) .A. Lublin, - the easier the child is oriented in it, the more fully includes these spatial features in the picture of the world reflected by him, the more meaningful, logical and integral it becomes for the child. "

The child's eye also develops, which is so necessary for the perception of space. Preschoolers solve complex eye problems much worse than problems of comparing the length of lines. Only six- and seven-year-old children turn out to be able to solve them, and then only in cases of large differences between objects. The reason for this is the low level of mastery of eye actions. However, the level of these actions in preschoolers can be raised in the process of purposeful learning.

Especially noticeable shifts in the development of the linear eye occur if children are taught to use the imposition of one object on another (close to each other) to solve problems, achieving maximum equalization. The "technical" side of orienting actions does not change depending on whether these actions are performed with the objects themselves or with their substitutes. So, when teaching children to solve this type of eye problems, such as choosing an element of a certain length according to a sample, the manufacture and use of a cardboard measure equal to the sample was introduced. The measure was transferred from the sample to the objects from which the selection was made (the sample itself and objects were not allowed to be moved).

When children master the ability to measure the width, length, height, shape, volume of objects in such an effective way, they move on to solving problems "by eye" (under the guidance of an adult, a gradual internalization takes place - the transition of an external orienting action into a perceptual plan). But success will be achieved if the mastery of eye actions occurs not through formal exercises, but through the inclusion of these actions in other, more broad views activities. The eye gauge is improving in constructive action when the child picks up the necessary parts, missing for the construction, when he divides a lump of clay so that it is enough for sculpting all parts of the object.

The preschooler's eye is also practiced in applications, drawing, everyday activities and, of course, in games.

2. Software requirements for the section “Orientation in space”.

The problem of a person's orientation in space is broad and multifaceted. It includes both an idea of ​​\ u200b \ u200bthe sizes not of form, but both spatial differences, and perception space, and understanding of various spatial relationships (determining the position of an object in space between other objects, perception of depth, etc.).

In a narrower sense, the expression "prospective orientation" means orientation on the ground. In this sense, orientation in space is understood as:

When moving, spatial orientation is necessary. Only under this condition can a person successfully carry out movement from one point of the terrain to another.

This orientation always requires the solution of three problems: setting a goal and choosing a route of movement (choosing a direction); keeping the direction in motion and reaching the goal

“Orientation in space” is one of the sections of the “Program” for the development of elementary mathematical concepts in children. But this does not mean that the topic “Spatial Representations, Orientation Skills” is purely mathematical. Let's turn to the research of scientists - psychologists and educators. Cross-cutting thought: mastering spatial perception, representations and orientation increases the effectiveness and quality of cognitive activity - productive and creative, labor, sensory, intellectual abilities... It is no secret that the quality of the drawing is largely determined by the compositional structure, the aesthetic expressiveness is determined by symmetry, the rhythm of the alternation of elements, the mastery of spatial coordination improves the quality of the exercises - musical-rhythmic, physical.

Basic knowledge of space and basic orientation skills are essential to prepare children for school. One last thing: mastering the Rules road traffic absolutely impossible without elementary knowledge about space.

Orientation in space is accomplished on the basis of a person's use of any frame of reference. A lot of them. And they all reflect the experience of human cognition of spatial relations, generalize the experience of orientation of people in a subject-spatial environment.

Therefore, the teacher is faced with the following tasks to familiarize children, the younger group, with orientation in space:

Learn to distinguish and name the right and left hand, lay out objects (toys) right hand from left to right - in all classes outside of classes;

Learn to distinguish spatial directions from yourself: in front (forward) - behind (back), left (left) - on the right (right);

Teach children to orient themselves “on themselves”, in other words, the child must master the ability to independently select “on himself” the sides to the right, left, above, etc.

Self-orientation.

The initial task is the child's mastering of orientation on his own body. It is based on knowledge of spatial location separate parts his body, the ability to navigate in the subject-spatial environment "from oneself".

Children master self-orientation in younger age... It includes knowledge of individual parts of your body and face, including symmetrical ones (right or left arm, leg, etc.).

The ability to be oriented “on oneself” is a prerequisite for the transition to the next program task - to teach children to orient themselves on another person, on subjects. However, orientation on a person, on objects is possible only on the basis of knowledge of the scheme of one's own body. The child, as it were, mentally transfers it to other objects and, by analogy, selects it on another person, on objects. For example, children look at toys, actively act with them. During the conversation, the teacher fixes their attention to characteristic details. For example, a car is considered: the cab is in front, the body is at the rear, at the bottom - the wheels, front and rear.

The ability to distinguish opposite sides, first on oneself, and then on another person, on objects will allow the child to master in the future orientation not only “from himself”, but also from any other objects, from another person. "This is, firstly. Secondly. , this knowledge and skills are necessary to recognize the spatial relationships between objects, which we judge on the basis of their relationship to the sides - front (front), side, top, etc. And, finally, thirdly, orientation within even very limited space (group room or part of the room, table area, sheet of paper, etc.) presupposes knowledge of the main directions. This is a new program task. With good reason, it can be called central in the content of the entire work.

Self-orientation.

At the younger preschool age, children are taught to distinguish between the main groups of directions (forward - backward, up - down, right and left). The child masters them on the basis of knowledge of the sides of his own body. And it is important to strengthen this connection with the help of game exercises such as “Where does the flag show?”. Children have to guess, for example, which direction is indicated by a flag (up or down, sideways, forward or backward). They themselves perform the game tasks indicated with the help of flags, ribbons, balls, balls. Thus, the initial experience of orientation in space, taking into account directions, will gradually be formed, the perception of the space itself will be rebuilt.

Self-orientation presupposes the ability to use the system, when the reference point is the subject himself, and orientation from objects requires that the reference point be the object in relation to which the spatial arrangement of other objects is determined.

To do this, you need to be able to isolate the various sides of this object: front, back, right, left, top, bottom.

Orientations "on oneself", "from oneself", their application on various objects allow the child to understand the meaning of such spatial prepositions as in, under, on, for. The preposition not is usually associated with the upper plane of an object (on a table, on a chair); preposition under - with the underside; the preposition в is perceived as an indication of the location within an object.

Mastering the frame of reference and orientation in the surrounding space along the sides of one's own body and other objects, along the main spatial directions, develops in children the ability to give a verbal description of the spatial situation.

Direction "up - down" ("up - down") allows the child to understand such orientations as "above" and "below", "in the middle" and "between" when placing a group of objects along a vertical line.

The right-to-left (“right-to-left”) directions help you better understand the spatial relationships defined by the words side by side, in the middle and in between, to the side or to the edge.

The direction "forward - backward" ("in front - behind") helps to clarify such spatial relationships as "in front", "in front", "opposite", "behind", "behind", "in the middle" and "between" when placing objects along the frontal line from the original reference point.

Thus, despite the great variety of characteristics of the spatial environment existing in our speech, they are all based on the development of orientation “on oneself” and “on external objects”.

3. Methods of work on the development of spatial representations in preschoolers.

The completeness of mastering knowledge about space, the ability to spatial orientation is ensured by the interaction of motor-kinesthetic, visual and auditory analyzers in the course of various types of child's activities aimed at active cognition surrounding reality.

The development of spatial orientation and the idea of ​​space occurs in close connection with the formation of a sensation of the scheme of one's body, with the expansion practical experience children, with a change in the structure of the subject-game action associated with the further improvement of motor skills. The emerging spatial representations are reflected and further developed in the subject-play, visual, constructive and everyday activities of children.

Qualitative changes in the formation of spatial perception are associated with the development of speech in children, with their understanding and active use of verbal designations of spatial relations, expressed by prepositions, adverbs.

The mastery of knowledge about space presupposes the ability to distinguish and distinguish spatial features and relationships, the ability to correctly denote them verbally, to navigate in spatial relations when performing various labor operations based on spatial representations.

An important role in the development of spatial perception is played by construction and modeling, the inclusion of verbal designations adequate to the actions of children in expressive speech.

The development of spatial orientation is carried out in several stages. At the first stage, the ability to respond with a predetermined motor action to a signal well known to the student is developed. For example, throwing the ball at the target indicated by the teacher with the help of a light (sound) signal.

At the second stage, the ability to correct a motor action is developed in accordance with the changing conditions of performance. For example, throwing a ball into a target moving at different speeds. At the last stage, the ability to use exactly that motor action that most closely corresponds to a suddenly arisen situation develops. To develop this ability, they resort to various outdoor and sports games.

The starting point in the work on the development of spatial orientations is the children's awareness of the scheme of their own body, the determination of directions in space, orientation in the surrounding "small" space. Further, students practice in determining the sequence of objects or their images (for example, a number of object pictures depicting fruits, animals, etc.), as well as graphic signs.

The development of orientation in the surrounding world can be carried out in the following sequence:

Determination of the spatial arrangement of objects in relation to oneself;

Touch your left ear with your right hand; with the left hand to the right ear;

Attach a brush to the outlined contour of the palm, define the hand.

Determination of the spatial relationships of objects on the side:

Extend your right (left) arm to the side. List items

located on this side, i.e. right left);

Determination of spatial relationships between 2-3 objects

or images.

4. Didactic games and exercises under the heading “Orientation in space”.

In the classroom and in everyday life, didactic games and game exercises are widely used. By organizing games outside of class, they consolidate, deepen and expand the mathematical concepts of children. In some cases, games are the main educational load, for example, in the work on the development of orientation in space.

Play is not only fun and joy for a child, which is very important in itself. With its help, you can develop attention, memory, thinking, imagination of the baby, that is, those qualities that are necessary for later life. While playing, a child can acquire new knowledge, abilities, skills, develop abilities, sometimes without realizing it. Didactic games of a mathematical nature allow not only expanding, but also expanding children's knowledge about space. That is why in the classroom and in everyday life, educators should widely use didactic games and game exercises.

Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of didactic play in the structure of classes for the formation of elementary mathematical concepts is determined by the age of the children, the purpose, purpose, content of the lesson. It can be used as an educational task, an exercise aimed at performing a specific task of forming representations. In the younger group, especially at the beginning of the year, the whole lesson should be conducted in the form of a game. Didactic games are also appropriate at the end of the lesson in order to reproduce, consolidate what was previously learned.

In the formation of mathematical concepts in children, various didactic game exercises, entertaining in form and content, are widely used. They differ from typical study assignments and exercises in the unusual formulation of the problem (find, guess), the unexpected presentation of it on behalf of some literary fairytale hero(Pinocchio, Cheburashka). Play exercises should be distinguished from didactic games in terms of structure, purpose, level of children's independence, and the role of a teacher. They, as a rule, do not include all the structural elements of a didactic game (a didactic task, rules, game actions). Their purpose is to exercise children in order to develop skills and abilities. In the younger group, the usual educational exercises can be given a playful character and then they can be used as a method of acquainting children with a new teaching material... The exercise is carried out by the teacher (gives the task, controls the answer), while the children are less independent than in the didactic game. There are no self-learning elements in the exercise.

In children 5-6 years old, they consolidate the ability to distinguish between the left and right hand, to determine the direction of the location of objects in relation to themselves: above, below, in front, behind, on the left, on the right. For this purpose, the game exercises recommended for children of the middle group are used: "Guess who is standing where!", "Guess what is where!" math and games.

As in middle group, children practice distinguishing between opposite directions, but the tasks are complicated. This is expressed in the fact that they increase the number of objects (from 2 to 6), the location of which the child is asked to determine, as well as the distance between the child and objects. Children gradually learn to determine the direction of the location of any objects that are at a considerable distance from them.

Children are taught not only to determine in which direction objects are from them, but also to create the indicated situations on their own: “Stand so that Anya is in front of you, and Zhenya is behind you!”, “Stand so that there is a table to your left, and on the right is a board. "

The development of the ability to move in a specified direction. V senior group great attention is paid to the consolidation and improvement of the ability to move in the indicated direction, to change the direction of movement while walking, running.

On musical and physical education the educator, to accurately indicate the direction of movement, uses adverbs and prepositions in speech: up, down, forward, backward, left (left), right (right), next to, between, opposite, for, before, in, on, before, etc. Leaning on the ability of children to be guided by themselves, he teaches them to make movements in the indicated direction.

Of great importance is the use of a certain system of games with rules - didactic and mobile. Games are held in the classroom in mathematics, physical education, music and outside classes, mainly for a walk. At the beginning of the year, you can offer the game “Where will you go and what will you find?”. In the older group, this game is carried out in a more difficult version. Children make a choice from 4 directions, the task is simultaneously performed by several people. Then the games "Find an object", "Find a flag", "Travel", "Scouts" are carried out. The game action here is also a search for a hidden toy (thing). But now the child is asked to change direction in the process of active movement, for example, walk to the table, turn right, walk to the window, turn left, walk to the corner of the room and find a hidden toy there.

At first, conducting these games, the teacher gives instructions in the course of the action: "Get to the table ... Turn right ... Get to the window ... Turn left ..." must follow after the child has already changed the direction of movement, otherwise the children are guided only by the object, and not by the indicated direction. It is advisable to limit the conduct of such games to a small area, and as the children gain experience, the area can be increased to the size of the entire group room or plot. Gradually increase the number of orientation tasks and change the order of their proposal. If at first the children determine only paired directions: forward - backward, right - left, then later directions are indicated in any order: forward - right, right - back, etc.

For children to learn the rules of behavior for a pedestrian on the street, related to the ability to navigate in directions to the right and left, they recommend the games “If you go through the street correctly - you will come to a new house, if you make a mistake - you will stay in the old one”, “If you pass the right way - you will take another flag”, “Pass the package ". The task in these games is for each child to walk correctly along the sidewalk, adhering to the right side, or, crossing the street, look first to the left, and after reaching the middle of the street, to the right.

Exercises in reproducing the direction of travel with closed eyes on the basis of a trial run in the games "Feed the horse", "Knock-knock on the drum", "Find your badge". These games are similar, so let's describe the latter as an example. Models of geometric shapes are placed along the wall. First, the driver with open eyes approaches the figure named by the teacher, and then, with closed eyes, returns to the wall with the models and by touch finds the right one.
When orienting in space, children develop quickness and clarity of reaction to a sound signal (games "Jacob, where are you?", "Blind man's buff with a bell", "Where does the voice come from?" It is important to teach children, acting as directed, to distinguish between directions of movement. For this purpose, the games "Knock-knock on the drum", "Feed the horse" (in a modified version) are recommended. Children with closed eyes move to the object, following the instructions of the teacher: "Take 2 steps forward, turn to the left, take 3 steps", etc. The number of tasks is initially limited to 2-3, and later their number can be increased to 4-5.

The interest of children in performing more complex tasks that require a clear distinction between the main spatial directions is created by replacing toys.

Establishing spatial relationships between objects. Of no small importance is teaching children 5-6 years old the ability to determine the position of an object in relation to another object (“To the right of the matryoshka there is a pyramid, and to the left sits a bear, behind the matryoshka there is a tumbler”), as well as their position among the surrounding objects (“I stand behind chair, between the windows, behind Natasha ", etc.).

The ability to navigate from another subject is based on the ability to navigate in oneself. Children must learn to mentally imagine themselves in the position of an object. In this regard, at first they are trained in determining the direction of the position of objects from themselves (when turning 90 and 180 °: the table was in front, the child turned, and the table was on the right). Further, children are taught to determine the sides of each other's body, for example, where is their right and where is their left hand, then the sides of the body of a doll, bear, etc. (It is taken into account that it is much easier for a child to imagine himself in the position of any animate object than an inanimate one.)

Part 4-5 of lessons in mathematics and the native language is devoted to solving this problem. Classes are structured as follows: first, the teacher shows certain spatial relationships on toys or things (in front, in front, behind, behind, left, right; in, on, above, under, because of; next, opposite, towards, between) and designates them in other words, then changes the location of objects or replaces one or another object, and the children each time designate their position in relation to each other. Finally, children, following the instructions of the teacher, create appropriate situations themselves, and also look for them in the environment. They offer games "Where is what is worth?", "Assignments", "Hide and Seek", "What has changed?" (“Lena was in front of Nina, and now she is behind Nina.”) The teacher (and later one of the children) hides, swaps toys and things. The driving child tells where and what is worth, what has changed, how the toys are placed, where the children are hiding, etc. You can perform exercises-dramatization of a tabletop theater. The characters of the theater (kittens, puppies, etc.) hide behind objects, change places, and the children describe where each of them is.

Is of great benefit play exercise Find the same picture. The material for it are pictures that depict the same objects (for example, a house, a herringbone, a birch tree, a fence, a bench) in different spatial relationships. A couple is made up of pictures with the same arrangement of pictures of objects. Exercises with pictures are carried out, for example, as follows: each of the players receives one picture. Paired pictures remain with the host. The presenter takes one of his pictures and shows it, asking: "Who has the same?" A paired picture is obtained by the one who accurately denotes the spatial relationship between the objects that are drawn on it.

Considering with children any pictures, illustrations in the book, it is necessary to teach them to comprehend the position of each object and its relationship with other objects. This allows you to reveal the semantic relationships that connect objects with each other.

Orientation on a plane. In the older group, children must learn to navigate freely on a plane, that is, in two-dimensional space. At the beginning school year in mathematics classes, children are taught to place objects in a specified direction: top to bottom or bottom to top, left to right or right to left. Great attention pay to the sequential selection, description and reproduction of the relative position of geometric figures in relation to each other.

Further development orientation on the plane serves to teach children the ability to find the middle (center) of a sheet of paper or table, the top and bottom, left and right edges of the sheet, top left and right, bottom left and right corners of the sheet. The main part of 3-4 lessons is devoted to this work. In the first lesson, the teacher demonstrates a table and gives a sample description of the arrangement of objects in relation to the sheet. Children describe and reproduce the pattern. Later, they are taught to act as directed, and the model is shown after the task is completed. Now it serves as a means of self-control. After completing the task, the children describe how many of which figures are placed and where. Starting from the second or third lesson, the teacher invites them to first repeat the task and then complete it.

Children should use precise words to indicate the position of objects in relation to the sheet, floor, platform. In mathematics classes, children get the first ideas about certain spatial connections and relationships. Their assimilation occurs in different types practical activities of children (for example, visual).

Conclusion

Spatial representations are representations in which the spatial relationships of objects (size, shape, location, movement) are reflected. The level of generalization and schematization of the spatial image depends both on the objects themselves, as well as on the tasks of the activity that is realized by the individual and in which socially developed means of spatial analysis (drawings, diagrams, maps) are used.

The child gradually develops ideas about space. The fundamental stage in the structure of the formation of spatial representations is the child's perception of his own body, which begins with the sensation of muscles, sensation from the interaction of the body with the external space, as well as from the interaction of the child with adults. In the book of the remarkable Russian psychologist L.S. Vygotsky's Thinking and Speech says that “a concept is formed when sensations are formed.

javascript: void (0) Between three and four years of age, a child begins to develop an idea of ​​right and left, i.e. the bodily scheme is formed and matured. The process of forming the child's distinction between the right and left sides of his own body is completed by about six years. To understand whether a preschooler has formed ideas about the right and left, to determine whether he confidently perceives the scheme of his own body, you need to ask to show where his right arm, left leg, left heel, right eye and other parts of the body (ear, cheek, elbow , knee, shoulder, etc.). Poorly formed ideas from the right and left parts of the body often become the cause of writing disorders (reading, writing).

The formation of spatial orientation is inextricably linked with the development of thinking and speech. Significant changes in the perception of space in a preschooler are observed with the appearance in his vocabulary of words denoting the place, direction and spatial arrangement of objects. With the appearance in the active preschooler's dictionary of the words: left, right, forward, backward, close, far, the perception of space rises to a new, qualitatively higher level - spatial representations expand and deepen.

List of used literature:

1) M.K. Sai, E.I. Udaltsova “Mathematics in kindergarten” / Minsk “Narodnaya Asveta” 2000.

2) O.M. Dyachenko, E.L. Agaeva "What does not happen in the world?" / Moscow "Education" 2001.

3) Z.A. Mikhailova "Game entertaining tasks for preschoolers" / Moscow "Enlightenment" 1995.

4) A.S. Metlin "Mathematics in kindergarten" / Moscow "Education" 1994.

5) A.A. Smolentseva "Plot-didactic games with mathematical content" / Moscow "Enlightenment" 2001.

6) G.N. Godinay, E.G. Pilyugina "Education and training of children of primary preschool age" / Moscow "Education" 1998.

7) Journal “ Preschool education“ №8 1998.

8) V.V. Danilova "Mathematical preparation of children in preschool institutions" / Moscow "Education" 1997.

9) A.A. Joiner "Formation of elementary mathematical concepts among preschoolers" / Moscow "Education" 2000.

10) L.A. Leushina "Formation of elementary mathematical concepts in preschool children" / Moscow "Education" 2002.

11) E.V. Serbina "Mathematics for Kids" / Moscow "Enlightenment" 2000.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

Chapter 1. Theoretical basis the formation of spatial representations in preschool children

1.1 The problem of the formation of spatial representations in preschool children in the psychological and pedagogical literature

1.2 Methodological foundations of the formation of spatial representations in preschool children

1.3 The value of outdoor games in the formation of spatial representations in preschool children

Chapter 2. Experimental work on the formation of spatial representations in children of middle preschool age through outdoor games

2.1 Determination of the initial level of formation of spatial representations in children of middle preschool age

2.2 Formation of spatial representations in children of middle preschool age through outdoor games

2.3 Results of experimental work and their analysis

Conclusion

Bibliographic list

Applications

spatial representation children

Introduction

The development of preschool children is a very important and broad topic. A preschooler needs to be taught a lot, and one of these tasks is the formation of their spatial representations. This problem was and is being dealt with by such teachers and psychologists as A. A. Lyublinskaya, B. G. Ananiev, J. Piaget, T. A. Musseibova and many others. They determined the patterns of the development of the spatial orientation of preschoolers.

Spatial representations increase and improve each type of activity of preschoolers, developmental results in general, the quality of obtaining and mastering knowledge. The cognitive activity of children is developing, their intellectual, creative, sensory abilities, the effectiveness of creative, cognitive and labor activity increases. And most importantly, the formation of spatial representations helps preschoolers in preparing for school.

Children learn everything in the game: they receive and process information in this way. Therefore, one of the means of forming spatial representations in children of middle preschool age is outdoor games. According to the research of T.A.Museyibova, E.Ya. Stepanenkova, outdoor games are one of the the most effective tools the formation of spatial perception in children, because in an outdoor game it is possible not only to develop and consolidate the acquired skills of orientation in space, but also to significantly expand them. And children need to learn to use their skills and abilities in life - this is the most important task.

The purpose of the research: to substantiate theoretically and experimentally to test the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age.

Object of research: the formation of spatial representations in preschool children.

Subject of research: outdoor games as a means of forming spatial representations in children of middle preschool age.

Research hypothesis: outdoor games will be effective remedy the formation of spatial representations in children of middle preschool age, if:

When explaining the rules, attention is paid to spatial relationships, the direction of movement and the possibility of changing it;

During the game, visual reference points are used;

Preschoolers are involved in a verbal report on their actions, the content of games and rules, the location of the playing children in space.

Research objectives:

To study and analyze the psychological and pedagogical literature on the problem of the formation of spatial representations in preschool children.

Theoretically substantiate the possibility of using outdoor games in the formation of spatial representations in preschool children.

To reveal the initial level of formation of spatial representations in children of middle preschool age.

Experimentally, to determine the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age.

Theoretical and methodological basis: A. A. Lyublinskaya's research on the peculiarities of the development of space by preschool children; theoretical provisions of T.A.Museyibova on the patterns of formation of spatial representations throughout preschool childhood; A. A. Stolyar's research in the field of pedagogical guidance of mathematical development in the process of games with rules; studies by T.A.Museyibova, E. Ya. Stepanenkova on the use of outdoor games in the formation of orientation in space in preschool children.

Research methods:

Theoretical: analysis of psychological and pedagogical literature on the research problem;

Empirical: analysis of pedagogical documentation; diagnostic tasks aimed at identifying spatial representations (IN Cheplashkina, L. Yu. Zueva); pedagogical experiment;

Interpretive: methods for quantitative and qualitative analysis of empirical data.

Practical significance thesis is that practical materials studies on the formation of spatial representations in children of middle preschool age in outdoor games can be recommended for teachers of preschool educational institutions.

Research base: Municipal Budgetary Educational Institution "Trinity Secondary Educational School"

The structure of the work is presented by an introduction, two chapters, a conclusion, a bibliography and an appendix.

Chapter 1. Theoretical foundations of the formation of spatial

1 . 1 The problem of the formation of spatial representations in preschool children in the psychological and pedagogical literature

We have been learning about the world around us all our lives, but the child learns it much more actively, and it is at the earliest age that a person lays the foundations for everything: knowledge, abilities, skills. And here huge role plays cognition of spatial relationships. They even allow the baby to recognize speech. For a good orientation in space, the baby needs to move actively in it.

Spatial concepts are associated with such characteristics of objects as shape, size, volume, length, of course, their location, distance and many others.

The orientation assumes the following:

Determination of location relative to various surrounding objects ("state point");

The location of objects in relation to a certain position of a person;

The arrangement of objects in space relative to each other or spatial relationships;

Ability to perform various actions and tasks in practice for orientation on a plane;

An independent characteristic of the spatial dimension of objects.

A person, in the formation of spatial orientation, must acquire the skills of orientation not only on the terrain or in relation to objects, but also on himself, another subject, and even in a limited space.

EI Tikheeva explained that in babies, spatial orientation, in contrast to various sensory representations, develops more slowly. But, nevertheless, spatial representations need to begin to develop as early as possible, even in preschool age.

Psychologists and educators note in their writings that the development of spatial relations in itself begins very early.

T.A.Museyibova writes that spatial representations are formed in babies in four main stages:

Stage 1: learning to orientate on oneself, that is, the baby begins to study his body, determines the parts of the body, understands their location;

This skill - to be oriented towards oneself is the basis for studying orientation towards others.

Stage 2: Formation of orientation in space (in the surrounding world) not only in relation to oneself, but also in relation to others;

Stage 3: now the baby will learn verbally, determine directions;

Stage 4: the child actively applies all his knowledge of spatial orientation and skills on planes. In the surrounding space.

The mechanism of space reflection from the point of view of psychophysiology is a system of interaction of the senses: vision, balance, acceleration, touch and hearing. IV Sechenov highlighted the special significance of the motor analyzer and the muscular senses in the role of the space analyzer.

A very important moment when the systemic mechanism of space reflection is associated with the word, combined with understanding - this is the beginning of a new stage in the formation of spatial representations in a child. Now the idea will develop already, in general, about the signs and relationships in space, the child has moved on to more advanced systems of control and regulation of orienting actions and behavior in space, as B.G. Ananyev notes.

The basis of modern methods of teaching kids to orientate in space is the study of the problems of reflection of space and orientation of preschoolers.

Already in the first year of life, in the very first months, the child begins to form spatial representations. As I.M.Sechenov emphasizes, sight and touch play the main roles in the perception of space. It is the interaction of the above two senses that gives us the conditions that are necessary for the development of spatial orientation. The first fixation of such an interaction usually occurs as early as 5-6 weeks of a new man's life, when he begins to distinguish objects. The baby begins to follow his moving hand at the age of two or three months - and this is the next step in the development of space. But at 4 months, the child will already be able to visually control how he will transfer toys from one hand to another. Now he is already reaching for objects. But the baby begins to distinguish the spatial direction of the sound at the age of two months. But while the awareness of these directions is still unconscious, although this is already new stage in the formation of spatial representations.

In preschool age, a child's spatial orientation begins to develop very intensively. The main factors that play an important role in these processes:

Teaching the kid to walk. Passing a certain path, the baby practically masters this space, and also realizes that the location of objects can differ;

The kid starts talking. And speech helps to distinguish spatial terminology, now the child listens and verbally tries to determine spatial differences.

This is how T.A.Museyibova defines the path of formation of spatial orientation in preschool children.

The beginning is an undivided diffuse spatial perception, where only some objects are highlighted, then the main spatial representations and directions change, and the space is fragmented along sagittal, frontal and vertical lines. It is important that objects located along these lines gradually begin to move away from the child. Later, the area of ​​the selected areas increases, becomes more and more, and now the picture closes, now a continuous single space appears. And now the child can more accurately determine the location of any point on the terrain: it is in front, behind, left or right.

Based on the above, we can conclude that the cognition of spatial representations for a child is a rather lengthy and complex process, of course, in which pedagogical guidance and assistance is required.

Educators and psychologists, after long research suggest that it is easier for kids to navigate in a static position, then the directions are determined based on the sides of their own body, the so-called self-orientation is obtained. Then, of course, the child will master both the orientation "from himself" and the orientation "from objects."

Experiences of orientation, as well as the development of spatial representations, help to understand the meaning of many spatial terms.

In this sense, at first, independent meanings of words are distinguished for the child. For example, if a child is told to put a toy next to each other (as between others or behind them), then he will most likely perform this action quite chaotically, somewhere up to three four years... Since children arbitrarily arrange objects, they are not yet related to each other or to a specified point for the child. Spatial designations are not yet allocated for the child.

But a little later, from three to four years old, the child will highlight the terms of space with words with a certain independent meaning. And he will use them, indicating the remoteness or proximity of objects, their location in relation to each other.

At the next stage, children begin to try to differentiate designations in space according to their meaning. Naturally, at this time, children have a great desire to communicate with adults, and not just communicate, but to receive as much information from them as possible: “Where from. Where, why, how, why. "

And so, step by step, children learn spatial definitions and designations, not everything is understood and remembered easily: a child learns something at an early age and grasps on the fly, others - longer and later. Most likely, the complexity is added by the difference in the accuracy of certain designations, perhaps the rarity of their use.

Children, moreover, not only preschoolers, but even of primary school age, do not always immediately use the words they have mastered to designate space. Often, kids, when performing any actions or tasks, chooses which designation options from those known to him are worth or will be more convenient to use. This is also due to the level of training the child has and how developed his spatial concepts are.

Above vocabulary the baby must definitely work, as this contributes to a more correct and developed formation of spatial orientation and skills.

The perception of the space of preschoolers has its own characteristics, which can be distinguished:

Specificly sensual in nature: kids begin to learn to orient themselves on their body and determine everything in relation to their own body;

It is rather difficult to distinguish between right and left hands for children, because this distinction is based on the fact that the right hand prevails over the left in functioning, and many children either do not realize this or have not yet singled out their "main hand";

The relative nature of spatial relations: in order for a child to determine how an object relates to another person, he needs to mentally stand in the object's place;

Children find their bearings easier in statics than in movement;

It is easier to determine the spatial relationship to objects that are at a close distance from the child.

Some domestic psychologists, such as Leontyev, Elkonin, Zaporozhets, on the basis of their research have proved that the development of a child occurs as his activity and activity, that is, in order for the baby to develop comprehensively, it is imperative to provide him with the appropriate types active leisure(role-playing games, modeling, drawing, construction and others). And each of the baby's activities is associated with orientation in space.

Musayibova notes that when studying methodological techniques for the formation of spatial representations in children, one should note the role of play and entertaining exercises, where didactic material.

Such exercises and games are divided into some groups:

A) Games and exercises for the differentiation of the main spatial directions in the process of active movement in space.

B) Games and exercises for orientation in space with closed eyes.

C) Didactic games and exercises for recognizing the location of objects in the surrounding space and the spatial relationships between them.

D) Games and exercises for orientation in two-dimensional space, that is, on a plane, for example, on a sheet of paper. Some authors (V. G. Nechaeva, O. I. Galkina, N. A. Senkevich and others) note the expediency of conducting so-called "visual dictations" with children of older preschool age.

E) Verbal games. They are specially designed to activate spatial terminology in the speech of the children themselves.

Likewise, Stepanenkova believed that the development and consolidation of the acquired skills of orientation in space occurs in an outdoor game, moreover, these skills are also expanded during games.

It is very important to use words correctly even in the game, so that the child knows and understands the correct meaning, and develops spatial terminology. Although, alas, practice shows that in most cases, both the parents themselves and the educators pay little attention to the terminology and correctness of speech.

The results of many studies of psychologists and teachers indicate that it is possible to form a general idea of ​​the methods of spatial orientation and reference systems, as well as teach this knowledge to be used in practice in life, even for preschoolers. The works of Karazan and Govorova speak exactly about this: children of senior preschool age, orienting themselves in a limited space, use a coordinate grid, moreover, they use some conventional geographic signs, and more.

In the work of Karazan, where the goal was to bring children to an understanding of the scale, it was shown that the length of the distance of a room or road, streets, children of older preschool age distinguish quite clearly.

And Govorova conducted research, where children of three or four years old were guided in space on the basis of a plan to one degree or another.

Modeling is one of the most effective methods for mastering spatial relationships. Abilities for him were well studied in the works of Dyachenko, Lavrentieva, Wenger.

At preschool age, children can gain generalized knowledge about some reference systems and methods of spatial orientation, assimilate information about the subject-spatial environment, learn to use them in various life situations, we are convinced of this by the results of modern psychological and pedagogical research.

Analyzing the psychological and pedagogical literature on the problem of the formation of spatial representations in preschool children, the following conclusions can be drawn:

It is necessary to develop a child's orientation in space from the very early age and necessarily with targeted pedagogical guidance;

For children's activities, orientation in space is characteristic (a game is, visual occupation or something else), which means that it is available for learning by children;

The main condition for orientation in space is active movement in it.

1 . 2 Methodological foundations for the formation of spatialrepresentations in preschool children

For purposeful pedagogical guidance in the process of forming spatial representations in preschool children, the basis is the genesis of space reflection.

The main task of the work of forming spatial representations in children is to improve the experience of difference in space and create a basis for reflecting it in a verbal, terminological form.

According to Museyibova, the system of work on the development of spatial representations in preschoolers should include:

Self-orientation, mastering your own body;

Orientation on external objects; highlighting the sides of objects (front - back, right - left, top - bottom);

Mastering the basics of the verbal spatial system and applying it in practice, indicating directions;

Orientation "from oneself" and determination of the location of objects, relative to oneself;

Awareness of the "standing point" - determination of one's own position in space;

Determination of the spatial arrangement of various objects relative to each other;

Determining the location of objects in two-dimensional space or on a plane.

As we already know, the smallest children begin to learn about space from their bodies and directions. But the most important task will be learning to distinguish between right and left.

The orientation "from oneself" becomes possible on the basis of knowledge of his body: the child learns to show correctly, to move in different directions. Call. The kid needs to establish the position of objects relative to himself.

Traffic rules also need to be introduced at preschool age: how the street should be crossed, which side to walk on, how to properly bypass transport, and so on. These rules are not only vital, but also related to the differentiation of spatial directions.

Children who "graduated" from kindergarten must have formed the basis of spatial representations:

Determine the direction of movement;

Know the spatial relationships of objects;

Determine spatial relationships between themselves and objects;

Own orientation on a sheet of paper.

Children learn and remember the meanings of spatial prepositions and adverbs during the learning process, and they need to understand spatial relationships through words.

There are several groups of prepositions:

The first expresses the relationship in space between people and objects, and also determines the location of the object. These are such prepositions as "in", "on", on the contrary, "for", in front - behind "and the like. This group has its own characteristics and differences, thanks to which the shades of spatial relations are conveyed.

Prepositions from the second group convey directions of movement, they can also indicate where the object is located, but in the process of action. This includes prepositions: "above", "under", "in front", "for", "before" and others. The dynamics of movement is also conveyed by these prepositions or directions in relation to other objects.

One pretext will indicate the spatial location of an object with its face or face in relation to another, others - its location in the environment of other objects, the third - the direction of movement to or from the object. Some prepositions can indicate a certain direction, others are used only in relation to a closed territory. All this should be taken into account and transmitted correctly to the baby, so that he has a faithful and exact basis... Then it will be much easier for a child and an adult to develop the data he has, use them in life, he will be understood, he will be able to clarify and more correctly find out the answers to questions, get the really necessary data, and single out the main thing from the huge mass of information.

Therefore, they teach children to use spatial terms correctly, explain their meaning. All this is possible only with close cooperation of both the teaching process on the part of teachers, and in everyday life, on the part of the parents and relatives of the child.

Very important for the development of spatial representations, orientation, outdoor games, walks, trips on excursions, correct exercises in physical education classes and constant orientation in the outside world (on the street, in a room, indoors, etc.).

The implementation of program requirements is carried out thanks to special classes, they help expand children's ideas, clarify, streamline information.

Classes on the formation of spatial representations of any age group should include orientation in both two-dimensional (on a plane, a sheet of paper) and in three-dimensional spaces. It is very important to choose the right exercises, they should become more complicated gradually, their implementation should be properly supervised, also, children really like to perform various tasks and assignments. During classes, children not only need to explain and show everything well and patiently, but also ask questions to themselves, when the children are personally involved, they memorize and assimilate information much better, moreover, it will be a kind of test of the passed material. Practical actions will always be the best tool to assimilate and expand data.

It all starts with the fact that kids need to be taught to name and distinguish parts of their body: arms, legs, head, nose, eyes, mouth, cheeks, chin, back, stomach, forehead, ears. It is already necessary to highlight symmetrical parts of the body and teach to distinguish between right and left, especially since it is often quite difficult for children. Well, knowledge is consolidated when conducting various didactic games, where it will be necessary to show correctly, name, answer, work out all these moments with various characters. To make it easier for children to differentiate the left and right parts of their body, they need to be introduced to them at the same time, emphasizing the differences in their functions: we hold a spoon with our right hand, and we can take a piece of bread with our left hand.

After the above foundation has been laid, you can proceed to the formation of the experience of orientation in space in children, teaching the main directions and working with them. Here, all ideas must be connected with their own body, then it is much easier for the kids to navigate, and they understand the material much faster. Here we need such exercises where children need to show directions, name them independently, distinguish them in movement. You can also teach children and the perception of the distance of objects.

Gradually, tasks become more difficult, and more information becomes. All knowledge must be consolidated until they become skills, and practiced almost to automatism. All this does not happen at once: you can not overload the children.

Exercises should be used both in the process of active movement, and with the use of various toys and characters.

On the basis of a clear differentiation of the main spatial directions, it is necessary to offer children orientation tasks with their eyes closed. For this purpose, games like "Zhmurki" are held.

Children are taught to highlight different sides of objects, perceive different signals and much more. At first, the teacher prompts the kids, but then they themselves will complete the tasks.

When choosing exercises, you need to remember that kids will determine the position of an object or themselves much easier and faster relative to another object.

Orientation on a sheet of paper or on a plane, as well as obtaining any knowledge by a baby, requires special attention, since many children find it difficult to master it right away.

Thus, the work on the development of spatial representations in children is carried out in different directions, with a gradual complication of tasks. This is expressed (according to T.A.Museyibova):

a) in a gradual increase in the number different options spatial relationships between objects that children get to know;

b) in increasing the accuracy of distinguishing them by children and designating them with appropriate terms; c) in the transition from simple recognition to independent reproduction of spatial relationships on objects, including between the subject and the objects around him;

d) in the transition from orientation in a specially organized didactic environment to orientation in the surrounding space;

in changing the methods of orientation in the spatial arrangement of objects (from practical measuring or correlating objects with a starting point of reference to a visual assessment of their location at a distance);

f) in the transition from direct perception and effective reproduction of spatial relationships to understanding their logic and semantics; g) in an increase in the degree of generalization of children's knowledge about specific spatial relationships; h) in the transition from determining the location of an object relative to another object to determining their location relative to each other.

These are the main stages of teaching preschool children in the "Orientation in space" section of the program for the development of elementary mathematical concepts. The implementation of the program requirements is associated with the development of a system of exercises, both in the classroom and outside of them, in order to improve the skills of orientation in three-dimensional and two-dimensional space.

1 . 3 The value of outdoor games in the formation of spatialrepresentations in preschool children

V modern pedagogy play is seen as the leading activity of a preschooler. Play is consonant not only with the biological nature of the child, but also with the social need, which arises very early in him, in communication with an adult. At the same time, the game is of great developmental importance. During the game, the child learns the world: studies color, shape, properties of materials, spatial and numerical relations, studies plants, animals. In the game, thinking, memory, imagination, will, feelings develop, relationships with peers are formed, self-awareness and self-esteem are formed.

KD Ushinsky said that thanks to movement, a person takes possession of space, the ability to navigate in it. In this sense, outdoor games take on a special role.

In an active game, one can not only develop and consolidate the acquired skills of orientation in space, but also significantly expand them. The fact is that the differentiation of the main spatial directions in the process of walking or running is a more difficult task than determining them in a static position. In outdoor games, the child exercises the ability to independently and correctly choose the direction of movement. He is developing the skill of quickly changing direction in accordance with changed conditions. The ability to give out the direction of movement, maintain it and achieve the goal contributes to the development of spatial orientation.

Moving in space, the child learns the relationship between objects, determines his own position in relation to the objects around him on the basis of comparison and highlighting the similarities and differences in the position of objects in the surrounding space, that is, the child forms an idea of ​​space.

As you know, outdoor games include games based on physical activity. For preschoolers, the importance of outdoor games is very great, because thanks to games, the child's all-round development takes place, coordination of movements is improved, teamwork skills are acquired and many of moral qualities- the ability to come to the rescue, give in. Playing all together in outdoor games, children learn to navigate in space, coordinate their actions with the rest of the players, perform the necessary game actions without interfering with other participants. For preschoolers, outdoor games become an excellent opportunity to make friends, because nothing brings children closer together than the good emotions received together and mutual assistance shown in the game. Preschool outdoor games are in a great way channel the ebullient energy of children into a peaceful channel, while teaching them to act in concert.

And all of the above, we can conclude that outdoor games play a huge role in the formation of spatial representations in preschool children. Firstly, kids learn the material much better in the play version. Secondly, children not only isolate knowledge and necessary information from the process, but also immediately apply all this in practice, which is very important. Thirdly, it is thanks to outdoor games that the spatial orientation of babies develops and develops very quickly. Fourthly, children, thanks to such games, learn spatial terminology, which has an equally important role in the development of babies and the formation of the orientation itself. Well, in the end, you can remind once again that the child receives a charge positive energy, the adult communicates beautifully and easily with the baby, and everyone has a great and fun time with benefit.

Chapter 2. Experimental work on the formationspatial representations in children of middle preschool age through outdoor games

2 . 1 Determination of the initial level of formation of spatial representations in children of middle preschool age

In our study, we aimed to test the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age. This goal was achieved through experimental work, which consisted of 3 stages:

ascertaining (several exercises are carried out, taking no more than an hour) - determining the initial level of the formation of spatial representations in children of middle preschool age;

formative (several lessons) - the formation of spatial representations in children of middle preschool age through outdoor games;

control (several exercises are carried out, taking no more than an hour) - an assessment of the effectiveness of the work carried out at the formative stage.

The research was conducted on the basis of the Municipal Budgetary Educational. Institutions "Trinity Secondary Educational School"

In total, 28 children of middle preschool age took part in the experiment.

To determine the initial level of formation of spatial representations in children of middle preschool age, a diagnosis was carried out, developed by I.N. Cheplashkina and L. Yu. Zueva, aimed at identifying the following skills:

To navigate the location of parts of your body;

Distinguish spatial directions from yourself;

Determine the location of objects relative to yourself;

Move in a given direction.

Diagnostic tasks

Task 1. Orientation in the location of parts of your body.

Purpose of the study. Revealing orientation in the body scheme, the ability to determine the right and left sides on oneself. Carrying out procedure.

1- Show your right hand

2-Show your left hand

Task 2. Distinguish spatial directions from yourself.

Purpose of the study. The ability to navigate in space, taking into account the directions, to rebuild the perception of the space itself, taking into account the directions.

Carrying out procedure. Material: flag

3-Look up.

4-Look down.

5-Wave the flag to the right.

6-Wave the flag to the left.

Task 3 Determining the location of objects relative to themselves.

Purpose of the study.

Determine where this or that object is in relation to it.

Material: doll, car, teddy bear, pyramid.

7-Tell me, what toy is in front of you?

8-Tell me, which toy is behind you?

9- Tell me, which toy is on your right?

10- Tell me, which toy is on your left?

11-Where is the doll?

Task 4. Revealing the ability to move in the indicated direction.

Purpose of the study.

Determine the ability to make movements in the indicated direction.

12-Take two steps forward.

13-Take one step left.

14-Take three steps back.

15-Take two steps to the right.

Criteria for completing the assignment:

3 points - the child independently copes with the task, answers the questions correctly;

2 points - the child copes with the task with the help of an adult or on the second attempt;

1 point - the child does not cope with the task.

The level of the task and the level of formation of spatial representations:

high level - from 80% to 100% (36 - 45 points);

average level - from 65% to 79% (30 - 35 points);

low level - 64% and below (29 points and below).

The results are reflected in Figure 1 and Appendix A.

Figure 1. Indicator of the level of formation of spatial representations in children of middle preschool age at the ascertaining stage of experimental work

A qualitative analysis of the empirical data obtained showed that seven children with a high level coped with the first task, orientation in the location of their bodies, six children coped with the second attempt. Six children coped with the second task, eight coped with the help of a teacher. With the determination of the location of objects relative to themselves, five people performed, but six needed help. The task "Revealing the ability to move in the indicated direction" showed that only four children coped with the task completely, and seven needed a second attempt. Only one child coped with the average level in the first task, nine with the help of a teacher. In the second task, nine people found it difficult, and one child coped completely. With the determination of the location of objects relative to themselves, everyone needed help or a second attempt. In the fourth task, two people did it on their own, seven with help, but one child did not do it at all. Three children with a low level were able to determine the right and left hand with the help of a teacher, but four did not cope with the first task. In the second task, look up, look down, two children completed, but wave the flag to the right to the left, there were difficulties.

The high level at the ascertaining stage was 40%. The average was 35% and the low was 25%. It turns out that the result of completing tasks is high for children of this age group with normal development.

2 . 2 Formation of spatial representations in children of secondarypreschool age through outdoor games

According to the empirical data obtained, we drew up a plan for the formative stage of the experiment on the formation of spatial representations in children of middle preschool age through outdoor games (Appendix B).

The formation of spatial representations using outdoor games was carried out in stages. With the help of games, the kids were introduced to orientation in space in three main stages:

The difference between right and left, arrangement from right to left and vice versa;

Determination of spatial directions "from oneself" or rather, relative to oneself;

Teach kids to move correctly in a given direction.

At each stage, the work was lined up in the following areas. We selected games according to our tasks. For example, the game "Colored Cars" in order to create interest in the game, we involved children in creating flags, remembered how cars hum; offered children to place visual landmarks, flags; told the rule of the game - children sit along the wall, they are cars. Each child was given a flag of some color. The presenter stands in the center, holding three flags. When the presenter raises a flag of any color, for example, red, children with such a flag should go in a circle to the right side, the presenter raises a yellow flag, children with such a flag run to the left. When the presenter lowers the flag, the children stop, and at the signal "Cars come back", the children go to their garage. To avoid getting used to landmarks, we changed the places of the flags. It is important to explain to the children in which hand the leader holds the flag in that direction they are going.

During the game, we monitored the correct execution of movements, compliance with the rules, an increase or decrease in the activity of children, and safety during the game.

In the game "Cats and Mice" we solved the problem of the ability to navigate in space, taking into account the directions, to rebuild the perception of the space itself, taking into account the directions. To make it more interesting, we involved children in making cat and mouse masks. Explained the rule of the game; we hold hands and stand in a circle, Syoma will be a mouse, Sasha will be a cat, and we will be a house for a mouse. We must walk in a circle to the left, to the right, as soon as the mouse runs up to the gate, we must let the mouse in by raising our hands up, run in, letting our hands go down, while we must not disengage our hands.

We solved the problem of positioning objects relative to ourselves with the help of the game "At a bear in the forest". For this, together with the children, we made a bear mask to make it more interesting, on one side of the site we drew a line - this is the edge of the forest, on opposite side- this is the children's house, a hoop was put behind the line to the right of the edge - this is a place for a bear. It was explained that the game was correct, that children should run away to the house, and catch the bear only after the words "growls!". Before the start of the game, ask the children: "Which side is the bear?", "And where is the house?" "Where is the edge?" To complicate the task, we changed the bear's den.

For the construction lesson, together with the children, we made airplanes and caps for the game "Airplanes" from paper. We also used flags-landmarks for airfields.

Our task in this game is to develop the ability to move in the indicated direction. Before the game, we explained to the children that each plane in the sky has its own corridor. So that they do not collide and an accident does not occur, there is a map. Divided the children into two columns,

The first column first flies to the right, then to the left, and the second column flies to the left, then to the right. At the signal "Landing!" children must return to their airfield. While the planes were flying, we changed the places of the flags, carried them to the opposite side.

The use of a certain system of games, specially developed rules has a decisive role in the quality of training. Games are carried out in almost all classes, be it mathematics, music or physical education, they also need to be carried out at home, on walks.

The main methodological technique is personal participation in outdoor games. Participation can be direct: you are a player or take a leading role and indirect: you are on the playground and with short instructions keep the children interested in the game: speak louder "caught", run in one direction.

Thus, analyzing the work carried out, it can be concluded that the use of outdoor games in the formation of spatial representations aroused interest in children of middle preschool age, increased the child's working capacity, and he was interested in completing new tasks.

This, in turn, contributed to the achievement of the set goal of the formative stage of the experiment.

2 . 3 Results of experimental work and their analysis

To identify the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age, we carried out a control stage of the experiment. For him, similar tasks were selected to those that were used at the ascertaining stage of the experimental work.

The results obtained are reflected in Figure 2, as well as in Appendix B. 1.

Figure 2. Indicator of the level of formation of spatial representations in children of middle preschool age at the control stage of experimental work

Comparative results of the formation of spatial representations in children of middle preschool age at the ascertaining and control stages of the experimental work are presented in Table 1 and in Appendix B. 2.

A comparative analysis of the results obtained indicates dynamic changes in the indicators of the formation of spatial representations in children of middle preschool age. So, indicators low level changed by 9%, average level - 2%, high level- 2%. The dynamics of work on the formation of spatial representations in children is 13%.

The following qualitative changes have occurred in spatial representations:

The children's reaction became faster;

Kids began to distinguish directions easier;

Children began to readjust faster in terms of speed and change of direction;

The children began to better understand spatial terminology;

Children have become more quickly and easily oriented in space.

Thus, the level of formation of spatial representations in children at the control stage of the experiment relative to the ascertaining stage increased, which proves our assumption about the effectiveness of the use of outdoor games in the formation of spatial representations in children of middle preschool age.

Conclusion

The analysis of psychological and pedagogical literature has shown that the problem of the formation of spatial representations in preschool children is given sufficient attention.

The problem of the formation of spatial representations was considered under the influence of certain provisions of the Russian and foreign pedagogy, psychology, the meaning and content of preparing children for mastering arithmetic at school.

Based on the experience of direct work with children, the teachers came to the conviction of the need to prepare children for the assimilation of mathematical disciplines at school.

The formation of spatial representations is formed in children throughout preschool age.

One of the effective tools for the formation of spatial representations are outdoor games. To confirm the hypothesis put forward by us, an experimental work was carried out aimed at the formation of spatial representations in children of middle preschool age using outdoor games

The results of the study showed that the level of formation of spatial representations at the control stage relative to the ascertaining one is higher.

Thus, the hypothesis that outdoor games will be an effective means of forming spatial representations in children of middle preschool age was confirmed.

Bibliographic list

Ananiev B.G., Rybalko E.F. Features of the perception of space in children. - M., 1964.S. 140

Arapova-Piskareva, N. A. Formation of elementary mathematical concepts in kindergarten. Program and guidelines [Text]. - M.: Mosaic - Synthesis, 2006.

Berezina, R. L., Mikhailova, Z. A., Nepomnyashchaya, R. L. Formation of elementary mathematical representations in preschoolers [Text]: textbook for universities. - M.: Education, 2008.

Belkin, A. S. Fundamentals of age-related pedagogy [Text]: Tutorial for students of higher. Ped. educational institutions... - M.: Izd. center "Academy", 2005.

Bondarenko A.K., Matusik A.I. Raising children in play. M.: Education, 1983.

Byleeva L.V., Korotkov I.M., Yakovlev V.G. Outdoor games: a textbook for institutes physical culture... 4th ed., Rev. and add. - M.: Physical culture and sport, 1974 .-- 208 p.

Venger L. A., Dyachenko O. M. “Games and exercises for development mental abilities in preschool children ". - M.: Education 1989

Wenger L.A. Development of the ability to visual-spatial modeling. // Preschool education. - 1982. - No. 9. -S. 52

Govorova R. On the development of spatial representations in preschoolers. // Theory and methodology for the development of elementary mathematical concepts in preschoolers: a reader in 6 parts. Part IV-VI. - SPb., 1994.

Gusarova L. Development of movements of children 3-4 years old / Preschool education. - 1994. -

Govorova R., Dyachenko O. Formation of spatial orientation in children. // Preschool education. - 1975. - No. 9.P. 14

Childhood: Program for the development and education of children in kindergarten. V. I. Loginova, T. I. Babaeva, N. A. Notkin and others; / Ed. T. I. Babaeva, Z. A. Mikhailova, L. M. Gurovich. - SPb., 1995. -S. 82

Diagnostic Album. Study of the peculiarities of the development of the cognitive sphere. -WITH. 52

Childhood: Program for the development and education of children in kindergarten. V. I. Loginova, T. I. Babaeva, N. A. Notkin and others; / Ed. T. I. Babaeva, Z. A. Mikhailova, L. M. Gurovich. - SPb., 1995. -S. 74

Doronina M.A. The role of outdoor games in the development of preschool children // Preschool pedagogy... - 2007. - No. 4. - p. 10-14.

Children's outdoor games. / Comp. V. Grishkov. - Novosibirsk: Book. publishing house, 1992. - 96 p.

Erofeeva, T.I. Mathematics for preschoolers: Book. for the educator children. garden / T.I. Erofeeva, L.N. Pavlova, V.P. Novikova. - M.: Education, 2009.

Karazanu, V. Orientation in space [Text]. // Theory and methodology for the development of elementary mathematical concepts in preschoolers: a reader in 6 parts. Part IV-VI. - SPb., 1994.

Kozlova, V.A.Education of preschoolers and junior schoolchildren mathematics. Toolkit for parents and caregivers [Text]. - M.: Shkolnaya Pressa, 2008.

Lavrentieva T.V. Formation of the ability to visual spatial modeling // Preschool education. - 1983. - No. 7. -S. 105

Leushina, A. M. Formation of elementary mathematical concepts in preschool children. - M., 1994.

Lyublinskaya A. A. Features of the development of space by children of preschool age [Text] // news of the APN RSFSR, no. 86 .-- M., 1956.

Mikhailova 3. A., Nosova E. D., Stolyar A. A., Polyakova M. N., Verbenets A. M. Theory and technology of mathematical development of game children of preschool age. "Childhood-press" // SPb, 2008, p. 392.

Museyibova T.A. Didactic games in the system of teaching children spatial orientations. // Theory and methodology for the development of elementary mathematical concepts in preschoolers: a reader in 6 parts. Part IV-VI. -SPb., 1994. -S. 156

Museyibova T.A.Genesis of reflection of space and spatial orientations in preschool children. // Theory and methodology for the development of elementary mathematical concepts in preschoolers: a reader in 6 parts. Part IV-VI. - SPb., 1994. -S. 123

Musayibova T.A. Formation of some spatial orientations. // Theory and methodology for the development of elementary mathematical concepts in preschoolers: a reader in 6 parts. Part IV-VI. - SPb., 1994. -S. 35

Musayibova T. Orientation in space. // Doshk. Upbringing. - 1988. - No. 8-C. 53

Mathematical preparation of children in preschool institutions / Comp. V. V. Danilov. - M.: 1987. -S. 43

Nepomnyashchaya R. L., Nosova E. A. Logic and mathematics for preschoolers [Text]. - SPb. : Ed. "Childhood - Press", 2009.

Novikova V.P. Mathematics in kindergarten. Younger preschool age [Text]. - M.: Mosaika-Synthesis, 2006.

Novikova, V. P. Mathematics in kindergarten. Younger preschool age [Text]. - M.: Mosaika-Synthesis, 2006.

Kindergarten education and training program. [Text] / Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 4th ed. ; M., 2007.

Parshukova I. L. et al. Technologies game learning in DOW [Text]. - SPb. : Peter, 2004.

Kindergarten education and training program. [Text] / Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 4th ed. ; M., 2007.

The program "Origins": The basis for the development of a preschool child. T. I. Alieva, T. V. Antonova, E. P. Arnautova and others -S. 64

Pokrovsky E. A. Russian children's outdoor games. SPb. : Speech, 2011 .-- 184 p.

"Rainbow": a program for the education and training of children from 3 to 6 years old in kindergarten. -WITH. 64

Rubinshtein S. L. Foundations general psychology... - M. 1949.S. -35

Stolyar A.A. Formation of elementary mathematical concepts in preschoolers. - M.: Education, 1988.

Stepanenkova E. Ya. On the formation of spatial orientations in children aged 5 - 6 years in outdoor games and exercises. // Theory and methodology for the development of elementary mathematical concepts in a preschooler: a reader in 6 parts. -SPb., 1994-S. 48

Stepanenkova E. Ya. Creative orientation of children’s activity in teaching physical exercises. M. 1983.

Usova A.P. The role of play in raising children. - M.: Pedagogika, 1976 .-- 258 p.

Shcherbakova, E. I. Methods of teaching mathematics in kindergarten: Textbook. allowance / E.I.

Shcherbakov. - M.: Publishing Center "Academy", 2004.

http://womanadvice.ru/podvizhnye-igry-dlya-doshkolnikov#ixzz317QInjrk

Appendix A. 1

Protocol for the examination of spatial representations in children of middle preschool age at the ascertaining stage of the experiment

Similar documents

Formation of spatial representations in preschoolers. Education fine arts: drawing individual items, plot and decorative. Methodical recommendations for educators on the development of spatial representations in children.

thesis, added 09/08/2014


The main directions and content of work on the formation of spatial representations in older preschool children. The relationship between mastering the writing process and the level of formation of spatial representations, prevention of dysgraphia.

term paper added 03/04/2011


On the basis of the studied psychological and pedagogical literature, characterization of the process of formation of spatial representations in children and determination of the content of the concept of orientation in space. Features of the perception of space by preschoolers.

test, added 01/05/2011


Development of spatial representations in ontogenesis. Features and correction of spatial representations in children with children cerebral palsy(Cerebral palsy). Development of guidelines for classes on the formation of spatial representations.

term paper added 11/17/2014


Psychological, pedagogical and neuropsychological aspects of spatial representations. Study of the peculiarities of the development of spatial representations in older preschool children with a delay mental development and normal development.

thesis, added 10/14/2017


Analysis of psychological and pedagogical literature on the problem of spatial representations in children with dysarthria. Methodical recommendations for the correction of spatial representations of children of the fourth year of life with dysarthria. The system of speech therapy classes.

thesis, added 12/02/2012


Psychological and pedagogical study of the problem of the formation of spatial representations in preschool children. The peculiarity of spatial orientation in children with disabilities health, the method of correcting this area.

thesis, added 10/13/2017


The main stages of the formation of the perception of space in early childhood, their characteristics and significance in the formation of the personality. The mental development of children with general speech underdevelopment, the order and characteristics of the development of their spatial representations.

term paper, added 11/16/2010


Mechanisms for the formation of spatial representations. Clinical-psychological-pedagogical characteristics of children with general speech underdevelopment. Speech therapy work on the formation of spatial representations in children in the process of experimental learning.

thesis, added 10/31/2017


Features of the formation of spatial representations in children with mental retardation (PD). Organization and content of the ascertaining experiment. Methodology correctional work with children with mental retardation on the formation of spatial representations.

The genesis of space reflection is the scientific basis for purposeful pedagogical guidance of the process of forming spatial representations in preschool children. The main task of this work is to improve the sensory experience of spatial discrimination and, on this basis, create a basis for reflecting space in a conceptual and logical form.

T.A. Musayibova, identified the following stages in the development of spatial representations in preschoolers:

1) orientation "on oneself"; mastering the "scheme of one's own body";

2) orientation "on external objects"; highlighting different sides of objects: front, back, top, bottom, side;

3) mastering and application of the verbal frame of reference in the main spatial directions: forward - backward, up - down, right - left;

4) determination of the location of objects in space "from oneself", when the initial point of reference is fixed on the subject itself;

5) determination of one's own position in space ("standing point") relative to various objects, the reference point being localized on another person or on some object;

6) determination of the spatial arrangement of objects relative to each other;

7) determination of the spatial location of objects when orienting on a plane, that is, in two-dimensional space; determination of their location relative to each other and in relation to the plane on which they are located. Working with the youngest children begins with orientation in the parts of their body and the corresponding spatial directions: in front - where the face is; behind (behind) - where the back is; on the right (to the right) - where the right hand is (the one that holds the spoon, draws); left (left) - where the left hand is. An especially important task is to distinguish between right and left hand, right and left side of your body.

On the basis of knowledge of one's body, that is, focusing on oneself, it becomes possible to orient oneself “from oneself”: the ability to correctly show, name and move forward - backward, up - down, right - left. The child should establish the position of this or that object in relation to himself (in front of me is a table, behind me is a wardrobe, on the right is a door, and on the left is a window, above is a ceiling, and below is a floor). Older preschoolers are introduced to the traffic rules: which side of the sidewalk should be walked on, how to cross the street, bypass the transport at the bus stop (tram, trolleybus, bus), get in and out of it. Mastering these rules (algorithms) is primarily associated with the differentiation of "right" and "left" and other spatial directions. In the learning process, children master the meanings of prepositions and adverbs that reflect spatial relationships. One group of prepositions reflects the diversity of spatial relationships between objects, between a person and objects, indicates the position of an object among others. The second group - conveys the direction of movement to a particular object or indicates the location of the object in the process of movement. Children are constantly taught to adequately use "spatial" terms in speech, realizing their meaning. The implementation of these tasks, closely related to each other, is possible in the process of purposeful learning and in everyday life.

In the development of spatial representations, walks, excursions, outdoor games, physical exercises and practical orientation in the environment play a special role: a group room, a kindergarten room, on a site, on a street. Special classes provide an opportunity to implement program requirements, clarify, streamline and expand children's ideas. Tasks for the development of spatial representations are usually carried out in the classroom in the form of exercises or didactic games. Studying the methodological techniques for the formation of spatial representations in children, it is necessary to pay attention to the role of playful, entertaining exercises using didactic material. Museyibova T.A. singled out several groups of such games and exercises.

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

Group II. Games and exercises for orientation in space with closed eyes.

III group. Didactic games and exercises for recognizing the location of objects in the surrounding space and the spatial relationships between them.

IV group. Games and exercises for orientation in two-dimensional space, that is, on a plane, for example, on a sheet of paper.

Group V. Word games. They are specially designed to activate the spatial terminology and speech of the children themselves.

Stepanenkova E. Ya. Noted that in an active game it is possible not only to develop and consolidate the acquired skills of orientation in space, but also to significantly expand them. Work on the development of spatial representations in children is carried out in different directions, with a gradual complication of tasks: in a gradual increase in the number of different variants of spatial relationships between objects that children get to know; in increasing the accuracy of distinguishing them by children and designating them with appropriate terms; in the transition from simple recognition to independent reproduction of spatial relationships on objects, including between the subject and the objects around him; in the transition from orientation in a specially organized didactic environment to orientation in the surrounding space; in changing the methods of orientation in the spatial arrangement of objects (from practical fitting or correlating objects with a starting point of reference to a visual assessment of their location at a distance); in the transition from direct perception and effective reproduction of spatial relationships to understanding their logic and semantics; in an increase in the degree of generalization of children's knowledge about specific spatial relationships; in the transition from determining the location of an object relative to another object to determining their location relative to each other.

Thus, considering the process of development of spatial representations in preschool children with normal psychophysical development, the following can be distinguished: the process of formation of spatial representations is a complex process that requires active directed intervention of an adult, which should create conditions for effective formation the child has spatial representations; this process depends on many factors: on the level of development and sensitivity of the analytic systems of the child's body, on the saturation of the cognitive environment, from the surrounding linguistic environment, from the level of implementation of the activity leading for the child (subject, game), and also, as already noted, from the professionalism of the teacher, who uses the patterns of development of spatial representations in the process of education and training. the level of formation of spatial representations in preschool age determines the further successful learning child at school and in general development.

spatial preschooler figurative plot

Formation in children of ideas about spatial relations, the ability to navigate in space, familiarization with spatial modeling is one of the tasks of the mathematical development of preschool children. Psychologists and educators pay attention to this problem. In the works of J. Piaget, B.G. Ananyeva, A.A. Lyublinskaya, T.A. Musayibova et al. Identified a number of patterns in the development of spatial orientation during preschool childhood.

Cognition of the surrounding world is a complex process, and it begins with direct or indirect sensory cognition. The experience of a person's cognition of spatial relations in a subject environment is very important. Spatial relationships allow the child to master certain parts of speech, many adverbs. The main condition for orientation in space is active movement in it.

Spatial representations and perceptions are capacious concepts that reflect the versatility of the spatial characteristics of the objective world. The shape, volume, extension of objects in length, width and height, their location in space, spatial relationships and distances between objects, directions in space are different spatial categories.

Orientation in space means orientation in the terrain. It assumes the definition:

• "State points", i.e. the location of a person in relation to the objects around him;
• the location of objects (or people) relative to the fixed position of a person in space;
• the spatial arrangement of objects relative to each other, i.e. spatial relationships between them.

The concept of "spatial orientation" is used to characterize a person's ability to navigate not only on the terrain, but also on himself, on another person (left hand, right hand), on various objects, in a limited space, for example, on a sheet of paper. This process also presupposes active actions of the subject in space.

The content of the concept of orientation on a plane includes: the ability to fix the location of a point on a sheet; understanding the spatial relationships between various subjects on a sheet; the ability to perform a variety of practical tasks when orienting on a plane; the ability to independently characterize the spatial arrangement of objects on a sheet, using the appropriate terminology; the ability to navigate a sheet in a cage.

E.I. Tikheeva pointed out: “Orientation in space develops in children more slowly than orientation in others sensory representations(color, shape, subject). Meanwhile, the development of spatial orientations in children is extremely necessary to begin at preschool age. "

Spatial relationships begin to develop very early, this was noted by teachers and psychologists in their works:

T.A. Musayibova noted that spatial relationships develop in a child in stages: on 1st stage children learn to navigate "themselves": to identify different parts of the body, faces, including symmetrical ones; understand their correlation with different sides of your own body (front, back, top, bottom, right and left).

The ability to focus on oneself serves as the basis for mastering orientation on other objects - Stage 2; the ability to navigate in the surrounding space, not only "from oneself", but also "from any objects."

Stage 3- the child masters the verbal frame of reference in directions.

Stage 4- application of the skills mastered by the child in the surrounding space, both in three-dimensional and on a plane.

The psychophysiological mechanism of space reflection is formed as a dynamic system of interconnected activity of vision, hearing, kinesthesia and static-dynamic sensations (balance, acceleration). Particularly significant is the role of the motor analyzer and muscle feeling as a “fractional analyzer of space” (IV Sechenov). An essential feature of the systemic mechanism of spatial reflection during this period becomes "the gradual unification of words, second-signal connections with spatial signals", which is the beginning of a new stage in the child's mastering of space. Gradually, a generalized idea of ​​\ u200b \ u200bthe spatial features and relations, there is “a transition to more perfect systems of control and regulation of orienting actions and behavior of the child in space” (BG Ananiev).

The psychological basis of the modern methodology for teaching children to orientate in space is the results of research on the problem of the genesis of space reflection and spatial orientation in preschool age.

The most dramatic shifts in the development of spatial orientations occur in preschool age.

In his studies, T.A. Musayibova "Genesis of reflection of space and spatial orientation in preschool children" came to the conclusion that the general path of development in children of the process of reflection of space and orientation in it is as follows:

First, there is a diffuse undivided perception of space, against the background of which only individual objects stand out outside the spatial relations between them; further, on the basis of ideas about the main spatial directions, it begins, as it were, to split along these main lines - vertical, frontal and sagittal. Moreover, the points on these lines, distinguished as located in front or behind, on the right or on the left, gradually move further and further away from the child. With an increase in the area of ​​the allocated areas, the length and width of them gradually converge, forming a general idea of ​​the terrain as a single continuous space. Every point in this terrain is now pinpointed and defined as being in front, or in front of the right, or in front of the left. Thus, the study showed that the child's cognition of space and orientation in it is a complex and lengthy process that requires special pedagogical guidance.

Studies by psychologists and teachers indicate that a child is easier to orientate in the directions of space in a static position, while he comes from the sides of his own body, i.e. focuses on itself. Gradually, the child masters the orientations "from himself" and "from objects."

Experiencing spatial orientation, improving spatial perceptions and representations helps children understand the meaning of the respective terms.

At first, they are not singled out by the child as words that have an independent meaning. Performing tasks such as "Put toys side by side (opposite, one after another, between two other toys, etc.)", most children aged two to three years act chaotically. They arrange objects randomly, regardless of one another, or separately, regardless of the specified point of reference. On this stage spatial designations have not yet been isolated by children from the composition of those phrases in which they are used.

In the future, the child singles out spatial terms as words that have an independent meaning. They are used by children to indicate the proximity of the distance in the arrangement of objects relative to each other.

Further, children make attempts to differentiate spatial designations according to their semantic content, based on precise definition spatial relationships. At the same time, preschoolers have a pronounced desire to communicate with adults, a desire to get an answer to their questions: "So?", "This way?", "Here?", "Right?"

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

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

Children do not always use vocabulary that contains the necessary spatial designations. When performing specific tasks, the child, as it were, first goes through all the variants of designations known and more familiar to him. Before using leading questions adult finds the correct answer. This is observed in children not only of preschool, but also of primary school age. They are due to the level of training of children and the development of their spatial concepts. Working on the vocabulary of a preschool child contributes to a more complete perception of spatial relationships and the development of spatial orientation skills.

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

• a concrete-sensual character: the child is guided by his body and determines everything in relation to his own body;
• the most difficult for the child is the distinction between the right and left hands, because the distinction is based on the functional advantage of the right hand over the left, which is developed in the work of functional activity;
• the relative nature of spatial relations: in order for a child to determine how an object relates to another person, he needs to mentally stand in the object's place;
• children find their bearings easier in statics than in movement;
• it is easier to determine spatial relationships to objects that are at a close distance from the child.

A number of studies by domestic psychologists have shown that the development of a child occurs in his inherent activities (A.N. Leontyev, D.B. Elkonin, A.V. Zaporozhets). The most typical activities for preschoolers are role-playing game and productive activities (drawing, design, modeling, application, etc.). All these types of activity have one common feature - orientation in space. Playing a particular plot in the game, children use spatial terms, model relationships between adults. In modeling, children also use the experience of orientation on themselves, on another person, on any objects.

2 METHODS OF WORK FOR THE FORMATION OF SPATIAL REPRESENTATIONS IN CHILDREN OF PRESCHOOL AGE.

The genesis of space reflection is the scientific basis for purposeful pedagogical guidance of the process of forming spatial representations in preschool children. The main task of this work is to improve the sensory experience of spatial discrimination and, on this basis, create a basis for reflecting space in a conceptual and logical form. The system of work (T.A.Museyibova) for the development of spatial representations in preschoolers includes:

• self-orientation; mastering the "scheme of one's own body";
• orientation "on external objects"; highlighting different sides of objects: front, back, top, bottom, side;
• mastering and application of the verbal frame of reference in the main spatial directions: forward - backward, up - down, right - left;
• determination of the location of objects in space "from oneself", when the starting point of reference is fixed on the subject himself;
• determination of one's own position in space ("standing point") relative to various objects, while the reference point is localized on another person or on some object;
• determination of the spatial arrangement of objects relative to each other;
• determination of the spatial location of objects when orienting on a plane, that is, in two-dimensional space; determination of their location relative to each other and in relation to the plane on which they are located.

Work with the youngest children begins with orientation in parts of their body and the corresponding spatial directions: in front - where the face is, behind (behind) - where the back is, to the right (right) - where the right hand (the one that is held spoon, draw), to the left (to the left) - where the left hand is. An especially important task is to distinguish between right and left hand, right and left side of your body.

Based on knowledge of your body, i.e. focusing “on oneself”, it becomes possible to orientate “from oneself”: the ability to correctly show, name and move forward - backward, up - down, right - left. The child should establish the position of this or that object in relation to himself (in front of me is a table, behind me is a wardrobe, on the right is a door, and on the left is a window, above is a ceiling, and below is a floor).

Older preschoolers are introduced to the traffic rules: which side of the sidewalk should be walked on, how to cross the street, bypass the transport at the bus stop (tram, trolleybus, bus), get in and out of it, etc. Mastering these rules (algorithms) first of all associated with the differentiation of "right" and "left" and other spatial directions.

"Graduates" of a kindergarten must not only accurately establish the direction of movement, spatial relationships between themselves and objects, between the objects themselves, but also freely orient themselves on a sheet of paper.

In the learning process, children master the meanings of prepositions and adverbs that reflect spatial relationships. One group of prepositions reflects the diversity of spatial relationships between objects, between a person and objects, indicates the position of an object among others. The second group - conveys the direction of movement to a particular object or indicates the location of the object in the process of movement.

The first group includes prepositions for, in, behind, in front, for, opposite, etc. Within this group there are differences that convey the shades of spatial relationships between objects. The prepositions on and in are especially widely and variedly used in speech. The preposition "a" reflects the position of an object on the surface of another, and the preposition в - inside something (The lamp is on the table. The notebook lies in the desk drawer. The student's surname is written on the cover of the notebook. The student wrote down the numbers in the notebook, etc.). But with the help of the same pretexts, the location of a person, an animal, an object in space is indicated (Mushrooms grow in the forest, apples grow in the garden. Seryozha stands in a circle of children. Children play on the floor. Children ride on ice. The dacha stands on the shore of the lake, etc.) .d.); movement on some types of transport is transmitted (dad arrived on a motorcycle, and mom came by train).

Spatial relationships between objects are reflected using prepositions under, above, in front, in front of, behind, behind. On the one hand, they show the position of one object in relation to another, and on the other hand, and the direction of movement in relation to another object (The lamp hangs over the table. The ball rolled under the chair, etc.). The same prepositions convey the dynamics of movement, its direction to another object (Slide the chairs under the table after eating. You dropped the spoon under the table. The shelf for the soap dish was hung over the sink, etc.).

The prepositions before, behind, despite the fact that they indicate opposite spatial relationships between objects, have a common connotation - they indicate the proximity of one object to another (There is a cup of milk in front of the child. There is a garden in front of the house. Buttons on the dress are sewn on the back. you need to make a hole in the back, etc.). On the contrary, in another pair of prepositions - in front and behind, which also reflect the opposite relationship between objects, the commonality is that they emphasize some distance and close proximity in the arrangement of objects home).

The spatial arrangement of a person or object with a face, front side (facade) to another person or object is expressed by the pretext against (opposite), while indicating the proximity of the distance between them (The new kindergarten opened opposite our house. The tables in the group room had to be placed against the window. The children lined up in two rows opposite each other).

The location of a person, an object surrounded by other objects or persons is indicated using prepositions among, outside, in the middle (There was a teacher among the children. A triangle was found in a box among the squares. Children made a circle in the middle of the room). The location of something in the center is indicated by the prepositions between, around (Zina stood between Seryozha and Nina. The chairs were placed around the table. Gifts for the children were placed around the Christmas tree).

The second group includes prepositions that convey the direction of movement in space. In prepositions to, because of, the direction of movement to a particular object is reflected, or, conversely, movement from within the object (The girl goes to her mother. The girl left the doctor's office. Go to the head of the kindergarten. Misha took the loto out of the cabinet. Milk was poured out of the bottle into a glass. Someone's head looked out from behind a tree).

Movement on the surface is conveyed using the prepositions on, through. But the difference between these prepositions is that the preposition on does not indicate a certain direction, while the preposition through it conveys, as it were, the path of movement through some closed territory (We walked through the forest. We returned home through the forest. The children first walked along the sidewalk , then crossed the street, jumped over the grooves and went straight down the road).

Prepositions up and down indicate the location of objects in the process of movement or any action (We walked along the river. We placed chairs along the wall. We planted lilac bushes along the fence. A log lay across the road. The doll lay across the bed, etc.).

In addition to prepositions, adverbs are used to denote spatial relationships. Some of them show the direction of movement and answer the question "where?" (here, there, left, left, right, right, forward, backward, upward, upward, downward, inward, outward, etc.), while others indicate the direction of movement, but of the opposite nature and answer the question "where?" (from here, from there, left, right, front, back, top, bottom, inside, outside, outside, from afar, from everywhere, etc.).

The third group of spatial adverbs denotes the place of action, answers the question "where?" (here, there, here, left, right, in front, behind, behind, above, above, above, below, inside, outside, outside, everywhere, everywhere, everywhere, etc.).

Children are constantly taught to adequately use "spatial" terms in speech, realizing their meaning. The implementation of these tasks, closely related to each other, is possible in the process of purposeful learning and in everyday life.

In the development of spatial representations, walks, excursions, outdoor games, physical exercises and practical orientation in the environment play a special role: a group room, a kindergarten room, on a site, a street, etc. representation. Tasks for the development of spatial representations are usually carried out in the classroom in the form of exercises or didactic games.

Work in the classroom in all age groups on the formation of spatial representations in children includes orientation in three-dimensional (main spatial directions) and two-dimensional (on a sheet of paper) space. The main thing at them is to conduct carefully selected exercises, exercises, assignments, assignments, and requirements with and without objects, which are gradually becoming more complicated according to the linear-concentric principle. Questions, explanations and explanations of the educator in combination with a show, verbal reports of children on the performance of tasks, that is, the whole variety of techniques and methods of teaching in the classroom is aimed at distinguishing, differentiation, awareness, accurate verbal designation of the main spatial directions in different practically effective situations.

First of all, the teacher teaches kids to distinguish and name parts of their body: eyes, ears, nose, chin, head, chest, back, legs, arms. It is of great importance to highlight the symmetrical parts of your own body and designate them with the words right, left. This knowledge is consolidated in didactic games, for example, in the game "Who will show and say correctly?" legs, arms, right (left) hand, stamp with the right (left) foot.

Children experience particular difficulties in differentiating the right and left hands. It is necessary to acquaint preschoolers with the name of both hands at the same time, emphasizing their different functions: hold a spoon with the right hand, and a piece of bread with the left, or hold a plate; in the right hand there is a pencil with which they draw, and the left hand presses a sheet of paper so that it does not slip, etc. The teacher constantly reminds children of this, developing the ability to differentiate parts of the body.

On this basis, children begin to purposefully form the experience of orientation in space in the main directions. In the process of learning, the direction of space distinguished by the child is associated with ideas about the sides of his own body. The teacher organizes numerous exercises in which it is required to reproduce directions by name, independently designate them with a word, show them from a static position, move in a specified direction, move to distinguish them in the process of walking and running, when making turns.

For example, the teacher suggests indicating the directions with a flag: up - down, forward - backward, right - left; point forward with the right hand, with the left - down, with two - up, etc. game form type "Tell me where what is": the child must name what is in front of him, what is behind, what is on the right, what is on the left, what is above, what is below, what is close, what is far.

You can gradually increase the number of objects and the degree of their distance from the orienting person. At first, choosing exercises only for paired and interconnected directions, then they should be given in any order.

Another complication is that, after completing a 90 ° or 180 ° turn, the child must again say where what is. Thus, the relativity of spatial relationships is realized. Until this feature is not sufficiently understood by children and their orientation skills are fragile, the organization of the exercises should be carefully thought out. In this case, the teacher and the children are placed so that it is possible to perform movement for everyone in one direction, equally perceiving space.

It is necessary to widely use exercises that require differentiation of the main spatial directions in the process of active movement. Children are given the task to find toys or some objects, and the direction of the search is indicated in the verbal instruction: "If you go to the right, you will find a bear, if you go to the left, you will find a nesting doll, etc." ... Various versions of such exercise games should provide for a gradual complication of orientations: an increase in the number of objects that need to be found, choosing one direction from several, counting steps, a complex route to the goal, consisting of a number of directions and landmarks, etc. To facilitate orientation in space, complex verbal instruction can be given in parts during the performance of the action. Dismembered instruction flow is required:

1) in working with children of younger and middle preschool age;

2) on initial stages learning;

3) if necessary, exclude one-sided orientation to subject landmarks.

Gradually, you can introduce a doll, other objects into such games, however the main role remains with a child who "drives" a toy, looking for a hidden object. At the end, you can ask the child to give a verbal report: "Tell me how you found this toy." This helps him to comprehend and reflect his actions in speech. It should be ensured that children do not replace the designation of spatial directions with subject landmarks. Such games are held first in the group room or hall, and then on the site of the kindergarten.

Moving in accordance with the instructions, changing the direction of movement, making various turns, the children practice determining the main spatial directions. In all these cases, the child is oriented in space "from himself". The area of ​​orientation must be gradually increased, as well as the requirements for the pace of tasks must be increased by introducing elements of competition into them.

On the basis of a clear differentiation of the main spatial directions, it is necessary to offer children orientation tasks with their eyes closed. For this purpose, games like "Zhmurki" are held. In them, orientation is accomplished on a Sensory basis, through the perception of sound, object and other direct signals. First, a test move is performed with open eyes, then movement towards the target, maintaining the direction, is carried out with closed eyes. The game may include additional element- indication of the direction of travel.

Exercises in distinguishing basic spatial directions should be combined with determining the location of objects. Such work begins early and is carried out throughout the preschool age, including the accumulation of experience of perception and understanding of spatial relationships between objects, the development of the ability to take into account and transform them in their activities, the mastery of appropriate prepositions and adverbs, that is, a complex of categories. Because essential condition the child's understanding of spatial relations between objects is the ability to orientate "on oneself" and "on objects", then pedagogical guidance should be aimed, first of all, at improving these methods of orientation.

Children are taught to highlight different sides of objects: upper and lower, front (front) and back (back), side (right and left). Preschoolers should also be taught to apply the reference system they have mastered in the main directions to determine the spatial distribution of objects.

At first, children have access to the simplest tasks that require orientation in a limited area with objects placed close to each other. For this purpose, various didactic games, exercises in a playful form, games-classes, small dramatizations, viewing pictures and illustrations are carried out, in which the attention of children is drawn to various options for spatial relationships between objects, teaching them how to correctly reflect them in speech using prepositions and adverbs. For example, in search of a ball that has rolled somewhere, the bear looks under a chair, behind a closet, in a corner, etc. The teacher uses some teaching techniques: showing, questions, explanations that help children to comprehend spatial relationships. It is useful to put the children in an active position, inviting them to place toys relative to each other in a space corresponding to different life situations(the dolls met and talk - put them opposite each other; they quarreled and turned away from each other, etc.). The educator's explanations should contribute not only to the differentiation of spatial relations, but also to the disclosure of their semantic content (one behind the other, which means that they stand as you are building on gymnastics, on the contrary, that means facing each other.

Then the children themselves perform exercises in which they need to stand in line or line and determine the location of their neighbors, take a place to the right (left) of their comrade, behind (in front), etc., or note what has changed (“Ira stood in front of Sasha , and now is behind him ", etc.).

When selecting assignments, it should be borne in mind that it is easier for a child to determine the position of an object or his own location in space relative to another person (stand, for example, in front, behind, to the right or left of a friend) than any object, or to determine the location of objects relative to each other.

The work on determining the spatial arrangement of objects relative to each other can be organized as follows: in different corners of the room, the teacher arranges groups of toys. The child must tell what he sees when he approaches this group of objects; for example, a hare sits in the front right corner, to the right of it there is a cone with rings, and to the left of the hare is a table for dolls, there is a carrot in front of the hare, and there is a tree behind the hare, etc. Objects can be interchanged, but the child must exactly reflect these changes in speech.

In the learning process, the demonstration of spatial relationships between objects, their distinction should be combined with their active reproduction by children (to recreate the spatial relationship between objects according to verbal instructions).

Comprehension and application of words; denoting spatial relationships between objects, is an important factor in helping the child to comprehend his sensory experience. The result of such work should be a free orientation in space in those cases when the reference point is outside the object and, moving, is localized on any object.

It is necessary to teach children to navigate not only in three-dimensional space, but also on a plane, that is, in two-dimensional space. This work is also carried out throughout the preschool age. Kids develop the ability to draw lines on a sheet of paper from top to bottom and from left to right: "rain", "tracks", "ribbons", etc.

The development of spatial representations and orientations is successfully combined with the formation of ideas about quantity, shape, size: establishing relations of equality or inequality, children lay out small handouts of didactic material on strips (upper or lower) with their right hand and in the direction from left to right; place geometric shapes on a sheet of paper: in the center (in the middle) - a circle, to the right - a triangle, and to the left - a square; create an ordered row by laying out the strips according to the size on the table in different directions, etc. The same purpose is served by working with didactic pictures: description of the location of objects on them, selection of paired pictures with homogeneous objects, but differently located. For example, on one pair of strips of paper three toys are drawn in a row: in the center - a bear, to the left of it - a car, and to the right - a boat; on the other pair in the center is a car, to the left of the car is a bear, and to the right is a boat, etc., that is, all three objects are swapped. The teacher, showing one of the pictures, asks who has the same. A child with a steam room picks up the picture, describes it and composes it with the presented pair. It is important that the child not only finds a paired picture, but also describes the spatial arrangement of objects.

In older preschool age, it is necessary to turn Special attention on the development of children's orientation on a piece of paper. This is not immediately given to the child. Many children are not sufficiently prepared for school: they do not know where the top of the sheet of paper is and where is the bottom. This should be practiced with children in the classroom. First of all, it is necessary to explain the meaning of the expressions in the center, in the middle, on the right, on the left, on the side, on the top, on the bottom, on the side on the right, on the side - on the left, left (right) upper corner, left (right) lower corner, upper (lower ) line, etc., then offer a number of practical tasks to consolidate this knowledge.

One of effective techniques is the so-called "visual dictation". At the first stages, children consider the finished composition of the ornament, analyze it and reproduce it from memory, using pre-prepared geometric shapes. Another option may be offered: children create an ornament under the dictation of the teacher. The teacher says where which figures should be placed, but does not show anything. For example, put a square in the middle of a sheet of paper, place eight triangles around (with an acute angle to the square), small circles between the triangles, and squares above the triangles; in the upper and lower left corners, expand the circles, connecting them with a straight line. (Various versions of visual dictations are given on the flyleaf of the book.)

In one of these activities, children can independently create ornaments from ready-made geometric shapes, and then tell how many shapes they took and how they were placed.

On paper in a cage, children, under the dictation of the teacher, spend segments, counting a certain number of cells in the indicated direction. If the child did not make mistakes, then he will get a pattern or drawing.

You can place numbers on a sheet of paper. For example, put the number 5 in the center, 6 to the right of it, and 4 to the left; over the number 5 (above) put - 2, to the right of it - 3, and to the left - 1; under the number 5 (below) it is necessary to put - 8, to the right of it - 9, to the left of the number 8 - 7. The numbers turned out to be arranged in order in three lines. The teacher offers to name them, starting from the first line, “reading” from left to right.

Similarly, game-shaped exercises for laying out the splinters are carried out. Requires difficult orientations and the didactic game "Flight in space", during which the child moves a circle (spaceship) on a sheet of dark paper (space) in accordance with the indicated direction (route of the spacecraft): from the middle (center) to the upper left corner , then to the bottom right, etc.

Using specially selected illustrative material and the technique of "entering the picture", children should be asked not only to list the objects depicted on it, but also to determine their spatial location, successively changing the point of view of the observer.

The most difficult tasks are related to "reading" graphic images spatial relations and their modeling by children in the form of a drawing, drawing, plan, diagram, etc. Such exercises are performed in the classroom and in everyday life in a playful way, for example: furnish the doll's room as in the drawing, scouts find the hidden package using a map, travel on a toy car in strict accordance with the specified route, etc. Children learn conventional signs to designate objects (geometric shapes), spatial directions (lines, arrows), etc. From the use of ready-made schemes, you can proceed to their own compilation. In this case, the schematic representation corresponds to the real spatial situation. Analyzing it, the child arbitrarily transforms three-dimensional space into two-dimensional. Based on the verbal description, using subject and spatial reference points, it is possible to draw up plans-schemes of the way from kindergarten home, to school, to the nearest store, etc. Practically making the way, clarifications, additions, etc. are made to the plan-scheme.

Thus, the work on the development of spatial representations in children is carried out in different directions, with a gradual complication of tasks. This is expressed (according to T.A.Museyibova):

• in a gradual increase in the number of different variants of spatial relationships between objects that children get to know;
• in increasing the accuracy of distinguishing them by children and designating them with appropriate terms;
• in the transition from simple recognition to independent reproduction of spatial relationships on objects, including between the subject and the objects around him;
• in the transition from orientation in a specially organized didactic environment to orientation in the surrounding space;
• in changing the methods of orientation in the spatial arrangement of objects (from practical fitting or correlating objects with a starting point of reference to a visual assessment of their location at a distance);
• in the transition from direct perception and effective reproduction of spatial relationships to understanding their logic and semantics;
• in an increase in the degree of generalization of children's knowledge about specific spatial relationships;
• in the transition from determining the location of an object relative to another object to determining their location relative to each other.

These are the main stages of teaching preschool children in the "Orientation in space" section of the program for the development of elementary mathematical concepts. The implementation of the program requirements is associated with the development of a system of exercises, both in the classroom and outside of them, in order to improve the skills of orientation in three-dimensional and two-dimensional space.