Perspective plan of the circle logic 4 5 years. The program of the circle for the development of logical thinking and mathematical abilities "Developing Games" Karaseva Elena Stanislavovna. Conditions for the implementation of the program
WORKING PROGRAMM
circle for the development of logical thinking of children of the senior group of compensatory orientation "Develop"
Developed by:
Carebo I.G., educator
Musikhina L.V., educator.
Abakan, 2017
1. Target section…………….…………………………………………………………………... 3
1.1. Explanatory note …….………………………………………………………..3
1.2. Purpose and objectives of the program………………………………………………………………………………………………………………………………………………………………………………………………………………………
1.3. Principles and approaches in the organization of the educational process………………..3
1.4. Planned results of the development of the Program…………………………….……..4
2.1. Curriculum………………………………………………………………………....4
2.2. Approximate complex - thematic plan ..…………………………………….4
3. Organizational section……………………………………………………………...6
3.4. Methodological support of the Program………………………………………….....6
1.TARGET SECTION
1.1. Explanatory note
In the development of the abilities of preschoolers, a special place is occupied by intellectual development, namely mathematics, aimed at developing logic, thinking, curiosity, and independence. This provides great opportunities for development. cognitive abilities, which are the basis for the formation of mathematical thinking in the future, and the formation of such thinking is a guarantee for the successful assimilation of mathematical content in the future.
The word logic comes from the ancient Greek logos, which means thought, word, mind. In the modern world, logic is the science of the rules that govern the process of thinking.
These rules are complex, there are many of them, so you need to master them gradually. Especially hard logical tasks are given to children with general underdevelopment of speech, since speech and thinking are closely related.
The sooner you begin to stimulate and develop logical thinking, based on the sensations and perceptions of the baby, the faster a smooth transition from concrete to abstract thinking will take place. In addition, intellectual-linguistic relationships confirm the developmental influence of verbal-logical thinking on the speech of preschoolers, both in the norm of development and in conditions of pathology.
Conditions for the implementation of the circle.
The circle "Develop" is intended for children of senior preschool age.
The term of study is 1 year.
The number of classes per year is 72.
The form of organization is a circle.
Mode - 2 times a week.
Amount of time per week: 40 minutes, 20 minutes each.
Time - the second half of the day.
Terms of admission of children: at will.
1.2. Purpose and objectives of the program
Program goal: creation of a social situation for the development of children in the process of familiarization and playing logical games and exercises.
Program Objectives:
- create conditions for children to master the essential features of objects, the ability to compare, generalize;
- create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations;
- ensure the development of the mathematical abilities of each child as a subject of relations with himself, with other children, adults and the world;
- to promote the development of initiative, independence, the formation of the prerequisites for educational activities;
1.3. Principles for the formation of the educational process
- the principle of individualization, taking into account the possibilities, age characteristics of development and the needs of each child;
- the principle of recognizing each child as a full-fledged subject of the educational process;
- the principle of supporting children's initiative and the formation of the cognitive interests of pupils;
- the principle of specificity and accessibility of educational material, systematic and interconnectedness in accordance with the requirements.
1.4. Planned results of the development of the Program
Targets for the development of the Program
older preschool children
Child:
- owns basic logical operations.
- able to navigate in space and on a sheet of paper.
- finds patterns in phenomena, knows how to describe them.
- possesses the skills of cooperation, knows how to work in pairs and microgroups.
- able to prove his point.
2.1 Curriculum
Timing | Subject | Watch |
September | "Mathematics-Logic" | |
October | "Journey to the Forest" | |
November | "Journey to Logic Land" | |
December | "Cloth" | |
January | "Journey to Prostokvashino" | |
February | "Land of Mathematics" | |
March | "In zoo" | |
April | "Space trip" | |
May | "Help the Bunnies" | |
Total: 70 hours |
||
2.2 Approximate comprehensive - thematic plan
Timing | Subject | Tasks |
September | "Mathematics-Logic" | 1. Find a pattern 2. Who is this? What is this? 3. Think and solve problems 4. Find options 5. Wizards 6. Collect a flower 7. Logic endings 8. Ornament |
October | "Journey to the Forest" | 1. Helpful - harmful 2. What did I think? 3. Plant flowers 4. Group by features 5. Remember faster 6. Anything that flies 7. What happens ... 8. Where do you live? |
November | "Journey to the country Logic" | 1. Confusion 2. My line is your drawing 3. Fly 4. What is drawn with an invisible pencil? 5. Encryptor 6. Friends 7. Absent-minded artist 8. Find an item |
December | "Cloth" | 1. Find a mate 2. Continue row 3. Patch 4. Patchwork 5. One, two, three, look! 6. Colored laces 7. Fashion designers 8. Atelier |
January | "Journey in Prostokvashino" | 1. I want to know everything 2. Locals 3. Collect the map 4. Matroskin confuses 5. Logic chains 6. How many of us? 7. Name it in one word 8. Draw the elements |
February | "Land of Mathematics" | 1. Count and name 2. Geometric Lotto 3. Round trip 4. Solve problems 5. Find an extra item 6. Puzzle 7. Find the mistake 8. Counting sticks |
March | "In zoo" | 1. Where is whose shadow? 2. Who is close? Who is far? 3. Who is the cage for? 4. Who is superfluous? 5. What's in common? 6. What's first, what's next? 7. Looking for animals 8. Fantastic animal |
April | "Space trip" | 1. Space machine 2. Counting planets 3 Milky Way 4. Who is faster? 5 Comet Tail 6. Guess from the description 7. Continue row 8. Logic chains |
May | "Help the Bunnies" | 1. How many? 2. Draw the second half 3. Solve puzzles 4. Spot the difference 5. What belongs to whom? 6. Connect by dots 7. Find two identical bunnies 8. Where did the hares hide? |
3.2. Methodological support of the Program
security teaching materials and teaching aids.
- Alyabyeva E.A. The development of logical thinking and speech in children 5-8 years old. M .: Sfera, 2005.
- Buzunov V. Think, guess, draw, color! AOZT Publishing group NEKO, 1994.
- Belaya A.E., Miryasova V.I. Finger games for the development of speech of preschoolers. M.: AST, 2006.
- Vagurina L.M. Getting ready for school. logical operations. Test tasks. Moscow: Linor, 1999.
- S.E. Gavrina. Big book of tests for children 6-7 years old. Accounting, reading, acquaintance with the outside world, development of speech, memory, attention, thinking, fine motor skills hands. Development Academy, 2007
- Devina I.A., Petrakov A.V. We develop logic. Moscow: Linor, 1999.
- Zavodnova N.V. The development of logic and speech in children. Rostov n/a: Phoenix, 2005.
- Karpenko M.T. Collection of riddles. Moscow: Education, 1988.
- Konovalenko S.V. The development of cognitive activity in children from 6-9 years. Workshop for psychologists and speech therapists. Moscow, 2000.
- Kostromina S.N. How to overcome difficulties in teaching children to read, mathematics, the Russian language. - M., AST: Keeper, 2008.
- Mamaychuk I.I., Ilyina M.N. Help of a psychologist for a child. St. Petersburg: Speech, 2006.
- Stepanova O.A. Prevention of school difficulties. - M.: Sfera, 2003.
- Tikhomirova L.F. Logic for preschoolers. Yaroslavl.: Academy of Development, 2006.
- Foppel K. How to teach children to cooperate (parts 1-4). M., 1998.
- Khukhlaeva O.V. The path to my self. M., 2001.
- Chistyakova G.I. Psychogymnastics. M., 1990.
- Cheremankina L.V. Development of children's attention. -Yaroslavl, 1999.
- Sharokhina V.L. Correctional and developmental classes in senior group. M.2003.
« Logics»
Circle leader: I.V. Pozhidaeva
Program type – developing
– constant
Methods Used :
- practical(gaming);
- development;
- research;
- experimentation;
- modeling;
- recreation;
- transformation;
- construction.
Program implementation form : regulated educational activities within the circle« Logics».
Development environment :
Modeling sticks. Educational desktop- printed games.
.
.
.
Simple pencils.
Colored pencil set. .
Conditions for the implementation of the program – child's natural living environment in kindergarten mode.
Verbal-logical thinking is the highest stage in the development of children's thinking. Achieving this stage is a long and difficult process, because 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. Mathematical literacy, developed logical thinking is the key to successful education of a kindergarten graduate at school.
The skills acquired by the child 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." It will be more difficult for a child who has not mastered the methods of logical thinking to solve problems; performing exercises will require a lot of time and effort. As a result, the child's health may suffer, interest in learning may weaken or even fade away. The program includes game and entertaining tasks for the development of spatial representations, the development of mathematical design skills, the expansion of knowledge about the size, shape, size of objects.
Goals and objectives
Target: mastery of preschool children at the elementary level with the methods of logical thinking through the system of classes of cognitive orientation of the "Logic" circle.
Tasks:
1. The child should be able to find differences and similarities between two pictures (or between two toys).
2. The child must be able to fold according to the model of the building from the designer.
3. The child should be able to put together a cut picture from 2-4 parts.
4. The child should be able to complete the task within 5 minutes without being distracted.
5. The child should be able to fold the pyramid (cups, putting them into each other) without outside help.
6. The child should be able to put the missing fragments of pictures into the holes.
7. The child should be able to call a group of objects with a generalizing word
(cow, horse, goat - domestic animals; winter, summer, spring - seasons). Find the extra item in each group. Find a match for each item.
8. The child should be able to answer questions such as: Is it possible to go sledding in summer? Why? Why wear warm jackets in winter? What are windows and doors for in a house? Etc.
9. The child should be able to choose opposite words: the glass is full
The glass is empty, the tree is high - the tree is low, go slowly - go fast, the belt is narrow - the belt is wide, the child is hungry - the child is full, the tea is cold - the tea is hot, etc.
10. A child should be able to memorize pairs of words after reading by an adult: a glass of water, a girl-boy, a dog-cat, etc.
The child should be able to see incorrectly depicted objects in the picture, explain what is wrong and why.
The program of the circle is built on the basis of the basic principles that solve modern educational problems, taking into account the demands of the future:
1. The principle of activity includes the child in the cognitive process.
2. The principle of a holistic view of the world in an active approach is closely related to the didactic principle of scientificity. Children develop a personal attitude to the acquired knowledge and the ability to apply them in their practical activities.
3. The principle of creativity (creativity) implies a maximum focus on creativity in the activities of children, the acquisition of their own experience of creative activity.
The effectiveness of the study circle is achieved through the use of modern educational technologies.
The following learning technologies are used in the work:
health-saving technologies (physical education during classes to strengthen the muscles of the eyes, neck, spine);
problem-based learning (using exercises that allow you to find an independent solution);
technologies of a personality-oriented approach (children receive tasks according to their individual development);
Expected results
IN :
highlight the properties of objects, find objects similar and different in appearance;
compare, classify, generalize, systematize objects of the surrounding reality (highlight the properties of objects, find objects similar and different in appearance); navigate in space, distinguish between objects located on the right, left, above, below;
split the set into subsets characterized by a common property;
compare parts and whole for objects and actions; name the main function (purpose) of objects; arrange events in the correct sequence;
perform the enumerated or depicted sequence of actions;
apply any action in relation to different objects; describe a simple course of action to achieve a given goal;
find errors in the wrong sequence of simple
actions;
draw analogies between different objects;
memorize, reproduce learned material, prove, reason.
work in pairs, subgroups; show kindness
to a peer, to listen, to help if necessary.
educational – thematic training plan .
Program theme name | Number of hours |
|
P\ P | ||
Kolobok's birthday | ||
Rubik's Cube | ||
Visiting Gnome. | ||
Magic wands. | ||
Autumn mysteries. | ||
We learn to reason. | ||
Search for patterns. | ||
Fairy maze. | ||
Puss in Boots. | ||
Forest animals. | ||
Learning to compare. | ||
Funny account. | ||
We collect pictures. | ||
Orientation in space. | ||
Geometric design. | ||
Miraculous transformations (geometric | ||
Vitaminka travels. | ||
We are inventors. | ||
Logic chains. | ||
Up or down. | ||
Scientist cat. | ||
Travel by train. | ||
Unknown helpers. | ||
Vegetables and fruits. | ||
Maya the bee. | ||
Animals from Africa. | ||
Riddles are jokes. | ||
Fairy maze. | ||
Colors of rainbow. | ||
One chamomile, two chamomile (fun account). | ||
Let's help Cinderella get dressed. | ||
We build from colored shapes. | ||
Why. | ||
Riddles and puzzles. | ||
Final lesson "We can do everything." |
Total: 35 hours.
1. Rhymes .
.
2. Mathematical riddles .
5.
3. Graphic drawing .
The development of fine motor skills of the hands, work with stencils. Objects of nature; Houseware; buildings and machines.
4. Numbers and figures .
Numbers in poetry and fairy tales. Numbers within5. Comparison of numbers within5.
5. 5. 5. Mathematical verses - jokes .
– jokes. 6. puzzles . Puzzle .
puzzles– numbers, addition of pictures, finding a logical pair. , , picking up puzzles.
7. Geometric figures .
Colors of rainbow. Their order. Straight line.
. 8. Comparison of values .
Concepts« less», « more», « heavier», « easier», « longer», « Briefly speaking», « higher», « below». Looking for opposites, search for similarities and differences in pictures.
9. Tasks with chopsticks .
, mosaic. Tasks to add, removal of sticks. .
10. Tasks in verse .
Addition problems, increase, 5.
11. Solution of topological problems . labyrinth .
Construction of labyrinths, exit from the labyrinths. Actions with numbers.
Number Comparison. Problem solving. magic square.
12. .
Triangle. Conditions for its construction. . . . Working with stencils.
13. .
Orientation on a plane. . Concepts: « follows», « preceded», « higher», « below», « stands between» and t. d.
14. Mathematics in fairy tales .
15. .
Physical education minutes, finger gymnastics, lacing games.
16. .
: furniture, dishes, transport, vegetables, fruits, etc.. P.
17. Exercises for the development of speech
, logical chains.
18. Final lesson .
.
Download:
Preview:
Additional Education Circle Program"Logic"
Circle leader: I.V. Pozhidaeva
Information part of the program
Type of program - developing
Composition of students- constant
Methods Used:
- practical ( gaming);
- development;
- research;
- experimentation;
- modeling;
- recreation;
- transformation ;
- construction.
Program implementation form: regulatededucational activities within the circle"Logic".
Development environment:
Modeling sticks. Educational desktop- printed games.
small designers and construction material with a set of samples.
Geometric mosaics and puzzles.
Tasks from a notebook on a printed basis for independent and collective work.
Simple pencils.
Colored pencil set. Pattern with geometric shapes.
Conditions for the implementation of the program– natural for a childliving environment in kindergarten mode.
verbally - logical thinking is the highest stage in the development of children's thinking. Reaching this stage– long and complicated process, T . To . 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. Mathematical Literacy, developed logical thinking– this is the key to successful education of a kindergarten graduate at school.
Skills, abilities, acquired by the child during the preschool period, will serve as a 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., ability " act in the mind". To kid , not mastered the methods of logical thinking, more difficult to solve problems, exercise will require a lot of time and effort. As a result, the health of the child may suffer., weaken or completely fade interest in learning. The program includes game and entertaining tasks for the development of spatial representations, development of mathematical design skills, to expand knowledge about the value, shape , size of objects.
Goals and objectives
Target : mastering children of preschool age at the elementarylevel by methods of logical thinking through the system of classes of cognitive orientation of the circle"Logic".
Tasks :
1. The child should be able to find differences and similarities between two pictures ( or between two toys).
- The child should be able to fold according to the model of the building from the designer.
- The child should be able to fold the cut picture from 2-4 parts .
- The child must be able without distraction, within 5 minutes to complete the task.
- The child must be able to fold the pyramid(cups, putting them into each other) unaided.
- The child should be able to put the missing fragments of pictures into the holes.
- The child should be able to call a generalizing word a group of objects
(cow, horse, goat - Pets; winter, summer, spring - seasons). Find an extra item in each group. Find a match for each item.
- The child should be able to answer questions such as: Is it possible to go sledding in summer? Why ? Why wear warm jackets in winter? What are windows and doors for in a house?? And t. d .
- The child must be able to choose opposite words: glass full
- the glass is empty, the tree is high - the tree is low, go slowly - go fast, the belt is narrow - the belt is wide, the child is hungry- the child is full, the tea is cold - the tea is hot, etc. d .
- The child must be able to memorize pairs of words, after being read by an adult: glass - water, girl - boy, dog - cat, etc. d .
The child should be able to see in the picture incorrectly depicted items , explain , what is wrong and why.
The circle program is built on the basis of the basic principles, that solve modern educational problems, taking into account the demands of the future:
- The principle of activity includes the child in the cognitive process.
- The principle of a holistic view of the world in an active approach is closely related to the didactic principle of scientific character.. Children develop a personal attitude to the acquired knowledge and the ability to apply them in their practical activities.
- The principle of creativity(creativity) involves maximum orientation to creativity in the activities of children, acquisition of their own experience of creative activity.
The effectiveness of the study circle is achieved through the use of modern educational technologies.
- work uses the following learning technologies:
health-saving technologies(physical education during classes to strengthen the muscles of the eyes, neck, spine);
problem learning(exercise use, allowing you to find an independent solution);
technology personally– oriented approach(children receive tasks according to their individual development);
ICT.
Expected results
- as a result of the circle classes, children will be able to:
highlight the properties of objects, ;
compare , classify, summarize , systematize the subject ety surrounding reality(highlight the properties of objects, find objects that are similar and different in appearance); navigate in space, distinguish objects, those on the right, left , top , bottom ;
split a set into subsets, characterized by a common property;
match parts and whole for objects and actions; call main function(appointment) items; arrange events in the correct order;
perform the enumerated or depicted sequence of actions;
apply some or action in relation to different objects; describe a simple course of action to achieve a given goal;
find errors in the wrong sequence of simple
actions;
draw analogies between different things;
memorize, reproduce learned material, prove , argue .
work in pairs, subgroups ; show kindness
- peer, listen, help as needed.
Educational - thematic training plan.
Program theme name | Number of hours |
|
n\n | ||
Kolobok's birthday | ||
Rubik's Cube | ||
Visiting Gnome. | ||
magic wands. | ||
Autumn mysteries. | ||
Learning to reason. | ||
Search for patterns. | ||
fairy maze. | ||
Puss in Boots . | ||
Forest animals . | ||
Learning to Compare. | ||
Cheerful account. | ||
Collecting pictures. | ||
Orientation in space. | ||
geometric design. | ||
miraculous transformations(geometric | ||
figures). | ||
Vitaminka travels. | ||
We are inventors. | ||
Logic chains. | ||
Up or down. | ||
Scientist cat. | ||
Train travel. | ||
Dunno helpers. | ||
Vegetables and fruits . | ||
Maya the bee . | ||
Animals from Africa. | ||
Riddles are jokes. | ||
fairy maze. | ||
Colors of rainbow . | ||
One chamomile, two chamomile (cheerful account). | ||
Help Cinderella get dressed. | ||
Building from colored shapes. | ||
Why. | ||
Riddles and puzzles. | ||
Final lesson"We all can." |
Total : 35 hours .
1. Rhymes.
Rhymes with mathematical content.
2. Mathematical riddles.
Math puzzles with numbers within 5.
3. Graphic drawing.
The development of fine motor skills of the hands, work with stencils. Objects of nature; Houseware ; buildings and machines.
4. Numbers and figures.
Numbers in poetry and fairy tales. Numbers within 5. Comparison of numbers within 5.
Operations with numbers within 5. Solving problems with numbers within 5. 5. Mathematical verses- jokes.
Ways to solve mathematical verses- joke. 6. Puzzles. Puzzle.
Rebuses - numbers, addition of pictures, finding a logical pair. Puzzles with different items, games to eliminate the fourth extra, picking up puzzles.
7. Geometric figures.
Colors of rainbow . Their order. Straight line .
Closed and open curved lines. 8. Comparison of values.
The concepts of "less", "more", "heavier", "lighter", "longer", "shorter", "higher", "lower". Looking for opposites, search for similarities and differences in pictures .
9. Tasks with chopsticks.
Drafting geometric shapes , mosaic . Tasks to add, removal of sticks. Construction of figures according to the model and verbal description.
10. Tasks in verse.
Addition problems, increase , decrease in the number of not a few units within 5.
11. Solution of topological problems. Labyrinth.
Construction of labyrinths, exit from the labyrinths. Actions with numbers.
Number Comparison. Problem solving. magic square.
12. geometric design.
Triangle . Conditions for its construction. The simplest design from a sample. Contour Object Design. Design by View. Working with stencils.
13. Solving problems for the development of spatial representations.
Orientation on a plane. Orientation in space. Concepts: "follows", "precedes", "above", "below", "stands between", etc. d .
14. Mathematics in fairy tales.
15. Exercises for rest and development of fine motor skills.
Physical education minutes, finger gymnastics, lacing games.
16. Tasks to expand the horizons and vocabulary of children.
Games and exercises for operating with generalizing concepts: furniture, dishes, transport, vegetables, fruits, etc.. P.
17. Exercises for the development of speech
Making up stories from pictures, logical chains.
18. Final lesson.
Staged performance with math characters.
Budgetary preschool educational institution
« Kindergarten No. 330 combined type "
Program
for additional education
for preschool children
"Young Intellectual" (Mathematics + Logic)
Educator:
Bratukhina L.S.
Omsk
Explanatory note
The effective development of the intellectual abilities of preschool children is one of the urgent tasks of our time. Children 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.
Mathematics plays an important role in the intellectual development of a child. It sharpens the mind, develops flexibility of thinking, teaches logic. The child acquires his first mathematical experience in various types of daily activities.
Logical-mathematical thinking is formed on the basis of figurative thinking and is the highest stage in the development of thinking.
Having mastered logical operations, the older preschooler will become more attentive, learn to think clearly and clearly, be able to concentrate on the essence of the problem at the right time, convince others that he is right. Learning will become easier, which means that both the learning process and school life itself will bring joy and satisfaction. For a better and faster process of teaching logical operations to an older preschooler, didactic games and exercises are needed.
The formation of logical techniques is an important factor directly contributing to the development of the thinking process of an older preschooler. Practically all psychological studies devoted to the analysis of the methods and conditions for the development of a child's thinking are unanimous in that the methodological guidance of this process is not only possible, but also highly effective, i.e., when organizing special work in the formation and development of logical methods of thinking, there is a significant increase in the effectiveness of this process, regardless of the initial level of development of the child.
Purpose of the program:
1. The development of logical thinking of preschool children at the elementary level through the methods of comparison, generalization, classification, systematization and semantic correlation.
2. To promote the formation and development of the simplest logical structures of thinking in preschoolers through specially organized classes.
Program objectives:
Tutorials:
to develop the mental abilities of children through mastering the actions of substitution and visual modeling;
to teach to make a group of separate objects, to separate them according to their characteristic features and purpose;
learn to classify objects on various grounds;
learn to compare objects and images;
to learn to correlate a schematic image with real objects;
develop speed of thinking;
encourage them to draw their own conclusions;
learn to answer questions in detail, draw conclusions;
learn to establish cause and effect relationships.
Developing:
development of mental skills - to compare, analyze, classify, generalize, abstract, encode and decode information;
mastering the elementary skills of the algorithmic culture of thinking;
development of cognitive processes of perception of memory, attention, imagination;
development of creative abilities.
development of the ability to group objects by color and size;
development of the ability to distinguish and name in the process of modeling
geometric shapes, silhouettes, objects and others.
to consolidate the ability to establish a correspondence between the number of objects and the number.
drawing up geometric shapes from sticks and transforming them. Drawing figures, symbolic images of geometric shapes in a notebook in a cage.
Educational:
the possibility of combining the independent activities of children and their diverse interaction with each other in the development of mathematical concepts.
education and development of responsibility, perseverance, in overcoming difficulties, coordination of eye movements and fine motor skills of hands, actions of self-control and self-esteem.
Program type: the program "Young mathematician" is a program of cognitive and research orientation, which is based on the program of K.V. Shevelev "Formation of elementary mathematical representations in preschoolers"
The principles underlying the program:
principle of integration educational areas in accordance with the age capabilities and characteristics of children;
the formation of mathematical concepts based on the perceptual actions of children, the accumulation of sensory experience and its comprehension;
the use of diverse and diverse didactic material, which allows to generalize the concepts of "number", "set", "form";
stimulation of active speech activity of children, speech accompaniment of perceptual actions;
the possibility of combining the independent activities of children and their diverse interaction in the development of mathematical concepts;
Expected results:
The development of their intellectual and creative abilities in children of senior preschool age through the development of logical and mathematical concepts (properties, relationships, connections, dependencies) and methods of cognition (comparison, ordering, grouping, seriation, classification). The child owns the basic logical operations. Able to mentally establish the similarities and differences of objects according to essential features. Able to combine and distribute items into groups. Freely operates with generalizing concepts. He knows how to mentally divide the whole into parts and form a whole from the parts, establishing a connection between them. The child finds patterns in phenomena, knows how to describe them. Can use judgment to make inferences. Able to navigate in space and on a sheet of paper. The child has a fairly large vocabulary, a wide range of everyday knowledge. He is observant, attentive, assiduous, interested in the results of his work. Possesses the skills of cooperation, knows how to work in pairs and microgroups.
The "Young Mathematician" program will be implemented within the framework of a mathematical circle for children 4-7 years old in groups. Group 1 - middle (4-5 years) Group 2 - senior group (5-6 years) Group 3 - preparatory (6 - 7 years) The program is designed for one year. For the successful development of the lesson program, the number of children in the group of the circle is 10 people. The duration of the lesson is 20 - 35 minutes. Classes are held 8 times a month from October to May.
NOD SCHEDULE
Conditions for the implementation of the program:
availability of material and technical support;
systematic visits to the circle "Young mathematician"
Forms and Methods
In the process of activity, various forms are used: traditional, combined and practical classes, games, competitions, and others.
Activity held:
frontally (simultaneous work with all children)
individually-frontal (alternation of individual and frontal forms of work)
subgroups (organization of work in a microgroup)
individually (individual performance of tasks, problem solving).
Methods:
To develop cognitive abilities and cognitive interests in preschoolers, teachers use the following methods:
elementary analysis (establishment of cause-and-effect relationships);
comparison;
modeling and design method;
question method;
repetition method;
solving logical problems;
experimentation and experience
Among tricks, used in the process of implementing circle activities that enhance the motivation for learning should be called:
Individualization and activation of learning;
Games and game situations.
Classes with preschoolers for the circle are held in a playful way, since the leading activity of preschoolers is the game. Guided by one of the principles of the Federal State Educational Standard, the program is implemented using various forms specific to children of this age group, and above all in the form of a game.
A game with learning elements that is interesting for a child will help in the development of the cognitive abilities of a preschooler. Such a game is a didactic game.
Didactic games on the formation of mathematical representations and the development of logical operations used in the program can be divided into the following groups: 1. Games with numbers and numbers 2. Time travel games 3. Orientation games in space 4. Games with geometric shapes 5. Logic games thinking
Technical equipment of classes
Equipment:
Easel
Posters
Demo circuit maps
Individual circuit maps
CD and audio material
Record player
Integration of educational areas:
"Cognitive development": the development of cognitive abilities (attention, memory, perception, thinking, imagination) and thinking operations; to teach to establish cause-and-effect relationships, the development of arbitrariness. To consolidate children's knowledge about the careful handling of objects of animate and inanimate nature.
« Speech development»: to encourage the desire to ask questions, building your judgment logically. Continue to develop and activate children's vocabulary. Reading and discussion with children of works of art that are consonant with the theme of the GCD circle.
"Physical development": to control the development correct posture. Provide normal temperature conditions in the room, regular ventilation; to form the ability to follow the elementary rules of games, navigate in space.
"Social and communicative development": to provide conditions for the further moral education of children. To form a friendly attitude towards each other and others. Encourage children to independently complete elementary assignments (prepare material for GCD, arrange tables, distribute workbooks).
"Artistic and aesthetic development": to consolidate the ability to color a given object, picture, logical coloring along the contour, evenly applying strokes, develop fine motor skills. To form emotional responsiveness to a piece of music used in physical minutes.
Educational - thematic plan
| Subject | Number of lessons | Time |
||||||||||
| theoretical | Practical |
|||||||||||
Long-term plan (4 – 5 years)
Long-term plan (5-6 years)
Long-term plan (6 -7 years)
| 3-4 lesson - Number 20 Numerical segment 0 - 20 - ordinal count - "Schematization" - Cusener's Sticks | Acquaintance with the formation of the number 20. Exercise in writing the number 20. Consolidation of ordinal counting Develop the ability to identify and abstract properties, the ability to "read the diagram", consolidate ordinal counting skills | "FEMP in preschoolers 6 - 7 years old", "Developing tasks", "I count up to 20" Shevelev K.V Kuzener sticks |
Methodological support of the program of the circle "Young mathematician"
1. K.V. Shevelev Program "Formation of elementary mathematical representations in preschoolers" - M.; Juventa, 2012 2. K.V. Shevelev "Summaries of cognitive activity on FEMP in preschoolers 4-5 years old" M.; Juventa, 2013
3.K.V. Shevelev I count to 10. Workbook for children 4-5 years old - M.; Juventa, 2013
4. K.V. Shevelev "Journey into the world of logic" Workbook for children 4-5 years old - M .; Juventa, 2015 5. K.V. Shevelev "Summaries of cognitive activity on FEMP in preschoolers 5-6 years old" M.; Juventa, 2013
6. K.V. Shevelev "I think, I think, I compare" Workbook for children 5-6 years old - M .; Yuventa, 2013 7. K.V. Shevelev "Formation of mathematical abilities" Workbook for children 5-6 years old - M .; Juventa, 2014 8. K.V. Shevelev "Logic, comparison, counting" Workbook for children 5-6 years old - M .; Juventa, 2016 9.K.V. Shevelev "Summaries of cognitive activity on FEMP among preschoolers 5-6 years old" Yuventa, 2013 10. K.V. Shevelev "I count to 20" Workbook for children 6-7 years old - M .; Juventa, 2013 11. K.V. Shevelev "Developing tasks" Workbook for children 6-7 years old - M .; Yuventa, 2016 12. Grishechkina N. V., 365 best educational games for children aged 5-7 for every day. - Yaroslavl, Academy of Development, 2010
13. E.V. Kolesnikova “I solve logical problems: Mathematics for children 5-7 years old” - M .: Sfera TC, 2015
14. Z.A.Mikhailova, E.A.Nosova "Logical and mathematical development of preschoolers: games with Gyenesh logical blocks and Cuizener's colored sticks" SPb. -128s.15. V. Voskobovich, T. Kharko. Game technology for the intellectual and creative development of preschool children aged 3-7 years "Fairytale labyrinths of the game - M., 2003
PROGRAM FOR THE DEVELOPMENT OF LOGICAL THINKING FOR CHILDREN 6-7 YEARS OLD
EXPLANATORY LETTER
Logic is the science of laws and forms of thought; the course of reasoning and conclusions; rationality, the internal regularity of something.
Numerous psychological studies show that in the first 20 years of life, the main intellectual development of a person takes place, and the most intensive intellect changes from 2 to 12 years.
Already at preschool age, children begin to develop conceptual, verbal and logical thinking. For successful schooling, understanding of educational material, preschoolers should have three components of thinking:
1) elementary mental operations: analysis, synthesis, comparison, generalization, highlighting the essential, classification, etc.;
2) activity, looseness of thinking, allowing for the production of various hypotheses, ideas, the emergence of several options for solving the problem;
3) organization and purposefulness, manifested in an orientation towards highlighting the essential in phenomena, in the use of generalized schemes for analyzing a phenomenon.
If this is included in preschool age, it will facilitate the process of assimilation of knowledge, skills and abilities by children in primary school. However, if these components of thinking are not elementarily formed when preparing a child for schooling, then at the initial level, at each lesson in various subjects, it is given to give students tasks for the development of logical thinking.
Psychologist L.S. Vygotsky noted the intensive development of the intellect of children at preschool and primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, arbitrary processes.
By the age of 5-7, a child usually thinks in specific categories. Then there is a transition to the stage of formal operations, which is associated with a certain level of development of the ability to generalize and abstract.
By the time they enter school, preschoolers should have elementary skills and abilities in reasoning, try to draw conclusions, compare, compare, analyze, find particular and general, establish simple patterns, master ways of knowing objects and the world around them.
Therefore, for the development of thinking, the growth of the level of intellectual development, creativity, it is necessary:
. to teach children to find and use the implicit properties of objects to achieve certain goals;
to teach children to see the root of the problem, to be aware of certain existing contradictions and paradoxes in seemingly ordinary phenomena;
. form and develop the basic operations of thinking;
. to teach children to put forward ideas and test their truth in practice;
. to teach children not only to put forward ideas, but also to develop the ability to carefully and in detail
develop them.
THE PURPOSE OF THE PROGRAM - development of logical thinking of children; familiarity with operations
logical thinking; increasing interest in the process of learning new things as for oneself,
as well as for the surrounding people; education of creative activity, thinking personality.
In this regard, the following TASKS are put forward:
1) Giving training a developmental character.
2) Ensuring maximum activity of children in the independent process of learning.
3) An integration approach to the content and methods of organizing a pedagogical
process, in accordance with the individual developmental capabilities of the child.
4) Formation of a favorable environment for learning and development, taking into account age
characteristics of children.
5) Close connection with life, the world around.
PRINCIPLES OF BUILDING THE PROGRAM
1) Availability of the intended material, compliance with age characteristics
children.
2) Systematic and consistent in acquiring knowledge and skills.
3) Personally-oriented approach to children.
4) Studying the interests and needs of children.
5) Practical participation and visual design.
6) Creative and individual approach to problem solving.
The selection of COGNITIVE TASKS was carried out on the basis of modern requirements for teaching older preschoolers. In particular, they allow children to learn:
describe the signs of objects, words, numbers;
recognize objects by given characteristics;
identify different and identical properties of objects, words, numbers;
highlight the essential features of objects;
compare objects, words, numbers;
summarize;
classify objects, words, numbers;
determine the sequence of events;
to judge opposite phenomena;
to define relationships between objects of type genus - species, part - whole, etc.
give definitions to certain concepts;
develop mental operations of analysis and synthesis;
develop speech, resourcefulness, ingenuity.
Sections of the program contain topical cognitive topics aimed at organizing the mental development of the child.
Classes are held once a week, but the material offered to children can be
use in various activities.
The form of organization of the cognitive process may be different, depending on
tasks, at the choice of the teacher:
- independent activity of children;
- Team work;
- workshops;
- games;
- exercises;
- trainings, etc.
METHODS AND FORMS OF SOLVING THE SET PROBLEMS
Logic classes are divided into several types:
1) Training sessions. These lessons provide a detailed understanding of the concepts
definitions of signs of objects. Learning begins with an introduction to the subject of logic,
its main categories.
2) Reinforcing classes. Assume the repetition of the studied material. Some
tasks are performed together with the teacher, some in groups. In both cases
reliance is placed on the acquired knowledge of children.
3) Final lessons. Children almost independently, without prompting should
be able to perform familiar or similar tasks.
In the logic class, no task or exercise is performed as a mechanical
memorization of terms, concepts, etc. All classes are held in the form of a game, during
which children receive the necessary knowledge, skills, are armed with the skills to work with
logical material. The teacher actively involves children in the search for truth,
provides an opportunity for children themselves, by trial method, to find a solution and an answer to
the question posed to them, which causes great interest in the classes.
APPROXIMATE DISTRIBUTION OF EDUCATIONAL MATERIAL
FOR THE DEVELOPMENT OF LOGICAL THINKING
September
1) Logic. What it is?
2) Riddles. Construction analysis.
3) Analysis. Synthesis. Signs of objects.
4) Color. Form. Size.
October
1) Taste. Smell. Material.
2) Living - non-living. Which group does it belong to. Human use.
3) Comparison. Seriation. View - genus.
4) Denial. Limitation.
November
1) Generalization. Classification.
2) What is superfluous? What is missing?
Inventing riddles.
December
1) Guessing algorithm.
2) Judgments.
3) Inferences.
4) Animated figures. Transformations.
January
1) What does not happen in the world?
2) Logic in mathematics.
3) Logic and our speech.
February
1) Logic in the surrounding world.
2) Feelings. Perceptions. Representation.
3) Concept. Abstraction.
March
1) Words. Definitions.
2) Parts - the whole. Cause - effect.
3) Consistency. Opposite.
4) Quantitative and qualitative ratios of objects.
April
1) Logical pairs. Logic chains.
2) An essay on a given topic.
3) What can you not hear.
View from the position of another.
May
1) Illogical situations.
2) Search for ways to use items.
3) Logical examples and logical tasks.
TOTAL: 32 lessons
THEMATIC PLANNING OF LESSONS FOR THE DEVELOPMENT OF LOGICAL THINKING OF CHILDREN 6 - 7 YEARS OLD
(1 hour x 32 weeks = 32 hours)
№ Topic Tasks Content
1 “Logic. What it is?" Introduce children to the subject of logic. To give an idea of human cognition of the surrounding world, of the main forms of sensory cognition and abstract thinking. To form the ability of children to actively engage in performing the task independently, accurately. 1 Acquaintance with the subject of "logic".
2 Game "I know ..." (with a ball)
3 Exercise "Who is more observant?"
4 Talk about the seasons.
5 Didactic game "What first, what then" (collective)
6 Graphic exercise.
2 Riddles. Construction analysis. To teach children to guess riddles, to be able to explain by what sign they guessed what was being said. Exercise in the ability to highlight the main thing, distracting from the secondary. To acquaint children with the riddle, as one of the units of knowledge of the world around. 1 Conversation about riddles.
2 Classification of riddles.
3 Exercise "Guess the riddle - draw a riddle"
4 Game "Where is the toy?"
5 Conversation about the seasons "When does this happen?"
6 Graphic exercise.
3 Analysis. Synthesis. Signs of objects. To acquaint children with the concept of "a sign of an object", to exercise in the ability to isolate individual signs of objects. To develop in children the ability to think using a variety of logical techniques, to conduct simple analysis and synthesis. 1 Talk about the objects that surround us.
2 Exercise "Identify an object by touch"
3 Exercise "Recognition of an object by given features"
4 Find the difference game
5 Exercise "Determine the season according to the listed signs"
6 Graphic exercise.
4 Color. Form. Size. To teach children to isolate these signs in objects, to justify his choice, to prove its expediency. Develop sensory perception, the ability to perform the task according to the instructions. Activate the speech of children, teach children to reason aloud. 1 Repetition of the previous topic, isolating the first three features of objects: color, shape, size.
2 Exercise "Who is more observant?"
3 The game "Circle, triangle, square"
4 Game "Define the figure"
5 Color game
6 Graphic exercise.
5 Taste. Smell. Material. To acquaint children with some more signs of objects that are not characteristic of all objects, but only for specific ones. Exercise children in the relationship of the object with the material from which it is made. Encourage and maintain children's interest in completing tasks. 1 Isolation of specific features of an object (taste, smell)
2 Game "Guess the taste"
3 Game "Identify by smell"
4 Exercise "What of what?"
5 Exercise to highlight the features of objects.
6 Living - inanimate. Which group does it belong to. Human use. To teach children to determine the relation of an object to a certain group by essential signs. Find out the meaning of each of the items for human use. Exercise children in establishing cause-and-effect relationships, in the ability to see the result obtained in the course of a certain work. 1 Conversation on the topic. Acquaintance with the methods of grouping objects according to some attribute.
2 Game "Living - inanimate"
3 Exercise "Subject Lotto"
4 Exercise "Continue the sentence"
5 Consolidation of knowledge about seasonal phenomena.
6 Graphic exercise.
7 Comparison. Seriation.
View - genus. To form and develop in children the basic operations of thinking. Learn to find similarities and differences between objects and phenomena. To form the ability to establish the most common relationships between concepts, such as species - genus. Develop visual and auditory perception. 1 Fixing all signs of objects.
2 Exercise "Chain of words"
3 Learning and getting to know new concepts.
Comparison game. How to compare. How can you not compare.
4 Game "Find relatives"
5 Exercise "Tell me a word"
6 Graphic exercise for memory training.
8 Denial.
Limitation. To teach children to see existing contradictions: to be able to apply various categories during exercises. Exercise in the ability to see the root of the problem. To form the ability to defend one's point of view, to prove the truth of one's answer. 1 Fixing species and generic concepts. The game "Fish - birds - animals"
2 Exercise "On the contrary"
3 Working with objects. The game "What did you think?"
4 Game "Define the figure"
5 Guessing riddles (using limitation, negation)
6 Graphic exercise.
9 Generalization. Classification.
To acquaint children with the classification of objects and its essential features (natural and basic) and non-essential (auxiliary). To teach to generalize and distribute objects into groups, where each group, each class has its permanent place. Exercise children in the ability to find and use the properties of objects to achieve the goal. 1 Exercise "Continue the row"
2 Acquaintance with the concepts of "classification", "generalization".
3 Work in small groups on the classification of objects and phenomena.
4 Game "Pick up the meaning"
5 The game "Circle - circle"
6 Graphic exercise.
10 What is extra?
What is missing? Based on the knowledge gained, teach children to see contradictions, eliminate the mistake that they consider to be made. Develop attentiveness, observation, the ability to analyze the proposed material. 1 Conversation on the last topic, consolidation of generalization and classification techniques.
2 Exercise "Missed Figures"
3 Game "What does not happen without something"
4 Work in pairs on the cards "What does not happen without"
5 Game “What is superfluous? Who is the Extra?
6 Graphic exercise according to the pattern "Regularity"
11 Riddles. Exercise children in inventing riddles, reflecting in them the characteristic features of the subject in question. Develop abstract thinking, imagination. To form creative activity, develop speech. 1 Work with different types of riddles.
2 Solving puzzles, charade
3 Talk on the topic. Determination of the structure and plan for constructing a puzzle.
4 Inventing riddles for children. Analysis of results.
5 Riddles Lotto Game
6 Orientation exercise "Red, yellow, green"
12 Guessing algorithm. Exercise children in the ability to analyze, put forward ideas and test their truth in practice. To develop the mental activity of children, the ability to think logically, to use the ability to operate with the knowledge gained. 1 Exercise "Recognize the subject by given signs"
2 Establishment of a guessing algorithm.
3 Exercise "Noisy, tasty, round, red"
4 Work in groups on cards (one group guesses the subject, the other, using the algorithm, guesses)
5 game "Chain of words"
6 Dictation "Replace the name of the object with a geometric figure"
13 Judgments. Exercise children in the ability to affirm or deny signs of objects or their relationships. To teach children not only to put forward ideas, but also to develop the ability to develop them carefully and in detail. To form activity and personal participation in the advancement of certain judgments. 1 Game "Good - bad"
2 Fix the seasons and their signs. Express your opinion about them.
3 Exercise "Questioner"
4 Game "Intellectual tennis"
5 Exercise "Finish the sentence - make a judgment"
6 Graphic dictation.
14 Inferences. Teach children to draw conclusions based on the facts of the survey; receive a conclusion according to certain rules of inference. Exercise in establishing connections between various phenomena, it is easy to move from one connection to another. 1 Game "What's first, what's next"
2 Natural phenomena and seasons: relationship, change, signs.
3 Exercise "Conclusion"
4 Exercise "On what basis?"
5 fun game on attention and thinking "He - she"
6 Graphic dictation.
15 Animated figures. Transformations. To teach children to carefully and in detail examine the figures, draw conclusions. During the transformation of figures, to form the ability to take into account all the factors of transformation. Develop thinking, focus on the task at hand. 1 Exercise "What shapes does an object consist of"
2 The game "Tangram", "Columbus egg"
3 Introduction to the Transformation Factory
4 The game "Animated figures"
5 Exercise "Missing letters in funny verses"
6 Memory training exercise.
16 What does not happen in the world? To form in children figurative thinking, fantasy, the ability to logically express their judgment. Develop creative and speech activity, linguistic thinking. 1 Conversation on the topic “Does it happen or not?”
2 Exercise "Nonsense"
3 Game "Words that do not exist"
4 Exercise "What in the world does not happen?"
5 Game "Fix the mistake"
6 Graphic exercise "Fantasy".
17 Logic in mathematics. To teach children to think logically and express their thoughts creatively using mathematical terms. Develop a comprehensive perception of the concrete. 1 Exercises "Extra number", "Mathematical beads", "Errors are invisible"
2 The game "Journey" (in orientation on the plane of the sheet).
3 Exercise "Count the figures"
4 Exercise “Form. Size. Color"
5 Game "Artist's mistake"
6 Dictation on attention and thinking.
18 Logic and our speech. Exercise children in the ability to express their thoughts, listen and understand others. Develop verbal communication skills, the ability to correctly and logically build phrases. 1 Game "Name the word"
2 Insidious quiz about words.
3 Game "Chain of words"
4 Exercise "Continue the story"
5 Puzzles and anagrams "Encrypted word"
6 Unscramble and write the word.
19 Logic in the surrounding world. To teach children to find and isolate logical connections in the world around them, to draw conclusions. Learn to establish connections between objects and phenomena. Develop children's cognitive activity. 1 Exercise "Compare pictures"
2 Game "What lies where?"
3 The game "From separate parts, assemble the object quickly"
4 Exercise "Come up with a name"
5 Reading a work about the seasons.
6 Graphic exercise.
20 Feeling.
Perception.
Representation. Exercise children in the knowledge of the world around them with the help of sensory forms. To teach children using their feelings to judge the subject as a whole. Develop mindfulness and concentration. 1 Conversation on the topic.
2 The game "Wonderful bag"
3 Exercise "We recognize the subject by given signs"
4 tasks with chopsticks.
5 Exercise "Combine pictures and words"
6 Graphic exercise.
21 Concept. Abstraction. To teach children to mentally isolate one of the signs of an object and distract from others, that is, highlighting essential features and distracting from non-existent, secondary ones. Develop mental activity. 1 Exercise "Explain the concept"
2 Exercise "Let's find an object unlike the others"
3 Game "What does it look like"
4 Exercise "Search for objects with similar properties"
5 Exercise "Search for objects with opposite properties"
6 graphic exercise "Mosaic" (abstract drawing).
22 words. Definitions. To develop in children the mental operations of analysis and synthesis; to form skills and abilities in drawing up definitions. Develop coherent speech, the ability to logically build your answer. 1 Conversation on the topic.
2 Exercise "Define"
3 Game "Finish the sentence"
4 Exercise "Connect the words"
5 Exercises “Insert the right word into the definition”, Checking definitions”
6 Graphic exercise.
23 Part - whole. Cause - effect. To continue to teach children to classify objects, but not only according to specific and generic concepts, but also according to the components of each a separate subject. Develop observation, the desire for independent reasoning. 1 Riddles.
2 The game "Scattered artist"
3 Exercise "To whom, what?"
4 Collective work "Pick up patches for rugs"
5 Exercise "Establish the cause of events"
6 Graphic exercise "Finish the drawing"
24 Sequence
Opposite To form in children conceptual thinking, the desire to master the basic operations of logical thinking; the ability to eliminate ambiguity, ambiguity. 1 Game "All year round"
2 Exercise "Sequence"
3 Creative task "Designers and builders"
4 Exercise "After, then, now"
5 Exercise "Introducing Opposite Concepts"
6 Graphic exercise "Finish the pattern"
25 Quantitative and qualitative ratios of objects. To teach children to understand the quantitative and qualitative ratios of objects, to be able to understand their categories. To acquaint children in more detail with a group of paired concepts. Develop the ability to draw independent conclusions. 1 Conversation on the topic.
2 Game "Where is the toy"
3 Exercise "Let's read a fairy tale"
4 Exercise "Guess riddles, answer questions"
5 Explanation of the meaning of proverbs.
6 Graphic exercise "Multi-colored beads"
26 Logic pairs.
Logic chains. To teach children to make logical pairs, taking into account some common feature, to be able to explain their choice. Exercise children in compiling logical chains, taking into account the sign of the last item in the chain. Develop logical thinking, the ability to give clear answers. 1 Exercise "Find a Pair"
2 Game "Chain of words"
3 The game "What's first, what's next"
4 Exercise "Find the similarities"
5 Game "Logic chains"
6 Graphic exercise "Decorate the cubes"
27 Essay on a given topic. Invite the children to come up with as many sentences as possible on a given topic, both realistic and fantastic. Teach children to trace the logical connection between them. 1 Conversation on the topic.
2 Game "Guess the hero of the fairy tale"
3 The game "Encrypted word"
4 Exercise "Composing in reverse"
5 We compose a fairy tale "Mystery box"
6 Graphic exercise "Two Castles"
28 What not
hear. To teach children to see and understand unexpected non-standard shades and nuances of situations, to highlight logical inconsistencies. Develop mindfulness, creativity. 1 Conversation on the topic "Sounds around us"
2 Game "Broken phone"
3 Game "Translate from children's language"
4 Exercise "Word Cascade"
5 Learning and repeating tongue twisters.
6 Graphic exercise "translate the language of sounds into the language of lines"
29 View from the position of another. To teach to perceive the same events in different ways, to encourage in children not only the result, but also the very attempt to solve the situation. To develop in children the desire to discuss the situation, to draw their own conclusions. 1 Game "Photographer"
2 Exercise "Detectives"
3 Fun etymological quiz.
4 Game "Good - bad"
5 Looking from the position of another.
6 Graphic exercise "Mirror"
30 Illogical situations. Teach children to distinguish illogical situations from others, familiar ones. Exercise in the ability to create such situations yourself. Develop attention, creativity. 1 Game "Who's doing what?"
2 Game "Nonsense"
3 Game "It happens - it doesn't happen"
4 Exercise "Find the mistake in the drawings"
5 The game "define what is shown here?"
6 Graphic exercise "Draw by dots"
31 Search for ways to use items. To develop in children the ability to concentrate thinking on one subject, to consider almost all the properties of the subject. Develop the ability to introduce objects into a variety of situations and relationships. 1 Game "Search for common properties"
2 Game "Search for objects with similar properties"
3 Game "Search for objects with opposite properties"
4 Exercise " New life old things"
5 Game “How can it be used?”
6 Graphic dictation.
32 Logic tasks. To develop logical thinking in children, the ability to apply the acquired knowledge to solve non-standard problems. Exercise the ability to think in a variety of ways. 1 Logic tasks.
2 Fun puzzles for little smarties.
3 Exercise "Find a pattern"
4 Insidious quiz about words.
5 Game "logical house"
6 Graphic exercise "Hatching"
LIST OF USED AND RECOMMENDED
LITERATURE
1) State obligatory standard of education of the Republic of Kazakhstan Preschool education and training. Basic provisions.
2) The state basic minimum of education in pre-school.
3) General educational program of pre-school preparation of 5-6 year old children in a school setting.
4) Asanov L. "The best tasks for ingenuity" Moscow, "AST - PRESS" 1999
5) Basov A.V., Tikhomirova L.F. "Development of the logical thinking of children" Yaroslavl, "Academy of Development" 1996
6) Gamanov Yu. "I develop logic and ingenuity" "Peter" St. Petersburg, 2000
7) Nosova E.A., Nepomnyashchaya R.L. "Logic and mathematics for preschoolers" St. Petersburg, "Childhood" ed. 2nd rev., add. 2002
8) Petlyakova E.N., Podgornaya S.N. "Logic and Account" Moscow, ICC March 2004
9) Svetlova I. "Developing logic" Moscow "Eksmo" 2002
10) Sokolova E.I. "Logic" (Getting ready for school using an intensive method) Moscow "Eksmo" 2002
11) Sokolova E.I. "Entertaining logic" Moscow, "Atberg" 1998
12) Tikhomirova L.F. "Exercises for every day: logic for preschoolers" Yaroslavl, "Academy of Development" 1997
13) Annual course for children 6-7 years old "Logic, thinking" Moscow, "Mosaic" 2003
PROGRAM STRUCTURE
1) Explanatory note
2) Program goals
3) Tasks
4) Principles of building a program
5) Selection of cognitive tasks
6) Methods and forms of solving the tasks
7) Approximate distribution of educational material
8) Thematic planning of classes
9) Predicting results
10) List of used literature
PREDICTION OF RESULTS
If the listed components of thinking are formed at preschool age, then in elementary school the process of mastering basic knowledge, skills and abilities will be facilitated.
Regular practice of logical exercises will teach children:
describe the signs of objects, words and numbers;
recognize objects by given signs;
identify different and identical properties of objects, words, numbers;
highlight the essential features of objects;
compare objects, words, numbers;
determine the sequence of events;
determine the relationship between objects of the type genus - species;
to give definitions to certain concepts;
Establish causal relationships;
express judgments, draw conclusions;
be able to perform simple analysis and synthesis;
Speech, resourcefulness, ingenuity are formed.
Children have the opportunity to consciously manage their memory and regulate its manifestations (memorization, reproduction, recall).
An interest is formed in the content of educational activities, the acquisition of knowledge.
Before studying in elementary school, the child develops diligence, diligence, discipline.
1. Explanatory note
1.1 Relevance
1.2 Purpose of the program
1.3 Program objectives
1.4 Terms of the program implementation, age of children, forms of conducting classes
1.5 Stages of program implementation
1.6 Program content
1.7 Expected results
2. Methodological support
2.1 Perspective-thematic plan of the circle "Entertaining logic"
3. Diagnostic program for the logical thinking of older preschool children.
5. Information resources
1. Explanatory note.
Why logic for a little preschooler?
According to L.A. Wenger, “for five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually get acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world ... All this will benefit the mental development of the child only if the training is aimed at developing mental abilities, those abilities in the field of perception, imaginative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties ... "
The skills acquired by the child 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." It will be more difficult for a child who has not mastered the methods of logical thinking to solve problems; performing exercises will require a lot of time and effort. As a result, the child's health may suffer, interest in learning may weaken or even fade away.
Having mastered logical operations, the child will be more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right time. Learning will become easier, which means that both the learning process and school life itself will bring joy and satisfaction.
This program shows how through special games and exercises it is possible to form the ability of children to independently establish logical relationships in the surrounding reality.
Working with preschoolers on the development of cognitive processes, you come to the conclusion that one of necessary conditions their successful development and training is systematic, i.e. a system of special games and exercises with consistently developing and becoming more complex content, with didactic tasks, game actions and rules. Separately taken games and exercises can be very interesting, but using them outside the system, one cannot achieve the desired learning and developmental result.
1.1 Relevance
For the successful development of the school curriculum, the child needs not only to know a lot, but also to think consistently and conclusively, to guess, to show mental tension, to think logically.
Teaching the development of logical thinking is of no small importance for the future student and is very relevant today.
Mastering any method of memorization, the child learns to 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.
Teaching children about classification contributes to the successful mastery of a more complex way of remembering - the semantic grouping that children encounter at school.
Using the opportunities for the development of logical thinking and memory of preschoolers, it is possible to more successfully prepare children for solving the problems that school education sets before us.
The development of logical thinking includes the use of didactic games, ingenuity, puzzles, solving various logic games and labyrinths and is of great interest to children. In this activity, important personality traits are formed in children: independence, resourcefulness, ingenuity, perseverance is developed, and constructive skills are developed. Children learn to plan their actions, think about them, guess in search of a result, while showing creativity.
When dealing with children, you can notice that many children cannot cope with simple at first glance logical tasks. For example, most children of older preschool age cannot correctly answer the question of what is more: fruits or apples, even if they have a picture in their hands on which fruits are drawn - many apples and several pears. Children will answer that there are more pears. In such cases, he bases his answers on what he sees with his own eyes. They are “let down” by imaginative thinking, and by the age of 5 children do not yet have logical reasoning. At the older preschool age, they begin to show elements of logical thinking, characteristic of schoolchildren and adults, which must be developed in identifying the most optimal methods for the development of logical thinking.
Games of logical content help to cultivate cognitive interest in children, contribute to research and creative search, desire and ability to learn. Didactic games as one of the most natural activities of children and contributes to the formation and development of intellectual and creative manifestations, self-expression and independence. The development of logical thinking in children through didactic games is important for the success of subsequent school education, for the correct formation of the student's personality and in further education they will help to successfully master the basics of mathematics and computer science.
1.2 Purpose of the program: creating conditions for maximum development logical thinking of preschoolers in preparation for successful schooling.
1.3 Program objectives:
- teach children basic logical operations: analysis, synthesis, comparison, negation, classification, systematization, limitation, generalization, inference
- teach children to navigate in space
- develop in children higher mental functions, the ability to reason, prove
- to cultivate the desire to overcome difficulties, self-confidence, the desire to help a peer
1.4 Terms of the program implementation, age of children, forms of conducting classes
Program implementation terms – 1-2 years
The program is designed for children 5-7 years old.
The program provides for conducting circle classes in various forms:
- Individual independent work children.
- Work in pairs.
- Group forms of work.
- Differentiated.
- Frontal check and control.
- Self-assessment of the work done.
- Didactic game.
- Competition.
- Contests.
1.5 Stages of program implementation
The technology of activity is built in stages:
- Diagnosis of the initial level of development of cognitive processes and control over their development.
- Planning the means by which one or another quality can be developed (attention, memory, imagination, thinking), taking into account the individuality of each child and the available knowledge
- Building an interdisciplinary (integral) basis for training in a developing course.
- Gradual complication of the material, a gradual increase in the amount of work, increasing the level of independence of children.
- Acquaintance with the elements of theory, teaching methods of reasoning, self-argumentation of choice.
- Integration of knowledge and methods of cognitive activity, mastering its generalized techniques.
- Evaluation of the results of the developmental course according to the developed criteria, which should include the child (self-esteem, self-control, mutual control).
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Program content
Short description sections and topics of classes (sections correspond to a certain logical operation that children will learn in class):
1. Analysis - synthesis.
The goal is to teach children to divide the whole into parts, to establish a connection between them; learn to mentally combine parts of an object into a single whole.
Games and exercises: finding a logical pair (cat - kitten, dog - ? (puppy)). Complementing the picture (pick up a patch, draw a pocket to the dress). Search for opposites (light - heavy, cold - hot). Work with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes.
2. Comparison.
The goal is to teach to mentally establish the similarities and differences of objects according to essential features; develop attention, perception of children. Improve orientation in space.
Games and exercises: consolidation of concepts: big - small, long - short, low - high, narrow - wide, higher - lower, further - closer, etc. Operating with the concepts "same", "most". Search for similarities and differences in 2 similar pictures.
3. Restriction.
The goal is to teach to single out one or more objects from a group according to certain characteristics. Develop children's observation skills.
Games and exercises: “circle only red flags with one line”, “find all non-circular objects”, etc. Exclusion of the fourth superfluous.
4. Generalization.
The goal is to teach to mentally combine objects into a group according to their properties. Contribute to the enrichment of vocabulary, expand everyday knowledge of children.
Games and exercises for operating with generalizing concepts: furniture, dishes, transport, vegetables, fruits, etc.
5. Systematization.
The goal is to teach to identify patterns; expand the vocabulary of children; learn to tell from a picture, retell.
Games and exercises: magic squares (pick up the missing part, picture). Drawing up a story based on a series of pictures, arranging the pictures in a logical sequence.
6. Classification.
The goal is to teach to distribute objects into groups according to their essential characteristics. Consolidation of generalizing concepts, free operation with them.
7. Inference.
The goal is to teach with the help of judgments to make a conclusion. Contribute to the expansion of household knowledge of children. Develop imagination.
Games and exercises: search for positive and negative in phenomena (for example, when it rains, it nourishes the plants - this is good, but the bad thing is that in the rain a person can get wet, catch a cold and get sick). Evaluation of the correctness of certain judgments (“the wind blows because the trees sway.” Right?). Solving logical problems.
1.7 Expected results
Planned results:
Children should know:
- principles of constructing patterns, properties of numbers, objects, phenomena, words;
- the principles of the structure of puzzles, crosswords, chainwords, labyrinths;
- antonyms and synonyms;
- names of geometric shapes and their properties;
- the principle of programming and drawing up an algorithm of actions.
Children should be able to:
- determine patterns and perform a task according to this pattern, classify and group objects, compare, find common and particular properties, generalize and abstract, analyze and evaluate their activities;
- through reasoning, solve logical, non-standard problems, perform creative search, verbal-didactic, numerical tasks, find the answer to mathematical riddles;
- respond quickly and correctly during the warm-up to the questions posed;
- perform tasks to train attention, perception, memory
- perform graphic dictations, be able to navigate in a schematic representation of graphic tasks;
- be able to set a goal, plan the stages of work, achieve results with your own efforts.
Way to check the results of work : generalizing classes after each section and 2 diagnostics (initial (September) and final (May)) of the level of mastering the operations of logical thinking.
