Психологический анализ условий и средств формирования элементарных математических представлений у дошкольников

Anastasia  Sidneva; Valeriya Plotnikova; Yulia Solovyova; Liudmila Lyutsko

doi:10.21638/spbu16.2021.407

Authors

Anastasia Sidneva Lomonosov Moscow State University, 1, Leninskie Gory, Moscow, 119991, Russian Federation
Valeriya Plotnikova Lomonosov Moscow State University, 1, Leninskie Gory, Moscow, 119991, Russian Federation
Yulia Solovyova Autonomous University of Puebla, 4, Sur 104 Centro Histórico C.P., Puebla, 72000, United Mexican States
Liudmila Lyutsko Open University of Catalonia, 156, Rambla del Poblenou, Barcelona, 08018, Spain

DOI:

https://doi.org/10.21638/spbu16.2021.407

Abstract

The article aims to identify and describe the conditions as well as means of teaching that form the zone of proximal development when mastering elementary mathematical concepts (EMC) at an older preschool age (first of all, ideas about quantities: length, area, mass, volume, etc.). Also, the work analyzes the representation of these conditions and means of teaching in modern Russian preschool education programs developed on the basis of the Federal State Educational Standard for Preschool Education. The selection of programs was carried out on the basis of the PRISMA procedure, as a result of which 8 programs were selected out of 43 for analysis according to the selected criteria. Three types of the most common teaching tools were identified in situations when introducing new EMC: samples (visual or verbal instructions, rules), models (schematic representation of essential relations between objects) and symbols (symbolic representation of essential relations between objects). For the main learning conditions, the content and characteristics of those actions in which EMC data are assimilated were analyzed. It was shown that when organizing the formation of ideas about values in older preschoolers, it is psychologically more appropriate to select conditions that require the implementation of actions of selection by magnitude, indirect comparison, as well as measurement using conditional measures that is necessary in situations of representation of modeling or symbolization tools. The obtained results of the analysis of modern Russian preschool education programs indicate that most often they use only one tool — a visual sample or instruction, and the formation of ideas about the values is carried out solely on the basis of the action of direct comparison. The conducted research will make it possible to provide psychologically sound recommendations to teachers, educators and the administration of preschool educational institutions on the choice and implementation of EMC training programs.

Keywords:

preschool education, elementary mathematical representations, teaching tools, sample, model, symbol

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References

Литература

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