Formation of logical thinking of children of primary preschool age. The development of logical thinking in preschoolers in joint activities

Table of contents INTRODUCTIONChapter 1. Stages of development of thinking in preschool age 1.1. Features of thinking in early childhood 1.2. 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 features characteristic of the mental activity of adults. The development of logical thinking should begin in preschool childhood. But why logic little child, preschooler? The 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. It will become easier to learn, which means that the learning process, and herself school life 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 - children's thinking preschool age. 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 as an example interesting experiment : 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 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 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 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. 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 develop causal relationships General characteristics 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 just in those children who have gone through a serious school " early development", as it is now fashionable to call the mechanical learning 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 definitely go through all stages of development 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 that directly contributes 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-synthetic mental activity in a child, the methodology recommends tasks in which the child needs to consider the same object with different points vision. 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 material, schematic and symbolic clarity (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 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 make sure that sets containing the same number of elements correspond to one and only natural number(5 squirrels, 5 Christmas trees, 5 ends at an asterisk, etc.). Using examples of compiling sets from different items they get acquainted with the quantitative composition of units of numbers up to 5. Comparing adjacent numbers within 10 based on visual material, children learn which of the two adjacent numbers is larger, which is smaller, they get an elementary idea of ​​​​the numerical sequence - about the natural series. In the older group begin to form the concept that some objects can be divided into several equal parts. Children divide models of geometric shapes (square, rectangle, triangle) into 2 and 4 parts, as well as other objects, compare the whole and parts. Much attention is paid to the formation of spatial and temporal representations. So, children learn to see the change in size of objects, to evaluate the size of objects in terms of 3 dimensions: length, width, height; their ideas about the properties of quantities deepen. Children are taught to distinguish geometric shapes that are close in shape: a circle and an oval shape, to consistently analyze and describe the shape of objects. , 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 a new way to compare lengths using a measure. The motivation for the search is the proposal to solve some game or practical problem (pick up a pair, make a rectangle equal to the given one, find out which items are more, etc.). Organizing the independent work of children with handouts, the teacher also sets tasks for them (check, learn, learn new things, etc.). P.). 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 widths, but also different colors etc.). Children are first taught to compare objects in pairs, and then to compare several objects at once. They arrange the same objects in a row or group them according to one or another attribute. Finally, they 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 items are more (less) provided that a smaller number of items occupies 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. Great importance in teaching children of 5 years old, it still has an active involvement in the work of different analyzers. 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 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?", "Which 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 proceeds 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 both in the process of creative games (they develop the ability to generalize the functions of thinking) and didactic play. 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 presence 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 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 developing a child, developing 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, establishing 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 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 junior schoolchildren.Mathematical games are games in which mathematical constructions, relationships, patterns are modeled. To find an answer (solution), as a rule, it is necessary preliminary analysis conditions, rules, content of the game or task. 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 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. 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 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; 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. 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 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 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 role-playing games in the process of teaching mathematics. 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; 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, master ideas about 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 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. AT modern programs(“Development”, “Rainbow”, “Childhood”, “Origins”, etc.), as a rule, that logical and mathematical content is included, the development of which contributes to the development of the cognitive, creative and intellectual abilities of children. These programs are implemented through activity-based personal and 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 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 choosing methods and techniques, the educator must remember that the basis educational process lies problem-gaming 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. Popular technique 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.

The development of logical thinking in preschool children

Author: Nuriahmetova Gulnaz Masgutovna, teacher
Place of employment: Municipal autonomous preschool educational institution "Kindergarten of combined type No. 35 "Solovushka"
Synopsis "Development of logical thinking"
Relevance.
Psychologists around the world have recognized that the most intensive intellectual development of children falls on the period from 5 to 8 years. One of the most significant components of intelligence is the ability to think logically.
Living in the modern world, the world of information technology, when the nature of human labor and relationships is being transformed, the most urgent problem now is the problem of a person who thinks, thinks creatively, seeks, knows how to solve non-traditional problems based on the logic of thought. Recently, interest in this generation of people has increased. Modern society requires the new generation to be able to plan their actions, find the necessary information to solve a problem, and model the future process.
The ability to use information is determined by the development of logical methods of thinking.
The relevance of this topic is due to the fact that a necessary condition for the qualitative renewal of society is the multiplication of intellectual potential.
Preschool childhood is a period of intellectual development of all mental processes that provide the child with the opportunity to get acquainted with the surrounding reality.
The child learns to perceive, think, speak. Before starting to control himself, he will have to master many ways of acting with objects, to learn certain rules. Mastering any method of memorization, the child learns to single out a goal and carry out certain work with the material to achieve it. He begins to understand the need to repeat, compare, generalize, group material for the purpose of memorization. All this - assumes the work of memory. The role of memory in the development of the child is enormous. The assimilation of knowledge about the world around us and about oneself, the acquisition of skills and habits - all this is connected with the work of memory.

Goals:
Activation of mental activity of preschool children in developing mathematical games, logical tasks.
The development of logical thinking using didactic games, ingenuity, puzzles, solving various logic games and labyrinths.
The formation of important personality traits: independence, resourcefulness, ingenuity, develop perseverance, develop constructive skills.
To teach children to plan their actions, think about them, guess in search of a result, while showing creativity.

Tasks:
Learn to perform tasks to move characters in the mind, to make imaginary changes in situations.
Learn to compare tasks, check execution, guess tasks for moving.
Learn to use different ways of completing tasks, take the initiative in finding ways to achieve goals.
Develop intellectual flexibility, the ability to look at the situation from different angles.
Develop skills to identify and abstract the properties of objects.
Develop the ability to compare objects by their properties.
Develop the ability to logical actions and operations.
Learn to encode and decode the properties of objects using diagrams.

Novelty:
The novelty lies in the creation of a system of using entertaining didactic games, exercises, chess games, intellectual games aimed at developing children's logical thinking, cognitive interests in the process of upbringing and learning at the modern level.

Innovative approach:
The most effective means are didactic games, intellectual games and warm-ups, logical search tasks, game exercises of an entertaining nature, the varied presentation of which emotionally affects children. All this activates children, as they have a change of activity: children listen, think, answer questions, count, find their meanings and reveal results, learn interesting facts, which not only contributes to the interconnection of various aspects of the world around them, but also broadens their horizons and encourages self-knowledge of the new.

Conclusion.
-Step-by-step training and correctly selected tasks and game material, conditions created for the implementation of the acquired knowledge contribute to the fact that the development of the foundations of logical thinking is more effective.
-The correct selection of tasks and exercises help children in the formation of cognitive processes, namely the formation of logical thinking.
- The implementation of the development of logical thinking depends on the characteristics and nature of the developing environment in the group and at home in which the child is located, on the organization of the teacher (parents) of the process of learning mathematical relationships and dependencies.

Having the opportunity to start stimulating and developing logical thinking earlier, based on the child's feelings and perceptions, we thereby increase the level of the child's cognitive activity and the faster the smooth, natural transition from concrete thinking to its highest phase - abstract thinking.
To achieve success is the interest of children in interesting and varied activities.
Starting classes with a child, it is important to choose games and exercises in order of increasing complexity, in which the child's speech activity is most present and the complexity of which is fully consistent with the child's capabilities.
The availability of tasks and their successful completion will give the child self-confidence, and he will have a desire to continue studying. Gradually, you should move on to exercises that require more significant intellectual and speech efforts.
Regular classes with a child on the development of thinking will not only significantly increase interest in intellectual tasks, give pleasure from their implementation, but also prepare them for schooling.
Games and exercises for the development of mental abilities allow you to solve all three aspects of the goal: cognitive, developmental and educational.

A.I. Cheremisova Educator
L.M. Volokovykh Caretaker ( highest category) G.Nyagan
In our work on the development of logical thinking, we use a variety of teaching methods; practical, visual, verbal, game, problematic, research. When choosing a method, a number of factors are taken into account: software tasks solved on this stage, age and individual characteristics of children, the necessary didactic tools, etc.
Constant attention to the reasonable choice of methods and techniques, their rational use in each specific case provides:
-successful development of logical thinking and their reflection in speech;
- the ability to perceive and highlight relations of equality and inequality (by number, size, shape), sequential dependence (decrease or increase in size, number), highlight quantity, shape, size as a common feature of the analyzed objects, determine relationships and dependencies;
- orientation of children to the application of the mastered methods of practical actions (for example, comparison by comparison, counting, measurement) in new conditions and an independent search for practical ways to identify, detect signs, properties, and connections that are significant in a given situation. For example, in the conditions of the game, to identify the sequence, pattern, alternation of features, commonality of properties.
Leading is the practical method. Its essence lies in the organization of the practical activities of children, aimed at mastering strictly defined methods of action with objects or their substitutes (images, graphic drawings, models, etc.).
Characteristic features of the practical method in the development of logical thinking:
- performing a variety of practical actions that serve as the basis for mental activity;
wide use of didactic material;
the emergence of ideas as a result of practical actions with didactic material;
- wide use of formed ideas and mastered actions in everyday life, play, work, i.e. in a variety of activities.
This method offers the organization special exercises, which can be offered in the form of a task, organized as actions with demonstration material, or flow in the form independent work with handouts.
Exercises are collective - performed by all children at the same time and individual - are carried out by an individual child at the teacher's board or table. Collective exercises, in addition to mastering and consolidating knowledge, can be used for control. Individual, performing the same functions, also serve as a model for which children are guided in collective activity. The relationship between them is determined not only by the commonality of functions, but also by the constant alternation, the regular change of each other.
Game elements are included in the exercises in all age groups: in the younger ones - in the form of a surprise moment, imitation movements, a fairy-tale character, etc.; in seniors, they acquire the character of a search, a competition.
With age, exercises in children become more complicated: they consist of a large number links, the cognitive content in them is masked by a practical or game task; in many cases, their implementation requires action on the presentation, manifestations of ingenuity, ingenuity. So in the younger group, the teacher invites the children to take a carrot and treat each hare; in the older one, determine the number of circles on the card posted on the board, find the same number of objects in the group room, prove the equality of the circles on the card and the group of objects. If in the first case the exercise consists of a conditional highlighted link, then in the second case it consists of three.
The most effective are complex exercises that make it possible to simultaneously solve program tasks from different sections, organically combining them with each other, for example: "Quantity and Count" and "Magnitude", "Quantity and Count" and "Geometric Shapes"; "Value", "Geometric shapes" and "Quantity and count", etc. Such exercises increase the efficiency of the lesson, increase its density.
When selecting exercises, not only their compatibility in one lesson is taken into account, but also a further perspective. The system of exercises in one lesson should organically fit into the overall system of various exercises carried out throughout the year.
The current system of exercises in all age groups is based on the following principle: each previous exercise has common elements - material, methods of action, results, etc. Approach in time or exercises are given at the same time to master interconnected and mutually imaginative ways (for example, overlay - application), relationships (for example, more-less, higher-lower, wider-narrower), arithmetic operations (for example, addition-subtraction).
The exercises should provide for all possible variants of dependencies, for example, organize the measurement of different objects with the same measures, the same objects with different measures, etc. Faced during the performance of exercises with different manifestations of the same mathematical connections, dependencies and relationships, the child will more easily and quickly realize them and come to a generalization.
From the point of view of children's manifestation of activity, independence, creativity in the process of implementation, reproductive (imitative) and productive exercises can be distinguished.
Reproductive are based on a simple reproduction of the mode of action. At the same time, the actions of children are fully regulated by adults in the form of an image, explanations, requirements, rules that determine what and how to do. Strict adherence to them gives a positive result, ensures the correct execution of the task, and prevents possible errors. The course and result of the exercises are under the direct supervision and control of the educator, who corrects the actions of the children with instructions and explanations.
Productive exercises are characterized by the fact that children must fully or partially discover the mode of action themselves. This develops independence of thinking, requires a creative approach, develops purposefulness and purposefulness. Tell them what to do, but don't tell or demonstrate how to do it. When performing exercises, the child resorts to mental and practical tests, puts forward proposals and checks them, mobilizes existing knowledge, learns to use quick wit, ingenuity, etc. When performing such exercises, help is provided not directly, but in an indirect form, the children are invited to think and try again, the correct actions are approved, they are reminded of similar exercises that the child has already performed, etc.
The ratio of productive and reproductive exercises is determined by the age of the children, their experience in solving practical cognitive problems, the nature of the mathematical concepts themselves and the level of their development in children. With age, the degree of independence in children when performing exercises increases. The role of verbal instructions, explanations, explanations, organizing and guiding the independent activity of preschoolers, is growing. After completing a task, an exercise, children learn to evaluate the correctness of their actions and the actions of their comrades, to exercise self- and mutual control.
With the development of logical thinking, the game acts as an independent method of learning. But it can also be attributed to the group of practical methods, bearing in mind the special significance different kind games in mastering various practical actions, such as composing a whole from parts, rows of figures, counting, imposing and applying, grouping, generalizing, comparing, etc.
The most widely used didactic games. Thanks to the developmental task, dressed in a game form (game meaning), game actions and rules, the child inadvertently learns certain cognitive content. All types of didactic games (subject, desktop-printed, verbal) are effective tool and method of development of logical thinking.
At first, the child receives knowledge in the form of methods of action and representations corresponding to them outside the game, and in it only favorable conditions for their clarification, consolidation, systematization (in plot-didactic, didactic and other types of games).
Visual and verbal methods in the development of logical thinking, they are accompanied by practical and game methods. In our work we use techniques related to visual, verbal and practical methods and used in close unity with each other:
1. Display (demonstration) of the method of action in combination with an explanation, or a sample of the educator. This is the main method of teaching, it is visual and effective in nature. It is carried out with the involvement of a variety of didactic means, makes it possible to form skills and abilities in children. It has the following requirements:
- clarity, dismemberment of the display of the mode of action;
- consistency of action with verbal explanations;
- accuracy, brevity and expressiveness of speech accompanying the show;
- activation of perception, thinking and speech of children.
2.Instruction for execution independent exercises. This technique is associated with the teacher showing the methods of action and follows from it. The instruction reflects what and how to do in order to get the desired result. In the older groups, the instruction is given in full before the start of the task, in the younger ones it precedes each new action.
3. Explanations, clarifications, instructions. These verbal techniques are used by the educator when demonstrating a method of action or in the course of completing a task by children in order to prevent errors, overcome difficulties, etc. They should be specific, short and descriptive.
The display is appropriate in all age groups when getting acquainted with new actions (application, measurement), but at the same time, activation of mental activity is necessary, excluding direct imitation. In the course of mastering the new, the formation of the ability to count, measure, it is advisable to avoid repeated display. Mastering the action.
4. Questions to children - one of the main methods for the development of logical thinking in all age groups. In pedagogy, the following classification of questions has been adopted:
- reproductive-mnemonic: (How much? What is it? What is the name of this figure?
How are squares and triangles similar?
- reproductive-cognitive: (How many cubes will be on the shelf if I put more
one? Which number is greater (less): nine or seven?);
- productive and cognitive: (What needs to be done to make the circles 9? How to divide the strip into equal parts? How can you determine which flag in the row is red?).
Questions activate the perception, memory, thinking, speech of children, provide comprehension and mastering of the material. With the development of logical thinking, a series of questions is most significant: from simpler ones aimed at describing specific features, properties of an object, the results of practical actions, i.e. ascertaining to more complex issues, requiring the establishment of connections, relationships, dependencies, their justification and explanation or the use of the simplest evidence. Most often, such questions are asked after the teacher demonstrates the sample or the children perform the exercise. For example, after the children have divided the paper rectangle into two equal parts, the teacher asks: “What did you do? What are these parts called? Why can each of the parts be called a half? What shape are the parts? How to prove that the squares are obtained? What should be done to divide the rectangle into four equal parts?
Questions of different nature cause a different type of cognitive activity: from reproductive, reproducing the studied material, to productive, aimed at solving problematic problems.
The main requirements for questions as a methodological technique:
- accuracy, concreteness, conciseness;
- logical sequence;
- variety of formulations, i.e. the same question should be asked in different ways;
- the optimal ratio of reproductive and productive issues, depending on age and the material being studied;
- questions should wake up the child, make them think, highlight what is required, analyze, compare, compare, generalize;
- the number of questions should be small, but sufficient to achieve the didactic goal;
- prompting and alternative questions should be avoided.
We ask the whole group a question, and the called child answers it. In some cases, choral responses are also possible, especially in younger groups. Children need to be given the opportunity to think about the answer.
Older preschoolers should be taught to formulate questions on their own. In a specific situation, using didactic material, the teacher invites children to ask about the number of objects, their ordinal place, size, shape, method of measurement, etc. We learn to ask questions based on the results of direct comparison (“Kolya compare a square and a rectangle. What can you ask him about?”), Following the practical action performed at the blackboard (“Ask Galya, what did she learn by putting the objects in two rows? Look what I did. What can you ask me about?"), based on the action performed by the child sitting next to him ("What can I ask Anya about?"). Children successfully master the ability to ask questions if they are addressed to a specific person - a teacher, a friend.
Answers should be:
- brief or complete, depending on the nature of the question;
- independent conscious;
- Accurate, clear, loud enough;
- grammatically literate (compliance with the order of words, the rules for their coordination, the use of special terminology).
5. Monitoring and evaluation. These methods are interrelated. Control is exercised through monitoring the process of children performing tasks, the results of their actions, and responses. These techniques are combined with instructions, explanations, explanations, demonstrating the way adults act as a model, direct help, and include correcting mistakes.
Correction of errors is carried out in the course of individual and collective work with children. Practically effective and speech errors. The adult explains their reasons, gives an example, or uses the actions or responses of other children as an example. 6. In the course of the development of logical thinking in preschoolers, comparison, analysis, synthesis, generalization act not only as cognitive processes (operations), but also as methodological techniques that determine the path along which the child’s thought moves in the process of learning. On the basis of analysis and synthesis, children are led to a generalization, in which the results of all observations and actions are usually summarized. These techniques are aimed at understanding quantitative, spatial and temporal relationships, at highlighting the main, essential. A summary is made at the end of each part and the entire lesson. At the beginning, the teacher generalizes, and then the children.
Comparison, analysis, synthesis, generalization are carried out on a visual basis using a variety of didactic tools. Observations, practical actions with objects, reflection of their results in speech, questions to children are the external expression of these methodological techniques, which are closely related, connected and used most often in combination. 7. Modeling is a visual and practical technique, which includes the creation of models and their use in order to develop elementary mathematical concepts in children. At present, only the beginning of the theoretical and control-methodical development of this technique has been laid, which is extremely promising due to the following factors:
- the use of models and modeling puts the child in an active position, stimulates his cognition;
- the preschooler has some psychological prerequisites for the introduction of individual models and elements of modeling; development - effective visual-figurative thinking;
- all mathematical concepts without exception are considered as original models of reality.
Models should be considered as didactic tool and quite effective. “When mastering the methods of using models, an area of ​​special relations is revealed to children - the relations of models and the original, and accordingly two closely related plans of reflection are formed: a plan of real objects and a plan of models that reproduce these objects. These plans of reflection are of great importance for the development of visual-figurative and conceptual thinking. Models can fulfill a different purpose: some reproduce external connections, help the child see those that he does not notice on his own, others reproduce the desired, but hidden connections, directly on the reproducible properties of things. Models are widely used in the formation of temporal representations (model of parts of the day, week, year, calendar) and quantitative (numerical ladder, numerical figure, etc.), spatial (models of geometric shapes), etc.
We advise you to use worksheets, which are a good means of individualization and differentiation of the process of development of logical thinking.

Literature

1. Agaeva Yu.P. Play and work. M. 1980
2. Bondarenko A.I. Didactic games in kindergarten. M. 1991
3. Bleher F.N. Didactic games and entertaining exercises in kindergarten. M. 1973
4. Zhitkova L.M. Teach kids to remember. M. 1978
5. Zenkovsky V.V. Psychology of childhood. M.1996
6. Zenkovsky V.V. Development games and exercises mental ability in preschool children. M. 1989
7. Makrenko A.S. About family upbringing. M. 1955
8. Novikova V.P. Maths. M. 2006
9. Podgoretskaya N.A. The study of logical thinking techniques in children of six years of age.

The curriculum for children in elementary school differs significantly from what and how they learn in the classroom in kindergarten. Studying at school involves a new step in the development of thinking of a preschooler - his transition from visual-effective and figurative to logical and a little later, in high school - to an abstract-logical type of thinking.

That is why the development of logical thinking of younger students is one of the most important tasks at the stage of education in elementary school.

The developed abstract-logical thinking of the child will further contribute to his school success in such disciplines as algebra, geometry, physics, chemistry.

Key stages in the development of logic in preschoolers

Step 1. We master the category "concept". It is necessary that the child could independently single out the functionally essential features of an object or phenomenon, those features that are directly related to the purpose of the object itself. For example, "cow-milk". That is, the cow gives milk - this feature distinguishes it from other animals.

Step 2. We teach a preschooler to determine the already known properties of an object, while not highlighting more or less significant ones. That is, the child must report on the most understandable and memorable features of the described object. For example, "a dog is an animal, lives in a yard in a booth." Thus, the ability to analyze, and observation is trained.

Step 3. The last stage - we develop in children the ability to generalize and classify, highlight common significant features for a class of objects or concepts.

For example: a cat, a dog, a mouse are animals. Further, we classify according to the habitat - pets (live in the house).

Fly agaric, boletus, mushrooms - mushrooms. Honey mushrooms and boletus are edible, fly agaric is not (here we use the classification according to the principle edible - inedible).

The ability to think logically in children is not innate; this type of thinking, more than any other, requires special classes and training.

Ways to train logical thinking

Signs of the active development of abstract-logical thinking in children

1. The child draws conclusions by analyzing the essential internal properties, and not the external features of the object.
2. Easily masters the operation of solving problems in the “mind”, when the visual part of the task is either completely absent or is expressed insignificantly.
3. He argues, analyzes, while his reasoning begins to acquire a logically correct structure. That is, the child begins to successfully use such mental operations like analysis, synthesis, generalization, distribution.

Objective signs of the level of development and quality of logical thinking in children are also such parameters as speed, flexibility and depth.

Speed ​​means the ability to find the right solution in a short period of time. Flexibility is the ability to search various options solving a problem (task), in case the initially specified conditions have changed. The depth of thinking characterizes the ability to penetrate into the essence of the task and identify the relationship between all its parts.

These three qualities are rarely equally well developed. However, using them, parents will be able to establish the presence and level of development of logical thinking in their child.

What hinders the successful development of logical thinking in a child

Recently, teachers and educators have increasingly noted problems in children with building logical reasoning, difficulties in analyzing objects and situations. Children's thinking is often chaotic, it is difficult for them to focus on one thing, they are able to speak on several topics at once, but at the same time they are not able to delve into the subject of discussion. Often they can only retell what they heard, but are not able to analyze it.

We are talking about the so-called "clip" thinking - as a result of the excessive workload of children with information technology products and television. Spending a lot of time in front of a computer monitor or a TV screen, where some plots replace others in a minute, information is presented chaotically and superficially, the child loses the ability for logical analysis and concentration, which naturally leads to a general decrease in the level.

The timely development of logical abilities in a preschooler will be extremely useful not only for his further education, but also in everyday life, and will also help him decide on his future choice of profession after graduation.

Lecturer, child development center specialist
Druzhinina Elena

Related program:

"Development of logical thinking in preschool children through didactic games and exercises".

Full Name:Prutskikh Tatyana Ivanovna.

Position: educator

Educational institution:municipal autonomous educational institution of the city of Nizhnevartovsk kindergarten No. 37 "Friendly family".

Territory: Khanty - Mansiysk Autonomous Okrug - Yugra.

Year: 2013.

Nizhnevartovsk

Introduction………………………………………………………………………3

Chapter 1. Psychological and pedagogical aspect of the system for the development of logical thinking in preschool children.

1.1 The development of children's thinking in the research of psychologists and educators…………………………………………………………………….. 6

1.2Main characteristics of thinking as psychological process………………………………………………………………. …...8

1.3 The role of an adult in the development of logical thinking………………… 12

Chapter 2. The system of work on the formation and development of logical thinking in preschool children………………………………….14

2.1 Conducting classes that develop mental operations……..16

2.2 The use of didactic games in the learning process…………..19

2.3 Place of logical tasks in mental education…………………21

2.4 Riddles, crossword puzzles, puzzles, mazes…………………………….22

2.5 Activation of the form of work with parents…………………………...24

2.6 Evaluation of the effectiveness of the proposed system……………………..25

Conclusion …………………………………………………………………30

References…………………………………………………………32

Introduction.

Even from the hottest fire in the fireplace

knowledge will remain only a handful of cold

ashes, if there are no caring hands nearby

a stoker - a teacher - and a sufficient number

logs prepared for the future - tasks.

V.Shatalov

famous Soviet teacher.

The development of logical thinking is a very important and necessary process for everyone!

What is logical thinking? To answer this question, you must first answer the question - What is logic?

Logics is the science of the laws of thought and its forms. It originated in the 4th century BC. e., the founder is the ancient Greek philosopher Aristotle. As a science, logic is studied in higher and special educational institutions. Knowledge of the laws of logic is important when making decisions in complex, intricate situations, when managing simple and complex systems. Possessing the skills of logical thinking, a person will be able to quickly master the profession and more successfully realize himself in it, not to get confused when he finds himself in difficult life circumstances.

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.

Having mastered logical operations, the child will become more attentive, learn to think clearly and clearly, will 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.

Leo Nikolayevich Tolstoy spoke of the first years of his life, that it was then that he acquired everything that he lives now, and acquired so much, so quickly, that for the rest of his life he did not acquire even a hundredth of that: “From a five-year-old child to me, there is only one step . And from a newborn to a five-year-old there is a huge distance.

Knowledge of logic contributes to the cultural and intellectual development of the individual.

For this reason, it was determined purpose of the work : theoretically substantiate and experimentally test the system of work on the development of logical thinking in preschool children through didactic games and exercises.

The development of logical thinking in preschool children through didactic games and exercises will be effective if the work is built taking into account the followingpedagogical conditions:

Accounting for individually - age characteristics of each child in the organization of gaming activities;

Activation of each child during games for the development and improvement of mental operations;

Organization of games using search, entertaining questions.

Based on the conditions, were determined tasks:

Determine and analyze the level of development of the prerequisites for logical thinking in children of middle and older preschool age;

To form elements of the development of logical thinking through the use of didactic games and exercises;

Think over and create a subject-developing environment for the development of logical thinking in which children are;

Develop a system for this problem;

Evaluate the effectiveness of the proposed system.

Theoretical platform:

In order to better approach the solution of this problem, the works of outstanding teachers - psychologists were studied: L. A. Venger, L. F. Tikhomirova, B. I. Nikitin, L. Ya. Bereslavsky, Z. A. Mikhailova, O. M. Dyachenko, A. V. Zaporozhets, Jean Piaget.

From point of view modern concept teaching the youngest children no less important than arithmetic operations, to prepare for the assimilation of mathematical knowledge is the formation of logical thinking. Children need to be taught, not only to calculate and measure, but also to reason.

Theoretical noveltylies in the fact that it allows you to expand and clarify the existing domestic psychology and pedagogy of ideas about the mechanisms and conditions for the development of logical thinking in preschool children through didactic games and exercises, in the complex use of entertaining didactic material.

Chapter 1. Psychological and pedagogical aspect of the system for the development of logical thinking in preschool children.

1.1 Development of children's thinking in the research of psychologists and educators.

Preschool, "children's" logic is a kind of world with its own techniques, methods, skills. The child in his daily activities constantly compares, contrasts, classifies various objects, phenomena.

Leonid Yakovlevich Bereslavskybelieves that the child's intellect must be developed in a timely and systematic manner, then he will achieve his goal, will study well, learn to think logically and become self-confident. The development of the child's brain goes by adding new levels over the old ones.

All children are gifted! Every child has the inclinations given to him by nature. If they are developed correctly, abilities will appear. But even here the base of the future gift must be formed in time! Whether the baby develops his gift or ruins it, it largely depends on the family, teachers, and upbringing. Most parents believe that a child's talent is given from above: either he has it or he doesn't. The time will come, they say, and hidden abilities will appear themselves. And ... they are deeply mistaken. Every kid really receives the makings from birth; they were laid by mom and dad. Of course, all parents understand that the child's inclinations must be developed, turning them into abilities. And then the child will achieve success: someone in the field of study, someone in science, business, playing the violin, drawing. “When he grows up, we will give the baby to a circle,” parents make plans for the future. And they make their first mistake.

You can't waste time!

Let's say, if you want the apple tree to bear fruit, will you take care of the seedling? Water on time, fertilize it? A tree that is not taken care of in time will no longer please, no matter how good the variety is. So is the baby! You can grow a talent out of any child. If during its "fertilization". The most important time for a developing person is the first years of his life.

The condition for the emergence and development of the child's thinking, according to A. V. Zaporozhets , is to change the types and content of children's activities. Mere accumulation of knowledge does not automatically lead to the development of thinking. The child’s thinking is formed in the pedagogical process and it is very important to emphasize once again that the originality of the child’s development lies not in adaptation, not in individual adaptation to the conditions of existence, but in the child’s active mastery of methods of practical and cognitive activity that have a social origin. According to A. V. Zaporozhets, the mastery of such methods plays a significant role in the formation of not only complex types of abstract, verbal and logical thinking, but also visual and figurative thinking characteristic of preschool children.

How good is logical thinking? The fact that it leads to the correct decision without the help of intuition and experience!

By making mistakes and learning from them, we master the rules of logical thinking and use them every day. This is the so-called intuitive logic, the unconscious use of the laws of logic, or what is called natural common sense.

So, logic studies the paths to truth.

Psychologist P. Simonov rightly pointed out that if intuition is enough to discern the truth, then it is not enough to convince others of this truth. This requires evidence. The search for these evidence is carried out with the help of logical thinking.

1.2Main characteristics of thinking as a psychological process

Logical thinkingis the ability to operate with abstract concepts,

this is controlled thinking, this is thinking by reasoning, this is strict

following the laws of elusive logic, this is an impeccable construction

causal relationships. In particular, this ability to

the following simple logical operations: comparison, generalization,

classification, judgment, inference, proof.

Children already at preschool age are faced with a variety of shapes, colors and other properties of objects, in particular, toys and household items. And, of course, every child, even without special training of his abilities, one way or another, perceives all this. However, if assimilation occurs spontaneously, it often turns out to be superficial, inferior. Therefore, it is better that the development process creativity carried out purposefully.

Logical thinking is formed on the basis of figurative thinking and is the highest stage in the development of children's thinking. Achieving this stage is a long and complex process, since the full development of logical thinking requires not only high activity of mental activity, but also total knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words. The development of logical thinking should begin at preschool age. So, for example, at the age of 5-7, a child is already able to master at an elementary level such methods of logical thinking as comparison, generalization, classification, systematization and semantic correlation.

Comparison - this is a technique aimed at establishing signs of similarity and difference between objects and phenomena.

By the age of 5-6, the child already knows how to compare various objects with each other, but, as a rule, he does this on the basis of only a few signs (for example, color, shape, size, and some others). In addition, the selection of these features is often random and is not based on a comprehensive analysis of the object.

In order to teach a child to compare, he needs to be helped to master the following skills.

1. The ability to highlight the features (properties) of one object based on its comparison with another object.

Preschool children usually distinguish only two or three properties in an object, while there are an infinite number of them. In order for a child to be able to see this many properties, he must learn to analyze an object from different angles, to compare this object with another object with different properties.

1. Ability to identify general and features(properties) of compared objects.

When a child has learned to distinguish properties by comparing one object with another, one should begin to form the ability to determine the general and distinctive features of objects. First of all, teach the ability to conduct a comparative analysis of the selected properties and find their differences.

1. The ability to distinguish between essential and non-essential features (properties) of an object when the essential property is specified or easily found.

After the child learns to distinguish common and distinctive properties in objects, the next step can be taken: to teach him to distinguish essential, important properties from insignificant, secondary ones.

Classification - this is a mental distribution of objects into classes in accordance with the most significant features. To carry out the classification, it is necessary to be able to analyze the material, compare (correlate) its individual elements with each other, find common features in them, generalize on this basis, distribute objects into groups based on those identified in them and reflected in the word - the name of the group - common features. Thus, the implementation of the classification involves the use of methods of comparison and generalization.

Generalization - this is a mental association of objects or phenomena according to their common and essential features.

In order to teach generalization, it is necessary to form the following skills.

1. The ability to relate a specific object to a group given by adults and, conversely, to single out a single one from a general concept.
2. The ability to group objects on the basis of independently found common features and designate an formed group of words.
3. The ability to distribute objects into classes.

systematize- means to bring into the system, to arrange objects in a certain order, to establish a certain sequence between them.

Seriation - construction of ordered ascending or descending series according to the selected feature. The classic seriation technique: nesting dolls, pyramids, loose bowls, etc.

inference - a mental device consisting in the derivation of several judgments, one judgment - a conclusion, a conclusion.

Synthesis can be characterized as a mental connection of the parts of an object into a single whole, taking into account their correct location in the subject.

Analysis - a logical device that consists in dividing an object into separate parts. The analysis is carried out to highlight the features that characterize a given object or group of objects.

Logical techniques - comparison, synthesis, analysis, classification and others - are used in all activities. They are used, starting from the first grade, to solve problems, to develop correct conclusions. “Now, in conditions of a fundamental 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.”

1.3 The role of an adult in the development of logical thinking.

Each teacher and parent is interested in the successful education of the child. Psychological research shows that it depends on the level of development of his cognitive abilities, as well as on the level of development of logical thinking.

Childhood is the happiest time of a person's life. The baby is very energetic and active. Almost everything attracts him, he torments adults with questions, tries to learn and understand a lot.The main rule that an adult should remember:it is designed to help the child, to create conditions for learning about the world.

Even in early childhood, the foundations for the development of the logical thinking of the child are laid. Thinking, as you know, is a process of knowing and understanding the world.

Discuss with the child various properties subject, to help him understand which of them are the main and which are secondary. Encourage the baby's unexpected responses, allowing you to see the subject from the other side. Remember that classes with a child should take place in a good emotional mood. This will make the perception of the material more effective. If the child is experiencing difficulties, help him, explain the task, check the correctness of its implementation.

Developing games are based on two principles of learning - “from simple to complex” and “independently according to abilities”. This allows you to solve several problems related to the development of abilities in the game at once:

Firstly, educational games can provide food for thought from a very young age.

Secondly, their tasks - steps always create conditions for advancing the development of abilities.

Thirdly, rising, each time independently to its ceiling, the child develops most successfully.

Fourthly, educational games can be very diverse in their content, and besides, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity.

Fifthly, while playing these games with their children, fathers and mothers imperceptibly acquire a very important skill - to restrain themselves, not to interfere with the child, to think and make decisions on his own, not to do for him what he can and should do himself.

This path most of all contributes to the development of independent thinking, self-control and logical intuition.

Chapter 2. The system of work on the formation and development of logical thinking in preschool children.

Mastering the forms of thinking contributes to the mental development necessary for the transition to schooling.

Based on the research of modern authors, I decided to develop logical thinking through didactic games in the following areas:

Development and improvement of mental operations in a specially organized activity;

The use of didactic games for the development of logical thinking;

Development of intellectual abilities;

Interaction and communication between children.

AT integrated approach to the upbringing and education of preschoolers in modern practice, an important role belongs to entertaining educational games, tasks, and entertainment. They are interesting for children, emotionally capture them.

The task of the teacher is to transform the content of education that meets the age characteristics of children into something important, specific for each child. At the same time, the main attention of the teacher should be focused on the preservation and development of the individual in the child. According to L. Ya. Bereslavsky, the development of thinking should begin at a younger preschool age, under the influence of everything that surrounds the baby. Some logical skills are to some extent formed in the process of teaching mathematics, drawing, designing. Thought processes in children aged 3-7 are usually associated with specific visual material, in my work I use material understandable to children (toys, figures, various objects). In my work, I wanted to check how logical thinking will develop in children through didactic games and exercises included in special activities, walks, entertainment. Identification of the most optimal methods for the development of logical thinking.

Based on this, I have identified the following forms of further work:

Special;

gaming;

Working with parents.

2.1 Conducting classes that develop mental operations.

Mathematics and Logic.

Both parents and teachers know that mathematics is a powerful factor in the intellectual development of the child, the formation of his cognitive and creative abilities. The success of teaching mathematics in elementary school depends on the effectiveness of the mathematical development of a child in preschool age.

“Mathematics puts the mind in order”, that is, it best forms the methods of mental activity and the qualities of the mind, but not only.

Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, entertainment. At the same time, the role of entertaining material is determined taking into account the age capabilities of children.

Using didactic games is familiarization with new information. An indispensable condition is the use of a system of games and exercises. The child performs mental actions - comparison, analysis, synthesis, classification, generalization. "Understand the rule by which the figures are arranged in each row." "What changed". "What is the difference". "On what basis can the figures be divided into groups." Find and name.

At senior preschool age, I use tasks that require reflection, using problem situations. They encourage the child to actively search for new means and ways of solving the problem and discovering the world of mathematics. Solving a problem situation, the child compares and contrasts, establishes similarities and differences. (Appendix No. 3)

It must be remembered that mathematics is one of the most difficult subjects, the inclusion of games creates conditions for increasing the emotional attitude to the content. educational material ensures its accessibility and awareness. By analyzing small mathematical problems, the child learns to navigate the world around him, take the initiative, express his own position and accept someone else's.

Acquaintance with the world around and the development of speech.

Interest in observation, reflection, reading, knowledge of everything new, the ability to self-education are laid in preschool age. To fit into the rhythm of current life and become a good specialist in the chosen field. It is necessary from childhood to learn new things and understand, think independently and look for information so as not to drown in its endless ocean. Children, growing up, actively learn the world.

Using manuals from the series "Journey into the world of nature and the development of speech." Children receive information about the plant and animal world. Appearance, a place in nature, useful properties, to feel the beauty of native nature. Learn to classify and compare. They help to consolidate the material, games: “The fourth extra”, “Play on words”, “Learn to compare”.

During observations, excursions, exercises for the development of logical thinking are also used. Answering the question of the teacher, the child learns to find and prove, discuss, consolidating the material covered, enriching it with new information. “Guess bit by bit. (All and its parts)”, “What do a flower and a tree have in common”, “Studying the web”.

In an effort to learn, the child begins to experiment. Using experimental activities in the work. Children enjoy doing research and experiments. “What is size and shape”, “What is weight? (What is heavier?)”, “Guess”, “Is it possible to carry water in a sieve?”, “Magic bag” and others.

Through experiments, children get acquainted with the phenomena of the world around them. They learn to draw conclusions, justify their decision, prove the correctness or fallacy of the decision. The principle of work is to give the opportunity to children to reason independently. Do not interrupt, do not say the answer ahead of time for the child, but only correct the train of thought in the right direction. And often praise or approve the child. (Appendix No. 14)

Construction

In the older group, designing allows solving not only practical, but also intellectual problems, and they are gradually coming to the fore. Designing according to pictures and diagrams from designers and building materials according to dissected and undivided samples. Such work provides more opportunities for mental activity of children. They correlate a planar image with three-dimensional forms. They work with planar mosaics, games like "Tangram", "Mongolian game", "Columbus egg". Children in the process of playing combine different details, get more complex images. In my work I use the method of designing from paper Origami - paper plastic. The process of folding paper is already familiar to children from middle age, at an older age they get acquainted with the drawings. Origami develops logical thinking, spatial representation, imagination, memory.

2.2 The use of didactic games in the learning process.

The game is the leading activity of a preschooler. Many mothers and fathers do not take into account the fact that preschool age is, first of all, the age of play. You can often hear such phrases: “What are you all playing? I would do something." But the game is the most important thing for the baby. For a child, this is the same natural process as eating, drinking, sleeping. He has no other way to know the world around him, to acquire basic skills and abilities. Any game, whether it is pouring sand or assembling a complex constructor, implies obtaining a certain experience that a child needs for full development.

In my work I use games for the development of logical thinking. First, the child must be taught to single out the external properties of an object, then the internal ones: their function of assigning a generic affiliation. Therefore, for mental operations, I conduct such games: “Find”, “Compare”, “Make a figure”, “Continue the row”, “Shop”, “How to correct a mistake?”.

One of the conditions for the development of logic is the formation of speech as a means of communication. In order for the word to be used as an independent means of thinking, allowing to solve mental problems without the use of images. The child must acquire knowledge about the general and essential features of objects and phenomena of the surrounding reality, fixed in words. In this regard, the following games were selected: "One - many", "What the object consists of", "Unbelievable", "Say the opposite", "Association", "Logical endings", "If ... then ...". (Appendix No. 9)

In my work I use didactic gamesGyenes logic blocks.

The effective development of the intellectual abilities of preschool children is one of the urgent problems of our time. Preschoolers with a developed intellect memorize material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school. The solution of these problems allows children to successfully master the basics of mathematics and computer science in the future.

Games can be used with children different ages depending on their level of development. Tasks in games can be simplified or complicated by using fewer or more features of the figures and, in accordance with this, fewer or more elements of the set. Since logical blocks are standards of shapes, colors, they can be used in working with children from an early age.

Strict adherence to one stage after another is not necessary. Depending on the

from what age work with blocks begins, as well as from the level

child development. (Appendix No. 10)

Cuizener sticks, this didactic material was developed by the Belgian mathematician H. Cuizener.

The main features of this didactic material are abstractness, universality, high efficiency. Sticks now easily fit into the system of pre-mathematical preparation of children for school, as one of the modern technologies learning. Using sticks, one of the essential principles didactics - the principle of visibility.

The priority is a personality-oriented model of communication, which implies the existence of relations of cooperation and partnership between adults and children. (Appendix No. 10)

2.3 The place of logical tasks in the mental education of children.

Entertaining tasks contribute to the development of the child's ability to quickly perceive cognitive tasks and find the right solutions for them. Children begin to understand that right decision logical task, they need to concentrate, they begin to realize that such an entertaining puzzle contains some “trick” and in order to solve it, you need to understand what the trick is.

Solving logical problems develops the ability to highlight the essential, to independently approach generalizations.

In order to develop the thinking of children, I use various types of simple logical tasks and exercises. These are tasks for finding a missing figure, the continuation of a number of figures that are missing in a number of figures, for example:

Which of the geometric figures is superfluous here and why?

Find and show in the drawing 5 triangles and 1 quadrangle.

Logical tasks can also have other content, for example, the following:

If a goose stands on two legs, then it weighs 4 kg. How much will a goose weigh if it stands on one leg?

Two sisters have one brother. How many children are in the family? (Appendix No. 12)

The most important thing is to instill in the child an interest in learning.

2.4 Riddles, crossword puzzles, puzzles, labyrinths.

Puzzles

Usually children like to solve riddles. They are pleased with both the process and the result of this peculiar competition. Riddles develop the ability to highlight the essential features of objects or phenomena, to prove the correctness of their decision, as well as the ability to create an image of an object according to its verbal description. In order for the process of guessing riddles to have a developing effect, it is necessary to form certain skills:

Select the signs of an unknown object indicated in the riddle and compare them with each other. Such a comparison leads gradually to a guess.

Do not immediately give a guess and do not explain the answer. The main thing is not in the fast pace of guessing, but in the fact that the correct answer is found, as a result of the correct conclusion. Quick clues deprive the child of the opportunity to think.

When the answer is found, teach the child to prove the correctness of his decision.

The complexity of the puzzle depends on how familiar the child is with the “secret” object.

I use riddles in the form of evening riddles, in specially organized activities, as an organizational moment, in individual work. Children are happy to find answers, reason, prove the correctness of the answer, come up with riddles themselves. (Appendix No. 11)

labyrinths

Using labyrinths as one of the means of developing logical thinking.

In the corner of mathematics, I place simple labyrinths, for solving which you need to solve a practical problem:

Help the squirrel find its nest;

The girl get out of the forest;

Piggy to go through the maze to Stepashka...

Labyrinths are represented by the interweaving of several lines, which gradually become more complicated. Gradually, more complex labyrinths are used - plotless labyrinths in which you need to roll a ball, move an object by choosing moves, bypassing dead ends. In the process, perseverance and the ability to concentrate and think logically develop. (Appendix No. 11)

Rebuses, crossword puzzles.

In preparatory school groups with children used puzzles and crossword puzzles. These games introduce you to an exciting activity. Games are designed for children who can read. Before solving the rebus, it is necessary to explain to the child that the rebus is a riddle written with the help of drawn objects. To solve a rebus means to read the word hidden in it. (Appendix No. 11)

2.5 Activation of forms of work with parents.

The interaction of kindergarten and family is a necessary condition for the full development of a preschooler. And how effective it will be, depends only on the adult who has taken responsibility for raising the child.

After all, children, due to their inexperience, cannot play all the variety of games.

The task of parents is to help the child to know the diverse world of the game, to open to him additional features everyday objects, interest in unexpected storylines. Co-op play will strengthen trusting relationships, allow an adult to unobtrusively develop certain qualities in a child.

Parents were offered a questionnaire (Appendix No. 6) to find out whether the child has formed cognitive interests.

This is done to encourage parents to work together to develop their children's thought processes so that they understand that every child can develop the ability to think logically. Parents, having become interested in tasks, exercises, games, go forward.

With pleasure they are connected to the collection of interesting puzzles, riddles. The participation of parents is an essential condition for successful work.

Interaction is carried out in different forms:

Advice on topics of interest to parents. Such as: "The development of logical thinking through didactic games", "Logic as a means of developing mental abilities."

Folders - moving through folders parents will learn about logical operations and games. “Logical words “Outside” and “inside”, “Logical operation - orderliness of action”. There are also discussions on the topic.

Organization of joint events: "Evening - riddles", "Play with me", "Hurry up and make no mistake." Contests: "The smartest."

This practice has proved to be effective: children gradually learn the material, the level of logical thinking increases, the activity of children in the pedagogical process (Appendix No. 7).

2.6 Evaluation of the effectiveness of the proposed system.

Pedagogical examination was carried out twice: in October primary, in April control. The survey group consisted of children from 3 to 4 years old (2008-2009 academic year). From 4 to 5 years (2009-2010 academic year). The purpose of this survey is to identify the level of abilities for logical operations: comparison, synthesis, classification. Analysis of the establishment of a causal relationship. (app. 1)

Identification of abilities for logical operations.

Analysis of the pedagogical examination of the development of children of primary preschool age to logical operations: comparison, synthesis. Classification.

Purpose: To reveal the level of logical thinking in children.

The children were given the following tasks:

Comparison "Find it", "How similar." To reveal the ability of children to establish similarities or differences by signs;

Synthesis "Make a figure", "Fold a circle". To reveal the ability of children to compose (combine) parts of objects into a single whole;

Classification, a more complex operation. Through tasks, see the ability of children to divide groups on the basis of common characteristics. “Find objects of the same color”, “Third extra”, the ability to see an object that does not belong to a certain group using visual material. "Decompose geometric shapes" (on the basis of "value"), the ability to arrange figures in a certain sequence.

21 children were examined, of which 10 children showed a high level of development, which amounted to 47%, 10 children had an average level of development, which amounted to 47%, and 1 child had a low level of development, which amounted to 6%.

The most difficult for children is the logical operation "classification". It is difficult for children to divide objects into groups, to find an extra item, to explain why it is superfluous.

Purposeful work using didactic games and exercises on certain logical operations, such as "Help the harvest", "Help the bunny get home", "Big and small", etc. Helped children learn logical operations better in a playful way.

At the beginning of the 2009 school year, primary diagnostics of children of middle preschool age was carried out. The children were given the following tasks:

Find an item that is different from others;

Find differences;

What part should be added to get the whole picture;

How to fix the error;

From which boxes the item fell out;

Help the hare to arrange the items on the floors.

Revealed that 12 children have a high level of development, which amounted to 57%, 9 children have an average level of development, which amounted to 43%. There is no low level.

During the year, work on the development of logical thinking continued. Didactic games were included both in joint activities, individual work, and in classes.

At the end of the academic year, a control diagnostics was carried out. Revealed that 18 children have a high level of development, which amounted to 86%, 3 children have an average level of development, which amounted to 14%, there is no low level.

Conclusion: children independently compare, classify, connect parts of an object (operation "synthesis").

In October 2010, primary diagnostics was carried out with children of senior preschool age. Children are offered the following tasks:

Find options;

Is it possible?;

What familiar figures does the object consist of;

What shapes does this rectangle consist of;

We group by signs, decompose the proposed items according to several signs;

What happens…;

Floats or flies.

The difficulty was the task for the logical operation "classification", we group according to several criteria.

23 children were examined. 20 children have a high level of development, which amounted to 87%, 3 children have an average level of development, which amounted to 13%, there is no low level.

It is planned to work on the further development of logical thinking through didactic games and exercises.

Identification of a causal relationship.

Analysis of the establishment of a causal relationship.

Purpose: To identify the level of logical thinking through the establishment of a cause-and-effect relationship.

The children were offered tasks, performing which the child not only think logically, but also be able to explain the choice.

For children of primary preschool age, tasks were offered:

Your favorite toy (to be able to decide on the choice to explain it);

Confusion (be able to see inconsistencies in images and explain this inconsistency);

Find the ninth (what object should be drawn in an empty cell. analyze the proposed table, find the correct answer, explain your choice);

When it happens (be able to explain your answer).

21 children were examined. There are no children with a high level and above average. 8 children have an average level of development, which amounted to 38%. 12 children have a level of development below the average, which amounted to 57% and 1 child has a low level of development, which amounted to 5%.

In almost all tasks, the children experienced difficulties, it was difficult for them to make a choice, and even more so to explain their choice. In the task "Find the ninth" required to find the missing item. Completing the task, the child must compare the items already in the rows and make a choice. Find the desired item from the proposed. In my work, I used tasks similar to those that caused difficulties. “Color the extra object”, “Continue the row”, “It happens, it doesn’t happen”. During walks, observations, she paid attention to the features, properties, signs of objects, phenomena.

At the beginning of the school year, I conducted an initial diagnosis to establish a cause-and-effect relationship; the tasks were left the same. Children were more confident in answering questions. Found a variety of answers.

21 children of middle preschool age were examined. 1 child has a high level of development, which amounted to 5%. 5 children have a level of development above the average, which amounted to 24%. 10 children have an average level of development, which amounted to 47%. In 5 children, the level of development is below average - 24%. There is no low level.

During the year, systematic work was carried out - conversations, classes, games, observations, experiments. A variety of techniques helped children master logical operations.

At the end of the year, control diagnostics were carried out. It was found that 5 children have a high level of development - 24%. Above average 10 children - 47%. 6 children have an average level of development - 29%. There is no low or below average.

For the examination of children of senior preschool age, the following tasks were proposed. The purpose of the tasks was the same, the ability to make a choice and explain your choice.

Your favorite street

Consider the drawing, what has changed in the figures after passing through the gate;

Find the ninth;

Word game (listen to the words, clap when you hear the right word for the hare and explain);

What first, what then (determine the sequence of pictures).

23 children were examined. Primary diagnosis in October showed that 7 children have a high level of development - 30%. Above average 12 children - 52%. 4 children have an average level of 18%.

Consistency, systematicity allows you to achieve positive results. There is dynamism in the development of logical thinking.

Conclusion.

Working on the topic "Development of logical thinking through didactic games and exercises", I tried to show the importance of the development of logical thinking. Analysis of special literature shows that without developed logical thinking, it will be difficult for a child to study at school. Skills acquired in preschool age serve as the foundation for the acquisition of knowledge and abilities at an older age.

The long-term plan developed by me (Appendix No. 2) for the development of logical thinking, gives a positive trend. Comparative analysis survey results showed the effectiveness of the proposed system for the development of logical thinking.

It is known that thinking has a purposeful character. The thought process begins with solving a problem situation, with posing a question to adults.

The means of solution are such mental operations as analysis, synthesis, comparison, abstraction, inference ... Thinking can be carried out with the help of practical actions, at the level of didactic games and exercises.

Work on the topic led to the achievement of the intended goal. For this, the following conditions must be met:

Stimulate practical activity;

Develop the ability to think operations;

Development of independence;

Creation of a subject-developing environment;

To help parents master the methods of using didactic games and exercises.

Purposeful, systematic work with children on the development of logical thinking allows you to achieve certain results.

Children have mastered the ability to analyze and synthesize, classify, compare, they do not have difficulty in establishing cause-and-effect relationships, their age characteristics. I think that in the future this will make it possible to master the proposed material well in the learning process.

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