Long-term plan for logic in the senior group. The working program of the circle according to the logic "smart". Technical equipment of classes

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MBDOU "Kindergarten No. 4" city district of Kashira, Moscow Region

The program of the circle for the development of logical thinking and

mathematical ability

"Educational games"

Compiled by:

Karaseva Elena Stanislavovna

Explanatory note

1.1 Introduction

In recent years, the demands of parents on the development of preschool children have increased significantly. On how successfully the potential for the further cognitive, volitional and emotional development of the child is laid in preschool childhood, his further success in any kind of activity depends.

The "Concept of Preschool Education" approved such important principles as:

• intellectual development;
• creation of conditions for the development of the personality of the child, his creative abilities.

Modern children live and develop in the era of information technology. This requires other approaches to the education of preschoolers - the transition from the traditional information-accumulative teaching method to the most promising - developmental learning.

The education of preschoolers will be carried out in accordance with the program of additional paid services and will create conditions for the development of activity, independence, creative thinking, creativity, and high intelligence in children. This, in turn, will allow children to be more self-confident, study more successfully, better navigate in society.

During the year, modern educational games by V.V. will be used in work with children. Voskobovich and games - puzzles aimed at developing the logic of thinking, the ability to draw conclusions, provide evidence, make judgments, draw conclusions and, ultimately, independently acquire knowledge.

Games for the development of numbers, geometric shapes, spatial relations, the development of mental operations will occur: "Geokont", "Miracle Crosses", "Voskobovich's two-color square", "Voskobovich's four-color square", "Transparent square".

Universal game training tool: "Igrovisor".

Among the many existing puzzle games for creating figurative and plot images with children from geometric shapes, games such as Tangram, Columbus Egg and Counting Sticks will be used.

1.2. Objective under this program - the development of logical thinking and mathematical abilities, as the basis for the intellectual development of preschoolers.

1.3. The main objectives of the program implementation are:

• Learning to understand and solve logical problems.
• The development of the processes of attention, memory, imagination, thinking.
• Formation of such skills as abstraction, analysis, synthesis, comparison, classification, generalization, coding and decoding.
• The development of mathematical ideas about geometric shapes and their properties, quantity and count, spatial orientation.
• Development of fine motor skills of fingers and hands, coordination of actions "eye - hand".
• Formation of the ability to understand, trace cause-and-effect relationships, build simple conclusions based on them.
• Development of children's artistic and speech activity, speech communication skills.
• The development in children of the skill of self-control, self-esteem, independence, initiative, the desire for self-organization in play and creative activities.
• Formation of elements of a communicative culture: the ability to listen to each other, to negotiate among themselves in the process of solving various problems, the ability to work in pairs.
• Formation of sustainable interest in children and parents in educational games.

1.4. Age of children - 5-6 years

1.5. Duration of the program implementation and expected results.

The program is designed to be implemented during the 2016-2017 academic year.

By the end of the year, children will have learned:

• distinguish, name geometric shapes, compose planar images according to schemes and according to plan;

• use the techniques of analysis, synthesis, comparison, classification, establish a pattern;
• navigate in space and on a plane;
• Increasing the degree of activity in independent activities.
• express judgments, evidence, explain one's position, express one's opinion.

The expected result in working with parents is:

• Improving the pedagogical culture of parents.
• Formation of interest in educational games.

1.6. Pedagogical diagnostics is carried out in accordance with the recommendations of the author of educational games: Voskobovich V.V., Kharko T.G. “Game technology for the intellectual and creative development of preschool children aged 3-7 years “Fairytale labyrinths of the game”; "Developing games of Voskobovich" - a collection of methodological materials.

2. Educational and thematic plan

The work of the circle "Educational games of Voskobovich" is carried out under the guidance of a teacher, is held once a week (4 times a month) for 30-40 minutes. Classes are held from October to April. All acquired knowledge and skills are consolidated in diverse didactic games.

There will be 28 classes scheduled throughout the year.

3. Compliance with the requirements of the federal state educational standard for distance learning.

The program of additional paid services is drawn up taking into account the Federal State Educational Standard of preschool education, which approved the basic principles, goals and objectives.

Basic principles:

• self-values ​​of preschool childhood as an important stage in overall development;
• creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations;
• formation of cognitive interests and cognitive actions of the child through his inclusion in various activities,
• assistance and cooperation of children and adults in the development of children.

The standard allows to solve the main goal- Ensuring equal opportunities for every child to receive quality pre-school education.

GEF aims to address the following tasks:

• preservation and support of the individuality of the child, development of individual abilities and creative potential of each child;

• the formation of a general culture of pupils, the development of their moral, intellectual, aesthetic qualities, initiative, independence and responsibility, the formation of the prerequisites for educational activities;
• ensuring the variability and diversity of the content of educational programs and organizational forms of the level of preschool education, the possibility of forming educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of pupils;

In accordance with the Federal State Educational Standard, the program of paid services is aimed at creating conditions for the social situation of the development of preschoolers, their comprehensive and cognitive development, the development of initiative and creative abilities on the basis of activities appropriate for preschool age (games, fine arts, design, perception of a fairy tale), cooperation with adults and peers in his zone of proximal development. The methodology of the circle "Entertaining Mathematics" is aimed at mastering the tasks of educational areas by children:

• communicative and personal development;

• cognitive and speech development;
• artistic and aesthetic development;
• physical development.

The program takes into account the educational needs and interests of the pupils of the group, their families and teachers, and is focused on the established traditions of the group.

In accordance with the Federal State Educational Standard, a subject-developing environment has been created:

• educational games of a mathematical nature: "Geocont", "Voskobovich's two-color square", "Miracle crosses", "Transparent square", "Tangram", "Columbus egg".
• universal gaming teaching aids: "Igrovisor".

4. Principles of building circle classes.

Consistency.

Accounting for the age characteristics of children.

Differentiated approach.

The principle of educating and developing orientation of knowledge.

The principle of gradual and constant complication of the material.

Step by step use of games.

Humane cooperation between teacher and children.

High level of difficulty.

5. Forms of organizing children's activities in the circle.

1. Logic-mathematical games.

2.Integrated game activities.

3. Joint activities of the teacher and children.

4. Independent gaming activity.

Forms of organization of work with parents:

• master class on making games;
• individual conversations with recommendations for each individual child;
• joint selection and purchase of educational games for the group;
• selection and demonstration of special literature aimed at the development of logical thinking;
• organization of the "Home Game Library";
• explanatory and educational work.

Literature:

1. Federal state educational standard for preschool education
2. T.M. Bondarenko "Developing games in preschool educational institutions", Voronezh: IP Lakotsenin S.S. 2009.
3. Voskobovich V.V., Kharko T.G. “Game technology for the intellectual and creative development of preschool children aged 3-7 years “Fairytale labyrinths”, St. Petersburg, 2003.
4. Z.A.Mikhailova "Game entertaining tasks for preschoolers", Enlightenment, M., 1990.

MUNICIPAL PRESCHOOL

EDUCATIONAL

AUTONOMOUS INSTITUTION

KINDERGARTEN №23

OF THE CITY DISTRICT OF THE CITY OF NEFTEKAMSK

Working programm

circle for the development of logical thinking

"Entertaining Logic"

Educator: Shaikhutdinova O.V.

2014

1. Explanatory note.

1. General information about the circle
2. Goals and objectives of the circle
3. Forms of organization of children
4. Forms of work with children
5. Working methods
6. The relevance of the circle

1. Information about the leader of the circle
2. Circle time
3. Perspective-calendar plan of the work of the circle

4.1 children5-6 years old

1. Software and methodological support for the work of the circle
2. Expected results
3. Monitoring

1. Explanatory note

1.1. General information about the circle

The work program of the circle "Entertaining logic" MADOU No. 23 provides the development of logical thinking of children aged 5 to 6 years, taking into account their age and individual characteristics. The program ensures that pupils achieve readiness for school.

The social customers of the activities of the "Entertaining Logic" circle are the parents of the pupils.

Finding out the needs of parents is carried out on the basis of the results of the survey. This information made it possible to determine the activities of the circle to meet the needs of parents:

Intellectual development of children

Preparation for studying at school (Development of an arbitrary sphere, development of logical thinking, attention, memory)

Classes in each group are held once a week, 4 lessons per month, 36 lessons per year. The duration of classes in the senior group is 20 minutes.

1.2. Goals and objectives of the circle "Entertaining logic"

Target.

Tasks.

1. The development of children's independence and initiative, the education of each child's self-esteem, self-respect, the desire for vigorous activity and creativity.

2. Development of cognitive activity, cognitive motivation, intellectual abilities of children.

3. Enriching the experience of self-knowledge of preschoolers.

4. Formation of readiness for schooling, for a new social position of the student.

1.3. Forms of organization of children

• Individual
• Subgroup
• Group

1.4. Forms of work with children

• The game
• situational conversation
• Conversation
• Story
• Reading
• Integrative activity
• Problem situation

1.5. Methods of working with children

• Verbal.

• Visual.
• Practical.

1.6. The relevance of the circle

Characteristics of thinking

Thinking is the highest cognitive process of generalized and indirect reflection of reality.

Thinking is the most important process of cognition. With the help of thinking, we gain knowledge that the senses cannot give us.

Thinking correlates the data of sensations and perceptions, compares, distinguishes and reveals the relationships between surrounding phenomena even in their absence.

The result of thinking is a thought expressed in words. Thus, human thinking is closely connected with speech and is impossible without it.

Thinking exists in three main forms: concept, judgment and inference.

In the process of mental activity, a person uses special techniques or operations: analysis (mental decomposition of the whole into parts), synthesis (mental combination of parts into a single whole), comparison (establishing similarities or differences between objects), abstraction (highlighting the essential properties of an object and abstracting from non-essential ), generalization (mental association of objects according to their characteristics).

All operations appear in close connection with each other. On their basis, more complex operations are distinguished, such as classification, systematization, etc.

Age features of thinking in preschoolers

During the growth and development of the child, his thinking undergoes significant interdependent changes. Children show the first signs of thinking by the end of the first year of life. They begin to notice the simplest connections and relationships between objects and use them to achieve a specific goal. These relationships are clarified by children through practical trial and error, i.e. with the help of subject-effective thinking, which is the main type of thinking of a young child. In addition, the child begins to understand that some things and actions can be used to refer to others, to serve as their replacement. So a drawing can represent a toy, and a toy can represent what is drawn. The ability to replace is being formed - the ability to use conditional substitutes for real objects and phenomena in solving mental problems. In the future, this ability will enable the child to master reading, writing, modeling, schematization, etc.

With the accumulation of experience, the child's thinking is increasingly based on images - ideas about what the result of a particular action can be. Visual-figurative thinking becomes the main type of thinking inherent in a child of preschool age.

Thanks to this, the preschooler can "do" real actions in the mind. At the same time, he operates only with single judgments, since he is not yet ready for conclusions.

At the senior preschool age begins to form verbal and logical thinking.

Thinking is a complex mental process, and its formation should begin from the first months of a child's life. Mastering mental operations (analysis, synthesis, comparison, generalization, abstraction) will be successful if it is carried out in the direct activity of the child and is accompanied by speech - the basis of abstract-conceptual (verbal-logical) thinking.

The highest form of development of thinking is the ability to think in abstract concepts. This is precisely the purpose of working with children.

1. Information about the head of the circle "Entertaining logic"

1. Circle time

Wednesday / Thursday 15.30

1. Perspective-calendar plan

For children 5-6 years old

1. Expected results

By the end of training under the program of the "Entertaining Logic" circle, children have formed:

Ability to analyze objects using visual, tactile and auditory perception

The ability to focus attention on objects and phenomena (attention)

Arbitrary memory

Thinking, the ability to reason, to draw conclusions in accordance with the laws of logic.

Creativity, the ability to express their feelings and ideas about the world in various ways.

Interest in the surrounding reality, the image of the "positive self".

Children are able to:

1. highlight the most essential in objects;

2. see their relationship with each other and the relationship of their parts;

3. use various schemes and plans;

4. reason,

5. draw conclusions in accordance with the laws of logic.

1. Monitoring.

Monitoring of development in children of forcing logical thinking is carried out once a year (May).

The main task of monitoring is to determine the degree of mastering by the child of the additional education program for the development of logical thinking "Entertaining logic"

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1 The program of the developing circle "Entertaining logic" (for children of the preparatory group) Educator Natalya Vladimirovna Troitskaya Explanatory note. CONTENTS Why does a little preschooler need logic? According to L.A. Wenger, “for five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually get acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world. All this will benefit the mental development of the child only if the training is directed to the development of mental abilities, those abilities in the field of perception, imaginative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties ”The skills, abilities acquired by the child in the preschool period will serve as the foundation for gaining knowledge and developing abilities at an older age at school. And the most important among these skills is the skill of logical thinking, the ability to "act in the mind." It will be more difficult for a child who has not mastered the methods of logical thinking to solve problems; performing exercises will require a lot of time and effort. As a result, the child's health may suffer, interest in learning may weaken or even fade away. Having mastered logical operations, the child will be more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right time. Learning will become easier, which means that both the learning process and school life itself will bring joy and satisfaction. This program shows how through special games and exercises it is possible to form the ability of children to independently establish logical relationships in the surrounding reality. Working with preschoolers on the development of cognitive processes, you come to the conclusion that one of the necessary conditions for their successful development and learning is consistency, i.e. a system of special games and exercises with consistently developing and becoming more complex content, with didactic tasks, game actions and rules. Separately taken games and exercises can be very interesting, but, using

2 learning them outside the system, it is impossible to achieve the desired educational and developmental result. Relevance In order to successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and conclusively, to guess, to show mental stress, to think logically. Teaching the development of logical thinking is of no small importance for the future student and is very relevant today. Mastering any method of memorization, the child learns to single out a goal and carry out certain work with the material to achieve it. He begins to understand the need to repeat, compare, generalize, group material for the purpose of memorization. Teaching children about classification contributes to the successful mastery of a more complex way of remembering the semantic grouping that children encounter at school. Using the opportunities for the development of logical thinking and memory of preschoolers, it is possible to more successfully prepare children for solving the problems that school education sets before us. The development of logical thinking includes the use of didactic games, ingenuity, puzzles, solving various logic games and labyrinths and is of great interest to children. In this activity, important personality traits are formed in children: independence, resourcefulness, ingenuity, perseverance is developed, and constructive skills are developed. Children learn to plan their actions, think about them, guess in search of a result, while showing creativity. While working with children, you can notice that many children do not cope with simple, at first glance, logical tasks. For example, most children of older preschool age cannot correctly answer the question of what is more: fruits or apples, even if they have a picture in their hands that shows fruits, many apples and several pears. Children will answer that there are more pears. In such cases, he bases his answers on what he sees with his own eyes. They are “let down” by imaginative thinking, and by the age of 5 children do not yet have logical reasoning. At senior preschool age, they begin to show elements of logical thinking, characteristic of schoolchildren and adults, which must be developed in identifying the most optimal methods for the development of logical thinking.

3 Games of logical content help to educate children's cognitive interest, contribute to research and creative search, the desire and ability to learn. Didactic games as one of the most natural activities of children and contributes to the formation and development of intellectual and creative manifestations, self-expression and independence. The development of logical thinking in children through didactic games is important for the success of subsequent school education, for the correct formation of the student's personality and in further education they will help to successfully master the basics of mathematics and computer science. The purpose of the program: To create conditions for the maximum development of the logical thinking of preschoolers in preparation for successful schooling. Program objectives: To teach children basic logical operations: analysis, synthesis, comparison, denial, classification, systematization, limitation, generalization, inference To teach children to navigate in space To develop in children higher mental functions, the ability to reason, prove To cultivate the desire to overcome difficulties, confidence in themselves, the desire to help their peers. Terms of the program implementation, age of children, forms of conducting classes. Terms of the program implementation 1 year. The program is designed for children of the preparatory group. The program provides for holding circle classes in various forms: Individual independent work of children. Work in pairs. Group forms of work. Differentiated. Frontal check and control. Self-assessment of the work done.

4 Didactic game. Competition. Contests. Stages of the program implementation The technology of activity is built in stages: - Diagnosis of the initial level of development of cognitive processes and control over their development. - Planning the means by which one or another quality can be developed (attention, memory, imagination, thinking), taking into account the individuality of each child and the available knowledge - Building an interdisciplinary (integral) basis for training in a developing course. - Gradual complication of the material, a gradual increase in the amount of work, increasing the level of independence of children. - Familiarization with the elements of theory, teaching methods of reasoning, independent argumentation of choice. - Integration of knowledge and methods of cognitive activity, mastering its generalized techniques. - Evaluation of the results of the developing course according to the developed criteria, which should include the child (self-assessment, self-control, mutual control). The content of the program A brief description of the sections and topics of the classes (the sections correspond to a certain logical operation that children will learn in the lesson): 1. Analysis of the synthesis. The goal is to teach children to divide the whole into parts, to establish a connection between them; learn to mentally combine parts of an object into a single whole. Games and exercises: finding a logical pair (cat, kitten, dog? (puppy)). Complementing the picture (pick up a patch, draw a pocket to the dress). Search for opposites (light heavy, cold hot). Work with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes. 2. Comparison. The goal is to teach to mentally establish the similarities and differences of objects according to essential features; develop attention, perception of children. Perfect-

5 to improve orientation in space. Games and exercises: consolidation of concepts: big small, long short, low high, narrow wide, higher lower, further closer, etc. Operating with the concepts "same", "most". Search for similarities and differences in 2 similar pictures. 3. Restriction. The goal is to teach to single out one or more items from a group according to certain characteristics. Develop children's observation skills. Games and exercises: “circle only red flags with one line”, “find all non-circular objects”, etc. Exclusion of the fourth superfluous. 4. Generalization. The goal is to teach to mentally combine objects into a group according to their properties. Contribute to the enrichment of vocabulary, expand everyday knowledge of children. Games and exercises for operating with generalizing concepts: furniture, dishes, transport, vegetables, fruits, etc. 5. Systematization. The goal is to teach to identify patterns; expand the vocabulary of children; learn to tell from a picture, retell. Games and exercises: magic squares (pick up the missing part, picture). Drawing up a story based on a series of pictures, arranging the pictures in a logical sequence. 6. Classification. The goal is to teach to distribute objects into groups according to their essential characteristics. Consolidation of generalizing concepts, free operation with them. 7. Inference. The goal is to teach with the help of judgments to make a conclusion. Contribute to the expansion of household knowledge of children. Develop imagination. Games and exercises: search for positive and negative in phenomena (for example, when it rains, it nourishes the plants, this is good, but the bad thing is that in the rain a person can get wet, catch a cold and get sick). Evaluation of the correctness of certain judgments (“the wind blows because the trees sway.” Right?). Solving logical problems. Expected results Expected results: Children should know: the principles of constructing patterns, the properties of numbers, objects, phenomena, words; the principles of the structure of puzzles, crosswords, chainwords, labyrinths;

6 GCD 2. September GCD 1. September 1st week of antonyms and synonyms; names of geometric shapes and their properties; the principle of programming and drawing up an algorithm of actions. Children should be able to: identify patterns and complete the task according to this pattern, classify and group objects, compare, find common and particular properties, generalize and abstract, analyze and evaluate their activities; through reasoning, solve logical, non-standard problems, perform creative search, verbal-didactic, numerical tasks, find the answer to mathematical riddles; respond quickly and correctly during the warm-up to the questions posed; perform tasks for training attention, perception, memory, perform graphic dictations, be able to navigate in a schematic representation of graphic tasks; be able to set a goal, plan the stages of work, achieve results with your own efforts. PERSPECTIVE-THEMATIC PLAN OF THE CIRCLE "ENTERTAINING LOGIC" Topic Tasks Timing - Learn to divide a square into 2 4 parts, compare parts. - Improve the skill of counting in direct order, regardless of the size and location of objects. - Strengthen the ability to transform geometric shapes using Gyenes blocks. (B.D.) - Fix the seasons: autumn months - Learn to use signs =,<, >comparing groups of objects, numbers on a visual basis. Series by quantity. - Improve the ability to navigate on a sheet of paper in a cage (upper left corner, center, etc.) - Fix the recreation of geometric shapes according to their presentation, description. - Fix the sequence of days of the week.

7 GCD 8. October GCD 7. October 3 week GCD 6. October GCD 5. October 1-week GCD 4. September GCD 3. September 3 week - Learn the composition of the number 2 and 3 of the two smaller ones. - Improve the skill of dividing a square into 2 8 parts, comparing parts, seriation. - To consolidate the skill of measuring various quantities with a conditional measure (measurement of length). - To consolidate the ability to designate a geometric figure using symbols, coding B.D. - Learn to count backwards, determine the place of a number in a number series. - Improve the ability to perform operations on sets: partitioning, classification. - Strengthen the ability to compare by the number of groups of objects using signs<, >,=. - To consolidate the skill of counting (counting, counting, ordinal counting). - Learn to measure volume, seriation using a conditional measure. - Improve knowledge of the composition of the numbers 2 and 3, using Kuizener's sticks. (P.K.) - Consolidate knowledge of the sequence of seasons (autumn months). - To consolidate the ability to navigate in a notebook in a cage, the designation of spatial relationships with conventional signs. - Learn to divide the circle into 2, 4, 8 parts, comparison of parts. - Improve the idea of ​​a number as a point in a number series. - To consolidate knowledge about the types of triangles, coding with a negation sign. - To consolidate the concept of the month, week, types of calendars. - Learn the composition of the number 4 from two smaller ones. - Improve planning skills. - To consolidate the ability to measure length (measuring step). - To consolidate the ability to divide a long object into parts. - Learn to perform operations on sets: comparison, division, classification. (B.D.) - Improve knowledge of the composition of numbers 3.4 from two smaller ones. - To consolidate knowledge about the time of the week, month. - Consolidate knowledge of the previous and subsequent number.

8 GCD 14. December GCD 13. December 1-week GCD 12 November GCD 11. November 3-week GCD 10. November GCD 9. November 1 week - Learn to perform operations with sets: classification by three criteria, abstraction. (b.d .) - Improve the idea of ​​the quantitative composition of numbers 3.4 from two smaller ones, exercise in counting. - Strengthen the ability to find patterns. - Improve knowledge of the sequence of days of the week. - Learn to solve problems in the mind for increasing and decreasing, forming the skill of counting. - Improve the ability to compare objects by size and weight. Seriation. - Strengthen the ability to navigate in space. - To consolidate the ability to designate spatial relationships with conventional signs. - Learn the composition of the number 5 from two smaller ones. - Improve the ability to generalize objects according to their four properties. - To fix the concept of "polygon" on the basis of different types. - Strengthen the ability to navigate in two and three-dimensional space using Nikitin's cubes. - Learn to perform operations on sets, classification according to three or four criteria. - Improve knowledge of the composition of the number 5 of the two smaller ones. - Strengthen the ability to solve algorithmic exercises. - Consolidate knowledge of the previous and subsequent number. - Learn to solve arithmetic problems for addition. - Improve knowledge of the composition of the number of units within. Fix the types of polygons, coding with a negation sign. - Fix a temporary relationship day a week. - Learn to recreate silhouettes from geometric shapes (Columbian egg, magic circle, leaf). - Improve the ability to solve problems, highlighting the components. - Seriation of objects by area in ascending order. - Fix the composition of the number 5 of the two smaller ones.

9 GCD 20. February GCD 19. February 1st week GCD 18. January GCD 17. January 3rd week GCD 16. December GCD 15. December 3rd week - Learn to solve subtraction problems, highlighting the components. - Improve counting skills. - To consolidate the ability to perform operations on sets: classification, abstraction. - Strengthen the ability to navigate according to a plan, draw up a diagram. - Learn the composition of the number 6 from two smaller ones. (p.k.) - Improve the ability to solve arithmetic problems. - Consolidate knowledge about calendars. - Strengthen the ability to divide the whole into parts. - Learn to solve algorithmic problems. - Improve the ability to identify properties in objects, to indicate their absence with symbols. - Consolidate knowledge about the finishing series, (counting and counting by unit). - Strengthen the ability to be creative in puzzle games. - Learn to solve algorithmic exercises. - Improve the ability to write and solve problems. - To consolidate the skill of recreating silhouettes from geometric shapes. - Strengthen the ability to perform serialization. - Learn how to write a problem to solve. - Improve knowledge of the composition of numbers 5.6 from two smaller ones. - Consolidate knowledge of geometric shapes, encoding and decoding. - To consolidate knowledge about temporary relationships. - Learn the composition of the number 7 from two smaller ones. - Improve the ability to formulate problems for their solution. - Strengthen the ability to solve and compose algorithmic exercises. - Strengthen the ability to be creative in recreating silhouettes from geometric shapes.

10 GCD 26. March GCD 25. March 3rd week GCD 24. March GCD 23. March 1st week GCD 22. February GCD 21.. February 3rd week - Learn to compose and solve problems of different types. - Improve knowledge of quadrilaterals (trapezoid, parallelogram). - To consolidate the ability to classify and generalize geometric shapes by features. - To consolidate the ability to navigate on a piece of paper in a cage. - Learn to compose and solve problems of different types. - Improve the ability to make the number 7 from two smaller ones. - To consolidate the ability to determine and conditionally designate temporary relationships (month, year). - Learn to draw geometric shapes on a sheet of paper in a cage. - Learn to transform geometric shapes according to conditions using a template, stencil. - Improve the ability to abstract objects using Gyenesh blocks. - Strengthen the ability to compose and solve problems of various types. - Strengthen the ability to find patterns. - Learn how to write problem solving. - To improve knowledge about the composition of the number of two smaller ones. (p.k.) - To consolidate the ability to find objects of a certain shape according to the model and by name. - Consolidate knowledge of relationships in time, (month year). - Learn on your own, create various signs and symbols, depicting furniture in your room. - Improve the ability to classify by negation. - Fix the addition and subtraction of numbers by 2 when solving arithmetic problems. - To consolidate the ability to measure bulk products using a conditional measure, serialization by quantity (volume). - Learn the composition of the number 8 from two smaller ones. - Improve the ability to compose and solve problems using symbols. - To consolidate the skill of recreating silhouettes from geometric shapes. - Improve the ability to represent the plan of your room according to the presentation.

11 GCD 33. Diagnostics May 3-week GCD 32. KVN May GCD 31. May 1-week GCD 30. April GCD 29. April 3 week GCD 28. April GCD 27. April 1 week - Learn to compose and read two-digit numbers. - Improve the ability to write and solve problems. - Strengthen the ability to classify and abstract objects. - Fix the composition of the number 8 of the two smaller ones. - Learn to solve and compose algorithmic exercises. - Improve the ability to solve problems of different types. - Strengthen the ability to compose and read multi-digit numbers. - To consolidate the skill of recreating silhouettes from geometric shapes. - Learn the composition of the number 9 from two smaller ones. - Improve the ability to solve and compose problems of various types. - Strengthen relationships over time. - Strengthen the ability to navigate on a sheet of paper. - Learn to determine the time on the clock, dial, arrows. - Strengthen the ability to formulate and solve problems. - Strengthen the ability to show creativity and independence in puzzle games. - Improve the ability to perform actions, according to symbolic designations. - Improve the ability to compose and solve problems of various types. - To consolidate the ability to perform operations on sets: comparison, partitioning, classification, abstraction. - Fix the composition of the number 9 of the two smaller ones. - To consolidate the ability to recreate silhouettes from geometric shapes according to the plan. - Deliver joy and pleasure from developing games. - Reveal the ability to perform operations on sets, solve and compose algorithms.

12 May 4-week GCD 34. Diagnosis - Reveal the ability to make a number from two smaller ones, using all possible options, to perform addition and subtraction. The way to check the results of the work: generalizing classes after each section and 2 diagnostics (initial (September) and final (May)) of the level of mastering the operations of logical thinking. Developed games Card file of games for the development of attention Card file of games for the development of memory Semantic games Card file of problem situations Games with matches Information resources 1. Childhood: Program for the development and education of children in kindergarten. T.I. Babaeva, Z.A. Mikhailova. SPb.: CHILDHOOD PRESS, Mathematics from three to seven: A teaching aid for kindergarten teachers. PER. Mikhailova, E.N. Ioffe. SPb.: CHILDHOOD PRESS, Plan program of the pedagogical process in kindergarten. N.V. Goncharova. SPb.: CHILDHOOD PRESS, Methodological advice for the program "Childhood". SPb.: CHILDHOOD PRESS, Mathematics before school: A guide for kindergarten teachers and parents. A.A. Smolentsova, O.V. Pustovoit.-SPb.: CHILDHOOD PRESS, Mathematics is interesting. Z.A.Mikhailova, I.N.Cheplashkina.- St. Petersburg: CHILDHOOD PRESS, Didactic games classes in preschool educational institutions. E.N. Panova. Shopping center "TUTOR", ABC of physical education for preschoolers. I. Kovalko. M.: VAKO, 2006.

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The work program of the circle for the development of logical thinking "Umnyash" of the municipal budgetary preschool educational institution of the compensatory type kindergarten No. 66 "Zabavushka" of the city of Nizhnevartovsk, educator of the highest qualification category Hildebrandt Oksana Petrovna Contents 1. Passport of the program 2. Explanatory note. 2.1. General information about the circle 2.2. Completion of the group 2.3. Goals and objectives of the circle 2.4. Forms of organization of children 2.5. Forms of work with children 2.6. Working methods 2.7. Relevance of the circle 3. Time of the circle 4. Perspective-calendar plan of the circle 4.1. For children 5-6 years old 4.2. For children aged 6-7 years 5. Software and methodological support for the work of the circle 6. Expected results 7. Monitoring "Zabavushka" 628617, Russian Federation, Tyumen region, Khanty-Mansi Autonomous Okrug - Yugra, city of Nizhnevartovsk, Permskaya street, 11. Contact phones: 46-97-06; 46-45-77 Fax: 46-97-06; Email: [email protected] Basis for the development of the Program 1. Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" 2. Federal Target Program for the Development of Education for 2011-2015, approved by Decree of the Government of the Russian Federation of February 7, 2011 No. 61; 3. Order of the Ministry of Education and Science of the Russian Federation No. 655 dated November 23, 2009 "Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education"; 4. Decree of the Government of the Khanty-Mansiysk Autonomous Okrug - Yugra dated February 19, 2010 No. 91-rp "On the Development Strategy for the Education of the Khanty-Mansiysk Autonomous Okrug - Yugra until 2020", 5. Decree of the Government of the Khanty-Mansiysk Autonomous Okrug - Yugra dated July 8, 2010 No. 160- p "On the target program of the Khanty-Mansiysk Autonomous Okrug - Ugra "New School of Ugra for 2010-2013" (as amended), 6. "On target programs of the city of Nizhnevartovsk", order of the city administration "On approval of the long-term target program "Development of education in the city Nizhnevartovsk for 2012-2014" dated July 6, 2011 No. 742; 7. Program for the development of MDOU DSKV No. 66 "Zabavushka" for 2012-2014. Customer of the Program Pedagogical Council of the Preschool Educational Institution Author-compiler Hildebrandt Oksana Petrovna educator of the highest qualification category visual-figurative cooperation. Program objectives 1 Development of children's independence and initiative, education in each child of self-esteem, self-respect, striving for active work and creativity. 2. Development of cognitive activity, cognitive motivation, intellectual abilities of children. 3. Enrichment of the experience of self-knowledge of preschoolers. 4. Formation of readiness for schooling, for a new social position of the student. Expected results of the implementation of the Program - to highlight the most essential in subjects; - to see their correlation with each other and the ratio of their parts; - use various schemes and plans; - reason, draw conclusions in accordance with the laws of logic. Deadlines for the implementation of the program 2013-2015. System for organizing control over the implementation of the Program Control over the implementation of the Program is carried out by the administration of the MBDOU I. Explanatory note 1.1. General information about the circle The work program of the circle "Umnyash" MBDOU DSKV No. 66 provides the development of logical thinking of children aged 5 to 7 years, taking into account their age and individual characteristics. The program ensures that pupils achieve readiness for school. Social customers of the activities of the circle "Smart" are the parents of pupils. Finding out the needs of parents is carried out on the basis of the results of the survey. This information made it possible to determine the activities of the circle to meet the needs of parents: Intellectual development of children Preparation for schooling (Development of an arbitrary sphere, development of logical thinking, attention, memory) A comprehensive thematic plan is designed for 2 years. The first year - for children 5-6 years old, the second - for children 6 - 7 years old. Classes in each group are held once a week, 4 lessons per month, 36 lessons per year. The duration of classes in the senior group is 25 minutes, in the preparatory group - 30 minutes. 1.2. Group assembly. No. Group according to the age of children. Occupancy 1 Senior group 10 2 Preparatory group 10 1.3. Goals and objectives of the circle "Smart" Purpose. The development of logical thinking, attention in the process of mastering various methods of action in the conditions of subject-effective and visual-figurative cooperation. Tasks. 1. The development of children's independence and initiative, the education of each child's self-esteem, self-respect, the desire for vigorous activity and creativity. 2. Development of cognitive activity, cognitive motivation, intellectual abilities of children. 3. Enrichment of the experience of self-knowledge of preschoolers. 4. Formation of readiness for schooling, for a new social position of the student. 1.4. Forms of organization of children * Individual * Subgroup * Group 1.5. Forms of work with children * Game * Situational conversation * Conversation * Story * Reading * Integrative activity * Problem situation 1.6. Methods of working with children * Verbal. * Visual. * Practical. 1.7. The relevance of the circle Characteristics of thinking Thinking is the highest cognitive process of a generalized and indirect reflection of reality. Thinking is the most important process of cognition. With the help of thinking, we gain knowledge that the senses cannot give us. Thinking correlates the data of sensations and perceptions, compares, distinguishes and reveals the relationships between surrounding phenomena even in their absence. The result of thinking is a thought expressed in words. Thus, human thinking is closely connected with speech and is impossible without it. Thinking exists in three main forms: concept, judgment and inference. In the process of mental activity, a person uses special techniques or operations: analysis (mental decomposition of the whole into parts), synthesis (mental combination of parts into a single whole), comparison (establishing similarities or differences between objects), abstraction (highlighting the essential properties of an object and distracting from non-essential ), generalization (mental association of objects according to their characteristics). All operations appear in close connection with each other. On their basis, more complex operations are distinguished, such as classification, systematization, etc. Age-related features of thinking in preschoolers During the growth and development of a child, his thinking undergoes significant interdependent changes. Children show the first signs of thinking by the end of the first year of life. They begin to notice the simplest connections and relationships between objects and use them to achieve a specific goal. These relationships are clarified by children through practical trial and error, i.e. with the help of subject-effective thinking, which is the main type of thinking of a young child. In addition, the child begins to understand that some things and actions can be used to refer to others, to serve as their replacement. So a drawing can represent a toy, and a toy can represent what is drawn. The ability to replace is being formed - the ability to use conditional substitutes for real objects and phenomena in solving mental problems. In the future, this ability will enable the child to master reading, writing, modeling, schematization, etc. With the accumulation of experience, the child's thinking is increasingly based on images - ideas about what the result of a particular action can be. Visual-figurative thinking becomes the main type of thinking inherent in a child of preschool age. Thanks to this, the preschooler can "do" real actions in the mind. At the same time, he operates only with single judgments, since he is not yet ready for conclusions. At the senior preschool age begins to form verbal and logical thinking. Thinking is a complex mental process, and its formation should begin from the first months of a child's life. Mastering mental operations (analysis, synthesis, comparison, generalization, abstraction) will be successful if it is carried out in the direct activity of the child and is accompanied by speech - the basis of abstract-conceptual (verbal-logical) thinking. The highest form of development of thinking is the ability to think in abstract concepts. This is precisely the purpose of working with children. II. Time of the circle Wednesday/Thursday 15.30 III. Perspective-calendar plan 4.1. For children 5-6 years old Month Week Content of the lesson Material for the lessonOctober 1st1. Exercise "Ring" 2. The game "Think quickly" 3. I / s "Connect the same pictures with lines" 4. I / s "Circle the same objects in each row" 5. I / s "Find the house of each animal and draw a path to it ". "Developers", p. 173 Coloring book with logic games (p. 1,2,3), simple pencil 2-y1. Exercises "Ring", "Fist-Rib-Palm" 2. The game "Antonyms" 3. And / y "Pick up parents for each baby" 4. And / y "Pick up for each animal its favorite treat." 5. And / y "In each row, circle common objects and give them a common name" "Developers", p. 174 Coloring book with logic games (p. 4,5,6,7), simple pencil 3rd1. Exercises "Ring", "Fist-rib-palm". 2. The game "Sticks" 3. And / at "Find an extra item." 4. I / y "Find objects that match each other and draw a line around them." 5. D / and "Where is my shadow?" Album for coloring with logical games (pp. 8,9,10,11,12,13), a simple pencil "Development" p. 173 Cards "Where is my shadow?" 4- i1. Exercises "Ring", "Fist-rib-palm", "Drawing elephant". 2. The game "It happens or not" 3. I / I "Find an object that is different from the rest" 4. I / I "Combine all musical objects" 5. I / I "Find the differences" "Creation", p. 175 Album for coloring with logic games (p.14,15,16), a simple pencil E.V. Kolesnikov "I solve logical problems", p. 4.5 November 1st1. Exercises "Ring", "Fist-rib-palm", "Drawing an elephant", "Chop cabbage". 2. The game "One - several" 3. I / y "Where is my shadow" 4. Developing game "Pick up the shape" 5. D / y in the workbook "Color it right" "Development", p. 182 Developing game Cards " Where is my shadow", D / and "Find a couple" E.V. Kolesnikov "I solve logical problems", p. 72-ya1. Exercises "Ring", "Fist-Rib-Palm", "Drawing Elephant", "Chop Cabbage", "Drum". 2. Game "What's inside?" 3. And / at "What will happen" 4. And / at "Find objects that are opposite in taste" 5. And / at "What for?" "Development", p. 187 N.V. Ermolaeva "Learning to recognize, distinguish, name", p. 1 3rd1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "What is around us?" (by color) 3. I / y. "Find light and heavy objects" 4. I/u "What is the balloon afraid of" 5. I/u "What did the artist forget?" Ermolaeva "Learning to recognize, distinguish, name", p. 2 Copybook 4th1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "What is around us?" (according to the form) 3. I / y "Combine by sign" 4. I / y "Find the same clowns" 5. D / y in the workbook "Color the same objects" "Development", p. 223 N.V. Ermolaeva "Learning to recognize, distinguish, name", p. 3 E.V. Kolesnikov "I solve logical problems", p. 8.9 December 1st1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Flies - does not fly" 3. And / y "Show me correctly" 4. And / y "Find the same", "Compare objects" 5. D / and "Choose a pattern" "Development", p. 223, Recipes "Funny tasks. Logic in pictures", p. 1,2 "We develop by playing. Pick a pattern" 2nd1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Parts of the body" 3. I / y "Show me correctly" 4. I / y "Help me find the fish", "Paint the stars" 5. D / and "Choose a pattern" assignments. Logic in pictures", p. 3,4 "We develop by playing. Pick a pattern" 3rd1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Forbidden movement" 3. And / y "Show me correctly" 4. And / y "Whose headdress?", "Name it in one word" 5. D / and "Choose a pattern" "Development", p. "Funny tasks. Logic in pictures", pp. 5,6 "We develop by playing. Pick a pattern" 4th1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Santa Claus" 3. And / at "Show me correctly" 4. And / at "What is superfluous?", "What happens together?" 5. D / y in the workbook "Find the mistake" "Development", p. 194 Recipe "Funny tasks. Logic in pictures", p. 7.9 E.V. Kolesnikov "I solve logical problems", p.36-37January 2nd1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Forbidden movement" 3. And / y "Show me correctly" 4. And / y "Find a rhyme" 5. D / and "What is superfluous?" ", p. 10 Cards "What is superfluous?" 3rd1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Movement with words" 3. D / and "What is superfluous?" 4. And / y "What will happen?" 5. D / y in the workbook "Find the mistake" "Development", p. 250 Cards "What is superfluous?" D / and "What will happen?" E.V. Kolesnikov "I solve logical problems", pp. 38-394-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Game "Finish the phrase" 3. D / and "What is superfluous?" 4. D / y in the workbook "Find the mistake" 5. D / y in the workbook "Conclusions" "Development", p. 259 E.V. Kolesnikov "I solve logical problems", pp. 41-42 February 1st1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Patter" 3. D / y in the workbook "Conclusions" 4. I / y "Connect with arrows", "Name it in one word" 5. D / and "Find the parts" "Development", p. 260 E.V. Kolesnikova "I solve logical problems", p.44-45 N.G. Salmina "Learning to think. What is it?", pp. 23, 26; split application2-i1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "And I remember everything" 3. And / y "Find and color the part that is missing" 4. And / y "Color it right" 5. And / y "what first, what next?" "Razvivalki", p. 263 N.G. Salmina "Learning to think. What is it?", pp. 45, 58 N.G. Salmina "Learning to think. What follows what? Part 1", p. 3; N.G. Salmina "Learning to think. What follows what? Part 1", p. 143-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Game "Kids" 3. I/u "Find and color the part that is missing" 4. I/u "What first, what next?" 5. And / at "Find a place for things" "Razvivalki", p. 139 N.G. Salmina "Learning to think. What is it?", pp. 64, 68; N.G. Salmina "Learning to think. What follows what? Part 1", p. 16, 234-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Patters" 3. I / y "What first, what then?" 4. And / y "How should I color the balloons further?" 5. And / at "Paint according to the model" "Developers", p. 260 N.G. Salmina "Learning to think. What follows what? Part 2", pp. 15, 16, 24, 50March 1st1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Pick up the words" 3. And / y "Continue the row" 4. And / y "What first, what then?" 5. And / at "Paint according to the model" "Developers", p. 169 N.G. Salmina "Learning to think. What follows what? Part 2", p. 54, 562-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "One word" 3. And / y "Continue the row" 4. And / y "Think" 5. And / y "Find two identical objects" "Development", p. 170 Cards from the set "Think - ka" (No. 2, 4,8,14,37) Cards with objects 3rd1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Game "Name the objects" 3. And / y "Continue the row" 4. And / y "Think about it" 5. Games with a rope "Combine according to the principle ..." "Development", p. 171 Cards from the set " Think" (No. 69, 82,83,84) Ropes for each child, geometric shapes, small toys 4th 1. Exercises "Ring", "Fist-rib-palm" "Painting elephant" "Chop cabbage", " Drum", "Do not drop". 2. The game "Guess the riddle" 3. And / y "Continue the row" 4. And / y "Think" 5. Working with Gyenesh blocks Cards from the "Think" set (No. 87,89,96,98) Blocks GyeneshaApril 1st1st. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "More - less" 3. And / y "Continue the row" 4. And / y "Think" 5. We work with the blocks of Gyenesh I.V. Starodubtseva "Game lessons for the development of memory, attention, thinking in preschoolers", p. 52 Cards from the "Think" set (No. 104,106,112,119) Gyenes blocks 2-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Show in different ways" 3. And / y "Continue the row" 4. And / y "Think" 5. We work with the blocks of Gyenesh I.V. Starodubtseva "Game lessons for the development of memory, attention, thinking in preschoolers", p. 52 Cards from the "Think" set (No. 115,120) Gyenes blocks 3-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Listen and show" 3. I / y "Continue the row" 4. D / y "Continue the row" 5. We work with the blocks of Gyenesh I.V. Starodubtseva "Game lessons for the development of memory, attention, thinking in preschoolers", p. 53 E.V. Kolesnikova "I solve logical problems", p.34-35 Gyenes blocks 4-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Who knows, let them count further" 3. And / y "Continue the row" 4. And / y "Finish the missing figure" 5. We work with the blocks of Gyenesh I.V. Starodubtseva "Game lessons for the development of memory, attention, thinking in preschoolers", p. 54 E.V. Kolesnikova "I solve logical problems", pp. 20-21 Gyenesh Blocks May 1st1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Cars and Pedestrians" 3. I / y "Continue the row" 4. I / y "What first, what then?" 5. We work with Gyenesh IV blocks. Starodubtseva "Game lessons for the development of memory, attention, thinking in preschoolers", p. 55 N.G. Salmina "Learning to think. What follows what? Part 2", p. 59 Gyenesh blocks 2-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Fifteen" 3. And / y "Continue the row" 4. And / y "Paint over what you need" 5. We work with the blocks of Gyenesh I.V. Starodubtseva "Game lessons for the development of memory, attention, thinking in preschoolers", p. 56 E.V. Kolesnikov "I solve logical problems", pp.14-15 Gyenesh blocks 3-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "I know five names of boys" 3. D / y in the workbook "Conclusions" 4. D / y "Composing a fairy tale" 5. We work with the blocks of Dyenesha E.V. Kolesnikova "I solve logical problems", p.46-47 N.G. Salmina "Learning to think. What follows what? Part 2", p. 40 Gyenesh blocks 4-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. The game "Imagine and show" 3. I / y "Color the pattern according to the model" 4. I / y "Paint over what you need" 5. Working with the blocks of Gyenesh N.G. Salmina "Learning to think. What follows what? Part 2", p. 29 E.V. Kolesnikov "I solve logical problems", p.15-16 Gyenesh blocks 4.2. For children 6-7 years old Month Week Content of the lesson Material for the lessonOctober 1st1. Exercise "Ring" 2. Game "Think quickly" 3. Riddle 4. Task for comparison 5. Logic tasks "Development", p. 173 L.F. Tikhomirov "Logic for preschoolers", p. 6, No. 2; "The whole preschool program. Thinking", p. 4. E.V. Kolesnikov "I solve logical problems", p.42-ya1. Exercises "Ring", "Fist-Rib-Palm" 2. The game "Antonyms" 3. Riddle 4. Task for comparison 5. Logical tasks "Development", p. 174 L.F. Tikhomirov "Logic for preschoolers", p. 7, No. 3; "The whole preschool program. Thinking", p. 5. E.V. Kolesnikov "I solve logical problems", p.53-ya1. Exercises "Ring", "Fist-rib-palm". 2. Game "Sticks" 3. Riddle 4. Assignment for comparison 5. Logical tasks "Development" p. 173 L.F. Tikhomirov "Logic for preschoolers", p. 8, No. 4; "The whole preschool program. Thinking", p.6. E.V. Kolesnikov "I solve logical problems", p.64-ya1. Exercises "Ring", "Fist-rib-palm", "Drawing elephant". 2. Riddle 3. Comparison task 4. Logical tasks "Development", p. 175 L.F. Tikhomirov "Logic for preschoolers", p. 9, No. 5; "The whole preschool program. Thinking", p.7. E.V. Kolesnikov "I solve logical problems", p. 7November 1st1. Exercises "Ring", "Fist-rib-palm", "Drawing an elephant", "Chop cabbage". 2. Riddle 3. Comparison task 4. Logical tasks "Development", p. 182 L.F. Tikhomirov "Logic for preschoolers", p. 10, No. 6; "The whole preschool program. Thinking", p.8. E.V. Kolesnikov "I solve logical problems", p.82-ya1. Exercises "Ring", "Fist-Rib-Palm", "Drawing Elephant", "Chop Cabbage", "Drum". 2. Tasks for Gyenesh Blocks 3. Logical tasks 4. Task for comparison "Development", p. 187 L.F. Tikhomirov "Logic for preschoolers", p. 10, No. 7; "The entire preschool program. Thinking", p. 9. E.N. Panova "Didactic games and activities in preschool educational institutions", p. "," Do not drop ". 2. Assignments for Gyenes Blocks 3. Logical tasks 4. Assignment for comparison "Development", p. 223 L.F. Tikhomirova "Logic for preschoolers", p. 11, No. 8; "All preschool program. Thinking", p. 10. E.N. Panova "Didactic games and activities in the preschool educational institution", p. 114th 1. Exercises "Ring", "Fist-rib-palm" "Drawing an elephant" "," Do not drop ". 2. Assignments for Gyenes Blocks 3. Logical tasks 4. Assignment for comparison "Development", p. 223 L.F. Tikhomirova "Logic for preschoolers", p. 11, No. 8; "All preschool program. Thinking", p. 10. E.N. Panova "Didactic games and activities in the preschool educational institution.", p. 11 December 1st 1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Drum", "Do not drop" 2. Tasks on Gyenes Blocks and Cuizener's sticks 3. Logical tasks 4. Task for comparison "Development", p. 223, L.F. Tikhomirova "Logic for preschoolers", p. 22, No. 21; "The entire preschool program. Thinking", pp. 11, 12. E.N. Panova "Didactic games and activities in preschool educational institutions. Older age", p. 142-i1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Riddle 3. Task for comparison 4. Logic tasks "Razvivalki", p. 226 L.F. Tikhomirova "Logic for preschoolers", p. 42, No. 38; "The entire preschool program. Thinking", pp. 13,14. E.V. Kolesnikova "I solve logical problems", p. "," Do not drop ". 2. Riddle 3. Task for comparison 4. Logical tasks "Development", p. 227 "The whole preschool program. Thinking", p. 15. E.V. Kolesnikova "I solve logical problems", p. "Don't drop it" 2. Riddle 3. Assignment for classification 4. Logical tasks "Development", p. 194 "The whole preschool program. Thinking", pp. 16,17. E.V. Kolesnikova "I solve logical problems", p. "," Do not drop ". 2. Riddle 3. Assignment for classification 4. Logical tasks "Development", p. 227 "The whole preschool program. Thinking", p.18,19. E.V. Kolesnikova "I solve logical problems", p. "," Don't drop it. 2. Tasks for Gyenesh Blocks and Cuizener's sticks 3. Task for the classification "Development", p. 250 "The whole preschool program. Thinking", p.20,21. E.N. Panova "Didactic games and activities in the preschool educational institution. Older age", p. 18 4th1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Tasks on Gyenesh Blocks and Cuizener's sticks 3. Logic tasks 4. Classification task "Development", p. 259 E.V. Kolesnikova "I solve logical problems", p.41-42 "The whole preschool program. Thinking", p.22,23. E.N. Panova "Didactic games and activities in the preschool educational institution. Older age", p. 18 simple pencil E.V. Kolesnikov "I solve logical problems", pp. 38,39 February 1st1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Assignments for Gyenesh Blocks 3. Logical tasks 4. Assignment for the classification "Razvivalki", p. 260 E.V. Kolesnikova "I solve logical problems", p.40 "The whole preschool program. Thinking", p.24,25. E.N. Panova "Didactic games and activities in the preschool educational institution", p. 15 simple pencil E.V. Kolesnikov "I solve logical problems", pp. 40,412-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Tasks on Gyenesh Blocks 3. Logical tasks 4. Task for classification "Razvivalki", p. 263 E.V. Kolesnikova "I solve logical problems", p.41 "The whole preschool program. Thinking", p.26,27. E.N. Panova "Didactic games and activities in the preschool educational institution", p. 17 simple pencil E.V. Kolesnikov "I solve logical problems", str.423-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Logical tasks 3. Task for the classification "Development", p. 139 "The whole preschool program. Thinking", p.28,29,30. simple pencil E.V. Kolesnikov "I solve logical problems", str.444-ya1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Logical tasks 3. Assignment for regularities "Development", p. 260 "The whole preschool program. Thinking", p.31,32,33. simple pencil E.V. Kolesnikov "I solve logical problems", pp. 45,47 March 1st1. Exercises "Ring", "Fist-rib-palm", "Painting elephant", "Chop cabbage", "Drum", "Do not drop". 2. Logical tasks 3. Task for regularities 4. Tasks for attention "Development", p. 169 L.F. Tikhomirov "Logic for preschoolers", p. 64, No. 77; "The entire preschool program. Thinking", pp. 31,32. "The whole preschool program. Attention", p.10.2-ya1. Exercises "Ring", "Fist-rib-palm" "Painting elephant" "Chop cabbage", "Drum", "Do not drop". 2. Logical tasks 3. Task on patterns 4. Tasks for attention "Development", p. 170 L.F. Tikhomirova "Logic for preschoolers", p. 80, No. 101; "The entire preschool program. Thinking", pp. 33,34. "The whole preschool program. Attention", pp. 11,12.3-i1. Exercises "Ring", "Fist-rib-palm" "Painting elephant" "Chop cabbage", "Drum", "Do not drop". 2. Logical tasks 3. Assignment to patterns 4. Tasks for attention "Development", p. 171 L.F. Tikhomirova "Logic for preschoolers", p. 85, No. 109; "The entire preschool program. Thinking", pp. 35,36. "The whole preschool program. Attention", p.13,14.4th 1. Exercises "Ring", "Fist-rib-palm", "Drawing elephant", "Chop cabbage", "Drum", "Do not drop". 2. Work with Gyenesh blocks 3. Task for patterns 4. Tasks for attention "The whole preschool program. Thinking", pp. 38,39. "The whole preschool program. Attention", pp. 15,16. E.N. Panova "Didactic games and activities in preschool educational institutions", p. 20 April 1st 1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chop cabbage , "Drum", "Do not drop" 2. Working with Gyenesh blocks 3. Task for patterns 4. Tasks for attention "The whole preschool program. Thinking", pp. 40,41. "The whole preschool program. Attention", pp. 17,18. E.N. Panova "Didactic games and activities in preschool educational institutions", p. 212-i1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Drum", "Do not drop" 2. Working with Gyenesh blocks 3. Task for inference 4. Tasks for attention "The whole preschool program. Thinking", pp. 42,43. "The whole preschool program. Attention", pp. 19,20. E.N. Panova "Didactic games and activities in the preschool educational institution", p. 253-i6. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Drum", "Do not drop" 5. Working with Gyenesh blocks 6. Task for inference 7. Tasks for attention "The whole preschool program. Thinking", pp. 44,45. "The whole preschool program. Attention", pp. 21,22. E.N. Panova "Didactic games and activities in the preschool educational institution", p. 254-i1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Drum", "Do not drop" 2. Task for inference 3. Tasks for attention "The whole preschool program. Thinking", pp. 46,47,48. "The whole preschool program. Attention", pp. 23,24,25. IV. Software and methodological support for the work of the "Umnyash" circle. Purpose Development of logical thinking, attention in the process of mastering various methods of action in the conditions of subject-effective and visual-figurative cooperation. Software and methodological supportList of programs and technologies The program of education and training in kindergarten / Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 5th ed., Rev. and additional - M.: Mosaic-Synthesis, 2007 - 2008 p. NOT. Veraksa, T.S. Komarova, M.A. Vasiliev. The main general educational program of preschool education "From birth to school". - M.: Mosaic-Synthesis, 2010 - 224 p. Kolesnikova "I solve logical problems" - Sphere, 2010. - 48s.E.N. Panova "Didactic games and activities in kindergarten", - Voronezh, 2007 - 78 s.L.F. Tikhomirov "Logic for preschoolers". - Yaroslavl: Academy of Development, 1999. - 256 p.: ill. - (Series: Developing education).I.V. Starodubtseva "Game lessons for the development of memory, attention, thinking in preschoolers". - M: ARKTI, 2008, - 68 s.V.M. Doskova, A.G. Prokofiev "Educational games for children" V. Expected results By the end of the program of the "Umnyash" circle, children have formed: the ability to analyze objects using visual, tactile and auditory perception the ability to focus on objects and phenomena (attention) arbitrary memory thinking, ability to reason, to draw conclusions in accordance with the laws of logic. creativity, the ability to express their feelings and ideas about the world in various ways. interest in the surrounding reality, the image of the "positive self". Children are able to: 1. highlight the most essential in objects; 2. see their relationship with each other and the relationship of their parts; 3. use various schemes and plans; 4. to reason, 5. to draw conclusions in accordance with the laws of logic. VI. Monitoring. Monitoring of development in children of forcing logical thinking is carried out once a year (May). The main task of monitoring is to determine the degree of mastering by the child of the program of additional education for the development of logical thinking "Umnyash".

Lukicheva Tatyana Emilyevna

additional teacher arr. by FEMP

MBDOU "TsRR - Kindergarten No. 162", Voronezh

Program Mug "Merry Logic"

general development group

for children 4 to 5 years old

Program content

(middle group #13)

Project passport

1. Explanatory note.

2. Features of the development of middle-aged children

3. Ways to check resultsmastering the program "Merry Logic"

4. Used literature

Perspective-thematic planning

Program Passport

Basis for program development

Law of the Russian Federation "On Education" dated July 10, 1992 No. 3266-1 (as amended on February 20, 2011)

Convention on the Rights of the Child (approved by the UN General Assembly on 11/22/89)

Charter, educational program MBDOU

The program for the development and education of children in kindergarten "Childhood", ed. T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva.

Program customers

MBDOU team.

Parents of pupils of middle preschool age.

Organization performer

Municipal budgetary preschool educational institution kindergarten No. 162

Target group

A group of pupils of middle preschool age consisting of 12 people.

Program compilers

Lukicheva Tatyana Emilyevna, teacher arr. by FEMP

Purpose of the program

Purpose of the program - mastering by preschool children the methods of logical thinking through the system of classes of the cognitive orientation of the circle"Merry Logic".

Program objectives

To form in children the ability to carry out sequential mental operations - analysis and comparison of groups of objects (figures), highlight and generalize signs, compare, establish their differences in the graphic representation of the table.

To develop the ability to notice not only the properties that are clearly presented in the subject (object), but also less noticeable, hidden ones; to establish connections between the qualities of an object and its purpose, to identify the simplest dependencies of objects (by shape, size, quantity) and to trace changes in objects according to one or two signs.

Improve voluntary attention, memory.

To develop the ability to express the simplest own judgments and conclusions based on acquired knowledge.

To foster the desire to acquire new knowledge and skills.

Expansion of the range of additional services.

Formation of a positive attitude to the development of logic.

Development of the intellectual, emotional, social and personal component

Expected results

Program implementation period

Explanatory note.

The program of additional educational services "Entertaining Mathematics" was compiled taking into account the Federal State Educational Standard of Preschool Education and developed on the basis of the "Childhood" programs, the authors V.I. Loginova, T.I. Babaeva; “Playing - I develop” A.N. Burova; "Little geniuses" V.V. Voskobovich. The program is implemented on the basis of preschool educational institution DS No. 162, which approved the basic principles, goals and objectives.

Psychologists around the world have recognized that the most intensive intellectual development of children falls on the period from 5 to 8 years. One of the most significant components of intelligence is the ability to think logically. Logical thinking is formed on the basis of figurative thinking and is the highest stage in the development of thinking. Achieving this stage is a long and complex process, since the full development of logical thinking requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality.

Project relevance The development of cognitive abilities in preschool children is dictated by modern reality. We live in a rapidly changing world, in the era of information, computers, satellite television, mobile communications, and the Internet. Information technology gives us new opportunities. An interesting future awaits our students today. And in order for them to be successful, to skillfully navigate the ever-growing flow of information, you need to teach them to easily and quickly perceive information, analyze it, apply it in learning new things, and find extraordinary solutions in various situations. In accordance with modern trends in the development of education, we must graduate from kindergarten a person who is inquisitive, active, takes a lively, interested part in the educational process, has the ability to solve intellectual and personal problems, and also has mastered the universal prerequisites for educational activity - the ability to work according to the rule, according to sample according to instructions. The role of mathematical logic in this cannot be overestimated. After analyzing the content of modern primary school curricula, we can say with confidence that the logical component in them is of paramount importance. So that the student does not experience difficulties literally from the first lessons and does not have to learn from scratch, already now, in the preschool period, it is necessary to prepare the child accordingly.

Mathematical literacy, developed logical thinking is the key to successful education of a kindergarten graduate at school.

The content of the program is aimed at mastering by children aged 4-5 the most important skill of logical thinking - the ability to "act in the mind." At each age stage, a certain “floor” is created, as it were, on which mental functions are formed that are important for the transition to the next stage.

Features of the development of children of middle preschool age.

By the age of four, the main difficulties in the child's behavior and communication with others that were associated with the crisis of three years (stubbornness, obstinacy, conflict, etc.) gradually become a thing of the past, and an inquisitive child actively masters the world of objects and things around him, the world of human beings. relations. This is best done by children in the game. Children 5 years old continue to play actions with objects, but now the external sequence of these actions already corresponds to reality: the child first cuts the bread and only then puts it on the table in front of the dolls (in the early and at the very beginning of preschool age, the sequence of actions did not have such a meaning for the game ). In the game, children name their roles, understand the conventionality of the accepted roles. There is a separation of gaming and real relationships. At the age of 5, peers become more attractive and preferred play partners for a child than an adult.

At the age of 4 to 5, children continue to master the generally accepted sensory standards, master the methods of their use and improve the examination of objects. By the age of five, children, as a rule, already have a good grasp of ideas about primary colors, geometric shapes, and ratios of sizes. The child can already voluntarily observe, examine and search for objects in the space around him. Perception at this age gradually becomes meaningful, purposeful and analyzing.

Attention is becoming more and more stable, in contrast to the age of three years (if the child went after the ball, then he would no longer be distracted by other interesting objects). An important indicator of the development of attention is that by the age of five there is an action according to the rule - the first necessary element of voluntary attention. It is at this age that children begin to actively play games with rules: board (lotto, children's dominoes) and mobile (hide and seek, tag).

In the middle preschool age, the child's memory develops intensively. At 5 years old, he can already remember 5-6 objects (out of 10-15) depicted in the pictures presented to him.

At the age of 5, reproductive imagination prevails, recreating images that are described in poetry, adult stories, found in cartoons, etc. Elements of productive imagination begin to take shape in the game, drawing, design.

The ability to establish causal relationships is reflected in children's answers in the form of complex sentences. In children, there is a need for respect from adults, their praise, therefore, a child of the fifth year of life reacts to the comments of adults with increased resentment.

Based on these features, the principle of a person-oriented approach by G.A. Tsukerman, Sh.A. Amonashvili, is very important in the selection and construction of material based on the individuality of each child, focusing on his needs and potential.

Many people think that developed logical thinking is a natural gift, the presence or absence of which should be reconciled. However, there are studies by well-known psychologists (Piaget J., Tikhomirova L.F.), confirming that the development of logical thinking can and should be dealt with (even in cases where the natural inclinations of the child in this area are very modest). For example, according to J. Piaget, the concept of number in a child arises as a synthesis of two logical structures - class and order, which are respectively associated with the logical operations of classification and seriation. It is known that human thinking is distinguished, first of all, by the ability to generalize about objects, phenomena and processes of the surrounding world, i.e. think in certain terms. Moreover, the knowledge of reality is realized through the formation of concepts and operating with them, i.e. the concept appears - both as the initial element of cognition - and as its result. And in order for the child to form conceptual thinking as early as possible, it is necessary to develop its logical structures (Tikhomirova L.F.)

Purpose of the program – mastering by preschool children the methods of logical thinking through the system of occupations of the cognitive orientation of the circleFun logic for kids. Aligning the starting conditions for future first-graders by the beginning of schooling.

Tasks:

Show curiosity: ask search questions (“Why?”, “Why?”, “From where?”) expresses opinions, shares impressions, seeks to reflect them in productive activities.

With pleasure, he is involved in research activities, uses various search actions; on his own initiative, actively discusses the process and its results with children and adults.

Shows observation, noticing new objects, changes in the immediate environment.

Comparison of objects by spatial arrangement (left (right), in front (behind ...), determining the location of the object in a row (second, third).

Determining the sequence of events in time (what comes first, what comes next) from pictures and simple models. Mastering the ability to use a schematic representation of actions, properties, invent new symbols; understanding of the replacement of specific features by models.

Mastering the practical division of the whole into parts, measuring quantities with the help of substitute objects.

Understanding and using the number as an indicator of quantity, the total of the count, mastering the ways of perceiving various sets (sounds, events, objects), comparing them by quantity, dividing into subgroups, reproducing groups of objects by quantity and number, counting and naming numbers in order up to 5- 6.

The development of the arbitrariness of mental processes, abstract-logical and visual-figurative types of thinking and types of memory, basic mental operations, basic properties of attention, through the system of circle classes.

Improving the dialogical speech of children: the ability to listen to the interlocutor, understand questions, the meaning of tasks, be able to ask questions, answer them.

Learning activities - the ability to set goals, organize their activities, evaluate the results of their work.

To develop the ability to notice not only the properties that are clearly presented in an object (object), but also less noticeable, hidden ones.

Establish connections between the qualities of an object and its purpose, identify the simplest dependencies of objects (by shape, size, quantity) and trace changes in objects according to one or two signs.

Formation of a positive attitude to the development of logic; development of the intellectual, emotional, social and personal component.

Organizational and methodological support of the program (age of children, terms of implementation, class schedule, group occupancy).

The program of the circle "Merry Logic" was developed for children of middle to school age.

To successfully master the content of the program, the number of children in the group should not exceed 12 people.

An additional educational service is attended by pupils of the middle group No. 13 at the request of their parents.

Classes are held 4 times a month, on Tuesdays.

The number of classes is calculated taking into account the Christmas holidays

In Week

Per month

In year

A prerequisite for the work of the circle is: the purposeful development of the mental abilities of children of middle preschool age in games, in game situations in the classroom, in solving problem situations in intellectual games. Classes of the circle "Merry Logic" contribute to the formation of children's ability to self-development. The role of technology in the development of logical thinking, intellectual and creative abilities of a person is great. It is thanks to them that the child learns to analyze, compare, generalize, classify, reason, prove, refute.Why?

First, abstract material is used here: natural objects are replaced by symbols.

Secondly, when solving logical problems and problem situations, children establish causal relationships, without which you will not come to the right answer, the right conclusions.

Thirdly, preschoolers independently find patterns, learn to derive properties and laws.

In the process of completing tasks, children learn to observe, notice similarities and differences, notice changes, identify the causes of these changes, their nature, and on this basis draw conclusions in the form of a sentence, that is, put forward hypotheses. To form these abilities in the program, we use the educational games of Voskobovich V.V., puzzles, entertaining games with cubes

All classes are based on game exercises and tasks. Mathematical entertainment is widely represented in the program: tasks - jokes, riddles, puzzles, labyrinths, games for the development of spatial representations. They not only arouse interest with their content, entertaining form, but also encourage children to reason, think, and find the right answer. Particular attention is paid to the development of independence, observation, resourcefulness, quick wits in children. This is facilitated by a variety of logic games, tasks, exercises. To solve these tasks, it is necessary to analyze the conditions, rules, content of the game or task, and, as a result, the use of mathematical reasoning is required.

Didactic games and exercises occupy a large place in the classes of the circle. They are a valuable means of educating the mental activity of children, activate mental processes (attention, thinking, memory, imagination, etc.), arouse interest in the process of cognition and, which is very important, facilitate the process of mastering knowledge. The program includes game and entertaining tasks for the development of spatial representations, the development of mathematical design skills, size, shape, size.

The lessons of the circle are built onbasic principles andmethodical methods, which solve modern educational problems, taking into account the demands of the future.

Principles of conducting classes :

consistency,

visibility,

cyclical construction of classes,

availability,

problematic,

developmental and educational nature of the tasks.

Methodological techniques :

statement of success;

supporting the child in a situation of failure;

approval of behavior;

analysis of the game situation broadening one's horizons;

creating a situation of success gradual complication of the task;

security, trust;

demonstration of experience in order to learn the properties of objects, relationships;

analysis of patterns of behavior of fairy tale characters.

reception of anthropomorphism (humanization of objects);

listening to thematic audio recordings, fairy tales, sounds of nature;

thematic viewing of video recordings;

the effect of surprise, unusual task, game, decision, encouragement

motion to open compliment gratitude;

Working with parents

Recently, more and more attention has been paid to the relationship between the kindergarten and the family, since the personality of the child is formed primarily in the family and family relationships. The "Funny Logic" circle is an additional component of the educational process, where parents can gain knowledge and develop their skills, as well as provide support for children for more comfortable and effective mastering of the material. First of all, the attention of parents is directed to the awareness of the need to increase their role in the comprehensive development of children, including intellectual development.. For this, consultations "Let's play together" were developed.( tips for parents on using didactic games with Gyenes blocks at home), “Together with mom” (aactivation and enrichment of parenting skills, support of their confidence in their own pedagogical abilities). Conversations to develop a unified style of communication with the child in MBDOU and the family,

Ways to check the results.

Evaluation of the effectiveness of the implementation of circle activities is carried out on the basis of:

plannedpedagogical surveythe level of mathematical development of children inMBDOU(September and May);

conversations with pupils and their parents;

consultations for parents

Forms of summarizing the results of the program implementation:

Stage 1 - an open lesson in the circle in the form of a mathematical holiday.

Stage 2 - a speech at a parent meeting, a joint lesson with parents, an exhibition of children's works - applications based on visual geometry.

Expected results of mastering the circle program:

It is assumed that the organization of educational games, taking into account the individual characteristics of the child, is effective for the development of logical thinking in children of middle preschool age. And that is why the development of verbal-logical thinking in preschoolers of the middle group is an indispensable element of the program of a preschool institution, which helps children to better learn the school curriculum in the future.

As a result of the study group, children will be able to:

highlight the properties of objects, find objects similar and different in appearance;

split the set into subsets characterized by a common property;

compare parts and whole for objects and actions;

name the main function (purpose) of objects;

arrange events in the correct sequence;

perform the enumerated or depicted sequence of actions;

apply any action in relation to different objects;

describe a simple course of action to achieve a given goal;

find errors in the wrong sequence of simple actions;

draw analogies between different objects;

make an algorithm for solving logical tasks.

The level of children attending the circle "Merry Logic" is expected to be higher in the following sections of the school curriculum: - Mathematics.

Preschoolers who learn to think logically will have the following qualities:

The ability to adapt flexibly in changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve various problems, so that throughout life to be able to find their place in it;

independently think critically, be able to see the difficulties that arise in the real world and look for ways to rationally overcome them using modern technologies; be clearly aware of where and how the knowledge they acquire can be applied in the surrounding reality; be able to generate new ideas, think creatively;

competently work with information (be able to collect the facts necessary for the study of a particular problem, analyze them, put forward hypotheses for solving problems, and make the necessary generalizations);

be sociable, contact in various social groups, be able to work together in different areas, preventing conflict situations or skillfully getting out of them;

independently work on the development of their own morality, intellect, cultural level.

Conclusion:

Working on the problem of developing the logical thinking of preschoolers of the middle group, I came to the conclusion that the most effective means are didactic games, intellectual games and warm-ups, logical search tasks, game exercises of an entertaining nature, the varied presentation of which emotionally affects children. They activate children, as they have a change of activity: children listen, think, answer questions, consider, find their meanings and reveal results, learn interesting facts, which not only contributes to the interconnection of various aspects of the world around them, but also expands their horizons and encourages to self-knowledge of the new.

Used Books:

Project "Federal State Educational Standard for Preschool Education"

Babaeva, T. I. Junior preschooler in kindergarten. How to work according to the program "Childhood": textbook - method, manual / T. I. Babaeva, M. V. Krulekht, 3. A. Mikhailova. - St. Petersburg: Detstvo-Press, 2007.

Boguslavskaya, 3. M. Educational games for children of primary preschool age / 3. M. Boguslavskaya, E. O. Smirnova.-M.:Enlightenment, 1991.

Educational games Voskobovich for preschoolers. Collection of methodological materials / V. Voskobovich - M.: Sphere, 2015. - 128 p.

Educational and educational games do-it-yourself: we make it easy and fun / Poyda Oksana Vladimirovna M.: World of Encyclopedias Avanta +, Astrel, Polygraphizdat, 2012. -112 p.

Childhood: The program for the development and education of children in kindergarten / V. I. Loginova, T. I. Babaeva, N. A. Notkina [and others]; ed. T.I. Babaeva, A.G. Gogoberidze, O.V. Solntsevoi.: - St. Petersburg: Detstvo-Press, 2014. - 352 p.

Maths from three to seven: textbook.-method. allowance for educators det. gardens / comp. 3. A. Mikhailova, E. N. Ioffe. - St. Petersburg: Detstvo-Press, 2001.

Fairy mazes games. Game technology of intellectual and creative development of children aged 3-7 years / Kharko T. G., Voskobovich V. V. S.110

T.G. Kharko "Methods of cognitive and creative development of preschoolers "Tales of the Purple Forest", CHILDHOOD-PRESS, St. Petersburg, 2013

Perspective-thematic planning.

Topic of the lesson

Program content

October

"Journey to the autumn park"

To consolidate the ability to isolate individual objects from a group, to see a lot and one in the environment, and to describe observations using the appropriate words.

To consolidate the ability to distinguish and correctly name geometric shapes.

October

"The Adventures of Mishutka"

To consolidate the ability to compare groups of objects using the application method.

Improve the ability to group objects.

To improve the ability to work with the right hand from left to right when laying out objects.

October

"Multiple Comparison"

Strengthen the ability to compare sets.

Practice distinguishing colors and shades.

October

"Comparison of objects by length and quantity"

To consolidate the ability to compare objects in length, use words in speechlonger - shorter , long short.

To consolidate the ability to compare two groups of objects by the number of these objects.

Develop children's imagination.

October

"Getting to know the numbers 1 and 2"

To teach children to distinguish between groups containing 1 and 2 subjects; name the total number of items based on the count.

Get familiar with numbers 1 and 2.

Consolidate knowledge of geometric shapes.

November

"Orientation in space"

To consolidate the ability to compose and select groups of one or two subjects; indicate the number of items with the corresponding number.

To consolidate knowledge about spatial orientation:up, down, right, left, forward, back .

November

"Temporary Concepts"

Learn to distinguish between parts of the day, determine their sequence: morning-afternoon-evening-night. Get familiar with the concepts:yesterday Today Tomorrow". To form the idea that each person has two and one. Develop attention, creative imagination. Cultivate a love for learning

November

"Number 3"

Continue to develop children's imagination.

November

“The count is within three. Number 4"

Strengthen counting skills within 3 and knowledge of the corresponding numbers.

To consolidate the ability to compare objects in length, denoting the results of the comparison with words.

“The score is within 4. The ratio of the number of objects with a number "

Exercise children in the ability to count up to 4; reflect in speech the equality and inequality of groups of objects.

To consolidate the ability to indicate the number of objects using numbers.

Teach children to count the number of objects within 4.

Strengthen design skills.

December

"Introduction to the Number 5"

Develop creative imagination.

December

“Count to five. The ratio of the number of objects with a number "

Practice children counting to five; learn to correctly name numerals - indicate the number of objects with a number.

Continue to teach children to schematically depict various objects, geometric shapes using sticks.

December

"Visiting the forest dwellers"