Development of logical thinking in preschoolers through play. The basis of thinking is mental actions. According to the functions performed, any action can be divided into three parts: indicative, executive, control. "Who's to say, who knows when
MINI PROJECT
Subject:
« children preschool oh age"
Karaganda 2015
WITH holding a mini-project
1. Introduction……………………………………………………………………………….. 3
1.1 Summary. Relevance................................................. ..... 3
1.2 Purpose and objectives of the project.................................................... ............................... 4
1.3 Expected result.................................................... ..................... 4
2. Main content of the project
2.1 Theoretical part................................................... .................................. 5
2.2 Basicetasks for the development of logical thinkingin preschool children.................................................................. .................................... 7
2.2.1 Types of thinking. Forms of thinking. Components and structure of thinking.................................................... ........................................................ ....... 8
2.2.2 Work plan for the implementation of tasks.................................................. .......... eleven
2.2.3 Methods and techniques of work.................................................... ..................... 12
2.2.4 Zentertaining math material .................................... 13
2.3 Tasksorganizing entertaining mathematics corners.......................... 13
2.4 Instructions for guiding children's independent activities............... 14
2.5Working with parents.................................................... ................................... 15
2.6 Conclusion, conclusions.................................................... ........................................ 16
2.7 Project implementation plan.................................................... ........................... 17
3 . Glossary .................................................................................................. 18
4 . Literature ............................................................................................... 19
5 . Applications .............................................................................................. 20
5 .1 logic games................................... 20
І Introduction
Brief summary of the project
The development of logic and thinking is an integral part of the harmonious development of a child and his successful preparation for school. Children already in preschool age are exposed to a variety of shapes, colors and other forms of objects, in particular toys and household items. And of course, every child, even without special training of their abilities, perceives all this in one way or another. However, if assimilation occurs spontaneously, it often turns out to be superficial and incomplete.Preschoolage is the beginning of a sensitive period in the development of the sign-symbolic function of consciousness; this is an important stage for mental development in general and for the formation of readiness for schooling. INpreschool ageSign symbols and models are actively used to designate objects, actions, and sequences. It is better to come up with such signs and models together with children, leading them to understand that they can be denoted not only with words, but also graphically. Therefore, it is better that the process of developing cognitive abilities is carried out purposefully.
Relevance
At the present stage of modernization of preschool education, special attention is paid to ensuring the quality of education in preschool age, which necessitates the search for ways and means of developing logical techniques of mental action, taking into account the needs and interests of preschool children.Therefore, in order to find a solution to this problem, there was a need to develop a system for the development of logical thinking using entertaining mathematical material, which will lead to an increase in the quality of logical thinking in the classroom and in the everyday life of children.
Why does a small child need logic? The fact is that at each age stage, a certain “floor” is created, on which mental functions that are important for the transition to the next stage are formed. Thus, the skills acquired in the preschool period will serve as the foundation for development at school age. The most important of them is logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to study and solve problems. As a result, the child’s health may suffer and interest in learning may fade.
PURPOSE AND OBJECTIVES OF THE PROJECT
TARGET: Pincreasetheir professional level, enriching and deepening knowledge in the development of children through games of entertaining mathematics and logic in preschool age.
Objectives: 1. Study and analyze psychological, pedagogical and methodological literature on the research problem.
2. Develop a system for using games that develop logical thinking in preschool children.
3. Analyze the effectiveness of the work done
Expected result:
ANDuse at worklogicalgamingtasks, logical-mathematical, educational games;
Creation of logical and mathematical corners in all groups;
Rexpanding mathematical knowledge, skills and concepts using multimedia;
The ability and ability of children to independently perform simple logical actions (perform groupings - combine actions and objects according to their similarities and differences, analyze them)
Increasing the interest, activity, and creative participation of parents in the lives of their children, strengthening the cooperation of preschool teachers and families in preparingpreschoolersto schooling.
II Main part of the project
Theoretical part
Preschool childhood is a very short period in a person’s life, only seven years. During this period, development is more rapid and rapid than ever. The child’s environment of activity expands - from communicating only with his mother, he moves on to communicating with peers and adults. He develops certain skills, abilities, abilities and personal qualities (perseverance, organization, sociability, initiative).
During this period, cognitive development occurs intensively. The baby masters his native language, he learns not only to understand speech, but also masters the phonetics and grammar of his native language.
The perception of color, shape, size, space, time is improved, and the foundations of personality are formed. The child begins to become aware of his “I”, his activity, activity, and begins to objectively evaluate himself.
The child learns, within certain limits, to control his behavior and activities, to foresee its outcome and to control its implementation. There is a development of visual forms of thinking, as well as mental operations. Elements of logic appear that develop in all types of activities.
Subsequently, logic will be of great importance at all stages of the child’s life until he enters adulthood.
Recently, the words “logic” and “logical operations” are often used in relation to the child and his thinking. But what is logic and does a small child need it? To answer this question, let's look into history.
The word “logic” comes from the ancient Greek “logos”, which is translated as “concept”, “reason”, “reasoning”. Currently it is used in the following basic meanings.
Firstly, this word denotes patterns in the change and development of things and phenomena of the objective world. They are called objective logic.
Secondly, logic is the patterns in connections and development of thoughts. These patterns are called subjective logic.
The word “logic” is also used in a third meaning. Logic is the science of patterns in connections and development of thoughts. It is used in this meaning most often.
So, logic is the science of the laws of correct thinking, of the requirements for consistent and demonstrative reasoning.
Formal logic is one of the most ancient sciences. Separate fragments of logical science began to be developed in the 6th century. BC e. VDmore jealous than Greece and India. The Indian logical tradition later spread to China, Japan, Tibet, Mongolia, Ceylon and Indonesia, and the Greek tradition spread to Europe and the Middle East.
Initially, logic was developed in connection with the needs of oratory as part of rhetoric. This connection can be traced in Ancient India, Ancient Greece, Rome. Thus, in the social life of Ancient India, during the period when interest in logic emerged, discussions were a constant phenomenon. The famous Russian orientalist academician V. Vasiliev writes about this: “If someone appears and begins to preach completely unknown ideas, they will not be shunned and persecuted without any trial: on the contrary, they will willingly recognize them if the preacher of these ideas satisfies all objections and will refute old stories.”
Discussions were also common in Ancient Greece. Outstanding speakers were highly respected. They were elected to honorary government positions and sent as ambassadors to other countries.
The overwhelming majority of people think and reason without turning to a special theory for help and without counting on this help. Some people tend to consider their thinking a natural process that does not require analysis and control, such as breathing or walking. Of course, this is a fallacy. Our spontaneously developed and unconscious ability to think logically correctly is not always sufficient. We all know how to speak correctly, but this does not make learning grammar unnecessary. Logical intuition needs clarification no less than grammar. Understanding the principles of logical activity is one of our most valuable knowledge. It makes the mind as precise and exquisitely subtle in its analysis as possible.
Without knowing logic, a person may feel that either he himself or someone else is reasoning incorrectly. But what is the mistake? How to find an error in the substantiation of a position? Moreover, how can you prove that the other side is wrong? After all, a simple statement “you are wrong” will not convince anyone. It is necessary to show where a person is wrong.
Knowledge of logic not only helps convince people of the fallacy of their beliefs, but also speeds up the discovery of errors in reasoning.
Having studied typical errors and mastered the skills of detecting them, errors are noticed instantly, almost automatically. As a theoretical science, logic explains why a particular way of reasoning is right or wrong. This makes it possible to analyze ways of reasoning that a person has not previously encountered.
As a science, logic is studied in higher and specialized institutions. Knowledge of the laws of logic is important when developing solutions in complex, confusing situations, when managing simple and complex systems.
Logics – the ability to think and reason consistently and consistently. It is required of us in many life situations, from persuading the interlocutor, choosing the shortest route to work and shopping in a store, to complex technical problems.
Logic helps to find justifications for many phenomena and situations, meaningfully evaluate facts and competently formulate your judgments.
Like any other skill, logical thinking must be constantly trained. This is important to do at any age.
Logical thinking – this is a type of thinking process in which ready-made concepts and logical structures are used.
Every day we have to face many tasks, the solution of which requires our ability to think logically.
Think logically , this means highlighting the most important and separating it from the unimportant, finding relationships and deducing dependencies, and drawing appropriate conclusions.
Development of logical thinking is a purposeful and organized process of transferring and assimilating knowledge, techniques and methods of mental activity.Its main activity isnot only preparation for successful mastery of mathematics at school, but also the comprehensive development of children.
With the help of thinking we gain knowledge, which is why it is so important to develop it from childhood.
Thinking is one of the highest forms of human activity. Some children are already able to logically formulate their thoughts by the age of 4. However, not all children have such abilities.Logical thinking is one of the most important tasks in raising a small child. The development of his mind, the formation of such thinking skills and abilities that make it easy to learn new things.Logical thinking needs to be developedAndIt's best to do this in a playful way.
The main tasks for the development of logical thinking are:
*Formation of mental operations techniques for preschoolers
*Development of variable thinking in children, the ability to give reasons for their statements, and build simple conclusions.
*develop creative and intellectual abilities through logical and mathematical games, didactic, educational games to develop spatial imagination.
*Developing children’s ability to purposefully master volitional efforts, establish correct relationships with peers and adults, and see
yourself through the eyes of others.
The development of logical thinking is directly related to the age characteristics of children.
There are the followingtypes of thinking:
Subject-effective thinking;
Visual-figurative thinking;
Verbal and logical thinking.
In childrenjunior preschool age main type of thinkingsubstantively– effective: 2.5-3 years old, leading until 4-5 years old.
At the same time, the transformation of situations in some cases is carried out on the basis of targeted tests, taking into account the desired result. Preschoolers are able to establish some hidden connections and relationships between objects.
INaverage memory increases in age and visual-figurative attention begins to develop– from 3.5-4 years, leading up to 6-6.5 years.Children are able to use simple schematic images to solve simple problems. Preschoolers can build according to a diagram and solve maze problems. Anticipation develops. The main achievements of middle age are associated with the development of play activity: improvement of perception, development of imaginative thinking and imagination; development of memory, attention, cognitive motivation, improvement of perception.
INsenior At preschool age, children’s ideas are systematized, developingeverbal-logical thinking– is formed at 5.5 – 6 years old, becomes dominant from 7-8 years old and remains the main form of thinking in most adults.
Children are able not only to solve a problem visually, but also to make transformations of an object, indicate in what sequence the objects will interact, etc. However, such decisions will turn out to be correct only if children use adequate thinking tools. Among them we can highlight schematized representations,
Basic forms of thinking are concept, judgment and inference.
Judgment – true and false
General, private and
single
Affirmative and
negative;
Concept - everyday
Scientific;
Inference –
Inductive
Deductive
Inference
Similarly.
Logical thinking includes a number of components:
Ability to determine the composition, structure and organization of elements and parts;
the whole and focus on the essential features of objects and phenomena;
The ability to determine the relationship between a subject and objects, to see their changes over time;
The ability to obey the laws of logic, to detect patterns and development trends on this basis, to build hypotheses and draw consequences from these premises;
The ability to perform logical operations, consciously justifying them.
Into the structure of thinking includes the following logical operations:
Comparison – based on establishing similarities and differences between objects. The result of the comparison can be a classification.
Analysis – separation of a complex object into its constituent parts or characteristics, followed by their comparison.
Synthesis – allows you to mentally recreate a whole from given parts.
Typically, analysis and synthesis are carried out together.
Abstraction – separation of essential properties and connections of an object from non-essential ones.
Generalization - a soapy association of phenomena and objects according to their common and essential characteristics.
Classification - this is a meaningful order of things, phenomena, dividing them into varieties according to some important characteristics.
Specification – replacing a word with a more specific meaning.
COMPARISON
CLASSIFICATION
ANALYSIS
SPECIFICATION
SYNTHESIS
GENERALIZATION
ABSTRACTING
As a result of mastering practical actions, children learn the properties and relationships of objects, numbers, arithmetic operations, quantities and their characteristic features, space-time relationships, and the variety of geometric figures. In preschool didactics there is a huge variety of teaching materials.
The success of a child’s mastery of certain types of educational activities largely depends on the level of development of logical thinking. As is known, a child exhibits special mental activity in the course of achieving a gaming goal, both in direct educational activities and in everyday life. Game entertaining tasks are contained in various kinds of exciting
mathematical material.
Working in a kindergartenWewatchingwhetherThe next thing is that children in the older group have poorly developed logical thinking, they find it difficult to solve simple problems, they do not know how to prove their solution, compare, and classify according to several criteria. And all this affects the further development and education of children at school.
V.A. Sukhomlinsky wrote: “Without play there is and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity.”
Given the situationuniversalpedagogy and psychology that play is the leading activity of a preschooler, I believe that it is in it that it is possible to find reserves that allow for the necessary development of thinking child.
The means of developing thinking are different, but the most effective isetsyafun math activity.
Understanding the importance of the development of logical-mathematicalththinkIFor preschool children, it is important not only to teach the child to compare, calculate and measure, but also to reason, draw his own conclusions, justify his answers, and find a way to solve a particular problem. Using geometric material in games, children develop not only logic, but also creative imagination, constructive skills, and visual memory.
Therefore the goalourwork was the development of cognitive activity, logical thinking, the desire for independent knowledge and reflection, the development of mental abilities through logical and mathematical games.
It is known that in play a child acquires new knowledge, skills and abilities.
Therefore, initially, when selecting and conducting logical-mathematical games, I setAndThe task is to develop, along with mathematical concepts, the creative abilities of children aimed at mental development in general. To develop certain mathematical skills and abilities, it was necessary to develop the logical thinking of preschoolers, attention, and increase the ability to assimilate mathematical connections.
To solve the assigned tasks, the following work was carried out:
an appropriate developmental environment has been created (a logical and mathematical corner has been created in the group, where educational games of logical content and individual handouts for the development of logical thinking are located);
a model of the pedagogical process has been developed: a long-term plan on this topic for preschool children;
a card index of logical and mathematical games has been compiled,didactic, educational games to develop spatial imagination;
When selecting and conducting logical-mathematical games, I took into accountAndthe following conditions: work with children should be carried out in a system, activities should be linked with work in everyday life, the individual and physiological characteristics of children should be taken into account, various forms of work should be used (games, observations, leisure, etc.)
When conducting logical-mathematical games, useeatfollowingmethods and techniques:
Game methods:
entering an imaginary situation;
performing practical actions to obtain the necessary
information.
situations.
Dialogical methods:
conversation;
formulation of conclusions;
problematic issues.
Teaching methods:
showing the method of action;
problematic situation;
exercises.
When creating a developmental environment, i.e. organizing a math corner andwhen selecting material, I triedAndtake into account the age characteristics of children.PredostavLyalichildren have the opportunity to choose during their free timeAndtake a game that interests them, a manual with mathematical content, and play individually or together with other children, in a small subgroup.
In the process of various actions with logical blocks (dividing, laying out according to certain rules, rebuilding), children mastered various thinking skills. These include the ability to analyze, abstract, compare,synthesis,classifications, generalizations,specification, as well aslogical operations “not”, “and”, “or”.
We triedcreate conditions for the child’s mathematical activity in which he would show independence in choosing gaming material, games, based on his developing needs and interests.
During the game, which arises on the initiative of the child himself, he becomes involved in complex intellectual work.
The creation of a corner is preceded byselection gaming material, which is determined by the age capabilities and level of development of the children in the group. A variety of entertaining material is placed in the corner so that each child can choose a game based on their interests.
When organizing an entertaining mathematics corner, we must proceed from the principle that games are accessible to children at the moment, and place in the corner such games and gaming materials that children can master at different levels. From mastering the rules and game actions in the form specified in the game, they move on to inventing new game options and showing creativity. As you master games, you should expand their range, introduce new, more complex ones, and diversify the types of entertaining gaming material.
Entertaining math
material
1. Mathematical (logical) games, tasks, exercises
games for plane modeling (“Tangram”, “Pentamino”, “Leaf”, etc.)
Three-dimensional modeling games (“Corners”, “Cubes and Color”, etc.)
Games - movements (formations and changes with counting sticks, matches)
Educational games (“Checkers”, “Chess”, “Dominoes”, etc.)
Logical-mathematical games (blocks, sticks, cubes) to turn on, find.
2.Entertainment
puzzles
tasks are jokes
puzzles
Crosswords
puzzles
questions - jokes
mathematical squares
math tricks
3. Didactic games, exercises
With visual material
Verbal
younger age
Signets, stencils, templates;
Natural and waste material;
Board and printed games
2 – 3 sets of cut pictures from 2 – 4, 6 – 8 parts;
Various plastic construction sets
Large mosaics
Games - inserts
Multifunctional panels by theme;
Games to familiarize yourself with color, shape, size.
Logical and mathematical environment in the group:
younger age
- cards with heuristic tasks;
Sets in 3 dimensions: geometric shapes, geometric solids;
Templates, stencils, seals of geometric shapes and signs;
Models, layouts, mnemonic cards;
Collections of non-traditional tasks and questions;
Crosswords, puzzles,
Graphite and plastic boards;
Exercise books;
Sets of pencils, felt-tip pens, ballpoint pens;
Sticks, matches without sulfur;
Number sets
Sets made from natural and waste materials for practical and mathematical activities (threads, cords, buttons, ribbons, etc.)
Game didactic material.
Tasks organization of logical and mathematical corners:
Purposeful formation of children's interest in elementary mathematical activities. Formation of qualities and personality traits of a child necessary for successful mastery of mathematics in the future: purposefulness and expediency of search actions, desire to achieve a positive result, perseverance and resourcefulness, independence.
Instilling in children the need to occupy their free time not only with interesting games, but also with games that require mental stress and intellectual effort; the desire to ensure that entertaining mathematical material in preschool and subsequent years becomes a means not only of organizing useful leisure time, but also of developing creativity and improving one’s professional skills.
The success of gaming activities in a logic corner organized in a group is determined bythe teacher’s own interest in entertaining tasks for children . The teacher must have knowledge about the nature, purpose, developmental impact of entertaining material, and techniques for guiding the development of independent activity with elementary mathematical material. The interest and passion of the teacher is the basis for children to show interest in mathematical problems and games.
Development management independent mathematical activity in the entertaining mathematics corner is aimed at maintaining and further developing their interest in entertaining games. The teacher organizes all work in the corner taking into account the individual characteristics of the children. He offers the child a game, focusing on the level of his mental, moral and volitional development, and manifestations of activity. The teacher involves inactive, passive children in games, interests them and helps them master the game. Cultivating interest in games is facilitated by children’s awareness of their success in mastering games. The child who made an interesting silhouette solved the problem; strives for new achievements. The teacher’s guidance is aimed at the gradual development of children’s independence, initiative, and creativity.
Instructions for guiding children’s independent activities:
Explaining the rules of the game, introducing general methods of action, excluding telling children ready-made solutions. Stimulation by the teacher of manifestations of independence in games, encouraging children’s desire to achieve results.
Joint play between a teacher and a child, with a subgroup of children. Children learn game actions, methods of action, and approaches to solving problems. They develop confidence in their abilities, an understanding of the need to concentrate and think hard while searching for solutions to problems.
Creation by the teacher of an elementary problem-search situation in joint play activities with the child. The teacher plays, makes a silhouette, guesses the riddle, the moves of the labyrinth, and at this time involves the child in evaluating his actions, asks him to tell him the next move, give advice, make an assumption. The child takes an actual position in a game organized in this way, masters the ability to reason, and justify the course of the search.
Uniting children who have mastered it to varying degrees in joint play, so that there is mutual learning of some children by others.
Using various forms of organizing activities in the corner: competitions, competitions for the best logical problem, labyrinth, silhouette figure, organizing leisure evenings, mathematical entertainment.
Ensuring the unity of educational tasks solved by the teacher in mathematics classes and outside of them. Purposeful organization of independent children's activities in order to ensure stronger and deeper assimilation by children of program educational material, transfer and use of it in other types of elementary mathematical activities, in games. Carrying out the comprehensive development of children, solving problems of individual work with children who are lagging behind their peers in development, and children who show increased interest and a penchant for doing mathematics.
Promoting among parents the need to use entertaining mathematical material in the family in order to solve the problems of the comprehensive development of children during preschool childhood, preparing them for school. The teacher recommends that parents collect entertaining material, organize games together with their children, gradually create a home toy library, make games, and purchase industrially produced games. Unity in the directions of work of the kindergarten and family on this issue will contribute to the development of children's interest in entertaining material and mental abilities.
Working with parents
Introducing parents to the content of the program.
Development of consultations for parents on this topic.
Involving parents in the production of visual material (selection of illustrations).
Trainings,joint games - activities with children and parents (in the afternoon);
Conclusion
Logical thinking can be compared to a long intellectual laddereth,and games are its kind of steps. The child must climb each of these steps. If any of them are missedb, then they will make itbIt will be much more difficult for him until the next one. If he runs up the stairs very quickly, it means he has already “outgrown” these steps - and let him run. But there will definitely appear one ahead of which he will pause, and perhaps here he needs help.
Conclusions:
The development of logical thinking occurs gradually. One child is more characterized by visual-figurative thinking, another - visual-effective, and the third easily operates with concepts.
Logical-mathematical game is one of the forms of development of logical thinking. During the game, various mental processes are activated and take on a voluntary nature.
The use of mathematical games increases the efficiency of the pedagogical process; in addition, they contribute to the development of memory, thinking, attention, and imagination in children, having a huge impact on the mental development of the child
Thus, we can conclude: the pedagogical possibilities of logic games are very great. Games and logic exercises develop all aspects of a child’s personality and activate hidden mental and intellectual capabilities. As a result of mastering spatial and practical actions in games, children learn the properties and relationships of objects, numbers, arithmetic operations, and time relationships; learn to make inferences, classify, generalize, and solve logical and problematic problems. All this will allow the child to study more successfully at school.
Project Implementation Plan
III Glossary
Modernization (English) modern - updated, modern, rapid growth of scientific knowledge) is:
I) Updating the facility, bringing it into compliance with new requirements and standards, technical conditions, quality indicators.
Sensitive period of development (there is also a sensitive period) - a period in a person’s life that creates the most favorable conditions for the formation of certain psychological properties and types of behavior.
Sensitive period - the period of highest opportunities for the most effective development of any aspect of the psyche.
M modeling - visual and practical method, involving the creation of models and their use to form ideas, concepts and generalized methods of action. Models are considered as an effective didactic tool.
Variable thinking – the ability of a living being to choose different options for behavioral programs to achieve the same goal.
І V Literature
1. Myers B. Developing thinking. The best logic games - Trans. from French O.Yu. Panova. – M.: Eksmo, 2012.
2 . Wenger L.A., Dyachenko O.M. Games and exercises to develop mental abilities in preschool children. – M.: Education, 1989.
3 . Loginova V.I. Formation of the ability to solve logical problems in preschool age. Improving the process of forming elementary mathematical concepts in kindergarten. - L.: 1990.
4 . Shchedrovitsky G.P. Methodological notes on pedagogical research of the game. // Psychology and pedagogy of preschoolers’ play. – M.: 2003.
5. Games and exercises for the development of mental abilities of preschool children / Ed. L.A. Wenger. - M.: Education, 1999.
6.
Starodubtseva I.V., Zavyalova T.P. Game activities to develop memory, attention, and thinking in preschoolers. - M.: ARKTI, 2008.
7. Beloshistaya A.V. Development of logical thinking in preschool children. - Vlados Publishing House, 2013.
8. Lebedeva S.A. Development of logical thinking in children.Ed.- in Ilexa2009
9. Internet resources
V I Appendix
Mathematical, developmental and logic games.
Games for younger children:
Games with counting sticks nand the construction of simple figures; to build complex figures; to transform shapes (puzzles - add/remove sticks).
Practical activities.
Increasing the complexity of the content of game exercises is associated with three groups of tasks:
Tasks for constructing simple figures:
For example, build a triangle from 6 sticks.
Tasks on constructing complex figures: (composed of several simple ones, having either a common vertex or a common side, nested or inscribed into each other).
How to build 2 triangles from 5 sticks, or 3 triangles from 7 sticks?
Shape transformation tasks:
Fold 10 sticks into 3 squares.
Remove 3 sticks so that 2 squares remain.
Remove 2 sticks so that not a single square remains.
Intelligence tasks:
Joke problems.
These are entertaining game problems with a mathematical meaning that I use in joint activities. To solve them, you need to show resourcefulness, ingenuity, and an understanding of humor. The result of solving joke problems depends on the life experience of children, the development of ideas about the world around them, objects and phenomena. A joke task promotes the development of logical thinking, observation, reaction speed, and mastering search approaches to solving any problem.
Practical activities.
1. How many ends does the stick have? Two sticks? Two and a half? (2, 4, 6)
2. There are three sticks in a row on the table. How to make the middle one the outermost one without touching it? (Move the last one.)
3. Behind the fence you can see 8 hare’s legs. How many bunnies? (two)
1
Here comes the bear
He leads his cubs.
How many animals are there in total?
Count it quickly! (3)
2
Here are the mushrooms on the lawn
They are wearing yellow caps.
2 mushrooms, 3 mushrooms.
How long will it be together?..? (5)
3 Four ripe pears
Swung on a branch
Pavlusha picked two pears,
How many pears are left?
4
The turnip sat firmly in the ground,
One can't do it alone.
And after the old grandfather
The tail is long and stretches.
Everyone came, one by one.
How many were there in total? (6)
Questions:
1. At what time of year do the leaves turn yellow?
2. At what time of year does it snow?
3. At what time of year does all the snow melt and the streams run?
4. At what time of year can you sunbathe and swim in the river?
5. At what time of year do apple trees bloom?
6. At what time of year can you run barefoot on the grass?
7. At what time of year do strawberries ripen?
8. At what time of year do we wear felt boots?
9. At what time of year do they plant a vegetable garden?
10. At what time of year is the harvest harvested?
11. At what time of year can you build a snowman?
12. At what time of year do snowdrops appear?
13. At what time of year can you pick mushrooms in the forest?
14. At what time of year do we put Panama hats on our heads?
Blitz tournament
- if the table is higher than the chair, then the chair...? (below)
- if a river is wider than a stream, then the stream...? (already)
- if the barbell is heavier than the pillow, then the pillow...? (easier)
- if a sister is younger than a brother, then the brother...? (older)
- If there is more water in a jar than in a mug, then in the mug...? (less)
- how many tails do four cats have?
- How many legs does a sparrow have?
- How many ears do five cranes have?
- How many paws do two have?
- What are there more daisies or flowers on the field?
- Who are more bears or animals in the forest?
- the duck laid an egg. Who will hatch from it: a chicken or a rooster?
- What do they put in soup and not eat?
Fish - worm
The game teaches you to give reasons for your answers and broaden your horizons.
Necessary equipment: pictures of animals, birds
How to play: First the poem is read:
The bunny loves carrots
Bear - raspberry,
Sparrow - mountain ash,
Fish - worm,
Avoid the hook, fish.
You name the animal, and the child needs to quickly and correctly say what it eats, for example: cow - hay, dog - bone, mouse - cheese, cat - milk, etc.
You can play with two or more participants. Periodically change roles with your child, this is a great incentive for him.
We consolidate: ask your child questions: “What does Carlson like? Cat" etc.
Let's complicate things: can a chicken chew a bone? Does a dog peck grain? Ask your child to justify his answer; if the child finds it difficult, find an explanation together.
One, two, three extra go away
Play helps develop conceptual thinking; cut off the unnecessary (analysis - synthesis)
Required equipment: pictures.
How to play: show pictures with objects of the same class, but of different groups, for example:mug, ladle, teapot - table; armchair, sofa, chair - bear; duck, chicken, goose - dogetc. Which of the four pictures is the odd one out? Why?
We consolidate: switch roles. You can also play the verbal version of this game. It is advisable to take various concepts familiar to the child, for example: “clothes”, “shoes”, etc. Help the child, if he finds it difficult, justify his answers.
Tales
The game helps to develop logical thinking and creative imagination
Required equipment: ball.
How we play: it is better to play this game as a whole group, then the child will master it faster.
The presenter throws the ball to the player and says a phrase. If this phrase is a fable, then there is no need to catch the ball, for example: “A wolf is walking through the forest,” - the player catches the ball. “A wolf is sitting on a tree” - no need to catch the ball. “The girl draws a house” - the player catches the ball. “The house draws a girl” - no need to catch the ball, etc.
Try to come up with as many funny, absurd phrases as possible.
The one who never makes a mistake will win.
Play this game more often, because a child of this age loves to come up with shapeshifters and fables.
To consolidate: play “Tall Tales” using short stories. For example: “For Vanya’s birthday, the children ate apples, ice cream, cookies, etc. salty sweets." The child must correct your mistake and explain why it is wrong.
Do you cook cabbage soup in the kitchen? Use this situation to play as well. “I put onions, carrots, cabbage in the cabbage soup. pear." Laugh with your child and switch roles.
You can play with the pictures. For example: the picture shows winter: sun, snow, snowflakes, snowman, etc. butterfly. Ask your child why the butterfly is extra, what could happen to it? What can we come up with so that she doesn’t die?
Next time you can come up with up to 3-4 fables in a story. For example:
The sparrow sat down on the house,
The roof collapsed.
Under a birch tree with a cat
The mice are dancing the polka.
The flies ate the spider.
The fish catch the fisherman.
The horse sat on the cart,
Urges the rider.
Sweet tooth
The game helps to develop visual control; develops the perception of size
Necessary equipment: drawings of jars of jam, bitten apples.
How to play: show your child several drawn jars of jam of varying degrees of filling. Ask, from which jar did Carlson eat the most jam? Ask him to explain why he made such conclusions? Show pictures of bitten apples. Ask him to answer which apple, in his opinion, was bitten by the bear, hare, sparrow, caterpillar? Why did he decide this?
We fix it: draw the tracks of a bear, a hare, a mouse.
Where are whose traces? On the street, ask your child to determine where in the snow or sand the footprints of an adult are, and where are the footprints of a child? Where are the tracks of the bird and the dog?
“We sat on the sleigh”
The game teaches you to select the right items for each season; defend your opinion
Necessary equipment: pictures of the seasons, accompanying items.
How to play: Show pictures of the seasons and items associated with this season. For example: sleds, skis, ice skates, ice skates, rubber boots, umbrella, ball, net, basket, bucket, spatula, molds, etc. The child must correctly match the objects with the seasons. Ask to explain why the sled cannot be placed with the summer picture, and the bicycle cannot be placed with the winter picture, etc.
We consolidate: remember the poems and songs about the seasons: “Let's go through the raspberries to the garden. "," We sat on the sleds and took skates. " When you go for a walk, ask why you took these particular toys with you today?
Let's make it more difficult: play the word game "On the contrary." Name the season first, then its attribute. For example: summer - a scooter, winter - a sled, spring - a paper boat, and what in the fall? And so on.
A game "Geocont"
At the first stages of the game, in the first junior group, the children and I learned to simply pull rubber bands onto nails, I invited the children to walk with their fingers along the red, blue, etc. paths. Then we built long and short paths, wide and narrow, stretched large and small squares, and built houses. In the second younger group, I offered the children the simplest diagrams, which depicted paths, a square, a triangle, a rectangle, a house, etc. The children were asked to come up with a pattern themselves. A prerequisite for playing is to name the shape and size of the objects being created.
Game "Draw a Path"
The multifunctional manual can be used both in group classes and in individual work with children aged 4–7 years. The game “Stretch the Path” can be used by speech pathologists, speech therapists, educational psychologists, educators, and parents.
Didactic tasks:
- development of fine motor skills, purposefulness of actions;
- formation of visual-motor coordination;
- development of the tracking function of the eyes;
- formation of a sense of space on a microplane;
- development of thought processes;
- development of speech components;
- consolidation of knowledge.
Equipment:
Stacked plastic canvas (40 x 35 cm) with transparent pockets (12 x 30 cm) on the right and left sides, and holes for colored laces (30 cm).
Suggested game options:
“Do the math.”
“Which tree is the leaf from?”
"Who lives where?"
“Who needs what for work?”
"Treat the animals."
“Determine the shape of the object.”
“Find the outline of the object.”
"Vice versa".
“Let’s clarify the color of the objects.”
“Find the mother of the cubs.”
“Connect two objects that start with the same sound.”
“Match the picture to the diagram.”
“Connect similar objects.”
“What was - what will be.”
“What will we give to whom?”
"Pcount it out»
“Which tree is the leaf from?”
"Who lives where"
Game g puzzle "Rainbow basket"
refers us to the fairy tale about the Ryaba Hen. This time, the Ryaba Hen laid many colorful eggs, and the grandfather and woman collected them and put them in a basket (on a board). In the basket (on the board) all the eggs are intact, but they can be “broken,” that is, separated into parts by removing them from the frame. Give your child the task of assembling a “golden” egg from separate parts, “so that grandpa and grandma won’t be upset that the mouse broke it.” Then you can invite him to collect other “broken” eggs. In this task, the child will be helped by colorful eggs (all colors of the rainbow).
The set includes puzzles of different difficulty levels: 6 eggs divided into 2 parts, and 6 eggs divided into three smaller parts. By completing these tasks, the child will become familiar with the concepts of part-whole, big-small, and the colors of the rainbow. The Rainbow Basket puzzle also develops fine motor skills.
Didactic game “Beads for mom (girlfriend)”
Purpose of the game: Development of constructive praxis and fine motor skills. Consolidating knowledge of primary colors, shades and the ability to distinguish them. Consolidating knowledge of numbers. Development of quantitative counting skills, the ability to correlate numbers with the number of objects. Development of attention and thinking.
To make the game, we used a modeling board purchased from a store. Cut-off necks from plastic bottles were used to screw on colored plastic caps. The writing on the caps can be erased using nail polish remover (nail polish).
You can invite the children to “assemble” the beads themselves, or you can offer a sample. There is a plastic pocket on top for this purpose. If you have the lexical topic “My Family,” you can put a photo of his mother in front of the child. Children of older preschool age can be offered a sample with numbers.
Games for older preschool children
For children of older preschool age, I can already offer games for composing silhouette figures and geometric figures from special sets. The set of elements of such games consists of figures obtained by cutting any geometric figure according to certain rules: a square - in the games “Tangram”, “Pythagoras”, “Mongolian game”; rectangle - in the games “Pentamino”, “Sphinx”; oval – in the game “Columbus Egg”; circle - in the games “Magic Circle”, “Vietnamese Game”, etc.
Practical activities.
These games are designed to develop children's spatial imagination, logical and intuitive thinking. Games of this type improve the visual and figurative thinking of preschoolers and create conditions for the development of logical components of thinking.
To develop mental activity, I suggest that children plan the course of search actions: “Tell me how you will make the figure.” Children must reason, prove, refute.
In the future, I invite the children to compose images according to their own ideas. Creating a silhouette based on imagination presents a problematic task for the solver. In this case, it is necessary to find a way to solve the problem, discarding false approaches that do not lead to a solution. Such a search is preceded by the emergence of an assumption, an idea, a plan. In games for creating silhouettes, conditions arise for training the ability to independently and creatively solve interesting, simple problems.
Games - puzzles. « Tangram»
One of the first ancient puzzle games. Motherland occurrence –China, age - more than 4,000 years. The puzzle is a square cut into 7 parts: 2 large triangles, one medium one, 2 small triangles, a square and a parallelogram. The essence of the game is to collect all kinds of figures from these elements according to the principle of a mosaic. In total there are more than 7,000 different combinations. The most common of them are animal and human figures. The game promotes the development of imaginative thinking, imagination, combinatorial abilities, as well as the ability to visually divide a whole into parts.
"Pythagoras"
The Pythagorean puzzle is a square divided into seven parts - 2 squares, 4 triangles and a parallelogram. The visual possibilities of the game are quite large - you can create silhouettes of varying degrees of complexity and complex geometric shapes reminiscent of household items, animals, birds, etc. The game can be played at the table, but if you make large-sized parts, you can assemble the silhouettes directly on floor, you can attach tailor's Velcro to the parts, then they can stick to the carpet on the wall.
"Sphinx"
The relatively simple Sphinx puzzle includes seven simple geometric shapes: four triangles and three quadrangles with different aspect ratios.The essence of the games is to construct various silhouettes from flat geometric shapes - animals, people, plants, objects of the surrounding world.
The game develops the perception of shape, the ability to distinguish a figure from the background, highlighting the main features of an object, the eye, imagination (reproductive and creative), hand-eye coordination, visual analysis and synthesis, and the ability to work according to the rules.
"Leaf"
A geometric figure of complex configuration, reminiscent of a schematic image of a human heart or a leaf of a tree, divided into 9 elements. The elements of this puzzle make especially good silhouettes of various types of transport. The resulting images resemble children's drawings (dogs, birds, people). By constructing simple figurative figures, children learn the perception of shape, the ability to isolate a figure from the background, and identify the main features of an object. The puzzle develops the eye, analytical and synthetic functions, imagination (reproductive and creative), hand-eye coordination, and the ability to work according to rules.
"Columbus Egg"
The essence of the game is to design various silhouettes on a plane, reminiscent of figures of animals, people, all kinds of household items, vehicles, as well as letters, numbers, flowers, etc. This game develops spatial imagination, intelligence, ingenuity, combinatorial abilities, perseverance and fine motor skills. Kolumbovo the egg is an oval that must be cut into 10 parts. The result will be triangles and trapezoids with smooth and rounded sides. It is from these parts that it is necessary to create the silhouette of an object, animal, person, etc.
"Vietnamese Game"
A circle of 7 parts, of which 2 parts are equal to each other, resembling a triangle; the remaining 3 parts are different in size and shape. The rounded parts obtained as a result of the cut guide children to create silhouettes of animals, birds, and insects.
The essence of the game is to construct on a plane various object silhouettes resembling animals, people, household items, vehicles, letters, numbers, flowers, etc.
Thanks to the complexity and variety of geometric shapes, this develops spatial imagination, combinatorial abilities, intelligence, ingenuity, as well as perseverance and fine motor skills - regardless of the child’s level of preparation and his inclinations.
"Mongolian game"
The puzzle is a square, divided into parts according to the principle “in half each time”those.into 11 parts: 2 squares, one large rectangle, 4 small rectangles, 4 triangles.
The essence of the game is to collect all kinds of figures from these elements according to the principle of a mosaicthose.buildeof flat geometric shapes are differentXsilhouetteov– animals, people, plants, objects of the surrounding world.
To begin with, the child must learn that as a result of combining two or more geometric figures, a completely different geometric figure can be formed. For example, from 4 triangles you can make 1 square. Children learning how to attach two parts to each other and form a new one is a necessary initial stage in mastering the game. Children should be able to create new geometric figures from existing ones and imagine what kind of figure will result from addition and transfiguration. After this, children can be shown samples of silhouette figures.GamesAdevelopinget perception of shape, ability to distinguish a figure from the background, ability to identify the main features of an object, eye, imagination (reproductive and creative), hand-eye coordination, thinking, visual analysis/synthesis, ability to work according to rules.
« Archimedes' game or Archimedes' puzzle »
Since ancient times, the game has been known, which history associates with the name of the great Greek mathematician Archimedes. This puzzle game is very similar to
. In ancient Greece it was called Stomachion. The main difference lies in the number and shape of the pieces from which they are composed. A set of elements obtained by dividing a rectangle into 14 parts. The essence of the game is to construct various object silhouettes on a plane: images of a person, dog, camel, chicken and others. The variety and varying degrees of complexity of geometric constructors makes it possible to take into account the age characteristics of children, their inclinations, capabilities, and level of training. The game develops spatial imagination, combinatorial abilities, intelligence, ingenuity, resourcefulness, as well as sensory abilities.
"Magic Circle"
A circle of 10 parts: among which there are 4 equal triangles, the remaining parts are equal in pairs, similar to triangular figures, but one of their sides is rounded.
The game is designed to develop the mental and creative abilities of children of senior preschool and primary school age. The essence of the game is to construct on a plane various object silhouettes resembling animals, people, household items, vehicles, letters, numbers, flowers, etc.
Goal: to learn to analyze, divide the forms of a composed object into parts, and also look for ways to connect one part to another; develop in children
spatial imagination
,
imaginative thinking, combinatorial abilities,
ingenuity
,
practical and mental actions
,
perseverance and fine motor skills
.
"Pentamino"
The “Pentomino” puzzle was patented by Solomon Golomb, a Baltimore resident, mathematician and engineer, professor at the University of Southern California. The game consists of flat figures, each of which consists of five identical squares connected by sides, hence the name. There is also a version of Tetramino puzzles, consisting of four squares; the famous Tetris originated from this game. The game set “Pentamino” consists of 12 figures. Each figure is designated by a Latin letter, the shape of which it resembles.
Didactic games with colored caps.
Didactic games with lids are a unique material in its didactic capabilities. “Why lids? " - you ask.
The lids are easy to handle and do not break, so they can be used for a long time.
Food lids are therefore approved by sanitary standards.
You can play with lids both at the table and on the carpet.
We used didactic games with colored lids in classes on the development of elementary mathematical concepts, in construction, in joint, individual activities.
With young children, it is appropriate to start learning colors, stringing and attaching lids, which is useful for the development of fine motor skills. Having learned to distinguish colors and sizes, children can move on to “designing” simple patterns and ornaments.
Games with colored caps will help children develop memory and logical thinking, teach them to reason and analyze.
Practical activities.
1. “Pick the colors” - introduce children to five colors by matching them according to a pattern, enrich their active vocabulary with the names of colors.
2. “Let’s decorate a napkin” - strengthen children’s ability to select shapes, focusing on color.
3. “Fill in the boxes” - continue to teach children to solve logical problems based on visually perceived information. Develop the skill of self-control and self-esteem (learn to logically explain your actions).
4. “Arrange the figures” - continue to teach children to solve logical problems based on verbal instructions:
5. Arrange the circles so that red is between blue and green, and green is next to yellow.
Experience as a kindergarten teacher. Development of logical thinking of preschoolers through didactic games
The Federal State Educational Standard for Preschool Education considers the formation of a child’s cognitive interests and cognitive actions in various types of activities as the main principle of preschool education. In addition, the standard is aimed at developing the intellectual qualities of preschoolers. Particular attention is paid to ensuring the quality of education in preschool age, which necessitates the search for ways and means of developing logical techniques of mental action, taking into account the needs and interests of preschool children.
In accordance with modern trends in the development of education, we must graduate from kindergarten a person who is inquisitive, active, understands living things, and has the ability to solve intellectual problems. The development of logical thinking is the key to the success of a kindergarten graduate in school. Our future depends on the level of competence, success, and logic.
Preschool age is extremely favorable for the development of logical thinking, provided that this process is built on the use of the possibilities of visual-figurative thinking inherent in a child at this age.
Games of logical content help to cultivate cognitive interest in children, promote research and creative search, the desire and ability to learn. Didactic games are one of the most natural activities for children and contribute 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 schooling, for the correct formation of the student’s personality and in further education will help to successfully master the basics of mathematics and computer science. The requirements of the Federal State Educational Standard for Preschool Education for the results of mastering the program are provided in the form of targets for preschool education, which represent social and normative characteristics of the child’s possible achievements at the stage of completing the level of preschool education.
At the final stage:
- the child shows initiative and independence in various types of activities, play, communication, cognitive and research activities, design, etc.
- the child has a developed imagination, which is realized in various types of activities, and above all in play; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;
- the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions;
- the child is capable of making his own decisions, relying on his knowledge and skills in various activities.
Modern pedagogical and methodological literature offers teachers a variety of techniques that stimulate the intellectual development of preschoolers. However, in the literature it is difficult to find a comprehensive set of tools, techniques and methods, the totality of which makes it possible to ensure the manufacturability of this process. In practice, work on the development of a child’s logical thinking is carried out without realizing the importance of psychological techniques and means in this process. The practice of working with children of senior preschool age has revealed that children often cannot identify signs of generalization by naming the generalizing concept itself; cognitive activity is often reduced, and this inhibits the development of a creative personality.
The leading pedagogical idea of the experience is to create the necessary conditions for the development of active knowledge of the world around us, logical thinking of older preschoolers through the use of entertaining didactic material in the educational process.
The pedagogical experience is based on the ideas of domestic and foreign educational psychologists on the problems of thinking development: S.L. Rubinstein, L.S. Vygotsky, P.P. Blonsky, P.Ya. Galperin, V.V. Davydov, E.A. Vyakhirev, A.I. Meshcheryakov, N.A. Menchinskaya, D.B. Elkonin, A.V. Zaporozhets, A.V. Brushlinsky, J. Piaget, M. Montessori, etc.).
Thinking- the highest level of human knowledge of reality. The sensory basis of thinking is sensations, perceptions and ideas. Through the senses - these are the only channels of communication between the body and the outside world - information enters the brain. The content of information is processed by the brain. The most complex (logical) form of information processing is the activity of thinking. Solving the mental problems that life poses, a person reflects, draws conclusions and thereby learns the essence of things and phenomena, discovers the laws of their connection, and then transforms the world on this basis.
Thinking is not only closely connected with sensations and perceptions, but it is formed on the basis of them. The transition from sensation to thought is a complex process, which consists, first of all, in isolating and isolating an object or its sign, in abstracting from the concrete, individual and establishing the essential, common to many objects.
Thinking acts mainly as a solution to tasks, questions, problems that are constantly put forward to people by life. Solving problems should always give a person something new, new knowledge. Finding solutions can sometimes be very difficult, so mental activity, as a rule, is an active activity that requires concentrated attention and patience. The real process of thought is always a process not only cognitive, but also emotional-volitional.
The objective material form of thinking is language. A thought becomes a thought both for oneself and for others only through the word - oral and written. Thanks to language, people's thoughts are not lost, but are passed on as a system of knowledge from generation to generation. Taking on a verbal form, a thought is at the same time formed and realized in the process of speech.
Thinking is inextricably linked with the practical activities of people. Every type of activity involves thinking, taking into account the conditions of action, planning, and observation. By acting, a person solves some problems. Practical activity is the main condition for the emergence and development of thinking, as well as a criterion for the truth of thinking.
Scientists include the following as the main mental operations:
1. Analysis. During analysis, a mental decomposition of the whole into parts or a mental separation of its sides, actions, and relationships from the whole occurs. For example, in order to draw a conclusion about the properties of any complex mechanism, it is necessary to examine what it is made of and what each of its parts is made of, that is, to conduct an analysis.
2. Synthesis. This is the reverse process of analysis. During synthesis, parts, properties, and actions are mentally combined into a single whole. For example, by examining the constituent elements of a complex mechanism, one can imagine how the entire mechanism as a whole will work. Synthesis is always preceded by analysis. In mental activity, synthesis and analysis are closely interconnected.
3. Comparison is the establishment of similarities or differences between objects and phenomena or their individual characteristics.
4. Abstraction. It consists in highlighting any properties, signs of the object being studied and presenting these signs and properties in the form of an independent object of thought. For example, the concept of color is an abstraction if we do not specify the object that has this color. By saying “green,” we separate this concept from objects and can mentally attach the concept “green” to various objects, for example, green sky, green person, etc., that is, an abstract concept turns into an independent object. Abstraction is usually achieved through analysis. It was through abstraction that such abstract concepts as length, breadth, quantity, equality, etc. were created.
5. Specification. During concretization, thought returns from the general and abstract to the concrete in order to reveal the content. Concretization is turned to in the event that the expressed thought turns out to be incomprehensible to others or it is necessary to show the manifestation of the general in the individual.
6. Generalization – mental unification of objects and phenomena according to their common and essential characteristics.
Psychological and pedagogical research by scientists has proven that basic logical skills are formed in children starting from the age of 5-6 years. The concept of developmental education by D.B. Elkonina V.V. Davydov, pedagogical experiments of psychologists and teachers convincingly demonstrated the enormous potential of children’s abilities and proved that the main condition for the development of children’s thinking is their targeted upbringing and learning through play activities
In 2011-2015 The topic of the work was “Development of elements of logical thinking in preschool children.”
Work on the experiment took place: In 2011-2013. – group from 5 to 7 years old. In 2013-2015. – group from 3 to 5 years.
Target: creating conditions for the formation of logical thinking in children through educational games and exercises.
Tasks:
1.Study and analyze psychological, pedagogical and methodological literature on the research problem.
2. Select and develop a system for using games that develop logical thinking in preschool children;
4. Develop a series of notes; logical tasks, problem situations, using educational games based on cooperation technology.
5. Increase the pedagogical competencies of parents on the problem of developing children’s cognitive abilities.
6. Conduct an analysis of the effectiveness of the work done.
A mandatory condition of work was: to purposefully develop the thinking abilities of preschoolers in games, in game situations in the classroom, when solving problem situations in intellectual games,
Based on the above theoretical principles about the development of children's thinking, a study was conducted on the development of logical thinking in children of senior and middle preschool age. The methods of R. Nemov were used,
“Nonsense”, goal: to evaluate the child’s ideas about the world around him, about the logical connections between the objects of this world: people, animals, nature;
“Divide into groups” goal: diagnostics of perception and logical thinking. The definition and analysis of the initial stage diagnostic study allowed us to highlight the following results:
After the initial diagnosis in 2011. it turned out that 11.1% of children have a very low level, 27.8% have a low level, they have low cognitive interest; the skills to analyze, compare, generalize, and classify are poorly developed; They rarely play with entertaining material, they are interested in it from time to time (for example, if there are bright pictures or familiar cartoon characters), coherent speech of preschoolers is not developed. 55.5% had an average level of development of logical thinking. During the examination, it was revealed that preschoolers quickly lost interest in classes, fatigue and absent-mindedness were noted, which reduced the learning effect of the class. Only 5.56% of children are distinguished by flexibility of thinking, the ability to compare, draw logical conclusions, predict consequences, a remarkable ability to understand beauty, and ingenuity. Concentration and the ability to persistently engage in any activity are formed even in overly active children. They become less irritable, and their tendency to destructive behavior decreases. The development of logical thinking in preschool age contributes to rapid memorization of school material in the future. As a result, such children are more independent and, as a rule, complete their own schoolwork.
Based on the diagnostic examination, the need to intensify work in this direction was determined.
Working in a group from 4 to 5 years old and having positive experience in developing logical thinking in older preschoolers, I found it possible to begin the process of developing logical thinking techniques from an earlier age - from 4 to 5 years old.
I based my choice on several reasons.
1. The group of children with whom I worked for the second year showed their contrast in terms of general development. Some children are ahead of their peers. They are curious, inquisitive, show great interest in the new, unknown, while possessing a good amount of knowledge. These are children who receive a lot of attention from adults at home.
Such children, upon entering kindergarten, must rise to a higher level, training their intellect in play activities.
To do this, the teacher needs to create a good developmental environment that best meets the child’s needs.
Taking into account the psychological characteristics of middle-aged children (the beginning of the formation of children's relationships), I gave a large role to the game - the role of bringing children closer together when working in pairs and groups. The result should be the receipt of joint results of activities, a feeling of joy for yourself and your peers.
To effectively develop logical thinking, I use a variety of teaching methods; practical, visual, verbal, playful, problem-based, research.
Visual: observations, demonstration (thematic pictures, videos, presentations); attributes for educational games, board games;
Verbal: - riddles, riddles, games to develop imagination. We use a wide range of topics: domestic and wild animals, clothing, food, etc.
Practical: exercises, educational games.
In the process of developing logical thinking by preschool children, I devote a significant place to various means:
game forms in cognitive activity: TRIZ methodology. game problem situations lotto, paired pictures, magnetic, large and clove mosaics, a set of cubes of 4 - 9 pieces, educational games (“Fold the pattern”, “Geometric constructor” “Cuisenaire’s colored sticks”; “Denesh blocks” educational games “Number cards” ""Put the numbers in the house", "Number houses", "What's extra". (planar) games with elements of modeling and substitution, building sets (floor, tabletop). Didactic toys: inserts, lacing. Games with colored lids "Feed the chick ", "Fold the pattern."
games for comparing objects according to various properties (color, shape, size, material, function), grouping by properties, games for developing spatial imagination (they teach children to analyze a sample of a building, a little later - to act according to the simplest scheme (drawing), to recreate the whole from parts ("Tangram", puzzles), for seriation according to various properties, counting games. Compiling a whole image from parts, "rows" from identical objects in descending and ascending order of one or another characteristic (by size, width, height, etc. ) The creative process includes logical operations - comparison, synthesis (recreation of an object). Counting sticks; Games with counting sticks develop not only subtle hand movements and spatial concepts, but also creative imagination. During these games, you can develop the child’s ideas about shape, quantity , color, finger games - these games activate brain activity, develop fine motor skills of the hands, promote the development of speech and creative activity. “Finger games” are the staging of some rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “up”, “down”, etc. If a child masters one “finger game,” he will definitely try to come up with a new performance for other rhymes and songs.
- experimental games “Which vessel has more water”; and so on.
It is important that the child always has the opportunity to choose a game, and for this the set of games should be quite diverse and constantly change (change approximately once every 2 months).
When planning my teaching activities for the week, I include the following games: board-printed didactic games, riddles (to reinforce previously learned topics), games to develop fine motor skills (mosaics, lacing, games with loose materials), games with building materials and counting sticks , puzzles. Games are used to organize joint and independent gaming activities.
Here I have provided the following points:
The transition of one type of activity (game) from joint to independent;
Weekly introduction of new developmental material into gaming activities;
Taking into account the time frame (i.e., by planning a small volume of material, I thereby did not harm such an important activity for the child - plot-based role play).
- Joint activities are carried out frontally, but more often - in groups (3 - 5 people) and in pairs.
The competitive nature of the games is used.
Thus, the knowledge acquired by the child in class is consolidated in joint activities, after which it passes into independent and, after that, into everyday activities.
I improve the cognitive and intellectual activity of pupils in various forms of interaction with children: frontal, subgroup, individual. In various types of activities: in joint activities of children and adults, independent activities of children. In direct educational activities with children, I actively use, in part, exploratory teaching techniques and tasks aimed at developing higher mental functions (modelling, problem situations, research, cognitive research activities).
Working with children aged 5-7 years (2011-2013, 2015 -2016), I use entertaining mathematical material (entertaining tasks, puzzles, logical problems and exercises) - which are one of the didactic tools that contribute to the formation of mathematical concepts in preschoolers. Logical tasks are aimed at developing the ability to think sequentially, generalize depicted objects by characteristics or find their differences. These are the tasks “Continue the series”, “Find the mistake”, “Find the missing figure”, “Find the differences”. When solving them, the techniques of mental activity are most fully manifested: comparison, generalization, abstraction.
Games such as “Danette” and mazes have become a springboard for activating children’s mental activity.
In the process of forming logical thinking, it is very important to teach children to make, albeit small, but their own discoveries, which as a result contributes to their development and strengthening of formal logical connections. For this purpose, a series of classes has been developed, united by a common idea - solving logical problems. The most typical tasks: identifying patterns, comparison, identifying common features, defining concepts, classification according to one, two, three features. To activate mental activity, a logical task, riddle, logical exercise, or game was introduced every day in all classes. The use of fables and absurdities in the classroom helps to develop analytical thinking in children, to establish logical connections between objects of the surrounding world - people, animals, nature; They learn to justify their answers. This makes it possible to check the quality of children's knowledge.
Activation of children in the classroom is achieved by selecting appropriate content, methods and techniques, and forms of organizing educational activities. The teacher’s task is to arouse children’s interest in the lesson, create in them a state of enthusiasm and mental tension, and connect the content of the lesson with practical activities. Often at the beginning of the lesson we use an entertaining problem situation of a fairy-tale nature. For example, Mashenka will find out where a stream flows from which she can drink only if she solves Baba Yaga’s problem (she arranges different geometric shapes into groups three times in different ways). Techniques are also used when, in setting the goal of the lesson, children are faced with a specific problem that requires resolution, for example, not just solving a measurement problem, but helping the cook measure a certain amount of cereal for porridge, but at the same time using mugs of different volumes. The development of cognitive activity is facilitated by such an organization of learning in which children are involved in the process of independent search and discovery of new knowledge and solve problems of a problematic nature.
We tried to diversify the intellectual and practical activities of children in the classroom.. Didactic games are directly included in the content of classes as a means of implementing program tasks. The place of the didactic game is determined by the age of the children, the purpose, purpose, and content of the lessons. It can be used as a training task, an exercise aimed at completing a specific task. Games are also appropriate at the end of the lesson in order to reproduce and consolidate what has been previously learned. So, after tasks to consolidate the basic properties of geometric shapes, a game with two or three hoops is effective, which helps children see the properties of objects and classify them according to three criteria. In developing children's mathematical understanding, various didactic game exercises, elementary in form and content, were widely used. They differ from typical educational tasks and exercises in the unusual setting of the task (find, guess), and the unexpectedness of its presentation on behalf of some hero. Their main purpose is to exercise children in order to develop skills.
Constantly changing the form of questions and tasks stimulates the search activity of children, creating an atmosphere of intense teamwork.
The content of the classes should be difficult, but feasible - material that is too simple or too complex does not arouse interest, does not create the joy of intellectual victory, problem solving, or supporting cognitive activity. Entertaining educational games, tasks, and entertainment play an important role in this. They are interesting for children and emotionally captivate them. And the process of solving, searching for an answer, based on interest in the problem, is impossible without the active work of thought. Through games and exercises with entertaining material, children master the ability to search for solutions independently. Our task is to equip them only with a scheme and direction for analyzing the problem, which ultimately leads to a solution to the problem. Using a systematic exercise in solving problems in this way helps to develop mental activity, independence of thought, and a creative attitude towards a learning task. children's initiative. Solving various kinds of non-standard problems contributes to the formation and improvement of general mental abilities: logic of thought, reasoning and action, flexibility of the thought process, ingenuity and ingenuity, spatial concepts. Particularly important should be considered the development in children of the ability to guess the solution at a certain stage of the analysis of an entertaining problem, search actions of a practical and mental nature. A guess in this case indicates a depth of understanding of the problem, a high level of search actions, mobilization of past experience, and transfer of learned methods of solution to completely new conditions. (There were several birds sitting on a branch. They only have 6 wings. How many tails do they have?) In teaching preschoolers, a non-standard task, purposefully and appropriately used, acts as a problem one.
Daily inclusion of logical problems, riddles, exercises, and games in classes and everyday life is a necessary technique that promotes the development of analytical thinking in children, their activity, independence and creativity, quick wits and resourcefulness.
An important role is played by the organization of independent children's activities in a specially organized developmental environment. Children can freely use entertaining games, gaming materials and manuals. Logical tasks are selected taking into account age and the sequence of complications.
A lot of time was spent organizing games in our free time. All games were conditionally divided by time periods of the daily routine in kindergarten.
For example, “waiting” situations between routine moments, pauses after games of intense physical activity can be used to conduct “Smart Minutes” games. Such games are played with all children with any level of speech and intellectual development. These can be verbal and logical games and exercises like:
1. Recognition of objects according to given characteristics.
2. Comparison of two or more items.
3. Analyze three logically related concepts, highlight one that differs from the others in some way. Explain the reasoning.
4. Logic problems
5. Explain in the most complete and coherent way why the situation is unclear or implausible.
6. According to the drawing or the content stated in the poem.
"Tricky" questions:
Can a table have 3 legs? Is there sky under your feet? You, me, you and I – how many of us are there in total?
Why is snow white? Why do frogs croak?
Can you reach your right ear with your left hand? Maybe the clown looks sad? What does grandma call her daughter's daughter?
Logical endings:
If the table is higher than the chair, then the chair...(below the table)
If two are more than one, then one...(less than two)
If Sasha left the house before Seryozha, then Seryozha... (left later than Sasha)
If a river is deeper than a stream, then a stream...(smaller than a river)
If the sister is older than the brother, then the brother... (younger than the sister)
If the right hand is on the right, then the left... (on the left)
I use riddles, counting rhymes, proverbs and sayings, problem-verses, poems-jokes.
Such games and play exercises make it possible to spend time with children in a more lively and interesting way. You can return to them repeatedly, helping children learn new material and consolidate what they have learned, or just play.
In the morning and evening periods of time, I organize both games aimed at individual work with children with low developmental indicators and, conversely, games for gifted children, as well as general role-playing games.
The main indicators of a child’s intellectual development are indicators of the development of such thought processes as comparison, generalization, grouping, classification. Children who have difficulty selecting objects based on certain properties and grouping them usually lag behind in sensory development (especially in early and middle age). Therefore, games for sensory development occupy a large place in working with these children and, as a rule, give good results.
Thus, trying to take into account the interests of each child in the group, trying to create a situation of success for each, taking into account his achievements at the moment of development, the requirements for the development environment in the group were determined:
Availability of games with a variety of content - to give children the right to choose;
Availability of games aimed at advancing development (for gifted children);
Compliance with the principle of novelty - the environment must be changeable, updated - children love new things”;
Compliance with the principle of surprise and unusualness.
Nothing attracts children more than an unusual-looking box, toy, or character. For example, the appearance in Palochkin's corner - Counting, Winnie the Pooh, Kubarik, unusual pictures, surprisingly reminiscent of recently studied numbers; Tentacle Boxes, a pirate treasure chest from the previous lesson; treasure location maps; a letter from the class characters with another geometric puzzle, etc.
All of the above conditions ensure effective interaction of the child with this environment and do not run counter to the requirements for the developmental environment of the Federal State Educational Standard for Preschool Education - the subject-developmental environment should be: ensuring the full and timely development of the child;
encouraging children to engage in activities;
promoting the development of independence and creativity;
ensuring the development of the child’s subjective position.
Work organized in line with gaming technologies to develop logical thinking in children meets the interests of the children themselves, promotes the development of their interest in intellectual activity, meets current requirements for organizing the educational process for preschoolers and stimulates teachers to further creativity in joint activities with children.
Interaction with parents.
All work on developing logical thinking in children takes place in close cooperation with parents, since the family is the most important area that determines the development of a child’s personality in the preschool years.
At the meetings, parents were shown the games that children play every day while in a group, and these games were accompanied by tasks that parents should set for themselves when playing this or that game. All this enriches their impressions, common interests appear, brings joy to communication, and develops children’s cognitive interests. Consultations were prepared for parents (“Mathematical games for preschoolers”, “Games with Dienesh blocks”, booklet “Didactic games in mathematics, parent meetings in various forms”).
In the corner for parents, material was periodically posted to highlight the stages of development in children of logical thinking, cognitive interest, and advice to help parents.
Forms of interaction with parents:
Questionnaire, survey.
Consultations on the selection of educational games for children 5-7 years old and 4-5 years old;
Individual conversations with recommendations for each specific child;
Media library for parents of special literature aimed at developing logical thinking.
Effectiveness of work experience.
We can conclude that the organization of pedagogical work on the development of logical thinking techniques in older preschoolers has shown its effectiveness, since: the possibilities of games were widely used in the learning process: role-playing, didactic, travel games, riddle games, outdoor games, board games. Games made it possible to organize the complex process of developing logical thinking techniques in a form that was interesting for the child, to give mental activity a fascinating, entertaining character, which helped, during the game, to solve even those tasks that in other conditions seem impossible to a preschooler. The process of developing logical thinking techniques represented the purposeful organized activity of children in compliance with the following requirements: direct contact between the teacher and the children (the teacher in a circle of children); learning new material involuntarily on a play basis; prompt feedback, active interpersonal communication between children and children and the teacher, i.e. subject-subject relations. The use of gaming techniques was built in accordance with general didactic principles: consciousness; activity (development of a child’s volitional, voluntary cognitive interest); sequences (from simple to complex); accessibility; visibility; “advanced development” (orientation of the educational process towards the “zone of proximal development”). In order for the games to be interesting and accessible to children with different levels of development, and for the tasks to stimulate the mental activity of each child, the organization of the games was based on the following organizational requirements: a differentiated approach in terms of presenting game material - each level had its own degree of difficulty; complexity and variability of game tasks - the same game material required several game options; “creating informative images” (presenting information in a compact, aesthetically attractive and entertaining form).
Children were involved in search activities, which created conditions for the development of their cognitive interests, formed a desire for reflection and search, and evoked a feeling of self-confidence in the capabilities of their intellect; various forms of work were used, taking into account the age characteristics of older preschoolers: “the desire to be competent”; the desire of older preschoolers to turn any game into a competitive one; at this age, competitions acquire, along with individual, collective character
All children learned to abstract a property from the object itself and focus on it in the process of classification and generalization. The selection of objects taking into account any property, the designation of a class of objects with a generalizing word did not cause any difficulties.
The end result of this experience can be considered the development of a step-by-step system of work to develop the ability to think logically, and a systematic, gradual introduction of games into the educational process. In accordance with the supplied The goals and objectives were developed:
1. developed and implemented the project “Didactic game as a means of developing thinking in children of senior preschool age”;
2. long-term planning for the cognitive development of children of middle and senior preschool age in accordance with the Federal State Educational Standard;
3. a series of notes on cognitive development;
4. prepared a series of consultations for parents on cognitive development;
designed:
- didactic games and aids that promote cognitive activity and cognitive interest of preschool children;
a file of experiments;
card indexes of riddles.
Pedagogical observations show that children show interest and cognitive activity in research, constructive and communicative activities.
Created in a group
2011 - 2015 Center for Mathematics and Experimentation (mathematical, intellectual games; various materials for educational research activities, cereals, waste material, natural material, various containers, etc.)
Games center (lotto, lacing, puzzles, mosaics, cut-out pictures, educational games, etc.)
Center for cognitive and speech orientation.
Created a card index of didactic games for the development of logic games
I did
modified manuals: “Cuisenaire’s colored sticks”; “Denesh blocks” (planar); "Number cards"
Didactic games: “Number houses”; "Zvukograd"; “Do the same”; “Figures from counting sticks”; “Count how many?”; "Opposites"; "The fourth wheel"; "Math cube"; “Call it in one word”; "Tangram"; “Place it correctly”, “Shop”; "Math Puzzles";
educational game “What’s missing?”;
game – constructor “Add from figures”;
Literature.
1. Althouse D., Doom E. Color - Shape - Quantity. Experience in developing the cognitive abilities of preschool children - M.: Prosveshchenie, 1984.
2. Anikeeva N.P. Education through play. M.: Education, 1987.
3. Bezrukikh M.M. Steps to the school. A book for teachers and parents. – M.: Bustard, 2001.
4. Beloshistaya A. Mathematics classes: developing logical thinking // Preschool education. – 2004. - No. 9.
5. Blonsky P.P. Selected pedagogical and psychological works.-T.2.-M., 1979 (Memory and thinking: 118-341).
6. Bondarenko A.K. "Verbal games in kindergarten." A manual for kindergarten teachers. 2nd edition, rev. and additional - M.: Education, 1997.
7. Volkov B.S., Volkova N.V. Child psychology: Mental development of a child before entering school. – M., 2002.
8. Vygotsky L.S. Selected psychological studies. Thinking and speech. – M., 1956.
9. Let's play: Mathematical games for children 5-6 years old / Ed. A.A.Stolyar - M.: Education, 1991.
10. Kolominsky Ya.L., Panko E.A. To the teacher about the psychology of six-year-old children.-M.: Education, 1988.-190p.
11. Leontyev A.N. Selected psychological works: In 2t.-M., 1983 (Thinking: 79-92).
12. Mikhailova Z.A. “Game entertaining tasks for preschoolers”: A book for kindergarten teachers. - 2nd ed., revised - M.: Education, 1990. - 94 p.
13. Nosova E.A., Nepomnyashchaya R.L. Logic and mathematics for preschoolers. - M.: Childhood-Press, 2007.
14. Obukhova L.F. Child psychology: theories, facts, problems. M.: Trivola, 1995.
15. Development of thinking and mental education of a preschooler / Ed. N. N. Poddyakova, A. f. Govorkova; Scientific research Institute of Preschool Education Acad. ped. Sciences USSR.-M.: Pedagogy 1985. -200 p. Tikhomirova L.F. Logic. 5-7 years. - Yaroslavl: Academy, 2000.
16. Tikhomirova L.F., Basov A.V. Development of logical thinking in children. – Yaroslavl: Gringo LLP, 1995.
17. Tikhomirova L.F. Educational games, tasks, exercises. M. 2003
18. Usova A.P. Education in kindergarten / Ed. A.V.Zaporozhets M., 1991
Applications 1.
Game "Guess"Pictures with the following images are shown: wheel, steering wheel, pedal.
Vosp.: Guess what it could be?
Children: Car, bike...
Vosp.: What other transport do you know? (techniques – synthesis, classification)
Game “What did the artist forget?
Playback: Look at the picture. What did the artist forget to draw?
Children: The sofa is missing one leg, the flower on the vase is not finished,
Some stripes on the carpet are not painted...
(techniques - analyzing the picture, comparing it with the supposed mental standard).
Applications 2.
Games with counting sticksThey develop not only subtle hand movements and spatial concepts, but also creative imagination. During these games, you can develop the child’s ideas about shape, quantity, and color. The following tasks are offered (for children 4 – 5 years old):
· lay out a boat, a Christmas tree, a house, a rocket, etc.
· count the number of sticks in each figure;
· name the geometric shapes that make up the figure;
· count the geometric shapes that make up the overall figure (how many triangles? squares?);
· count the angles included in the figure;
· build a figure according to the model;
· come up with and put together the figure yourself.
Games with sticks can be accompanied by reading riddles, poems, nursery rhymes, rhymes, suitable for the theme.
Word games:
- riddles, games to develop imagination (including
according to TRIZ technology).
The Literary Encyclopedia describes a riddle as “an intricate poetic description of an object or phenomenon that tests the ingenuity of the guesser.”
Children of the fifth year of life are offered a wide range of riddles: about domestic and wild animals, household items, clothing, food, natural phenomena, and means of transportation.
To solve the riddle, you need to carry out the following operations in the following sequence:
· highlight the signs of an unknown object indicated in the riddle, i.e. perform analysis;
· compare and combine these features in order to identify possible connections between them, i.e. produce synthesis;
· based on correlated features and identified connections, draw a conclusion (inference), i.e. solve the riddle.
Thematic selection of riddles makes it possible to form elementary logical concepts in children. To do this, after solving riddles, it is advisable to offer children generalization tasks, for example: “What is the name of the forest inhabitants in one word: hare, hedgehog, fox? (animals), etc.
Finger games:
These games activate the brain, develop fine motor skills, promote speech development and creative activity. “Finger games” are the staging of some rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “up”, “down”, etc. If a child masters one “finger game,” he will definitely try to come up with a new performance for other rhymes and songs.
Example: “Boy - finger”
- Boy - finger, where have you been?
- I went to the forest with this brother,
I cooked cabbage soup with this brother,
I ate porridge with this brother,
I sang songs with this brother.
Educational games
Dienesh's logic blocks are the most effective aid among a huge number of different teaching materials. Logic blocks help the child master mental operations and actions that are important both in terms of pre-mathematical preparation and from the point of view of general intellectual development. Such actions include: identifying properties, their abstraction, comparison, classification, generalization, encoding and decoding. Moreover, using blocks, you can develop in children the ability to act in their minds, master ideas about numbers and geometric shapes, and spatial orientation. Working with blocks takes place in three stages:
1. Development of skills to identify and abstract properties.
2. Development of the ability to compare objects by properties.
3. Development of the ability for logical actions and operations.
For example, these:
"Find your house." Goal: to develop the ability to distinguish colors, shapes of geometric figures, to form an idea of the symbolic image of objects; learn to systematize and classify geometric shapes by color and shape.
"Complimentary ticket". Goal: to develop children’s ability to distinguish geometric shapes, abstracting them by color and size.
"Ants." Goal: to develop children’s ability to distinguish the color and size of objects; form an idea of the symbolic image of objects.
"Carousel". Goal: to develop children's imagination and logical thinking; exercise the ability to distinguish, name, systematize blocks by color, size, shape.
Tangram type puzzles.
As a result of mastering practical actions, children learn the properties and relationships of objects, numbers, arithmetic operations, quantities and their characteristic features, space-time relationships, and the variety of geometric shapes.
1. Lesson: getting to know the object – Toys (formerly – Crockery); Development of children's creative abilities in play
To successfully master the school curriculum, a child needs not so much to know a lot, but to think consistently and convincingly, have basic skills of speech culture, master the techniques of voluntary attention and memory, be able to identify a learning task and turn it into an independent goal of activity. In other words, what is important is not the quantitative accumulation of knowledge, but its qualitative side, and the child’s ability to find ways to satisfy cognitive needs.
Logical thinking is understood as the child’s ability and ability to independently perform simple logical actions (analysis, synthesis, comparison, generalization, etc.), as well as compound logical operations (constructing negation, affirmation and refutation as the construction of reasoning using various logical schemes).
The logical thinking of a preschooler cannot be formed spontaneously. Its development requires targeted, systematic work by education specialists, parents, and children. And although fully verbal-logical conceptual or abstract thinking is formed by adolescence, its beginning of development (the starting point) occurs approximately in the sixth year of a preschooler’s life.
Children's games develop from object-manipulation games (assemble a pyramid, a house made of cubes) to intellectual games. A special role belongs to.
In this article, games and game exercises will be presented according to the nature of mental operations.
1. Games and gaming exercises aimed at developing cognitive processes (voluntary attention and memory).
“Remember the pictures.”
The game exercise is aimed at developing visual memory and voluntary memorization using the “grouping” technique.
Groups of pictures (5 each) are placed on the typesetting canvas: clothing (men's jacket, children's shorts, etc.), transport (freight, passenger).
The teacher offers to play the game “Memories”. You need to remember 20 pictures. What's the best way to do this? A memorization algorithm is proposed:
1. Remember groups of pictures: clothes, transport;
2. Remember by subgroups: winter, summer clothes; freight and passenger transport.
A). The teacher removes one of the groups of pictures (5 pieces)
Questions: “Which group is gone?”
B). Then 1 picture is removed. Question: “Which picture is missing from the group?”
C) The pictures are turned over.
You can suggest listing all the groups in order, then the subgroups, then the order of the pictures in the subgroups.
"Remember and Repeat"
(for reading children).
The exercise is aimed at consolidating knowledge of letters, developing voluntary memory and mutual control in children.
Children are presented with rows of letters. Children look at the first row of letters, name them and remember their order. One by one, the children close their eyes and name the letters with their eyes closed. The rest of the children check.
1. X, K, F, U, M, Z
2. S, O, E, Y, Z, S
3. Sh, Sh, E, C, E, X
4. A, L, D, N, Ch, I.
“Lay it out from memory.”
Children are offered a sample schematic representation of an object. Then he cleans up. Children use sticks to lay out an image from memory (or draw it with pencils).
Puzzle games.
Aimed at .
To play, you need 15-20 counting sticks for each child.
The teacher's guidance is to help the child find a solution. You should also teach your child to first think through his actions and then carry them out. As children gain experience in solving such problems using the method of first “trial and error”, then mentally and practically, children make fewer and fewer mistakes.
"Scattered Letters"
(the game task is intended for reading children)
The teacher writes several words in which he reverses the order of letters or swaps syllables.
For example: mabuga (paper), benikuch (textbook), traded (notebook), arvosl (dictionary).
Children compete to see who can guess the fastest.
2. Logical tasks to find missing figures and find patterns.
“Which pieces are missing?”
This problem can be solved only on the basis of analyzing each row of figures vertically and horizontally by comparing them.
3. Games for recreating from geometric shapes and special sets of figurative and plot images.
Game "Columbus Egg"
An oval measuring 15x12cm is cut along the lines shown below. The result is 10 parts: 4 triangles (2 large and 2 small), 2 figures similar to a quadrilateral, one of the sides of which is rounded, 4 figures (large and small, similar to a triangle, but with one side rounded). To make the game, they use cardboard or plastic, equally colored on both sides.
At the beginning, children are asked to lay down an egg, then animal figures (following a visual example), etc.
It is also advisable to use the games “Tangram” (“Fold the square”), “Pentamino”, “Pythagoras”, “Mongolian game”, “Chameleon Cube”, “Corners”, “Magic Circle”, “Checkers”, “Chess” and etc. A detailed description of the games can be found in the book by Z. Mikhailova “Game entertaining tasks for preschoolers”
4. Game exercises to strengthen the ability to navigate on a limited plane.
"Journey of a Butterfly"
This task develops orientation on a plane, develops attention and intelligence.
Each child is given a card lined into 4 numbered squares and a butterfly chip.
The teacher tells the children, and the children complete the tasks: “Situation: the butterfly is in the upper left square. Move the chips to the right, down, up, left, down, right STOP! The butterfly should be in cage No. 4"
Interesting questions, joke games.
Aimed at developing voluntary attention, innovative thinking, speed of reaction, and training memory. In riddles, the subject is analyzed from a quantitative, spatial, temporal point of view, and the simplest relationships are noted.
Warm up for reaction speed.
- Where is the street visible from?
- Grandfather who gives out gifts?
- Edible character?
- The piece of clothing where money is put?
- What day will it be tomorrow?
Complete the phrase.
- If the sand is wet, then...
- The boy washes his hands because...
- If you cross the street at a red light, then...
- The bus stopped because...
Finish the sentence.
- The music is written by... (composer).
- Writes poetry... (poet).
- The laundry is washed... (the laundress).
- Mountain peaks are conquered... (climber).
- Lunch is being cooked... (cook).
Riddles - jokes
- A peacock was walking in the garden.
- Another one came up. Two peacocks behind the bushes. How many are there? Do the math for yourself.
- A flock of pigeons was flying: 2 in front, 1 behind, 2 behind, 1 in front. How many geese were there?
- Name 3 days in a row, without using the names of the days of the week or numbers. (Today, tomorrow, the day after tomorrow or yesterday, today, tomorrow).
- The chicken went out for a walk and took her chickens. 7 ran ahead, 3 remained behind. Their mother is worried and cannot count. Guys, count how many chickens there were.
- On a large sofa, Tanin’s dolls stand in a row: 2 nesting dolls, Pinocchio and cheerful Cipollino. How many toys are there?
- How many eyes does a traffic light have?
- How many tails do four cats have?
- How many legs does a sparrow have?
- How many paws do two cubs have?
- How many corners are there in the room?
- How many ears do two mice have?
- How many paws do two paws have?
- How many tails do two cows have?
Solving various kinds of non-standard problems in preschool age contributes to the formation and improvement of general mental abilities: logic of thought, reasoning and action, flexibility of the thought process, ingenuity, ingenuity, and spatial concepts.
Development of logical thinking in preschool children
Author: Nuriakhmetova Gulnaz Masgutovna, teacher
Place of work: Municipal autonomous preschool educational institution “Kindergarten of a combined type No. 35 “Nightingale”
Abstract "Development of logical thinking"
Relevance.
Psychologists around the world have recognized that the most intensive intellectual development of children occurs in the period from 5 to 8 years. One of the most significant components of intelligence is the ability to think logically.
Living in the modern world, the world of information technology, when the nature of human work and relationships is undergoing a transformation, the most pressing problem now is that of a thinking, creative, searching person who can solve unconventional problems based on the logic of thought. Recently, interest in this particular generation of people has increased. Modern society requires the new generation to be able to plan their actions, find the necessary information to solve a problem, and model a future process.
The ability to use information is determined by the development of logical thinking techniques.
The relevance of this topic is due to the fact that a necessary condition for the qualitative renewal of society is the increase in intellectual potential.
Preschool childhood is a period of intellectual development of all mental processes that provide the child with the opportunity to become familiar with the surrounding reality.
The child learns to perceive, think, speak. Before he begins to control himself, he will have to master many ways of acting with objects and learn certain rules. Mastering any method of memorization, the child learns to identify a goal and carry out certain work with the material to realize it. He begins to understand the need to repeat, compare, generalize, and group material for the purpose of memorization. All this presupposes the functioning of memory. The role of memory in the development of a child is enormous. Assimilation of knowledge about the world around us and about ourselves, the acquisition of skills and habits - all this is connected with the work of memory.
Goals:
Activation of the mental activity of preschool children in educational mathematical games and logical tasks.
Development of logical thinking using didactic games, ingenuity, puzzles, solving various logic games and labyrinths.
Formation of important personality qualities: independence, resourcefulness, quick wits, developing perseverance, developing constructive skills.
Teach children to plan their actions, think about them, guess in search of results, while showing creativity.
Tasks:
Learn to perform tasks of moving characters in your mind, making imaginary changes in situations.
Learn to compare tasks, check completion, guess moving tasks.
Learn to use different ways to complete tasks, take initiative in finding ways to achieve goals.
Develop intellectual flexibility, the ability to look at a situation from different angles.
Develop the ability to identify and abstract the properties of objects.
Develop the ability to compare objects according to their properties.
Develop abilities for logical actions and operations.
Learn to encode and decode the properties of objects using diagrams.
Novelty:
The novelty lies in the creation of a system of using entertaining didactic games, exercises, chess games, intellectual games aimed at developing children's logical thinking and cognitive interests in the process of upbringing and teaching at the modern level.
Innovative approach:
The most effective means are didactic games, intellectual games and warm-ups, logical search tasks, entertaining game exercises, the varied presentation of which has an emotional impact on children. All this activates children, since they involve a change in activity: children listen, think, answer questions, count, find their meanings and identify results, learn interesting facts, which not only contributes to the interconnection of various aspects of the world around them, but also broadens their horizons and encourages one to independently learn new things.
Conclusion.
-Step-by-step training and correctly selected tasks and game material, conditions created for the implementation of acquired knowledge contribute to the fact that the development of the foundations of logical thinking occurs more effectively.
-The correct selection of tasks and exercises help children in the formation of cognitive processes, namely the formation of logical thinking.
-The implementation of the development of logical thinking depends on the characteristics and nature of the developmental environment in the group and home in which the child is located, on the organization of the teacher (parents) of the process of learning mathematical relationships and dependencies.
Having the opportunity to begin earlier to stimulate and develop logical thinking, based on the child’s sensations and perceptions, we thereby increase the level of the child’s cognitive activity and the faster the smooth, natural transition from concrete thinking to its highest phase - abstract thinking.
To achieve success is children's interest in interesting and varied activities.
When starting classes with a child, it is important to choose games and exercises in order of increasing complexity, in which the child’s speech activity is most present and the complexity of which is fully consistent with the child’s capabilities.
The availability of tasks and its successful completion will give the child self-confidence, and he will have a desire to continue studying. Gradually you should move on to exercises that require more significant intellectual and speech efforts.
Regular classes with your child on the development of thinking will not only significantly increase interest in intellectual tasks, bring pleasure from their implementation, but also prepare them for school.
Games and exercises to develop thinking abilities allow you to solve all three aspects of the goal: cognitive, developmental and educational.
A.I. Cheremisova Educator
L.M. Volokov Educator (highest category) G. Nyagan
In our work to develop logical thinking, we use a variety of teaching methods; practical, visual, verbal, playful, problem-based, research. When choosing a method, a number of factors are taken into account: program tasks being solved at this stage, age and individual characteristics of children, necessary didactic tools, etc.
Constant attention to the informed choice of methods and techniques and their rational use in each specific case ensures:
-successful development of logical thinking and their reflection in speech;
- the ability to perceive and highlight relations of equality and inequality (in number, size, shape), sequential dependence (decrease or increase in size, number), highlight quantity, shape, value as a common feature of the analyzed objects, determine connections and dependencies;
-orientation of children to the use of mastered methods of practical actions (for example, comparison by comparison, counting, measurement) in new conditions and an independent search for practical ways to identify, discover signs, properties, connections that are significant in a given situation. For example, in a game, identify the order, pattern, alternation of features, common properties.
The leading method is the practical one. Its essence lies in organizing the practical activities of children, aimed at mastering strictly defined methods of acting with objects or their substitutes (images, graphic drawings, models, etc.).
Characteristic features of the practical method in the development of logical thinking:
- performing a variety of practical actions that serve as the basis for mental activity;
widespread use of didactic material;
the emergence of ideas as a result of practical actions with didactic material;
- widespread use of formed ideas and mastered actions in everyday life, play, work, i.e. in a variety of activities.
This method proposes the organization of special exercises, which can be offered in the form of a task, organized as actions with demonstration material, or proceed in the form of independent work with handouts.
Exercises can be collective - performed by all children at the same time - and individual - performed by an individual child at the board or teacher’s table. Collective exercises, in addition to assimilation and consolidation of knowledge, can be used for control. Individuals, performing the same functions, also serve as a model by which children are guided in collective activities. The relationship between them is determined not only by the commonality of functions, but also by constant alternation, the natural replacement of each other.
Game elements are included in exercises in all age groups: in younger ones - in the form of a surprise moment, imitation movements, a fairy-tale character, etc.; in older children they take on the character of search and competition.
With age, children's exercises become more complicated: they consist of a large number of links, the cognitive content in them is masked by a practical or game task, in many cases, their implementation requires performance actions, displays of ingenuity, and ingenuity. So in the younger group, the teacher invites the children to take a carrot and treat each hare; in the senior class, determine the number of circles using a card posted on the board, find the same number of objects in the group room, prove the equality of the circles on the card and the group of objects. If in the first case the exercise consists of a conditionally selected link, then in the second - of three.
The most effective are complex exercises that make it possible to simultaneously solve program problems from different sections, organically combining them with each other, for example: “Quantity and counting” and “Value”, “Quantity and counting” and “Geometric figures”; “Value”, “Geometric figures” and “Quantity and counting”, etc. Such exercises increase the efficiency of the activity and increase its density.
When selecting exercises, not only their compatibility in one lesson is taken into account, but also the future perspective. The system of exercises in one lesson should fit organically into the overall system of various exercises carried out throughout the year.
The currently existing system of exercises in all age groups is built on the following principle: each previous exercise has common elements - material, methods of action, results, etc. Exercises are brought together in time or given simultaneously to master interconnected and mutually shaped methods (for example, superposition - application), relationships (for example, more-less, higher-lower, wider-narrower), arithmetic operations (for example, addition-subtraction).
In the exercises, you should provide for all possible options for dependencies, for example, to organize the measurement of different objects with the same standards, identical objects with different standards, etc. When faced with different manifestations of the same mathematical connections, dependencies and relationships when performing exercises, the child will more easily and quickly understand them and come to a generalization.
From the point of view of children’s manifestation of activity, independence, and creativity in the process of execution, reproductive (imitative) and productive exercises can be distinguished.
Reproductive ones are based on simple reproduction of the method of action. At the same time, the actions of children are completely regulated by adults in the form of an image, an explanation, a requirement, a rule that determines what and how to do. Strict adherence to them gives a positive result, ensures the correct completion of the task, and prevents possible errors. The progress and results of the exercises are under the direct observation and control of the teacher, who corrects the children’s actions with instructions and explanations.
Productive exercises are characterized by the fact that children must fully or partially discover the method of action themselves. This develops independent thinking, requires a creative approach, and develops focus and dedication. Tell them what to do, but don't tell or demonstrate how to do it. When performing exercises, the child resorts to mental and practical tests, puts forward proposals and tests them, mobilizes existing knowledge, learns to use intelligence, ingenuity, etc. When performing such exercises, help is provided not directly, but indirectly, children are invited to think and try again, correct actions are approved, they are reminded of similar exercises that the child has already performed, etc.
The ratio of productive and reproductive exercises is determined by the age of the children, their experience in solving practical cognitive problems, the nature of the mathematical concepts themselves and their level of development in children. With age, the degree of independence in children when performing exercises increases. The role of verbal instructions, explanations, explanations that organize and guide the independent activities of preschoolers is increasing. Children learn, after completing a task or exercise, to evaluate the correctness of their actions and the actions of their comrades, to exercise self- and mutual control.
When developing logical thinking, the game acts as an independent teaching method. But it can also be classified as a group of practical methods, bearing in mind the special significance of different types of games in mastering various practical actions, such as composing a whole from parts, rows of figures, counting, superposition and application, grouping, generalization, comparison, etc.
We most widely use didactic games. Thanks to the developmental task, clothed in a game form (game meaning), game actions and rules, the child unintentionally learns certain cognitive content. All types of didactic games (subject-based, board-printed, verbal) are an effective means and method for developing logical thinking.
The child first receives knowledge in the form of methods of action and corresponding ideas outside of play, and in it only favorable conditions are created for their clarification, consolidation, and systematization (in plot-didactic, didactic and other types of games).
Visual and verbal methods in the development of logical thinking are accompanied by practical and game methods. In our work we use techniques related to visual, verbal and practical methods and used in close unity with each other:
1. Showing (demonstration) of a method of action in combination with an explanation, or a teacher’s example. This is the main teaching method; it is visual and effective. It is carried out using a variety of didactic means and makes it possible to develop skills and abilities in children. The following requirements apply to it:
- clarity, dissection of the demonstration of the method of action;
- consistency of action with verbal explanations;
- accuracy, brevity and expressiveness of speech accompanying the demonstration;
- activation of perception, thinking and speech of children.
2.Instructions for performing independent exercises. This technique is associated with the teacher’s demonstration of methods of action and follows from it. The instructions reflect what and how to do to get the desired result. In older groups, instructions are given in full before the task begins; in younger groups, it precedes each new action.
3. Explanations, clarifications, instructions. These verbal techniques are used by the teacher when demonstrating a method of action or while children are performing a task in order to prevent mistakes, overcome difficulties, etc. They should be specific, short and figurative.
Demonstration is appropriate in all age groups when familiarizing with new actions (application, measurement), but it requires activation of mental activity, excluding direct imitation. In the course of mastering new things, developing the ability to count and measure, it is advisable to avoid repeated demonstrations. Mastering action.
4. Questions for children are one of the main techniques for developing logical thinking in all age groups. In pedagogy, the following classification of issues is accepted:
- reproductive-mnemonic: (How many? What is it? What is the name of this figure?
How are a square and a triangle similar?);
- reproductive-cognitive: (How many cubes will be on the shelf if I put more
one? Which number is greater (smaller): nine or seven?);
- productive-cognitive: (What needs to be done so that there are 9 circles? How to divide the strip into equal parts? How can you determine which flag in the row is red?).
Questions activate children’s perception, memory, thinking, and speech, ensuring comprehension and mastery of the material. In the development of logical thinking, the most significant series of questions is: from simpler ones aimed at describing specific features, properties of an object, the results of practical actions, i.e. stating more complex issues, requiring the establishment of connections, relationships, dependencies, their justification and explanation, or the use of simple evidence. Most often, such questions are asked after the teacher demonstrates a sample or the children perform an exercise. For example, after the children have divided a paper rectangle into two equal parts, the teacher asks: “What did you do? What are these parts called? Why can each part be called a half? What shape did the parts turn out to be? How to prove that the result is squares? What must be done to divide the rectangle into four equal parts?
Questions of different nature cause different types of cognitive activity: from reproductive, reproducing the studied material, to productive, aimed at solving problematic problems.
Basic requirements for questions as a methodological technique:
- accuracy, specificity, laconicism;
- logical sequence;
- variety of wording, i.e. the same thing should be asked differently;
- the optimal balance between reproductive and productive issues depending on age and the material being studied;
-questions should awaken the child, make him think, highlight what is required, carry out analysis, comparison, juxtaposition, generalization;
- the number of questions should be small, but sufficient to achieve the set didactic goal;
- Prompting and alternative questions should be avoided.
We ask the whole group a question, and the called child answers. In some cases, choral responses are also possible, especially in younger groups. Children need to be given the opportunity to think about their answer.
Older preschoolers should be taught to formulate questions independently. In a specific situation, using didactic material, the teacher invites children to ask about the number of objects, their ordinal place, size, shape, method of measurement, etc. We teach how to ask questions based on the results of direct comparison (“Kolya, compare a square and a rectangle. What can you ask him?”), following a practical action performed at the board (“Ask Galya what she learned by arranging the objects in two rows? Look what I did. What can you ask me?”), based on an action performed by a child sitting next to him (“What can you ask Anya?”). Children successfully master the ability to ask questions if they are addressed to a specific person - a teacher, a friend.
The answers should be:
- short or complete, depending on the nature of the question;
- independent conscious;
- accurate, clear, loud enough;
- grammatically literate (observance of word order, rules of their agreement, use of special terminology).
5. Control and evaluation. These techniques are interrelated. Control is carried out through monitoring the process of children completing tasks, the results of their actions, and answers. These techniques are combined with instructions, explanations, clarifications, demonstration of the method of action to adults as a model, direct assistance, and include correction of errors.
We correct errors during individual and collective work with children. Practical and speech errors are subject to use. The adult explains their reasons, gives an example, or uses the actions or responses of other children as an example. 6. During the development of logical thinking in preschoolers, comparison, analysis, synthesis, generalization act not only as cognitive processes (operations), but also as methodological techniques that determine the path along which the child’s thought moves in the learning process. Based on analysis and synthesis, children are led to a generalization, which usually summarizes the results of all observations and actions. These techniques are aimed at understanding quantitative, spatial and temporal relationships, at highlighting the main, essential. A summary is made at the end of each part and the entire lesson. First, the teacher generalizes, and then the children.
Comparison, analysis, synthesis, generalization are carried out on a visual basis using a variety of didactic means. Observations, practical actions with objects, reflection of their results in speech, questions to children are the external expression of these methodological techniques, which are closely related to each other, connected and used most often in a complex. 7. Modeling is a visual and practical technique that includes the creation of models and their use for the purpose of developing elementary mathematical concepts in children. At present, only the beginning has been made for the theoretical and control-methodological development of this technique, which is extremely promising due to the following factors:
- the use of models and modeling puts the child in an active position, stimulates his cognition;
- a preschooler has some psychological prerequisites for the introduction of individual models and elements of modeling; development of effective visual and figurative thinking;
- all mathematical concepts, without exception, are considered as unique models of reality.
Models should also be considered as a didactic tool, and quite an effective one at that. “When mastering the methods of using models, the area of special relationships is revealed to children - the relationship between models and the original, and accordingly, two closely interconnected planes of reflection are formed: the plane of real objects and the plane of models reproducing these objects. These reflection plans are of great importance for the development of visual, figurative and conceptual thinking. Models can serve different purposes: some reproduce external connections, help the child see those that he does not notice on his own, others reproduce the sought-after but hidden connections directly to the reproducible properties of things. Models are widely used in the formation of temporal representations (model of parts of the day, week, year, calendar) and quantitative (numerical ladder, numerical figure, etc.), spatial (models of geometric figures), etc.
We recommend using worksheets, which are a good means of individualizing and differentiating the process of developing logical thinking.
Literature
1. Agaeva Yu.P. Play and work. M. 1980
2. Bondarenko A.I. Didactic games in kindergarten. M. 1991
3. Blecher F.N. Didactic games and entertaining exercises in kindergarten. M. 1973
4. Zhitkova L.M. Teach children to remember. M. 1978
5. Zenkovsky V.V. Psychology of childhood. M.1996
6. Zenkovsky V.V. Games and exercises to develop mental abilities in preschool children. M. 1989
7. Makrenko A.S. About family upbringing. M. 1955
8. Novikova V.P. Mathematics. M. 2006
9. Podgoretskaya N.A. Studying logical thinking techniques in six-year-old children.
Loading...
