Logic games for preschoolers: meaning and examples. Logic games for preschoolers Significance of logical games for preschoolers

Modern teachers have managed to appreciate the importance of developing logical thinking in kindergarten children. Having gained an understanding of the elementary laws of logic, having learned to analyze, compare, generalize and highlight particulars, anticipate the result, the child will feel more comfortable when he is at the school desk.

The value of logical games in the development of a preschooler

Actually thinking and logical thinking must be understood as a generic and specific concept. Man as a rational being, which is characterized by higher nervous activity, receives information from the outside. His consciousness reflects this information directly or indirectly. This type of cognitive activity is inherent in all mentally healthy people.

A feature of thinking in a child preschool age is that he can not only synthesize a thought, but also express it in words. Psychologists characterize his thought process as visual-figurative, that is, the child sees an object and can determine its properties, purpose without performing any actions with it. Based on visual-figurative thinking, logical thinking can be developed.

It also represents the ability to process the information received through the prism of the laws of logic. The goal of logic-developing games for preschoolers is to teach children basic logical operations. That is, in a playful way, children 4-6 years old learn:

• analyze;
• generalize (classify);
• highlight the quotient (synthesize);
• compare;
• build hypotheses.

Logic games contribute to the development of the child:

• attention;
• memory;
• concentration;
• the ability to express one's thoughts;
• independence;
• purposefulness.

In addition, logic games form the prerequisites for preschoolers, which in the future will help them solve complex mathematical problems.

Types of logic games with examples

1. Boolean constructors

Perhaps, the designer is the most useful and fascinating toy ever invented by mankind. Usually, this toy is associated with bright play sets, in which you can assemble a pirate schooner, an ambulance station, a train station, etc. from individual parts. But boolean constructors are something else. Usually, they are wooden, plastic or metal. By organizing games with such, an adult sets himself the goal of developing constructive skills and logical thinking of a preschooler. Having individual elements in front of him, the child must predict the final result in his mind, and, acting sequentially, assemble a certain geometric figure from the constructor, some other object.

Example: "Magnetic constructor"

The game set consists of metal sticks and magnetic balls. By connecting the sticks with magnets, you can collect three-dimensional figures. A 5-year-old child can be offered to assemble a model according to the example that comes with the kit. And already at the age of 6, the kid can fantasize and try to design the objects he has conceived.

Example: "Gyenes Blocks"

This simple constructor gives parents the opportunity to introduce their child to almost all the tricks of logic. It consists of a set of basic geometric shapes of different colors and sizes. Figures can be flat or voluminous. The finished game can be purchased in wooden or plastic versions. Something similar can also be made with your own hands from colored paper.

Operating with Gyenes blocks, you can teach a child:

• identify and describe the properties of figures;
• compare them;
• group according to the same characteristics;
• collect from individual elements (blocks) a single whole (certain object, symbol, animal, etc.).

The child can be offered the following activities:

• Sort blocks by color, shape or size.
• An adult lays out five blocks in a row, four of which are united by a common property, and one differs from them (for example, four green blocks and one red, four circles and one triangle). The child must remove the extra one and tell why he chose him.
• An adult puts the blocks in a bag. The child will have to put his hand into it and, without looking, describe the object that he has come across.
• An adult begins to build a logical chain of three elements. For example, he puts a square, a circle and a triangle. The child must repeat this sequence. Gradually, the number of elements in the chain increases.
• The adult takes one block and hides it behind his back. He names the properties that the figure does not have. "It's not a triangle or a square." The child must guess the shape. "It's not red or yellow." The child must guess the color. And so on.

2. Puzzles

These toys can be offered to a four-year-old child. It is important that the adult who organizes the game correctly describes the logical task to the child and monitors the correctness of its implementation.

Example: "Kuisner sticks"

The puzzle is a set of rectangular plastic or wooden sticks of various lengths and colors. The options for playing with them are varied.

Four-year-olds, for example, can be offered the following:

• sort the sticks laid out on the table by color;
• arrange the sticks in a line, starting with the shortest and ending with the longest, to make a ladder;
• lay out five to ten sticks in front of the child, ask him to count them.

The older preschooler is capable of more complex games:

• find such sticks, the length of which, if put together, would be equal to the length of the largest stick;
• take yellow, red and green sticks and ask the child to name and show not red and not yellow;
• sort the sticks by color and add geometric shapes from them.

Examples of games with sticks can be found in special collections or on the Internet (scheme kuizener sticks).

3. Graphic games

Collections of logic problems are sold in book and toy stores. Similar developmental tasks can be found in prescriptions for kids. The options for these games are truly endless.

Example: "Labyrinth"

Guided by logic, the child must overcome the ornate labyrinth and lead the teddy bear to the barrel of honey.

Example: "Paint according to the model"

The preschooler must reproduce the drawing by example or connect the dots.

Example: "Find the extra"

In the line of objects, the child must find the extra one and tell why he made such a choice.

4. Word logic games

In the process of verbal logic games, preschoolers learn to perceive information by ear, analyze and reproduce it, train attention and memory.

Example: "Say in one word"

An adult names a number of objects, the child must summarize them:

• circle, rhombus, triangle - figures;
• blue, red, green - colors;
• car, bus, train - transport;
• cup, plate, frying pan - dishes;
• father, mother, grandfather - family.

Example: "What's different"

An adult calls a couple of words, the child should name their differences:

• summer and winter;
• machine and ship;
• tree and bush;
• ball and cube.

You can diversify the game with cards (or game sets).

Organization of logic games by teachers

Such gaming activity is purposeful, it must be planned. The organization of logic games by teachers in preschool institutions, as a rule, occurs in three stages:

• Preparatory: the teacher decides which particular law of logic will be worked out during the game, selects didactic materials and visual aids.
• Formative: there is a direct game based on operations with didactic material. Problems on logic are solved exclusively under the control of the teacher, and sometimes with his participation.
• Control: in order to verify and consolidate the knowledge presented to the kids, the teacher can continue to untie typical logical puzzles for them on their own.
  Logic-developing tasks that can be offered to a preschooler are constructors, mazes, puzzles, desktop-printed (graphic) and word games. When organizing a logic game, you can also use any toys, substitute items, etc.

Table of contents INTRODUCTIONChapter 1. Stages of development of thinking in preschool age 1.1. Features of thinking in early childhood1.2. Verbal-logical thinking and its connection with the previous stages 1.3. Formation and development of the logical sphere of preschoolersChapter 2. The development of logical thinking in preschoolers by means of logic and mathematical games2.1. Teaching mathematics in the senior group of kindergarten 2.2. Pedagogical possibilities of the game in the development of the logical 2.2. Logic-mathematical games as a means of activating the teaching of mathematicsConclusionList of references 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 reaches the stage of formal-logical operations, when his thinking acquires the features characteristic of mental activity adults. The development of logical thinking should begin in preschool childhood. But why does logic need a small child, a preschooler? The fact is that at 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 child’s health may suffer, interest in learning will weaken, or even completely fade away. In order to develop logical thinking, it is necessary to offer the child to independently analyze, synthesize, compare, classify, generalize, build inductive and deductive conclusions. Having mastered logical operations, the child will become more attentive, learn to think clearly and clearly, be able to concentrate at the right time on the essence of the problem, convince others that they are right. Learning will become easier, which means that both the learning process and school life itself will bring joy and satisfaction. Purpose of the study- consider logical and mathematical games in work with older preschoolers. Research objectives:one. Concretize ideas about the peculiarities of thinking in preschoolers.2. To study the formation and development of the logical sphere of preschoolers.3. Consider logic-mathematical games as a means of activating the teaching of mathematics. Object of study - thinking of preschool children . Subject of study - logical and mathematical games as a means of developing the logical thinking of preschoolers . Theoretical basis This work was served by the works of such authors as: Sycheva G.E., Nosova E.A., Nepomnyashchaya R.L. and others. Research methods: literature analysis. Work structure: the work consists of an introduction, two chapters, a conclusion and a list of references. Chapter 1. Stages of development of thinking in preschool age1.1. especially mindset in early childhood Parents of preschoolers are most busy looking for an answer to the question "how and what to teach a child?". They choose the "most-most" from a variety of innovative methods, enroll the child in various circles and studios, engage in various "educational games" and teach the baby to read and count almost from the cradle. What is the development of thinking in preschool age? And, indeed, what is the priority to teach children? As in any area of ​​personality development, a child's thinking goes through several stages of formation. In psychology, it is customary to define three stages in the development of thinking: visual-effective, visual-figurative, verbal-logical. For a baby who cognizes the world through the active work of all the senses, the basis for obtaining information is the motor and tactile channels of perception. A small child in early childhood literally “thinks with his hands”. Not only their own information depends on the work of the receptors of these channels, but also the activity of other types of perception, other sense organs. What does it mean? For example, the visual perception of a baby is not yet perfect, its capabilities, in comparison with the vision of an adult, are somewhat limited. The child does not understand the perspective - it seems to him that if the high-rise building is barely visible on the horizon, then it is very small. He still cannot always understand the three-dimensionality of things. The baby does not understand visual illusions - for example, he wants to reach the horizon or touch the rainbow. The image for him is a special state of the object, he does not believe that the image does not actually exist. In this, children's perception is reminiscent of primitive man. Seeing an evil character in a book of fairy tales, the child closes the “good fellow” from him with his hands, and so on. Everything that the child sees, he wants to touch, act with this object, experience it. And the more actions he performs with a thing, the better he perceives its properties. The better it works for him, not only the motor and tactile, but also the visual channel of perception. Visual-effective thinking is a method of "trial and error". When receiving a new object, the child first of all tries to interact with it - try it on the tooth, shake it, knock it on the floor, twirl it from all sides. In her book “A Child Learns to Speak,” M. Koltsova cites an interesting experiment as an example: two groups of babies who began to speak the first words were shown some objects to memorize new words. In one group they were allowed to play with objects, in the other they were only shown and called. Children from the first group memorized the names of objects new to them much faster and better and introduced them into speech than in the second group. Each object seen for the child is a new puzzle that needs to be “taken apart” and then “assembled”. The only thing that interests him in early childhood is what can be done about it? That is why it is so dangerous to get carried away with newfangled methods that offer training in early childhood, attempts to develop logic or the basics of analytical thinking in kids. What to do with the baby? More often include him in any household activity, let him participate in all mother's affairs - washes dishes, wipes dust, sweeps. Of course, mom sometimes has to take more away from such "help", but the teaching always goes through trial and error! It is during the period of early childhood that the child learns the world in activity as actively as never before. And in order to master the space, to understand the interconnection of things, he needs to perform real, meaningful actions as much as possible, imitating adults, and not shifting the details of a special "developing" game. It is also useful to mess around with various substances - sand, water, snow. However, many textures can be found at home, without any special classes - various cereals, shreds of rags, dishes and all kinds of ordinary household items. In terms of creative development, the child is now going through a period of acquaintance with materials, where he needs to be given complete freedom and not yet expect any "crafts" and any other results. The second stage in the development of thinking begins at about 3-4 years and lasts up to 6-7 years. Now the child's thinking is visual-figurative. He can already rely on past experience - the mountains in the distance do not seem flat to him in order to understand that big Stone- heavy, it is not necessary for him 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 instead of a cube a car is presented, and in an empty hand "turns out" a spoon, but also in creativity. It is very important at this age not to accustom the child to use ready schemes Don't impose your 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. At the same time, how fully figurative thinking develops depends on its work at 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! AT creative activity the child tries to depict 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. Verbal-logical thinking and its connection with the previous stages In the period of early and preschool childhood, the child absorbs sounds, images, smells, motor and tactile sensations. Then there is a comprehension of the accumulated material, processing of the information received. By the end of the preschool period, the child has a well-developed speech, he already owns abstract concepts and can independently generalize. So gradually (from about 7 years old) there is a transition to the next step in the development of thinking - it becomes verbal-logical. Speech allows you to think not in images, but in concepts, to structure and designate information received with the help of the senses. Already at 3-4 years old, the child is trying to classify known objects, for example: an apple and a pear - fruits, and a chair, and a table - furniture. He often accompanies his actions with comments, asks an infinite number of questions, for him the naming of an object is a sign of its existence. But speech has not yet become an instrument of thought, it is only an auxiliary instrument. By the early school age, the word for the child becomes an abstract concept, and not associated with a specific image. For example, for a three-year-old kid, a "sofa" is just a sofa he knows, standing in his living room. He still does not have a generalization and abstraction from a specific image. Children 7-8 years old can already be distracted from a specific image and highlight the basic concepts. The child independently determines the essential features of an object or phenomenon, assigns a new object to categories known to him, and, conversely, fills a new category with the appropriate concepts. Children are able to appreciate the real size of an object (a ten-story building on the horizon does not seem tiny to them). They form causal relationships, general characteristics of phenomena and objects. They are able to perform actions without relying on images. But, no matter how perfect verbal-logical thinking seems to us, adults - parents and teachers, we should not rush and form it artificially in a preschooler. If the child is not allowed to fully enjoy the game with images, to teach him to think logically at a time when he is not yet ready for this, the result is just the opposite. Extremely schematic, weak thinking, formalism and lack of initiative are found precisely in those children who have gone through a serious school of "early development", as it is now fashionable to call the mechanical training of babies. At the age when the brain is ready to operate with vivid images, dry schemes were brought to it, preventing it from enjoying all the richness of colors, tastes and smells of this world. Everything is good in time, and the child will certainly go through all stages of the development of thinking, let each of them give him everything that is possible only in a certain period. 1.3. Formation and development of the logical sphere of preschoolers The formation of logical techniques is an important factor directly contributing to the development of the child's thinking process. 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's consider the possibilities of actively including various methods of mental actions on mathematical material in the process of mathematical development of a preschool child. 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: length, height, 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 the objects are of different types (seat the toys according to their height). Seriations can be organized by color: by the degree of color intensity. Analysis is the selection of object properties, the selection of an object from a group, or the selection of a group of objects according to a certain attribute. For example, a 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 on the basis of "sour". 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). the very first steps of a child's mathematical development. For example: A. The task of choosing an object 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. Task for choosing several items according to the indicated attribute (2-4 years): Choose all the balls. Choose round ones, not balls. B. Task for choosing one or more items according to several indicated criteria (2-4 years): Choose a small blue ball. Choose a big red ball. The task of the last type involves combining two features of an object into a single whole. For the development of productive analytical and synthetic mental activity in a child, tasks are recommended in the methodology 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 multidimensional) 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 the various features of an object, you can use the game "Find it": Which of these objects are large yellow? (Ball and bear.) · What is the big yellow round? (Ball.) etc. The child should use the role of the leader as often as the responder, this will prepare him for the next stage - the ability to answer the question: · What can you tell 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. Methodically, it is recommended to first teach the child to compare two objects, then groups of objects. It is easier for a small child to first find signs of differences in objects, then signs of their similarity. Tasks for dividing objects into groups according to some attribute (large and small, red and blue, etc.) require comparison. All games of the “Find such same” are aimed at developing the ability to compare. For a child of 2-4 years old, the signs by which similarity is sought should be well identifiable. For older children, the number and nature of signs of similarity can vary widely. Classification is the division of a set into groups according to some feature, which is called the basis of classification. The basis for the 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 be included in one and only one subset. Classification with preschool children can be carried out: by the name of the objects (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); form (in this box, squares, and in this - circles; in this box - cubes, in this - bricks, etc.) on other grounds (edible and inedible, floating and flying animals, forest and garden plants, wild and domestic animals, etc.). All the examples listed above are classifications on a given basis: the teacher himself reports it children. In another case, children determine the basis on their own. The teacher sets only the number of groups into which the set of objects (objects) should be divided. At the same time, the basis can be determined in more than one 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 lead to 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. Forming in children the ability to independently make generalizations is extremely important from a general developmental point of view. Due to changes in the content and methodology of teaching mathematics in primary school which aim to develop in students the ability to empirical, and in the future, theoretical generalization, it is important already in kindergarten to teach children various methods of modeling activity using real, schematic and symbolic visibility (V.V. Davydov), to teach a child to compare, classify, analyze and generalize the results of their activities. Chapter 2. Development of logical thinking in preschoolers by means of logic and mathematical games2.1. 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 are convinced that sets containing the same number of elements correspond to a single natural number (5 squirrels, 5 Christmas trees, 5 ends at an asterisk, etc.). Using examples of compiling sets from different objects, they get acquainted with the quantitative composition from 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, they get an elementary idea of ​​​​the numerical sequence - about the natural series. In the older group, they begin to form the concept of 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. , there is a closet in front of me"), 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"). They 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 remember the names and sequence of the days of the week. Visual, verbal and practical teaching methods and techniques 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 comparison of lengths using a measure. The motivation for the search is the proposal to solve any game or practical task (pick up a pair, make a rectangle equal to the given one, find out which items are more, etc.). Organizing independent work of children with handouts, the teacher also sets tasks for them (test, 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 identify significant relationships, for example, relationships of equality and inequality, sequence, whole and part, etc., make the simplest conclusions. Much attention is paid to the development of mental activity operations (analysis, synthesis, comparison, generalization) in the older group. Children perform all these operations based on visibility. If in junior groups during the initial selection of a particular property, objects that differed in only one given property were compared (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 width, but also of 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 carry out a comparison in a conflict situation, when the essential features for solving a given 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, that is, they perform elementary actions of a mathematical nature. The selection and assimilation of mathematical properties, connections, and relationships is achieved by performing various actions. The active involvement of different 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 when solving problems of the same type are carried out in a certain sequence. For example, children are taught to consistently analyze and describe a pattern made up of models of geometric shapes, etc. Gradually, they master the general method of solving problems in this category and use it consciously. 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, 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 a large place is occupied by work with pictures, color and silhouette images of objects, and the drawings of objects can be schematic. From the middle of the 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 a visual support. The teacher presents the missing objects at the moment as 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 to 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 questions of the teacher during the explanation stimulate the manifestation of independence and ingenuity by children, prompting them to seek different ways solving 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 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 implementation different options 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 you faster?", "What is longer (shorter)?" 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 competitions into them: "Who will find (bring, name) faster?" etc. 2.2. Pedagogical possibilities of the game in the development of logical 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, you need to teach him to compare, generalize, analyze, develop speech, teach the child to write. Since the mechanical memorization of various 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 characteristic of a particular age and pedagogical means. The game acts as 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 older preschool age, it does not lose its developing functions. Ya.A. Komensky considers the game 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 are brought up in the game child, citizen.” In the main form of role-playing, creative play, 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, actions that children must master are imprinted. This development takes place in proportion to the general mental development, at the same time, this development is carried out in the game. The mental development of children occurs as in the process creative games(the ability to generalize the functions of thinking develops), and didactic game. The name didactic itself suggests that these games have their own goal of 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 presence of ready-made content and rules enables the teacher to use didactic games for the mental education of children. 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 for 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. modern pedagogy didactic game is considered as effective remedy development of the child, the development of such intellectual mental processes as attention, memory, thinking, 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 world around them; compare, group, classify objects according to certain characteristics, draw the right conclusions. The activity of children's thinking is the main prerequisite for a conscious attitude to the acquisition solid, deep knowledge, establishment various relationships in a team. Didactic games develop the sensory abilities of children. 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 pronunciation is formed, coherent speech develops, the ability to express one’s thoughts correctly. 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 of the game, which contribute to the development of thinking of younger students. Mathematical games are considered 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. 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, they use different kinds simple tasks and exercises. These are tasks for finding a missed 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.). Therefore, logic-mathematical games are games in which mathematical relationships are modeled, patterns that involve the implementation of logical operations and actions. L.A. Stolyarov identifies the following structure of a learning game, which includes the main elements characteristic of a genuine didactic game: didactic task, game actions, rules, 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; they become more complicated at each new stage; they are closely related to game actions and rules; they are presented through a game task and are realized by children. The rules are strictly fixed, determine the method, order, sequence of actions for rule. Game actions allow you to implement didactic a game task through a game one. The results of the game are the completion of a game action or a win. In logical and mathematical games and exercises, special structured material is used to visualize abstract concepts and relationships between them. Specially structured material: geometric shapes (hoops, geometric blocks); schemes; rule schemes (chains of figures); function schemes (computers); operation schemes (chessboard). So, the pedagogical possibilities of a didactic game are very high. The game develops all aspects of the child's personality, activates the hidden intellectual abilities of children. 2.2. 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 of mathematical tasks. 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, upbeat mood. 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 learning tool mathematics. In mathematics lessons, games occupy a large place. 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. Creation game situation leads to the fact that children who are passionate about the game, imperceptibly for themselves and without much effort 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 perceive the situation related to mathematics aesthetically. The didactic game is a valuable means of educating children's mental activity, it activates mental processes, arouses students' keen interest in the process of cognition. 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, facilitates the process of mastering knowledge. 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; they require not only mental, but also strong-willed efforts - organization, endurance, the ability to follow the rules of the game, subordinate their interests to the interests of the team. At the same time, not every game has a significant educational and educational value, but only one that takes on 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 the manifestation of independence and initiative of children. b) Logic exercises in mathematics classes. Logic exercises are one of the means by which children develop correct thinking. When they talk about logical thinking, they mean thinking that, in content, is in full accordance with objective reality. Logic exercises allow children to build correct judgments on the basis of mathematical material accessible to children, based on life experience, without prior theoretical mastery 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, establish connections between generic and specific concepts. Most often, 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 one of a kind. 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 role-playing games in the process of teaching mathematics. Role-playing games can be labeled 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 of a person: 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; with all this, he obeys the rules themselves not under duress, but completely voluntarily, otherwise there will be no game. And the implementation of the rules is sometimes associated with overcoming difficulties, with the manifestation of perseverance. At the same time, 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 Gyennes, 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 a child master mental operations and actions, these include: identifying properties, comparing them, classifying, generalizing, encoding and decoding, as well as logical operations. In addition, blocks can lay the beginning of an algorithmic thinking culture in the minds of children, develop in children the ability to act in the mind, to master the concepts of numbers and geometric shapes, 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 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 according to 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 next to each other (operating with one property), the other - so that there are no identical blocks next to them in shape and color (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 at the end, a complete complex of figures. This is very important: the more diverse the material, the more difficult it is to abstract some properties from others, and therefore compare, classify, and generalize. With logical blocks, the child performs various actions: lays out, swaps, removes, hides, searches, divides, and reasons 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 The mathematical development of children in a specific educational institution (kindergarten, development groups, additional education groups, gymnasium, 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, their logical, creative or critical thinking; the formation of ideas about numbers, computational or combinatorial skills, methods of transforming objects, etc. Orientation in modern programs for the development and education of children in kindergarten, studying them provides a basis for choosing a methodology. Modern programs (“Development”, “Rainbow”, “Childhood”, “Origins”, etc.), as a rule, include 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-oriented personality-oriented developing technologies and exclude "discrete" learning, i.e. separate formation of knowledge and skills with subsequent consolidation Logical techniques as a means of forming the logical thinking of preschoolers - this is a comparison, synthesis, analysis, classification, proof and others - are used in all types 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 cultural and intellectual development personality. Choosing 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 1. Bezhenova M. Mathematical alphabet. Formation of elementary mathematical representations. - M.: Eksmo, SKIF, 2005.2. Beloshistaya A.V. Getting ready for math. Guidelines for organizing classes with children 5-6 years old. - M.: Yuventa, 2006.3. Volchkova V.N., Stepanova N.V. Abstracts of classes in the senior group of kindergarten. Maths. A practical guide for educators and methodologists of preschool educational institutions. - M.: TC "Teacher", 2007.4. Denisova D., Dorozhin Yu. Mathematics for preschoolers. Senior group 5+. - M.: Mosaic-Synthesis, 2007.5. Entertaining mathematics. Materials for classes and lessons with preschoolers and younger students. - M.: Uchitel, 2007.6. Zvonkin A.K. Kids and math. Home club for preschoolers. - M.: MTsNMO, MIOO, 2006.7. Kuznetsova V.G. Mathematics for preschoolers. A popular method of game lessons. - St. Petersburg: Onyx, Onyx-St. Petersburg, 2006.8. Nosova E.A., Nepomnyashchaya R.L. Logic and mathematics for preschoolers. - M.: Childhood-Press, 2007.9. Peterson L.G., Kochemasova E.E. Playing game. Practical course of mathematics for preschoolers. Guidelines. - M.: Yuventa, 2006.10. Sycheva G.E. Formation of elementary mathematical representations in preschoolers. - M.: Bibliophile, 2007.11. Shalaeva G. Mathematics for little geniuses at home and in kindergarten. - M.: AST, Slovo, 2009.

Alla Korneeva
Logic games as a condition for successful readiness for school

In modern practice preschool education, there is a clear shift in teaching elementary mathematics to children in the direction of development. Today, mathematics should become for a child not just a system of knowledge, but a powerful tool for learning about the world around us, stimulating the child’s independent development of means logical reflection of objects and comprehension of the relations between them, which as a result, in the aggregate, ensures the intellectual and cognitive development of the individual.

Developmental orientation of education in logic games, mathematics is the leading trend of the modern learning process preschooler. Therefore, mathematics should become for the child a necessary method of research that is related to the tasks of daily practical life.

Development logical thinking is one of the main tasks of the comprehensive development of children, which should be given serious attention. Thinking is the highest form of human cognitive activity, the process of searching for and discovering something essentially new.

Developed thinking enables the child to understand the patterns of the material world, cause-and-effect relationships in nature, social life and interpersonal relationships. Boolean thinking is fundamental in achieving success in life. With its help, a person is able to analyze any situation and choose the best option action in the current conditions. Boolean thinking must be constantly trained, best of all - from early childhood, in order to avoid stereotypical thinking, which is characteristic of the bulk of people.

Entertaining games on thinking, they teach the child to highlight the main thing, to generalize and draw appropriate conclusions. Gradually games develop in children the ability to think and reason independently, which is so important for harmonious development.

Formation logical thinking is an important part of the pedagogical process.

It is solved mainly by means of entertainment in teaching mathematics. Mathematics provides real prerequisites for development logical thinking.

The task of the educator is to help children fully demonstrate their abilities, develop initiative, independence, manage the mental activity of children, organize and direct it.

The primary source of knowledge for children is sensory perception derived from experience and observation.

In the process of sensory cognition, they form representations - images of objects, their properties, relationships.

Understanding logical definitions, concepts is directly dependent on how children go through the first sensory stage of cognition.

The richer their natural-scientific ideas about the quantitative and spatial properties and relationships of real objects, the easier it will be for them in the future, by generalization and abstraction, to move from these ideas to mathematical concepts.

Concerning preschooler is a subject of the natural-mathematical space and this is given an important place in the system preschool education.

Effective development of children's intellectual abilities preschool age is one of the pressing problems of our time. AT preschool age, the foundations of knowledge are laid, the child needs in school. Mathematics is complex science, which may cause some difficulties during schooling. In addition, not all children have inclinations and have a mathematical mindset, therefore, when preparation for school it is important to introduce the child to the basics logical thinking, basic tricks: comparison, synthesis, analysis, classification, proof and others, which are used in all activities and are the basis of mathematical abilities.

However, one should not think that the development logical thinking is a natural gift, the presence or absence of which should be reconciled. There is a large number of studies confirming that the development logical thinking can and should be practiced (even in cases where the natural inclinations of the child in this area are very modest). When organizing special developmental work on the formation and development logical methods of thinking, there is a significant increase in the effectiveness of this process, regardless of the initial level of development of the child.

Modern pedagogical and educational literature offers a variety of methods that stimulate the intellectual development of children. However, in the literature it is difficult to find a holistic set of tools, techniques and methods, the totality of which makes it possible to provide manufacturability of this process.

Thus, a contradiction is revealed between the need to increase the level of formation of mathematical abilities, logical thinking of preschoolers and insufficient technological development of this process in conditions traditional learning system preschool education.

Currently, there are many games and exercises aimed at developing figurative and logical thinking, memory and attention, speech and creative imagination. The sooner you start developing and stimulating logical thinking based on the sensations and perception of the child, the higher will be the level of his cognitive activity, the faster the main, natural transition from concrete thinking to its highest phase - abstract thinking will be carried out.

Organization of mathematical education and development at various stages preschool childhood is due advancement of the child on the cognitive levels of development mathematics: from sensory-objective to figurative. Smooth progress of the child on the stairs logical development, provides children with an independent discovery of the meaning of mathematical relations with the help of objective action and a visual image.

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State budgetary preschool educational institution

Kindergarten No. 63 " gold fish»

Baikonur city

Master Class

"The development of logical thinking by means

logic-mathematical games"

Prepared by:

educational psychologist:

Pashina Irina Alexandrovna

education: higher professional

Baikonur, 2016

At the present stage of modernization of preschool education, special attention is paid to ensuring the quality of education at preschool age, which makes it necessary to find ways and means of developing logical methods of mental actions, taking into account the needs and interests of preschoolers.

In accordance with modern trends in the development of education, we must graduate from the kindergarten, a person who is inquisitive, active, understands living things, and has the ability to solve intellectual problems. The development of logical thinking is the key to the success of a kindergarten graduate at school. Our future depends on the level of the state of competence, success, logic. And for children with mental retardation, this is the most important aspect of development.

The increased cognitive activity of preschoolers and the problem of the development of logical thinking of older preschoolers, which is closely related to it, is relevant at the present time. In modern conditions, the importance of computer literacy is increasing, one of the theoretical foundations of which is logic. Knowledge of logic contributes to the cultural and intellectual development of the individual.

The relevance of this topic is also due to the fact that necessary condition The qualitative renewal of society is the multiplication of intellectual potential, the lack of development of logical thinking in children and the interest of teachers in new forms of development of logical thinking in children.

Improving the quality of preschool education at the present stage is confirmed by the interest on the part of the state in the education and development of preschool children. An example is the adoption of the Federal State educational standard preschool education (FSES DO) and the Federal Law "On Education in the Russian Federation". The principles of preschool education are:

1) full-fledged living by the child of all stages of childhood, enrichment (amplification) child development;

2) building educational activities based individual characteristics every child;

3) recognition of the child as a full-fledged participant (subject) of educational relations;

4) support for the initiative of children;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) the formation of cognitive interests and cognitive actions of the child in various activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

GEF DO as the main principle of preschool education considers the formation of cognitive interests and cognitive actions of the child in various activities. In addition, the standard is aimed at developing the intellectual qualities of preschoolers.

At the present stage of education and training, logical and mathematical games are widely used - these are games in which mathematical relationships are modeled, patterns that involve the performance of logical operations and actions. In the process of games, children master mental operations: analysis, synthesis, abstraction, comparison, classification, generalization.

Currently, a lot of logic and mathematical games of various authors are offered:

Games for the development of intellectual abilities. (A.Z. Zak).

Educational games with elements of computer science and modeling. (A.A. Stolyar).

Games for the development of cognitive processes with modeling elements. (L.A. Wenger, O.M. Dyachenko).

Games for the development of constructive and creative thinking, combinatorial abilities (B.P. Nikitin, Z.A. Mikhailova, V.G. Gogoleva).

Games with Gyenesh blocks.

Games with colored sticks Kuisener.

Voskobovich games

Puzzle games

Logical and mathematical games develop in children: independence, the ability to autonomously, independently of adults, solve available problems in various activities, as well as the ability for elementary creative and cognitive activity. Also, these games contribute to the development of mental processes, create a positive emotional atmosphere, encourage children to learn, collective search, and activity in transforming the game situation.

That's whygoal my work: to promote the development of logical thinking, the desire for independent knowledge and reflection, the development of mental abilities through logic and mathematical games.

Logical and mathematical games are specially designed in such a way that they form not only elementary mathematical representations, abilities, 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.

Observing children during direct educational activities, in independent play activities, I noticed that they are often distracted, cannot draw the simplest conclusions, get tired quickly, and this leads to a decrease in attention, memory, which means that children do not learn program material well. At a time when children play games with logical and mathematical content, while using non-traditional material in them, they easily and quickly orient themselves on micro and macro planes, compare objects without problems, and count. I was faced with the problem of how to do so in order to form elementary mathematical representations in children, develop logical thinking and at the same time make children think independently, as well as bring them joy from the process of cognition.

Therefore, in my work on the development of logical thinking, I began to include technologies and methods of such well-known authors as: D. Kuizener, Z. Gyenesh V. Voskobovich, V. Kaye, K. Gattegno, puzzle games for laying out images from geometric details are Tangram, Pentamimo…, as well as logical and mathematical games and manuals, borrowed from the Internet and made by me from junk and improvised material. Thanks to the use of gaming technologies, the learning process of preschoolers takes place in an accessible and attractive way.

In order to promote the development of logical thinking in preschool children, a number of conditions must be observed:

work with children should be carried out in a system, activities should be linked to work in everyday life,

take into account the individual and physiological characteristics of children,

use a variety of forms of work (games, observations, leisure, etc.)

creative and enthusiastic approach to the organization of the learning process

create an appropriate developmental environment and at the same time use the variety and variability of educational games with mathematical content.

I would like to draw your attention to the following author's methods and developments that I use in my work.

George Cuizener Belgian teacher.

One of his inventions was a set of colored wooden sticks (the method was based on the technique of Friedrich Fröbel, a German teacher of the century before last). Kuizener used them in teaching arithmetic.

Advantages of the Kuizener technique:

This technique is universal. Its application does not contradict any other methods, and therefore it can be used both separately and in combination with other methods, complementing them.

Although Kuizener's sticks are intended directly for teaching mathematics and explaining mathematical concepts, they have an additional positive effect on the child: they develop fine motor skills of fingers, spatial and visual perception, and teach them to order.

Kuizener's sticks are simple and understandable; kids perceive working with them as a game.

In each of the sets, the rule applies: the longer the stick, the greater the value of the number that it expresses. The colors in which the sticks are painted depend on the numerical ratios determined by the prime numbers of the first ten natural numbers. Each stick is a number expressed in color and size.

I would like to point out another wonderful technique -Denies blocks.

The games of this remarkable Hungarian teacher deserve the closest attention: they contribute to the development of logical thinking, analytical abilities, skills in solving logical problems, the ability to identify various properties in objects, name them, adequately indicate their absence, and also keep one or three properties in memory at the same time.

Games with logical blocks give an initial idea of ​​such concepts as algorithm and information coding. They contribute to the development of speech: the baby builds statements using the conjunctions “and”, “or”, willingly enters into verbal contact with adults.

Logic blocks are excellent assistants in physical education classes, in mathematics, speech development, design, fine arts (application), as well as in role-playing games.

Gyenes logic blocks are games based on a set that consists of 48 geometric shapes of four shapes (circles, triangles, squares, rectangles); three colors (red, blue and yellow); two sizes (large, small); two volumes (thick, thin).

There are no identical figures in the set. Each geometric figure is characterized by four features: shape, color, size, thickness. The second component of the game is the cards on which information about the geometric figure and its features is encoded.

One code card is divided into two parts: the first indicates which geometric figure (logical block) we are looking for; the second contains information about what color this figure is. On the following cards, concepts such as the size of a geometric figure and its thickness are added to the specified information.

Children of all ages can play with Gyenes blocks: from the smallest to elementary (and even high) school.

Another no less interesting technique for the development of logical and mathematical representations in children isVoskobovich games.

Voskobovich games

A bit of history

Vyacheslav Vadimovich is an inventor who came up with more than 50 benefits for the development of the mental and creative abilities of a child. He is a physicist by profession. But the circumstances in his native country so developed that the young father Voskobovich had to delve into pedagogy with his head. When Vyacheslav Vladimirovich had children, he seriously thought about their comprehensive development. Unfortunately, in those years there was not much choice among the games, and those innovative teachers who proposed the method of early learning advised to make all the games from improvised materials. Inspired by the works of Zaitsev and Nikitin, Voskobovich decided to create something completely new that would be interesting not only to his children, but also to their peers.

Although Vyacheslav Voskobovich did not have a pedagogical education, his intuition in choosing methods for raising his children opened the doors of real pedagogical creativity for him. Creating his first game, he came up with an interesting fairy tale, during which the heroes, together with the guys, must solve the riddle of the new game and make an interesting discovery.

Features of Voskobovich's educational games:

Games are designed based on the interests of children.
Being engaged with such game aids, children get real pleasure and discover more and more new opportunities for themselves.

Wide age range.
The same game can be played by children from 2 to 7 years and older.
The game begins with simple manipulation, and then becomes more complex due to a large number of various game tasks and exercises.

Imagery, versatility and versatility.
This is the most important thing that distinguishes Voskobovich's games from others.

Playing only one game, the child has the opportunity to show their creativity, develop comprehensively and master a large number of educational tasks (get acquainted with numbers or letters; color or shape; counting, etc.).

Games are filled with a sense of a fairy tale, a special language that we, adults, lose behind rational word forms. Tales-tasks, good images such as the wise raven Meter, the brave baby Geo, the smart caterpillars Fifa, the funny hare Lopushok, accompanying the child through the game, teach the child not only logic, literacy, correct speech, but also human relationships.

Creative potential

All games are a free flight of imagination that can result in some kind of discovery. Any resulting figure can ignite the baby's imagination to an extent that we adults are simply not capable of.

Ready-made developing didactic material systematized by age and educational tasks.

Methodological support.

Many games are accompanied by special methodological books with fairy tales, in which various plots are intertwined with intellectual tasks, questions and illustrations. Fairy tales-tasks and their good heroes - the wise raven Meter, the brave little Geo, the cunning but rustic All, funny Magnolik - accompanying the child through the game, they teach him not only mathematics, reading, logic, but also human relationships.

Fairy Cut

Methodical tales that contain stories about the transformations and adventures of funny heroes and at the same time logical questions, tasks and exercises on modeling, transforming objects. Vyacheslav Voskobovich called this author's gaming technology "Fairytale labyrinths of the game." He proposes to create a Purple Forest developmental environment.

Purple Forest meets all the requirements that a development environment must meet according to the Federal State Educational Standard. The new standard for preschool education emphasizes the game method, which Voskobovich uses in his manuals and sensory environment.

In the "Purple Forest" you can use a variety of forms of work: specially organized activities: classes, solving problematic tasks, inventing stories with the participation of the "inhabitants" of the forest and the children of the group, writing riddles, fairy tales, poems, research activities, holding mathematical holidays and leisure activities, and etc.; free activity of children associated with the use of games by V.V. Voskobovich, as well as heroes of fairy tales.

Ways to implement technology.

In the "adult-child" relationship, the position of the adult over the child is not assumed here, only partnerships. The child is surrounded by a relaxed, fun, intellectual and creative atmosphere

The games of V. Voskobovich can be divided into:

games aimed at creative design;

games for the development of logic and imagination;

games that teach reading;

games for the development of mathematical abilities.

I will give examples of the most famous games and tasks with them that are used in my work:

"Voskobovich Square" or "Game Square" it can be 2-color (for children 2-5 years old) and 4-color (for 3-7 year old children)

This is a game for the development of logic and imagination. Kerchief, Eternal Origami, Maple leaf - all these are synonyms of Voskobovich's Square. The game consists of 32 rigid triangles glued on both sides at a distance of 3-5 mm from each other on a flexible fabric base. On the one hand, the “Square” is green and yellow, on the other, blue and red. The "square" is easily transformed: it can be folded along the fold lines in different directions according to the "origami" principle to obtain three-dimensional and planar figures. That is why this game is also called “Eternal Origami” or “Transformer Square”.

Mom Trapezia, dad Rectangle and grandfather Quadrilateral help the child solve problems. Addition options - 1.000.000 (!).

The game is accompanied by a methodical tale about the amazing transformations-adventures of the square. In it, the "Square" comes to life and turns into various images: a house, a mouse, a hedgehog, a kitten, a boat, a shoe, an airplane, a candy, etc. The child collects figures from the pictures in the album, where it is shown how to fold a square, and an artistic image of the same object is given.

This square puzzle allows you not only to play, develop spatial imagination and fine motor skills, but also a material that introduces the basics of geometry, steriometry, counting material, the basis for modeling, creativity, which has no age restrictions.

I suggest that you familiarize yourself with this wonderful game. Let's assemble the figure as shown on the screen.

"Transparent Square" or "Non-melting Ice Lake Ice"

transparent squareis a puzzle, constructor and manual for solving logical and mathematical problems. The game consists of 30 square transparent plates with geometric shapes: square, rectangle, triangle, trapezoid, pentagon and hexagon. The rest of the plate is transparent, due to which, when they are superimposed on each other, the pattern changes. From these records you can make different pictures, and even whole compositions. Playing with records, the child gets acquainted with such concepts as shape, size, the ratio of the whole and the part, he develops memory, attention, logical thinking, sensory and creative abilities, design abilities, and imagination. This game perfectly develops figurative and spatial thinking, logic, gives mathematical knowledge and ideas about geometry. The instructions for the game are a fairy tale about the amazing non-melting ice floes of Ice Lake. Together with the wise Raven Mater, the child will complete the tasks of the Keeper of Ice Lake and will be rewarded with magical non-melting pieces of ice, which can be used to make many funny figures. You can add figures from the album, or you can invent your own.

The tasks in the instructions are divided into three groups (Raven Mater spent three days on Ice Lake, competing with his keeper). On the first day, Raven solved problems on the analysis of geometric shapes and the ratio of part and whole, on the second day he added squares from various parts and a variety of figures, and on the third day he played Vertical Dominoes with the Keeper of Ice Lake. This game can be played in pairs or groups. All the plates are placed in the middle of the table, the players take turns taking one plate at a time and building a square out of them (if the plate does not fit, it is placed next to it and gives rise to a new square). The one who completes the square to the whole takes it for himself and receives as many points as there are parts in the square. Whoever has the most records (or points) wins.

"Transparent number"

"Transparent figure" - an unusual game that contributes to the development of mathematical concepts and concepts of spatial relationships; structure of numbers and letters as signs.

With it, the child will get acquainted with such properties of objects as flexibility and transparency; understand how to classify objects according to certain criteria; learn to sort the plates by color, quantity, arrangement of strips; will learn that the same image can be reproduced different ways; will be able to make signs and figures according to the model and from memory.

The game contributes to the development of attention, memory, logical thinking. Composing numbers, letters and the most different figures, the child will develop imagination and creativity, fine motor skills of hands and speech.

The game consists of 24 transparent plates with elements of the "electronic eight" in four primary colors: red, blue, yellow and green, and 10 cardboard stencil cards. The size of transparent cards is 5*8 cm. Elements of numbers on cardboard and transparent cards are the same size.

The main essence of the game is that by overlaying transparent cards on top of each other or on stencils, you can make various signs and figures. Moreover, they can be compiled in a variety of ways - the same number can be added from two and four plates. It is necessary to observe only one rule - the colored stripes must be superimposed only on the unpainted ones, otherwise the game loses its meaning. At the initial stage, you can use stencils as a hint; in the future, it is recommended to collect signs from memory.

Remember when you were a kid learning to write a zip code? Now you can not only write it, but also assemble it in an unusual and interesting way!

From the stripes, you can also design letters and subject silhouettes (both from the album and your own, fantasy ones).

"Igrovisor"

What he really is? This is an A4 size notebook of two bound sheets. The bottom sheet is cardboard, the top sheet is made of transparent plastic. Sheets with developmental tasks are placed under the plastic layer, on which the child performs various tasks with a water-based marker, which are then easily removed.

In my work, I use an analogue of this wonderful simulator game, which I called “Unusual Screen” (I spied the idea on the Internet). As a basis, I took ordinary transparent corners for paper.By inserting any black-and-white and color graphic tasks, you can draw with a water-based marker, color, hatch and not be afraid of a mistake. The error is easily erased with a napkin. With the help of one game, you can solve a large number of educational tasks.

What you should pay attention to during classes with children on the games of Voskobovich:

Training.

Before offering the game to children, read the methodological recommendations and the game itself.

Speech.

Mostly children work with their hands and speak little. During classes, ask the children what they are doing, why they chose this particular figure and not another, ask them to retell the fairy-tale task or come up with their own story.

Static.

Being engaged with game materials, the child is most often in the same sitting position. It is necessary to take into account the age characteristics of children and in time to distract them from too long sitting.

perseverance .

Playing with Voskobovich's manuals requires perseverance, and this is not for every kid to their liking and strength.

I would also like to draw your attention to the game manuals of the Russian inventor, engineer-physicistViktor Avgustovich Kaye .

A bit of history

Victor Caye is a technical engineer, poet, bard, and also an inventor. There are more than 1000 handmade games and toys in his author's collection. The trouble is that most of his inventions, not finding a mass buyer, remain in single copies.

The birth of a second son served as a kind of catalyst for Victor Kaye. The future inventor “tested” most of the Soviet toys on the eldest, and with the advent of the second child, he wanted something new, original. So, in 1979, two-year-old Alexei received a toy rocket launcher as a gift from his dad. And Viktor Avgustovich simply plunged headlong into a new hobby. By 1984, he had already received 11 copyright certificates, and in 1987 he became a laureate of the youth scientific and technical creativity competition.

Developing methods and technologies of V.Kaye solve the following tasks:

form creative volume-spatial and associative thinking, sensorimotor coordination;

form and develop perception, concentration of attention, memory, imagination; have a stimulating effect on the development of speech; train fine finger movements; develop the ability to compare, contrast, analyze, model colors and objects;

develop fantasy, imagination, eye, architectural and artistic taste, creativity, individuality, combined with the ability to work in a team of peers;

form research behavior, search activity and such volitional qualities as accuracy, concentration, perseverance, patience.

Games V.A. Kaye belong to a special kind of children's independent games - "games of experimentation" and represent a whole developmental system. The most important feature of his games is multifunctionality (combining solitaire, flat transformers, graphic designers and superdominoes) and variability: the game can be easily modified, which allows children to develop the flexibility of the mind.

Here is some of them:

"Diamonds Kaye"

"Kaye Arcs" and "Kaye Rings"

"Rainbow (river, forest, solar) labyrinth"

"Tricubics"

construction kit "StroyKaye"

mosaics "Bulk balls"

tops (plastic, wooden, painted);

"Green Glades", "Bridges and Shores"

I want to dwell on the game that I actively use in my work. This is a developing subject-game system "Honeycomb Kaye".

Developing subject-game system "Honeycomb Kaie" serves for individual or collective play between the ages of 3 and 11 years.

The set consists of 84 three-dimensional elements. The element has the shape of a hexagon. On the front side- mosaic pattern, the reverse side is plain.

Multifunctionality:

As a graphic constructor for creating figures from parts of drawings on elements.

As a graphic transformer to change the resulting figures.

As a flat mosaic.

To play dominoes.

For design and experimentation.

Element Capabilities:

The element can be freely moved along the horizontal plane;

The element can be placed in a corner formed by other elements;

Change the picture by rotating the elements;

Creation of compositions of the big sizes.

Classes and games of Kaye contribute to a meaningful perception of the outside world, orientation on the plane and in space, the development of a sense of harmony, proportion, symmetry and asymmetry, shape and beauty. Classes contribute to the formation and development of compensatory funds, which always take place in the development of a child with a defect, have a beneficial effect on the psycho-emotional state, relieve emotional stress, and have a stimulating effect on the development of speech.

In the process of using this game, I decided to slightly expand its capabilities. I made its floor version. In the process of playing with this option, the children are not in one position, but are constantly in motion, laying out the image on the carpet.

Another game allowance - math tablet

What is a math tablet

This classic didactic game has been known since the 1950s. Its prototype, called Geoboard ("geometric board"), was invented by the Egyptian teacher Caleb Gattegno. Variations of the "Geoboard" are also "Geocont" by Voskobovich and the tablet "Geometric".

Mathematical tablet is a rubber constructor. There are 25 pins on a square field (5 rows and 5 columns). Colored rubber bands are pulled over them, and all kinds of silhouette images appear on the field - from letters and numbers to plot pictures. You can complement the lines with geometric shapes - and these images will become even more diverse and vibrant.

It is included in the kit

Square tablet with 25 pins

Set of colored geometric shapes (2 squares, 2 triangles, 2 circles)

Set of colored rubber bands

Book with tasks

What develops a mathematical tablet

Despite its "mathematical" name, this manual is universal. Classes with him train different types of thinking: not only logical and spatial, but also figurative and creative. While working with fairy tales, poems, riddles, speech actively develops. Solution different kind tasks shapes the cognitive abilities of the child. By attaching rubber bands to the pins, the child improves fine motor skills of the hands. And if he does this also by coordinates, then he improves attention.

Where to begin

First you need to give the child a tablet, count the pins, and then, taking the rubber bands, (a small amount) show how to pull the rubber bands on the pins. Here you must remember yourself and constantly remind the child about this, that first we hook the rubber band to the pin, and then we pull it from bottom to top or from left to right. During the game, you can practice counting: how many pins are inside the figure, how many are around the perimeter.

Game options

With children 3-5 years old:

We depict familiar objects and phenomena with the help of lines (for example, rain, sun, boat).

- We "revive" geometric shapes: for example, a square turns into a house, a triangle - into a vase of flowers.

We guess riddles - and the child “draws” riddles with rubber bands on the tablet. In the same way we illustrate fairy tales, poems, songs. Such tasks perfectly develop not only imagination, but also speech.

Also at this age, it is important to teach the child to “read” the diagram and reproduce pictures according to a ready-made scheme (for example, lay out numbers and letters with rubber bands).

With children 6-7 years old:

We compose a fairy tale in pictures. Several guys participate in this game at once: everyone creates their own scene on the tablet, and then everyone unites and tells the whole story.

Let's get acquainted with the concept of "coordinate system". You can number the rows and columns of pins: from 1 to 5 and from A to D. Accordingly, the field points have coordinates A1, B3, G2, and so on.

We conduct auditory dictations. You give the child the coordinates, and he creates an image based on them.

In my work on the use of logic and mathematical games, I found on the Internet a lot of interesting factory-made manuals, as well as those made from waste material, and I applied some of them in my practice, slightly modifying them.

Grann sticks

This game is a variant of the well-known counting sticks.

The game is an analogue of the Polish game of the company Granna "Sticks" and is an excellent didactic, building and artistic material. My set of this manual includes 48 sticks (12 each of red, yellow, green and blue flowers), made of PVC, size (12x1.5cm). The set includes 16 bright diagrams-pictures in size A5. The cards are divided by color, indicating the level of difficulty: light pink cards are the easiest for kids, light blue is more difficult, light yellow is the most difficult.

You can play with sticks both with kids and with children of older preschool age. The game consists in putting together the figures indicated in the pictures or invented by the children themselves from sticks.

With the help of these sticks, the guys learned how to collect different pictures, like a drawing, which, on their own, they came up with, consolidated counting skills and the composition of numbers, with the children of the preparatory group for school, we laid out letters, collected fantastic animals and much more.

Playing with sticks promotes development in preschool children creative, logical, visual-figurative thinking; develop attention, fine motor skills. Develop counting skills. Form initial ideas about geometry.

Constructor "Velkrosh" (author Olesya Zhukova)

This easy-to-make and easy-to-use construction set is designed for preschoolers aged 2 to 7. To make the designer, I only needed a Velcro fastener, also called Velcro, 2 cm wide, and scissors. To make the constructor elegant and interesting, I purchased Velcro in 5-7 different colors, choosing the brightest and most beautiful ones.

Like any educational toy, this constructor will be useful only if you deal with it correctly and show the child all its interesting features.

I showed the children the techniques by which the strips can change their shape and connect with each other. So parts with different surfaces can be connected in different ways: overlapping at different angles, ends in a line, in a ring or in a “boat”, sides in a wide strip, along the entire length with a shift (which allows you to get parts of different lengths with different types of pairing tips , or close one part on the surface of another in a round ring.

Only after the children learned to repeat the models I assembled and mastered various design techniques, I began to give tasks in words, for example, make a bunny or make a rocket, encouraging the child to use the skills, memory and imagination.

The possibilities of "Velkroshka", despite the simplicity, are diverse enough to depict plants, animals, objects, architectural structures and much more.

Knitted constructor "Fantasy"

The manual includes a set of knitted strips 10 cm long and 2.5 cm wide, 10 pcs. each of the presented colors in the manual, on one side of the strip - a button is sewn, on the other - there is a loop, the set includes diagram cards. The manual is supplemented with strips of felt, 10 cm long and 2.5 cm wide. The manual is intended for children 2-7 years old.

Target:

Development of tactile sensations, fine motor skills;

Development of mental processes;

Studying and consolidating knowledge of primary colors;

Formation of the ability to create various models according to the model, according to the verbal instructions of the educator, according to their own plan;

Development of the ability to solve tasks independently;

Improving the skills of quantitative and ordinal counting;

Clarification (or acquaintance) of knowledge about geometric shapes, letters and numbers;

Development of free communication with adults and children;

Development of imagination and creativity.

Having successfully applied this manual in practice, I came to the conclusion that it can be supplemented with felt strips of the same length and width. As a result, the functionality of my manual has increased.

The guide is simple and clear. Leaves a lot of room for children's imagination!

Didactic manual "Geometrics"

It is a set of multi-colored, identical in size, but different in color, geometric shapes (squares, triangles, circles), as well as rectangular shapes of different colors with divisions for inserting into each other, sample cards.

The guide allows you to create :

Ability for logical operations (analysis, synthesis, comparison)

Representation of geometric shapes, color;

develop:

Observation,

creative imagination,

fine motor skills fingers

With the help of this manual, children in a playful way will be able to master:

Planar design skills;

Ability to classify geometric shapes by color, shape;

Ability to navigate in space and on a plane;

The ability to highlight the similarities and differences between geometric shapes;

Skills of designing according to a pattern-sample and according to one's own plan.

Pentamimo

Pentomino is a very popular logic game. The Pentomino puzzle was patented by Solomon Wolf Golomb, a Baltimore resident, mathematician and engineer, professor at the University of Southern California.

Pentomino is a popular logic puzzle for kids and adults. The game consists of 12 flat figures. All figures consist of 5 squares. Each element denotes a Latin letter, the shape of which it resembles. Many have long been familiar with this Tetris puzzle game, which is based on the idea of ​​pentominoes.

The elements of the puzzle are made up of symmetrical patterns, letters, numbers, animals. One of the most common pentomino tasks is to make a rectangle out of all the shapes. In this case, the figures should not overlap and there should be no voids.

Pentomino develops abstract thinking, imagination, fosters perseverance and patience, teaches you to define, create, analyze. In pentomino fantasy can work wonders: out of incomprehensible figures of various shapes, a figure of a dog, a car, a tree can appear.

A child of 5-6 years old can be given the task to lay out a figure according to a model or come up with it yourself. The result will be a planar silhouette image - schematic, but understandable by the main characteristic features of the object, the proportional ratio of parts, in shape.

You can show the kid how to fold a rectangle. Draw the child's attention to how the figures lie, accidentally break the rectangle, ask the child to repeat. Also teach how to fold according to the pattern, like a mosaic.

You can make your own Pentomino game. This requires high-density paper (or white uncoated board) and a color printer. I chose the size of the initial frame for the figures (for example, 2x2 cm). Using a graphic editorAdobephotoshopdrew elements of the game. And that's it, printed, laminated and cut out. I made similar schemes and tasks for the game. The diagrams were printed on a color printer.

Lacing game "Smart Shapes"

Many years ago Montessori Maria, the author of a popular developmental technique named after her name Montessori technique, came up with and brought to life the idea of ​​a developing game - lacing. Since then, entertaining lacing games have been popular among adults and children all over the world.

In stores, you can choose a lot of sets for activities with a rope, but fantasy tells you how you can make a toy with your own hands without any material costs that will bring more joy to kids.

In addition to desire, I needed beautiful laces and figures made of

and base material. There are a lot of options from which you can cut the outline of a toy: plastic, linoleum, foam polymer, thick felt, felt, etc.

But I decided to opt for PVC, considering that the material is hygienic (can be treated with any disinfectant) and resistant to long-term use.

Laces are flat and voluminous; they are made in the form of boots, various animals, fruits, etc. I wanted to test the option using templates from geometric shapes, believing that this option would help me remember the basic shapes, which I implemented with pleasure.

The formation of mathematical representations and elements of logical thinking requires constant, systematic and systematic work, both in the joint activity of an adult and a child, and in independent activity. Developing games of a mathematical orientation contribute to the successful learning of the basics of mathematics, the formation of mathematical thinking, stimulate the development of creative imagination, the education of perseverance, will, perseverance, and determination.

Preschool age is extremely favorable for the development of logical thinking, provided that this process is based on using the possibilities of visual-figurative thinking inherent in a child at this age.

It is necessary to provide support to children in case of difficulties, which consists in various types of assistance.

stimulating - used in conditions of low cognitive interest of the child, insufficient arbitrariness of behavior.

Guide - is presented in connection with the imperfect possession of the means and methods of the child's activity, reduced ability to plan. sequence of actions to be performed.

educational - used in situations where previous types of assistance have not been sufficient.

Where stimulating assistance is the smallest dose of assistance to the child, and teaching is the largest.

Today, the solution of the problem must be approached by solving problems on a daily basis: familiarization with this field of knowledge in a playful and entertaining way helps the child to learn the school curriculum faster and easier in the future. Games of logical content help to cultivate cognitive interest in children, logic games as one of the most natural activities of children and contributes to the formation and development of intellectual and creative manifestations, self-expression and independence.

The development of logical thinking in children through logical and mathematical games is important for the success of subsequent school education, for the correct formation of the student's personality and in further education they will help to successfully master the basics of mathematics and computer science.

Comprehensive work on the development of cognitive interest among preschoolers contributes to their qualitative preparation for school, the formation of the ability to use their knowledge in life. Such children are capable of non-standard, creative problem solving, they are in demand in society.

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

Introduction

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 does logic need a small child, a preschooler? The fact is that at 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:

1. Specify ideas about the age characteristics of children of older preschool age.

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

3. 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

1.1 Age characteristics of older preschool children

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 complex problems of cognition, communication, and 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, aims at finding new, creative solutions. It is important to provide children with the opportunity to independently solve the tasks set, 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 broadly, creating 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 exciting creative activity that the preschooler faces the problem of independently determining the idea, methods and forms of its implementation. The caregiver supports creative initiatives 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 solving 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, 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 child's positive perception of his own Self directly affects the success of his activity, the ability to make friends, the ability to see their positive qualities in situations of interaction. 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 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.

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 objects are of different types (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 attribute, and then they are selected and combined into a group according to the “sour” attribute.

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 senior 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 the 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.).

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 push them to 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' ability to 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 sets containing the same number of elements correspond to a single natural number (5 squirrels, 5 Christmas trees, 5 ends at an asterisk, etc.).

On 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 greater, which is less, they get an elementary idea of ​​​​the numerical 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 into 2 and 4 parts models of geometric shapes (square, rectangle, triangle), 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.

Children strengthen 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 teaching methods and techniques 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 do you know how long the table is longer than its width?” The application technique known to children cannot be applied. The teacher shows them a new way to compare lengths with a yardstick.

The motivating motive for the search is proposals 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 of 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 the younger groups, during the primary 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, take strips not only of different lengths and widths, but also of 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 carry out a comparison in a conflict situation, when the essential features for solving a given 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. The comparison is made on the basis of direct and indirect methods of comparison and opposition (overlays, applications, counting, "modeling measurement"). 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, relations is achieved by performing various actions. Active inclusion 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 consistently analyze and describe a pattern made up of models of geometric shapes, etc. Gradually, they master the general method of solving problems in this category and use it consciously. 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 a large place is occupied by work with pictures, color and silhouette images of objects, and the drawings of objects can be schematic. From the middle of the 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 a visual support. The teacher presents the missing objects at the moment as 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 questions of the teacher during the explanation stimulate the manifestation of independence and ingenuity by children, prompting them to look for different ways to solve the same problem: “What else can be done? Verify? To tell?"

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 you 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.

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 for 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 child development, 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 characteristics, 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 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, the use of mathematical methods and inferences is required.

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 a 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 understood 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);

Schemes-rules (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 of mathematical tasks. 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 and without much effort 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 educational 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 of a person: 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 Gyennes, 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 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 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 next to each other (operating with one property), the other - so that there are no identical blocks next to them in shape and color (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

The mathematical development of older preschool children in a specific educational institution (kindergarten, development groups, additional education groups, gymnasium, etc.) is designed on the basis of the concept of a preschool institution, goals and objectives of child development, 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. Modern programs (“Development”, “Rainbow”, “Childhood”, “Origins”, etc.), as a rule, include the logical and mathematical content, the development of which contributes to the development of cognitive, creative and intellectual abilities of children.

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

The formation of general concepts in children of senior preschool age is important for the further development of 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 educator acquaints the child with the surrounding reality, informs him of a number of elementary knowledge about the phenomena of nature and social 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 the communicated knowledge cannot yet ensure proper development 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.

Great importance in mental education Therefore, the child acquires the organization of games and activities that would develop the child's mental interests, would set him certain cognitive tasks, would force him to independently carry out certain mental operations in order to achieve the desired result. 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

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