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Purpose of the program: Creating conditions for the development of elementary logical thinking in preschoolers using modern pedagogical technologies.
This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality.
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municipal budget preschool educational institution « Kindergarten combined view No. 10 “Teremok”
a circle for the development of logical thinking “Play and Learn” for children 5-7 years old.
Teacher-psychologist Maksimova I.V.
for the 2016-18 academic year.
Zelenogorsk
Explanatory note.
One of the most important tasks in raising a child is the development of his mind, the formation of such thinking skills and abilities that allow him to master new things. The education system should help ensure that the child receives such knowledge, skills and abilities that would allow him to successfully adapt to new conditions of society. Often children who enter the first grade can read, write, count and, it would seem, are fully prepared for school. However, teachers and parents often face this problem when children show learning difficulties already in the first months of school. One of the common reasons for this situation is the insufficient development of verbal and logical thinking in preschool age. In the mental development of a child, the process of mastering logical relationships plays a significant role.
Recently, emphasis has been placed on working with children who have difficulties in mastering the program. Children who have high level cognitive abilities were left without due attention. The developed program will eliminate this drawback.
Verbal - logical thinking is the highest stage of development children's thinking. Achieving this stage is a long and complex process, since the full development of logical thinking requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words.
But why does a little preschooler need logic? According to L.A. Wenger, “For five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually become acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world... All this will benefit the child’s mental development only if training is aimed at developing mental abilities, those abilities in the field of perception, imaginative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties...” The skills and abilities acquired by a child in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to solve problems; completing the exercises will require a lot of time and effort.
This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality. When working with preschoolers on the development of cognitive processes, one of the necessary conditions for their successful development and learning is systematicity, that is, a system of special games and exercises with consistently developing and increasingly complex content, with didactic tasks, game actions and rules. Individual games and exercises can be very interesting, but using them outside the system it is difficult to achieve the desired educational and developmental result.
Relevance. Our time is a time of change, Russia needs people capable of making fundamental decisions, and this is relevant. Those who are in kindergarten now will build our society tomorrow. Relying precisely on the logical pursuit of thought, and not on one’s own desires or unexpected preferences, the doctor makes a reasonable diagnosis, the judge makes a reasoned verdict, the critic objectively evaluates the film. In order for our children to be knowledgeable doctors, smart lawyers, and honest critics, they need to learn to think logically, master simple and complex types of inferences, and operate with affirmative and negative judgments. Logical thinking is a tool for understanding the surrounding reality, therefore, the formation of basic forms and techniques of logical thinking is an important factor in the formation of a comprehensively developed personality. The relevance of the problem is determined by the importance of logical thinking for the development of the individual as a whole.
Purpose of the program : Creating conditions for the development of elementary logical thinking in preschoolers using modern pedagogical technologies.
Tasks:
1.Teach children basic logical operations: analysis, synthesis, comparison, generalization, classification, systematization, seriation, semantic correspondence, limitation.
2.Develop the ability to operate with abstract concepts, reason, establish cause-and-effect relationships, and draw conclusions.
3. To instill in children the need to exert themselves mentally, engaging in intellectual tasks, and interest in cognitive activity.
4. Cultivate the desire to overcome difficulties, self-confidence, and the desire to come to the aid of a peer.
5. Inform parents of the relevance of this problem and involve them in active cooperation.
Timing of the program– 2 academic years.
Amount of children– 8 children.
Lesson mode – 1 lesson per week in the afternoon lasting 25-30 minutes.
Forms and methods of work:didactic games, educational games, travel games, working with logical blocks of Dnesh, with Cuisenaire sticks, solving logical and mathematical problems, solving riddles, puzzles, examining, explaining, reading, entertaining questions, tasks - jokes, creative activities, graphic dictation, physical exercises, finger exercises.
Class structure: warm-up; the main content of the lesson is learning new material; physical minute, finger gymnastics; consolidation of new material; game, drawing.
Working with parents:After each lesson, parents are offered speech material to consolidate knowledge outside of class: funny poems, fairy tales, stories, logical, mathematical and comic problems, linguistic and psychological games, riddles, crosswords and other entertaining materials.
Brief description of sections. (Partitions correspond to certain logical operations.)
Comparison . The goal is to teach one to mentally establish the similarities and differences of objects according to essential features; develop attention, perception, improve orientation in space. Finding similarities and differences in two similar pictures.
Analysis - synthesis . The goal is to teach children to divide the whole into parts, to establish connections between them; learn to mentally connect parts of an object into a single whole. Games and exercises for finding logical pairs. Adding to the picture (pick up a patch, add a pocket to the dress). Search for opposites. Working with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes.
Generalization. The goal is to teach how to mentally combine objects into a group according to their properties. Help enrich vocabulary and expand children’s everyday knowledge. Games and exercises for operating with general concepts: furniture, dishes, transport, trees, birds, etc.
Classification. The goal is to teach how to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them.
Systematization. The goal is to learn to identify patterns; expand children's vocabulary, teach stories based on pictures, and retelling. Games and exercises: magic squares (pick up the missing part, picture). Compiling a story based on a series of pictures, arranging the pictures in a logical sequence.
Limitation. The goal is to teach children to identify one or more objects from a group according to certain characteristics. Develop children's observation skills. Games and exercises: “circle only red flags with one line”, “find all non-round objects”, etc. Eliminating the odd one out
Inferences . The goal is to teach using judgments to draw conclusions. Help expand children's everyday knowledge. Develop imagination. Games and exercises: looking for positive and negative things in phenomena (for example, when it rains, it nourishes the plants - this is good, but the bad thing is that in the rain a person can get wet, catch a cold and get sick). Assessing the correctness of certain judgments (“The wind blows because the trees sway.” Is this true?) Solving logical problems.
Expected results:Club activities will help children master the ability to solve problematic situations, understand the proposed problem and solve it independently. Having mastered logical operations, the child will be more attentive, will learn to think clearly and clearly, think, reason, will be able to concentrate on the essence of the problem at the right moment, which will lead to more successful and easier learning at school, and hence the learning process and school life itself will bring joy and satisfaction.
Used Books:
- “Development of logical thinking” by L.F. Tikhomirov, A.V. Basov.
Ed. "GRINGO", 1995
- “Educational games for preschoolers. A popular guide for parents and teachers. Yaroslavl "Academy of Development", 1996
- “I develop logic and intelligence” Yu.B. Gatanov. "PETER", 2000
- Development of mathematical thinking in children 5-7 years old” E.V. Kolesnikova. Moscow "Akalis", 1996
- “Intellectual workshop” L.Ya.Bereslavskaya. LINK-PRESS, 2000
- "Psychology. Entertaining materials." (older, preparatory group) L.P. Morozova. ITD "CORIFHEUS", 2010
- Aralova M.A. Directory of preschool educational institution psychologist. – M.: Sphere shopping center, 2007.
Agreed: I approve:
Deputy Head for VMR Head of MBDOU d/s No. 10
N.V. Gordeeva ____________ L.V. Ganicheva
"______"______________ 2016 "____" ____________ 2016
For the 2016-17 academic year
Tasks |
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October Lesson No. 1 | Monitoring. Perform diagnostic tasks. 1. “Assessment of figurative and logical thinking: “Ridiculous pictures.” "Confused Poems" 2. “Assessment of verbal and logical thinking.” | Assess the level of development of figurative-logical, verbal-logical thinking in children. |
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October Lesson No. 2 | 1. Training in the “Comparison” technique. D/I “Come on, compare”, “Find the cut out pieces”, 2.Game with Dienesh blocks. We group the shapes by color, shape, size, thickness. 3. Interesting questions, riddles - jokes. | Learn to identify common and distinctive features of compared objects, to distinguish between essential and non-essential features of an object. Develop attention, perception, thinking. |
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October Lesson No. 3 | 1. Analysis - synthesis.D/I “Complete the picture”, “What’s for what”2. "How are they similar and how are they different" 3.Game with Dienesh blocks. Introduction to cards - symbols. 4. Solving logical problems. | Exercise in finding a pattern and justifying the solution found, in a sequential analysis of each group of drawings. |
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October Lesson No. 4 | 1. Generalization . D/I “Logical Train”, “Name it in one word” 2.”Logical chains.” 3.Game with Dienesh blocks. Continue to introduce cards - symbols. 4.Laying out pictures from counting sticks. | Learn to choose a generalizing concept for each group of words; explain your choice. Learn to find a logical connection between drawings located in the same row; draw the missing element; explain your actions in detail. |
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November Lesson No. 1 | 1. Classification. D/I “General store”, “Put into groups”, 2.D/I “Pick up and name.” 3. Game with Cuisenaire sticks. 4.Learning to solve riddles. | Learn to mentally distribute objects into groups; connect in pairs suitable friend objects to a friend, explain your actions in detail. |
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November Lesson No. 2 | 1. Systematization. D/I “Sequential pictures”, 2. Game with Dienesh blocks. “Where the mouse hid.” 3.Graphic dictation. | Develop the ability to organize objects according to quantitative and external characteristics and meaning. Learn to independently find a pattern. Learn to write a descriptive story. |
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November Lesson No. 3 | 1. Limitation. D/I “Visiting the Fox”, 2"What is unnecessary." 3.Game with Dienesh blocks “Find the treasure.” | Learn to identify one or more objects from a group based on certain characteristics. |
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November Lesson No. 4 | 1. Conclusions. D/I “Because...”, “Logic”. 2. Game with Dienesh blocks “Cat and Mice”. 3.Linguistic puzzles. | Learn to make inferences using judgments. Develop imagination. |
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December Lesson No. 1 | 1. D/I “Why did this happen.” 2.Draw what should be in the empty cells. 3.Logic mosaic. | Learn to find the cause of events. Develop logical thinking, speed of action and thought; perception, imagination. |
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December Lesson No. 2 | 1. Meaningful correlation.D/I “What fits”, “Does this happen.” 2. Inventing tall tales. 3.Draw the same figure on the right. | Learn to find connections between objects and phenomena based on essential features and properties. |
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December Lesson No. 3 | 1. Game with logical blocks of Dienesh “Guess it” 2.Name and show what figures these objects are made of. 3. Solving logical problems. 4.Graphic dictation. | Develop the ability to identify, abstract and name the properties (color, shape, size, thickness) of objects, to denote by a word the absence of any specific property of an object. |
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December Lesson No. 4 | 1 Game with Cuisenaire sticks. "Dishcraft." 2.Tasks – jokes, entertaining questions. 3.D/I “What to do” | Develop in children an idea of number based on counting and measurement; spatial relations. Draw your own conclusion based on two judgments. |
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January Class №1 | 1. Solving the crossword puzzle2. Interesting questions, riddles - jokes. | Learn to find connections between objects and phenomena. Develop logical thinking, speed of action and thought; perception, imagination. |
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January Class №2 | 1 "Comparison". D/I “What has changed.” 2.Game with Dienesh blocks. We group items according to essential characteristics. 3. Entertaining puzzles. | To consolidate the ability to identify common and distinctive features of compared objects, to distinguish between essential and non-essential features of an object. Develop attention, perception, thinking. |
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February Lesson No. 1 | 1. Analysis - synthesis.D/I “Tell Dunno” 2. “Why and why” 3.Game with Dienesh blocks. 4. Solving logical problems. | Strengthen the ability to find patterns and justify the solution found, in a sequential analysis of each group of drawings. |
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February Lesson No. 2 | 1. Generalization . D/I “Logical chains”. 2.Game with Dienesh blocks. 3. Laying out pictures from matches, buttons, bulk materials. | Improve skills in generalizing concepts for each group of words; explain your choice. Strengthen the skill of finding a logical connection between pictures. |
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February Lesson No. 3 | 1. Classification. D/I “Question - answer”, “Pick up and name”. 2. Game with Cuisenaire sticks. 3.Learning to solve puzzles. | Strengthen the ability to mentally distribute objects into groups; connect matching objects in pairs and explain your actions in detail. |
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February Lesson No. 4 | 1. Systematization. D/I “Continue the series of objects.” 2.Game with Dienesh blocks. “Where the mouse hid.” 3.Graphic dictation. | Improve the ability to organize objects according to quantitative and external characteristics and meaning, and compose a descriptive story. |
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March Class №1 | 1. Limitation. D/I “Find fragments of images.” 2.Game with Dienesh blocks 3.Learning to solve crosswords. | Strengthen the ability to identify one or more objects from a group according to certain characteristics. |
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March Class №2 | 1. Conclusions. D/I “Think about what the picture looks like, complete it.” 2. Playing with Dienesh blocks 3. Solving riddles | Strengthen the ability to make inferences using judgments. Develop imagination. |
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March Class №3 | 1. Establishment of cause and effect relationships.D/I Draw in what should be in the empty cells. 2.Logic mosaic. | Improve the ability to find the cause of events. Develop logical thinking, speed of action and thought; perception, imagination. |
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March Class №4 | 1. Meaningful correlation.D/I “Both good and bad.” 2. Inventing tall tales. 3.Graphic dictation | Strengthen the ability to find connections between objects and phenomena based on essential features and properties. |
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April Lesson No. 1-2 | |||
Long-term work plan for the “Play and Learn” circle
For the 2017-2018 academic year
Month | Class | Tasks |
October №2. | "Wrong Pictures" | To develop the child’s elementary imaginative ideas about the world around him and about logical connections. Develop the ability to reason logically. |
№3. | “What is a pencil good for?” | Develop originality of thinking. Develop communication skills |
November №1. | “Noisy, tasty, round and red!” | Development of figurative and logical thinking. Learn to change one property of an object without changing its other properties. Develop fine motor skills and graphic skills. |
№2. | "Living Figures" | Develop creative thinking. |
№3. | “Who is stronger: the bear or the dad?” | Develop communication and improvisational skills. |
№4. | "What's in the empty cage?" | |
December №1. | “And the carriage is fabulous, and the wand is magic!” | Develop creative imagination and fantasy. Develop fine motor skills and artistic abilities. |
№2. | "The letters were found" | |
№3. | “The letters are hidden!” | Develop visual perception and attention. |
№4. | "Unusual Orchestra" | Develop imagination; encourage children to improvise. Expand the ability to use objects in non-standard ways. Cultivate partnerships and respectful relationships |
February №1. | "Exit from the Labyrinth" | Develop the ability to plan action and behavior. |
№2. | “Wet cucumber in a jar” | Develop creative thinking. Develop creative imagination, fantasy, artistic abilities. |
№3. | “Not patterns - a sight for sore eyes!” | Develop visual perception and attention. Develop mental operations: comparison, semantic correlation. |
№4. | "Name it funnier" | Develop verbal-logical thinking. Enrich your vocabulary. Develop creative imagination. Develop communication skills. |
March №1. | “There are only dots on the piece of paper” | Develop visual perception. Develop mental operations: comparison. Develop fine motor skills and physical skills. |
№2. | "Papuan Pavel" | Develop visual perception and attention. Develop mental operations: comparison, semantic correlation. Consolidating knowledge about letters and sounds. |
№3. | "Mysterious Riddles" | Develop imagination, logical thinking, initiative. Induce a joyful emotional mood in children. Develop communication skills. |
№4. | “Where did the drawing go?” | Develop mental operations: inference, systematization. Develop fine motor skills and physical skills. |
April №1. | “Doll, umbrella, sparrow, unite!” | Develop generalizing functions of thinking. Develop the ability to see not only obvious, but also hidden properties and signs of objects. |
№2 | "Rhymes" | Develop creative thinking, creative imagination, fantasy. Encourage children to improvise. Cultivate a friendly attitude towards each other and partnership qualities. |
№ 3-4 | Monitoring. Perform diagnostic tasks. | Assess the level of development of logical thinking in children. |
Budgetary preschool educational institution
"Kindergarten No. 330 combined type"
Program
for additional education
for children preschool age
“Young Intellectual” (Mathematics + Logic)
Educator:
Bratukhina L.S.
Omsk
Explanatory note
Effective development of the intellectual abilities of preschool children is one of the urgent tasks of our time. Children with developed intelligence remember material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school.
Mathematics plays an important role in the intellectual development of a child. It sharpens the mind, develops flexibility of thinking, and teaches logic. The child acquires his first mathematical experience in a variety of everyday activities.
Logical-mathematical thinking is formed on the basis of figurative thinking and is the highest stage of development of thinking.
Having mastered logical operations, an 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 moment, and convince others that he is right. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction. For a better and faster process of teaching an older preschooler logical operations, didactic games and exercises are needed.
The formation of logical techniques is an important factor that directly contributes to the development of the thinking process of an older preschooler. Almost everything psychological research devoted to the analysis of the methods and conditions for the development of a child’s thinking, are unanimous that 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 thinking techniques, there is a significant increase in the effectiveness of this process regardless from the initial level of child development.
Purpose of the program:
1. Development of logical thinking in preschool children elementary level through techniques of comparison, generalization, classification, systematization and semantic correlation.
2. To promote the formation and development of the simplest logical structures of thinking in preschoolers through specially organized classes.
Program objectives:
Educational:
develop children’s mental abilities through mastering the actions of substitution and visual modeling;
learn to form a group of individual objects, divide them by characteristic features and purpose;
teach to classify objects on various grounds;
learn to compare objects and images;
learn to correlate a schematic image with real objects;
develop quick thinking;
encourage you to draw your own conclusions;
learn to answer questions in detail and draw conclusions;
learn to establish cause-and-effect relationships.
Educational:
development of thinking skills - compare, analyze, classify, generalize, abstract, encode and decode information;
mastering basic skills of algorithmic culture of thinking;
development of cognitive processes of perception of memory, attention, imagination;
development creativity.
developing the ability to group objects by color and size;
development of the ability to distinguish and name in the process of modeling
geometric shapes, silhouettes, objects and others.
consolidate the ability to establish a correspondence between the number of objects and numbers.
making geometric shapes from sticks and transforming them. Drawing figures, symbolic images from geometric shapes in a checkered notebook.
Educational:
the possibility of combining children's independent activities and their varied interactions with each other when mastering mathematical concepts.
education and development of responsibility, perseverance in overcoming difficulties, coordination of eye movements and fine motor skills of the hands, actions of self-control and self-esteem.
Program type: The “Young Mathematician” program is a program of educational and research orientation, which is based on the program of K.V. Sheveleva “Formation of elementary mathematical concepts in preschool children”
The principles underlying the program:
principle of integration educational areas in accordance with the age capabilities and characteristics of children;
the formation of mathematical concepts based on children’s perceptual actions, the accumulation of sensory experience and its comprehension;
use of diverse and varied didactic material, which allows us to generalize the concepts of “number”, “set”, “form”;
stimulating active speech activity children, speech accompaniment of perceptual actions;
the possibility of combining children’s independent activities and their varied interactions when mastering mathematical concepts;
Expected results:
Development in children of senior preschool age of their intellectual and creative abilities through the development of logical and mathematical concepts (properties, relationships, connections, dependencies) and methods of cognition (comparison, ordering, grouping, seriation, classification). The child masters basic logical operations. Able to mentally establish similarities and differences between objects based on essential features. Able to combine and distribute objects into groups. Fluently operates with generalizing concepts. Able to mentally divide a whole into parts and form a whole from the parts, establishing a connection between them. The child finds patterns in phenomena and knows how to describe them. Can make inferences using judgments. Able to navigate in space and on a sheet of paper. The child has a fairly large vocabulary and a wide range of everyday knowledge. He is observant, attentive, diligent, interested in the results of his work. Possesses cooperation skills and can work in pairs and small groups.
The “Young Mathematician” program will be implemented within the framework of a mathematics club for children aged 4-7 years in groups. Group 1 - middle (4-5 years old) Group 2 - senior group (5-6 years old) Group 3 - preparatory (6 - 7 years old) The program lasts one year. To successfully master the lesson program, the number of children in the circle group is 10 people. The duration of the lesson is 20 – 35 minutes. Classes are held 8 times a month from October to May.
NOD SCHEDULE
Conditions for the program:
availability of material and technical support;
systematic visits to the “Young Mathematician” circle
Forms and methods
In the process of activity they are used various shapes: traditional, combined and practical classes, games, competitions, and others.
Activity held:
frontal (simultaneous work with all children)
individual-frontal (alternating individual and frontal forms of work)
subgroups (organization of work in a microgroup)
individually (individual completion of tasks, problem solving).
Methods:
To develop cognitive abilities and cognitive interests in preschoolers, teachers use the following methods:
elementary analysis (establishing cause-and-effect relationships);
comparison;
modeling and design method;
question method;
repetition method;
solving logical problems;
experimentation and experiments
Among techniques, used in the process of implementing circle activities that enhance learning motivation should be called:
Individualization and activation of learning;
Games and game situations.
Club classes for preschoolers are conducted in a playful way, since the leading activity of preschoolers is play. Guided by one of the principles of the Federal State Educational Standard, the program is implemented using various forms specific to children of a given age group and, above all, in the form of a game.
Game with educational elements, interesting to a child, will help in the development of the cognitive abilities of a preschooler. Such a game is a didactic game.
Didactic games on the formation of mathematical concepts and the development of logical operations used in the program can be divided into the following groups: 1. Games with numbers and numbers 2. Games of time travel 3. Games for orientation in space 4. Games with geometric shapes 5. Logical thinking games
Technical equipment classes
Equipment:
Easel
Posters
Circuit Demo Cards
Individual circuit cards
CD and audio material
Record player
Integration of educational areas:
« Cognitive development": development of cognitive abilities (attention, memory, perception, thinking, imagination) and thinking operations; teach to establish cause-and-effect relationships, develop volition. To consolidate children's knowledge about careful handling of objects of living and inanimate nature.
« Speech development": encourage the desire to ask questions, logically building your judgment. Continue to develop and activate children's vocabulary. Reading and discussion with children works of art, consonant with the theme of the GCD circle.
« Physical development": monitor the development of correct posture. Ensure normal indoor conditions temperature regime, regular ventilation; develop the ability to follow the basic rules of games and navigate in space.
“Socio-communicative development”: to provide conditions for further moral education of children. Develop a friendly attitude towards each other and others. Encourage children to independently carry out basic assignments (prepare material for GCD, arrange tables, distribute workbooks).
“Artistic and aesthetic development”: consolidate the ability to color a given object, picture, logical coloring along the contour, evenly applying strokes, develop fine motor skills. To form emotional responsiveness to a piece of music used in physical exercises.
Educational - thematic plan
| Subject | Number of classes | Time |
||||||||||
| Theoretical | Practical |
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Long-term plan (4 – 5 years)
Long-term plan (5-6 years)
Long-term plan (6 -7 years)
| 3-4 lesson - Number 20 Number range 0 – 20 - Ordinal counting - "Schematization" - Cuisener Sticks | Introduction to the formation of the number 20. Exercise in writing the number 20. Consolidation of ordinal counting Develop the ability to identify and abstract properties, the ability to “read a diagram”, consolidate ordinal counting skills | “FEMP for preschoolers 6 - 7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V Kusener’s sticks |
Methodological support for the “Young Mathematician” circle program
1. K.V. Shevelev Program “Formation of elementary mathematical concepts in preschool children” - M.; Yuventa, 2012 2. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 4-5 years old” M.; Yuventa, 2013
3.K.V. Shevelev “Counting to 10.” Workbook for children 4-5 years old - M.; Yuventa, 2013
4. K.V. Shevelev “Journey to the World of Logic” Workbook for children 4-5 years old - M.; Yuventa, 2015 5. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5 – 6 years old” M.; Yuventa, 2013
6. K.V. Shevelev “I think, I think, I compare” Workbook for children 5-6 years old - M.; Yuventa, 2013 7. K.V. Shevelev “Formation of mathematical abilities” Workbook for children 5-6 years old - M.; Yuventa, 2014 8. K.V. Shevelev “Logic, comparison, counting” Workbook for children 5-6 years old - M.; Yuventa, 2016 9.K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5-6 years old” Yuventa, 2013 10. K.V. Shevelev “I count to 20” Workbook for children 6-7 years old - M.; Yuventa, 2013 11. K.V. Shevelev “Developmental tasks” Workbook for children 6-7 years old - M.; Yuventa, 2016 12. Grishechkina N.V., 365 best educational games for children 5-7 years old for every day. - Yaroslavl, Development Academy, 2010.
13. E.V. Kolesnikova “I solve logical problems: Mathematics for children 5-7 years old” - M.: TC Sfera, 2015
14. Z.A. Mikhailova, E.A. Nosova “Logical-mathematical development of preschool children: games with Dienesh logic blocks and Cuisenaire colored sticks” St. Petersburg: PUBLISHING HOUSE “CHILDHOOD PRESS” LLC, 2015. -128s.15. V. Voskobovich, T. Kharko. Game technology for the intellectual and creative development of preschool children 3-7 years old “Fairytale labyrinths of the game - M., 2003
WORKING PROGRAMM
circle for the development of logical thinking of children of the senior group of compensatory orientation “Develop”
Developed by:
Karebo I.G.., teacher
Musikhina L.V., teacher.
Abakan, 2017
1. Target section…………….…………………………………………………………………... 3
1.1. Explanatory note…….……………………………………………………..3
1.2. Goal and objectives of the program……………………………………………………………3
1.3. Principles and approaches to organizing the educational process………………..3
1.4. Planned results of mastering the Program…………………………….……..4
2.1. Curriculum……………………………………………………………………......4
2.2. Approximate comprehensive – thematic plan..…………………………………….4
3. Organizational section……………………………………………………………...6
3.4. Methodological support of the Program……………………………………………………….....6
1.TARGET SECTION
1.1. Explanatory note
In the development of the abilities of preschoolers, a special place is occupied by intellectual development, namely mathematics, aimed at developing logic, thinking, curiosity, and independence. This provides enormous opportunities for the development of cognitive abilities, which are the basis for the formation of mathematical thinking in the future, and the formation of such thinking is a guarantee for the successful mastery of mathematical content in the future.
The word logic comes from the ancient Greek logos, which means thought, word, reason. IN modern world Logic is the science of the rules that govern the thinking process.
These rules are complex, there are many of them, so you need to master them gradually. Logical tasks are especially difficult for children with general speech underdevelopment, since speech and thinking are closely related.
The sooner you begin to stimulate and develop logical thinking based on the baby’s sensations and perceptions, the faster a smooth transition from concrete to abstract thinking will occur. In addition, intellectual-linguistic relationships confirm the developmental influence of verbal-logical thinking on the speech of preschool children, both in normal development and in pathological conditions.
Conditions for the implementation of the circle.
The "Develop" circle is intended for children of senior preschool age.
Duration of training - 1 year.
Number of classes per year – 72.
The form of organization is a circle.
Regime - 2 times a week.
Amount of time per week: 40 minutes, 20 minutes each.
Time: afternoon.
Conditions for accepting children: upon request.
1.2. Goal and objectives of the program
Purpose of the program: creating a social situation for children’s development in the process of familiarizing themselves with and playing logical games and exercises.
Objectives of the Program:
- create conditions for children to master the essential features of objects, the ability to compare and generalize;
- create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations;
- ensure the development of the mathematical abilities of each child as a subject of relationships with himself, with other children, adults and the world;
- promote the development of initiative, independence, and the formation of prerequisites for educational activities;
1.3. Principles for the formation of the educational process
- the principle of individualization, taking into account the capabilities, age-related developmental characteristics and needs of each child;
- the principle of recognizing each child as a full-fledged subject of the educational process;
- the principle of supporting children's initiative and shaping the cognitive interests of pupils;
- principle of specificity and accessibility educational material, systematicity and interconnection in accordance with the requirements.
1.4. Planned results of mastering the Program
Targets for mastering the Program
children of senior preschool age
Child:
- masters basic logical operations.
- able to navigate in space and on a sheet of paper.
- finds patterns in phenomena and is able to describe them.
- Possesses cooperation skills and can work in pairs and small groups.
- able to prove his point of view.
2.1 Curriculum
Deadlines | Subject | Watch |
September | "Mathematics-logic" | |
October | "Journey into the Forest" | |
November | "Journey to the Land of Logic" | |
December | "Cloth" | |
January | "Journey to Prostokvashino" | |
February | "Country of Mathematics" | |
March | "In zoo" | |
April | "Space trip" | |
May | "Let's help the bunnies" | |
Total: 70 hours |
||
2.2 Approximate comprehensive - thematic plan
Deadlines | Subject | Tasks |
September | "Mathematics-logic" | 1. Find a pattern 2. Who is this? What is this? 3. Think and solve problems 4. Find options 5. Wizards 6. Collect a flower 7. Logical endings 8. Ornament |
October | "Journey into the Forest" | 1. Useful - harmful 2. What did I wish for? 3. Plant flowers 4. Group by characteristics 5. Remember faster 6. Everything that flies 7. What happens... 8. Where do you live? |
November | "Journey to the Country Logic" | 1. Confusion 2. My line is your drawing 3. Fly 4. What was drawn with an invisible pencil? 5. Encryptor 6. Friends 7. The Absent-Minded Artist 8. Find the item |
December | "Cloth" | 1. Find a match 2. Continue the series 3. Patch 4. Shreds 5. One, two, three - look! 6. Colored laces 7. Fashion designers 8. Atelier |
January | "Journey in Prostokvashino" | 1. I want to know everything 2. Locals 3. Collect a card 4. Matroskin is confusing 5. Logical chains 6. How many of us are there? 7. Say it in one word 8.Complete the elements |
February | "Country of Mathematics" | 1. Count and name 2. Geometric Lotto 3. Back and forth 4. Solve problems 5. Find the extra item 6. Puzzle 7. Find the mistake 8. Counting sticks |
March | "In zoo" | 1. Where is whose shadow? 2. Who is close? Who's far away? 3. Who is the cage for? 4. Who is the odd one out? 5. What's in common? 6. What comes first, what comes next? 7. Looking for animals 8. Fantastic animal |
April | "Space trip" | 1. Space car 2. Counting planets 3. Milky Way 4. Who is faster? 5. Tail of a comet 6. Guess by description 7. Continue the series 8. Logical chains |
May | "Let's help the bunnies" | 1. How many are there? 2. Complete the second half 3. Solve problems 4. Find the differences 5. What belongs to whom? 6. Connect the dots 7. Find two identical bunnies 8. Where did the bunnies hide? |
3.2. Methodological support of the Program
Security teaching materials and teaching aids.
- Alyabyeva E.A. Development of logical thinking and speech in children 5-8 years old. M.: Sfera, 2005.
- Buzunov V. Think, guess, draw, color! AOZT Publishing Group NEKO, 1994.
- Belaya A.E., Miryasova V.I. Finger games for the development of speech in preschoolers. M.: AST, 2006.
- Vagurina L.M. Getting ready for school. Logical operations. Test tasks. M.: Linor, 1999.
- S.E. Gavrina. Big book of tests for children 6-7 years old. Counting, reading, getting to know the outside world, developing speech, memory, attention, thinking, fine motor skills. Development Academy, 2007
- Devina I.A., Petrakov A.V. Let's develop logic. M.: Linor, 1999.
- Zavodnova N.V. Development of logic and speech in children. Rostov n/a: Phoenix, 2005.
- Karpenko M.T. A collection of riddles. M.: Education, 1988.
- Konovalenko S.V. Development of cognitive activity in children aged 6-9 years. Workshop for psychologists and speech therapists. Moscow, 2000.
- Kostromina S.N. How to overcome difficulties in teaching children reading, mathematics, and the Russian language. - M., AST: Guardian, 2008.
- Mamaichuk I.I., Ilyina M.N. Help from a psychologist to a child. St. Petersburg: Rech, 2006.
- Stepanova O.A. Prevention of school difficulties. - M.: Sfera, 2003.
- Tikhomirova L.F. Logic for preschoolers. Yaroslavl: Development Academy, 2006.
- Foppel K. How to teach children to cooperate (parts 1-4). M., 1998.
- Khukhlaeva O.V. The path to your self. M., 2001.
- Chistyakova G.I. Psycho-gymnastics. M., 1990.
- Cheremankina L.V. Development of children's attention. -Yaroslavl, 1999.
- Sharokhina V.L. Correctional and developmental classes in the senior group. M.2003.
Eleonora Ryabkova
Club program« Color logic»
Compiled by the teacher: Ryabkova E. V
EXPLANATORY NOTE
"subject" "in a spiral" Program presents a system of activities organized in an entertaining playful way, which does not tire the child and promotes better memorization mathematical concepts. During math classes mug Problems such as jokes, riddles, and development tasks are actively used children's logical thinking, exciting games and exercises with numbers, signs, geometric shapes. The plot of the classes and specially selected tasks contribute to the development of mental processes (attention, memory, thinking, motivate the child’s activity and direct his mental activity to find ways to solve the assigned problems. During the classes, riddles of mathematical content are used, which provide invaluable assistance in the development of independent thinking and skills prove the correctness of judgments, mastery of mental operations. Much attention is paid independent work children and activation of their vocabulary. Children must not only remember and understand the proposed material, but also try to explain what they understand. Are being formed important qualities personalities needed in school: independence, intelligence, resourcefulness, observation, perseverance is developed.
The importance of educational games for the development of preschool children, their diversity and age-appropriateness allows them to be used to solve this problem - mental development preschoolers. Designed for this purpose mug program« Color logic» . Name mug reflects the main activity on it - the use of modern educational games, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc. Let's look at some of them below.
Voskobovich's games. The basic principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. Voskobovich's games "Geokont", "Game Square" (now it is "Voskobovich Square", "Folds", " Color clock" immediately attracted attention. Every year there were more and more of them - "Transparent Square", "Transparent Number", "Dominoes", "Planet of Multiplication", the "Miracle Puzzles" series, "Math Baskets". The first ones also appeared methodological tales.
Dienesh logic blocks(LBD)- a set of shapes that differ from each other color, shape, size, thickness. In the process of various actions with logical blocks(splitting, laying out according to certain rules, rebuilding, etc.) children master various thinking skills that are important both in terms of pre-mathematical preparation and from the point of view of general intellectual development. These include the skills of analysis, abstraction, comparison, classification, generalization, encoding-decoding, as well as logical operations"Not", "And", "or". In specially designed games and exercises with blocks, children develop basic algorithmic thinking skills and the ability to perform actions in their minds. By using logical blocks children train attention, memory, perception.
H. Cuisenaire's sticks. By using colored sticks X. Cuisenaire develops activity and independence in the search for ways to act with material, ways to solve mental problems. The main features of this didactic material are abstractness, versatility, and high efficiency. X. Cuisenaire's rods best correspond to the monographic method teaching numbers and counting.
H. Cuisenaire's sticks as a didactic tool fully correspond to the specifics and characteristics of elementary mathematical concepts formed in preschoolers, as well as their age capabilities, the level of development of children's thinking, mainly visual-effective and visual-figurative. A child’s thinking reflects, first of all, what is first accomplished in practical actions with specific objects. Working with sticks allows you to translate practical, external actions into the internal plane, to create a complete, clear and at the same time quite generalized idea of the concept.
Nikitin's games. Nikitin's developing creative games have their main feature - to combine one of the basic principles of learning "from simple to complex" with a very important principle of creative activity - "independently according to ability." This union made it possible to solve several problems in the game related to the development of creative abilities: Nikitin’s games can stimulate the development of creative abilities from a very early age; tasks-steps of Nikitin’s games always create conditions that advance the development of abilities; a child develops most successfully if he each time independently tries to solve the most difficult problems for him; Nikitin's games can be very diverse in their content and, moreover, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity; By playing Nikitin's games with their children, mothers and fathers, unnoticed by themselves, acquire very important skill- restrain yourself, do not interfere with the child’s thinking and making decisions, do not do for him what he can and should do himself. Nikitin's educational games include the game "Unicube", "Fold a square", "Fractions", "Cubes for everyone", "Fold the pattern".
Puzzles and labyrinths. These types of games contribute to the development logical thinking, attention and resourcefulness.
At the core program lies in the idea that that every year of a child’s life is decisive for the formation of certain mental neoplasms. In accordance with the characteristics of the cognitive activity of preschool children, program mainly ensures the development of cognitive processes.
Changes in the socio-economic sphere of public life have confronted many countries of the world, including Russia, with the need to reform educational system. In modern conditions, one of the priority areas educational policy is the development of additional education for children. Additional education can be considered as special educational space, where many relationships are objectively defined, where special educational activities of various systems for training, education and development of the individual are carried out, where the processes of self-learning, self-education and self-development are formed, where the self-realization of the individual is actually carried out. Additional education for children cannot be considered as some kind of appendage to basic education that performs the function of expanding opportunities educational standards. Its main purpose is to satisfy the constantly changing individual sociocultural and educational needs of children.
All modern programs and technologies preschool education puts forward as the main task the comprehensive development of the child’s personality, which is ensured by the unity of mental, moral, aesthetic and physical education. The tasks of mental education are sometimes understood in a simplified manner, limited to the desire "invest" in preschoolers as much knowledge as possible about surrounding. But that's not the point "much knowledge". It is much more important to develop in a child the general abilities of cognitive activity - the ability to analyze, compare, generalize, and also to ensure that he develops a need to acquire new knowledge and master the ability to think.
One of the means of mental development of a child is educational games. They are important and interesting for children, varied in content, very dynamic and include children’s favorite manipulations with gaming material, which can satisfy the child in motor activity, movement, helps children use counting, and controls the correct execution of actions.
The principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. In every game the child always achieves something "subject" result. Constant and gradual complication of games ( "in a spiral") allows you to maintain children's activity in the zone of optimal difficulty. Educational games create conditions for creativity and stimulate the development of the child’s mental abilities. An adult can only use this natural need to gradually involve children in more complex shapes gaming activity.
The importance of educational games for the development of preschoolers, their diversity and age-appropriateness allows them to be used to solve this problem of the mental development of preschoolers. Designed for this purpose mug program« Color logic» . Name mug reflects the main direction of activity on it. The use of modern educational games by V.V. Voskobovich, B.P. Nikitin, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc.
