The plan of the circle on logic in the preparatory group. The program of additional education for the development of logical thinking of preschoolers “Logical ABC. Modular block "Numbers and operations on them"
WORKING PROGRAMM
circle for the development of logical thinking of children of the senior group of compensatory orientation "Develop"
Developed by:
Carebo I.G., educator
Musikhina L.V., educator.
Abakan, 2017
1. Target section…………….…………………………………………………………………... 3
1.1. Explanatory note …….………………………………………………………..3
1.2. Purpose and objectives of the program………………………………………………………………………………………………………………………………………………………………………………………………………………………
1.3. Principles and approaches in the organization of the educational process………………..3
1.4. Planned results of the development of the Program…………………………….……..4
2.1. Curriculum………………………………………………………………………....4
2.2. Approximate complex - thematic plan ..…………………………………….4
3. Organizational section……………………………………………………………...6
3.4. Methodological support of the Program………………………………………….....6
1.TARGET SECTION
1.1. Explanatory note
In the development of the abilities of preschoolers, a special place is occupied by intellectual development, namely mathematics, aimed at developing logic, thinking, curiosity, and independence. This provides great opportunities for the development of cognitive abilities, which are the basis for the formation of mathematical thinking in the future, and the formation of such thinking is a guarantee for the successful assimilation of mathematical content in the future.
The word logic comes from the ancient Greek logos, which means thought, word, mind. In the modern world, logic is the science of the rules that govern the process of thinking.
These rules are complex, there are many of them, so you need to master them gradually. Especially hard logical tasks are given to children with general underdevelopment of speech, since speech and thinking are closely related.
The sooner you begin to stimulate and develop logical thinking, based on the sensations and perceptions of the baby, the faster a smooth transition from concrete to abstract thinking will take place. In addition, intellectual-linguistic relationships confirm the developmental influence of verbal-logical thinking on the speech of preschoolers, both in the norm of development and in conditions of pathology.
Conditions for the implementation of the circle.
The circle "Develop" is intended for children of senior preschool age.
The term of study is 1 year.
The number of classes per year is 72.
The form of organization is a circle.
Mode - 2 times a week.
Amount of time per week: 40 minutes, 20 minutes each.
Time - the second half of the day.
Terms of admission of children: at will.
1.2. Purpose and objectives of the program
Program goal: creation of a social situation for the development of children in the process of familiarization and playing logical games and exercises.
Program Objectives:
- create conditions for children to master the essential features of objects, the ability to compare, generalize;
- create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations;
- ensure the development of the mathematical abilities of each child as a subject of relations with himself, with other children, adults and the world;
- to promote the development of initiative, independence, the formation of the prerequisites for educational activities;
1.3. Principles for the formation of the educational process
- the principle of individualization, taking into account the possibilities, age characteristics of development and the needs of each child;
- the principle of recognizing each child as a full-fledged subject of the educational process;
- the principle of supporting children's initiative and the formation of the cognitive interests of pupils;
- the principle of specificity and accessibility of educational material, systematic and interconnectedness in accordance with the requirements.
1.4. Planned results of the development of the Program
Targets for the development of the Program
older preschool children
Child:
- owns basic logical operations.
- able to navigate in space and on a sheet of paper.
- finds patterns in phenomena, knows how to describe them.
- possesses the skills of cooperation, knows how to work in pairs and microgroups.
- able to prove his point.
2.1 Curriculum
Timing | Topic | Watch |
September | "Mathematics-Logic" | |
October | "Journey to the Forest" | |
November | "Journey to Logic Land" | |
December | "Clothing" | |
January | "Journey to Prostokvashino" | |
February | "Land of Mathematics" | |
March | "In zoo" | |
April | "Space trip" | |
May | "Help the Bunnies" | |
Total: 70 hours |
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2.2 Approximate comprehensive - thematic plan
Timing | Topic | Tasks |
September | "Mathematics-Logic" | 1. Find a pattern 2. Who is this? What's this? 3. Think and solve problems 4. Find options 5. Wizards 6. Collect a flower 7. Logic endings 8. Ornament |
October | "Journey to the Forest" | 1. Helpful - harmful 2. What did I think? 3. Plant flowers 4. Group by features 5. Remember faster 6. Anything that flies 7. What happens ... 8. Where do you live? |
November | "Journey to the country Logic" | 1. Confusion 2. My line is your drawing 3. Fly 4. What is drawn with an invisible pencil? 5. Encryptor 6. Friends 7. Absent-minded artist 8. Find an item |
December | "Clothing" | 1. Find a mate 2. Continue row 3. Patch 4. Patchwork 5. One, two, three, look! 6. Colored laces 7. Fashion designers 8. Atelier |
January | "Travel in Prostokvashino" | 1. I want to know everything 2. Locals 3. Collect the map 4. Matroskin confuses 5. Logic chains 6. How many of us? 7. Name it in one word 8. Draw the elements |
February | "Land of Mathematics" | 1. Count and name 2. Geometric Lotto 3. Round trip 4. Solve problems 5. Find an extra item 6. Puzzle 7. Find the mistake 8. Counting sticks |
March | "In zoo" | 1. Where is whose shadow? 2. Who is close? Who is far? 3. Who is the cage for? 4. Who is superfluous? 5. What's in common? 6. What's first, what's next? 7. Looking for animals 8. Fantastic animal |
April | "Space trip" | 1. Space machine 2. Counting planets 3 Milky Way 4. Who is faster? 5 Comet Tail 6. Guess from the description 7. Continue row 8. Logic chains |
May | "Help the Bunnies" | 1. How many? 2. Draw the second half 3. Solve puzzles 4. Spot the difference 5. What belongs to whom? 6. Connect by dots 7. Find two identical bunnies 8. Where did the hares hide? |
3.2. Methodological support of the Program
Provision of teaching materials and teaching aids.
- Alyabyeva E.A. The development of logical thinking and speech in children 5-8 years old. M .: Sfera, 2005.
- Buzunov V. Think, guess, draw, color! AOZT Publishing group NEKO, 1994.
- Belaya A.E., Miryasova V.I. Finger games for the development of speech of preschoolers. M.: AST, 2006.
- Vagurina L.M. Getting ready for school. logical operations. Test tasks. Moscow: Linor, 1999.
- S.E. Gavrina. Big book of tests for children 6-7 years old. Counting, reading, acquaintance with the outside world, development of speech, memory, attention, thinking, fine motor skills of the hand. Development Academy, 2007
- Devina I.A., Petrakov A.V. We develop logic. Moscow: Linor, 1999.
- Zavodnova N.V. The development of logic and speech in children. Rostov n/a: Phoenix, 2005.
- Karpenko M.T. Collection of riddles. Moscow: Education, 1988.
- Konovalenko S.V. The development of cognitive activity in children from 6-9 years. Workshop for psychologists and speech therapists. Moscow, 2000.
- Kostromina S.N. How to overcome difficulties in teaching children to read, mathematics, the Russian language. - M., AST: Keeper, 2008.
- Mamaychuk I.I., Ilyina M.N. Help of a psychologist for a child. St. Petersburg: Speech, 2006.
- Stepanova O.A. Prevention of school difficulties. - M.: Sfera, 2003.
- Tikhomirova L.F. Logic for preschoolers. Yaroslavl.: Academy of Development, 2006.
- Foppel K. How to teach children to cooperate (parts 1-4). M., 1998.
- Khukhlaeva O.V. The path to my self. M., 2001.
- Chistyakova G.I. Psychogymnastics. M., 1990.
- Cheremankina L.V. Development of children's attention. -Yaroslavl, 1999.
- Sharokhina V.L. Correction-developing classes in the senior group. M.2003.
Irina Malinovskaya
Circle« Logic for preschoolers» began work in September. It taught children of secondary preschool age.
Teaching children in mug conducted in accordance with the objectives of the curriculum preschool education, Methodological recommendations of the Ministry of Education of the Republic of Belarus by the beginning of the academic year, perspective and calendar plans.
Target circle organization:
Stimulation of cognitive processes in middle-aged children preschool age;
Uncovering the potential of each child;
Creating conditions for the development of fine motor skills and finger movements.
In the process work the following were solved with the children tasks:
The development of mental actions and operations: generalizations, classifications, analysis, synthesis, various types of memory, memorization processes;
Development of creative activity, spatial thinking, fantasy;
Training in graphic skills, skills work with paper and plasticine technique;
Development of the ability to coordinate work hands with visual perception.
To solve the tasks set, classes were held with children 3 times a week (2 classes on the development of cognitive processes, 1 lesson on the development of fine motor skills of the hands). The learning process takes place in an entertaining way. During classes, the situation of success is realized as much as possible, the activity of children takes place naturally, there is no mental stress. All games and tasks are safe for the life and health of children. Activation of children in the classroom is achieved by selecting the content, methods, techniques, forms organization of children's activities:
Practical methods offer special exercises (in the form of tasks, actions with demonstration material, in the form of independent work with handouts, surprise moments, imitation movements, the appearance of a fairy-tale character, competitions;
Game tricks: finger gymnastics, elements of dramatization;
pre-error method ( for example: Piggy is given a task - to build a square of sticks. He builds a figure out of 3 sticks. Children immediately notice the mistake and correct it. Piggy insists that he has made a square. Children prove otherwise)
Verbal instructions, explanations, clarifications,
Educational didactic games, game exercises
An entertaining problematic situation of a fabulous nature (for example, the Boy - with - a finger can be released from the dungeon only if he solves the problem of Baba Yaga,
Show (demonstration) course of action combined with explanation,
Instructions for performing independent exercises,
Questions for children
Modeling (model of parts of the day, week, models of geometric shapes, three-dimensional figures, etc.,
Visual methods - multimedia presentations, the use of excerpts from animated films ( for example: excerpt from the cartoon "Santa Claus and Summer" use to find a solution to the problem how to help Santa Claus not to melt? What can you suggest to solve this problem?
Control and evaluation.
The selected methods and techniques allow children to engage intensively and not get tired due to the change of activities, forms alumni organizations.
organization occupations are determined by the following principles: consistency, complexity, compliance with age and individual capabilities, adequacy of requirements and loads, gradualness and systematicity in the development and formation of cognitive processes, individualization of pace work, the cyclical repetition of the material.
In the classroom Cup for the development of cognitive processes, game blocks were used, the educational complex "Learning by playing". Classes traditionally begin with "Charging for the mind". For example:
"What does it look like?"
“Hey, guys, don’t yawn, quickly answer - how many suns are in the sky? How many tails do two cats have? How many ears do two mice have? etc.
Name round (heavy, fluffy, huge) words”, etc.
Lesson on the development of cognitive processes includes:
Development of intelligence and communication skills,
Development of mathematical abilities,
Development of speech skills,
Development of cognitive processes,
Organizational and health aspects (logo-rhythmic games, thematic physical exercises, finger games).
I use different types assignments:
"closed" tasks, i.e., having exact solutions;
Open tasks that allow for variants of the condition, different ways of solving, a set of probable answers;
Labyrinths;
Tasks to search for superfluous, missing, differences;
Tasks for classification
For comparison
Puzzles
Fables in poetic form, confusion, pictures - confusion.
Nonsense games. For example: An adult talks about something, including several absurdities in his story, the child must notice and explain why this does not happen. Example: I want to tell you something. Yesterday, I was walking along the road, the sun was shining, it was dark, the blue leaves were rustling under my feet. And suddenly a dog jumps out from around the corner, how it growls at me: "Ku-ka-re-ku!" - and the horns have already set. I got scared and ran away. Would you be scared?
Mathematical tales with tasks. For example a fairy tale "Fishing":
There lived a wolf and a fox. They got together one day to go fishing. The fox took a small fishing rod with a short line, and the greedy wolf thought: "I'll take the biggest fishing rod with a long, long fishing line - I'll catch more fish." Sat down to fish. The fox just catches the fish draw out: then crucian, then bream, then catfish, then pike. And the wolf caught a roach, began to pull it from the river, and got tangled in a long fishing line. While untangled, it's already time to go home.
Tasks for children: Who caught the most fish? Why? How many fish did the wolf and the fox catch in total? Draw the fox and wolf rods.
For successful organizations learning process I have made developing logical games"Build a Tower",
"Tangram",
"Pick a Pair",
"Pick a pair for each mitten",
"Search for the Common",
"Pick up to the sign".
During the academic year, a card file was compiled logical tasks"Fun Math".
For the development of fine motor skills of hands and coordination of movements developed themed playgrounds. The basis of classes for the development of fine motor skills were games and tasks "Training fingers", "Learning to Draw Shapes", "ABC of writing".
The following types are included in the game complexes for the development of fine motor skills of hands activities: massage of the hands (pencil, cones, chestnuts, peas, massage ball,
finger gymnastics, logorhythmic games,
plasticine drawing,
paper design using origami technique,
various types of applications
tasks for the development of graphic skills,
stencil drawing,
Work with patterns and silhouettes,
cutting with scissors, hatching, drawing,
composing images from counting sticks,
work with cereals, beans, peas,
stringing beads and buttons on wire,
laying out silhouettes from cereals, seeds,
Work with individual prescriptions
theatre "The Tale of palm» .
Tales at their fingertips aroused great interest among the children. For example: a fairy tale at your fingertips based on a Russian folk tale "Cat, Rooster and Fox".
Kotik and Cockerel lived at the edge of the forest,
But one day Lisonka
Crept up to their hut. ( "Rings".)
Dragged the Cockerel over the high mountains,
Dragged Cockerel ( "Cams")
Into your fox hole. ( "Rays".)
The brave cat went to the forest
And found the Fox's hole. ( "Rings") Clever Cat saved a friend
Petya-Petya-Cock. ( "Scallop".)
Kitten and Cockerel live
At the edge of the forest ( "Hello".)
And now Lisa
Doesn't go to their hut. ( "Pendulum".)
To do this, you need to learn the position of the fingers and hands necessary for a fairy tale.
For the successful implementation of the tasks of preparing the child’s hand for writing, didactic games for the development of motor skills were made during the year. hands: "What is it made of?",
"Make a Picture",
"Funny Clothespins",
"Picture gallery",
"Decorate an item".
Compiled an electronic database of graphic games and assignments: "Trace the dots", "Paint the picture according to the model", "Drawing by Anchor Points", "Finish the second half", "Drawings by Model", "Tracks", "Pictograms", "Patterns", "Labyrinths", "Walkers", "Copy images", "Shade", card index of graphic exercises "Obediant Pencil", schemes for designing origami paper, making beads, patterns from geometric shapes.
In the classroom, previously compiled card indexes of thematic logo-rhythmic and finger games were used.
Work on the development of cognitive processes and fine motor skills of the hands took place in close cooperation with parents. A long-term plan for interaction with the family was drawn up.
Target work with parents: organization advice to parents on the education of children preschool age, increasing their pedagogical literacy on the problem of the development of cognitive processes based on educational games, the development of fine motor skills of the hands.
In the process work with parents decided the following tasks:
1. Create a creative platform for the formation of development experience for parents logical thinking and mathematical abilities through entertaining games and exercises.
2. Establish interaction with parents to implement the tasks of developing fine motor skills of the hands.
3. Create an educational environment that stimulates the creative activity of the child in the family and in the institution preschool education.
5. Form ideas, views of parents on education preschoolers in modern conditions.
6. Maintain unity in work kindergarten and family for the comprehensive development of children.
When interacting with the family, the following forms were used cooperation: information leaflets, consultations, recommendations, tips, open views of activities with children, thematic folders, an exhibition of manuals and games. Parents took an active part in replenishing the subject-developing environment for the development of fine motor skills of children's hands.
Together with their parents, they collected collections of copybooks, coloring books, thematic stencils, small toys for the theater "The Tale of palm» .
A new form of interaction with the family "Pedagogical piggy bank Cup« Logic for preschoolers» .
This section contains a database of advisory materials, which contains answers to the most important questions on the problem of child development preschool age: What are the cognitive processes of children preschool age? How to develop a writing hand? How to develop non-standard thinking of a child? How to develop memory in a child? What to do with a child on the road?
During the period for parents prepared:
Consultations "Mind at your fingertips", "Home play corner", "Educational games in the kitchen";
Reminders "Tricks to Help Memorize", "Informative literature for children";
Tips "The influence of television programs on the development of the child". "To make the summer useful for the child".
These materials formed the basis of the base of advisory materials on the pedagogical education of parents.
As a result work parents acquired knowledge on the development of cognitive processes and the preparation of the child's hand for writing. Their views have changed organization educational process. They have become allies with whom you can solve the problems of the next stage of training.
Results mug work« Logic for preschoolers» were presented to parents at an open lesson "Journey to a fairy tale "Teremok" using multimedia presentation.
Report on circle work« Logic for preschoolers» heard at the final pedagogical council in May.
In conclusion, I want to say that developing logical thinking and motor skills preschoolers, we must remember that a high level of formation of basic operations logic(imagination, thinking, memory, attention, perception, well-developed motor skills - the key to successful mastery of the school curriculum and further development of the child's personality as a whole.
Working programm
circle for the development of logical thinking "Young thinker"
municipal budgetary preschool educational institution "Suslovskiy kindergarten of a general developmental type with priority implementation of activities in the physical direction of development of pupils" Beryozka "
Compiled by:
1. Explanatory note.
1.1. General information about the circle
1.2. Group acquisition
1.3. Goals and objectives of the circle
1.4. Forms of organization of children
1.5. Forms of work with children
1.6. Working methods
1.7. The relevance of the circle
2. Information about the leader of the circle
3. Time of the circle
4. Perspective-calendar plan for the work of the circle
4.1. For children 5 years old
5. Software and methodological support for the work of the circle
6. Expected results
I. Explanatory note
1.1. General information about the circle
The work program of the “Young Thinker” circle of the MBDOU “Suslovsky kindergarten “Beryozka” ensures the development of logical thinking of children from the age of 5, taking into account their age and individual characteristics. The program ensures that pupils achieve readiness for school.
The social customers of the activities of the "Young Thinker" circle are the parents of the pupils.
Finding out the needs of parents is carried out on the basis of the results of the survey. This information made it possible to determine the activities of the circle to meet the needs of parents:
Intellectual development of children
Preparation for studying at school (Development of an arbitrary sphere, development of logical thinking, attention, memory)
The comprehensive thematic plan is designed for 2 years. The first year is for children 5 years old, the second one is for children 6 years old.
Classes in each group are held once a week, classes per month, classes per year. Lesson duration
1.2. Group assembly.
1.3. Goals and objectives of the circle "Young thinker"
Target.
Tasks.
1. The development of children's independence and initiative, the education of each child's self-esteem, self-respect, the desire for vigorous activity and creativity.
2. Development of cognitive activity, cognitive motivation, intellectual abilities of children.
3. Enriching the experience of self-knowledge of preschoolers.
4. Formation of readiness for schooling, for a new social position of the student.
1.4. Forms of organization of children
¾ Individual
¾ Subgroup
¾ Group
1.5. Forms of work with children
¾ Situational conversation
¾ Story
¾ Integrative activity
¾ Problem situation
1.6. Methods of working with children
¾ Verbal.
¾ Visual.
¾ Practical.
1 .7. The relevance of the circle
Characteristics of thinking
Thinking is the highest cognitive process of generalized and indirect reflection of reality.
Thinking is the most important process of cognition. With the help of thinking, we gain knowledge that the senses cannot give us.
Thinking correlates the data of sensations and perceptions, compares, distinguishes and reveals the relationships between surrounding phenomena even in their absence.
The result of thinking is a thought expressed in words. Thus, human thinking is closely connected with speech and is impossible without it.
Thinking exists in three main forms: concept, judgment and inference.
In the process of mental activity, a person uses special techniques or operations: analysis (mental decomposition of the whole into parts), synthesis (mental combination of parts into a single whole), comparison (establishing similarities or differences between objects), abstraction (highlighting the essential properties of an object and abstracting from non-essential ), generalization (mental association of objects according to their characteristics).
All operations appear in close connection with each other. On their basis, more complex operations are distinguished, such as classification, systematization, etc.
Age features of thinking in preschoolers
During the growth and development of the child, his thinking undergoes significant interdependent changes. Children show the first signs of thinking by the end of the first year of life. They begin to notice the simplest connections and relationships between objects and use them to achieve a specific goal. These relationships are clarified by children through practical trial and error, that is, with the help of object-active thinking, which is the main type of thinking in a young child. In addition, the child begins to understand that some things and actions can be used to refer to others, to serve as their replacement. So a drawing can represent a toy, and a toy can represent what is drawn. The ability to replace is being formed - the ability to use conditional substitutes for real objects and phenomena in solving mental problems. In the future, this ability will enable the child to master reading, writing, modeling, schematization, etc.
With the accumulation of experience, the child's thinking is increasingly based on images - ideas about what the result of a particular action can be. Visual-figurative thinking becomes the main type of thinking inherent in a child of preschool age.
Thanks to this, the preschooler can "do" real actions in the mind. At the same time, he operates only with single judgments, since he is not yet ready for conclusions.
At the senior preschool age begins to form verbal and logical thinking.
Thinking is a complex mental process, and its formation should begin from the first months of a child's life. Mastering mental operations (analysis, synthesis, comparison, generalization, abstraction) will be successful if it is carried out in the direct activity of the child and is accompanied by speech - the basis of abstract-conceptual (verbal-logical) thinking.
The highest form of development of thinking is the ability to think in abstract concepts. This is precisely the purpose of working with children.
II. Information about the leader of the circle "Young thinker"
III. Circle time
IV. Perspective-calendar plan
4.1. For children 5 years old
Month | A week | Material for the lesson |
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October | 1. Exercise "Ring" 2. The game "Think quickly" 3. Riddle 4. Task for comparison 5. Logic tasks | Razvivalki, p. 173 "Logic for preschoolers", p. 6, no. 2; “The whole preschool program. Thinking”, p. 4. "I Solve Logic Problems", p.4 |
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1. Exercises "Ring", "Fist-rib-palm" 2. The game "Antonyms" 3. Riddle 4. Task for comparison 5. Logic tasks | "Razvivalki", p. 174 "Logic for preschoolers", p. 7, no. 3; “The whole preschool program. Thinking”, p. 5. "I Solve Logic Problems", p.5 |
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1. Exercises "Ring", "Fist-rib-palm". 2. Game "Sticks" 3. Riddle 4. Task for comparison 5. Logic tasks | "Razvivalki" p. 173 "Logic for preschoolers", p. 8, no. 4; “The whole preschool program. Thinking”, p.6. "I Solve Logic Problems", p.6 |
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1. Exercises “Ring”, “Fist-Rib-Palm”, “Drawing Elephant”. 2. Riddle 3. Task for comparison 4. Logic tasks | "Razvivalki", p. 175 "Logic for preschoolers", p. 9, no. 5; “The whole preschool program. Thinking”, p.7. "I Solve Logic Problems", p.7 |
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November | 1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”. 2. Riddle 3. Task for comparison 4. Logic tasks | Razvivalki, p. 182 "Logic for preschoolers", p. 10, no. 6; “The whole preschool program. Thinking”, p.8. "I Solve Logic Problems", p.8 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”. 2. Tasks for Gyenesh Blocks 3. Logic tasks 4. Task for comparison | Razvivalki, p. 187 "Logic for preschoolers", p. 10, no. 7; “The whole preschool program. Thinking”, p.9. "Didactic games and activities in the preschool educational institution", p. 10 |
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2. Tasks for Gyenesh Blocks 3. Logic tasks 4. Task for comparison | Razvivalki, p. 223 "Didactic games and activities in the preschool educational institution", p. 11 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Tasks for Gyenesh Blocks 3. Logic tasks 4. Task for comparison | Razvivalki, p. 223 "Logic for preschoolers", p. 11, no. 8; “The whole preschool program. Thinking”, p.10. "Didactic games and activities in the preschool educational institution.", p. 11 |
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December | 1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 3. Logic tasks 4. Task for comparison | "Razvivalki", p. 223, "Logic for preschoolers", p. 22, no. 21; “The whole preschool program. Thinking”, pp. 11, 12. "Didactic games and activities in preschool educational institutions. Senior age”, page 14 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Riddle 3. Task for comparison 4. Logic tasks | "Razvivalki", p. 226 "Logic for preschoolers", p. 42, no. 38; “The whole preschool program. Thinking”, pp.13,14. "I solve logic problems", p.10 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Riddle 3. Task for comparison 4. Logic tasks | "Razvivalki", p. 227 “The whole preschool program. Thinking”, p.15. "I Solve Logic Problems", p.11 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Riddle 3. Task for classification 4. Logic tasks | Razvivalki, p. 194 “The whole preschool program. Thinking”, pp.16,17. "I solve logic problems", p.35 |
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January | 1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Riddle 3. Task for classification 4. Logic tasks | "Razvivalki", p. 227 “The whole preschool program. Thinking”, pp.18,19. "I solve logical problems", p.36,37 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Tasks on Gyenes blocks and Cuizener sticks 3. Task for classification | "Razvivalki", p. 250 “The whole preschool program. Thinking”, pp.20,21. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Tasks on Gyenes blocks and Cuizener sticks 3. Logic tasks 4. Task for classification | "Razvivalki", p. 259 "I solve logical problems", pp. 41-42 “The whole preschool program. Thinking”, pp.22,23. "Didactic games and activities in preschool educational institutions. Senior age”, page 18 simple pencil "I solve logical problems", p.38,39 |
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February | 1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Tasks for Gyenesh Blocks 3. Logic tasks 4. Task for classification | "Razvivalki", p. 260 "I solve logical problems", p.40 “The whole preschool program. Thinking”, pp.24,25. "Didactic games and activities in the preschool educational institution", p. 15 simple pencil “I solve logical problems”, p.40,41 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Tasks for Gyenesh Blocks 3. Logic tasks 4. Task for classification | "Razvivalki", p. 263 "I solve logic problems", p.41 “The whole preschool program. Thinking”, pp.26,27. "Didactic games and activities in the preschool educational institution", p. 17 simple pencil "I solve logic problems", p.42 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Logic tasks 3. Task for classification | Razvivalki, p. 139 “The whole preschool program. Thinking”, pp.28,29,30. simple pencil "I Solve Logic Problems", p.44 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Logic tasks 3. Task for patterns | "Razvivalki", p. 260 “The whole preschool program. Thinking”, pp.31,32,33. simple pencil "I solve logical problems", pp. 45,47 |
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March | 1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Logic tasks 3. Task for patterns 4. Tasks for attention | "Razvivalki", p. 169 "Logic for preschoolers", p. 64, no. 77; “The whole preschool program. Thinking”, pp.31,32. “The whole preschool program. Attention”, p.10. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Logic tasks 3. Task for patterns 4. Tasks for attention | Razvivalki, p. 170 "Logic for preschoolers", p. 80, no. 000; “The whole preschool program. Thinking”, pp.33,34. “The whole preschool program. Attention”, pp. 11,12. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Logic tasks 3. Task for patterns 4. Tasks for attention | Razvivalki, p. 171 "Logic for preschoolers", p. 85, no. 000; “The whole preschool program. Thinking”, pp.35,36. “The whole preschool program. Attention”, pp.13,14. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Working with Gyenes blocks 3. Task for patterns 4. Tasks for attention | “The whole preschool program. Thinking”, pp.38,39. “The whole preschool program. Attention”, pp.15,16. "Didactic games and activities in the preschool educational institution", p. 20 |
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April | 1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Working with Gyenes blocks 3. Task for patterns 4. Tasks for attention | “The whole preschool program. Thinking”, pp. 40,41. “The whole preschool program. Attention”, pp.17,18. "Didactic games and activities in the preschool educational institution", p. 21 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Working with Gyenes blocks 3. Task for inference 4. Tasks for attention | “The whole preschool program. Thinking”, pp. 42,43. “The whole preschool program. Attention”, pp.19,20. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 5. Working with Gyenes blocks 6. Task for inference 2. Tasks for attention | “The whole preschool program. Thinking”, pp. 44,45. “The whole preschool program. Attention”, pp. 21,22. "Didactic games and activities in the preschool educational institution", p. 25 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Painting elephant”, “Chop cabbage”, “Drum”, “Do not drop”. 2. Task for inference 3. Tasks for attention | “The whole preschool program. Thinking”, pp. 46,47,48. “The whole preschool program. Attention”, pp. 23,24,25. |
v. Software and methodological support for the work of the "Young Thinker" circle.
Target | The development of logical thinking, attention in the process of mastering various methods of action in the conditions of subject-effective and visual-figurative cooperation. |
Software and methodological support | List of programs and technologies |
The program of education and training in kindergarten / Ed. M. A. Vasilyeva,. - 5th ed., Rev. and additional - M.: Mosaic-Synthesis, 2007 - 2008 p. The main general educational program of preschool education "From birth to school". - M.: Mosaic-Synthesis, 2010 - 224 p. |
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List of benefits |
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“I solve logical problems” - Sphere, 2010. - 48s. |
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"Didactic games and activities in kindergarten", - Voronezh, 2007 - 78 p. |
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Logic for preschoolers. - Yaroslavl: Academy of Development, 1999. - 256 p.: ill. – (Series: Developing education). |
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"Game lessons for the development of memory, attention, thinking in preschoolers." - M: ARKTI, 2008, - 68 p. |
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, "Educational games for children", |
VI. Expected results
By the end of training under the program of the Young Thinker circle, children have formed:
Ability to analyze objects using visual, tactile and auditory perception
The ability to focus attention on objects and phenomena (attention)
Arbitrary memory
Thinking, the ability to reason, to draw conclusions in accordance with the laws of logic.
Creativity, the ability to express their feelings and ideas about the world in various ways.
Interest in the surrounding reality, the image of the "positive self".
Children are able to:
1. highlight the most essential in objects;
2. see their relationship with each other and the relationship of their parts;
3. use various schemes and plans;
4. reason,
5. draw conclusions in accordance with the laws of logic.
Municipal budgetary preschool educational institution
"Kindergarten "Berezka" village Satinka, Sampursky district, Tambov region
Adopted at the meeting I approve:
Pedagogical Council Head of MBDOU "D / S" Beryozka "
from "___" __________ 2016 Gontareva E. V. Protocol No. _____ "__" __________ 2016
Program of paid services for the development of logical thinking and mathematical abilities
"Little Experts"
for preschool children
5 to 6 years old
Leonova Svetlana Vyacheslavovna, teacher
Explanatory note
The focus of the program "Little Connoisseurs"
By functional purpose: educational - cognitive;
By form of organization: group;
Implementation time: one year.
This program was developed taking into account: the main general educational program of preschool education "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva; manual "Games and exercises for the development of mental abilities in preschool children" L.A. Wenger, O.M. Dyachenko; benefits "Development of the intellectual abilities of a preschooler" L.F. Tikhomirova.
The formation and development of mathematical concepts in preschool children is the basis of the intellectual development of children, contributes to the overall mental education of a preschool child.
Organization of the circle"Little Experts"makes it possible to develop cognitive activity, interest in mathematics, develop logical thinking.
The proposed program "Little Connoisseurs" in its content issocio-pedagogical . The peculiarity of this work lies in the fact that this activity is a system of exciting games and exercises for children with numbers, geometric shapes, thereby allowing you to qualitatively prepare children for school. I organize activities based on the interests, needs and inclinations of children, thereby stimulating the desire of children to do mathematics.When conducting circle work, I pay special attention to the development of logical forms of thinking.
The formation of logical thinking is an important part of the pedagogical process.
It is solved mainly by means of entertainment in teaching mathematics. Mathematics provides real prerequisites for the development of logical thinking.
The task of the educator is to help children fully demonstrate their abilities, develop initiative, independence, manage the mental activity of children, organize and direct it.
According to the functional purpose of the Program, as well as "Little Connoisseurs" educational and cognitive, because it allows you to find out the level of preparation of each child for teaching mathematics, as well as to determine the areas of knowledge and skills in which the child experiences difficulties and provide him with appropriate assistance.
Program novelty in, that the child does not just learn to count, but masters the elements of logical actions of comparison, classification, generalization.
The program offers exciting games and exercises for the development of logical thinking, allowing you to qualitatively prepare children for school.
Relevance of the program allows you to purposefully and quickly form perception in an accessible and interesting way. It traces a consistent transition from simple to more complex types of perception. Children of senior preschool age in a playful way learn to highlight and generalize the signs of objects, numbers; determine the sequence of events; children develop mental operations of analysis and synthesis.
Pedagogical expediency: effective development of intellectualabilities of preschool children is one of the urgent problemsmodernity.At preschool age, the foundations of the knowledge necessary for the child in school are laid. Mathematics is a complex science that can cause certain difficulties during schooling. In addition, not all children have inclinations and have a mathematical mindset, therefore, when preparing for school, it is important to introduce the child to the basics of logical thinking, the basic techniques: comparison, synthesis, analysis, classification, proof, and others that are used in all types of activities and are the basis of mathematical abilities.
The pedagogical expediency of the program is also due to the fact that the classes of the “Little Experts” circle strengthen interest in mathematics, improve the physical development and emotional state of children. The development of elementary mathematical concepts in preschoolers is a special field of knowledge in which, subject to consistent learning, abstract thinking can be purposefully formed and the intellectual level of children can be raised.
Circle work is built on the principle of maximum use by the child of his own cognitive activity and the consistent introduction of program material (from simple to complex). The organization of training is structured in such a way that it allows
provide cognitive interest and stability of voluntary attention,
participate in the process of completing tasks for each child,
use individual and differentiated approaches to children,
children to receive joy and pleasure as a reward for their work.
Program goal: creation of conditions for the development of elementary methods of logical thinking as ways of cognitive activity in preschoolers.
Tasks:
| Educational: | 1. Fix the score within 10, exercise in solving simple problems of addition and subtraction, consolidate the understanding of the relationship between numbers. 2. Fix ideas about geometric shapes and their properties. 3. To teach orientation in time, space, on a plane. |
| Educational: | 1. To educate cognitive activity. 2. Raising the need for mathematical studies. 3. Raise a sense of collectivism, camaraderie. |
| Developing: | 1. Development of logical thinking and basic mental operations. 2. Develop mental activity, the ability to observe, analyze, draw conclusions. 3. Development of independence, initiative, self-control and activity of the individual in activities in general. |
Distinctive features: the content of the course provides for the assimilation of theoretical and practical knowledge, skills and abilities by children. Activity is a system of entertaining games that introduce children to the number, size, geometric shapes, help to exercise orientation in time and space. Games contribute to the formation of mathematical thinking, stimulate creative imagination, bring up perseverance, will, perseverance, purposefulness.
With the help of logic games, children train attention, memory, perception.
The advantage of the program is that children are constantly on the move, help each other, feel the object being studied, abstract one, two, three, four properties in objects.
Children's age involved in the implementation of the program for 5-6 years.
Implementation period: 1 year - 64 hours
Forms of classes: Classes include an organized, theoretical and practical part. The organized part provides the necessary material for classes, the theoretical part includes the necessary information on the topic, the practical part allows children to learn the material, and the teacher to identify the degree of assimilation of ZUN by children and plan individual work. Game activities that include various types of children's activities: cognitive, productive, motor, communicative, constructive.
Class mode: With children aged 5-6 years, classes are held 2 times a week. The duration of one lesson is 25 minutes.
Expected results and ways to measure performance
Mathematics classes will help children to form a certain stock of mathematical knowledge and skills. Children will learn to think, reason, perform mental operations.
During the classes, children receive stable knowledge, skills and abilities, therefore, by the end of the school year, children
will know:
distinctive features of geometric shapes (square, circle, triangle, rectangle)
non-standard methods for solving various mathematical problems;
logical techniques used in solving problems;
will be able to:
distinguish, name geometric shapes, compose planar images according to schemes and according to plan;
use the techniques of analysis, synthesis, comparison, classification, establish a pattern;
navigate in space and on a plane;
Compare objects by length, height, thickness, color, shape
Distinguish primary colors and their shades
Orientation in space (left, right, above, below, on, under, next to, sideways)
Make a whole out of parts.
Follow the instructions and work according to the schemes
In order to see the results of the achievements of each child, I use the diagnostics of personal growth and advancement, the results assessment scale.
Forms for summing up the results of the implementation of an additional educational program are needed in order to show the reliability of the results of the development of the program in order to conduct a timely analysis of one's activities. I use an open lesson as a form of summing up the work on the program.
Checking methods: To monitor the effectiveness of the educational process, the following types of control are used:
1. initial control (October);
2. final control (May).
The educational and thematic plan of the additional educational program "Little Experts"
| Section name, topic | Number of hours |
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| Practice |
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| Modular block “Numbers and operations on them. | ||||
| Color is a number, number is a color. Numbers and figures of the first ten. Types of account (direct, reverse) The composition of the number (from 2 to 10). Addition and subtraction. | ||||
| Modular block « Geometric figures, size " | ||||
| Comparison and compilation. Classification and generalization | ||||
| Modular block "Spatio-temporal representations". | ||||
| Orientation in space. Orientation on a sheet of paper. | ||||
| Modular block "Orientation in time" | ||||
| Morning. Day. Evening. Night. Seasons. | ||||
| Modular block "Sets and Aggregates" | ||||
| The concept of a set. Many and one. | ||||
| Comparison of items. | ||||
| Puzzle games. Logical tasks and exercises. | ||||
| Final lesson. | ||||
| Total hours | ||||
1. Modular block "Numbers and operations on them".
Theory.
Color is a number, number is a color. Acquaintance with colored sticks - numbers within 10. Numbers and numbers of the first ten by adding 1.
Types of account (direct, reverse, ordinal) within 20.
The composition of the number (from 2 to 10). Making a rug.
Numbers are neighbors. The preceding and following number.
The composition of the number (from 2 to 10). Making a rug.
Dividing objects into 2 and 4 equal and unequal parts, finding a part from a whole, making a whole out of parts.
Addition and subtraction. Formation of general ideas about addition, as the unification of groups of objects into one whole. Formation of general ideas about subtraction, as the removal of part of objects from the whole. The relationship between the whole and the part. The concept of "whole - part".
Drawing up and solving problems according to schemes and cards.
Solving problems on the addition of objects, figures, Kuizener's sticks, using numbers in color. The concept of "left, right, middle."
Subtraction tasks. Working with objects, figures. Compilation of a “subtraction rug” from Kuizener sticks. Relationships between groups of objects (greater than, less than, the same amount).
Mathematical signs: +, -, =, =,<, >. The use of these signs in the preparation and solution of arithmetic problems and inequalities.
Solving problems of a creative nature.
Practice.
Didactic games:“Train”, “Build a Ladder”, “Computing Machines”, “Algorithm”, “Funny Train”, “Wonderful Bag”, “Fence”, “Broken Ladder”, “For the Curious”, “Magic Houses”, “Houses Run Away ”, “Mathematical circle”, “Find the hidden figure in the cells”, “Mosaic of numbers”.
2. Modular block "Geometric shapes, size"
Revealing and abstracting properties.
Theory.
Development of skills to distinguish from one to four different properties in objects (color, shape, size, thickness, well), to abstract some properties from others, to name them.
Mastering the ability to strictly follow the rules when performing actions, understanding that breaking the rules does not allow you to get the right result.
Practice.
Games: “Find the treasure”, “Guess”, “Highway”, “Where is whose garage?”, “Growing a tree”.
Comparison and compilation.
Theory.
The development in children of the ability to compare objects according to one, two and three properties, to see in them the general and the different.
The formation of skills to compare objects and master this skill in different situations: when in their field of vision are not only the compared objects, but also others.
Practice.
Games: "Tracks", "Find a pair", "Two tracks".
Classification and generalization.
Theory.
The formation in children of the ability to classify and generalize objects according to one, two, three and four properties: first, according to given properties, then - according to independently selected ones.
The transition from the classification and generalization of objects according to individual properties to the allocation of patterns.
Practice.
Games: “Where is whose garage?”, “Sat in the house”, “Who is visiting Winnie the Pooh and Piglet”.
Logical actions and operations "not", "and", "or".
Theory.
The development in children of the ability to divide sets into classes according to compatible properties.
Development of skills to perform logical operations “not”, “and”, “or”, skills using these operations to build correct statements, encode and decode information about the properties of objects.
Practice.
Games: "Guess the figure", "Build a house", "Separate the blocks - 1", "Separate the blocks - 2", "Algorithm", "Architects", "Playground", "Let's treat the cubs", "On our branch", "Who's the boss."
3. Modular block "Spatio-temporal representations"
Orientation in space.
Theory.
Concepts: top, bottom, left, right.
Prepositions: over, under, in, on, behind, in front of, between.
Orientation on a sheet of paper with a checkered line: cell, line, cell column, page, sheet.
Practice.
Didactic games: "Far - close", "High - low", "Name - where ...", "Guess the season?", "Week". Graphic dictations.
4. Modular block "Orientation in time"
Theory.
The name of the days of the week and months, with intervals: morning, afternoon, evening, night. Seasons. Measure of time: second, minute, hour.
Practice.
Far - close", "High - low", "Name - where ...", "Guess the season?", "Week".
5. Modular block "Sets and aggregates"
Theory.
General concepts of a set. Basic operations on a set.
The concept of "multiple". Many and one. Relationships greater than, less than, equal to.
Properties of objects (color, shape, size, thickness, material). Combining objects into groups according to similar characteristics (two, three, four). Comparison of objects by color, shape, size, thickness, etc.
Comparison of objects and aggregates.
Sets (groups) of objects or figures that have a common feature. Compilation of a population according to a given attribute. Selection of a part of the population.
Comparison of two sets (groups) of objects.
Designation of relations of equality and inequality.
Establishing the equivalence of two sets (groups) of objects using pairing (equal - unequal, more by ... - less by ...).
Logical games. Games - puzzles.
Exercises for attention, memory. Entertaining questions, games, contests.
Practice.
Didactic games: “Lay it out correctly”, “Help the ants”, “Two hoops”, “Paths”, “Find a pair”, “Who lives where?”, “Find the extra”, “Combine by 2, 3.4 signs” , “Equal - unequal”, “Two hoops”.
Puzzle games: Tangram, Pythagoras, Columbus Egg
6. Final lesson.
Games - contests.
Games are competitions.
Methodological support
Methods used in the implementation of the program: classes with children are carried out on the basis of an activity method that allows you to correlate theoretical material with practical exercises, the cyclic method, i.e. return to previously covered material, games as the main activity of a preschooler.
The program follows the main trends in the development of modern methods of teaching logic and mathematics:
communicative orientation;
activation of mental activity of children in the process of mastering logical operations;
increasing motivation for learning;
individual approach to children;
technical equipment of the educational process.
For methodological support of the educational program of additional education "Entertaining Mathematics" in the preschool educational institution there is: didactic material (tables, didactic cards, handouts for each child in sufficient quantities, diagrams, algorithms, pictures for compiling tasks, visual aids, puzzles), puzzles (" Tangram”, “Columbus egg”, “Pythagoras”), logic and mathematical games (“Logic mosaic”, “Playing mathematics”, Logic and Numbers”), educational games (“Fold the pattern”, “Chameleon”).
Logistics: computer, multimedia projector, multimedia materials, presentations.
Bibliography.
1. Bondarenko T.M. Educational games in preschool educational institutions. Abstracts of classes on developing games by Voskobovich. - Voronezh: LLC "Method", 2013.
2. Venger A.A., Dyachenko O.M., Govorova R.I., Tsekhanskaya L.I. Games and exercises for the development of mental abilities in preschool children. - M., 1999
3. Volina V.V., The holiday of the number. Moscow, "Knowledge", 1993
4. Mikhailova Z.A., Game entertaining tasks for preschoolers-M., -1990
5. Novikova V.P., Mathematics in kindergarten. Moscow: "Mosaic-Synthesis", 2010
6. Stolyar A.A., Let's play. Moscow, Enlightenment, 1991
7. Magazine "Educator". Development of mental abilities with the help of Voskobovich's games. No. 7/2014.
