Circles for the development of logical thinking. Mbdou Krasnoshchekovsky kindergarten "baby"
Municipal budgetary preschool educational institution, general developmental kindergarten No. 7 r. Pereyaslavka village
Continuing education program
"Eureka"
on the development of logical thinking in children
Group leader:
1. Explanatory note
1.1 Relevance
1.2 Purpose of the program
1.3 Program objectives
1.7 Expected results
2. Methodological support
2.1 Calendar and thematic plan of the “Eureka” circle
3. Diagnostic program for logical thinking of children of senior preschool age.
4. Application
4.1 Card index of logic games
4.2 Card index of games for developing attention
4.3 Card index of games for memory development
4.4 Semantic games
4.5 File of problem situations
4.6 Riddles - traps
4.7 Games with matches
5. Information resources
1. Explanatory note.
Why does a little preschooler need logic?
According to the opinion, “for five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually become acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world... All this will benefit the child’s mental development only if training is aimed at developing mental abilities, those abilities in the field of perception, imaginative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties ... "
The skills and abilities acquired by a child in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to solve problems; completing the exercises will require a lot of time and effort. As a result, the child’s health may suffer, and interest in learning may weaken or disappear altogether.
Having mastered logical operations, the child will be more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right moment. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction.
This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality.
Working with preschoolers on the development of cognitive processes, you come to the conclusion that one of the necessary conditions for their successful development and learning is systematicity, that is, a system of special games and exercises with consistently developing and increasingly complex content, with didactic tasks, game actions and rules. Individual games and exercises can be very interesting, but using them outside the system cannot achieve the desired educational and developmental result.
1.1 Relevance
To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, guess, show mental effort, and think logically.
Teaching the development of logical thinking is of no small importance for the future student and is very relevant today.
Mastering any method of memorization, the child learns to 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.
Teaching children classification contributes to the successful mastery of a more complex method of memorization - semantic grouping, which children encounter at school.
Using the opportunities for developing logical thinking and memory in preschoolers, we can more successfully prepare children to solve the problems that schooling poses to us.
The development of logical thinking includes the use of didactic games, ingenuity, puzzles, solving various logic games and labyrinths and is of great interest to children. In this activity, children develop important personality traits: independence, resourcefulness, intelligence, perseverance, and constructive skills. Children learn to plan their actions, think about them, guess in search of a result, while showing creativity.
Working with children, you can notice that many children cannot cope with seemingly simple logical problems. For example, most children of senior preschool age cannot correctly answer the question of what is more: fruits or apples, even if they have in their hands a picture of fruits - a lot of apples and a few pears. Children will answer that there are more pears. In such cases, they base their answers on what they see with their own eyes. They are “let down” by imaginative thinking, and children by the age of 5 do not yet master logical reasoning. In older preschool age, they begin to show elements of logical thinking, characteristic of schoolchildren and adults, which need to be developed in identifying the most optimal methods for developing logical thinking.
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.
1.2 Purpose of the program:
creating conditions for the maximum development of logical thinking of preschoolers in preparation for successful schooling.
1.3 Program objectives:
- teach children basic logical operations: analysis, synthesis, comparison, negation, classification, systematization, limitation, generalization, inference. teach children to navigate in space. develop in children higher mental functions, the ability to reason and prove. cultivate the desire to overcome difficulties, self-confidence, and the desire to come to the aid of a peer
1.4 Timing of the program, age of children, forms of classes
Program implementation period: 1-2 years
The program is designed for children 5-7 years old
The program provides for conducting circle classes in various forms:
Individual independent work of children.
Work in pairs.
Group forms of work.
Differentiated.
Frontal inspection and control.
Self-assessment of work performed.
Didactic game.
Competition.
Competitions.
1.5 Stages of program implementation
The technology of activity is built in stages:
- Diagnosis of the initial level of development of cognitive processes and monitoring their development. Planning the means by which one or another quality can be developed (attention, memory, imagination, thinking), taking into account the individuality of each child and existing knowledge. Construction of an interdisciplinary (integral) basis for training in a developmental course. Gradually increasing the complexity of the material, gradually increasing the amount of work, increasing the level of independence of children. Familiarization with the elements of theory, training in methods of reasoning, independent argumentation of choice. Integration of knowledge and methods of cognitive activity, mastery of its generalized techniques. Evaluation of the results of the developmental course according to developed criteria, which should include the child (self-esteem, self-control, mutual control).
Brief description of sections and topics of classes (sections correspond to a specific logical operation that children will learn in class):
1. Analysis - synthesis.
The goal is to teach children to divide the whole into parts, to establish connections between them; learn to mentally connect parts of an object into a single whole.
Games and exercises: finding a logical pair (cat - kitten, dog - ? (puppy)). Adding to the picture (pick up a patch, add a pocket to the dress). Search for opposites (light - heavy, cold - hot). Working with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes.
2. Comparison.
The goal is to teach one to mentally establish the similarities and differences of objects according to essential characteristics; develop children's attention and perception. Improve spatial orientation.
Games and exercises: consolidation of concepts: big - small, long - short, low - high, narrow - wide, higher - lower, further - closer, etc. Operating with the concepts of “same”, “most”. Search for similarities and differences in 2 similar pictures.
3. Limitation.
The goal is to learn to identify one or more objects from a group according to certain characteristics. Develop children's observation skills.
Games and exercises: “circle only red flags with one line”, “find all non-round objects”, etc. Eliminating the fourth odd one.
4. Generalization.
The goal is to teach how to mentally combine objects into a group according to their properties. Help enrich vocabulary and expand children’s everyday knowledge.
Games and exercises for operating with general concepts: furniture, dishes, transport, vegetables, fruits, etc.
5. Systematization.
The goal is to learn to identify patterns; expand children's vocabulary; learn to tell from a picture, retell.
Games and exercises: magic squares (pick up the missing part, picture). Compiling a story based on a series of pictures, arranging the pictures in a logical sequence.
6. Classification.
The goal is to teach how to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them.
Nadezhda Belova
Additional education program for the development of logical thinking of preschoolers “Logical ABC”
Value preschool age in development personality is an indisputable fact.
Undoubtedly very important develop children have ideas about the world around them, teach specific skills: read, count, measure, calculate. But no less important develop the child has mental activity.
Modern research shows that development of logic in preschool age has a significant impact on the child’s speech, develops a culture of thinking. Older children preschool age can and should be able to independently learn world: receive, analyze and synthesize information, compare surrounding objects and phenomena, draw conclusions and identify patterns, generalize, organize and classify ideas and concepts.
On development the above qualities and this is aimed program.
Purpose programs is the formation and development basic methods of mental activity.
1. Comprehensively develop mental processes: thinking, perception, memory, attention, imagination, speech
2. Develop visual and figurative and visually effective thinking
3. Contribute development of mental actions: analysis, synthesis, comparison, generalization
4. Teach children to establish cause-and-effect relationships, patterns, classify, group, etc. on their basis.
5. Lead to the ability to ask questions, reason, prove your answer
6. Build skills in associative imaginative thinking
7. Develop self-awareness, confidence, group cohesion
Didactic games and exercises are a valuable means of cultivating children's mental activity. They activate mental processes, arouse interest in the process of cognition and, which is very important, facilitate the process of assimilation of knowledge.
In didactic games and exercises, children are attracted by the uniqueness of the problem setting. (guess, find, compare, etc.) and the way it is presented (help the hero).
When implementing tasks, it is very important to follow the principles of development programs- the success of a child at the very beginning of education is a prerequisite for the birth of an interest in knowledge.
1- principle: Start classes with tasks that are feasible for children.
Therefore, we start with the easiest and simplest exercises, such as "Pick a Pair"(differences in color, shape, size, classification of objects according to general and individual characteristics. Topics are taken various: berries-trees-flowers, vegetables-fruits, birds-fish-animals and others. (with ball)
The games become more difficult with each stage.
2 - principle: Ensure independence in finding solutions to a given problem.
You should not show your child how to complete a task. It is better to ask leading questions, offer several answer options, or return to an easier similar task. An independent, correctly found solution is the basis for building self-confidence.
3 - principle: Provide the opportunity to receive well-deserved rewards for success, for the fact that the child was able to demonstrate knowledge.
Well-deserved rewards form a child’s adequate self-esteem, and most children understand whether the assessment is adequate or not.
4 - principle: At each stage of learning a new way of thinking, provide the necessary amount of assistance. This is also necessary to give the child confidence in his own abilities.
There are many ways to provide effective help to your child.
1. At the initial stage of training – "do as I do". The child masters methods of action.
2. Second stage "I'll start, you continue"- the child has learned the methods of action, but cannot yet apply them in new conditions.
3. Third stage – "Do it yourself, I'll help". The child has mastered the methods of action and knows how to apply them, but complications are introduced into the tasks, over which he ponders and finds it difficult to complete.
4. The fourth stage is the stage when the child can already reflect, draw conclusions, prove them, etc. The child can independently solve complex tasks for his age. Here he only needs psychological assistance. This is a measure of the emotional attitude towards success. “You can do everything yourself. You can do it". All assistance measures are appropriate at every age stage.
5 - principle: Compliance with the stages of mastering the methods of mental operations.
Mastering the characteristics of objects
Classification, generalization
Comparison
Analysis and synthesis
Specification
You can move forward only when the child easily copes with the tasks of the stage. You should return to tasks that cause difficulties.
6 – and the main principle: Learning through play and activity.
Game of preschool age occupies the main place. Therefore, all tasks and exercises are playful.
Using didactic games and exercises development of logical thinking, you should especially carefully follow the above rules, since failure leads to a decrease in interest and reluctance to work, and most importantly, it reduces the child’s faith in his own abilities.
I use games like this exercises:
1. "Who's the odd one out?", “What is missing from the item?”- on development visual-mental analysis.
2. "Find the Differences", "Find the error"- on development concentration, observation.
3. “Choose according to the meaning”- on development of logical thinking.
4. "Negation", “Pick according to the contour”- on development selectivity of visual perception.
5. "Pick a pattern", "Collect the beads"- on development children’s ability to establish patterns and continue a series.
When children cope with such tasks, they are offered more complex games.
1. “It’s similar, it’s not similar”- the ability to find signs of similarities and differences between two objects (ball-apple)
2. « Logic chains» - the ability to arrange objects in ascending or descending order.
3. « Logic train» - the ability to find common properties, qualities, characteristics in objects that differ from each other and continue logical series.
4. "Bad - good"- the ability to find both good and bad in one object.
5. Finding system resources, i.e. how a certain object can be used in a new way.
6. Tricky puzzles, mazes, counting stick puzzles, etc.
Quality development mental activity depends on the level development of all analyzers. That's why I use these in my work games:
1. “What has changed?”, “What’s missing?”, - on development of visual memory.
2. "Learning to remember", “Guess who called?”, - development of auditory memory.
3. “What does it look like?”, "Funny Transformations" - development of imagination, fantasies, figurative memory.
4. "Wonderful bag"- the ability to recognize various geometric shapes, natural and artificial objects by touch.
5. "Know by smell or taste"- the ability to distinguish smells and tastes, determine their belonging to a particular object.
Much attention is paid to verbal exercises: "Say it the other way around", "Finish the sentence", "Choose a word", “Does this happen or not?”. Activating thinking, these and similar exercises affect emotions children: the child experiences joy, satisfaction from a successfully found solution, approval from the teacher, and most importantly, from independence in solving the problem. For example, we present children text:
The donkey, going up the mountain, met an ant and asked his: “Is the grass tall on the mountain?” -“Yes, on the mountain the grass is tall and thick, like a forest.”- answered the ant. Having climbed the mountain, the donkey could not pinch a single blade of grass. Then donkey thought: “Why did the ant deceive me?”
Questions: Did the ant deceive the donkey? What kind of grass actually grew on the mountain? Why did the ant say that the grass on the mountain is thick and tall, like a forest?
Such exercises develop abstract-logical thinking in children to the extent of understanding the explicit and hidden meaning of the story, and most importantly, they teach children to reason and prove.
The most difficult, but more interesting, tasks are to find a sign of the difference between one group of figures and another. Such tasks contribute to the ability to carry out sequential mental operations. For example: “Which figures are more numerous - red or large? Squares or small? Red or blue?
Great place in development of logical thinking occupy games - TRIZ based on literary texts, the purpose of which is to reduce stereotypes thinking. By solving problems faced by the characters, children learn to reason, think outside the box, and solve problems humanely.
Children often ask questions that are difficult to answer, given the characteristics of their thinking. Here children's encyclopedias, fiction, and of course experiments come to the rescue. So, for example, first I invite the children to listen to a short text: “Seryozha found some kind of ball on the shore and threw it into the water. The ball sank. Seryozha said mom: “I thought the ball was wooden, but it turns out it’s not wooden...” Mother asked: “How did you guess that the ball was not wooden?”
Question: What do you think Seryozha answered?
Children make their guesses based on auditory perception, and then we conduct an experiment with wooden and metal balls. And already on a visual basis, children confirm or refute their conclusions.
During walks We establish associative chains with children between diverse objects and phenomena. For example, questions such as How: What would happen if? Is it true said: “Does the wind blow because the trees sway?” or “There are puddles outside because we wore boots? etc. - help children establish cause-and-effect relationships between natural phenomena.
Most often in response to a child's question "Why?" I puzzle the child with a question question: “What do you think?”- thereby giving him the opportunity to judge for himself.
The development of logical thinking is impossible without the development of fine motor skills. You've all heard the expression "A child's mind is at his fingertips". Therefore, in my work I use finger exercises, as well as the following exercises: How: "Draw a path", "Shade", "Connect the dots","Graphic dictation", "Continue the pattern" etc. According to my observations, development of logical thinking in preschool age, significantly improves the quality of speech child development: enriches and expands vocabulary, develops the ability to reason, analyze, prove, and draw conclusions. And this is an important indicator for successful schooling.
With the help of step-by-step, specially selected activities, children develop the prerequisites for such mental qualities as independence, flexibility and inquisitiveness. There are attempts to explain phenomena and processes.
It would seem that in preschool too early to start develop children's ability to think logically. Based on experience, I think it’s not too early. After all, we all know that 80% development brain development lasts up to 7 years, 20% for the rest of life and, as a rule, it is already too late at school. Working with children on this program, I dare say that development of logical thinking in preschool age significantly improves the quality of speech child development, enriches and expands vocabulary. Children are not afraid to express their opinions or make mistakes in their statements.
And the main conclusion from everything is what was said: purposeful the development of logical thinking in preschool age is necessary.
Municipal budgetary preschool educational institution kindergarten general developmental species No. 2 of the city of Tomsk
"World of Logic" (Logic for preschoolers) A program for the formation of cognitive abilities in children of senior preschool age based on the development of logical structures of thinking.
Authors and compilers: teacher: Kamenshchikova A.A. senior teacher: Leiman Yu.A.
Content:
1.
Explanatory note: relevance, problem, goal, objectives, expected results.
2.
Program structure: forms of work, curriculum.
3.
4.
5.
Applications No. 1, 2, 3.
Explanatory note
.
Relevancedevelopment of cognitive abilities in preschool children is dictated by modern reality. We live in a rapidly changing world, in the era of information, computers, satellite television, mobile communications, and the Internet. Information technologies give us new opportunities. An interesting future awaits our current students. And in order for them to be successful and skillfully navigate the ever-growing flow of information, they need to be taught to easily and quickly perceive information, analyze it, apply it in learning new things, and find innovative solutions in various situations.
In accordance with modern trends in the development of education
, we must graduate from kindergarten a person who is inquisitive, active, takes a lively, interested part in the educational process, has the ability to solve intellectual and personal problems, and has also mastered the universal prerequisites for educational activity - the ability to work according to a rule, according to a model, according to instructions. (8). The role of logic in this regard cannot be overestimated. Having analyzed the content of modern primary school educational programs, we can confidently say What logical component
they are given the utmost importance. So that the student does not experience difficulties literally from the first lessons and does not have to learn from scratch, already now, in the preschool period, it is necessary to prepare the child accordingly.
Problem.
Many people think that developed logical thinking is a natural gift, the presence or absence of which must be accepted. However, there are studies by famous psychologists (9,10, 13) confirming that the development of logical thinking can and should be done (even in cases where the child’s natural abilities in this area are very modest). For example, according to J. Piaget, the concept of number in a child arises as a synthesis of two logical structures - class and order, which are respectively associated with the logical operations of classification and seriation.It is known that human thinking is distinguished, first of all, by the ability to think generally about objects, phenomena and processes of the surrounding world, i.e. think in certain concepts. Moreover, knowledge of reality is realized through the formation of concepts and operating with them, i.e. the concept acts both as the initial element of cognition and as its result. And in order for a child to form conceptual thinking as early as possible, it is necessary to develop his logical structures.(13)
Already from early preschool age, we begin to form various concepts in children through sensory knowledge. All knowledge begins with living contemplation. Objects affect our senses and cause sensations, perceptions and ideas in the brain.
Feelings– this is a reflection of individual properties of an object that directly affect our senses (example: an apple).
A complex of sensations allows one to judge an object as a whole and perceive it accordingly.
Perception–
this is a holistic reflection of some object that directly affects our senses.
Performance–
a sensory image of an object that is not currently perceived by us, but was previously perceived in one form or another.
Through sensory reflection we learn about individual objects and their properties.
We learn the laws of the world, the essence of objects, and what they have in common through abstract, logical thinking.
The main forms of abstract thinking are, first of all, concepts, as well as judgments and inferences.
Concept –a form of thinking that reflects the essential features of an individual object or a class of homogeneous objects.
Successful formation of concepts requires the development of the following mental operations:
Analysis–
mental dissection of objects into their component parts, mental identification of necessary features.
Synthesis–
mental combination into a single whole of parts of an object or its features obtained in the process of analysis.
Comparison–
mental establishment of the similarity or difference of objects according to essential or insignificant characteristics.
Generalization–
mental unification of individual objects in any concept based on similar essential features.
Classification–
distribution of objects into groups, where each group, each class has its own permanent place .
Target:to form the cognitive abilities of children of senior preschool age based on the development of logical structures of thinking.
Tasks:
Ø
Teach children to identify essential features of objects, compare, generalize, and classify using mathematical and life material.
Ø
Improve voluntary attention and memory.
Ø
Develop the ability to express the simplest personal judgments and conclusions based on acquired knowledge.
Ø
Foster a desire to acquire new knowledge and skills.
Expected results:
Formation of cognitive logical UUD in the integration of educational areas: “Cognition”, “Communication”, “Socialization”.
Integrative qualities formed in a child: knowledgeable, inquisitive, quick-witted, able to analyze, generalize, listen, prove his point of view.
Program structure
.
The program is focused on working with children of senior preschool age for two years.
Age groups: senior (5-6 years old) and preparatory (6-7 years old).
Number of hours: per week - 2 hours; per year - 72 hours.
Form of work:Group classes (up to 12 people), including:
l educational games with logical and mathematical content;
l verbal and logical exercises;
l independent activities of children;
l looking at and talking about the picture;
l coloring a “smart” picture;
l use of literary texts;
l intellectual quizzes...
To achieve the expected result, it is more advisable to adhere to a certain lesson structures, For example:
- Warm-up.Warm-up in the form of a riddle or an introduction to a fairy-tale character allows you to activate children’s attention, lift their spirits, and help set them up for educational activities and communication with the teacher.
- The main content of the lesson is learning new material.
The main content of the lesson is a set of games and exercises aimed at solving the objectives of this lesson.
- Physical minute.A physical minute allows children to relax, switch from one activity to another, and promotes the development of gross and fine motor skills.
-Consolidation of new material. Consolidating new material gives the teacher the opportunity to assess the degree to which children have mastered new knowledge.
- Educational game.
An educational game, coloring a “smart” picture on a topic at the end of a lesson is a kind of reflection, a logical conclusion to the work done and serves as an incentive to continue it.
Lesson mode– 2 lessons per week, lasting 30-35 minutes.
Curriculum: topics and main content of sections:
1. Exercises to identify the characteristics of an object, an object: color, its shades; size; form .-
2 hours in each group.
2. Exercises to identify quantitative characteristics of sets of objects (visual recognition of quantity, one-to-one correspondence, equalization of quantities); - By 2 hours in each group
.
3. Exercises on the spatial arrangement of objects and their parts (inside - outside; location in space; location on a plane); -
2 hours in each group.
4. Exercises to develop techniques for mental actions: seriation, classification, comparison, generalization, analysis, synthesis. -
10 hours in each group.
5. Exercises for the development of mental processes: thinking, memory, attention, perception, imagination . -
10 hours in each group.
6. Exercises and tasks to develop characteristic qualities of thinking: flexibility, causality, consistency, spatial mobility. -
10 hours in each group.
Calendar and thematic planning of work with children of senior preschool age (5-6 years old)
Tasks |
Means of implementation |
§
Development of combinatorial abilities by combining color and shape. § Development of observation and creative imagination. § Developing the ability to identify and abstract properties following an algorithm. § § Developing the ability to analyze the properties of images and talk about what unites them. |
“Fold the pattern” (Nikitin cubes) (6), “Rug” (Cuisenaire sticks) (3). Games to find the missing element: “What’s missing”, “What’s missing” Verbal and logical games and exercises (11,12): “What unites?”, |
October | |
§
Development of analytical activity, ability to classify objects. § Mastering techniques for constructing geometric shapes (algorithm of actions). § Development of the ability to carry out visual and mental analysis. § Development of combinatorial abilities. § Development of speech, memory, attention. |
Games with Dienesh blocks, with toys, pictures”: “Settle in the houses”, “Fill the aquariums”, etc. (3.7) “Unusual figures” (Dyenes blocks), (7) “Match a patch to the rug,” “What’s missing.” (5.12) Games – puzzles with counting sticks. |
November | |
§
Development of the ability to think in spatial images (three-dimensional figures). § Development of the ability to compare. · Development of speech and attention. |
“Cubes for everyone” (6), Constructors: “Lego” and other three-dimensional construction sets. “Find the differences”, “The fourth odd one”; games with blocks: “Two paths”, “Catch three”. (7) Logic problems. |
December | |
§
Development of combinatorial abilities, ingenuity, creative imagination, § Development of spatial imagination, intelligence, ingenuity. § Development of analytical abilities, the ability to determine the results of activities. § Development of speech and thinking |
Games with "color numbers" (Cuisenaire rods). (3.7) “Games - puzzles”, “What has changed.” (5.12) “Wonderful bag” (2), “What will happen if...” (exercises with counting sticks). Verbal - logical games and exercises (11): “Complete the sentence”, “Complete the series”. |
January |
|
§
Development of the ability to encode practical actions with numbers. § Development of the ability to carry out visual-mental analysis § § Development of speech and thinking. |
Games with number dice and chips. Games: “What’s missing”, “The fourth wheel”. (11,12) Verbal - logical games and exercises (11): “Why is there one extra?”, “Name it in one word.” |
February |
|
§
§ Development of children's idea of number based on counting and measurement. § Developing the ability to divide a set into classes according to compatible properties. § Development of speech and thinking. |
« Games with Cuisenaire sticks: “Fun Train”, “Make a Number”, etc. (3.7) Games with Dienesh blocks: “Help the figures get out of the forest”, “Riddles without words”, “Where is Jerry hiding?” (7) Verbal - logical games and exercises (11): “Choose a word by analogy” |
March |
|
§
Development of voluntary attention and visual memory. § Development of the ability to isolate and abstract the properties of an object, compare according to given properties. § Mastering the concepts: point, straight line, segment, ray. § Development of auditory attention, memory, speech. |
"V.U." (6), “Wonderful bag” (2), “What has changed.” Games with blocks: “Tracks”, “Dominoes”, (7) Games with pictures, with toys: “How they are similar and how they are different” (12) Game "Geocont", exercises on a sheet of paper in a cage. Verbal - logical games and exercises (11): “Find the right word”, “Who is the best?”, “An extra word.” |
April |
|
§
Developing the ability to establish a relationship between quantity and number. § § Developing the ability to classify using code cards. § Developing the ability to quickly select the right word. |
"Cuisenaire's Sticks", pictures, toys, figures. (3) Games with Dienesh blocks: “Find your garage”, “Find your house”, “Tree” (3.7) Verbal - logical games and exercises: “Say the opposite”, “Continue the series”. (11,12) |
M ay |
|
§
Developing the ability to follow a certain algorithm when performing a chain of actions. § §
Development of resourcefulness, intelligence, and numeracy skills. |
Games with Dienesh blocks: “Build a path”, “Unusual figures”. (7) Mathematical riddles, Games - diagrams: “How many are together?”, “How much is left?” (2.5) “Hurry up, don’t make a mistake”, “Scatter the swallows”, “There are many examples - there is only one answer” (2) Verbal - logical games and exercises (11,12): “The fourth odd one”, “Nonsense”. |
Calendar and thematic planning of work with children of the preparatory group for school (6-7 years old)
Tasks |
Means of implementation |
September |
|
·
Development of attention and observation. ·
|
Exercises like: “Find the differences” (Snowmen, nesting dolls, etc.); “Boys” (2) “Animals on the paths” (14), “Ants” (2), “Search for sunken treasure” (Dienesh blocks - album) Conversations on short stories by L.N. Tolstoy, K.D. Ushinsky and others (11) |
October |
|
·
Development of constructive abilities. · The ability to build ordered series according to a selected characteristic. § Developing mathematical concepts about the composition of numbers using diagrams. · Formation of the ability to find a basis for comparison. |
Puzzle games: “Chameleon”, “Unicube”, “Cubes for everyone”. (6) “Find the pattern, complete it”, “Number ladder” (Cuisenaire sticks). “Hurry up, don’t make a mistake”, “Spread the swallows”, “There are many examples - there is only one answer” (2) Verbal - logical games and exercises (11,12): “This way you can, but you can’t compare”, “How similar, and how are they different? |
November |
|
§
Development of the ability to analyze groups of objects, establish a pattern in a set of features. · Development of the ability to navigate in space in accordance with the plan. · Formation of ideas about the symbolic representation of things. · Development of speech and thinking |
Exercises to compare two groups of figures (5), exercises with Euler circles. (2) Plans - diagrams: “Where did the fly sit?”, “Where did Mishka hide?” etc. (14) Games with Dienesh blocks: “Holiday in the Land of Blocks” - an album with tasks. Verbal - logical games and exercises (11,12): “Find the right word”, “Who is the best?”, “An extra word.” |
December |
|
·
Formation of the ability to organize objects according to selected characteristics. · Development of spatial concepts. · Developing the ability to act according to an algorithm. · Developing the ability to explain in detail and coherently what is the essence of the difference or absurdity of the situation. |
Games with Cuisenaire sticks: “Crosses. The China Shop" - an album with tasks; Exercises: “What’s missing.” Plans - movement patterns: “Piglets and the Gray Wolf” (2) and other similar labyrinths. Games with Blocks: “Build a path”, “Unusual figures” (7). Exercises to compare two groups of figures (5), “Odd Four”, “Nonsense”. |
January |
|
·
Formation of a specific meaning for the actions of addition and subtraction. § Development of combinatorial abilities, intelligence, creative imagination. § Development of the ability to analyze groups of objects, establish a pattern in a set of features. · Develop the ability to describe a certain concept. |
“How many are together?”, “How many are left?” (2) – diagrams for mathematical problems. Games with “colored numbers” (Cuisenaire sticks): “On the Golden Porch” - an album with tasks. Exercises to compare two groups of figures (5), exercises with Euler circles (2) Verbal - logical games and exercises (11): “Imagine what this is?” |
February |
|
·
Formation of the concept of the negation of a certain property and of a logical operation denoted by the conjunction “and”. · Development of attention, ability to analyze and compare objects according to independently identified properties. § Development of constructive abilities, visual attention, and the ability to think in images. · Formation of the ability to establish logical connections. |
Games with Euler circles (Dyenes blocks, toys). Games with Blocks: “Tracks”, Dominoes”, “Find a Pair”, “Catch a Three”. (3.7) Verbal – logical games and exercises (11,12): “Logical chains”. |
March |
|
·
Formation of ideas about random and reliable events (the outcome of experience). · Developing the ability to break sets into classes and perform logical operations. · Development of the ability to compare. |
“Factory”, “Miracle Bag” (2); verbal - logical games: “What will happen if...” (11) “Help the figures get out of the forest”, “Riddles without words”, “Euler circles” (Dyenes Blocks). (7) Verbal - logical games and exercises (11,12): “This is possible, but this is not possible to compare,” “How they are similar and how they are different.” |
April |
|
·
Development of combinatorial abilities, ideas about symmetry. · An exercise in comparing numbers, identifying their relationships, and classification. · Formation of the ability to encode and decode information about the properties of objects. · |
“Find all the roads”, “Where is whose house?” (2); “Math tablet”, “Logic mosaic” are entertaining games. Educational and game aids: “Logic and numbers”, “Playing mathematics”. “Guess the figure”, “Shorten the word”, “Divide the blocks” (Denesh blocks). |
M ay |
|
·
Development of arbitrariness of attention, memory, logic of thinking. §
Development of spatial imagination, intelligence, ingenuity. |
Games with Dienesh blocks according to albums with tasks: “Searching for sunken treasure”, “Holiday in the land of Blocks”, “Let's play” (educational and game aids). Geokont", "Tangram", "Columbus Egg" and other similar games. (3) Verbal and logical games and exercises (11,12): “Interpretation of proverbs”, “Judgments” |
APPENDIX No. 1 Criteria for assessing program mastery: “World of Logic” (logic for preschoolers) High level. The child masters basic logical operations. Able to mentally establish similarities and differences between objects based on essential features. Able to combine and distribute objects into groups. Fluently operates with generalizing concepts. Able to mentally divide a whole into parts and form a whole from the parts, establishing a connection between them. The child finds patterns in phenomena and knows how to describe them. Can make inferences using judgments. Able to navigate in space and on a sheet of paper. The child has a fairly large vocabulary and a wide range of everyday knowledge. He is observant, attentive, diligent, interested in the results of his work. Possesses cooperation skills and can work in pairs and small groups.
Average level. The child masters such logical operations as comparison, generalization, classification, systematization. Able to mentally establish similarities and differences between objects, but does not always see all their essential features. Knows how to combine objects into groups, but has difficulty in independently distributing them into groups, because does not always operate with generalizing concepts. Dividing a whole into parts and vice versa causes difficulties, but with the help of an adult he copes with tasks. The child does not always see patterns in phenomena, but is able to compose a descriptive story about them. Finds it difficult to draw conclusions independently. The child has a sufficient vocabulary. Able to navigate in space and on a sheet of paper. The child is most often attentive, observant, but not assiduous. Able to work in pairs, but has difficulty working in small groups.
Low level.The child does not master such logical operations as generalization, classification, systematization. Sometimes he can establish the similarities and differences between objects, but does not always see all their essential features. He does not know how to combine objects into groups, because he does not operate with generalizing concepts. Dividing a whole into parts and vice versa causes difficulties, but with the help of an adult he copes with tasks. The child does not see patterns in phenomena and is not able to compose a descriptive story about them. Incapable of making inferences. The child does not have sufficient vocabulary. Unable to navigate in space and on a sheet of paper. The child is most often inattentive and restless. Does not know how to work in pairs, has difficulties when working in a group.
APPENDIX No. 2 Options for diagnostic examination of children.
“Definition of general concepts” (6-7 years), author L.F. Tikhomirova . The child is offered one of the sets, each of which contains 10 words.
Assignment for the child:
Give a definition for each of the proposed words.
1.
School, hospital, bus, plane, boots, coat, pencil, bread box, cup, plum.
2.
A beehive, a den, a car, a trolleybus, boots, a shirt, a pen, an oil can, an apple tree, a plate.
3.
Aquarium, birdhouse, tram, motor ship, felt-tip pen, sneakers, notebook, jacket, sugar bowl, pear.
You have 30 seconds to define each word. One point is given for each correct answer. If the child’s answer is not entirely accurate, 0.5 points are given. The researcher must be sure that the child knows the proposed word. Only after this is he asked to make his own definition.
Result evaluation:
The maximum number of points is 10, the minimum is 0. When the study is repeated, children are given the 2nd and 3rd set of words.
8-10 points - high level of development.
4-7 points - average level of development.
1-3 points - low level of development.
“Determination of the level of mental development of older preschool children” (E.F. Zambitsavichene)
The test consists of 4 subtests.
Ø
Study of differentiation of essential features of objects and phenomena from non-essential ones, as well as the stock of knowledge.
Ø
Study of generalization operations, the ability to identify essential features of objects.
Ø
A study of the ability to establish logical connections and relationships between concepts.
Ø
Revealing the ability to generalize.
Tests for the child are read aloud.
Subtest No. 1.
Choose one of the words in brackets that correctly completes the sentence you started.
1.
The boot has (lace, buckle, sole, straps, button).
2.
In warm regions it lives (bear, deer, wolf, camel, seal).
3.
There are (24, 3, 12, 7) months in a year.
4.
Winter month (September, October, February, November, March).
5.
The largest bird (crow, ostrich, sparrow, falcon, eagle).
6.
Roses are (fruits, vegetables, flowers, trees).
7.
The owl always sleeps (at night, in the morning, in the evening, during the day).
8.
Water is always (clear, cold, liquid, white, tasty).
9.
A tree always has (leaves, flowers, fruits, roots, shadow).
10.
City of Russia – (Paris, Moscow, London, Warsaw, Russia).
Subtest No. 2.
Each line contains five words, four of which can be combined into one group and given a name, and one word does not belong to this group. This “extra” word must be found and named.
1.
Tulip, lily, chamomile, bean, violet.
2.
River, lake, sea, bridge, swamp.
3.
Doll, teddy bear, sand, ball, shovel.
4.
Tomsk, Novosibirsk, Moscow, Novokuznetsk, Kemerovo.
5.
Poplar, birch, hazel, linden, aspen.
6.
Circle, triangle, pointer, rectangle, square.
7.
Ivan, Sergey, Nesterov, Nikita, Andrey.
8.
Number, plus, minus, equal, unequal.
9.
Chicken, rooster, swan, goose, turkey.
10.
Cheerful, fast, sad, tasty, careful.
Subtest No. 3.
In the first example, a pair of words are given that are in a certain connection with each other.
For the second word, you need to choose one of the five words given in brackets so that they are in the same connection.
1. Cucumber – vegetable;
Dahlia - (weed, dew, garden, flower, earth).
2.
Teacher - student;
Doctor – (kidneys, patients, ward, thermometer, hospital).
3.
Vegetable garden - carrots;
Garden – (fence, bench, apple trees, well, dog).
4. Flower - vase;
Bird – (beak, seagull, nest, egg, feathers).
5.
Glove - hand;
Boot – (stockings, sole, leather, leg, brush).
6.
Dark - light;
Wet – (sunny, slippery, dry, warm, cold).
7. Clock - time;
Thermometer – (glass, temperature, bed, patient, doctor).
8. Machine - motor;
Boat – (river, sailor, swamp, sail, wave).
9.
Chair – wooden;
Needle – (sharp, thin, shiny, short, steel).
10.
Table - tablecloth;
Floor – (furniture, boards, nails, carpet, dust).
Subtest No. 4.
These pairs of words should be called by one name.
1.
Broom, shovel - 6. Wardrobe, sofa -
2.
Perch, crucian carp - 7. Day, night -
3.
Summer, winter – 8. Elephant, ant -
4.
Cucumber, tomato – 9. June, July -
5.
Lilac, rose hip - 10. Tree, flower -
Evaluation of test results.
Subtest No. 1. For the correct answer after the first attempt–
1 point. If the answer is incorrect, you are asked to think. For the correct answer after the second attempt - 0.5 points.
Subtest No. 2. For the correct answer - 1 point. For the correct answer on the second attempt - 0.5 points.
Subtest No. 3. For the correct answer - 1 point, on the second attempt - 0.5 points. No clarifying questions are asked.
Subtest No. 4. The estimates are similar to those above. No clarifying questions are asked.
The maximum number of points a child can score is 40.
X *100%
Success Rating (SS) = ----------------, where X is the number of points received
to the test subjects. 40
Success levels:
5th – 40 points (100%);
4th – 32-39 points (80-99%);
3rd – 26-31.5 points (65-79.9%);
2nd – 20-25.5 points (50-64.9%);
1st – less than 19.5 points (less than 49.9%).
List of used literature.
1.
“Childhood” is a program for the development and education of children in kindergartens. St. Petersburg, “Childhood – Press”, 2003.
2.
"Let's Play" - math games for children. Edited by Stolyar A.A. Moscow, 1991
3.
“Mathematics before school” - a manual for educators. St. Petersburg, Childhood - press, 1992.
4.
“Mathematics from three to six” - program. Compiled by: Mikhailova Z.A., Ioffe E.N., “Childhood - press”, 1992.
5.
Mikhailova Z.A. "Game tasks for preschoolers."
6.
Nikitin B.P. “Steps of creativity or educational games”
7.
Nosova E.A., Nepomnyashchaya R.L. “Logic and mathematics for preschoolers” - manual. St. Petersburg, “Childhood – press”, 2002.
8.
Order of the Ministry of Education and Science of Russia dated November 23, 2009 No. 655 “On approval and implementation of F.G.T. to the structure of the general education program of preschool education.” (Clause 3.4)
9.
Piaget J. “How children form mathematical concepts” - questions of psychology, No. 4, 1996.
10.
Piaget J. “Selected psychological works. Psychology of intelligence. Genesis of number in a child", Moscow, 1969.
11.
Tkachenko T.A. “Exercises for the development of verbal and logical thinking”
12.
Tikhomirova L.F. "Exercise for every day." Yaroslavl, A.R., 2000.
13.
Tikhomirova L.F. "Logics". Yaroslavl, A.R., 2000.
14.
Wenger A.L., Wenger L.A. "Home school of thinking."
Sections: Working with preschoolers
The modern world around a child is constantly changing and dynamic. The education system should help ensure that the child receives such knowledge, skills and abilities that would allow him to successfully adapt to new conditions of society.
Today there are a large number of educational programs for kindergarten, and institutions have the opportunity to choose the one that meets their requirements and interests. Recently, environmental, artistic, aesthetic and intellectual directions have become relevant.
Paying attention to the development of sensory, cognitive, mathematical and other abilities of children, the development of logical thinking is relegated to the background. In the arsenal of educators and educational psychologists there is not much methodological and practical material that allows them to work in depth on the development of certain abilities. In addition, recently emphasis has been placed on working with children who have difficulties in mastering the program. Children with a high level of cognitive abilities were left without proper attention. The developed program will eliminate this drawback.
Verbal-logical thinking is the highest stage of development of children's thinking. Reaching this stage is a long and complex process, because the full development of logical thinking requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words.
You should not wait until the child turns 14 years old and reaches the stage of formal logical operations, when his thinking acquires features characteristic of the mental actions of adults. The development of logical thinking should begin much earlier.
But why does a little preschooler need logic? According to L.A. Wenger, “for five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually become acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world... All this will benefit the child’s mental development only if training is aimed at developing mental abilities, those abilities in the field perception, figurative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties ... "
The skills and abilities acquired by a child in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to solve problems; completing the exercises will require a lot of time and effort. As a result, the child’s health may suffer, and interest in learning may weaken or disappear altogether.
Having mastered logical operations, the child will be more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right moment. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction.
This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality. Working with preschoolers on the development of cognitive processes, you come to the conclusion that one of the necessary conditions for their successful development and learning is consistency, i.e. a system of special games and exercises with consistently developing and increasingly complex content, with didactic tasks, game actions and rules. Individual games and exercises can be very interesting, but using them outside the system cannot achieve the desired educational and developmental result.
Purpose of the program– children’s mastery of logical thinking techniques at an elementary level.
Tasks:
- Teach children basic logical operations: analysis, synthesis, comparison, negation, classification, systematization, limitation, generalization, inference.
- Teach children to navigate in space.
- To develop in children higher mental functions, the ability to reason and prove.
- To cultivate the desire to overcome difficulties, self-confidence, and the desire to come to the aid of a peer.
Expected result– mastery of logical thinking techniques for middle preschool children.
Method for checking work results: generalizing classes after each section and 2 diagnostics (intermediate (January) and final (May)) of the level of mastery of logical thinking operations.
Diagnostic criteria:
- Children’s ability to compare, classify, generalize, and systematize objects in the surrounding reality.
- The ability to navigate in space, distinguish between right and left, up and down.
- Children’s ability to remember, reproduce learned material, prove, reason.
- The ability of children to work in pairs and micro groups; displaying a friendly attitude towards a peer, the ability to listen to him, and help if necessary.
The program is designed to work with children 4-5 years old, who, according to the results of pedagogical diagnostics, have a level of thinking development not below average.
Criteria for assessing program mastery:
High level: The child masters basic logical operations. Able to mentally establish similarities and differences between objects based on essential features. Able to combine and distribute objects into groups. Fluently operates with generalizing concepts. Able to mentally divide a whole into parts and form a whole from the parts, establishing a connection between them. The child finds patterns in phenomena and knows how to describe them. Can make inferences using judgments. Able to navigate in space and on a sheet of paper. The child has a fairly large vocabulary and a wide range of everyday knowledge. He is observant, attentive, diligent, interested in the results of his work. Possesses cooperation skills and can work in pairs and small groups.
Intermediate level: The child masters such logical operations as comparison, generalization, classification, systematization. Able to mentally establish similarities and differences between objects, but does not always see all their essential features. Knows how to combine objects into groups, but has difficulty in independently distributing them into groups, because does not always operate with generalizing concepts. Dividing a whole into parts and vice versa causes difficulties, but with the help of an adult he copes with tasks. The child does not always see patterns in phenomena, but is able to compose a descriptive story about them. Finds it difficult to draw conclusions independently. The child has a sufficient vocabulary. Able to navigate in space and on a sheet of paper. The child is most often attentive, observant, but not assiduous. Able to work in pairs, but has difficulty working in small groups.
Timing of the program- academic year.
Lesson mode– 1 lesson per week in the afternoon after a nap for 20 minutes.
Number of children– 10 people.
Forms and methods of work:
- game;
- independent activity of children;
- travel game;
- examination;
- reading fiction.
To achieve the expected result, it is more advisable to adhere to a certain lesson structures, For example:
- Warm up.
- The main content of the lesson is learning new material.
- Physical exercise, finger gymnastics.
- Consolidation of new material.
- Educational game, drawing, lacing.
Warm-up in the form of a riddle or an introduction to a fairy-tale character allows you to activate children’s attention, lift their spirits, and help set them up for productive activities.
The main content of the lesson is a set of games and exercises aimed at solving the objectives of this lesson.
Physical exercises and finger exercises allow children to relax, switch from one type of activity to another, and contribute to the development of gross and fine motor skills.
Consolidating new material gives the teacher the opportunity to assess the degree to which children have mastered new knowledge.
An educational game and drawing at the end of the lesson are a kind of reflection, a logical conclusion to the work done and serve as an incentive to continue it.
Brief description of the sections and topics of the classes (sections correspond to a specific logical operation that we will teach in class):
Analysis - synthesis. The goal is to teach children to divide the whole into parts, to establish connections between them; learn to mentally connect parts of an object into a single whole.
Games and exercises: finding a logical pair (cat - kitten, dog - ? (puppy)). Adding to the picture (pick up a patch, add a pocket to the dress). Search for opposites (light - heavy, cold - hot). Working with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes.
Comparison. The goal is to teach one to mentally establish the similarities and differences of objects according to essential features; develop children's attention and perception. Improve spatial orientation.
Games and exercises: consolidation of concepts: big - small, long - short, low - high, narrow - wide, higher - lower, further - closer, etc. Operating with the concepts “same”, “most”. Search for similarities and differences in 2 similar pictures.
Limitation. The goal is to learn to identify one or more objects from a group according to certain characteristics. Develop children's observation skills.
Games and exercises: “circle only the red flags with one line”, “find all non-round objects”, etc. Eliminating the fourth wheel.
Generalization. The goal is to teach how to mentally combine objects into a group according to their properties. Help enrich vocabulary and expand children’s everyday knowledge.
Games and exercises for operating with general concepts: furniture, dishes, transport, vegetables, fruits, etc.
Systematization. The goal is to learn to identify patterns; expand children's vocabulary; learn to tell from a picture, retell.
Games and exercises: magic squares (pick up the missing part, picture). Compiling a story based on a series of pictures, arranging the pictures in a logical sequence.
Classification. The goal is to teach how to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them.
Inferences. The goal is to teach using judgments to draw conclusions. Help expand children's everyday knowledge. Develop imagination.
Games and exercises: looking for positive and negative things in phenomena (for example, when it rains, it nourishes the plants - this is good, but the bad thing is that in the rain a person can get wet, catch a cold and get sick). Assessing the correctness of certain judgments (“the wind blows because the trees sway.” Right?). Solving logical problems.
Advance lesson planning
Section, topic of the lesson |
Qty |
Goal, objectives |
Material |
Comparison "Visiting the Bunny" |
– teach children to mentally establish the similarities and differences of objects according to essential features; |
– toy hare, Dunno, Puss in Boots, – d/i “Find the differences”, - curly pasta, – stencils (flower, boot) – counting sticks, flags, albums, pencils (for all classes) – lacing games |
|
Generalization "Vitaminka travels" |
–
teach children to mentally combine objects into groups according to their properties; |
– images of fruits, vegetables, domestic and wild animals, transport, dishes, |
|
Limitation "Visiting the Fox" |
–
teach children to identify one or more objects from a group according to certain characteristics; |
– toy fox, |
|
Interim diagnostics | – assess the level of children’s proficiency in logical operations (comparison, limitation, generalization) | S.D. Zabramnaya, O.V. Borovik “Psychological and pedagogical examination of children”, “Psychological and pedagogical diagnostics of the development of children of early and preschool age”, ed. E.A. Strebeleva; “Soon to school” for children 4-7 years old (visual and diagnostic material). |
|
Analysis-synthesis "The Hedgehog Tailor" |
1 |
–
teach children to divide the whole into parts and establish connections between them; |
– hedgehog toy, |
Systematization "Scientist Cat" |
–
teach children to identify patterns; |
– toy cat, mouse |
|
Classification "Maya the Bee" |
– teach children to mentally distribute objects into groups according to their properties; |
- image of a bee, |
|
Inferences “Yes, but...” |
1 |
–
teach children to make inferences using judgments, |
– image of an octopus, birds, Logic (a man made of geometric shapes) |
Diagnostics | – assess the level of development of logical thinking of children 4-5 years old | – “Soon to school” for children 4-7 years old (visual and diagnostic material); –S.D. Zabramnaya, O.V. Borovik “Psychological and pedagogical examination of children”; “Psychological and pedagogical diagnostics of the development of children of early and preschool age”, ed. E.A. Strebeleva |
Methodological support for the program
Games and exercises for the development of logical thinking are a means of achieving the stated goal of the program.
To accustom a child to mental work, it is necessary to make it interesting and entertaining.
Entertaining mental work is achieved by various methods, among which a special place is occupied by the didactic game, which contains the greatest opportunities for the development of children’s mental activity, for the development of independence and activity of their thinking. In a game form, the thinking process itself proceeds faster and more actively, because play is a type of activity inherent to this age. In play, the child overcomes the difficulties of mental work easily, without noticing that he is being taught.
The role of the game is to teach the child to complete the task assigned to him, to act according to the rules, to strive for results, to play independently or with peers.
Game classification:
1. Subject games:
– didactic;
– developing (having several levels of complexity);
– games to develop spatial imagination (games with building materials);
– games with counting sticks (develop not only subtle hand movements and spatial concepts, but also creative imagination, ideas about shape, quantity, color).
2. Word games:
– riddles;
– logical tasks.
3. Finger games and lacing games (activate brain activity, develop fine motor skills of the hands, promote the development of speech and creative activity).
Literature.
- Vasilyeva N.N. Educational games for preschoolers. Yaroslavl, 1997.
- Wenger L.A., Wenger A.L. Home school of thinking (for five year olds). M., 1984.// www.pedlib.ru
- Guryanova Yu. Mathematical games and puzzles for children 2-5 years old. M., 2008.
- Kovalko V.I. ABC of physical education minutes for preschoolers. M., 2008.
- Kopytov N. Logic development tasks. M., 1998.
- Mukhina V.S. Developmental psychology. M., 1998.
- Nemov R.S. Psychology. Book 1. M., 2001.
- Svetlova I. Logics. M., 2007.
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