“logic-mathematical games in femp classes and in free time. consultation. Topic: Logical and mathematical games in work with older preschoolers as a means of forming logical thinking

Anna Kalacheva
Synopsis of conducting logical and mathematical games for children of senior preschool age

"Help the caterpillar Mana"

Target: develop at children logical thinking, attention, ingenuity. Cultivate a desire to help others.

Material: a box, a caterpillar toy, a set of geometric shapes (for each child, cards with a task (per child).

Guys, today I brought you a magic box. Want to know what's in it? To find out, you must first guess riddle:

Butterfly's daughter

All in small bright dots.

crawling slowly,

Leaves gnaw.

Who is it? That's right, it's a caterpillar. Let's now see what's in the magic box. What's this? That's right, this is a caterpillar - her name is Manya. She happened here what: Manya lived with her girlfriends. Time passed, her girlfriends grew and became big caterpillars, and she remained the same small. One day, a kind spider advised her the right means: she should try "apple of growth".Such apples grow on a magical apple tree in a fairy forest. The path to this forest is very difficult and Mane alone will not cope. Let's guys help our Mana get to the magic apple tree.

First we need to build a path to the magical forest.

1 game "Continue row" (logical chain)

Target: to form the ability to group geometric shapes according to two properties, to see the simplest patterns of alternating shapes.

Look, guys, the beginning and end of the track is there, but there is no middle. To get to the magical forest, we need to make the entire path. Each of you has geometric shapes. You need to complete the entire track. The beginning of the track is the same as here. What do you think, which figures should be placed next? Why do you think so? Why was this figure chosen?

Well done guys, we helped Mana get to the magical forest.

Look who Manya met near the forest. 2 game "Find differences"

Target: develop at children attention.

Each of you has picture cards. We need to find the differences between the two images. What differences have you already found? Point your finger and name the difference. Well done! Now swap cards.

Guys, Manya is very glad that you are helping her, she is almost there.

It remains for us to go through the forest and get to the magic apple tree.

3 game "Labyrinth"

Target: development children concentration of attention.

We need to help Mana go through the maze and get to the magical apple tree. Look carefully, you have to find the right way. Who has already found it? Lead the way with your finger.

Well done boys! You helped Mana get to the magic apple tree, she will eat "apple of growth" and grow up big, like her girlfriends.

Related publications:

A modern child is a resident of the 21st century who is influenced by all the signs of the present. He is interested in many things and about many things.

Formation of logical and mathematical representations of preschool children.(Slide 2) Who has been involved in mathematics since childhood, he develops attention, trains his brain, his will, cultivates perseverance, etc.

A SET OF DIDACTIC GAMES FOR THE LOGICAL AND MATHEMATICAL DEVELOPMENT OF PRESCHOOL CHILDREN (FOR OLDER AGE) "GAMES" 1. Manufacturing algorithm.

Abstract of a lesson in mathematics using logic and mathematical games in the senior group "Let's help a friend" Abstract of a lesson in mathematics using logic and mathematical games in the senior group on the topic: “Let's help a friend” Compiled by: educator.

Abstract of a lesson in mathematics "In search of living water" using logic and mathematical games and ICT Summary of a lesson on cognitive development on the topic "In search of living water" using logical and mathematical games and ICT. Abstract.

Experience "Development of intellectual abilities of children of senior preschool age through logic and mathematical games" Work experience. Topic: Development of intellectual abilities of children of senior preschool age through logical and mathematical games. Gaming.

The development of children of senior preschool age in logical and mathematical activities Municipal Autonomous Preschool Educational Institution General Developmental Kindergarten No. 12 "Birch" "Development of older children.

"The value of logical and mathematical games in working with preschool children"

Each preschooler is a little explorer, discovering the world around him with joy and surprise. The task of educators and parents is to help him maintain and develop the desire for knowledge, satisfy the child's need for active work, and give food for the development of the child's mind.
Pedagogical practice confirms that, provided that the pedagogical process is properly organized using various methods, usually gaming, taking into account the characteristics of children's perception, children can already at preschool age, without overload and stress, learn much of what they used to learn only at school. And the more prepared the child comes to school - I mean not even the amount of accumulated knowledge, but the readiness for mental activity - the more successful, and therefore, the happier the beginning of this very important period - school childhood will be for him.
Everyone understands that a child from the first days of his life needs exercises for the development of all muscles. The mind also needs constant training. A person who is able to think constructively, quickly solve logical problems, is most adapted to life. He quickly finds a way out of difficult situations, makes rational decisions; mobile, efficient, shows accurate and fast reactions.
So, mathematics rightfully occupies a very large place in the system of preschool education. It sharpens the child's mind, develops flexibility of thinking, teaches logic.
The assimilation of fairly complex mathematical knowledge (relations of equivalence, order, combinatorics), the formation of interest in them helps the game - one of the most attractive activities for children. Play is a natural activity for a child. In play activities, the child masters a variety of ideas, independently “discovers” methods of action, learns some dependencies and patterns of the world around him, and expands his experience of cognition.
Let us especially emphasize the role of the logical-mathematical game as a method of teaching and developing mathematical concepts.
Logical and mathematical games develop in children: independence, the ability to autonomously, independently of adults, solve available problems in different types x activities, as well as the ability for elementary creative and cognitive activity. Contribute to: the development of means of cognition by children: standards (color, shape), standards of measures (size, mass), models of images, speech representations; accumulation of logical and mathematical experience, mastering the methods of cognition: comparison, examination, equalization, counting.
This type of games is characterized by: a game orientation of activity, saturation with problem situations, creative tasks, the presence of search situations with elements of experimentation, practical research, schematization. A mandatory requirement for these games is their developmental impact.
Logic-mathematical games are designed on the basis of a modern view on the development of a child's mathematical abilities. These include the child's desire to get results: collect, connect, measure, take the initiative, and be creative; anticipate the outcome change the situation; actively without being distracted, act practically and mentally; operate with images; establish connections and dependencies, fix and graphically.
These games contribute to the development of attention, memory, speech, imagination and thinking of the child, create a positive emotional atmosphere, encourage children to learn, collective search, and activity in transforming the game situation.
Thus, the problem of a logical-developing, mathematical game, as a means of a child's cognitive activity, is relevant.
Realizing the importance of the above, I determined the topic of my work"The development of mental abilities of preschool children through logic and mathematical games."
Before starting work, I determined itthe goal is to promote the development of cognitive activity, logical thinking, the desire for independent knowledge and reflection, the development of mental abilities through logic and mathematical games.

Highlightedtasks:
1. To develop in children an interest in solving cognitive, creative problems, in a variety of intellectual activities;
2. To promote the development of figurative and logical thinking, the ability to perceive and display, compare, generalize, classify, modify, etc.
3. Develop arbitrary attention, the ability to use the techniques of mnemonics.
4. Increase the ability to establish mathematical relationships, patterns, sequence, the relationship of arithmetic operations, signs and symbols, relationships between parts of a whole, numbers, measurements, etc.

To solve the tasks, I carried out the following work:

An appropriate developmental environment has been created / in the group, an "Igroteka" has been created, where educational, didactic games are located, the center "Mathematics and Design" has been decorated .../;
- developed a model of the pedagogical process;
- developed a long-term plan on this topic for all age groups;
- a cycle of developing educational situations and joint activities with children has been developed;
- compiled a card file of logical and mathematical games;
- Designed booklets with recommendations for teachers and parents.

As a teacher, I also had to solve such tasks as: to form the child's personal qualities, develop attention, memory, speech, instill cultural communication skills, the ability to conduct a dialogue with an adult, communicate with peers.
Successful problem solving requires an individual approach to the education and upbringing of children. It is this approach that helps to create ideas about each child, together with the educator and parents, to influence his development in time.
This helps me, games with Gyenesh logic blocks and Cuisiner colored sticks with their focus on an individual approach, with their versatility in solving a variety of teaching and educational tasks, with their attractiveness from an aesthetic point of view.
Work on the development of logical thinking in preschoolers will be successful if a number ofconditions:

1. Work with children will be carried out in the system according to a previously developed plan, that is, a model of the pedagogical process.

2. The activities that implement the program for the formation of logical and mathematical thinking are associated with work in everyday life.

3. A variety of forms of work (developing educational situations, joint and independent activities, club, leisure, holidays) and types of activities (play, observation, artistic and productive) were used.

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

To solve the tasks at hand, we used at different stages the followingworking methods :
- Analysis of scientific and methodological literature on the problem of the development of children's logical thinking;
- The study of existing knowledge in children;
- Development and testing of models of the pedagogical process;
- Analysis of the obtained results.
In their work, they relied on the principles of organizing games / S.A. Shmakov/.
- Lack of coercion;
-Development of game dynamics /from small successes to big ones/;
-Support game atmosphere, children's real feelings;
- Interrelation of gaming and non-gaming activities;
- The transition from the simplest forms and ways of performing game actions to complex ones.

It was taken into account that for the logico-mathematical game characters :
The presence of a plot plot, the actions of persons and following the storyline throughout the lesson.
The presence of schematization, transformation, cognitive tasks to identify properties and relationships, dependencies and patterns.
Game motivation and direction of actions, their effectiveness.
The presence of situations of discussion, choice of material and actions, collective search for a way to solve a cognitive problem.
Mastering the actions of correlation, comparison, reconstruction, distribution of grouping.
General focus on the development of children's initiative.
Modern logical and mathematical games are diverse: board games / "Color and Shape", "Game Square", "Logo Forms"/, games for three-dimensional modeling / "Cubes for All", "Geometric Constructor", "Ball"/, games for plane modeling /"Tangram", "Cross", "Honeycombs", "Mongolian game"/, games from the series "Cubes and color" / "Fold the pattern", "Unicube"/, games for composing a whole from parts / "Fractions "," Miracle flower "/, fun games / shifters, labyrinths /.
The proposed games and game exercises included in a certain system are presented by us in the form of game activities, united by a single fascinating plot, which aroused children's activity and interest in further similar activities. In the course of logical and mathematical games, the child consciously perceives the game task, purposefully solves it.
Also in working with children, I use a large number of collective games, both in joint and independent activities. These are such games as "Domino", "Guess", "Unusual figures", "Settled houses", "Where, whose garage", "Paths" and others. In these games, in addition to learning tasks, I set myself tasks of a personal nature:
Learn to work in a team;
Adhere to certain rules;
Be able to lose, but strive to win in fair ways;
Cultivate a sense of camaraderie, empathy, sympathy for the loser.
All logical and mathematical games teach children to think logically, to keep in mind several properties of an object at once, to be able to encode and decode information.
The use of developing, logical and mathematical games contributes to the emergence of children's interest in cognitive activity, the development of their thinking, speech, imagination, fine motor skills of hands. Each child learned to play at his own pace, since after classes it was possible to complete the task again, to better understand its essence.
An important role is played by the organization of independent activity in a specially organized developmental environment. In the free use of children there are a variety of logic and mathematical games: "Do It Yourself", "Unicube", "Cubes for All", "Fractions", "Kusiner's Sticks", "Gyenesh Blocks", "Game Square", "Tangram", "Fold the pattern", "Ball", "Playing with color" and others.
The development of logical thinking and cognitive activity is impossible without the participation of parents. At all stages, the support of the child at home, in the family is required.
I have identified some areas of joint activity of teachers and parents in this field of activity:
1. Inform parents about the tasks and content of logical, mathematical and educational games used in kindergarten.
2. Participation of parents in the development of cognitive activity of logical thinking of preschoolers (math fairs, holidays, competitions).
3. Creating an enriched developmental environment in the home.
4. Organization of a family club in order to ensure cooperation between the kindergarten and the family.
Experience shows that an educator who knows how to choose games correctly and stimulate independent cognitive-playing activity of preschoolers is “doomed” to a good result.

Game examples:
Gyenesh block game
"Help Bunny"
Purpose: To continue to acquaint children with geometric shapes. Compiling geometric shapes from data. Fixing an account.
Game material: Gyenes blocks.
Rules of the game: Use the figures to close the white "holes".
Once upon a time there was a Bunny, who had a very beautiful carpet. One day, the Fox came to his house secretly, and while the Bunny was running through the forest, the Fox gnawed holes in the carpet. Count how many holes there are in the carpet. Now take the pieces and help Bunny fix the carpet.

Game with two hoops.
Purpose: Formation of a logical operation, denoted by the union "and", classification by two properties.
Game material: Two hoops, geometric shapes.
Rules of the game: The game has several stages.
1. Before starting the game, you need to find out where the 4 areas are located, defined on the game sheet by two hoops.
2. Then one of the players calls the rules of the game. For example, arrange the figures like this. So that all red figures are inside the red hoop, and all green figures are inside the green hoop.
3. In accordance with the rule, the players perform moves in turn, and with each move they place one of the pieces they have in the appropriate place.
4. After solving a practical problem on the location of the figures, the children answer the questions: which figures lie inside both hoops; inside the green, but outside the red hoop, inside the red, outside the green hoop; outside of both hoops.
Attention: figures must be named using two properties - color and shape.
The game with two hoops can be played many times by varying the rules of the game.

Game options.
inside the red hoop inside the green hoop
all square shapes all green shapes
all yellow shapes all triangular shapes
all rectangular shapes all large shapes
all small pieces all green pieces
all red shapes all round shapes
all round shapes all square shapes

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

State autonomous educational institution

higher professional education

"Leningradsky State University named after A.S. Pushkin"

Boksitogorsk Institute (branch), SPO

Graduate work

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

Completed by: Student 4 D group

Specialty 44.02.01

Preschool education

V.S. Morozova

scientific adviser

teacher PM.03 E.N. Nesterov

Boksitogorsk 2017

INTRODUCTION

In our time, there is an increasing expansion of knowledge acquired in childhood. The skills and abilities acquired in the preschool period serve as the foundation for gaining knowledge and developing abilities at school. And the most important among these skills is the skill of logical thinking, the ability to "act in the mind." A child who has not mastered the methods of logical thinking will find it more difficult to study: solving problems, doing exercises will require a lot of time and effort. Having mastered logical operations, the child will become more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right time.

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

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

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

Logical thinking includes a number of components:

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

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

The ability to perform logical operations, consciously arguing them.

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

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

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

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

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

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

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

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

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

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

2. Consider the classification of logical and mathematical games.

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

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

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

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

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

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

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

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

CHAPTER 1

math game preschool thinking

1.1 The concept and pedagogical possibilities of logic and mathematical games

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The main components of logic-mathematical games are:

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

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

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

Game motivation and direction of actions, their effectiveness;

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

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

General focus on the development of children's initiative.

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

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

Specially structured material:

Geometric shapes (hoops, geometric blocks);

Schemes-rules (chains of figures);

Function schemes (computers);

Schemes of the operation (chessboard).

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

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

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

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

1.2 Classification of logic and mathematical games

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

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

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

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

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

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

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

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

1) games for planar modeling (puzzles):

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

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

Games with matches (for transformation, transfiguration);

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

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

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

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

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

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

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

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

6) transfiguration and transformation games (transformers):

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

7) games for mastering relationships (whole - part)

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

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

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

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

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

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

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

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

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

Numbers and figures;

Dependencies of increase and decrease at the subject level;

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

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

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

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

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

Changing the situation, the implementation of the transformation;

Active effective actions both in practical and ideal terms.

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

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

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

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

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

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

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

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

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

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

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

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

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

CHAPTER 2

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

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

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

In psychology, there are three main types of thinking:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Seriation is the construction of ordered ascending or descending series. A classic example of seriation: nesting dolls, pyramids, loose bowls, etc. Seriations can be organized by size: 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 objects of different types (seat toys according to height). Seriations can be organized by color: according to the degree of color intensity.

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

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

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).

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

Game activity can be organized in two ways:

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

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

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

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

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

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

Classification is the division of a set into groups according to some attribute, which is called the basis of the classification. The basis for the classification may or may not be specified (this option is more often used with older children, as it requires the ability to analyze, compare and generalize).

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

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

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

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

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

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

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

CHAPTER 3

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

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

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

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

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

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

The data were entered in table 1.

Table 1.

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

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

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

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

The data are shown in table 2.

Table 2.

Interpretation of the results of the ascertaining stage of the experiment

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

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

Children with a high level of development were not identified.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The results are shown in tables 3.4.

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

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

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

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

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

Low indicators of the level of development of logical thinking at the final stage of the experiment were not revealed.

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

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

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

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

Similar Documents

Age features, the formation and development of the logical sphere of children of senior preschool age. Pedagogical possibilities of the game in the development of logical thinking. Logical and mathematical games as a means of activating the teaching of mathematics in kindergarten.

term paper, added 07/26/2010


The main concepts that make up the content of logical and mathematical thinking and the features of its formation in children of senior preschool age. Study of the influence of didactic games on the development of logical and mathematical thinking in older preschoolers.

term paper, added 03/19/2011


Features of the formation of thinking in children with visual impairments. Diagnosis of elements of logical thinking in children of senior preschool age with visual impairment. The influence of the director's game on the development of figurative thinking in preschool children.

thesis, added 10/24/2017


Features of formation and identification of the level of formation of operations of logical thinking in children of senior preschool age. The effectiveness of the conditions for using didactic games in the development of logical thinking operations in older preschoolers.

thesis, added 06/29/2011


Psychophysiological features of children of senior preschool age. Thinking as a cognitive mental process. The specificity of its development in children in ontogenesis. Formation of elementary mathematical abilities of preschoolers in the process of education.

thesis, added 11/05/2013


Features of the mental development of children of senior preschool age. Artistic activity of children of senior preschool age as the basis for the development of thinking. Description of the training program for the development of thinking by means of non-traditional drawing.

term paper, added 03/23/2014


Didactic game and developing environment as pedagogical conditions for the development of thinking in children of senior preschool age. Interpersonal relationships with peers as a psychological condition. The project "Development of thinking of children of senior preschool age".

thesis, added 03/02/2014


The study of the main methods of development of thinking in preschool age. Features of mental activity of children of senior preschool age. Analysis of the possibility of developing thinking in preschool children in cognitive research activities.

thesis, added 08/22/2017


Implementation of the idea of ​​integrating the logical-mathematical and speech development of preschoolers. Basic requirements for works of art for preschool children. Methodological recommendations for the use of works of oral folk art.

term paper, added 04/28/2011


The essence of friendly relations of preschool children, features and pedagogical conditions of their formation. The specifics and possibilities of using the role-playing game in the formation of friendly relations among children of senior preschool age.

One of the most important tasks of raising a small child is the development of his mind, the formation of mental skills and abilities that will make it easy to learn new things. The content and methods of preparing the thinking of preschoolers for school education, in particular, pre-mathematical preparation, should be directed to the solution of this problem.

The pre-mathematical preparation of children seems to consist of two closely intertwined main lines: logical, i.e. preparation of children's thinking for the methods of reasoning used in mathematics, and the pre-mathematical one itself, which consists in the formation of elementary mathematical representations. It can be noted that logical preparation goes beyond the preparation for the study of mathematics, developing the cognitive abilities of children, in particular their thinking and speech. .

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

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

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

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

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

The game - the main activity of preschool children and is of great importance for intellectual development, for clarifying knowledge about the world around. The game helps us, teachers, to create motivation for children to enrich themselves, consolidate mathematical knowledge, and develop logical thinking.

Starting from older age, the development of logical thinking can be distinguished as an independent task. It includes:

Formation of ideas about order and regularity, about operations on classification and seriation, familiarity with the elements of propositional logic ;

· Development of abstract imagination, figurative and logical memory, associative thinking by analogy.

Working with children, you can see that many children show interest in entertaining logic games, but very few children showed perseverance in bringing things to the end. At the first failure, they lost interest in the game.

Logical and mathematical games and exercises play one of the main roles in the development of the intellectual abilities of preschoolers.

Logic games not only develop the intellectual abilities of the child, but also improve memory, imagination, attention, perception, logical and creative thinking.

Despite the fact that the entertaining mathematical material used is closely interconnected with each other, it can be conditionally divided into 3 groups:

Entertainment: riddles, puzzles, jokes, puzzles, crossword puzzles, mazes, mathematical squares, mathematical tricks, games with sticks for spatial transformation, tasks-savvy; "Tangram", "Magic Circle", "Columbus Egg", "Sphinx", "Leaf", "Vietnamese Game", "Pentamino".

Logic games, tasks, exercises : with blocks, cubes for inclusion, finding; games for classification by 1-2-3 signs, logical tasks (for increase, decrease, comparison, reverse action); games with colored caps, checkers, chess; verbal; Gyenes blocks, Kuizener sticks.

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

Logical-mathematical games are games in which mathematical relations, patterns are modeled, involving the performance of logical operations and actions.

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

A variety of mathematical games and tasks are logical games, tasks, exercises. They are aimed at training thinking when performing logical operations and actions. In order to develop the thinking of children, various types of simple tasks and exercises are used. These are tasks for finding a missing figure, continuing a number of figures, for finding numbers that are missing in a number of figures. Therefore, logical-mathematical games are a game in which mathematical relationships are modeled, patterns that involve the performance of logical operations and actions.

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

According to Z.A. Mikhailova, the main tasks of the mathematical development of preschool children are:

The development of logical and mathematical concepts in children (ideas about the mathematical properties and relationships of objects, specific quantities, numbers, geometric shapes, dependencies and patterns);

Development of sensory (subject-effective) ways of knowing mathematical properties and relationships: examination, comparison, grouping, ordering, splitting;

Mastering by children experimental and research methods of cognition of mathematical content (recreation, experimentation, modeling, transformation);

Development in children of logical ways of knowing mathematical properties and relationships (analysis, abstraction, negation, comparison, generalization, classification, seriation);

Mastering by children mathematical methods of cognition of reality: counting, measurement, simple calculations;

The development of intellectual and creative manifestations of children: resourcefulness, ingenuity, guesswork, ingenuity, the desire to find non-standard solutions to problems;

Development of accurate, reasoned and evidence-based speech, enrichment of the child's vocabulary;

Development of activity and initiative of children;

Education of readiness for learning at school, development of independence, responsibility, perseverance in overcoming difficulties, coordination of eye movements and fine motor skills of hands, self-control and self-esteem skills.

E. A. Nosova developed a set of games and exercises included in the logical and mathematical games, which are presented in the book “Logic and Mathematics in Kindergarten”. The author divided the games into the following groups:

Games to identify and abstract the properties of objects (color, shape, size);

Games for children to master comparison, classification and generalization;

Games for mastering logical actions and mental operations.

An example of plot logic and mathematical games can be: "Help the ants", "Find a treasure", "Settle houses", "Who's visiting Winnie the Pooh and Piglet", etc. While playing, children master the means and methods of cognition, the corresponding terminology, logical connections, dependencies and the ability to express them in the form of simple logical statements. Each game has a plot-plot, characters who follow the storyline, elements of schematization, transformations, game motivation, situations for discussion, ejection of material, a collective search for a way to solve a cognitive problem.

The main components of plot logic-mathematical games are:

The presence of a plot-plot, characters and the presence of a storyline throughout the lesson;

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

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

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

Game motivation and direction of actions, their effectiveness;

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

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

General focus on the development of children's initiative.

Any kind of logical and mathematical games included in the problem-game technology contribute to the development of children's thinking, the ability to use logic in understanding the world, and increase cognitive interest.

In the work of Z.A. Mikhailova, logical and mathematical games are considered as an integral part of the problem-game technology. They allow the child to master the means (sensory standards, speech, schemes and models) and methods of cognition (comparison, examination, classification, seriation), to accumulate logical and mathematical experience.

Modern logic and mathematical games used in preschool institutions, according to Z, A, Mikhailova, are represented by the following groups:

Desktop-printed - “Blossom Form”, “Logic House”, “Game Square”, “Logo Forms”, “Logic Train”, etc.

Plane modeling games - Tangram, Sphinx, Tetris, etc.

Three-dimensional modeling games - "Cubes for All", "Riddle", "Ball", etc.

Games from the "Cubes and Color" series - "Fold the pattern", "Cube-chameleon", etc.

Games for composing a whole from parts - “Fractions”, “Miracle Flower”, etc.

Fun games - shifters, labyrinths, games to change places such as "Fifteen", etc. .

Their use is carried out in special didactic conditions, including the absence of coercion, support for the game atmosphere, the transition from the simplest forms and methods of playing activities to more complex ones.

Great importance in the development of the foundations of logical thinking of preschoolers is attached to the use of such educational games as "Kuizener's Sticks" and "Gyenes' Blocks".

As R.L. Nepomnyashchaya, "Kuizener's Sticks" as a didactic tool fully correspond to the specifics and features of elementary mathematical representations formed in preschoolers, as well as their age capabilities, the level of development of children's thinking, mainly visual-effective and visual-figurative. The child's thinking reflects, first of all, what is first done in practical actions with specific objects. Working with sticks allows you to translate practical, external actions into an internal plan, to create a complete, distinct and at the same time quite generalized idea of ​​the concept.

The emergence of ideas as a result of children's practical actions with objects, the performance of various practical (material and materialized) operations that serve as the basis for mental actions, the development of counting, measurement, and calculation skills create the prerequisites for the general mental and mathematical development of children, including the development of the basics logical thinking.

E.A.Nosova notes that another universal means of developing the foundations of logical thinking are educational games based on the use of "Gyenesh Blocks".

In the process of various actions with logical blocks (breaking, laying out according to certain rules, rebuilding, etc.), children master various mental skills that are important both in terms of pre-mathematical preparation and in terms of general intellectual development. These include the skills of analysis, abstraction, comparison, classification, generalization, encoding-decoding, as well as the logical operations “not”, “and”, “or”. In specially designed games and exercises with blocks, preschoolers develop elementary skills of an algorithmic thinking culture, the ability to perform actions in their minds. With the help of logical blocks, children train attention, memory, perception.

At the moment, there are various pedagogical technologies that meet modern requirements and allow developing the basics of children's logical thinking. But one of the most effective is the use of a system of educational games.

Thus, the pedagogical possibilities of the logico-mathematical game are very high. The game develops all aspects of the child's personality, activates the hidden intellectual abilities of children. Senior preschool age is sensitive to the assimilation of generalized means and methods of mental activity, to the development of logical methods of thinking: classification. The inclusion of an older preschooler in logical and mathematical activities in solving problems of a mental nature increases the effectiveness of the results of the development of mental activity, namely classification.

The purpose of the master class: raising the professional level of teachers - participants in the process of active pedagogical communication in mastering the experience of a teacher - a master with preschoolers in the formation of mental abilities and creative activity in the process of playing activity.

• To acquaint teachers with experience in the use of logical and mathematical games in working with preschool children.
• To teach the participants of the master class the methods and techniques of using educational games in the pedagogical process.
• To develop interest in the original educational gaming technology, initiative, desire to put this technology into practice.
• Arouse a desire for cooperation, mutual understanding.

Demo material: Triz - the game "Magic belt",

Logic puzzle "Pentamino".

1. Opening remarks:

Relevance of the topic.

2. Familiarization of the participants of the master class with the main methods and techniques for using gaming technology.

3. Practical lesson with the participants of the master class on the use of the triz game "Magic Belt".

4. Final word.

1. Opening remarks:

Why is the engine of progress.

He plagued adults with the question “Why?”

He was nicknamed "The Little Philosopher".

But as soon as he grew up, they began to

Present answers without questions.

And since then he is no one else

Doesn't ask "Why?" .

Isn't it an ordinary story of the relationship between an adult and a child? A child is a small researcher: he receives various information about the world through his senses and is in dire need of explanation, confirmation or denial of his thoughts. And we, as always, are very busy ... And less and less children ask us questions.

Paradoxically, in the future, parents and teachers face the task of teaching the baby to ask such questions so that from the answers he can receive comprehensive information about the subject.

The question is an indicator of independent thinking. Many discoveries in science and technology have been made possible by answering the right questions. Socrates, as you know, when talking with students, asked them questions, and the students tried to find answers to them, expressing their guesses, putting forward their own hypotheses and, in turn, asking questions to Socrates. The result of the conversations is a brilliant education.

Are there games in the arsenal of pedagogy today that allow you to “pull out” knowledge, teach you to ask “strong” questions and solve problems? There is! And one of these games is “YES-NO”. I offer you a version of "YES-NO" - the game "Magic Belt" - teaches you to ask questions accurately and develops other intellectual skills along the way.

Triz of the game "Magic belt"

Rules of the game.

The facilitator thinks of one of the items depicted on the card. The other participant (or participants) must guess the intended subject by asking questions to which the host can only answer “Yes” or “No”.

Additionally, the rule: the belt can be divided by a label (clothespin) into two parts, narrowing the search field and facilitating the search for the intended object. For example, children might ask the following question: “Is the picture to the left of the label”?

Games with a magic belt.

"Magic Belt" can be used to systematize knowledge in any field: mathematics, familiarization with the outside world, eclogues, etc. For example, here is how you can play with a magic belt using the Geometric Shapes kit.

We arrange the figures in the belt in any order. Think of a figure (let it be a circle). A child, suppose, sets a mark in the middle of the belt.

And asks questions:

Is this shape to the right of the label? - Not.

Is it a plane figure? - Yes.

Is it a small figure? - Not.

Is it a circle? - Yes.

Now let's try to play with a set of pictures "Transport" without using a clothespin:

Is it a land transport? - Not.

Is it an air mode of transport? - Yes.

Is the screw horizontal? - Yes.

This is a plane!

Children often formulate the question inaccurately. For example: “The screw is located horizontally or vertically?”. Then the leader does not give an answer to such a question. He says: “The question is imprecise. Try again." If again failure, offers options for questions.

Variants of games with a magic belt.

"Okroshka".

Pictures of various subjects are put into the belt: furniture, animals, transport.

Then the questions might be:

Is it a mushroom? - Not.

Is it transport? - Yes.

Then follow-up questions:

Is it ground transportation? - Yes.

Does he transport goods (specialization)? - Yes.

It's a truck!

The following options are also possible "Okroshki".

1. “Guess by part” (by subsystem).

   Question example:

   Does this item have a steering wheel? - Yes.

   The child guesses that we are talking about transport.

   Does he have a hat? - Yes.

   It's a mushroom!

2. "Guess by Function"

   In this game, you can only ask questions that indicate what is being done with the object or what the object is doing. For example:

   Can it be eaten? - Not.

   Can you ride on it? - Yes.

   Can you carry cargo? - Yes.

   It's a truck!

3. "Who lives where?"

   In this game, you can ask questions that help you guess the subject according to the supersystem:

   Does this item live in the forest?

   Is his home an airfield?

   And then clarifying questions that narrow the search field:

   This animal?

   This is a plane?

Not only "YES-NO".

1. "How".

   You need to come up with as many questions as possible, starting with the word “How much”. For example: “How many geometric shapes are in the belt?”, “How much red?”, “How many squares?”, “How many circles?”, “How many animals?” and etc.

   For every thought up question - a chip. The one with the most chips wins.

2. "Silent".

   In this game, we also guess the intended object, but we play silently, using non-verbal forms of communication (gestures, facial expressions). Both the question and the answer are silent. There can be 3-5 pictures in the belt.

3. "Six Servants"

   I have six servants,

   Agile, remote,

   And everything I see around

   I know everything from them

   They are in need at my call,

   They are called How and Why, Who, What,

   When and where.

   (S. Marshak.)

   The winner of this game is the one who, looking at the picture belt, can come up with as many questions as possible, starting with the words “How”, “Why”, “Who”, “What”, “When” and “Where”. For each question - a chip.

   This is quite a gambling game and it is good to use it on various kinds of KVN, with guests, during a birthday celebration, etc. For the game, it is better to divide into teams.

"The bigger, the better".

In this game, there is only one picture in the belt. You can come up with a variety of questions. The winner is the one who comes up with more questions to the picture.

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

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

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

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

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

Thus, when using logical and mathematical games in directly educational and independent activities with preschool children, it leads to the development of logical thinking and an increase in the level of knowledge on the development of elementary mathematical concepts in children.

V. A. Sukhomlinsky wrote: “There is no, and cannot be, full-fledged mental development without play. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitive curiosity.