Circle for the development of logic in the preparatory group. Mbdou Krasnoshchekovsky kindergarten "kid". Forms and Methods

« Logics»

Circle leader: I.V. Pozhidaeva

Program type – developing

– constant

Methods Used :

- practical(gaming);

- development;

- research;

- experimentation;

- modeling;

- recreation;

- transformation;

- construction.

Program implementation form : regulated educational activities within the circle« Logics».

Development environment :

Modeling sticks. Educational desktop- printed games.

.

.

.

Simple pencils.

Colored pencil set. .

Conditions for the implementation of the program – child's natural living environment in kindergarten mode.

Verbal-logical thinking is the highest stage in the development of children's thinking. Achieving this stage is a long and difficult process, because 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, which are enshrined in words. Mathematical literacy, developed logical thinking is the key to successful education of a kindergarten graduate at school.

The skills 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. The program includes game and entertaining tasks for the development of spatial representations, the development of mathematical design skills, the expansion of knowledge about the size, shape, size of objects.

Goals and objectives

Target: mastery of preschool children at the elementary level with the methods of logical thinking through the system of classes of cognitive orientation of the "Logic" circle.

Tasks:

1. The child should be able to find differences and similarities between two pictures (or between two toys).

2. The child must be able to fold according to the model of the building from the designer.

3. The child should be able to put together a cut picture from 2-4 parts.

4. The child should be able to complete the task within 5 minutes without being distracted.

5. The child should be able to fold the pyramid (cups, putting them into each other) without outside help.

6. The child should be able to put the missing fragments of pictures into the holes.

7. The child should be able to call a group of objects with a generalizing word

(cow, horse, goat - domestic animals; winter, summer, spring - seasons). Find the extra item in each group. Find a match for each item.

8. The child should be able to answer questions such as: Is it possible to go sledding in summer? Why? Why wear warm jackets in winter? What are windows and doors for in a house? Etc.

9. The child should be able to choose opposite words: the glass is full

The glass is empty, the tree is tall - the tree is low, go slowly - go fast, the belt is narrow - the belt is wide, the child is hungry - the child is full, the tea is cold - the tea is hot, etc.

10. A child should be able to memorize pairs of words after reading by an adult: a glass of water, a girl-boy, a dog-cat, etc.

The child should be able to see incorrectly depicted objects in the picture, explain what is wrong and why.

The program of the circle is built on the basis of the basic principles that solve modern educational problems, taking into account the demands of the future:

1. The principle of activity includes the child in the cognitive process.

2. The principle of a holistic view of the world in an active approach is closely related to the didactic principle of scientificity. Children develop a personal attitude to the acquired knowledge and the ability to apply them in their practical activities.

3. The principle of creativity (creativity) implies a maximum focus on creativity in the activities of children, the acquisition of their own experience of creative activity.

The effectiveness of the study circle is achieved through the use of modern educational technologies.

The following learning technologies are used in the work:

health-saving technologies (physical education during classes to strengthen the muscles of the eyes, neck, spine);

problem-based learning (using exercises that allow you to find an independent solution);

technologies of a personality-oriented approach (children receive tasks according to their individual development);

Expected results

AT :

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

compare, classify, generalize, systematize objects of the surrounding reality (highlight the properties of objects, find objects similar and different in appearance); navigate in space, distinguish between objects located on the right, left, above, below;

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;

memorize, reproduce learned material, prove, reason.

work in pairs, subgroups; show kindness

to a peer, to listen, to help if necessary.

educational – thematic training plan .

Total: 35 hours.

1. Rhymes .

.

2. Mathematical riddles .

5.

3. Graphic drawing .

The development of fine motor skills of the hands, work with stencils. Objects of nature; Houseware; buildings and machines.

4. Numbers and figures .

Numbers in poetry and fairy tales. Numbers within5. Comparison of numbers within5.

5. 5. 5. Mathematical verses - jokes .

– jokes. 6. puzzles . Puzzle .

puzzles– numbers, addition of pictures, finding a logical pair. , , picking up puzzles.

7. Geometric figures .

Colors of rainbow. Their order. Straight line.

. 8. Comparison of values .

Concepts« smaller», « more», « heavier», « easier», « longer», « shorter», « higher», « below». Looking for opposites, search for similarities and differences in pictures.

9. Tasks with chopsticks .

, mosaic. Tasks to add, removal of sticks. .

10. Tasks in verse .

Addition problems, increase, 5.

11. Solution of topological problems . labyrinth .

Construction of labyrinths, exit from the labyrinths. Actions with numbers.

Number Comparison. Problem solving. magic square.

12. .

Triangle. Conditions for its construction. . . . Working with stencils.

13. .

Orientation on a plane. . Concepts: « follows», « preceded», « higher», « below», « stands between» and t. d.

14. Mathematics in fairy tales .

15. .

Physical education minutes, finger gymnastics, lacing games.

16. .

: furniture, dishes, transport, vegetables, fruits, etc.. P.

17. Exercises for the development of speech

, logical chains.

18. Final lesson .

.

Download:

Preview:

Additional Education Circle Program"Logic"

Circle leader: I.V. Pozhidaeva

Information part of the program

Type of program - developing

Composition of students- constant

Methods Used:

• practical ( gaming);
• development;
• research;
• experimentation;
• modeling;
• recreation;
• transformation ;
• construction.

Program implementation form: regulatededucational activities within the circle"Logic".

Development environment:

Modeling sticks. Educational desktop- printed games.

Small constructors and building material with samples set.

Geometric mosaics and puzzles.

Tasks from a notebook on a printed basis for independent and collective work.

Simple pencils.

Colored pencil set. Pattern with geometric shapes.

Conditions for the implementation of the program– natural for a childliving environment in kindergarten mode.

verbally - logical thinking is the highest stage in the development of children's thinking. Reaching this stage– long and complicated process, t . to . 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, which are enshrined in words. Mathematical Literacy, developed logical thinking– this is the key to successful education of a kindergarten graduate at school.

Skills, abilities, acquired by the child during the preschool period, will serve as a 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., ability " act in the mind". To kid , not mastered the methods of logical thinking, more difficult to solve problems, exercise will require a lot of time and effort. As a result, the health of the child may suffer., weaken or completely fade interest in learning. The program includes game and entertaining tasks for the development of spatial representations, development of mathematical design skills, to expand knowledge about the value, shape , size of objects.

Goals and objectives

Target : mastering children of preschool age at the elementarylevel by methods of logical thinking through the system of classes of cognitive orientation of the circle"Logic".

Tasks :

1. The child should be able to find differences and similarities between two pictures ( or between two toys).

1. The child should be able to fold according to the model of the building from the designer.

1. The child should be able to fold the cut picture from 2-4 parts .

1. The child must be able without distraction, within 5 minutes to complete the task.

1. The child must be able to fold the pyramid(cups, putting them into each other) unaided.

1. The child should be able to put the missing fragments of pictures into the holes.

1. The child should be able to call a generalizing word a group of objects

(cow, horse, goat - Pets; winter, summer, spring - seasons). Find an extra item in each group. Find a match for each item.

1. The child should be able to answer questions such as: Is it possible to go sledding in summer? Why ? Why wear warm jackets in winter? What are windows and doors for in a house?? And t. d .

1. The child must be able to choose opposite words: glass full

• the glass is empty, the tree is high - the tree is low, go slowly - go fast, the belt is narrow - the belt is wide, the child is hungry- the child is full, the tea is cold - the tea is hot, etc. d .

1. The child must be able to memorize pairs of words, after being read by an adult: glass - water, girl - boy, dog - cat, etc. d .

The child should be able to see in the picture incorrectly depicted items , explain , what is wrong and why.

The circle program is built on the basis of the basic principles, that solve modern educational problems, taking into account the demands of the future:

1. The principle of activity includes the child in the cognitive process.

1. The principle of a holistic view of the world in an active approach is closely related to the didactic principle of scientific character.. Children develop a personal attitude to the acquired knowledge and the ability to apply them in their practical activities.

1. The principle of creativity(creativity) involves maximum orientation to creativity in the activities of children, acquisition of their own experience of creative activity.

The effectiveness of the study circle is achieved through the use of modern educational technologies.

• work uses the following learning technologies:

health-saving technologies(physical education during classes to strengthen the muscles of the eyes, neck, spine);

problem learning(exercise use, allowing you to find an independent solution);

technology personally– oriented approach(children receive tasks according to their individual development);

ICT.

Expected results

• as a result of the circle classes, children will be able to:

highlight the properties of objects, ;

compare , classify, summarize , systematize the subject ety surrounding reality(highlight the properties of objects, find objects that are similar and different in appearance); navigate in space, distinguish objects, those on the right, left , top , bottom ;

split a set into subsets, characterized by a common property;

match parts and whole for objects and actions; call main function(appointment) items; arrange events in the correct order;

perform the enumerated or depicted sequence of actions;

apply some or 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 things;

memorize, reproduce learned material, prove , argue .

work in pairs, subgroups ; show kindness

• peer, listen, help as needed.

Educational - thematic training plan.

Total : 35 hours .

1. Rhymes.

Rhymes with mathematical content.

2. Mathematical riddles.

Math puzzles with numbers within 5.

3. Graphic drawing.

The development of fine motor skills of the hands, work with stencils. Objects of nature; Houseware ; buildings and machines.

4. Numbers and figures.

Numbers in poetry and fairy tales. Numbers within 5. Comparison of numbers within 5.

Operations with numbers within 5. Solving problems with numbers within 5. 5. Mathematical verses- jokes.

Ways to solve mathematical verses- joke. 6. Puzzles. Puzzle.

Rebuses - numbers, addition of pictures, finding a logical pair. Puzzles with different items, games to eliminate the fourth extra, picking up puzzles.

7. Geometric figures.

Colors of rainbow . Their order. Straight line .

Closed and open curved lines. 8. Comparison of values.

The concepts of "less", "more", "heavier", "lighter", "longer", "shorter", "higher", "lower". Looking for opposites, search for similarities and differences in pictures .

9. Tasks with chopsticks.

Compilation of geometric shapes, mosaic . Tasks to add, removal of sticks. Construction of figures according to the model and verbal description.

10. Tasks in verse.

Addition problems, increase , decrease in the number of not a few units within 5.

11. Solution of topological problems. Labyrinth.

Construction of labyrinths, exit from the labyrinths. Actions with numbers.

Number Comparison. Problem solving. magic square.

12. geometric design.

Triangle . Conditions for its construction. The simplest design from a sample. Contour Object Design. Design by View. Working with stencils.

13. Solving problems for the development of spatial representations.

Orientation on a plane. Orientation in space. Concepts: "follows", "precedes", "above", "below", "stands between", etc. d .

14. Mathematics in fairy tales.

15. Exercises for rest and development of fine motor skills.

Physical education minutes, finger gymnastics, lacing games.

16. Tasks to expand the horizons and vocabulary of children.

Games and exercises for operating with generalizing concepts: furniture, dishes, transport, vegetables, fruits, etc.. P.

17. Exercises for the development of speech

Making up stories from pictures, logical chains.

18. Final lesson.

Staged performance with math characters.

WORKING PROGRAMM

circle for the development of logical thinking of children of the senior group of compensatory orientation "Develop"

Developed by:

Carebo I.G., educator

Musikhina L.V., educator.

Abakan, 2017

1. Target section…………….…………………………………………………………………... 3

1.1. Explanatory note …….………………………………………………………..3

1.2. Purpose and objectives of the program………………………………………………………………………………………………………………………………………………………………………………………………………………………

1.3. Principles and approaches in the organization of the educational process………………..3

1.4. Planned results of the development of the Program…………………………….……..4

2.1. Curriculum………………………………………………………………………....4

2.2. Approximate complex - thematic plan ..…………………………………….4

3. Organizational section……………………………………………………………...6

3.4. Methodological support of the Program………………………………………….....6

1.TARGET SECTION

1.1. Explanatory note

In the development of the abilities of preschoolers, a special place is occupied by intellectual development, namely mathematics, aimed at developing logic, thinking, curiosity, and independence. This provides great opportunities for the development of cognitive abilities, which are the basis for the formation of mathematical thinking in the future, and the formation of such thinking is a guarantee for the successful assimilation of mathematical content in the future.

The word logic comes from the ancient Greek logos, which means thought, word, mind. In the modern world, logic is the science of the rules that govern the process of thinking.

These rules are complex, there are many of them, so you need to master them gradually. Especially hard logical tasks are given to children with general underdevelopment of speech, since speech and thinking are closely related.

The sooner you begin to stimulate and develop logical thinking, based on the sensations and perceptions of the baby, the faster a smooth transition from concrete to abstract thinking will take place. In addition, intellectual-linguistic relationships confirm the developmental influence of verbal-logical thinking on the speech of preschoolers, both in the norm of development and in conditions of pathology.

Conditions for the implementation of the circle.

The circle "Develop" is intended for children of senior preschool age.

The term of study is 1 year.

The number of classes per year is 72.

The form of organization is a circle.

Mode - 2 times a week.

Amount of time per week: 40 minutes, 20 minutes each.

Time - the second half of the day.

Terms of admission of children: at will.

1.2. Purpose and objectives of the program

Program goal: creation of a social situation for the development of children in the process of familiarization and playing logical games and exercises.

Program Objectives:

• create conditions for children to master the essential features of objects, the ability to compare, generalize;
• create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations;
• ensure the development of the mathematical abilities of each child as a subject of relations with himself, with other children, adults and the world;
• to promote the development of initiative, independence, the formation of the prerequisites for educational activities;

1.3. Principles for the formation of the educational process

• the principle of individualization, taking into account the possibilities, age characteristics of development and the needs of each child;
• the principle of recognizing each child as a full-fledged subject of the educational process;
• the principle of supporting children's initiative and the formation of the cognitive interests of pupils;
• the principle of specificity and accessibility of educational material, systematic and interconnectedness in accordance with the requirements.

1.4. Planned results of the development of the Program

Targets for the development of the Program

older preschool children

Child:

1. owns basic logical operations.
2. able to navigate in space and on a sheet of paper.
3. finds patterns in phenomena, knows how to describe them.
4. possesses the skills of cooperation, knows how to work in pairs and microgroups.
5. able to prove his point.

2.1 Curriculum

2.2 Approximate comprehensive - thematic plan

3.2. Methodological support of the Program

Provision of teaching materials and teaching aids.

1. Alyabyeva E.A. The development of logical thinking and speech in children 5-8 years old. M .: Sfera, 2005.
2. Buzunov V. Think, guess, draw, color! AOZT Publishing group NEKO, 1994.
3. Belaya A.E., Miryasova V.I. Finger games for the development of speech of preschoolers. M.: AST, 2006.
4. Vagurina L.M. Getting ready for school. logical operations. Test tasks. Moscow: Linor, 1999.
5. S.E. Gavrina. Big book of tests for children 6-7 years old. Counting, reading, acquaintance with the outside world, development of speech, memory, attention, thinking, fine motor skills of the hand. Development Academy, 2007
6. Devina I.A., Petrakov A.V. We develop logic. Moscow: Linor, 1999.
7. Zavodnova N.V. The development of logic and speech in children. Rostov n/a: Phoenix, 2005.
8. Karpenko M.T. Collection of riddles. Moscow: Education, 1988.
9. Konovalenko S.V. The development of cognitive activity in children from 6-9 years. Workshop for psychologists and speech therapists. Moscow, 2000.
10. Kostromina S.N. How to overcome difficulties in teaching children to read, mathematics, the Russian language. - M., AST: Keeper, 2008.
11. Mamaychuk I.I., Ilyina M.N. Help of a psychologist for a child. St. Petersburg: Speech, 2006.
12. Stepanova O.A. Prevention of school difficulties. - M.: Sfera, 2003.
13. Tikhomirova L.F. Logic for preschoolers. Yaroslavl.: Academy of Development, 2006.
14. Foppel K. How to teach children to cooperate (parts 1-4). M., 1998.
15. Khukhlaeva O.V. The path to my self. M., 2001.
16. Chistyakova G.I. Psychogymnastics. M., 1990.
17. Cheremankina L.V. Development of children's attention. -Yaroslavl, 1999.
18. Sharokhina V.L. Correction-developing classes in the senior group. M.2003.

Municipal budgetary preschool educational institution

"Kindergarten "Berezka" village Satinka, Sampursky district, Tambov region

Adopted at the meeting I approve:

Pedagogical Council Head of MBDOU "D / S" Beryozka "

from "___" __________ 2016 Gontareva E. V. Protocol No. _____ "__" __________ 2016

Program of paid services for the development of logical thinking and mathematical abilities

"Little Experts"

for preschool children

5 to 6 years old

Leonova Svetlana Vyacheslavovna, teacher

Explanatory note

The focus of the program "Little Connoisseurs"

By functional purpose: educational - cognitive;

By form of organization: group;

Implementation time: one year.

This program was developed taking into account: the main general educational program of preschool education "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva; manual "Games and exercises for the development of mental abilities in preschool children" L.A. Wenger, O.M. Dyachenko; benefits "Development of the intellectual abilities of a preschooler" L.F. Tikhomirova.

The formation and development of mathematical concepts in preschool children is the basis of the intellectual development of children, contributes to the overall mental education of a preschool child.

Organization of the circle"Little Experts"makes it possible to develop cognitive activity, interest in mathematics, develop logical thinking.

The proposed program "Little Connoisseurs" in its content issocio-pedagogical . The peculiarity of this work lies in the fact that this activity is a system of exciting games and exercises for children with numbers, geometric shapes, thereby allowing you to qualitatively prepare children for school. I organize activities based on the interests, needs and inclinations of children, thereby stimulating the desire of children to do mathematics.When conducting circle work, I pay special attention to the development of logical forms of thinking.

The formation of logical thinking is an important part of the pedagogical process.

It is solved mainly by means of entertainment in teaching mathematics. Mathematics provides real prerequisites for the development of logical thinking.

The task of the educator is to help children fully demonstrate their abilities, develop initiative, independence, manage the mental activity of children, organize and direct it.

According to the functional purpose of the Program, as well as "Little Connoisseurs" educational and cognitive, because it allows you to find out the level of preparation of each child for teaching mathematics, as well as to determine the areas of knowledge and skills in which the child experiences difficulties and provide him with appropriate assistance.

Program novelty therein, that the child does not just learn to count, but masters the elements of logical actions of comparison, classification, generalization.

The program offers exciting games and exercises for the development of logical thinking, allowing you to qualitatively prepare children for school.

Relevance of the program allows you to purposefully and quickly form perception in an accessible and interesting way. It traces a consistent transition from simple to more complex types of perception. Children of senior preschool age in a playful way learn to highlight and generalize the signs of objects, numbers; determine the sequence of events; children develop mental operations of analysis and synthesis.

Pedagogical expediency: effective development of intellectualabilities of preschool children is one of the urgent problemsmodernity.At preschool age, the foundations of the knowledge necessary for the child in school are laid. Mathematics is a complex science that can cause certain difficulties during schooling. In addition, not all children have inclinations and have a mathematical mindset, therefore, when preparing for school, it is important to introduce the child to the basics of logical thinking, the basic techniques: comparison, synthesis, analysis, classification, proof, and others that are used in all types of activities and are the basis of mathematical abilities.

The pedagogical expediency of the program is also due to the fact that the classes of the “Little Experts” circle strengthen interest in mathematics, improve the physical development and emotional state of children. The development of elementary mathematical concepts in preschoolers is a special field of knowledge in which, subject to consistent learning, abstract thinking can be purposefully formed and the intellectual level of children can be raised.

Circle work is built on the principle of maximum use by the child of his own cognitive activity and the consistent introduction of program material (from simple to complex). The organization of training is structured in such a way that it allows

provide cognitive interest and stability of voluntary attention,

participate in the process of completing tasks for each child,

use individual and differentiated approaches to children,

children to receive joy and pleasure as a reward for their work.

Program goal: creation of conditions for the development of elementary methods of logical thinking as ways of cognitive activity in preschoolers.

Tasks:

Distinctive features: the content of the course provides for the assimilation of theoretical and practical knowledge, skills and abilities by children. Activity is a system of entertaining games that introduce children to the number, size, geometric shapes, help to exercise orientation in time and space. Games contribute to the formation of mathematical thinking, stimulate creative imagination, bring up perseverance, will, perseverance, purposefulness.

With the help of logic games, children train attention, memory, perception.

The advantage of the program is that children are constantly on the move, help each other, feel the object being studied, abstract one, two, three, four properties in objects.

Children's age involved in the implementation of the program for 5-6 years.

Implementation period: 1 year - 64 hours

Forms of classes: Classes include an organized, theoretical and practical part. The organized part provides the necessary material for classes, the theoretical part includes the necessary information on the topic, the practical part allows children to learn the material, and the teacher to identify the degree of assimilation of ZUN by children and plan individual work. Game activities that include various types of children's activities: cognitive, productive, motor, communicative, constructive.

Class mode: With children aged 5-6 years, classes are held 2 times a week. The duration of one lesson is 25 minutes.

Expected results and ways to measure performance

Mathematics classes will help children to form a certain stock of mathematical knowledge and skills. Children will learn to think, reason, perform mental operations.

During the classes, children receive stable knowledge, skills and abilities, therefore, by the end of the school year, children

will know:

distinctive features of geometric shapes (square, circle, triangle, rectangle)

non-standard methods for solving various mathematical problems;

logical techniques used in solving problems;

will be able to:

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;

Compare objects by length, height, thickness, color, shape

Distinguish primary colors and their shades

Orientation in space (left, right, above, below, on, under, next to, sideways)

Make a whole out of parts.

Follow the instructions and work according to the schemes

In order to see the results of the achievements of each child, I use the diagnostics of personal growth and advancement, the results assessment scale.

Forms for summing up the results of the implementation of an additional educational program are needed in order to show the reliability of the results of the development of the program in order to conduct a timely analysis of one's activities. I use an open lesson as a form of summing up the work on the program.

Checking methods: To monitor the effectiveness of the educational process, the following types of control are used:

1. initial control (October);

2. final control (May).

The educational and thematic plan of the additional educational program "Little Experts"

1. Modular block "Numbers and operations on them".

Theory.

Color is a number, number is a color. Acquaintance with colored sticks - numbers within 10. Numbers and numbers of the first ten by adding 1.

Types of account (direct, reverse, ordinal) within 20.

The composition of the number (from 2 to 10). Making a rug.

Numbers are neighbors. The preceding and following number.

The composition of the number (from 2 to 10). Making a rug.

Dividing objects into 2 and 4 equal and unequal parts, finding a part from a whole, making a whole out of parts.

Addition and subtraction. Formation of general ideas about addition, as the unification of groups of objects into one whole. Formation of general ideas about subtraction, as the removal of part of objects from the whole. The relationship between the whole and the part. The concept of "whole - part".

Drawing up and solving problems according to schemes and cards.

Solving problems on the addition of objects, figures, Kuizener's sticks, using numbers in color. The concept of "left, right, middle."

Subtraction tasks. Working with objects, figures. Compilation of a “subtraction rug” from Kuizener sticks. Relationships between groups of objects (greater than, less than, the same amount).

Mathematical signs: +, -, =, =,<, >. The use of these signs in the preparation and solution of arithmetic problems and inequalities.

Solving problems of a creative nature.

Practice.

Didactic games:“Train”, “Build a Ladder”, “Computing Machines”, “Algorithm”, “Funny Train”, “Wonderful Bag”, “Fence”, “Broken Ladder”, “For the Curious”, “Magic Houses”, “Houses Run Away ”, “Mathematical circle”, “Find the hidden figure in the cells”, “Mosaic of numbers”.

2. Modular block "Geometric shapes, size"

Revealing and abstracting properties.

Theory.

Development of skills to distinguish from one to four different properties in objects (color, shape, size, thickness, well), to abstract some properties from others, to name them.

Mastering the ability to strictly follow the rules when performing actions, understanding that breaking the rules does not allow you to get the right result.

Practice.

Games: “Find the treasure”, “Guess”, “Highway”, “Where is whose garage?”, “Growing a tree”.

Comparison and compilation.

Theory.

The development in children of the ability to compare objects according to one, two and three properties, to see in them the general and the different.

The formation of skills to compare objects and master this skill in different situations: when not only compared objects, but also others are in their field of vision.

Practice.

Games: "Tracks", "Find a pair", "Two tracks".

Classification and generalization.

Theory.

The formation in children of the ability to classify and generalize objects according to one, two, three and four properties: first, according to given properties, then - according to independently selected ones.

The transition from the classification and generalization of objects according to individual properties to the allocation of patterns.

Practice.

Games: “Where is whose garage?”, “Sat in the house”, “Who is visiting Winnie the Pooh and Piglet”.

Logical actions and operations "not", "and", "or".

Theory.

The development in children of the ability to divide sets into classes according to compatible properties.

Development of skills to perform logical operations “not”, “and”, “or”, skills using these operations to build correct statements, encode and decode information about the properties of objects.

Practice.

Games: “Guess the figure”, “Build a house”, “Separate the blocks - 1”, “Separate the blocks - 2”, “Algorithm”, “Architects”, “Playground”, “Let's treat the cubs”, “On our branch”, "Who's the boss."

3. Modular block "Spatio-temporal representations"

Orientation in space.

Theory.

Concepts: top, bottom, left, right.

Prepositions: over, under, in, on, behind, in front of, between.

Orientation on a sheet of paper with a checkered line: cell, line, cell column, page, sheet.

Practice.

Didactic games: "Far - close", "High - low", "Name - where ...", "Guess the season?", "Week". Graphic dictations.

4. Modular block "Orientation in time"

Theory.

The name of the days of the week and months, with intervals: morning, afternoon, evening, night. Seasons. Measure of time: second, minute, hour.

Practice.

Far - close", "High - low", "Name - where ...", "Guess the season?", "Week".

5. Modular block "Sets and aggregates"

Theory.

General concepts of a set. Basic operations on a set.

The concept of "multiple". Many and one. Relationships greater than, less than, equal to.

Properties of objects (color, shape, size, thickness, material). Combining objects into groups according to similar characteristics (two, three, four). Comparison of objects by color, shape, size, thickness, etc.

Comparison of objects and aggregates.

Sets (groups) of objects or figures that have a common feature. Compilation of a population according to a given attribute. Selection of a part of the population.

Comparison of two sets (groups) of objects.

Designation of relations of equality and inequality.

Establishing the equivalence of two sets (groups) of objects using pairing (equal - unequal, more by ... - less by ...).

Logic games. Games - puzzles.

Exercises for attention, memory. Entertaining questions, games, competitions.

Practice.

Didactic games: "Lay it out correctly", "Help the ants", "Two hoops", "Paths", "Find a pair", "Who lives where?", "Find the extra", "Combine by 2, 3.4 signs" , “Equal - unequal”, “Two hoops”.

Puzzle games: Tangram, Pythagoras, Columbus Egg

6. Final lesson.

Games - contests.

Games are competitions.

Methodological support

Methods used in the implementation of the program: classes with children are carried out on the basis of an activity method that allows you to correlate theoretical material with practical exercises, the cyclic method, i.e. return to previously covered material, games as the main activity of a preschooler.

The program follows the main trends in the development of modern methods of teaching logic and mathematics:

communicative orientation;

activation of mental activity of children in the process of mastering logical operations;

increasing motivation for learning;

individual approach to children;

technical equipment of the educational process.

For methodological support of the educational program of additional education "Entertaining Mathematics" in the preschool educational institution there is: didactic material (tables, didactic cards, handouts for each child in sufficient quantities, diagrams, algorithms, pictures for compiling tasks, visual aids, puzzles), puzzles (" Tangram”, “Columbus egg”, “Pythagoras”), logic and mathematical games (“Logic mosaic”, “Playing mathematics”, Logic and Numbers”), educational games (“Fold the pattern”, “Chameleon”).

Logistics: computer, multimedia projector, multimedia materials, presentations.

Bibliography.

1. Bondarenko T.M. Educational games in preschool educational institutions. Abstracts of classes on developing games by Voskobovich. - Voronezh: LLC "Method", 2013.

2. Venger A.A., Dyachenko O.M., Govorova R.I., Tsekhanskaya L.I. Games and exercises for the development of mental abilities in preschool children. - M., 1999

3. Volina V.V., The holiday of the number. Moscow, "Knowledge", 1993

4. Mikhailova Z.A., Game entertaining tasks for preschoolers-M., -1990

5. Novikova V.P., Mathematics in kindergarten. Moscow: "Mosaic-Synthesis", 2010

6. Stolyar A.A., Let's play. Moscow, Enlightenment, 1991

7. Magazine "Educator". Development of mental abilities with the help of Voskobovich's games. No. 7/2014.

Municipal budgetary preschool educational institution Krasnoshchekovsky kindergarten "Bell"

Work program for the development of logical thinking in children of senior preschool age

"Logic alphabet"

Shipilova Olga Gennadievna

Krasnoshchekovo

2013

Explanatory note

Successful education of children in primary school depends on the level of development of the child's thinking, the ability to generalize and systematize their knowledge, and creatively solve various problems.

In modern psychology, the concept of L.S. Vygotsky, in which the genesis of thinking proceeds from the visual-active to the visual-figurative and further to the verbal-logical.

Logical thinking gives the child the opportunity to analyze objects and phenomena, highlight their main essential properties and relationships, reason consistently and draw independent conclusions. All this contributes to the development of important psychological qualities of a preschooler - taking the position of a schoolchild, mastering the ability to learn.

A child who comes to school does not have these qualities. In favorable conditions, he acquires them in the very course of schooling.

Six-year-old children are characterized by:

• the predominance of the game as the main, leading type of activity;
• figurative nature of cognitive processes;
• the practical attitude of the child to the tasks set (trying to achieve the final result, and not to understand its essence, for which it is done);

In this regard, within the framework of the educational process, it is necessary to create conditions for the development of cognitive abilities, ensuring emotional comfort, volitional behavior of the child.

Successful education of children at school depends on the level of development of cognitive processes (thinking, memory, attention, imagination). Let's dwell on this in more detail. Particular attention in teaching children is paid to the development of voluntary attention, since the level of its development depends on the success and clarity of the work of consciousness, and therefore the conscious perception of the material being studied. Naturally, all tasks and their sequence are subject to the didactic requirement of gradual complication and, as a result, lead to the successful development of voluntary attention, which serves as the basis for the development of other cognitive processes. The child can find differences between objects, perform tasks on his own according to the proposed model, find several pairs of identical objects.

Among tasks for the development of memory, preference is given to visual and auditory dictations and exercises, the content of which uses mathematical symbols, records, terms, geometric shapes and their location on a sheet of paper. Of great importance in the development of verbal-logical memory are didactic games that involve the development in children of methods of semantic grouping of the presented words or phrases.

A distinctive feature of the program is the organization of educational activities, as a result of which there is an active development of the main cognitive processes in children, the priority among which are imagination and thinking. That is why much attention is paid to the development of such mental operations as comparison, analysis and synthesis, generalization, classification, analogy.

Analysis is a process of dividing the whole into parts, as well as establishing connections, relationships between them.

Synthesis is the process of mentally connecting into a single whole the parts of an object or its features obtained in the process of analysis. Analysis and synthesis are inextricably linked with each other and are one of the main mental operations.

Comparison - the mental establishment of the similarity and difference of objects according to essential or non-essential features. A child of older preschool age is able to compare, first highlighting the most significant signs of similarity and difference, and also to see the difference between signs of similarity and signs of difference. The development of comparison skills is worked out with the help of complicating tasks: first, these are tasks in which two objects are supposed to be compared, while the result of the comparison is expressed graphically; then they compare groups of objects, their images, after which they proceed to a comparison of simple plot pictures or compositions.

Generalization is the process of mentally combining objects and phenomena into one group according to their basic properties. A child of older preschool age is able to generalize objects based on their essential features, independently highlighting these features.

Classification is the distribution of objects into groups, usually according to essential features. It is very important to choose the right basis for classifications. Often children are guided by secondary signs.

The main objectives of the program:

To develop the logical thinking of children 6-7 years old at an elementary level through the methods of comparison, generalization, classification, systematization and semantic correlation.

To contribute to the acceleration of the formation and development of the simplest logical structures of thinking in older preschoolers through specially organized classes.

Program objectives:

1. The development of the mental abilities of children through mastering the actions of substitution and visual modeling.
2. The development of the ability to make a group of individual items, dividing them according to their characteristic features and purpose.
3. The development of the ability to classify objects on various grounds.
4. Teach children to compare objects and images.
5. Development of the ability to correlate a schematic image with real objects.
6. Encourage children to draw their own conclusions.
7. Teach children to answer questions in detail, to draw conclusions.
8. Development of the ability to establish cause-and-effect relationships.

Age and quantitative composition of the group.

This program is designed for implementation with children 6-7 years old.

The content of the program is implemented in a holistic educational process: specially organized educational activities (in the afternoon).

The program is implemented within 1 academic year in the amount of 36 academic hours. In kindergarten, it is optimal to conduct subgroup classes for 8-10 children, once a week in the afternoon. The duration of one lesson is 35 minutes. Classes are held in the group room.

Program content.

A brief description of the sections and topics of the lessons (the sections correspond to a certain logical operation that we will develop in the lesson):

Analysis-synthesis. The goal is to develop in children the ability 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.

Comparison. The goal is to develop in children the ability to mentally establish the similarities and differences of objects according to essential features; develop attention, perception of children. 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.

Limitation. The goal is to develop in children the ability to single out one or more objects 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.

Generalization. The goal is to develop in children the ability 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.

Systematization. The goal is to develop in children the ability to identify patterns; expand the vocabulary of children; learn to compose a story 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.

Classification. The goal is to develop in children the ability to distribute objects into groups according to their essential features. Consolidation of generalizing concepts, free operation with them.

Inferences. The goal is to develop in children the ability to make a conclusion with the help of judgments. 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.

Basic forms of work.

• subgroup classes, including specially selected games, exercises, tasks.
• Games;
• Exercises;
• Independent activity of children;
• Travel game;
• consideration
• Reading fiction.
• Intellectual quizzes…

Lesson structure.

To achieve the expected result, it is more expedient to adhere to a certain structure of classes:

• Warm up.
• The main content of the lesson is the study of new material.
• Dynamic pause.
• Consolidation of new material.
• Development game.

Warm up in the form of a riddle, acquaintance with a fairy-tale character allows you to activate the attention of children, cheer them up, helps to set them up for productive activities.

The main content of the lesson is a set of games and exercises aimed at solving the tasks of this lesson.

Dynamic pause allows children to relax, switch from one type of activity to another, promotes the development of large and fine motor skills.

Fixing new material gives the teacher the opportunity to assess the degree of mastery of new knowledge by children.

educational game, coloring a “smart” picture on a topic at the end of the lesson is a kind of reflection, a logical end to the work done and serve as an incentive to continue it.

Planned results of mastering the program by children.

1. Able to navigate in space and on a sheet of paper.
2. The child finds patterns in phenomena, knows how to describe them.
3. Vocabulary expands, can draw conclusions with the help of judgments.
4. Mental processes develop: attention, memory, logical thinking.
5. Possesses the skills of cooperation, knows how to work in pairs and microgroups.
6. The individual abilities of the child develop.
7. Able to prove his point.

Calendar-thematic planning

(preparatory group)

Studying the effectiveness of the program implementation.

To study the effectiveness of the implementation of the program, a study of the level of development of logical thinking and its operations is carried out, for
which the following methods are used:
1. "Non-verbal classification".
2. "Successive pictures."
3. "Exclusion of the superfluous."
4. "Place the shapes."
5. "Generalizing word".

Final forms of accounting and control.

Final open classes;
. Monitoring (intermediate (January) and final (May)) of the level of mastering the operations of logical thinking.

Criteria for evaluation:

3 points - shows awareness, activity, independence, purposefulness.

2 points - shows situational interest, partially does with the help of an adult.

1 point - shows little interest, can not do without the help of an adult.

Methodological support.

1. Alyabyeva E.A. The development of logical thinking and speech in children 5-8 years old. M .: Sfera, 2005.
2. Buzunov V. Think, guess, draw, color! AOZT Publishing group NEKO, 1994.
3. Belaya A.E., Miryasova V.I. Finger games for the development of speech of preschoolers. M.: AST, 2006.
4. Vagurina L.M. Getting ready for school. logical operations. Test tasks. Moscow: Linor, 1999.
5. S.E. Gavrina. Big book of tests for children 6-7 years old. Counting, reading, acquaintance with the outside world, development of speech, memory, attention, thinking, fine motor skills of the hand. Development Academy, 2007
6. Devina I.A., Petrakov A.V. We develop logic. Moscow: Linor, 1999.
7. Zavodnova N.V. The development of logic and speech in children. Rostov n/a: Phoenix, 2005.
8. Karpenko M.T. Collection of riddles. Moscow: Education, 1988.
9. Konovalenko S.V. The development of cognitive activity in children from 6-9 years. Workshop for psychologists and speech therapists. Moscow, 2000.
10. Kostromina S.N. How to overcome difficulties in teaching children to read, mathematics, Russian.- M., AST: Keeper, 2008.
11. Mamaychuk I.I., Ilyina M.N. Help of a psychologist for a child. St. Petersburg: Speech, 2006.
12. Stepanova O.A. Prevention of school difficulties. - M.: Sfera, 2003.
13. Tikhomirova L.F. Logic for preschoolers. Yaroslavl.: Academy of Development, 2006.
14. Foppel K. How to teach children to cooperate (parts 1-4). M., 1998.
15. Khukhlaeva O.V. The path to my self. M., 2001.
16. Chistyakova G.I. Psychogymnastics. M., 1990.
17. Cheremankina L.V. Development of children's attention. - Yaroslavl, 1999.
18. Sharokhina V.L. Correction-developing classes in the senior group. M.2003.

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