Logical and mathematical games for preschoolers. Logic-math games for older preschoolers and interested parents

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Course work

Topic: Logical and mathematical games in work with older preschoolers as a means of forming logical thinking

Introduction

1.1 Age characteristics of older preschool children

Conclusion

Introduction

Relevance. Logical thinking is formed on the basis of figurative thinking and is the highest stage in the development of thinking. Achieving this stage is a long and complex process, since the full development of logical thinking requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words. One should not wait until the child is 14 years old, and he reaches the stage of formal-logical operations, when his thinking acquires features characteristic of the mental activity of adults. The development of logical thinking should begin in preschool childhood.

But why logic little child, preschooler? The point is that on each age stage a certain “floor” is created, as it were, on which mental functions are formed that are important for the transition to the next stage. Thus, the skills and abilities acquired in the preschool period will serve as the foundation for gaining knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to "act in the mind." A child who has not mastered the methods of logical thinking will find it more difficult to study - solving problems, doing exercises will require a lot of time and effort. As a result, the health of the child may suffer, weaken, or even completely fade away interest in learning.

In order to develop logical thinking, it is necessary to offer the older preschooler to independently analyze, synthesize, compare, classify, generalize, build inductive and deductive conclusions.

Having mastered logical operations, the older preschooler will become more attentive, learn to think clearly and clearly, be able to concentrate on the essence of the problem at the right time, convince others that he is right. Learning will become easier, which means that both the learning process and school life itself will bring joy and satisfaction.

The purpose of the study is to consider logical and mathematical games in work with older preschoolers.

Research objectives:

To concretize ideas about the age characteristics of children of senior preschool age.

To study the formation and development of the logical sphere of children of senior preschool age.

Consider logic-mathematical games as a means of activating the teaching of mathematics.

The object of the study is the thinking of older preschool children.

The subject of the research is logical and mathematical games as a means of developing the logical thinking of preschoolers.

The theoretical basis of this work was the work of such authors as: Sycheva G.E., Nosova E.A., Nepomnyashchaya R.L. and others.

Research methods: literature analysis.

The structure of the work: the work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1 Psychological and pedagogical features of children of senior preschool age

Age features of children of senior preschool age

At the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child has not directly observed is expanding. Children are interested in the connections that exist between objects and phenomena. The penetration of the child into these connections largely determines his development. The transition to the older group is associated with a change in the psychological position of children: for the first time, they begin to feel like the oldest among other children in kindergarten. The teacher helps preschoolers understand this new situation. It supports in children a sense of "adulthood" and, on its basis, causes them to strive to solve new, more challenging tasks knowledge, communication, activity.

Relying on the need for self-affirmation and recognition of their capabilities by adults, which is characteristic of older preschoolers, the educator provides conditions for the development of children's independence, initiative, and creativity. He constantly creates situations that encourage children to actively apply their knowledge and skills, sets them more and more complex tasks, develops their will, supports the desire to overcome difficulties, bring the work begun to the end, and aims at finding new, creative solutions. It is important to provide children with the opportunity to solve problems independently, to aim them at finding several options for solving one problem, to support children's initiative and creativity, to show children the growth of their achievements, to arouse in them a sense of joy and pride from successful independent actions.

The development of independence is facilitated by the development of children's skills to set a goal (or accept it from the educator), think about the way to achieve it, implement their plan, evaluate the result from the position of the goal. The task of developing these skills is set by the educator widely, creates the basis for the active mastery of children in all types of activities.

The highest form of independence of children is creativity. The task of the educator is to arouse interest in creativity. This is facilitated by the creation of creative situations in gaming, theatrical, artistic and visual activities, in manual labor, verbal creativity. All these are mandatory elements of the lifestyle of older preschoolers in kindergarten. It is in the fascinating creative activity the preschooler faces the problem of independently determining the idea, methods and forms of its implementation. The educator supports the creative initiatives of children, creates in the group an atmosphere of collective creative activity according to interests.

The teacher pays serious attention to the development of cognitive activity and interests of older preschoolers. This should be facilitated by the whole atmosphere of the life of children. An obligatory element of the lifestyle of older preschoolers is participation in resolving problem situations, in conducting elementary experiments (with water, snow, air, magnets, magnifying glasses, etc.), in educational games, puzzles, in the manufacture of homemade toys, the simplest mechanisms and models . The educator, by his example, encourages children to independently search for answers to emerging questions: he draws attention to new, unusual features of the object, makes guesses, turns to children for help, aims at experimentation, reasoning, and conjecture.

Older preschoolers are beginning to show interest in the future of schooling. The prospect of schooling creates a special mood in the group of older preschoolers. Interest in the school develops naturally in communication with the teacher, through meetings with the teacher, joint activities with schoolchildren, school visits, role-playing games on the school theme. The main thing is to connect the developing interest of children in a new social position (“I want to become a schoolboy”) with a sense of the growth of their achievements, with the need to learn and master new things. The teacher seeks to develop the attention and memory of children, forms elementary self-control, the ability to self-regulate their actions. This is helped by a variety of games that require children to compare objects according to several criteria, search for errors, memorize, apply a general rule, and perform actions with conditions. Such games are played daily with a child or with a subgroup of older preschoolers.

Organized learning is carried out for older preschoolers mainly in the form of subgroup classes and includes classes in the cognitive cycle in mathematics, preparation for mastering literacy, familiarization with the outside world, the development of artistic and productive activities and musical and rhythmic abilities. In independent activity, in the communication of the educator with the children, opportunities are created for expanding, deepening and wide variable use by children of the content mastered in the classroom.

The condition for the full development of older preschoolers is meaningful communication with peers and adults.

The teacher tries to diversify the practice of communication with each child. Entering into communication and cooperation, he shows trust, love and respect for the preschooler. At the same time, he uses several models of interaction: by the type of direct transfer of experience, when the teacher teaches the child new skills, methods of action; by the type of equal partnership, when the educator is an equal participant in children's activities, and by the type of "guardianed adult", when the teacher specifically turns to children for help in solving problems, when children correct mistakes "made" by adults, give advice, etc.

An important indicator of the self-awareness of children aged 5–6 years is their evaluative attitude towards themselves and others. A positive idea of his possible future appearance for the first time allows the child to take a critical look at some of his shortcomings and, with the help of an adult, try to overcome them. The behavior of a preschooler in one way or another correlates with his ideas about himself and about what he should or would like to be. A positive perception of the child's own self directly affects the success of activities, the ability to make friends, the ability to see them. positive traits in interaction situations. In the process of interaction with the outside world, the preschooler, acting as an active person, cognizes it, and at the same time cognizes himself. Through self-knowledge, the child comes to a certain knowledge about himself and the world around him. The experience of self-knowledge creates the prerequisites for the formation of preschoolers' ability to overcome negative relationships with peers, conflict situations. Knowing your capabilities and characteristics helps to come to an understanding of the value of the people around you.

The development of thinking is characterized by the following provisions. An older preschooler can already rely on past experience - the mountains in the distance do not seem flat to him in order to understand that a large stone is heavy, he does not have to pick it up - his brain has accumulated a lot of information from various channels of perception. Children gradually move from actions with the objects themselves to actions with their images. In the game, the child no longer has to use a substitute object, he can imagine “play material” - for example, “eat” from an imaginary plate with an imaginary spoon. Unlike the previous stage, when in order to think, the child needed to pick up an object and interact with it, now it is enough to imagine it.

During this period, the child actively operates with images - not only imaginary in the game, when a car is presented instead of a cube, and a spoon "turns out" in an empty hand, but also in creativity. It is very important at this age not to accustom the child to the use of ready-made schemes, not to impose their own ideas. At this age, the development of fantasy and the ability to generate one's own, new images are the key to the development of intellectual abilities - after all, thinking is figurative, than better baby invents his own images, the better the brain develops. Many people think fantasy is a waste of time. However, how fully figurative thinking develops, its work also depends on the next, logical, stage. Therefore, do not worry if a child at the age of 5 cannot count and write. It is much worse if he cannot play without toys (with sand, sticks, pebbles, etc.) and does not like to be creative! In creative activity, the child tries to portray his invented images, looking for associations with known objects. It is very dangerous during this period to "train" the child in given images - for example, drawing according to a model, coloring, etc. This prevents him from creating his own images, that is, from thinking.

1.2 Formation and development of the logical sphere of children of senior preschool age

The formation of logical techniques is an important factor that directly contributes to the development of the thinking process of an older preschooler. Almost all psychological studies devoted to the analysis of the methods and conditions for the development of a child’s thinking are unanimous in the fact that the methodological guidance of this process is not only possible, but also highly effective, i.e., when organizing special work on the formation and development of logical methods of thinking, there is a significant increase the effectiveness of this process, regardless of the initial level of development of the child.

Let us consider the possibilities of active inclusion in the process of mathematical development of a child of senior preschool age of various methods of mental actions on mathematical material.

Seriation is the construction of ordered ascending or descending series. A classic example of seriation: nesting dolls, pyramids, loose bowls, etc.

Seriations can be organized by size: by length, by height, by width - if the objects are of the same type (dolls, sticks, ribbons, pebbles, etc.) and simply "by size" (indicating what is considered "size") - if the items different type(seat the toys according to their height). Seriations can be organized by color: according to the degree of color intensity.

Analysis - selection of object properties, selection of an object from a group or selection of a group of objects according to a certain attribute.

For example, the sign is given: sour. First, each object of the set is checked for the presence or absence of this feature, and then they are selected and combined into a group according to the "sour" feature.

Synthesis is the combination of various elements (features, properties) into a single whole. In psychology, analysis and synthesis are considered as mutually complementary processes (analysis is carried out through synthesis, and synthesis through analysis).

Tasks for the formation of the ability to single out the elements of an object (features), as well as to combine them into a single whole, can be offered from the very first steps of the child's mathematical development.

For example:

A. Assignment to choose a subject from a group on any basis (2-4 years):

Take the red ball. Take the red one, but not the ball. Take the ball, but not the red one.

B. The task of choosing several items according to the indicated attribute (2-4 years): Choose all the balls. Choose round, but not balls.

B. Assignment to choose one or more subjects on several specified grounds (2-4 years):

Choose a small blue ball. Choose a big red ball.

The assignment of the latter type involves the combination of two features of the object into a single whole.

For the development of productive analytical-synthetic mental activity in a child of older preschool age, the methodology recommends tasks in which the child needs to consider the same object from different points of view. The way to organize such a comprehensive (or at least multi-aspect) consideration is the method of setting different tasks for the same mathematical object.

Comparison is a logical technique that requires identifying similarities and differences between the features of an object (object, phenomenon, group of objects).

Comparison requires the ability to single out some features of an object and abstract from others. To highlight various features of an object, you can use the Find It game:

Which of these items are big yellow? (Ball and bear.)

What's the big yellow round? (Ball.), etc.

The older preschooler should use the role of leader as often as the responder, this will prepare him for the next stage - the ability to answer the question:

What can you say about this subject? (The watermelon is large, round, green. The sun is round, yellow, hot.)

Option. Who will tell more about it? (The ribbon is long, blue, shiny, silk.)

Option. “What is it: white, cold, crumbly?” etc.

Tasks for dividing objects into groups according to some attribute (large and small, red and blue, etc.) require comparison.

All games of the "Find the same" type are aimed at developing the ability to compare. For children of older preschool age, the number and nature of signs of similarity can vary widely.

Classification is the division of a set into groups according to some attribute, which is called the basis of the classification. The basis for classification may or may not be specified (this option is more often used with older children, as it requires the ability to analyze, compare and generalize). It should be taken into account that during the classification separation of the set, the resulting subsets should not intersect in pairs, and the union of all subsets should make up this set. In other words, each object must belong to one and only one subset.

Classification with children of older preschool age can be carried out:

by the name of the items (cups and plates, shells and pebbles, skittles and balls, etc.);

by size (large balls in one group, small balls in another; long pencils in one box, short ones in another, etc.);

by color (red buttons in this box, green in this one);

in shape (squares in this box, circles in this box; cubes in this box, bricks in this box, etc.);

on other grounds (edible and inedible, floating and flying animals, forest and garden plants, wild and domestic animals, etc.)[ 4, p.48] .

All the examples listed above are classifications based on a given basis: the teacher himself informs the children about it. In another case, older preschoolers determine the basis on their own. The teacher sets only the number of groups into which the set of objects (objects) should be divided. In this case, the basis can not be defined in a unique way.

When selecting material for a task, the teacher must ensure that a set is not obtained that orients children to insignificant features of objects, which will encourage incorrect generalizations. It should be remembered that when making empirical generalizations, children rely on external, visible signs of objects, which does not always help to correctly reveal their essence and define the concept.

The formation of the ability to independently make generalizations in older preschoolers is extremely important from a general developmental point of view. In connection with changes in the content and methodology of teaching mathematics in elementary school, which aim to develop students' abilities for empirical, and in the future, theoretical generalization, it is important to teach children in kindergarten various methods of modeling activity using real, schematic and symbolic visibility (V.V. Davydov), to teach the child to compare, classify, analyze and summarize the results of their activities.

Chapter 2 Development of logical thinking in preschoolers by means of logic and mathematical games

2.1 Teaching mathematics in the senior group of kindergarten

The "kindergarten education program" in the senior group provides for a significant expansion, deepening and generalization of elementary mathematical concepts in children, and further development of counting activities. Children learn to count up to 10, not only visually perceived objects, but also sounds, objects perceived by touch, movements. The idea of the children that the number of objects does not depend on their size, spatial arrangement and the direction of counting is being clarified. In addition, they make sure that the sets containing the same number elements correspond to a single natural number (5 squirrels, 5 Christmas trees, 5 ends at an asterisk, etc.).

Using the examples of compiling sets from different objects, they get acquainted with the quantitative composition of units of numbers up to 5. Comparing adjacent numbers within 10 based on visual material, children learn which of the two adjacent numbers is larger, which is smaller, get an elementary idea of number sequence- about the natural series.

In the older group, they begin to form the concept that some objects can be divided into several equal parts. Children divide models of geometric shapes (square, rectangle, triangle) into 2 and 4 parts, as well as other objects, compare the whole and parts.

Much attention is paid to the formation of spatial and temporal representations. So, children learn to see the change in size of objects, to evaluate the size of objects in terms of 3 dimensions: length, width, height; their ideas about the properties of quantities deepen.

Children are taught to distinguish geometric shapes that are close in shape: a circle and an oval shape, to consistently analyze and describe the shape of objects.

In children, they consolidate the ability to determine in a word the position of an object in relation to themselves (“to my left is a window, in front of me is a closet”), in relation to another object (“a hare is sitting to the right of the doll, a horse is standing to the left of the doll”).

Develop the ability to navigate in space: change the direction of movement while walking, running, gymnastic exercises. They are taught to determine the position of the child among the surrounding objects (for example, "I am standing behind the chair", "near the chair", etc.). Children memorize the names and sequence of the days of the week.

visual, verbal and practical methods and teaching methods in mathematics classes in the senior group are mainly used in the complex. Five-year-old children are able to understand the cognitive task set by the teacher and act in accordance with his instructions. Setting the task allows you to excite their cognitive activity. Such situations are created when the available knowledge is not enough to find the answer to the question posed, and there is a need to learn something new, to learn something new. For example, the teacher asks: "How to find out how much the table is longer than its width?" The application technique known to children cannot be applied. The teacher shows them new way comparing lengths with a yardstick.

The motivation for the search is the proposal to solve any game or practical problem (pick up a pair, make a rectangle equal to the given one, find out which items are more, etc.).

Organizing independent work children with handouts, the teacher also sets tasks for them (check, learn, learn new things, etc.).

Consolidation and refinement of knowledge, methods of action in a number of cases is carried out by offering children tasks, the content of which reflects situations that are close and understandable to them. So, they find out how long the laces of boots and low shoes are, select a strap for a watch, etc. The interest of children in solving such problems ensures the active work of thought, a solid assimilation of knowledge. Mathematical representations "equal", "not equal", "more - less", "whole and part", etc. are formed on the basis of comparison. Children of 5 years old can already, under the guidance of a teacher, consistently consider objects, single out and compare their homogeneous features. On the basis of comparison, they reveal essential relations, for example, relations of equality and inequality, sequence, whole and part, etc., make the simplest conclusions.

The development of operations of mental activity (analysis, synthesis, comparison, generalization) in the older group is given great attention. All these operations are performed by children based on visibility.

If in junior groups during the initial selection of one or another property, objects were compared that differed only in one given property (the strips differed only in length, when understanding the concepts of "longer - shorter"), now objects are presented that already have 2-3 signs of difference (for example, they take strips not only different lengths and widths, but also different colors, etc.).

Children are first taught to compare objects in pairs, and then to compare several objects at once. They arrange the same objects in a row or group them according to one or another attribute. Finally, they compare in conflict situation, when the essential features for solving this problem are masked by others, outwardly more pronounced. For example, it turns out which objects are more (less) provided that a smaller number of objects occupies a large area. Comparison is made on the basis of direct and indirect methods of comparison and opposition (overlays, applications, counting, "measurement modeling"). As a result of these actions, children equalize the number of objects or violate their equality, i.e., perform elementary actions of a mathematical nature.

The selection and assimilation of mathematical properties, connections, relationships is achieved by performing various actions. Active involvement of various analyzers in the work of different analyzers is still of great importance in teaching children of 5 years old.

Consideration, analysis and comparison of objects in solving problems of the same type are carried out in a certain sequence. For example, children are taught to sequentially analyze and describe a pattern made up of models of geometric shapes, etc. Gradually, they master in a general way solving problems of this category and consciously use it. Since the understanding of the content of the task and the ways of solving it by children of this age is carried out in the course of practical actions, the mistakes made by children are always corrected through actions with didactic material.

In the older group, they expand the types of visual aids and somewhat change their nature. Toys and things continue to be used as illustrative material. But now great place It takes work with pictures, color and silhouette images of objects, and the drawings of objects can be schematic. From the middle school year the simplest schemes are introduced, for example, "numerical figures", "numerical ladder", "path scheme" (pictures on which images of objects are placed in a certain sequence).

"Deputies" of real objects begin to serve as visual support. Missing in this moment the teacher presents the subjects with models of geometric shapes. For example, children guess who was more in the tram: boys or girls, if the boys are indicated by large triangles, and the girls by small ones. Experience shows that children easily accept such abstract visualization. Visualization activates children and serves as a support for arbitrary memory, therefore, in some cases, phenomena that do not have a visual form are modeled. For example, the days of the week are conventionally denoted by multi-colored chips. This helps children establish ordinal relationships between the days of the week and remember their sequence.

In working with children 5-6 years old, the role of verbal teaching methods increases. Instructions and explanations of the teacher direct and plan the activities of children. When giving instructions, he takes into account what children know and can do, and shows only new methods of work. The teacher's questions during the explanation stimulate the manifestation of independence and ingenuity by children, prompting them to look for different ways to solve the same problem: "How else can you do? Check? Say?"

Children are taught to find different formulations to characterize the same mathematical connections and relationships. The development of new modes of action in speech is essential. Therefore, in the course of working with handouts, the teacher asks one or the other child what, how and why he is doing; one child can do the task at the blackboard at this time and explain their actions. Accompanying the action with speech allows children to comprehend it. After completing any task, a survey follows. Children report what and how they did and what happened as a result.

As the ability to perform certain actions is accumulated, the child can be asked to first suggest what and how to do (build a number of objects, group them, etc.), and then perform a practical action. This is how children are taught to plan ways and order of completing a task. The assimilation of the correct turns of speech is ensured by their repeated repetition in connection with the performance of different variants of tasks of the same type.

In the older group, they begin to use word games and game exercises, which are based on performance actions: "Say the opposite!", "Who will call faster?", "What is longer (shorter)?" and etc.

The complication and variability of work methods, the change of benefits and situations stimulate the manifestation of independence by children, activate their thinking. To maintain interest in classes, the teacher constantly introduces elements of the game (search, guessing) and competition into them: "Who will find (bring, name) faster?" etc.

2.2 Pedagogical possibilities of the game in the development of logical thinking

Theoretical and experimental works of A.S. Vygotsky, F.N. Leontiev, S.L. Rubenstein indicate that none of the specific qualities - logical thinking, creative imagination, meaningful memory - can develop in a child regardless of education, as a result of the spontaneous maturation of innate inclinations. They are formed during childhood, in the process of upbringing, which plays, as L.S. wrote. Vygotsky "leading role in the mental development of the child."

It is necessary to develop the child's thinking, it is necessary to teach him to compare, generalize, analyze, develop speech, teach the child to write. Since the mechanical memorization of a variety of information, copying adult reasoning does nothing for the development of children's thinking.

V.A. Sukhomlinsky wrote: “... Do not bring down an avalanche of knowledge on a child ... - inquisitiveness and curiosity can be buried under an avalanche of knowledge. Be able to open one thing in front of the child in the surrounding world, but open it in such a way that a piece of life plays in front of the children with all the colors of the rainbow. Always open something unsaid so that the child would like to return again and again to what he has learned.

Therefore, the education and development of the child should be unconstrained, carried out through the types of activities and pedagogical means characteristic of a particular age. The game is such a developmental tool for older preschoolers.

Despite the fact that the game gradually ceases to act as the leading type of activity in the senior preschool age, it does not lose its developing functions.

Ya.A. Comenius considers play as a form of activity necessary for the child.

A.S. Makarenko drew the attention of parents to the fact that “the upbringing of the future figure should not consist in eliminating the game, but in organizing it in such a way that the game remains a game, but the qualities of the future child, citizen are brought up in the game” .

In the main form of the game, role-playing, creative, children's impressions of the knowledge surrounding them, understanding of ongoing events and phenomena are reflected. In a huge number of games with rules, a variety of knowledge, mental operations,

Activities for children to learn. Mastering this goes along with the general mental development, at the same time, this development is carried out in the game.

The mental development of children occurs both in the process of creative games (they develop the ability to generalize the functions of thinking) and didactic games. The very name didactic suggests that these games have their own purpose for the mental development of children and, therefore, can be considered as a direct means of mental education.

The combination of a learning task with a game form in a didactic game, the availability of ready-made content and rules enables the teacher to use didactic games more systematically for the mental education of children.

While playing, the child can not only consolidate previously acquired knowledge, but also acquire new skills, abilities, and develop mental abilities. For this purpose, special mental development child games, saturated with logical content. A.S. Makarenko was well aware that one game, even the best, cannot ensure success in achieving educational goals. Therefore, he sought to create a complex of games, considering this task to be the most important in the matter of education.

In modern pedagogy, a didactic game is considered as an effective means of developing a child, the development of such intellectual mental processes as attention, memory, thinking, and imagination.

With the help of a didactic game, children are taught to think independently, to use the acquired knowledge in various conditions in accordance with the task. Many games challenge children to rationally use existing knowledge in mental operations:

find characteristic features in objects and phenomena of the surrounding world;

compare, group, classify objects according to certain criteria, draw the right conclusions.

The activity of children's thinking is the main prerequisite for a conscious attitude to the acquisition of solid, deep knowledge, the establishment of various relationships in the team.

Didactic games develop children's sensory abilities. The processes of sensation and perception underlie the child's cognition environment. It also develops the speech of children: the dictionary is filled and activated, the correct sound pronunciation is formed, coherent speech develops, the ability to correctly express one's thoughts.

Some games require children active use specific, generic concepts, exercise in finding synonyms, words similar in meaning, etc.

During the game, the development of thinking and speech is decided in continuous connection; when children communicate in the game, speech is activated, the ability to argue their statements and arguments develops.

So, we found out that the developing abilities of the game are great. Through the game, you can develop and improve all aspects of the child's personality. We are interested in games that develop the intellectual side of the game, which contribute to the development of thinking of younger students.

Mathematical games are games in which mathematical constructions, relationships, patterns are modeled. To find an answer (solution), as a rule, a preliminary analysis of the conditions, rules, content of the game or task is necessary. In the course of the solution, it is required to apply mathematical methods and inferences.

A variety of mathematical games and tasks are logical games, tasks, exercises. They are aimed at training thinking when performing logical operations and actions. In order to develop the thinking of children, various types of simple tasks and exercises are used. These are tasks for finding a missing figure, continuing a number of figures, for finding numbers that are missing in a number of figures (finding the patterns underlying the choice of this figure, etc.)

Consequently, logical-mathematical games are games in which mathematical relationships are modeled, patterns that involve the performance of logical operations and actions.

L.A. Stolyarov identifies the following structure of the learning game, which includes the main elements characteristic of a genuine didactic game: a didactic task, game actions, rules, and a result.

Didactic tasks:

always developed by adults;

they are aimed at the formation of fundamentally new knowledge and the development of logical structures of thinking;

become more difficult at each new stage;

are closely related to game actions and rules;

are presented through a game task and are realized by children.

The rules are strictly fixed, they determine the method, order, sequence of actions according to the rule.

Game actions allow you to implement a didactic task through a game.

Game results completion of a game action or a win.

Logic-mathematical games and exercises use a special structured material that allows you to visualize abstract concepts and relationships between them.

Specially structured material:

geometric shapes(hoops, geometric blocks);

scheme;

rule schemes (chains of figures);

function schemes (computers);

operation schemes (chessboard).

So, the pedagogical possibilities of the didactic game are very great. The game develops all aspects of the child's personality, activates the hidden intellectual abilities of children.

2.3 Logical and mathematical games as a means of activating the teaching of mathematics

Interest in mathematics among older preschoolers is supported by the amusement of the tasks themselves, questions, tasks. Speaking of entertainment, we do not mean entertaining children with empty amusements, but the entertainment of the content. math assignments. Pedagogically justified entertainment aims to attract the attention of children, strengthen it, and activate their mental activity. Entertaining in this sense always carries elements of wit, playfulness, and festivity. Entertaining serves as the basis for the penetration into the minds of the children of a sense of beauty in mathematics itself. Entertaining is characterized by the presence of light and clever humor in the content of mathematical tasks, in their design, in an unexpected denouement when performing these tasks. Humor should be accessible to the understanding of children. Therefore, educators seek from the children themselves an intelligible explanation of the essence of easy tasks-jokes, funny situations in which students sometimes find themselves during games, i.e. achieve an understanding of the essence of humor itself and its harmlessness. A sense of humor usually manifests itself when they find separate funny features in various situations. A sense of humor, if a person possesses it, softens the perception of individual failures in the current situation. Light humor should be kind, create a cheerful, high spirits.

The atmosphere of light humor is created by including story tasks, tasks of heroes of funny children's fairy tales, including joke tasks, by creating game situations and fun competitions.

a) Didactic game as a means of teaching mathematics.

Games play an important role in mathematics lessons. These are mainly didactic games, i.e. games, the content of which contributes either to the development of individual mental operations, or to the development of computational techniques, skills in counting fluency. The purposeful inclusion of the game increases the interest of children in classes, enhances the effect of learning itself. The creation of a game situation leads to the fact that children who are passionate about the game, imperceptibly for themselves and without special work and stress acquire certain knowledge, skills and abilities. At older preschool age, children have a strong need for play, so kindergarten teachers include it in mathematics lessons. The game makes the lessons emotionally rich, brings a cheerful mood to the children's team, helps to aesthetically perceive the situation related to mathematics.

A didactic game is a valuable means of educating the mental activity of children, it activates mental processes, arouses a keen interest in the learning process among students. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction in children, creates a joyful working mood, and facilitates the process of mastering knowledge.

In didactic games, the child observes, compares, contrasts, classifies objects according to one or another feature, makes analysis and synthesis available to him, and makes generalizations.

Didactic games provide an opportunity to develop in children the arbitrariness of such mental processes as attention and memory. Game tasks develop in children ingenuity, resourcefulness, ingenuity. Many of them require the ability to build a statement, judgment, conclusion; require not only mental, but also strong-willed efforts - organization, endurance, the ability to follow the rules of the game, to subordinate their interests to the interests of the team.

However, not every game has a significant educational and educational value, but only one that acquires the character of cognitive activity. A didactic game of an educational nature brings the new, cognitive activity of the child closer to the one already familiar to him, facilitating the transition from play to serious mental work.

Didactic games are especially necessary in the education and upbringing of children of six years of age. They manage to concentrate the attention of even the most inert children. At first, children show interest only in the game, and then in that. learning material, without which the game is impossible. In order to preserve the very nature of the game and at the same time to successfully teach children mathematics, games of a special kind are needed. They must be organized in such a way that they: firstly, as a way to perform game actions, there is an objective need for the practical application of the account; secondly, the content of the game and practical actions would be interesting and provide an opportunity for children to show independence and initiative.

b) Logical exercises in mathematics classes.

Logic exercises are one of the means by which the formation of correct thinking in children takes place. When people talk about logical thinking, they mean thinking that is in full accordance with objective reality in terms of content.

Logic exercises make it possible to build correct judgments on the basis of mathematical material accessible to children, based on life experience, without preliminary theoretical mastering of the laws and rules of logic themselves.

In the process of logical exercises, children practically learn to compare mathematical objects, perform the simplest types of analysis and synthesis, and establish relationships between generic and specific concepts.

Most often, the logical exercises offered to children do not require calculations, but only force children to make correct judgments and give simple proofs. The exercises themselves are entertaining, so they contribute to the emergence of interest in children in the process of mental activity. And this is one of the cardinal tasks of the educational process of older preschoolers.

Due to the fact that logical exercises are exercises in mental activity, and the thinking of older preschoolers is mostly concrete, figurative, I use visualization in the lessons. Depending on the characteristics of the exercises, drawings, drawings, brief conditions of tasks, and records of terms-concepts are used as visualization.

Folk riddles have always served and serve as fascinating material for reflection. In riddles, certain signs of the object are usually indicated, by which the object itself is also guessed. Riddles are a kind of logical tasks to identify an object by some of its features. Signs may be different. They characterize both the qualitative and quantitative side of the subject. For mathematics lessons, such riddles are selected in which, mainly by quantitative characteristics, the object itself is located along with others. Highlighting the quantitative side of an object (abstraction), as well as finding an object by quantitative characteristics, are useful and interesting logical and mathematical exercises.

c) The role of the role-playing game in the process of teaching mathematics.

Among the mathematical games for children, there are also role-playing ones. Role-playing games can be described as creative. Their main difference from other games is the independent creation of the plot and rules of the game and their implementation. The most attractive force for older preschoolers are those roles that give them the opportunity to show high moral qualities personalities: honesty, courage, camaraderie, resourcefulness, wit, ingenuity. Therefore, such games contribute not only to the development of individual mathematical skills, but also to the sharpness and logic of thought. In particular, the game contributes to the education of discipline, because. any game is played according to the relevant rules. Involving in the game, the child follows certain rules; at the same time, he obeys the rules themselves not under duress, but completely voluntarily, otherwise there will be no game. And the implementation of the rules is associated with overcoming difficulties, with the manifestation of perseverance.

However, despite all the importance and significance of the game in the process of the lesson, it is not an end in itself, but a means for developing interest in mathematics. The mathematical side of the content of the game should always be clearly brought to the fore. Only then will it fulfill its role in the mathematical development of children and instilling their interest in mathematics.

Didactics has a variety of educational materials. The most effective tool is the logical blocks, developed by the Hungarian psychologist and mathematician Gyenesh, for the development of early logical thinking and for preparing children for learning mathematics. Gyenes blocks are a set of geometric shapes, which consists of 48 three-dimensional figures that differ in shape (circles, squares, rectangles, triangles), color (yellow, blue, red), size (large and small) in thickness (thick and thin ). That is, each figure is characterized by four properties: color, shape, size, thickness. There are not even two figures in the set that are identical in all properties. In their practice, kindergarten teachers mainly use flat geometric shapes. The whole complex of games and exercises with Gyenes blocks is a long intellectual staircase, and the games and exercises themselves are its steps. On each of these steps, the child must stand. Logical blocks help the child master mental operations and actions, these include: identifying properties, comparing them, classifying, generalizing, encoding and decoding, as well as logical operations.

In addition, the blocks can lay in the minds of children the beginning of an algorithmic culture of thinking, develop in children the ability to act in the mind, master ideas about numbers and geometric shapes, and spatial orientation.

In the process of various actions with blocks, children first master the ability to identify and abstract one property in objects (color, shape, size, thickness), compare, classify and generalize objects according to one of these properties. Then they master the ability to analyze, compare, classify and generalize objects at once by two properties (color and shape, shape and size, size and thickness, etc.), a little later by three (color, shape, size; shape, size, thickness etc.) and by four properties (color, shape, size, thickness), while developing the logical thinking of children.

In the same exercise, you can vary the rules for completing the task, taking into account the capabilities of children. For example, several children are building paths. But one child is invited to build a path so that there are no blocks of the same shape nearby (operating with one property), the other - so that there are no identical ones in shape and color nearby (operating with two properties at once). Depending on the level of development of children, it is possible to use not the entire complex, but some part of it, first the blocks are different in shape and color, but the same in size and thickness, then different in shape, color and size, but the same in thickness and the end of the complete set of figures.

This is very important: the more diverse the material, the more difficult it is to abstract some properties from others, and, therefore, to compare, classify, and generalize.

With logical blocks, the child performs various actions: lays out, swaps, removes, hides, searches, divides, and argues along the way.

So, playing with blocks, the child comes closer to understanding the complex logical relationships between sets. From playing with abstract blocks, children easily move on to games with real sets, with concrete material.

Conclusion

Mathematical development of children of senior preschool age in a specific educational institution (kindergarten, development groups, groups additional education, progymnasium, etc.) is designed based on the concept preschool, goals and objectives of the development of children, diagnostic data, predicted results. The concept determines the ratio of pre-mathematical and pre-logical components in the content of education. The predicted results depend on this ratio: the development of the intellectual abilities of children of senior preschool age, their logical, creative or critical thinking; the formation of ideas about numbers, computational or combinatorial skills, ways to transform objects, etc.

Orientation in modern programs for the development and education of children in kindergarten, their study provides a basis for choosing a methodology. AT modern programs(“Development”, “Rainbow”, “Childhood”, “Origins”, etc.), as a rule, includes the logical and mathematical content, the development of which contributes to the development of the cognitive, creative and intellectual abilities of children.

These programs are implemented through activity-based personality-oriented developing technologies and exclude "discrete" learning, i.e. separate formation of knowledge and skills with subsequent consolidation.

The formation of general concepts in children of senior preschool age is important for further development thinking at school age.

In preschool children there is an intensive development of thinking. The child acquires a number of new knowledge about the surrounding reality and at the same time learns to analyze, synthesize, compare, generalize his observations, that is, to perform the simplest mental operations. The most important role in the mental development of the child is played by education and training.

The teacher introduces the child to the surrounding reality, informs him of a number of elementary knowledge about the phenomena of nature and public life without which the development of thinking would be impossible. However, it should be pointed out that the mere memorization of individual facts, the passive assimilation of imparted knowledge, cannot yet ensure the correct development of children's thinking.

In order for the child to start thinking, it is necessary to set a new task for him, in the process of solving which he could use the previously acquired knowledge in relation to new circumstances.

Therefore, the organization of games and activities that would develop the child's mental interests, set certain cognitive tasks for him, and force him to independently perform certain mental operations in order to achieve the desired result, acquires great importance in the mental education of the child. This is served by questions asked by the teacher during classes, walks and excursions, didactic games that are cognitive in nature, all kinds of riddles and puzzles specially designed to stimulate the mental activity of the child.

Logical techniques as a means of forming the logical thinking of preschoolers - this is comparison, synthesis, analysis, classification, proof and others - are used in all types of activities. They are used starting from the first grade to solve problems, develop correct conclusions. Now, in conditions of a radical change in the nature of human labor, the value of such knowledge is increasing. Evidence of this is the growing importance of computer literacy, one of the theoretical foundations of which is logic. Knowledge of logic contributes to the cultural and intellectual development of the individual.

When selecting methods and techniques, the educator must remember that the educational process is based on problem-play technology. Therefore, the priority is given to the game, as the main method of teaching preschoolers, mathematical entertainment, didactic, educational, logic and mathematical games; game exercises; experimentation; solving creative and problematic problems, as well as practical activities.

List of used literature

Bezhenova M. Mathematical alphabet. Formation of elementary mathematical representations. – M.: Eksmo, SKIF, 2005.

Beloshistaya A.V. Getting ready for math. Guidelines for organizing classes with children 5-6 years old. – M.: Yuventa, 2006.

Volchkova V.N., Stepanova N.V. Abstracts of classes in the senior group of kindergarten. Mathematics. A practical guide for educators and methodologists of preschool educational institutions. - M .: TC "Teacher", 2007.

Denisova D., Dorozhin Yu. Mathematics for preschoolers. Senior group 5+. - M .: Mosaic-Synthesis, 2007.

Entertaining mathematics. Materials for classes and lessons with preschoolers and younger students. – M.: Uchitel, 2007.

Zvonkin A.K. Kids and math. Home club for preschoolers. – M.: MTsNMO, MIOO, 2006.

Kuznetsova V.G. Mathematics for preschoolers. Popular technique game lessons. - St. Petersburg: Onyx, Onyx-St. Petersburg, 2006.

Nosova E.A., Nepomnyashchaya R.L. Logic and mathematics for preschoolers. – M.: Detstvo-Press, 2007.

Peterson L.G., Kochemasova E.E. Playing game. Practical course of mathematics for preschoolers. Guidelines. – M.: Yuventa, 2006.

Sycheva G.E. Formation of elementary mathematical representations in preschoolers. – M.: Knigolyub, 2007.

Shalaeva G. Mathematics for little geniuses at home and in kindergarten. – M.: AST, Slovo, 2009.

Natalia Babalykhyan
Logical and mathematical games in work with preschoolers

Everyone preschooler- a small explorer. The task of educators and parents is to help him maintain and develop the desire for knowledge, to satisfy the child's need for vigorous activity, give food for the development of the child's mind.

Pedagogical practice confirms that, subject to a properly organized pedagogical process with the use of various techniques, usually gaming, taking into account the characteristics of children's perception, children can already in preschool age without overload and stress to learn a lot of what they used to learn only at school.

Everyone understands that a child from the first days of his life needs exercises for the development of all muscles. The mind also needs constant training. A person who is able to think constructively, quickly decide logical tasks most adapted to life. He quickly finds a way out of difficult situations, makes rational decisions; mobile, efficient, shows accurate and fast reactions.

So, mathematics rightfully occupies a very large place in the system preschool education. It sharpens the child's mind, develops flexibility of thinking, teaches logic.

The assimilation of fairly complex mathematical knowledge (relationships of equivalence, order, combinatorics, the formation of interest in them helps the game - one of the most attractive activities for children. The game is a natural type of activity for the child. In the game activity, the child masters a variety of ideas, "opens" methods of action, learns some dependencies and patterns of the surrounding world, expands his experience of knowledge.

Logical and mathematical games develop in children: independence, the ability to autonomously, independently of adults, solve available problems in various types of activities, as well as the ability for elementary creative and cognitive activity. Contribute: child development knowledge: standards (color, shape, standards of measures (size, mass, image models, speech representations; accumulation logical- mathematical experience, mastering ways knowledge: comparison, examination, equalization, account.

For this type of game characteristic: game orientation of activity, saturation with problem situations, creative tasks, the presence of search situations with elements of experimentation, practical research, schematization. A mandatory requirement for these games is their developmental impact.

Logic - mathematical games are constructed on the basis of a modern view on the development of the child's mathematical abilities. These include the desire of the child to receive result: collect, connect, measure, take the initiative, and creativity; anticipate the outcome change the situation; actively without being distracted, act practically and mentally; operate with images; establish connections and dependencies, fix them graphically.

Data games contribute to the development of attention, memory, speech, imagination and thinking of the child, create a positive emotional atmosphere, encourage children to learn, collective search, activity in transforming the game situation.

Thus the problem logic-developing, mathematical games, as a means of cognitive activity of the child, is relevant.

Realizing the importance of the above, I determined the theme of my work"The development of the mental abilities of children preschool age through logic and mathematical games».

Before you start work defined its goal - to promote the development of cognitive activity, logical thinking, the desire for independent knowledge and reflection, the development of mental abilities through logic and mathematical games.

Allocated the following tasks:

1. To develop in children an interest in solving cognitive, creative problems, in a variety of intellectual activities;

2. Contribute to the development of figurative and logical thinking, the ability to perceive and display, compare, generalize, classify, modify, etc.

3. Develop arbitrary attention, the ability to use the techniques of mnemonics.

4. Increase the ability to establish mathematical relationships, patterns, sequence, the relationship of arithmetic operations, signs and symbols, relationships between parts of a whole, numbers, measurements, etc.

To solve these problems, I carried out the following Job:

An appropriate development environment has been created / created in the group "Game Library" where developing, didactic games, the center is decorated "Mathematics and Design"…/;

- developed model of the pedagogical process;

- developed a long-term plan on the topic for all age groups;

- developed a cycle of developing educational situations and joint activities with children;

Compiled card index logic and mathematical games;

As an educator, I had to solve such problems as: to form the personal qualities of the child, develop attention, memory, speech, instill cultural communication skills, the ability to conduct a dialogue with an adult, communicate with peers.

Successful problem solving requires an individual approach to the education and upbringing of children. It is this approach that helps to create ideas about each child, together with the educator and parents, to influence his development in time.

Help me with this games with logic Gyenesch blocks and Cuisiner colored sticks with their focus on an individual approach, with their versatility in solving a variety of teaching and educational tasks, with their attractiveness from an aesthetic point of view.

Work on the development of logical thinking in preschoolers will be successful if a number of conditions:

1. Work with children will be held in the system by advance developed plan, that is, models of the pedagogical process.

2. Activities implementing the program of formation logical-mathematical thinking associated with work in everyday life.

3. A variety of shapes are used work(developing educational situations, joint and independent activities, a club, leisure activities, holidays, and activities (games, observations, artistic and productive ...

4. Diagnostic methods were used to determine the level of formation logical-mathematical thinking in children.

To solve the tasks, we used the following methods at different stages work:

Analysis of scientific and methodological literature on the problem of development logical thinking of children;

Studying existing knowledge in children;

-Development and approbation of models of the pedagogical process;

Analysis of the obtained results.

In his work relied on the principles of organization of games /S. A. Shmakov/.

No coercion;

Development of game dynamics /from small successes to big ones/;

Support the game atmosphere, children's real feelings;

The relationship of gaming and non-gaming activities;

The transition from the simplest forms and ways of performing game actions to complex ones.

It was taken into account that for logical - mathematical game characters:

The presence of a plot plot, the actions of persons and following storyline throughout the lesson.

The presence of schematization, transformation, cognitive tasks to identify properties and relationships, dependencies and patterns.

Game motivation and direction of actions, their effectiveness.

The presence of situations of discussion, choice of material and actions, collective search for a way to solve a cognitive problem.

Mastering the actions of correlation, comparison, reconstruction, distribution of grouping.

General focus on the development of children's initiative.

Modern logical and mathematical games are varied: desktop-printed games /"Color and Shape", "Game square", "Logoforms"/, games for 3D modeling / "Cubes for Everyone", "Geometric constructor", "Ball"/, games for planar modeling / "Tangram", "Cross", "Honeycombs", "Mongolian game"/, games from the series"Dice and Color" / "Fold the Pattern", "Unicube"/, games to make a whole out of parts / "Fractions", "Miracle flower"/, fun games / flip-flops, labyrinths/.

Alleged games and game exercises - included in a certain system, are presented by us in the form of game activities, united by a single fascinating plot, which aroused children's activity and interest in further similar activities. During logical- mathematical games, the child consciously perceives the game task, purposefully solves it.

also in working with children, I use a large number of collective games, both in joint and independent activities. These are games, as "Domino", "Guess", "Unusual Figures", "Settled houses", "Where, whose garage", "Tracks" other. In these games, in addition to learning tasks, I set myself the tasks of personal character:

Teach work collectively;

Adhere to certain rules;

Be able to lose but strive to win in fair ways;

Cultivate a sense of camaraderie, empathy, sympathy for the loser.

All logical and mathematical games teach children to think logically, keep in mind several properties of an object at once, be able to encode and decode information.

The use of developing logical- Mathematical games contribute to the children's interest in cognitive activity, the development of their thinking, speech, imagination, fine motor skills of hands. Each child learned to play at his own pace, since after classes it was possible to complete the task again, to better understand its essence.

An important role is played by the organization of independent activity in a specially organized developmental environment. In the free use of children are a variety of logico-mathematical games: "Do it yourself", "Unicube", "Cubes for Everyone", "Fractions", "Kusiner's Sticks", "Gyenes Blocks", "Game square", "Tangram", "Fold the Pattern", "Ball", "Playing with color" other.

Development logical thinking and cognitive activity is impossible without the participation of parents. At all stages, the support of the child at home, in the family is required.

I have identified some areas of joint activities of teachers and parents in this area. activities:

1. Inform parents about tasks and content logical- mathematical and educational games used in kindergarten.

2. Participation of parents in work for the development of cognitive activity logical thinking of preschoolers(math fairs, holidays, contests).

3. Creating an enriched developmental environment in the home.

4. Organization of a family club in order to ensure cooperation between the kindergarten and the family.

Experience shows that an educator who knows how to choose the right games, stimulate independent cognitive and gaming activity preschoolers"doomed" for a good result.

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State autonomous educational institution

higher professional education

“Leningrad State University named after A.S. Pushkin"

Boksitogorsk Institute (branch), SPO

Graduate work

Logical and mathematical games as a means of forming logical thinking in children of senior preschool age

Completed by: Student 4 D group

Specialty 44.02.01

Preschool education

V.S. Morozova

supervisor

teacher PM.03 E.N. Nesterov

Boksitogorsk 2017

INTRODUCTION

In our time, there is an increasing expansion of knowledge acquired in childhood. The skills and abilities acquired in the preschool period serve as the foundation for gaining knowledge and developing abilities 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 methods of logical thinking will find it more difficult to study: solving problems, doing exercises will require a lot of time and effort. Having mastered logical operations, the child will become more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right time.

Thinking is a set of mental processes that underlie the knowledge of the world. In scientific language, this is such a mental process that creates judgments and conclusions through the synthesis and analysis of concepts. Thinking is responsible for ensuring that a person understands what surrounds him, and also builds logical connections between objects.

The concept of "thinking" includes the concept of "logical thinking", and they relate to each other as genus to species.

In a brief dictionary of the system of psychological concepts, logical thinking is defined as "a type of thinking, the essence of which lies in operating with concepts, judgments and conclusions using the laws of logic."

Logical thinking includes a number of components:

The ability to determine the composition, structure and organization of elements and parts of the whole and to focus on the essential features of objects and phenomena; - the ability to determine the relationship of an object and objects, to see their change in time;

The ability to obey the laws of logic, to discover patterns and development trends on this basis, to build hypotheses and draw conclusions from these premises;

The ability to perform logical operations, consciously arguing them.

Research results of L.S. Vygotsky, A.N. Leontiev, N.N. Poddiakova found that the basic logical structures of thinking are formed approximately at the age of 5 to 11 years. These data emphasize the importance of the senior preschool age, create a real basis for the development of the logical thinking of children, since the unique conditions created by it will no longer be repeated, and what will be "missing" here will be difficult or even impossible to make up in the future.

Thinking is one of the highest forms of human activity. Some children by the age of 5 are able to logically formulate their thoughts. However, not all children have these abilities. Logical thinking needs to be developed, and it is best to do it in a playful way.

The means of developing thinking are different, but the most effective are logical and mathematical games and exercises. They develop the ability to understand an educational or practical task, choose ways and means of solving, follow the rules exactly, focus on activities, control themselves, and arbitrarily control their behavior.

The study of the problem of studying and creating logico-mathematical games was carried out by such figures as Zoltan Gyenes, George Kuizener, B.P. Nikitin, V.V. Voskobovich, A.A. Stolyar, O.V. Zozulya, M.O. Sidorova, Z.A. Mikhailova, E.A. Nosova and others.

A.A. The carpenter suggested games rich in logical content for children aged 5-6. They model logical and mathematical constructions and during the game solve such problems that help accelerate the formation and development of the simplest logical structures of thinking and mathematical representations in preschoolers. He emphasized that children should not see that they are being taught something, they should "just" play. But imperceptibly during the game, preschoolers count, add, subtract, moreover, decide different kind logical tasks that form certain logical operations.

Children usefully spend time playing with enthusiasm such logical and mathematical games as Tangram, Magic Circle, Columbus Egg, Nikitin's Cubes, Vietnam Game, H. Kuizener's Colored Sticks, " Logic Blocks of Gyenes. For a long time, these puzzles served to entertain adults and adolescents, but modern research has proven that they are an effective means of mental, in particular logical, development of preschoolers.

The relevance of research in this area has identified the problem: insufficiently systematized use of logical and mathematical games in the process of forming elementary mathematical representations in order to increase the level of development of logical thinking in older preschool children.

The purpose of the work: to explore the possibilities of logical and mathematical games in the development of logical thinking in children of senior preschool age.

The purpose of the study determined the formulation of the following tasks:

1. Analyze the pedagogical possibilities of logic and mathematical games.

2. Consider the classification of logical and mathematical games.

3. To study the role of the logical and mathematical game as a means of activating the mathematical development of preschoolers.

4. To study the features of the development of thinking in children of the sixth year of life.

5. To study the methods of work on the formation of logical thinking through logic and mathematical games.

6. Organize experimental work to study the influence of logic and mathematics on the level of development of logical thinking in older preschoolers.

Object of research: the process of formation of logical thinking in children of the sixth year of life.

Subject of study: logical and mathematical games as a means of forming logical thinking in children of the sixth year of life.

Hypothesis: if the teacher systematically, taking into account the methodological requirements, use logical and mathematical games when working with children of older preschool age, this will help to increase the level of logical thinking.

We used the following methods of scientific and pedagogical research: the study and analysis of psychological and pedagogical literature, observation, experiment, survey.

CHAPTER 1

math game preschool thinking

1.1 The concept and pedagogical possibilities of logic and mathematical games

Theoretical and experimental works of A.S. Vygotsky, F.N. Leontiev, S.L. Rubenshtein prove that neither logical thinking, nor creative imagination and meaningful memory can develop in a child regardless of upbringing, as a result of the spontaneous maturation of innate inclinations. They develop throughout the entire preschool age, in the process of education, which plays, as L.S. wrote. Vygotsky "leading role in the mental development of the child."

It is necessary to promote the development of the child's thinking, teach him to compare, generalize, classify, synthesize and analyze. Mechanical memorization of various information, copying the reasoning of adults does nothing for the development of children's thinking.

V.A. Sukhomlinsky wrote: “... Do not bring down an avalanche of knowledge on a child ... - inquisitiveness and curiosity can be buried under an avalanche of knowledge. Be able to open one thing in front of the child in the surrounding world, but open it in such a way that a piece of life plays in front of the children with all the colors of the rainbow. Always open something unsaid so that the child wants to return again and again to what he has learned.

The education and development of the child should be arbitrary, occur through characteristic given age activities and pedagogical means. Such a developmental tool for children of senior preschool age is a game.

Ya.A. Comenius considers play as a valuable form of activity for a child.

A.S. Makarenko drew the attention of parents to the fact that "the upbringing of the future figure should not consist in eliminating the game, but in organizing it in such a way that the game remains a game, but the qualities of the future child, citizen are brought up in the game."

The game reflects the opinions of children about the world around them, their understanding of ongoing events and phenomena. In many games with rules, various knowledge, mental operations, and actions that children must master are displayed. Mastering this goes along with the general mental development, at the same time, this development is carried out in the game.

It is very important that the game is not only a way and means of learning, it is also joy and pleasure for the child. All children love to play, and it depends on the adult how meaningful and useful these games will be. While playing, the child can not only consolidate previously acquired knowledge, but also acquire new skills, abilities, and develop mental abilities. For these purposes, special games are used, aimed at the mental development of the child, saturated with logical content. A.S. Makarenko was well aware that one game, even the best, cannot ensure success in achieving educational goals. Therefore, he sought to create a complex of games, considering this task to be the most important in the matter of education.

In modern pedagogy, a didactic game is considered as an effective means of developing a child, the development of such intellectual mental processes as attention, memory, thinking, and imagination.

Find characteristic features in objects and phenomena of the surrounding world;

Compare, group, classify objects according to certain criteria, draw the right conclusions.

The activity of children's thinking is the main prerequisite for a conscious attitude to the acquisition of solid, deep knowledge, the establishment of various relationships in the team.

Didactic games develop children's sensory abilities. The processes of sensation and perception underlie the child's knowledge of the environment. It also develops the speech of children: the dictionary is filled and activated, the correct sound pronunciation is formed, coherent speech develops, the ability to correctly express one's thoughts.

Some games require children to actively use specific, generic concepts, exercise in finding synonyms, words similar in meaning, etc. During the game, the development of thinking and speech is decided in continuous connection; when children communicate in the game, speech is activated, the ability to argue their statements and arguments develops.

So, we found out that the developing abilities of the game are great. Through the game, you can develop and improve all aspects of the child's personality. We are interested in games that develop the intellectual side, which contribute to the development of thinking of older preschoolers.

Mathematical games are games in which mathematical constructions, relationships, patterns are modeled. To find an answer (solution), as a rule, a preliminary analysis of the conditions, rules, content of the game or task is necessary. In the course of the solution, the use of mathematical methods and inferences is required.

Consequently, logical-mathematical games are games in which mathematical relationships are modeled, patterns that involve the performance of logical operations and actions.

A.A. The joiner defined the essential characteristics of logical and mathematical games:

The focus of actions performed in games is mainly on the development of the simplest logical ways knowledge: comparison, classification and seriation;

The possibility of modeling in games accessible to a child of 4-6 years old logical and mathematical relationships (similarity, order, part and whole).

While playing, children master the means and methods of cognition, the appropriate terminology, logical connections, dependencies and the ability to express them in the form of simple logical statements.

The main components of logic-mathematical games are:

The presence of schematization, transformation, cognitive tasks to identify properties and relationships, dependencies and patterns;

Abstraction from the non-essential, techniques for highlighting essential features;

Mastering the actions of correlation, comparison, reconstruction, distribution and grouping, operations of classification and seriation;

Game motivation and direction of actions, their effectiveness;

The presence of situations of discussion, choice of material and actions, collective search for a way to solve a cognitive problem;

The possibility of repeating the logical-mathematical game, complicating the content of the intellectual tasks included in the game-occupation;

General focus on the development of children's initiative.

The rules are strictly fixed, they determine the method, order, sequence of actions according to the rule. Game actions allow you to implement the task through game activity. The results of the game are the completion of the game action or a win.

Logic-mathematical games and exercises use a special structured material that allows you to visualize abstract concepts and relationships between them.

Specially structured material:

Geometric shapes (hoops, geometric blocks);

Schemes-rules (chains of figures);

Function schemes (computers);

Schemes of the operation (chessboard).

Modern logical and mathematical games stimulate the child's persistent desire to get a result (collect, connect, measure), while showing cognitive initiative and creativity. They contribute to the development of attention, memory, speech, imagination and thinking, create a positive emotional atmosphere, encourage children to communicate, search collectively, and be active in transforming the game situation.

Many modern companies (“Corvette”, “RIV”, “Oksva”, “Smart Games”, etc.) develop and release games that contribute to the development in children of the ability to act consistently in practical and mental terms, to use symbols (“Cubes for All ”, “Logic and Numbers”, “Logo Forms”, “Entertainer Cord”, “Kaleidoscope”, “Transparent Square”, etc.).

Educational logical and mathematical games are specially designed in such a way that they form not only elementary mathematical representations, but also certain, pre-designed logical structures of thinking and mental actions necessary for the further assimilation of mathematical knowledge and their application to solving various kinds of problems.

So, the pedagogical possibilities of the game are very great. We revealed the concept of a logical-mathematical game, got acquainted with the essential characteristics, the main components of this type of game; learned that specially structured material is used in logic-mathematical games.

1.2 Classification of logic and mathematical games

All logical and mathematical games teach children to think logically, to keep in mind several properties of an object at once, to be able to encode and decode information.

The solution of various kinds of non-standard tasks at preschool age contributes to the formation and improvement of general mental abilities: the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity and ingenuity, spatial representations. Of particular importance should be considered the development in children of the ability to guess at a certain stage of the analysis of an entertaining problem, search actions of a practical and mental nature. A guess in this case testifies to the depth of understanding of the problem, the high level of search actions, the mobilization of past experience, the transfer of learned methods of solution to completely new conditions.

Opening the topic, it is necessary to characterize different groups of logic and mathematical games.

E. A. Nosova developed her own classification of logical and mathematical games:

Games to identify properties - colors, shapes, size, thickness ("Find a treasure", "Guess", "Unusual figures", etc.);

On the development of comparison, classification and generalization by children (“Paths”, “Domino”, “Sat houses”, etc.);

To master logical actions and mental operations (“Riddles without words”, “Where did Jerry hide?”, “Help the figures get out of the forest”, etc.)

BEHIND. Mikhailova presented a classification of logical and mathematical games according to the purpose and method of achieving the result:

1) games for planar modeling (puzzles):

Classical: "Tangram", "Columbus egg", "Pentamino", etc.;

Modern: "Miracle Crosses", "Miracle Honeycombs", "Wonderful Circle", "Three Rings", mosaics "Summer", "Lake", "Pilot", "Jungle", etc.;

Games with matches (for transformation, transfiguration);

2) games to recreate and change in shape and color:

Insert frames M. Montessori, "Secrets", a mosaic of sticks, "Rainbow web" (square, star, circle, triangle), "Geometric train", "Fold the pattern", "Chameleon cubes", "Cross" (with colored counting sticks), “Unicube”, “Color panel”, “Little designer”, “Kaye honeycombs”, “Logoforms”, “Lanterns”, “Tetris” (flat), “Rainbow basket”, “Fold a square”, “ Logic Constructor (ball), Logic Mosaic;

3) games for the selection of cards according to the rule in order to achieve a result (table-printed):

- "Logic chains", "Logic house", "Logic train", "Fold it yourself";

4) games for three-dimensional modeling (logic cubes, "Cubes for everyone"):

- "Corners" (No. 1), "Collect" (No. 2), "Eureka" (No. 3), "Fantasy" (No. 4), "Riddles" (No. 5), "Tetris" (volumetric);

5) games for correlating cards by meaning (puzzles):

- "Associations", "Colors and shapes", "Playing, learn", "Part and whole";

6) transfiguration and transformation games (transformers):

- "Game square", "Snake", "Cut square", "Lotus flower", "Snake" (volumetric), "Tangle", "Cube";

7) games for mastering relationships (whole - part)

- "Transparent Square", "Miracle Flower", "Geocont", "Cord-Entertainer", "House of Fractions".

Guminyuk Svetlana Andreevna conditionally subdivides logical and mathematical games into three groups:

Entertaining games: riddles, jokes, puzzles, crossword puzzles, labyrinths, mathematical squares, mathematical tricks, games with sticks for spatial transformation, smart tasks; "Tangram", "Magic Circle", "Columbus Egg", "Sphinx", "Leaf", "Vietnamese Game", "Pentamino";

Logic games, tasks, exercises: with blocks, inclusion cubes, finding; games for classification by 1-3 features, logical tasks (for increase, decrease, comparison, reverse action); games with colored caps, checkers, chess; verbal; Gyenes blocks, Kuizener sticks;

Educational exercises: with visual material for finding missing items, highlighting a common feature, defining correct sequence, selection of excess; games for the development of attention, memory, imagination, games for finding contradictions: “Where is whose house?”, “What is superfluous?”, “Find the same one”, “Incredible intersections”, “Name it in one word”, “What sets are mixed up?” , “What has changed?”, “What numbers ran away?”, “Continue”, “Pathfinder”.

Thus, we can say that logico-mathematical games are diverse and require extensive study. Each individual game solves certain problems. They can be for identifying the properties of an object, for children to master comparison, classification and generalization, for planar modeling (puzzles), for recreating and changing in shape and color, for volumetric modeling and for mastering relationships (whole - part).

1.3 Logical and mathematical games as a means of enhancing the teaching of mathematics to children of senior preschool age

The modernization of preschool education, and pre-mathematical training in particular, has intensified the activities of firms that produce educational and game aids for preschoolers. Logic-mathematical games began to appear that contribute to cognition:

Properties and relations of both single objects and their groups in terms of shape, size, mass, location in space;

Numbers and figures;

Dependencies of increase and decrease at the subject level;

The order of succession, transformation, conservation of quantity, volume, mass.

At the same time, children master both prelogical actions, connections and dependencies, and pre-mathematical ones. For example, when building a house (the game "Logic House"), the child takes into account logical connections (dependence of objects in color, shape, purpose, meaning, belonging) and mathematical (compliance with the number of storeys and the overall size of the house).

Logical and mathematical games are designed by the authors based on the modern view of propaedeutics in children aged 5-7 years of mathematical abilities. The most important of them include:

Operating with images, establishing links and dependencies, fixing them graphically;

Presentation of possible changes in objects and prediction of the result;

Changing the situation, the implementation of the transformation;

Active effective actions both in practical and ideal terms.

Logical and mathematical games contribute not only to the development of individual mathematical skills, but also to the sharpness and logic of thought. Involving in the game, the child follows certain rules; at the same time, he obeys the rules themselves not under duress, but completely voluntarily, otherwise there will be no game. And the implementation of the rules is associated with overcoming difficulties, with the manifestation of perseverance.

However, despite the importance and significance of the game in the process of learning, it is not an end in itself, but a means for developing interest in mathematics. The mathematical side of the content of the game should always be clearly brought to the fore. Only then will it fulfill its role in the mathematical development of children and instilling their interest in mathematics.

Didactics has a variety of educational materials. As an example, let's look at the logical blocks developed by the Hungarian psychologist and mathematician Gyennes, which are used to develop early logical thinking and to prepare children for learning mathematics. Gyenes blocks are an effective tool for the mathematical development of preschoolers. They are a set of geometric shapes, which consists of 48 three-dimensional figures that differ in shape (circles, squares, rectangles, triangles), color (yellow, blue, red), size (large and small) in thickness (thick and thin) . That is, each figure is characterized by four properties: color, shape, size, thickness. There are not even two figures in the set that are identical in all properties.

In their practice, kindergarten teachers mainly use flat geometric shapes. The whole complex of games and exercises with Gyenes blocks is a long intellectual staircase, and the games and exercises themselves are its steps. On each of these steps, the child must stand. Logical blocks help the child master mental operations and actions, these include: identifying properties, comparing them, classifying, generalizing, encoding and decoding, as well as logical operations.

In the process of various actions with blocks, children first master the ability to identify and abstract one property in objects (color, shape, size, thickness), compare, classify and generalize objects according to one of these properties. Then they master the ability to analyze, compare, classify and generalize objects by two properties at once (color and shape, shape and size, size and thickness, etc.), a little later by three (color, shape, size; shape, size, thickness, etc.) and four properties (color, shape, size, thickness), while developing the logical thinking of children.

This is very important: the more diverse the material, the more difficult it is to abstract some properties from others, and, therefore, to compare, classify, and generalize.

With logical blocks, the child performs various actions: lays out, swaps, removes, hides, searches, divides, and argues along the way.

Thus, playing with blocks, the child comes closer to understanding the complex logical relationships between sets. From playing with abstract blocks, children easily move on to games with real sets, with concrete material.

In the first chapter, we revealed the essence and significance of logic-mathematical games in the mathematical development of preschoolers. We have identified the pedagogical possibilities of the logical-mathematical game, and concluded that these games stimulate the child's persistent desire to get a result (collect, connect, measure), while showing cognitive initiative and creativity. Logic-mathematical games are games in which mathematical relationships are modeled, patterns that involve the performance of logical operations and actions.

Logical and mathematical games act as a means of activating the teaching of mathematics to children of senior preschool age, they are developed in such a way that they form not only certain, pre-designed logical structures of thinking and mental actions, but also elementary mathematical representations necessary for the further assimilation of mathematical knowledge and their application to solving various problems.

Therefore, we can say that logico-mathematical games are diverse and require extensive study.

CHAPTER 2

2.1 Features of the development of thinking in children of older preschool age

At the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child has not directly observed is expanding. Children are interested in the connections that exist between objects and phenomena. The penetration of the child into these connections largely determines his development. The educator maintains in children a sense of "adulthood" and, on its basis, causes them to strive to solve new, more complex tasks of cognition, communication, and activity.

Thinking as the highest mental process is formed in the process of activity.

In psychology, there are three main types of thinking:

Visual and effective (it is formed in 2.5 - 3 years, is leading up to 4 - 5 years);

Visual-figurative (from 3.5 - 4 years, leading up to 6 - 6.5 years);

Verbal-logical (it is formed at 5.5 - 6 years old, becomes the leader from 7-8 years old).

Visual-effective thinking is based on the direct perception of objects, the real transformation of the situation in the process of actions with objects.

A distinctive feature of the next type of thinking - visual-figurative - is that the thought process in it is directly connected with the thinking person's perception of the surrounding reality and cannot be performed without it. This form of thinking is most fully represented in children of preschool and primary school age.

Verbal-logical thinking functions on the basis of linguistic means and represents the latest stage in the development of thinking. Verbal-logical thinking is characterized by the use of concepts, logical structures, which sometimes do not have a direct figurative expression.

The thinking of a young child acts in the form of actions aimed at solving specific tasks: get some object in sight, put rings on the rod of a toy pyramid, close or open a box, find a hidden thing, etc. While performing these actions, the child thinks. He thinks by acting, his thinking is visual and effective.

The development of visual-effective and visual-figurative thinking is interconnected with the formation of verbal-logical thinking. Already in the process of solving visual-practical problems, children have the makings of understanding the cause-and-effect relationships between an action and a reaction to this action.

The experiments of such scientists as: Zaporozhets A.V., Venger L.A., Galperin P.Ya. which is possible and expedient for the successful formation of initial logical skills in children. Studies have proven that the basic logical skills at the elementary level are formed in children from the age of 5-6 years.

The possibility of systematic assimilation of logical knowledge and techniques by children of senior preschool and primary school age is shown in the psychological studies of H.M. Veklerova, S.A. Ladymir, L.A. Levitova, L.F. Obukhova, N.N. Poddyakova. They proved the possibility of forming separate logical actions (seriation, classification, inference) in older preschoolers. The basis for the development of thinking is the formation and improvement of mental actions. The mastery of mental actions in preschool age occurs according to the general law of the assimilation of external orienting actions. In these works, it was found that a child of 6-7 years old can be taught full-fledged logical actions to determine "belonging to a class" and "correlation of classes and subclasses".

The ability to move on to solving problems in the mind arises due to the fact that the images used by the child acquire a generalized character, do not reflect all the features of the object, situation, but only those that are essential from the point of view of solving a particular problem. Children very easily and quickly understand various kinds of schematic images and successfully use them. So, starting from the age of five, preschoolers, even with a single explanation, can understand what a room plan is, and, using a mark on the plan, they find a hidden object in the room. They recognize schematic representations of objects, use a diagram like a geographical map to choose the right path in an extensive system of paths, look for the “address of a figure” on a chessboard.

An older preschooler can already rely on past experience - the mountains in the distance do not seem flat to him in order to understand that a large stone is heavy, he does not have to pick it up - his brain has accumulated a lot of information from various channels of perception. Children gradually move from actions with the objects themselves to actions with their images. In the game, the child no longer has to use a substitute object, he can imagine “play material” - for example, “drink” from an imaginary cup. Unlike the previous stage, when in order to think, the child needed to pick up an object and interact with it, now it is enough to imagine it.

During this period, the child actively operates with images - not only imaginary in the game, when a machine is presented instead of a cube, and a spoon “turns out” in an empty hand, but also in creativity. It is very important at this age not to accustom the child to the use of ready-made schemes, not to impose their own ideas. At this age, the development of fantasy and the ability to generate their own, new images are the key to the development of intellectual abilities - after all, thinking is figurative, the better the child comes up with his own images, the better the brain develops. Many people think fantasy is a waste of time. However, how fully figurative thinking develops, its work also depends on the next, logical, stage. Therefore, do not worry if a child at the age of 5 cannot count and write. It is much worse if he cannot play without toys (with sand, sticks, pebbles, etc.) and does not like to be creative! In creative activity, the child tries to portray his invented images, looking for associations with known objects. It is very dangerous during this period to “train” the child in given images - for example, drawing according to a model, coloring, etc. This prevents him from creating his own images, that is, from thinking.

From which we can conclude that logical thinking is formed in the process of children's activities. At older preschool age, visual-figurative thinking prevails in children, which is interconnected with the formation of verbal-logical thinking. It is at this age that one should not accustom a child to the use of ready-made schemes, to plant their own ideas.

2.2 Formation and development of the logical sphere of children of senior preschool age by means of logic and mathematical games

The formation of logical operations is an important factor that directly contributes to the development of the thinking process of an older preschooler. Almost all psychological studies devoted to the analysis of the methods and conditions for the development of a child’s thinking are unanimous in the fact that the methodological guidance of this process is not only possible, but also highly effective, i.e., when organizing special work on the formation and development of logical operations of thinking, there is a significant increase the effectiveness of this process, regardless of the initial level of development of the child.

Let us consider the possibilities of active inclusion in the process of development of the logical sphere of a child of senior preschool age of various logical and mathematical games aimed at the formation of logical operations.

Seriation is the construction of ordered ascending or descending series. A classic example of seriation: nesting dolls, pyramids, loose bowls, etc. Seriations can be organized by size: by length, by height, by width - if the objects are of the same type (dolls, sticks, ribbons, pebbles, etc.) and simply “by size” (with an indication of what is considered “size”) - if objects of different types (seat toys according to height). Seriations can be organized by color: according to the degree of color intensity.

The most suitable didactic aid for the formation of this logical operation is Kuizener's colored sticks. Sticks of the same length are painted in the same color. Each stick displays a certain number in cm, united by a common shade of the sticks form "families". Each "family" displays the multiplicity of numbers, for example, the "red family" includes numbers that are divisible by 2, in " green family” includes numbers that are divisible by 3, etc. Kuizener's sticks act as visual material that makes children's logic work and develop counting and measurement skills. And having learned to understand all this, the child lays a solid foundation for further mathematical achievements.

Analysis - selection of object properties, selection of an object from a group or selection of a group of objects according to a certain attribute.

To form the operations of analysis and synthesis in a child, one should use such logical and mathematical games as "Tangram", the Pythagorean puzzle, "Magic Circle", "Columbus Egg", "Vietnamese Game", "Pentamino". All games are united by a common goal, methods of action and result. Introduction to games should proceed from the simple to the complex. Having mastered one game, the child receives the key to mastering the next. Each game is a set of geometric shapes. Such a set is obtained by dividing one geometric figure (for example, a circle in the Magic Circle, a square in the Tangram) into several parts. The method of dividing the whole into parts is given in the description of the game and in visual diagrams. On any plane (table, flannelgraph, magnetic board, etc.), various silhouettes or plot pictures are laid out from the geometric shapes included in the set.

Game activity can be organized in two ways:

1) the gradual complication of patterns and schemes used in games: from a dissected sample to an undivided one;

2) organization of play activities based on the development of the child's imagination and creativity.

Also, the logical operations of analysis and synthesis can be formed by using Nikitin’s set of cubes “Fold the Pattern”, which consists of 16 identical cubes, in work with older preschoolers. All 6 sides of each cube are colored differently in 4 colors (4 sides of the same color - yellow, blue, white, red and 2 sides - yellow-blue and red-white). In the game with cubes, children perform 3 types of tasks. First, they learn to fold exactly the same pattern from cubes according to pattern-tasks. Then they set the inverse problem: looking at the cubes, draw the pattern that they form. And the third is to come up with new patterns of 9 or 16 cubes, which are not yet in the manual, i.e. do creative work. Using different number cubes and different not only in color, but also in shape (squares and triangles) coloring of the cubes, you can change the complexity of tasks.

Such games help to accelerate the development of the simplest logical structures of thinking and mathematical concepts in preschoolers.

Comparison is a logical technique that requires identifying similarities and differences between the features of an object (object, phenomenon, group of objects).

Tasks for dividing objects into groups according to some attribute (large and small, red and blue, etc.) require comparison. All logical and mathematical games of the "Find the same" type are aimed at developing the ability to compare. For children of older preschool age, the number and nature of signs of similarity can vary widely.

Classification and comparison can be formed using Gyenesh logical blocks. One of the modern educational and game aids "Let's play together" presents variants of logical and mathematical games and exercises with a flat set of Gyenesh blocks. They are an effective didactic material that successfully combines elements of a construction set and an educational game. In the process of working with logical blocks, the guys first acquire the skills to highlight and abstract only one property in the figures: color, thickness, size or shape. After a while, children perform tasks with a higher level of complexity. In this case, two or more properties of the object are taken into account. For the convenience of work, tasks with logical blocks are offered in three versions, which differ different levels difficulties. The effectiveness of games with logical blocks depends on individual features child and the professionalism of the teacher.

In practice preschool organizations logical and mathematical games in all their diversity have not found proper application, and if they are used, then most often haphazardly. The main reasons for this phenomenon are probably the following:

Kindergarten teachers underestimate the importance of logical and mathematical games in the development of mathematical concepts in children and in the successful transition to logical thinking;

Teachers are not sufficiently proficient in the game methods of the logical and mathematical development of preschoolers;

In games, game learning situations, children's independence and activity are often replaced by the teacher's own initiative. The child in the game becomes the executor of the instructions, instructions of the adult, and not the subject of learning game activity (he is not an actor, not a creator, not a discoverer, not a thinker).

In the second chapter, we examined the main types of thinking and concluded that the development of visual-effective and visual-figurative thinking is interconnected with the formation of verbal-logical thinking.

We also revealed the possibilities of active inclusion in the process of development of the logical sphere of a child of senior preschool age of various logical and mathematical games aimed at the formation of logical operations. In order to develop logical operations, Kuizener's sticks, Gyenes blocks, the "Wonderful Circle", etc. are used. We confirmed that the purpose of logical and mathematical games is to contribute to the formation of the logical and mathematical experience of the child on the basis of mastering the actions of comparison, comparison, division, construction logical statements, algorithms.

CHAPTER 3

For practical testing of the results of a theoretical study, we organized an experiment on the basis of the MBDOU "Kindergarten No. 7 KV" in Pikalevo with children senior group No. 1, in the amount of ten people. The experiment consisted of three stages: ascertaining, forming and control.

3.1 Diagnostics of the level of development of logical thinking in children of the older age group

Purpose: to identify the level of development of logical thinking in older preschoolers.

At the stage of the ascertaining experiment, we used the following methods:

Method "Divide into groups" (A.Ya Ivanova)

We invited the children to divide the figures presented in the picture into as many as possible. more groups. Each such group should have included figures distinguished by one feature common to them. The child had to name all the figures included in each of the selected groups, and the sign by which they were selected. It took 3 minutes to complete the entire task. (see Appendix 1).

The data were entered in table 1.

Table 1.

	Number of selected groups of figures	State of the art

2. Vasilisa







8. Timothy

The table shows that Varya, Eva, Kirill, Sasha, Sonya and Timofey - middle level development of logical thinking. When completing the task, these children were able to identify from 7 to 9 groups of geometric shapes. Guessed that the same figure in the classification can be included in several different groups. But nevertheless, no one was able to meet in less than 3 minutes.

The level of development of logical thinking in Vasilisa, Egor, Kupava and Katya is at a low level. When performing the task, they made many mistakes, were not interested in work, were distracted.

Methodology Beloshistaya A.V. and Nepomnyashchaya R.N.

Based on this methodology, we have developed a set of diagnostic tasks aimed at identifying the level of development of skills to analyze, compare, classify, generalize (see Appendix 2).

The data are shown in table 2.

Table 2.

Interpretation of the results of the ascertaining stage of the experiment

	Number of completed tasks	State of the art

2. Vasilisa







10. Timothy

From the data obtained, we can conclude that Kirill, Sasha, Vari, Eva, Timofey and Sonya have an average level of development of logical thinking, which coincides with the results of the previous diagnostics. These children made inaccuracies and mistakes when performing assignments, continued to perform correctly with the help of the educator, were interested in the work, showed diligence, and were not distracted. We were able to complete 5 to 7 tasks.

Katya, Kupava, Yegor, Vasilisa are at a low level of development. The children coped with only three of the proposed tasks, did not complete them, did not pay attention to the teacher's prompts, and were distracted.

Children with a high level of development were not identified.

In order to increase the level of logical thinking, it is necessary to carry out correctional and developmental work with children. To this end, we decided to systematically, purposefully and consistently use logical and mathematical games in the organization of direct educational activities in the formation of elementary mathematical concepts and in the independent activities of children.

3.2 The system of using logic and mathematics in the organization of direct educational activities

Purpose: to increase the level of development of logical thinking in children of the older group through the use of logic and mathematical games.

To achieve this goal, we organized directly - educational activities using logical and mathematical games, as well as the inclusion of specially designed exercises in the independent activities of children.

Children were offered such games as: "Columbus egg", "Tangram", "Pentamino", "Magic circle", "Fold the pattern". Also didactic material - Kuizener sticks and Gyenes blocks.

Direct educational activity corresponded to the thematic planning according to the program, as well as to the speech and age characteristics of the children of the older age group.

In the process of GCD on the formation of elementary mathematical representations on the topic: "House for piglets", the children showed a steady interest, curiosity and initiative. They were offered tasks for modeling according to the scheme of Gyenes blocks, which contributed to the formation of such logical operations as comparison and classification. Also, the children were carried away by the distribution of "magic" blocks on hoops with a given color, which contributed to the development of grouping and systematization skills.

In working with children, she used conversation, questions to children for ingenuity and the development of logical thinking - all this contributed to the effectiveness of the GCD, the improvement of the processes of mental activity.

At the beginning of the GCD on the formation of elementary mathematical ideas on the topic: "Journey with a kolobok", the children were offered the logical and mathematical game "Magic Circle", during which they had to make an image fairy tale character, connecting several parts into one geometric figure. This task was aimed at the formation of logical operations of synthesis and analysis. In the main part, children from Kuizener's sticks made up a train from the shortest trailer to the longest, which contributed to the development of the ability to build ordered increasing rows. In turn, the logico-mathematical games "Fold the pattern" and "Tangram" contributed to the formation of logical thinking, in particular, the operations of analysis and synthesis.

In the course of the GCD on the formation of elementary mathematical ideas on the topic: "Tea drinking for a kitten" Woof ", the children were offered various tasks for silhouette design with colored Kuizener sticks (a teapot, a samovar, a cup and saucer, etc.), which contributed to the formation of such logical operation as seriation.

Abstracts of the GCD, visual material, as well as an analysis by the educator of the GCD carried out are contained in appendices 3 - 11.

3.3 Studying the effectiveness of a proven system for using logic and mathematical games

After the work on the development of logical thinking in children of senior preschool age, a control experiment was conducted.

Purpose: to identify the effectiveness of the developed and implemented system for the use of logic and mathematical games in the organization of GCD in children of the older group.

To achieve the goal of the control experiment, the methods of Beloshistaya A.V., Nepomnyashchaya R.N. were again used. and A.Ya. Ivanova.

The results are shown in tables 3.4.

Table 3. Interpretation of the results of the control stage of the experiment Method "Divide into groups"

	Number of selected groups of figures	State of the art
		Very tall
2. Vasilisa







10. Timothy

The table shows that Eve, Sonya and Timothy - high level development. When completing the task, these children were able to identify all 9 groups of geometric shapes in three minutes.

Varya showed a very high level of development of logical thinking. She quickly divided geometric figures into a possible number of groups, united by a common feature. Varya spent less than two minutes to complete the task.

Kupava, Katya, Egor, Vasilisa were able to improve their results from a low level of development of logical thinking to an average level. Up to 7 groups of geometric shapes were identified in three minutes.

Sasha and Kirill showed approximately the same results as before the start of the experiment, they remained at the same level. Nevertheless, Sasha was able to indicate 7 groups of figures in the control experiment in less time, although there were only 5 groups of figures in the ascertaining experiment. But unfortunately, this is not enough for high performance by this method.

Low indicators of the level of development of logical thinking on final stage experiment has not been identified.

Table 4. Interpretation of the results of the control stage of the experiment Method Beloshistaya A.V. and Nepomnyashchaya R.N.

	Number of completed tasks	State of the art

2. Vasilisa







10. Timothy

The diagnostic results show a high level of development of logical thinking in Varya, Eva, Sonya and Timofey. These children practically did not make mistakes when performing tasks, were interested in work, showed diligence, and were not distracted.

Vasilisa, Yegor, Kupava and Katya are at an average level of development. Minor errors were made in completing assignments.

The indicators of Sasha and Kirill remained at the average level, but the number of tasks completed increased.

...

Logical and mathematical games for preschoolers. Logic-math games for older preschoolers and interested parents

Course work

Topic: Logical and mathematical games in work with older preschoolers as a means of forming logical thinking

Table of contents

Introduction

Chapter 1 Psychological and pedagogical features of children of senior preschool age

Age features of children of senior preschool age

1.2 Formation and development of the logical sphere of children of senior preschool age

Chapter 2 Development of logical thinking in preschoolers by means of logic and mathematical games

2.1 Teaching mathematics in the senior group of kindergarten

2.2 Pedagogical possibilities of the game in the development of logical thinking

2.3 Logical and mathematical games as a means of activating the teaching of mathematics

Conclusion

List of used literature

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Logical and mathematical games for preschoolers. Logic-math games for older preschoolers and interested parents

Course work

Topic: Logical and mathematical games in work with older preschoolers as a means of forming logical thinking

Table of contents

Introduction

Chapter 1 Psychological and pedagogical features of children of senior preschool age

Age features of children of senior preschool age

1.2 Formation and development of the logical sphere of children of senior preschool age

Chapter 2 Development of logical thinking in preschoolers by means of logic and mathematical games

2.1 Teaching mathematics in the senior group of kindergarten

2.2 Pedagogical possibilities of the game in the development of logical thinking

2.3 Logical and mathematical games as a means of activating the teaching of mathematics

Conclusion

List of used literature

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