Thematic planning in logic for preschoolers. Club program for the development of logical thinking and mathematical abilities “Educational games” Karaseva Elena Stanislavovna. for additional education

Purpose of the program: Creating conditions for the development of elementary logical thinking in preschoolers using modern pedagogical technologies.

This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality.

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municipal budgetary preschool educational institution "Kindergarten of a combined type No. 10 "Teremok"

Working programm

a circle for the development of logical thinking “Play and Learn” for children 5-7 years old.

Teacher-psychologist Maksimova I.V.

for the 2016-18 academic year.

Zelenogorsk

Explanatory note.

One of the most important tasks in raising a child is the development of his mind, the formation of such thinking skills and abilities that allow him to master new things. 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. Often children who enter the first grade can read, write, count and, it would seem, are fully prepared for school. However, teachers and parents often face this problem when children show learning difficulties already in the first months of school. One of the common reasons for this situation is the insufficient development of verbal and logical thinking in preschool age. In the mental development of a child, the process of mastering logical relationships plays a significant role.

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. Achieving this stage is a long and complex process, since the full development of logical thinking requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words.

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 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.

This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality. When working with preschoolers on the development of cognitive processes, 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 it is difficult to achieve the desired educational and developmental result.

Relevance. Our time is a time of change, Russia needs people capable of making fundamental decisions, and this is relevant. Those who are in kindergarten now will build our society tomorrow. Relying precisely on the logical pursuit of thought, and not on one’s own desires or unexpected preferences, the doctor makes a reasonable diagnosis, the judge makes a reasoned verdict, the critic objectively evaluates the film. In order for our children to be knowledgeable doctors, smart lawyers, and honest critics, they need to learn to think logically, master simple and complex types of inferences, and operate with affirmative and negative judgments. Logical thinking is a tool for understanding the surrounding reality, therefore, the formation of basic forms and techniques of logical thinking is an important factor in the formation of a comprehensively developed personality. The relevance of the problem is determined by the importance of logical thinking for the development of the individual as a whole.

Purpose of the program : Creating conditions for the development of elementary logical thinking in preschoolers using modern pedagogical technologies.

Tasks:

1.Teach children basic logical operations: analysis, synthesis, comparison, generalization, classification, systematization, seriation, semantic correspondence, limitation.

2.Develop the ability to operate with abstract concepts, reason, establish cause-and-effect relationships, and draw conclusions.

3. To instill in children the need to exert themselves mentally, engaging in intellectual tasks, and interest in cognitive activity.

4. Cultivate the desire to overcome difficulties, self-confidence, and the desire to come to the aid of a peer.

5. Inform parents of the relevance of this problem and involve them in active cooperation.

Timing of the program– 2 academic years.

Amount of children– 8 children.

Lesson mode – 1 lesson per week in the afternoon lasting 25-30 minutes.

Forms and methods of work:didactic games, educational games, travel games, working with logical blocks of Dnesh, with Cuisenaire sticks, solving logical and mathematical problems, solving riddles, puzzles, examining, explaining, reading, entertaining questions, tasks - jokes, creative activities, graphic dictation, physical exercises, finger exercises.

Class structure: warm-up; the main content of the lesson is learning new material; physical exercises, finger gymnastics; consolidation of new material; game, drawing.

Working with parents:After each lesson, parents are offered speech material to consolidate knowledge outside of class: funny poems, fairy tales, stories, logical, mathematical and comic problems, linguistic and psychological games, riddles, crosswords and other entertaining materials.

Brief description of sections. (Partitions correspond to certain logical operations.)

Comparison . The goal is to teach one to mentally establish the similarities and differences of objects according to essential features; develop attention, perception, improve orientation in space. Finding similarities and differences in two similar pictures.

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 for finding logical pairs. Adding to the picture (pick up a patch, add a pocket to the dress). Search for opposites. Working with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes.

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, trees, birds, etc.

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.

Systematization. The goal is to learn to identify patterns; expand children's vocabulary, teach stories based on pictures, and retelling. 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.

Limitation. The goal is to teach children 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 odd one out

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.” Is this true?) Solving logical problems.

Expected results:Club activities will help children master the ability to solve problem situations, understand the proposed problem and solve it independently. Having mastered logical operations, the child will be more attentive, will learn to think clearly and clearly, think, reason, will be able to concentrate on the essence of the problem at the right moment, which will lead to more successful and easier learning at school, and hence the learning process and school life itself will bring joy and satisfaction.

Used Books:

  1. “Development of logical thinking” by L.F. Tikhomirov, A.V. Basov.

Ed. "GRINGO", 1995

  1. “Educational games for preschoolers. A popular guide for parents and teachers. Yaroslavl "Academy of Development", 1996
  2. “I develop logic and intelligence” Yu.B. Gatanov. "PETER", 2000
  3. Development of mathematical thinking in children 5-7 years old” E.V. Kolesnikova. Moscow "Akalis", 1996
  4. “Intellectual workshop” L.Ya.Bereslavskaya. LINK-PRESS, 2000
  5. "Psychology. Entertaining materials." (senior, preparatory group) L.P. Morozova. ITD "CORIFHEUS", 2010
  6. Aralova M.A. Directory of preschool educational institution psychologist. – M.: Sphere shopping center, 2007.

Agreed: I approve:

Deputy Head for VMR Head of MBDOU d/s No. 10

N.V. Gordeeva ____________ L.V. Ganicheva

"______"______________ 2016 "____" ____________ 2016

For the 2016-17 academic year

Tasks

October

Lesson No. 1

Monitoring. Perform diagnostic tasks. 1. “Assessment of figurative and logical thinking: “Ridiculous pictures.” "Confused Poems"

2. “Assessment of verbal and logical thinking.”

Assess the level of development of figurative-logical, verbal-logical thinking in children.

October

Lesson No. 2

1. Training in the “Comparison” technique.

D/I “Come on, compare”, “Find the cut out pieces”,

2.Game with Dienesh blocks. We group the shapes by color, shape, size, thickness. 3. Interesting questions, riddles - jokes.

Learn to identify common and distinctive features of compared objects, to distinguish between essential and non-essential features of an object. Develop attention, perception, thinking.

October

Lesson No. 3

1. Analysis - synthesis.D/I “Complete the picture”, “What’s for what”2. "How are they similar and how are they different"

3.Game with Dienesh blocks. Introduction to cards - symbols. 4. Solving logical problems.

Exercise in finding a pattern and justifying the solution found, in a sequential analysis of each group of drawings.

October

Lesson No. 4

1. Generalization . D/I “Logical Train”, “Name it in one word” 2.”Logical chains.” 3.Game with Dienesh blocks. Continue to introduce cards - symbols. 4.Laying out pictures from counting sticks.

Learn to choose a generalizing concept for each group of words; explain your choice. Learn to find a logical connection between drawings located in the same row; draw the missing element; explain your actions in detail.

November

Lesson No. 1

1. Classification. D/I “General store”, “Put into groups”,

2.D/I “Pick up and name.” 3. Game with Cuisenaire sticks. 4.Learning to solve riddles.

Learn to mentally distribute objects into groups; connect matching objects in pairs and explain your actions in detail.

November

Lesson No. 2

1. Systematization. D/I “Sequential pictures”, 2. Game with Dienesh blocks.

“Where the mouse hid.” 3.Graphic dictation.

Develop the ability to organize objects according to quantitative and external characteristics and meaning. Learn to independently find a pattern. Learn to write a descriptive story.

November

Lesson No. 3

1. Limitation. D/I “Visiting the Fox”,

2"What is unnecessary." 3.Game with Dienesh blocks “Find the treasure.”

Learn to identify one or more objects from a group based on certain characteristics.

November

Lesson No. 4

1. Conclusions. D/I “Because...”, “Logic”. 2. Game with Dienesh blocks “Cat and Mice”.

3.Linguistic puzzles.

Learn to make inferences using judgments. Develop imagination.

December

Lesson No. 1

1. D/I “Why did this happen.” 2.Draw what should be in the empty cells. 3.Logic mosaic.

Learn to find the cause of events. Develop logical thinking, speed of action and thought; perception, imagination.

December

Lesson No. 2

1. Meaningful correlation.D/I “What fits”, “Does this happen.”

2. Inventing tall tales. 3.Draw the same figure on the right.

Learn to find connections between objects and phenomena based on essential features and properties.

December

Lesson No. 3

1. Game with logical blocks of Dienesh “Guess it”

2.Name and show what figures these objects are made of.

3. Solving logical problems. 4.Graphic dictation.

Develop the ability to identify, abstract and name the properties (color, shape, size, thickness) of objects, to denote by a word the absence of any specific property of an object.

December

Lesson No. 4

1 Game with Cuisenaire sticks. "Dishcraft." 2.Tasks – jokes, entertaining questions.

3.D/I “What to do”

Develop in children an idea of ​​number based on counting and measurement; spatial relations. Draw your own conclusion based on two judgments.

January

Class

№1

1. Solving the crossword puzzle2. Interesting questions, riddles - jokes.

Learn to find connections between objects and phenomena.

Develop logical thinking, speed of action and thought; perception, imagination.

January

Class

№2

1 "Comparison".

D/I “What has changed.”

2.Game with Dienesh blocks. We group items according to essential characteristics. 3. Entertaining puzzles.

To consolidate the ability to identify common and distinctive features of compared objects, to distinguish between essential and non-essential features of an object. Develop attention, perception, thinking.

February

Lesson No. 1

1. Analysis - synthesis.D/I “Tell Dunno”

2. “Why and why”

3.Game with Dienesh blocks. 4. Solving logical problems.

Strengthen the ability to find patterns and justify the solution found, in a sequential analysis of each group of drawings.

February

Lesson No. 2

1. Generalization . D/I “Logical chains”.

2.Game with Dienesh blocks. 3. Laying out pictures from matches, buttons, bulk materials.

Improve skills in generalizing concepts for each group of words; explain your choice. Strengthen the skill of finding a logical connection between pictures.

February

Lesson No. 3

1. Classification. D/I “Question - answer”, “Pick up and name”.

2. Game with Cuisenaire sticks. 3.Learning to solve puzzles.

Strengthen the ability to mentally distribute objects into groups; connect matching objects in pairs and explain your actions in detail.

February

Lesson No. 4

1. Systematization. D/I “Continue the series of objects.” 2.Game with Dienesh blocks. “Where the mouse hid.” 3.Graphic dictation.

Improve the ability to organize objects according to quantitative and external characteristics and meaning, and compose a descriptive story.

March

Class

№1

1. Limitation. D/I “Find fragments of images.” 2.Game with Dienesh blocks

3.Learning to solve crosswords.

Strengthen the ability to identify one or more objects from a group according to certain characteristics.

March

Class

№2

1. Conclusions. D/I “Think about what the picture looks like, complete it.”

2. Playing with Dienesh blocks

3. Solving riddles

Strengthen the ability to make inferences using judgments. Develop imagination.

March

Class

№3

1. Establishment of cause and effect relationships.D/I Draw in what should be in the empty cells. 2.Logic mosaic.

Improve the ability to find the cause of events. Develop logical thinking, speed of action and thought; perception, imagination.

March

Class

№4

1. Meaningful correlation.D/I “Both good and bad.”

2. Inventing tall tales. 3.Graphic dictation

Strengthen the ability to find connections between objects and phenomena based on essential features and properties.

April

Lesson No. 1-2

Long-term work plan for the “Play and Learn” circle

For the 2017-2018 academic year

Month

Class

Tasks

October

№2.

"Wrong Pictures"

To develop the child’s elementary imaginative ideas about the world around him and about logical connections.

Develop the ability to reason logically.

№3.

“What is a pencil good for?”

Develop originality of thinking.

Develop communication skills

November

№1.

“Noisy, tasty, round and red!”

Development of figurative and logical thinking.

Learn to change one property of an object without changing its other properties.

Develop fine motor skills and graphic skills.

№2.

"Living Figures"

Develop creative thinking.

№3.

“Who is stronger: the bear or the dad?”

Develop communication and improvisational skills.

№4.

"What's in the empty cage?"

December

№1.

“And the carriage is fabulous, and the wand is magic!”

Develop creative imagination and fantasy.

Develop fine motor skills and artistic abilities.

№2.

"The letters were found"

№3.

“The letters are hidden!”

Develop visual perception and attention.

№4.

"Unusual Orchestra"

Develop imagination; encourage children to improvise.

Expand the ability to use objects in non-standard ways.

Cultivate partnerships and respectful relationships

February

№1.

"Exit from the Labyrinth"

Develop the ability to plan action and behavior.

№2.

“Wet cucumber in a jar”

Develop creative thinking.

Develop creative imagination, fantasy, artistic abilities.

№3.

“Not patterns - a sight for sore eyes!”

Develop visual perception and attention.

Develop mental operations: comparison, semantic correlation.

№4.

"Name it funnier"

Develop verbal-logical thinking.

Enrich your vocabulary.

Develop creative imagination.

Develop communication skills.

March

№1.

“There are only dots on the piece of paper”

Develop visual perception.

Develop mental operations: comparison.

Develop fine motor skills and physical skills.

№2.

"Papuan Pavel"

Develop visual perception and attention.

Develop mental operations: comparison, semantic correlation.

Consolidating knowledge about letters and sounds.

№3.

"Mysterious Riddles"

Develop imagination, logical thinking, initiative.

Induce a joyful emotional mood in children.

Develop communication skills.

№4.

“Where did the drawing go?”

Develop mental operations: inference, systematization.

Develop fine motor skills and physical skills.

April

№1.

“Doll, umbrella, sparrow, unite!”

Develop generalizing functions of thinking.

Develop the ability to see not only obvious, but also hidden properties and signs of objects.

№2

"Rhymes"

Develop creative thinking,

creative imagination, fantasy.

Encourage children to improvise.

Cultivate a friendly attitude towards each other and partnership qualities.

№ 3-4

Monitoring. Perform diagnostic tasks.

Assess the level of development of logical thinking in children.

WORKING PROGRAMM

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

Developed by:

Karebo I.G.., teacher

Musikhina L.V., teacher.

Abakan, 2017

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

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

1.2. Goal and objectives of the program……………………………………………………………3

1.3. Principles and approaches to organizing the educational process………………..3

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

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

2.2. Approximate comprehensive – thematic plan..…………………………………….4

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

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

1.TARGET SECTION

1.1. Explanatory note

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

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

These rules are complex, there are many of them, so you need to master them gradually. Logical tasks are especially difficult for children with general speech underdevelopment, since speech and thinking are closely related.

The sooner you begin to stimulate and develop logical thinking based on the baby’s sensations and perceptions, the faster a smooth transition from concrete to abstract thinking will occur. In addition, intellectual-linguistic relationships confirm the developmental influence of verbal-logical thinking on the speech of preschool children, both in normal development and in pathological conditions.

Conditions for the implementation of the circle.

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

Duration of training - 1 year.

Number of classes per year – 72.

The form of organization is a circle.

Regime - 2 times a week.

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

Time: afternoon.

Conditions for accepting children: upon request.

1.2. Goal and objectives of the program

Purpose of the program: creating a social situation for children’s development in the process of familiarizing themselves with and playing logical games and exercises.

Objectives of the Program:

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

1.3. Principles for the formation of the educational process

  • the principle of individualization, taking into account the capabilities, age-related developmental characteristics and needs of each child;
  • the principle of recognizing each child as a full-fledged subject of the educational process;
  • the principle of supporting children's initiative and shaping the cognitive interests of pupils;
  • the principle of specificity and accessibility of educational material, systematicity and interconnection in accordance with the requirements.

1.4. Planned results of mastering the Program

Targets for mastering the Program

children of senior preschool age

Child:

  1. masters basic logical operations.
  2. able to navigate in space and on a sheet of paper.
  3. finds patterns in phenomena and is able to describe them.
  4. Possesses cooperation skills and can work in pairs and small groups.
  5. able to prove his point of view.

2.1 Curriculum

Deadlines

Subject

Watch

September

"Mathematics-logic"

October

"Journey into the Forest"

November

"Journey to the Land of Logic"

December

"Cloth"

January

"Journey to Prostokvashino"

February

"Country of Mathematics"

March

"In zoo"

April

"Space trip"

May

"Let's help the bunnies"

Total: 70 hours

2.2 Approximate comprehensive - thematic plan

Deadlines

Subject

Tasks

September

"Mathematics-logic"

1. Find a pattern

2. Who is this? What is this?

3. Think and solve problems

4. Find options

5. Wizards

6. Collect a flower

7. Logical endings

8. Ornament

October

"Journey into the Forest"

1. Useful - harmful

2. What did I wish for?

3. Plant flowers

4. Group by characteristics

5. Remember faster

6. Everything that flies

7. What happens...

8. Where do you live?

November

"Journey to the Country

Logic"

1. Confusion

2. My line is your drawing

3. Fly

4. What was drawn with an invisible pencil?

5. Encryptor

6. Friends

7. The Absent-Minded Artist

8. Find the item

December

"Cloth"

1. Find a match

2. Continue the series

3. Patch

4. Shreds

5. One, two, three - look!

6. Colored laces

7. Fashion designers

8. Atelier

January

"Journey

in Prostokvashino"

1. I want to know everything

2. Locals

3. Collect a card

4. Matroskin is confusing

5. Logical chains

6. How many of us are there?

7. Say it in one word

8.Complete the elements

February

"Country of Mathematics"

1. Count and name

2. Geometric Lotto

3. Back and forth

4. Solve problems

5. Find the extra item

6. Puzzle

7. Find the mistake

8. Counting sticks

March

"In zoo"

1. Where is whose shadow?

2. Who is close? Who's far away?

3. Who is the cage for?

4. Who is the odd one out?

5. What's in common?

6. What comes first, what comes next?

7. Looking for animals

8. Fantastic animal

April

"Space trip"

1. Space car

2. Counting planets

3. Milky Way

4. Who is faster?

5. Tail of a comet

6. Guess by description

7. Continue the series

8. Logical chains

May

"Let's help the bunnies"

1. How many are there?

2. Complete the second half

3. Solve problems

4. Find the differences

5. What belongs to whom?

6. Connect the dots

7. Find two identical bunnies

8. Where did the bunnies hide?

3.2. Methodological support of the Program

Provision of teaching materials and teaching aids.

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


Relevance
, 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 the rule, according to the model. 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 m.

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Program

formation of cognitive abilities in children

Senior preschool age

Based on the development of logical structures of thinking.

"World of Logic"

Compiled by

Gurova Natalya Sergeevna - teacher

Explanatory note.

Our time is a time of change. Now Russia needs people who are able to make non-standard decisions and who can think creatively.

The proposed program is aimed at developing memory and thinking in unity with creative imagination, creating the prerequisites for the formation of a systematic vision of the world in children. The structure of the program is the development of perception, memory, attention, convergent and divergent thinking. A strictly verified balance is required in the use of tasks aimed at both types of thinking. Only this approach ensures the full development of creative (productive) thinking. In addition to correcting the intellectual and creative abilities of children, this program allows us to solve two more important problems - diagnosis and prediction of the child’s further development. As a result, it is possible to identify gifted and underperforming people, as well as predict them

for further self-realization and personality formation, intellectual maturation at the next age levels.

This program is the most relevant at the moment, as it ensures the development of intellectual skills in preschool children that are necessary for the child.
Relevance development of cognitive abilities in preschool children is dictated by modern reality. We live in a rapidly changing world, in the era of information, computers, satellite television, mobile communications, and the Internet. Information 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 the rule, according to the model. 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 componentthey 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 thatdeveloped logical thinkingis a natural gift, the presence or absence of which must be accepted. However, there are studies by famous psychologists 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. 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.
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.
Feel – 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.

The program reflects:

Principles of learning (individuality, accessibility, scientific character, continuity, effectiveness)

Differentiated learning;

Knowledge of control methods.

The distinctive features of the “Eidetics” program are that it includes a large number of tasks for the development of logical thinking, memory and research tasks.
Target: to form the cognitive abilities of children of senior preschool age based on the development of logical structures of thinking.

Tasks:

  • Teach children to identify essential features of objects, compare, generalize, and classify using mathematical and life material.
  • Improve voluntary attention and memory.
  • Develop the ability to express the simplest personal judgments and conclusions based on acquired knowledge.

Foster a desire to acquire new knowledge and skills.
Practical orientation

The tasks that children are asked to complete are based on a game presented against the backdrop of educational material. It is known that when children play, they always understand and remember the material better. This program is structured in such a way that students not only actively memorize most of the material, but actually discover it themselves: unravel, decipher, compose... At the same time, the development of basic intellectual qualities occurs: the ability to analyze, synthesize, generalize, concretize, abstract, transfer , and also all types of memory, attention, imagination, speech develop, and vocabulary expands.

The structure of the program includes a theoretical block of materials, which is supported by a practical part. Practical tasks contribute to the development of children's creative abilities, logical thinking, memory, and attention; the ability to create intellectual projects, analyze, solve, generalize and draw conclusions.

The system of topics and tasks developed in the program makes it possible to enroll everyone without preliminary selection and exam. Children have different knowledge and skills, so the program pays great attention to an individual approach. The program is compiled in accordance with the principles of consistency and gradual increase in the level of complexity of the presented educational material. The content of the curriculum may be partially adjusted. Changes may be made to the plan as new technology appears and in connection with the social needs of students.

Teaching methods,that the program offers are based on imaginative thinking, they correspond to the laws of the physiological development of the child. A program for the formation of cognitive abilities in preschool children based on the development of logical structures of thinking promotes the harmonious development of both hemispheres of the brain, which, in turn, makes the child himself more harmonious. He becomes more efficient, his memory and concentration increase. The child’s perception of the world and others becomes more positive, and his psyche becomes more stable. Another important advantage of the program is that the child learns joyfully.

Training is carried out taking into accountmodern educational technologies: game learning (L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonin), project-based learning (G.L. Ilyin), health-saving education (L.V. Kostynko), Information technology, technology "TRIZ"(Theory of Inventive Problem Solving)(Altshuller G.S., Golitsina O.L., Maksimova N.V., Partyka T.L., Popova I.I.)
Expected results:

Formation of cognitive interests, integrative qualities formed in the child: knowledgeable, inquisitive, quick-witted, able to analyze, generalize, listen, prove his point of view.

Program structure.
The program is focused on working with preschool children for one year.
Age groups: 4-5 years.
Number of hours: per week - 2 hours; per year - 72 hours.

Syllabus.

Name of section, topic

Qty

hours

Theory

Practice

Section 1.Introduction

Section 2. Perception, attention

Section 3. Memory

Section 4.

Section 5. Development of fine motor skills

  1. Finger games
  2. Copy
  3. Hatching

TOTAL

Section 1. Introduction – 1 hour

  • Identification of the level of development of cognitive interests at the beginning of the school year. Tests (1 hour).

Section 2. Development of perception, attention (15 hours)

  • Compare and contrast similar items(3 hours)
  • Find differences and commonalities(3 hours)
  • (3 hours)
  • Find the exact same item(3 hours)
  • (3 hours)

Section 3. Memory development (15 hours)

  • (3 hours)
  • (3 hours)
  • (3 hours)
  • (3 hours)
  • Remember and repeat the story(3 hours)

Section 4. Development of logical thinking (15 hours)

  • (3 hours)
  • (3 hours)
  • (3 hours)
  • (3 hours)
  • (3 hours)

Section 5. Development of fine motor skills (26 hours)

  1. Finger games(10 hours)
  • (5 o'clock)
  • (5 o'clock)
  1. Copying (10 hours)
  • Draw continuous lines, parallel lines (straight, wavy, etc.)(2 hours)
  • (2 hours)
  • (2 hours)
  • (2 hours)
  • (2 hours)
  1. Hatching (10 hours)
  • (5 o'clock)
  • Color without going beyond the contours(5 o'clock)

Calendar-thematic plan.

Lesson number

Lesson topic

Number of hours

September

Identification of the level of development of cognitive interests at the beginning of the school year. Tests

Memory development. Remember pairs: object - symbol

Development of logical thinking. Build logical chains (complete the desired figure, complete the row without breaking the pattern)

Development of perception, attention. Find differences and commonalities.

Development of fine motor skills. Draw continuous lines, parallel lines (straight, wavy, etc.)

Development of logical thinking. Find patterns in the tables (place figures in empty cells so that the figures are not repeated in each row and column, etc.)

Development of perception, attention. Games for attention, speed of reaction (repeat the movement after the adult)

Total 8 hours

October

Development of perception, attention . Compare and contrast similar items

Memory development. Remember the pairs: object - symbol

Development of fine motor skills. Restore the missing half of a symmetrical pattern

Development of logical thinking. We build logical chains (complete the desired figure, complete the row without breaking the pattern)

Development of logical thinking. Spatial thinking tasks (place objects in a certain order, draw some shapes inside others)

Development of logical thinking. Find patterns in the tables (place figures in empty cells so that the figures are not repeated in each row and column, etc.)

Development of perception, attention. Games for attention, speed of reaction (repeat the movement after the adult)

Development of fine motor skills. Restore the missing half of a symmetrical pattern

Total 8 hours

November

Development of perception, attention. Compare and contrast similar items

Development of logical thinking. Spatial thinking tasks (place objects in a certain order, draw some shapes inside others)

Development of fine motor skills. Copy images by cells and dots

Development of fine motor skills. Draw continuous lines, parallel lines (straight, wavy, etc.)

Development of perception, attention. Find differences and commonalities

Development of perception, attention. Games for attention, speed of reaction (repeat the movement after the adult)

Development of fine motor skills. Copy images by cells and dots

Development of perception, attention. Find the exact same item

TOTAL

December

Development of logical thinking. Spatial thinking tasks (place objects in a certain order, draw some shapes inside others)

Memory development. Remember the pairs: object - symbol

Development of fine motor skills. We master various shading techniques (straight lines, lines, dots, spirals, etc.)

Memory development. Remember the location of objects, changes in pictures

Development of logical thinking. Build logical chains (complete the desired figure, complete the row without breaking the pattern)

Development of fine motor skills. Trace a complex drawing without lifting the pencil from the paper.

Development of perception, attention. Find fragments of the image according to the pattern

Development of fine motor skills. Draw continuous lines, parallel lines (straight, wavy, etc.)

TOTAL

January

Development of fine motor skills. Trace a complex drawing without lifting the pencil from the paper

Development of perception, attention. Find fragments of the image according to the pattern

Development of logical thinking. Find patterns in the tables (place figures in empty cells so that the figures are not repeated in each row and column, etc.)

Memory development. Remember and repeat the story

Development of perception, attention. Find the exact same item

Memory development. Remember the location of objects, changes in pictures

Development of fine motor skills. Draw continuous lines, parallel lines (straight, wavy, etc.)

Development of fine motor skills. Trace a complex drawing without lifting the pencil from the paper

TOTAL

February

Development of perception, attention. Find differences and commonalities

Memory development. Remember a chain of 7-10 words, repeat them from memory

Memory development. Memorize various items up to seven pieces

Development of fine motor skills. We master various shading techniques (straight lines, lines, dots, spirals, etc.)

Development of logical thinking. Find common features of objects combined into groups (find an extra object, word, add missing objects)

Development of fine motor skills. Draw continuous lines, parallel lines (straight, wavy, etc.)

Development of logical thinking. Restore the sequence of events

TOTAL

March

Memory development. Memorize various items up to seven pieces

Development of fine motor skills. Copy simple pattern, geometric shapes, drawing

Development of perception, attention. Find fragments of the image according to the pattern

Development of fine motor skills. Trace a complex drawing without lifting the pencil from the paper

Development of logical thinking. Find common features of objects combined into groups (find an extra object, word, add missing objects)

Development of perception, attention. Find differences and commonalities

Memory development. Remember and repeat the story

Development of perception, attention. Find the exact same item

TOTAL

April

Memory development. Remember a chain of 7-10 words, repeat them from memory

Development of logical thinking. Find common features of objects combined into groups (find an extra object, word, add missing objects)

Development of fine motor skills. Draw continuous lines, parallel lines (straight, wavy, etc.)

Development of logical thinking. Restore the sequence of events

Memory development. Remember the location of objects, changes in pictures

Development of fine motor skills. Trace a complex drawing without lifting the pencil from the paper

Color without going beyond the contours

Development of fine motor skills. We master various shading techniques (straight lines, lines, dots, spirals, etc.)

TOTAL

May

Memory development. Remember and repeat the story

Development of fine motor skills. Trace a complex drawing without lifting the pencil from the paper.

Development of fine motor skills. Copy simple pattern, geometric shapes, drawing

Memory development. Remember a chain of 7-10 words, repeat them from memory

Development of fine motor skills. Color without going beyond the contours

Memory development. Memorize various items up to seven pieces

Development of logical thinking. Find common features of objects combined into groups (find an extra object, word, add missing objects)

Development of logical thinking. Restore the sequence of events

TOTAL

TOTAL 72 hours

Methodological support of the educational program

The World of Logic program is designed to work with students aged 4 to 5 years. Classes are held with the whole group or with a subgroup. They are structured in such a way that one type of activity is replaced by another. This allows you to make your work dynamic, rich and less tiring.

Lesson structure:
- 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.
- Main content of the lesson. 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.
Form of work:

Group classes including:
educational games of logical content;
verbal and logical exercises;
independent activities of children;
looking at and talking about the picture;
coloring a “smart” picture;
use of literary texts;

Intellectual quizzes…

Funds required to implement the program

Study room;

Multimedia equipment.

Visual demonstration aids;

Multimedia presentations of classes

Literature for teachers and students

Used Books.

1. “Childhood” - 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.
9. Piaget J. “How children form mathematical concepts” - questions of psychology, No. 4, 2006.
10. Piaget J. “Selected psychological works. Psychology of intelligence. Genesis of number in a child”, Moscow, 2006.
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."

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 characteristics. 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, knows how to describe them, can make conclusions using judgments, and is 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” (4-5 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. Beehive, den, car, trolleybus, boots, shirt, pen, oil can, apple tree, 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.

  • Study of differentiation of essential features of objects and phenomena from non-essential ones, as well as the stock of knowledge.
  • Study of generalization operations, the ability to identify essential features of objects.
  • A study of the ability to establish logical connections and relationships between concepts.
  • Revealing the ability to generalize.

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. Lives in warm regions (bear, deer, wolf, camel, seal).
3. There are (24, 3, 12, 7) months in a year.
4. Month of winter (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 hips - 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%).

Sun, 11/06/2016 - 21:42 | admincgmiideia

MBDOU "Kindergarten No. 4" Kashira city district, Moscow region

Club program for the development of logical thinking and

mathematical abilities

"Educational games"

Compiled by:

Karaseva Elena Stanislavovna

Explanatory note

1.1.Introduction

In recent years, parents' demands for the development of preschool children have increased significantly. The child’s future success in any type of activity depends on how successfully the potential for the child’s further cognitive, volitional and emotional development is laid down in preschool childhood.

The “Concept of Preschool Education” establishes such important principles as:

  • intellectual development;
  • creating conditions for the development of the child’s personality and creative abilities.

Modern children live and develop in the era of information technology. This requires different approaches to the education of preschool children - a transition from the traditional information-cumulative method of teaching to the most promising - developmental education.

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

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

Games for mastering numbers, geometric figures, spatial relationships will develop mental operations: “Geocont”, “Miracle crosses”, “Two-color Voskobovich square”, “Four-color Voskobovich square”, “Transparent square”.

Universal gaming educational tool: “Igrovisor”.

Among the many existing puzzle games for creating figurative and plot images from geometric figures, children will use such games as: “Tangram”, “Columbus Egg” and “Counting Sticks”.

1.2. Goal of the work under this program – development of logical thinking and mathematical abilities as the basis for the intellectual development of preschool children.

1.3. The main objectives of the program are:

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

1.4. Children's age – 5-6 years

1.5. Duration of the program and expected results.

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

By the end of the year, children will learn:

  • distinguish, name geometric shapes, compose planar images according to diagrams and design;
  • use methods of analysis, synthesis, comparison, classification, establish a pattern;
  • navigate in space and on a plane;
  • Increasing the degree of activity in independent activities.
  • express judgments, evidence, explain your position, express your opinion.

The expected result in working with parents is:

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

1.6. Pedagogical diagnostics is carried out in accordance with the recommendations of the author of educational games: Voskobovich V.V., Kharko T.G. “Game technology for the intellectual and creative development of preschool children 3-7 years old “Fairytale labyrinths games”; “Voskobovich’s educational games” - a collection of teaching materials.

2. Educational and thematic plan

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

Lesson topic

and games used

Acquaintance

2. “Transparent square”

Acquaintance

3. Puzzles with sticks

Completing tasks

Development of processes of attention, memory, thinking, imagination; creativity and independence; skills to navigate in space,

Distinguish and name geometric figures, compose object forms from them.

Make geometric shapes from counting sticks

1. “Voskobovich two-color square”

House (figure 1)

2. “Transparent square”

"The Gift of the Guardian of Lake Ice"

3. Puzzles with sticks

Completing tasks

4. Tangram

Develop attention, memory, thinking, imagination, creative abilities of children;

Make geometric shapes from a certain number of sticks;

1. “Voskobovich two-color square”

Candy (figure 2)

2. “Transparent square”

"The Gift of the Guardian of Lake Ice"

3. Puzzles with sticks

Completing tasks

4.Tangram

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Make geometric shapes from counting sticks by adding

Develop the ability to compose figures according to a model and design

1. “Voskobovich two-color square”

Bat (figure 3)

2. “Transparent square”

"The Gift of the Guardian of Lake Ice"

3. Puzzles with sticks

4.Tangram

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Make geometric figures from counting sticks by composing figures based on preliminary thinking about the solution;

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Voskobovich two-color square”

Envelope (figure 4)

2. “Transparent square”

"Gift from the Guardian of Lake Ice" (4)

3. Puzzles with sticks

4.Tangram

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to express a hypothetical solution, guess;

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Voskobovich two-color square”

Semaphore (figure 5)

2. “Transparent square”

"The Gift of the Guardian of Lake Ice"

3. Puzzles with sticks

4.Tangram

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Voskobovich two-color square”

Mouse (figure 6)

2. “Transparent square”

"The Gift of the Guardian of Lake Ice"

3. Puzzles with sticks

4.Tangram

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through targeted practical tests and thinking about the solution.;

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Voskobovich two-color square”

Hedgehog (figure 7)

2. “Transparent square”

"The Gift of the Guardian of Lake Ice"

3. Puzzles with sticks

4. Columbus Egg

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through targeted practical tests and thinking about the solution.;

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Voskobovich two-color square”

Asterisk (figure 8)

2. “Transparent square”

"The Gift of the Guardian of Lake Ice"

3.Logical tasks to find missing figures

4.Tangram

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Voskobovich two-color square”

Shoe (figure 9)

2. “Transparent square”

Adventure 1

4.Tangram

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Voskobovich two-color square”

Boat (figure 10)

«».

2. “Transparent square”

Adventure 2-3

3. Logical tasks to find missing figures

4.Tangram

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Voskobovich two-color square”

Fish (figure 11)

Folding object forms according to your own design

2. “Transparent square”

Adventure 4-5

3. Logical tasks to find missing figures

4.Tangram

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Voskobovich two-color square” Airplane (figure 12)

2. “Transparent square”

Adventure 6-7

3.Geocont

"Katya, saffron milk cap and fish"

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

1. “Two-color Voskobovich square” Bird (figure 13)

Folding object forms according to your own design

2. “Transparent square”

Adventure 8

3. .Geokont Chapter 2

4. Igrovisor (graphical simulator) “Katya, saffron milk cap and fish”

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

1. “Voskobovich’s two-color square” Small house (figure 14).

Folding object forms according to your own design

2. “Transparent square”

Adventure 9

3. Geokont

4.Igrovisor (graphical simulator)

"Katya, saffron milk cap and fish"

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

1. “Voskobovich two-color square” Kitten (figure 15)

Folding object forms according to your own design.

2. “Transparent square”

Adventure 10

3. Geokont

4.Igrovisor (graphical simulator)

"Katya, saffron milk cap and fish"

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

1. “Two-color Voskobovich square” Crane (figure 16).

Folding object forms according to your own design.

2. “Transparent square”

Adventure 11

3.Geokont 5

4.Igrovisor (graphical simulator)

"Katya, saffron milk cap and fish"

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

1. “Voskobovich two-color square”

Turtle (figure 17).

Folding object forms according to your own design.

2.Geokont

"Katya, saffron milk cap and fish"

4.Miracle-crosses-2

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

1. “Voskobovich two-color square”

Riddle and raven (figure 18-19).

Folding object forms according to your own design.

2.Geokont

3.Igrovisor (graphical simulator)

"Katya, saffron milk cap and fish"

4.Miracle-crosses-2

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

2.Geokont

3.Igrovisor (graphical simulator)

"Labyrinths of numbers"

4.Miracle-crosses-2

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities; training fine motor skills of hands.

1. “Four-color Voskobovich square” Construction of figures according to diagrams

2.Geokont

3.Igrovisor (graphical simulator)

"Labyrinths of numbers"

4.Miracle-crosses-2

5.Columbus egg

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Four-color Voskobovich square” Construction of figures according to diagrams

2.Geokont

3.Igrovisor (graphical simulator)

"Labyrinths of numbers"

4.Miracle-crosses-2

5.Columbus egg

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Four-color Voskobovich square” Construction of figures according to diagrams

2.Geokont

3.Igrovisor (graphical simulator)

"Labyrinths of numbers"

4.Miracle-crosses-2

5.Columbus egg

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Four-color Voskobovich square” Construction of figures according to diagrams

2.Geokont

3.Igrovisor (graphical simulator)

"Labyrinths of numbers"

4.Miracle-crosses-2

5.Columbus egg

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Four-color Voskobovich square” Construction of figures according to diagrams

2.Geokont

3.Igrovisor (graphical simulator)

"Labyrinths of numbers"

4.Miracle-crosses-2

5.Columbus egg

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Four-color Voskobovich square” Construction of figures according to diagrams

2.Geokont

Chapter 14-15

3.Igrovisor (graphical simulator)

"Labyrinths of numbers"

4.Miracle-crosses-2

5.Columbus egg

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Four-color Voskobovich square” Construction of figures according to diagrams

2.Geokont

3.Igrovisor (graphical simulator)

"Labyrinths of numbers"

4.Miracle-crosses-2

5.Columbus egg

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

1. “Four-color Voskobovich square” Construction of figures according to diagrams

2.Geokont

3.Igrovisor (graphical simulator)

"Labyrinths of numbers"

4.Miracle-crosses-2

5.Columbus egg

Development of children's constructive abilities.

Develop the ability to analyze geometric shapes, correlate the whole and the part;

Develop attention, memory, thinking, imagination, creative abilities of children.

Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;

Development of the ability to observe and compare, contrast and analyze, make simple generalizations;

Development of constructive abilities;

Fine motor skills training.

Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

28 classes will be scheduled throughout the year.

3. Compliance with the requirements of the federal state educational standard for additional education.

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

Basic principles:

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

The standard allows you to solve the main target- ensuring equal opportunities for every child to receive quality preschool education.

The Federal State Educational Standard aims to solve the following tasks:

  • preserving and supporting the child’s individuality, developing the individual abilities and creative potential of each child;
  • formation of the general culture of students, development of their moral, intellectual, aesthetic qualities, initiative, independence and responsibility, formation of prerequisites for educational activities;
  • ensuring variability and diversity of the content of educational programs and organizational forms of the level of preschool education, the possibility of creating educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students;

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

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

The program takes into account the educational needs and interests of the group’s students, their family members and teachers, and is focused on the established traditions of the group.

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

  • educational games of a mathematical nature: “Geokont”, “Two-color Voskobovich square”, “Miracle crosses”, “Transparent square”, “Tangram”, “Columbus egg”.
  • universal gaming educational tools: “Igrovisor”.

4. Principles for constructing club activities.

Systematicity.

Taking into account the age characteristics of children.

Differentiated approach.

The principle of educational and developmental orientation of knowledge.

The principle of gradual and constant complication of the material.

Step-by-step use of games.

Humane cooperation between teacher and children.

High level of difficulty.

5. Forms of organizing children's activities at a circle.

1. Logical and mathematical games.

2.Integrated play activities.

3. Joint activities of the teacher and children.

4. Independent play activity.

Forms of organizing work with parents:

  • master class on making games;
  • individual conversations with recommendations for each specific child;
  • joint selection and purchase of educational games for the group;
  • selection and demonstration of special literature aimed at developing logical thinking;
  • organization of a “Home Toy Library”;
  • explanatory and educational work.

Literature:

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

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1 Program for the developmental circle “Entertaining Logic” (for children in the preparatory group) TEACHER Natalya Vladimirovna Troitskaya Explanatory note. CONTENTS Why does a little preschooler need logic? According to L.A. Wenger, “for five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually 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 acquired by a child in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age in 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

By taking them outside the system, it is impossible to achieve the desired educational and developmental result. 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 memorizing semantic groupings that 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 tasks. 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 in which fruits are drawn, 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 exhibit elements of logical thinking, characteristic of schoolchildren and adults, which need to be developed in identifying the most optimal methods for developing logical thinking.

3 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. Purpose of the program: Creating conditions for the maximum development of logical thinking of preschoolers in preparation for successful learning at school. Objectives of the program: To teach children basic logical operations: analysis, synthesis, comparison, negation, classification, systematization, limitation, generalization, inferences To teach children to navigate in space To develop in children higher mental functions, the ability to reason, to prove To instill a desire to overcome difficulties, confidence in oneself, the desire to come to the aid of a peer. Timing of the program, age of children, forms of classes. Duration of the program: 1 year. The program is designed for children of the preparatory group. The program provides for the conduct of 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 completed work.

4 Didactic game. Competition. Competitions. 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 - Building an interdisciplinary (integral) basis for teaching a developmental course. - Gradual complication of the material, a gradual increase in the amount of work, increasing the level of independence of children. - Familiarization with the elements of theory, 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). Contents of the program 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 to mentally establish the similarities and differences of objects according to essential features; develop children's attention and perception. Perfect

5 to develop orientation in space. Games and exercises: consolidation of concepts: big small, long short, low high, narrow wide, higher lower, further closer, etc. Operating with the concepts “same”, “most”. Search for similarities and differences in 2 similar pictures. 3. Limitation. The goal is to teach how 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. 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 teach 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. 7. Conclusions. The goal is to teach using judgments to draw conclusions. Help expand children's everyday knowledge. Develop imagination. Games and exercises: searching 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. Expected results Expected results: Children should know: the principles of constructing patterns, the properties of numbers, objects, phenomena, words; principles of the structure of puzzles, crosswords, chainwords, labyrinths;

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

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

8 GCD 14. December GCD 13. December 1-week GCD 12 November GCD 11. November 3-week GCD 10. November GCD 9. November 1 week - Learn to perform operations with sets: classification according to three criteria, abstraction.(n.d. .) - Improve the understanding of the quantitative composition of the numbers 3,4 from the two smaller ones, practice counting. - Strengthen the ability to find patterns. - Improve knowledge of the sequence of days of the week. - Learn to solve problems in your head by increasing and decreasing, developing counting skills. - Improve the ability to compare objects by size and weight. Seriation. - Strengthen the ability to navigate in space. - Strengthen the ability to denote spatial relationships with conventional signs. - Teach the composition of the number 5 from two smaller ones. - Improve the ability to generalize objects according to their four properties. - Reinforce the concept of “polygon” based on different types. - Strengthen the ability to navigate in two and three-dimensional space using Nikitin's cubes. - Learn to perform operations on sets, classification according to three or four criteria. - Improve knowledge of the composition of the number 5 from the two smaller ones. - Strengthen the ability to solve algorithmic exercises. - Consolidate knowledge about the previous and subsequent numbers. - Learn to solve arithmetic problems involving addition. - Improve knowledge about the composition of numbers from units within the limits of Consolidate the types of polygons, coding with a negative sign. - Secure temporary relationships day a week. - Learn to recreate silhouettes from geometric shapes (Columbus egg, magic circle, leaf). - Improve the ability to solve problems by identifying the component parts. - A series of objects by area in ascending order. - Fix the composition of the number 5 from two smaller ones.

9 GCD 20. February GCD 19. February 1 week GCD 18. January GCD 17. January 3 week GCD 16. December GCD 15. December 3 week - Learn to solve subtraction problems, highlighting the component parts. - Improve counting skills. - Strengthen the ability to perform operations on sets: classification, abstraction. - Strengthen the ability to navigate according to a plan and draw up a diagram. - Teach the composition of the number 6 from two smaller ones. (p.c.) - Improve the ability to solve arithmetic problems. - Consolidate knowledge about calendars. - Strengthen the ability to divide a whole into parts. - Learn to solve algorithmic problems. - Improve the ability to identify properties in objects and indicate their absence with symbols. - To consolidate knowledge about the finishing row (counting and counting by unit). - Strengthen the ability to be creative in puzzle games. - Learn to solve algorithmic exercises. - Improve the ability to compose and solve problems. - Strengthen the skill of recreating silhouettes from geometric shapes. - Strengthen the ability to perform series. - Learn to create a problem with a solution. - Improve knowledge of the composition of the numbers 5,6 from the two smaller ones. - Consolidate knowledge about geometric shapes, coding and decoding. - Consolidate knowledge about temporary relationships. - Teach the composition of the number 7 from two smaller ones. - Improve the ability to create problems to solve them. - Strengthen the ability to solve and compose algorithmic exercises. - Strengthen the ability to be creative in recreating silhouettes from geometric shapes.

10 GCD 26. March GCD 25. March 3 week GCD 24. March GCD 23. March 1 week GCD 22. February GCD 21. February 3 week - Learn to compose and solve problems of different types. - Improve knowledge about quadrilaterals (trapezoid, parallelogram). - Strengthen the ability to classify and generalize geometric shapes by characteristics. - Strengthen the ability to navigate on a sheet of paper in a cage. - Learn to compose and solve different types of problems. - Improve the ability to form the number 7 from two smaller ones. - Strengthen the ability to identify and conditionally designate temporary relationships (month, year). - Learn to draw geometric shapes on a sheet of checkered paper. - Learn to transform geometric shapes according to conditions using a template or stencil. - Improve the ability to abstract objects using Dienesh blocks. - Strengthen the ability to compose and solve problems of different types. - Strengthen the ability to find patterns. - Learn to create problems with solutions. - Improve knowledge about the composition of a number from two smaller ones. (p.c.) - Strengthen the ability to find objects of a certain shape by pattern and name. - Consolidate knowledge of relationships in time (month, year). - Learn independently, create various signs and symbols, depicting furniture in your room. - Improve the ability to classify by negation. - Strengthen the addition and subtraction of numbers by 2 when solving arithmetic problems. - To consolidate the ability to measure bulk products using a conventional measure, serialization by quantity (volume). - Teach the composition of the number 8 from two smaller ones. - Improve the ability to compose and solve problems using symbols. - Strengthen the skill of recreating silhouettes from geometric shapes. - Improve your ability to visualize the layout of your room.

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

12 May 4th week GCD 34. Diagnostics - Identify the ability to form a number from two smaller ones, using all possible options, to carry out addition and subtraction operations. Method of checking the results of work: generalizing lessons after each section and 2 diagnostics (initial (September) and final (May)) of the level of mastery of logical thinking operations. Developed games Card index of games for the development of attention Card index of games for the development of memory Semantic games Card index of problem situations Games with matches Information resources 1. Childhood: Program for the development and education of children in kindergarten. T.I. Babaeva, Z.A. Mikhailova. SPb.: CHILDHOOD PRESS, Mathematics from three to seven: Educational and methodological manual for kindergarten teachers. BEHIND. Mikhailova, E.N. Ioffe. SPb.: CHILDHOOD PRESS, Plan of the program of the pedagogical process in kindergarten. N.V. Goncharova. SPb.: CHILDHOOD PRESS, Methodological advice for the “Childhood” program. SPb.: CHILDHOOD PRESS, Mathematics before school: A manual for kindergarten teachers and parents. A.A. Smolentsova, O.V. Pustovoit.-SPb.: CHILDHOOD PRESS, Mathematics is interesting. Z.A. Mikhailova, I.N. Cheplashkina. - St. Petersburg: CHILDHOOD PRESS, Didactic games classes in preschool educational institutions. E.N.Panova. Shopping center "TEACHER", ABC of physical education minutes for preschoolers. I. Kovalko. M.:VAKO, 2006.


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