Long-term planning using logic in the senior group. Interesting logic. Modular block “Numbers and operations on them”
Municipal budgetary preschool educational institution Krasnoshchekovsky kindergarten "Bell"
Work program for the development of logical thinking in children of senior preschool age
"Logical ABC"
Shipilova Olga Gennadievna
Krasnoshchekovo
2013
Explanatory note
The successful education of children in primary school depends on the level of development of the child’s thinking, the ability to generalize and systematize his knowledge, and creatively solve various problems.
In modern psychology, the concept of L.S. has received the greatest importance. Vygotsky, in which the genesis of thinking occurs from visual-actional to visual-figurative and then to verbal-logical.
Logical thinking gives the child the opportunity to analyze objects and phenomena, highlight their main essential properties and relationships, reason consistently and draw independent conclusions. All this contributes to the development of important psychological qualities of a preschooler - accepting the position of a schoolchild, mastering learning skills.
When a child comes to school, he does not have these qualities. In favorable conditions, he acquires them in the very course of schooling.
Six-year-old children typically:
- the predominance of play as the main, leading type of activity;
- figurative nature of cognitive processes;
- the child’s practical attitude towards the assigned tasks (trying to achieve the final result, and not to understand its essence, why it is being done);
In this regard, within the framework of the educational process, it is necessary to create conditions for the development of cognitive abilities, ensuring emotional comfort, and volitional behavior of the child.
Successful learning of children at school depends on the level of development of cognitive processes (thinking, memory, attention, imagination). Let's look at this in more detail. When teaching children, special attention is paid to the development of voluntary attention, since the success and clarity of the work of consciousness, and therefore the conscious perception of the material being studied, depends on the level of its development. Naturally, all tasks and their sequence are subject to the didactic requirement of gradual complication and ultimately lead to the successful development of voluntary attention, which serves as the basis for the development of other cognitive processes. The child can find differences between objects, independently complete tasks according to the proposed model, and find several pairs of identical objects.
Among tasks for memory development, preference is given to visual and auditory dictations and exercises, the content of which uses mathematical symbols, notes, terms, geometric figures and their arrangement on a sheet of paper. Of great importance in the development of verbal-logical memory are didactic games that involve the development in children of techniques for semantic grouping of presented words or phrases.
A distinctive feature of the program is the organization of educational activities, as a result of which there is an active development of basic cognitive processes in children, priority among which are imagination and thinking. That is why much attention is paid to the development of such mental operations as comparison, analysis and synthesis, generalization, classification, analogy.
Analysis is a process of dividing the whole into parts, as well as establishing connections and relationships between them.
Synthesis is the process of mentally combining into a single whole the parts of an object or its features obtained in the process of analysis. Analysis and synthesis are inextricably linked with each other and are one of the main mental operations.
Comparison is the mental establishment of the similarities and differences of objects according to essential or insignificant characteristics. A child of senior preschool age is able to compare, first highlighting the most significant signs of similarity and difference, and also see the difference between signs of similarity and signs of difference. The development of comparison skills is practiced with the help of complicating tasks: first, these are tasks in which two objects are supposed to be compared, and the result of the comparison is expressed graphically; then they compare groups of objects and their images, after which they move on to comparing simple plot pictures or compositions.
Generalization is the process of mental unification into one group of objects and phenomena according to their basic properties. A child of senior preschool age is able to generalize objects based on their essential features, independently identifying these features.
Classification is the distribution of objects into groups, usually according to essential characteristics. It is very important to choose the basis of classification correctly. Often children focus on secondary signs.
Main goals of the program:
To develop the logical thinking of children 6-7 years old at an elementary level through the techniques of comparison, generalization, classification, systematization and semantic correlation.
To help accelerate the formation and development of the simplest logical structures of thinking in older preschoolers through specially organized classes.
Program objectives:
- Development of children's mental abilities through mastering the actions of substitution and visual modeling.
- Development of the ability to form a group of individual objects, dividing them according to their characteristic features and purpose.
- Development of the ability to classify objects on various grounds.
- Teach children to compare objects and images.
- Development of the ability to correlate a schematic image with real objects.
- Encourage children to draw their own conclusions.
- Teach children to answer questions in detail and make conclusions.
- Developing the ability to establish cause-and-effect relationships.
Age and quantitative composition of the group.
This program is designed for implementation with children 6-7 years old.
The content of the program is implemented in a holistic educational process: specially organized educational activities (in the afternoon).
The program is implemented during 1 academic year in the amount of 36 teaching hours. In kindergarten, it is optimal to conduct subgroup classes of 8-10 children, once a week in the afternoon. The duration of one lesson is 35 minutes. Classes are held in the group room.
Contents of the program.
Brief description of sections and topics of classes (sections correspond to a specific logical operation that we will develop in class):
Analysis-synthesis. The goal is to develop in children the ability to divide a whole into parts and establish connections between them; learn to mentally connect parts of an object into a single whole.
Games and exercises: finding a logical pair (cat-kitten, dog-? (puppy)). Adding to the picture (pick up a patch, add a pocket to the dress). Search for opposites (light-heavy, cold-hot). Working with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes.
Comparison. The goal is to develop in children the ability to mentally establish the similarities and differences of objects according to essential features; develop children's attention and perception. Improve spatial orientation.
Games and exercises: consolidation of concepts: big - small, long - short, low - high, narrow - wide, higher - lower, further - closer, etc. Operating with the concepts “same”, “most”. Search for similarities and differences in 2 similar pictures.
Limitation. The goal is to develop in children the ability to identify one or more objects from a group according to certain characteristics. Develop children's observation skills.
Games and exercises: “circle only the red flags with one line”, “find all non-round objects”, etc. Eliminating the fourth wheel.
Generalization. The goal is to develop in children the ability to mentally combine objects into a group according to their properties. Help enrich vocabulary and expand children’s everyday knowledge.
Games and exercises for operating with general concepts: furniture, dishes, transport, vegetables, fruits, etc.
Systematization. The goal is to develop children's ability to identify patterns; expand children's vocabulary; learn to compose a story from a picture, retell it.
Games and exercises: magic squares (pick up the missing part, picture). Compiling a story based on a series of pictures, arranging the pictures in a logical sequence.
Classification. The goal is to develop in children the ability to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them.
Conclusions. The goal is to develop in children the ability to draw conclusions using judgments. Help expand children's everyday knowledge. Develop imagination.
Games and exercises: looking for positive and negative things in phenomena (for example, when it rains, it nourishes the plants - this is good, but the bad thing is that in the rain a person can get wet, catch a cold and get sick). Assessing the correctness of certain judgments (“the wind blows because the trees sway.” Right?). Solving logical problems.
Basic forms of work.
- subgroup classes, including specially selected games, exercises, and tasks.
- Games;
- Exercises;
- Independent activity of children;
- Travel game;
- Consideration
- Reading fiction.
- Intellectual quizzes…
Lesson structure.
To achieve the expected result, it is more advisable to adhere to a certain structure of classes:
- Warm up.
- The main content of the lesson is learning new material.
- Dynamic pause.
- Consolidation of new material.
- Educational game.
Warm-up in the form of a riddle, an introduction to a fairy-tale character allows you to activate children’s attention, lift their spirits, and help set them up for productive activities.
Main content of the lesson is a set of games and exercises aimed at solving the objectives of this lesson.
Dynamic pause allows children to relax, switch from one type of activity to another, promotes the development of gross and fine motor skills.
Consolidating new material gives the teacher the opportunity to assess the degree to which children have mastered new knowledge.
Educational game, Coloring a “smart” picture on a topic at the end of a lesson is a kind of reflection, a logical conclusion to the work done and serves as an incentive to continue it.
Planned results of children mastering the program.
- Able to navigate in space and on a sheet of paper.
- The child finds patterns in phenomena and knows how to describe them.
- The vocabulary expands and can make inferences using judgments.
- Mental processes develop: attention, memory, logical thinking.
- Possesses cooperation skills and can work in pairs and small groups.
- The child’s individual abilities develop.
- Able to prove his point of view.
Calendar and thematic planning
(preparatory group)
|
Section, topic of the lesson, duration. |
Number of lessons |
Tasks |
|
1. Exercises for the development of mental processes: thinking, memory, attention, perception, imagination.
|
Teach children to mentally establish the similarities and differences of objects according to essential features; Develop attention, perception, imagination, |
|
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2. Exercises on the spatial arrangement of objects and their parts (inside-outside; location in space; location on a plane);
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Teach children to mentally combine objects into groups according to their properties; Reinforce generalizing concepts and operate with them freely. Improve spatial orientation. |
|
|
3. Exercises to develop characteristic qualities of thinking: flexibility. Causality, systematicity, spatial mobility.
|
Teach children to identify one or more objects from a group according to certain characteristics; Develop children's observation skills. |
|
|
4.Exercises to identify features of an object or subject: Color, its shades; Size, shape.
|
Develop the ability to master sensory standards and their mutual combinations. Teach children to make inferences using judgments, Help expand children's vocabulary. Develop imagination. |
|
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5. Exercises for the formation of methods of mental action: seriation, classification, comparison, generalization, analysis, synthesis, limitation.
|
Teach children to divide the whole into parts, to establish connections between them; Learn to mentally connect parts of an object into a single whole. Teach children to identify patterns; Help enrich children's vocabulary, expand everyday knowledge, Teach children to mentally distribute objects into groups according to their properties; Reinforce generalizing concepts and operate with them freely |
|
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6. Exercises on identifying quantitative characteristics of sets of objects (visual recognition of quantity, one-to-one correspondence, equalization of quantities).
|
Develop logical and mathematical abilities; the ability to prove your point of view. |
|
Studying the effectiveness of program implementation.
To study the effectiveness of the implementation of the program, a study is carried out on the level of development of logical thinking and its operations, for
why the following methods are used:
1. “Nonverbal classification.”
2. “Sequential pictures.”
3. “Excluding unnecessary things.”
4. “Place the shapes.”
5. “Generalizing word.”
Final forms of accounting and control.
Final open classes;
. Monitoring (intermediate (January) and final (May)) level of mastery of logical thinking operations.
|
Criteria |
Child's code (Full name or symbol) September January, May |
|
|
The child masters basic logical operations. Follows the teacher's instructions. Able to establish similarities and differences between objects based on essential features. Able to combine and distribute objects into groups. Fluently operates with generalizing concepts. Able to divide a whole into parts and form a whole from parts, establishing connections between them. Can find patterns in phenomena and can describe them. Orients himself in space and on a sheet of paper. Can make inferences using judgments. Has a fairly large vocabulary and a wide range of everyday knowledge. Able to work in pairs and small groups. Able to remember, reproduce learned material, prove, reason. Interested in the results of his work. |
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Criteria for evaluation:
3 points - demonstrates awareness, activity, independence, and purposefulness.
2 points - shows situational interest, partially done with the help of an adult.
1 point - shows little interest, cannot do without the help of an adult.
Methodological support.
- Alyabyeva E.A. 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 in preschoolers. M.:AST, 2006.
- Vagurina L.M. Getting ready for school. Logical operations. Test tasks. M.: Linor, 1999.
- S.E. Gavrina. Big book of tests for children 6-7 years old. Counting, reading, getting to know the outside world, developing speech, memory, attention, thinking, fine motor skills. Development Academy, 2007
- Devina I.A., Petrakov A.V. Let's develop logic. M.: Linor, 1999.
- Zavodnova N.V. Development of logic and speech in children. Rostov n/a: Phoenix, 2005.
- Karpenko M.T. A collection of riddles. M.: Education, 1988.
- Konovalenko S.V. Development of cognitive activity in children aged 6-9 years. Workshop for psychologists and speech therapists. Moscow, 2000.
- Kostromina S.N. How to overcome difficulties in teaching children reading, mathematics, and the Russian language. - M., AST: Khranitel, 2008.
- Mamaichuk I.I., Ilyina M.N. Help from a psychologist to a child. St. Petersburg: Rech, 2006.
- Stepanova O.A. Prevention of school difficulties. - M.: Sfera, 2003.
- Tikhomirova L.F. Logic for preschoolers. Yaroslavl: Development Academy, 2006.
- Foppel K. How to teach children to cooperate (parts 1-4). M., 1998.
- Khukhlaeva O.V. The path to your self. M., 2001.
- Chistyakova G.I. Psycho-gymnastics. M., 1990.
- Cheremankina L.V. Development of children's attention. - Yaroslavl, 1999.
- Sharokhina V.L. Correctional and developmental classes in the senior group. M.2003.
Budgetary preschool educational institution
"Kindergarten No. 330 combined type"
Program
for additional education
for preschool children
“Young Intellectual” (Mathematics + Logic)
Educator:
Bratukhina L.S.
Omsk
Explanatory note
Effective development of the intellectual abilities of preschool children is one of the urgent tasks of our time. Children with developed intelligence remember material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school.
Mathematics plays an important role in the intellectual development of a child. It sharpens the mind, develops flexibility of thinking, and teaches logic. The child acquires his first mathematical experience in a variety of everyday activities.
Logical-mathematical thinking is formed on the basis of figurative thinking and is the highest stage of thinking development.
Having mastered logical operations, an older preschooler will become more attentive, learn to think clearly and clearly, be able to concentrate on the essence of the problem at the right moment, and convince others that he is right. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction. For a better and faster process of teaching logical operations to an older preschooler, didactic games and exercises are needed.
The formation of logical techniques is an important factor 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 that 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 thinking techniques, there is a significant increase the effectiveness of this process, regardless of the initial level of development of the child.
Purpose of the program:
1. Development of logical thinking of preschool children at the elementary level through techniques of comparison, generalization, classification, systematization and semantic correlation.
2. To promote the formation and development of the simplest logical structures of thinking in preschoolers through specially organized classes.
Program objectives:
Educational:
develop children’s mental abilities through mastering the actions of substitution and visual modeling;
learn to form a group of individual objects, divide them according to their characteristic features and purpose;
teach to classify objects on various grounds;
learn to compare objects and images;
learn to correlate a schematic image with real objects;
develop quick thinking;
encourage you to draw your own conclusions;
learn to answer questions in detail and draw conclusions;
learn to establish cause-and-effect relationships.
Educational:
development of thinking skills - compare, analyze, classify, generalize, abstract, encode and decode information;
mastering basic skills of algorithmic culture of thinking;
development of cognitive processes of perception of memory, attention, imagination;
development of creative abilities.
developing the ability to group objects by color and size;
development of the ability to distinguish and name in the process of modeling
geometric shapes, silhouettes, objects and others.
consolidate the ability to establish a correspondence between the number of objects and numbers.
making geometric shapes from sticks and transforming them. Drawing figures, symbolic images from geometric shapes in a checkered notebook.
Educational:
the possibility of combining children’s independent activities and their varied interactions with each other when mastering mathematical concepts.
education and development of responsibility, perseverance in overcoming difficulties, coordination of eye movements and fine motor skills of the hands, actions of self-control and self-esteem.
Program type: The “Young Mathematician” program is a program of educational and research orientation, which is based on the program of K.V. Sheveleva “Formation of elementary mathematical concepts in preschool children”
The principles underlying the program:
the principle of integration of educational areas in accordance with the age capabilities and characteristics of children;
the formation of mathematical concepts based on children’s perceptual actions, the accumulation of sensory experience and its comprehension;
the use of diverse and varied didactic material that allows one to generalize the concepts of “number”, “set”, “form”;
stimulation of active speech activity of children, speech accompaniment of perceptual actions;
the possibility of combining children’s independent activities and their varied interactions when mastering mathematical concepts;
Expected results:
Development in children of senior preschool age of their intellectual and creative abilities through the development of logical and mathematical concepts (properties, relationships, connections, dependencies) and methods of cognition (comparison, ordering, grouping, seriation, classification). The child masters basic logical operations. Able to mentally establish similarities and differences between objects based on essential characteristics. Able to combine and distribute objects into groups. Fluently operates with generalizing concepts. Able to mentally divide a whole into parts and form a whole from the parts, establishing a connection between them. The child finds patterns in phenomena and knows how to describe them. Can make inferences using judgments. Able to navigate in space and on a sheet of paper. The child has a fairly large vocabulary and a wide range of everyday knowledge. He is observant, attentive, diligent, interested in the results of his work. Possesses cooperation skills and can work in pairs and small groups.
The “Young Mathematician” program will be implemented within the framework of a math club for children aged 4-7 years in groups. Group 1 - middle (4-5 years old) Group 2 - senior group (5-6 years old) Group 3 - preparatory (6 - 7 years old) The program lasts one year. To successfully master the lesson program, the number of children in the circle group is 10 people. The duration of the lesson is 20 – 35 minutes. Classes are held 8 times a month from October to May.
NOD SCHEDULE
Conditions for the program:
availability of material and technical support;
systematic visits to the “Young Mathematician” circle
Forms and methods
In the process of activity, various forms are used: traditional, combined and practical classes, games, competitions, and others.
Activity held:
frontal (simultaneous work with all children)
individual-frontal (alternating individual and frontal forms of work)
subgroups (organization of work in a microgroup)
individually (individual completion of tasks, problem solving).
Methods:
To develop cognitive abilities and cognitive interests in preschoolers, teachers use the following methods:
elementary analysis (establishing cause-and-effect relationships);
comparison;
modeling and design method;
question method;
repetition method;
solving logical problems;
experimentation and experiments
Among techniques, used in the process of implementing circle activities that enhance learning motivation should be called:
Individualization and activation of learning;
Games and game situations.
Club classes for preschoolers are conducted in a playful way, since the leading activity of preschoolers is play. Guided by one of the principles of the Federal State Educational Standard, the program is implemented using various forms specific to children of a given age group and, above all, in the form of a game.
A game with educational elements that is interesting to the child will help in the development of the preschooler’s cognitive abilities. Such a game is a didactic game.
Didactic games for the formation of mathematical concepts and the development of logical operations used in the program can be divided into the following groups: 1. Games with numbers and numbers 2. Time travel games 3. Games for orientation in space 4. Games with geometric shapes 5. Logic games thinking
Technical equipment of classes
Equipment:
Easel
Posters
Circuit Demo Cards
Individual circuit cards
CD and audio material
Record player
Integration of educational areas:
“Cognitive development”: development of cognitive abilities (attention, memory, perception, thinking, imagination) and thinking operations; teach to establish cause-and-effect relationships, develop volition. To consolidate children's knowledge about careful handling of objects of living and inanimate nature.
“Speech development”: encourage the desire to ask questions, logically building your judgment. Continue to develop and activate children's vocabulary. Reading and discussing with children works of art that are in tune with the theme of the GCD circle.
“Physical development”: monitor the development of correct posture. Ensure normal temperature conditions in the room and regular ventilation; develop the ability to follow the basic rules of games and navigate in space.
“Socio-communicative development”: to provide conditions for further moral education of children. Develop a friendly attitude towards each other and others. Encourage children to independently carry out basic assignments (prepare material for GCD, arrange tables, distribute workbooks).
“Artistic and aesthetic development”: consolidate the ability to color a given object, picture, logical coloring along the contour, evenly applying strokes, develop fine motor skills. To form emotional responsiveness to a piece of music used in physical exercises.
Educational - thematic plan
| Subject | Number of classes | Time |
||||||||||
| Theoretical | Practical |
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Long-term plan (4 – 5 years)
Long-term plan (5-6 years)
Long-term plan (6 -7 years)
| 3-4 lesson - Number 20 Number range 0 – 20 - Ordinal counting - "Schematization" - Cuisener Sticks | Introduction to the formation of the number 20. Exercise in writing the number 20. Consolidation of ordinal counting Develop the ability to identify and abstract properties, the ability to “read a diagram”, consolidate ordinal counting skills | “FEMP for preschoolers 6 - 7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V Kusener’s sticks |
Methodological support for the “Young Mathematician” circle program
1. K.V. Shevelev Program “Formation of elementary mathematical concepts in preschool children” - M.; Yuventa, 2012 2. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 4-5 years old” M.; Yuventa, 2013
3.K.V. Shevelev “Counting to 10.” Workbook for children 4-5 years old - M.; Yuventa, 2013
4. K.V. Shevelev “Journey to the World of Logic” Workbook for children 4-5 years old - M.; Yuventa, 2015 5. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5 – 6 years old” M.; Yuventa, 2013
6. K.V. Shevelev “I think, I think, I compare” Workbook for children 5-6 years old - M.; Yuventa, 2013 7. K.V. Shevelev “Formation of mathematical abilities” Workbook for children 5-6 years old - M.; Yuventa, 2014 8. K.V. Shevelev “Logic, comparison, counting” Workbook for children 5-6 years old - M.; Yuventa, 2016 9.K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5-6 years old” Yuventa, 2013 10. K.V. Shevelev “I count to 20” Workbook for children 6-7 years old - M.; Yuventa, 2013 11. K.V. Shevelev “Developmental tasks” Workbook for children 6-7 years old - M.; Yuventa, 2016 12. Grishechkina N.V., 365 best educational games for children 5-7 years old for every day. - Yaroslavl, Development Academy, 2010.
13. E.V. Kolesnikova “I solve logical problems: Mathematics for children 5-7 years old” - M.: TC Sfera, 2015
14. Z.A. Mikhailova, E.A. Nosova “Logical-mathematical development of preschool children: games with Dienesh logic blocks and Cuisenaire colored sticks” St. Petersburg: PUBLISHING HOUSE “CHILDHOOD PRESS” LLC, 2015. -128s.15. V. Voskobovich, T. Kharko. Game technology for the intellectual and creative development of preschool children 3-7 years old “Fairytale labyrinths of the game - M., 2003
WORKING PROGRAMM
circle for the development of logical thinking of children of the senior group of compensatory orientation “Develop”
Developed by:
Karebo I.G.., teacher
Musikhina L.V., teacher.
Abakan, 2017
1. Target section…………….…………………………………………………………………... 3
1.1. Explanatory note…….……………………………………………………..3
1.2. Goal and objectives of the program……………………………………………………………3
1.3. Principles and approaches in organizing the educational process………………..3
1.4. Planned results of mastering the Program…………………………….……..4
2.1. Curriculum……………………………………………………………………......4
2.2. Approximate comprehensive – 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 enormous 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 mastery of mathematical content in the future.
The word logic comes from the ancient Greek logos, which means thought, word, reason. In the modern world, logic is the science of the rules that govern the thinking process.
These rules are complex, there are many of them, so you need to master them gradually. Logical tasks are especially difficult for children with general speech underdevelopment, since speech and thinking are closely related.
The sooner you begin to stimulate and develop logical thinking based on the baby’s sensations and perceptions, the faster a smooth transition from concrete to abstract thinking will occur. In addition, intellectual-linguistic relationships confirm the developmental influence of verbal-logical thinking on the speech of preschool children, both in normal development and in pathological conditions.
Conditions for the implementation of the circle.
The “Develop” circle is intended for children of senior preschool age.
Duration of training - 1 year.
Number of classes per year – 72.
The form of organization is a circle.
Regime - 2 times a week.
Amount of time per week: 40 minutes, 20 minutes each.
Time: afternoon.
Conditions for accepting children: upon request.
1.2. Goal and objectives of the program
Purpose of the program: creating a social situation for children’s development in the process of familiarizing themselves with and playing logical games and exercises.
Objectives of the Program:
- create conditions for children to master the essential features of objects, the ability to compare and 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 relationships with himself, with other children, adults and the world;
- promote the development of initiative, independence, and the formation of prerequisites for educational activities;
1.3. Principles for the formation of the educational process
- the principle of individualization, taking into account the capabilities, age-related developmental characteristics and 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 shaping the cognitive interests of pupils;
- the principle of specificity and accessibility of educational material, systematicity and interconnection in accordance with the requirements.
1.4. Planned results of mastering the Program
Targets for mastering the Program
children of senior preschool age
Child:
- masters basic logical operations.
- able to navigate in space and on a sheet of paper.
- finds patterns in phenomena and knows how to describe them.
- Possesses cooperation skills and can work in pairs and small groups.
- able to prove his point of view.
2.1 Curriculum
Deadlines | Subject | Watch |
September | "Mathematics-logic" | |
October | "Journey into the Forest" | |
November | "Journey to the Land of Logic" | |
December | "Cloth" | |
January | "Journey to Prostokvashino" | |
February | "Country of Mathematics" | |
March | "In zoo" | |
April | "Space trip" | |
May | "Let's help the bunnies" | |
Total: 70 hours |
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2.2 Approximate comprehensive - thematic plan
Deadlines | Subject | Tasks |
September | "Mathematics-logic" | 1. Find a pattern 2. Who is this? What is this? 3. Think and solve problems 4. Find options 5. Wizards 6. Collect a flower 7. Logical endings 8. Ornament |
October | "Journey into the Forest" | 1. Useful - harmful 2. What did I wish for? 3. Plant flowers 4. Group by characteristics 5. Remember faster 6. Everything 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 was drawn with an invisible pencil? 5. Encryptor 6. Friends 7. The Absent-Minded Artist 8. Find the item |
December | "Cloth" | 1. Find a match 2. Continue the series 3. Patch 4. Shreds 5. One, two, three - look! 6. Colored laces 7. Fashion designers 8. Atelier |
January | "Journey in Prostokvashino" | 1. I want to know everything 2. Locals 3. Collect a card 4. Matroskin is confusing 5. Logical chains 6. How many of us are there? 7. Say it in one word 8.Complete the elements |
February | "Country of Mathematics" | 1. Count and name 2. Geometric Lotto 3. Back and forth 4. Solve problems 5. Find the extra item 6. Puzzle 7. Find the mistake 8. Counting sticks |
March | "In zoo" | 1. Where is whose shadow? 2. Who is close? Who's far away? 3. Who is the cage for? 4. Who is the odd one out? 5. What's in common? 6. What comes first, what comes next? 7. Looking for animals 8. Fantastic animal |
April | "Space trip" | 1. Space car 2. Counting planets 3. Milky Way 4. Who is faster? 5. Tail of a comet 6. Guess by description 7. Continue the series 8. Logical chains |
May | "Let's help the bunnies" | 1. How many are there? 2. Complete the second half 3. Solve problems 4. Find the differences 5. What belongs to whom? 6. Connect the dots 7. Find two identical bunnies 8. Where did the bunnies hide? |
3.2. Methodological support of the Program
Provision of teaching materials and teaching aids.
- Alyabyeva E.A. 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 in preschoolers. M.: AST, 2006.
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Eleonora Ryabkova
Club program« Color logic»
Compiled by the teacher: Ryabkova E. V
EXPLANATORY NOTE
"subject" "in a spiral" Program presents a system of activities organized in an entertaining playful way, which does not tire the child and promotes better memorization of mathematical concepts. During math classes mug Problems such as jokes, riddles, and development tasks are actively used children's logical thinking, exciting games and exercises with numbers, signs, geometric shapes. The plot of the classes and specially selected tasks contribute to the development of mental processes (attention, memory, thinking, motivate the child’s activity and direct his mental activity to find ways to solve the assigned problems. During the classes, riddles of mathematical content are used, which provide invaluable assistance in the development of independent thinking and skills prove the correctness of judgments, mastery of mental operations. Much attention is paid to the independent work of children and the activation of their vocabulary. Children must not only remember and understand the proposed material, but also try to explain what they understand. Important personality qualities are formed. school: independence, intelligence, resourcefulness, observation, perseverance is developed.
The importance of educational games for the development of preschoolers, their diversity and age-appropriateness allows them to be used to solve this problem - the mental development of preschoolers. Designed for this mug program« Color logic» . Name mug reflects the main activity on it - the use of modern educational games, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc. Let's look at some of them below.
Voskobovich's games. The basic principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. Voskobovich's games "Geokont", "Game Square" (now it is "Voskobovich Square", "Folds", " Color clock" immediately attracted attention. Every year there were more and more of them - "Transparent Square", "Transparent Number", "Dominoes", "Planet of Multiplication", the "Miracle Puzzles" series, "Math Baskets". The first ones also appeared methodological tales.
Dienesh logic blocks(LBD)- a set of shapes that differ from each other color, shape, size, thickness. In the process of various actions with logical blocks(splitting, laying out according to certain rules, rebuilding, etc.) children master various thinking skills that are important both in terms of pre-mathematical preparation and from the point of view of general intellectual development. These include the skills of analysis, abstraction, comparison, classification, generalization, encoding-decoding, as well as logical operations"Not", "And", "or". In specially designed games and exercises with blocks, children develop basic algorithmic thinking skills and the ability to perform actions in their minds. By using logical blocks children train attention, memory, perception.
H. Cuisenaire's sticks. By using colored sticks X. Cuisenaire develops activity and independence in the search for ways to act with material, ways to solve mental problems. The main features of this didactic material are abstractness, versatility, and high efficiency. X. Cuisenaire's rods best correspond to the monographic method teaching numbers and counting.
H. Cuisenaire's sticks as a didactic tool fully correspond to the specifics and characteristics of elementary mathematical concepts formed in preschoolers, as well as their age capabilities, the level of development of children's thinking, mainly visual-effective and visual-figurative. A child’s thinking reflects, first of all, what is first accomplished in practical actions with specific objects. Working with sticks allows you to translate practical, external actions into the internal plane, to create a complete, clear and at the same time quite generalized idea of the concept.
Nikitin's games. Nikitin's developing creative games have their main feature - to combine one of the basic principles of learning "from simple to complex" with a very important principle of creative activity - "independently according to ability." This union made it possible to solve several problems in the game related to the development of creative abilities: Nikitin’s games can stimulate the development of creative abilities from a very early age; tasks-steps of Nikitin’s games always create conditions that advance the development of abilities; a child develops most successfully if he independently tries to solve the most difficult problems for him each time; Nikitin's games can be very diverse in their content and, moreover, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity; By playing Nikitin’s games with their children, mothers and fathers, unnoticed by themselves, acquire a very important skill - to restrain themselves, not to interfere with the child’s thinking and making decisions, not to do for him what he can and should do himself. Nikitin's educational games include the game "Unicube", "Fold a square", "Fractions", "Cubes for everyone", "Fold the pattern".
Puzzles and labyrinths. These types of games contribute to the development logical thinking, attention and resourcefulness.
At the core program lies in the idea that that every year of a child’s life is decisive for the formation of certain mental neoplasms. In accordance with the characteristics of cognitive activity of preschool children, program mainly ensures the development of cognitive processes.
Changes in the socio-economic sphere of public life have confronted many countries of the world, including Russia, with the need to reform the educational system. In modern conditions, one of the priority areas of educational policy is the development of additional education for children. Additional education can be considered as a special educational space where many relationships are objectively defined, where special educational activities of various systems for training, education and development of the individual are carried out, where the processes of self-learning, self-education and self-development are formed, where the self-realization of the individual is actually carried out. Additional education for children cannot be considered as some kind of appendage to basic education, performing the function of expanding the capabilities of educational standards. Its main purpose is to satisfy the constantly changing individual sociocultural and educational needs of children.
All modern programs and technologies preschool education puts forward as the main task the comprehensive development of the child’s personality, which is ensured by the unity of mental, moral, aesthetic and physical education. The tasks of mental education are sometimes understood in a simplified manner, limited to the desire "invest" in preschoolers as much knowledge as possible about surrounding. But that's not the point "much knowledge". It is much more important to develop in a child the general abilities of cognitive activity - the ability to analyze, compare, generalize, and also to ensure that he develops a need to acquire new knowledge and master the ability to think.
One of the means of mental development of a child is educational games. They are important and interesting for children, varied in content, very dynamic and include children’s favorite manipulations with gaming material, which can satisfy the child in motor activity, movement, helps children use counting, and controls the correct execution of actions.
The principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. In every game the child always achieves something "subject" result. Constant and gradual complication of games ( "in a spiral") allows you to maintain children's activity in the zone of optimal difficulty. Educational games create conditions for creativity and stimulate the development of the child’s mental abilities. The adult can only use this natural need to gradually involve the children in more complex forms of play activity.
The importance of educational games for the development of preschoolers, their diversity and age-appropriateness allows them to be used to solve this problem of the mental development of preschoolers. Designed for this mug program« Color logic» . Name mug reflects the main direction of activity on it. The use of modern educational games by V.V. Voskobovich, B.P. Nikitin, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc.
The work program of the circle for the development of logical thinking "Umnyash" of the municipal budgetary preschool educational institution of compensatory kindergarten No. 66 "Zabavushka" of the city of Nizhnevartovsk, teacher of the highest qualification category Oksana Petrovna Hildebrandt Contents 1. Program passport 2. Explanatory note. 2.1. General information about the circle 2.2. Group recruitment 2.3. Goals and objectives of the circle 2.4. Forms of organization of children 2.5. Forms of working with children 2.6. Working methods 2.7. Relevance of the circle 3. Time of the circle 4. Long-term calendar plan for the circle 4.1. For children 5-6 years old 4.2. For children 6-7 years old 5. Software and methodological support for the work of the circle 6. Expected results 7. Monitoring PROGRAM PASSPORT Name of the program "Umnyash" work program of the circle for the development of logical thinking Details of the educational institution Municipal preschool educational institution "compensatory kindergarten" No. 66 "Zabavushka" 628617, Russian Federation, Tyumen region, Khanty-Mansiysk Autonomous Okrug - Yugra, Nizhnevartovsk city, Permskaya street, building 11. Contact numbers: 46-97-06; 46-45-77 Fax: 46-97-06; Email: [email protected] Basis for the development of the Program 1. Federal Law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation” 2. Federal Target Program for the Development of Education for 2011-2015, approved by Decree of the Government of the Russian Federation dated February 7, 2011 No. 61; 3. Order of the Ministry of Education and Science of the Russian Federation No. 655 of November 23, 2009 “Federal state requirements for the structure of the basic general education program of preschool education”; 4. Order of the Government of the Khanty-Mansiysk Autonomous Okrug - Ugra dated 02.19.2010 No. 91-rp "On the strategy for the development of education in the Khanty-Mansiysk Autonomous Okrug - Ugra until 2020", 5. Decree of the Government of the Khanty-Mansiysk Autonomous Okrug - Ugra dated 07.08.2010 No. 160- p "On the target program of the Khanty-Mansiysk Autonomous Okrug - Ugra "New School of Ugra for 2010-2013" (as amended), 6. "On target programs of the city of Nizhnevartovsk", order of the city administration "On approval of the long-term target program "Development of education in the city" Nizhnevartovsk for 2012-2014" dated 07/06/2011 No. 742; 7. Development program of MDOU DSKV No. 66 “Fun” for 2012-2014. Customer of the Program Pedagogical Council of the preschool educational institution Author-compiler Oksana Petrovna Hildebrandt teacher of the highest qualification category The goal of the program is the development of logical thinking, attention in the process of mastering various methods of action in the conditions of objective and active visual and figurative cooperation. Program objectives 1 Development of children's independence and initiative, nurturing in each child a sense of self-esteem, self-respect, desire for active work and creativity. 2. Development of cognitive activity, cognitive motivation, and 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. The expected results of the implementation of the Program are to highlight the most essential in the subjects; - see their relationship to each other and the relationship of their parts; - use various schemes and plans; - reason, make conclusions in accordance with the laws of logic. Timing of the program implementation 2013-2015. System for organizing control over the implementation of the Program Monitoring the implementation of the Program is carried out by the administration of MBDOU I. Explanatory note 1.1. General information about the circle The work program of the "Umnyash" circle of MBDOU DSKV No. 66 ensures the development of logical thinking of children aged 5 to 7 years, taking into account their age and individual characteristics. The program ensures that students are ready for school. The social customers of the activities of the "Umnyash" circle are the parents of the students. The needs of parents are clarified based on the results of the survey. This information made it possible to determine the directions of the circle’s activities to satisfy the needs of parents: Intellectual development of children Preparation for school (Development of arbitrary areas, development of logical thinking, attention, memory) The comprehensive thematic plan is designed for 2 years. The first year is for children 5-6 years old, the second year is for children 6-7 years old. Classes in each group are held once a week, 4 lessons per month, 36 lessons per year. The duration of classes in the senior group is 25 minutes, in the preparatory group - 30 minutes. 1.2. Group recruitment. No. Group according to the age of the children. Occupancy 1 Senior group 10 2 Preparatory group 10 1.3. Goals and objectives of the "Umnyash" circle Goal. Development of logical thinking and attention in the process of mastering various methods of action in conditions of objective-effective and visual-figurative cooperation. Tasks. 1. Development of children's independence and initiative, instilling in each child a sense of self-esteem, self-respect, desire for active work and creativity. 2. Development of cognitive activity, cognitive motivation, and 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 * Individual * Subgroup * Group 1.5. Forms of working with children * Game * Situational conversation * Conversation * Story * Reading * Integrative activity * Problem situation 1.6. Methods of working with children * Verbal. * Visual. * Practical. 1.7. Relevance of the circle Characteristics of thinking Thinking is the highest cognitive process of a generalized and indirect reflection of reality. Thinking is the most important cognitive process. 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 related to 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 a whole into parts), synthesis (mental unification of parts into a single whole), comparison (establishing similarities or differences between objects), abstraction (isolating essential properties of an object and abstracting from non-essential ones). ), 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-related characteristics of thinking in preschoolers During the growth and development of a 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, i.e. with the help of objective-effective thinking, which is the main type of thinking of a young child. In addition, the child begins to understand that some things and actions can be used to designate others and serve as their replacement. So a drawing can represent a toy, and the toy can represent what is drawn. The ability to substitute is formed - the ability to use conditional substitutes for real objects and phenomena when solving mental problems. In the future, this ability will enable the child to master reading, writing, modeling, schematization, etc. As experience accumulates, the child's thinking becomes more and more based on images - ideas about what the result of this or that action could be. The main type of thinking inherent in a preschool child becomes visual-figurative thinking. Thanks to this, the preschooler can “do” real actions in his mind. At the same time, he operates only with single judgments, since he is not yet ready for conclusions. In older preschool age, verbal and logical thinking begins to form. Thinking is a complex mental process, and its formation should begin from the first months of a child’s life. Mastery of mental operations (analysis, synthesis, comparison, generalization, abstraction) will be successful if it is carried out in the child’s direct activity 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 goal of working with children. II. Club time Wednesday/Thursday 15.30 III. Long-term calendar plan 4.1. For children 5-6 years old Month Week Contents of lessons Material for lesson October 1st1. Exercise "Ring" 2. Game "Think Quickly" 3. I/u "Connect the same pictures with lines" 4. I/u "Circle the same objects in each row" 5. I/u "Find the house of each animal and draw a path to it ". "Development books", p. 173 Album for coloring with logic games (pp. 1,2,3), simple pencil 2nd1. Exercises “Ring”, “Fist-rib-palm” 2. Game “Antonyms” 3. I/u “Select parents for each baby” 4. I/u “Select for each animal its favorite treat.” 5. I/u “In each row, circle the common objects and give them a common name” “Development books”, p. 174 Album for coloring with logic games (pp. 4,5,6,7), simple pencil 3rd1. Exercises “Ring”, “Fist-rib-palm”. 2. Game "Sticks" 3. I/u "Find the extra object." 4. I/u “Find objects that match each other and circle them with a line.” 5. D/i “Where is my shadow?” Album for coloring with logic games (pp. 8,9,10,11,12,13), a simple pencil “Development” p. 173 Cards “Where is my shadow?” 4- i1. Exercises “Ring”, “Fist-rib-palm” “Drawing elephant”. 2. Game “It happens or not” 3. I/u “Find an object that is different from the rest” 4. I/u “Combine all musical objects” 5. I/u “Find the differences” “Development games”, p. 175 Album for coloring with logic games (pp. 14,15,16), simple pencil E.V. Kolesnikova “I solve logical problems”, pp. 4.5 November 1st1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”. 2. Game "One - several" 3. Educational game "Where is my shadow" 4. Educational game "Pick it up according to the shape" 5. Educational game "Color it correctly" "Development games", page 182 Educational game Cards " Where is my shadow", D/i "Find a Pair" E.V. Kolesnikova “I solve logical problems”, pp. 72-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”. 2. Game "What's inside?" 3. And/y “What will happen?” 4. And/y “Find objects that are opposite to your taste” 5. And/y “What’s behind what?” “Development books”, p. 187 N.V. Ermolaev "Learning to recognize, distinguish, name", page 1 3rd1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "What's around us?" (by color) 3. I/u. “Find light and heavy objects” 4. I/u “What is the balloon afraid of?” 5. I/u “What did the artist forget?” “Development books”, p. 223 N.V. Ermolaev "Learning to recognize, distinguish, name", page 2 Copybook 4th1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "What's around us?" (according to form) 3. I/u “Combine by feature” 4. I/u “Find identical clowns” 5. I/u in the workbook “Color the same objects” “Development books”, p. 223 N.V. Ermolaeva “Learning to recognize, distinguish, name”, p. 3 E.V. Kolesnikova "I solve logical problems", p. 8.9 December 1st1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Flies - does not fly” 3. I/u “Show it correctly” 4. I/u “Find the same one”, “Compare objects” 5. I/u “Pick a pattern” “Development games”, p. 223, Copybooks "Fun tasks. Logic in pictures", pp. 1,2 "Develop by playing. Pick a pattern" 2nd1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Parts of the body” 3. I/u “Show me correctly” 4. I/u “Help me find the fish”, “Color the stars” 5. I/u “Pick a pattern” “Development books”, p. 226 Copybooks “Funny” tasks. Logic in pictures", p. 3,4 "Develop by playing. Pick a pattern" 3rd1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Forbidden Movement” 3. I/u “Show it correctly” 4. I/u “Whose headdress?”, “Name it in one word” 5. I/u “Pick a pattern” “Development books”, p. 227 Recipes "Fun tasks. Logic in pictures", pp. 5,6 "Develop by playing. Pick a pattern" 4th1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "Santa Claus" 3. I/u "Show me correctly" 4. I/u "What is extra?", "What happens together?" 5. D/u in the workbook "Find the mistake" "Development books", p. 194 Copybook "Fun tasks. Logic in pictures", p. 7.9 E.V. Kolesnikova “I solve logical problems”, pp. 36-37January 2nd1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "Forbidden Movement" 3. I/u "Show it correctly" 4. I/u "Find the rhyme" 5. I/u "What's extra?" "Development books", page 227 Copybooks "Fun tasks. Logic in pictures ", page 10 Cards "What's extra?" 3rd1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "Movements with words" 3. D/i "What's extra?" 4. I/u "What will happen?" 5. D/u in the workbook "Find the mistake" "Development books", page 250 Cards "What's extra?" D/i "What will happen?" E.V. Kolesnikova “I solve logical problems”, pp. 38-394-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Finish the phrase” 3. D/i “What’s extra?” 4. D/u in the workbook “Find the mistake” 5. D/u in the workbook “Inferences” “Development”, p. 259 E.V. Kolesnikova “I solve logical problems”, pp.41-42February 1st1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "Tongue Twisters" 3. D/y in the workbook “Inferences” 4. D/y “Connect with arrows”, “Name in one word” 5. D/y “Find the parts” “Development books”, p. 260 E.V. Kolesnikova “I solve logical problems”, pp.44-45 N.G. Salmina “Learning to think. What is it?”, pp. 23, 26; split application2-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “But I remember everything” 3. I/u “Find and color the part that is missing” 4. I/u “Color it correctly” 5. I/u “what first, what then?” "Razvivalki", p. 263 N.G. Salmina "Learning to think. What is it?", pp. 45, 58 N.G. Salmina "Learning to think. What follows what? Part 1", p. 3; N.G. Salmina "Learning to think. What follows what? Part 1", page 143-1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "Kids" 3. I/u "Find and color the part that is missing" 4. I/u "What first, what then?" 5. I/u “Find a place for things” “Razvivalki”, p. 139 N.G. Salmina “Learning to think. What is it?”, pp. 64, 68; N.G. Salmina "Learning to think. What follows what? Part 1", p. 16, 234-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "Tongue Twisters" 3. I/u "What first, what then?" 4. I/u “How should I color the balls next?” 5. And/u “Color according to the model” “Development books”, p. 260 N.G. Salmina "Learning to think. What follows what? Part 2", pp. 15, 16, 24, 50March 1st1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Choose the words” 3. I/u “Continue the row” 4. I/u “What first, what then?” 5. I/u “Color according to the model” “Development books”, p. 169 N.G. Salmina "Learning to think. What follows what? Part 2", pp. 54, 562-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “One Word” 3. I/u “Continue the Row” 4. I/u “Figure It Out” 5. I/u “Find Two Identical Objects” “Development Games”, p. 170 Cards from the set “Figure it out” ka" (No. 2, 4,8,14,37) Cards with objects 3rd1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "Name the objects" 3. I/u "Continue the row" 4. I/u "Figure it out" 5. Games with a string "Combine according to the principle..." "Development games", p. 171 Cards from the set " Think about it" (No. 69, 82,83,84) Strings for each child, geometric shapes, small toys 4th 1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", " Drum", "Don't drop it." 2. Game “Guess the riddle” 3. I/u “Continue the row” 4. I/u “Figure it out” 5. Working with Dienesh blocks Cards from the set “Figure it out” (No. 87,89,96,98) Blocks DieneshaApril 1st1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “More - less” 3. I/u “Continue the row” 4. I/u “Think about it” 5. Working with blocks Dienesh I.V. Starodubtseva "Game activities for the development of memory, attention, thinking in preschool children", p. 52 Cards from the set "Think" (No. 104,106,112,119) Dienesh blocks 2-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Show it in different ways” 3. I/u “Continue the row” 4. I/u “Think about it” 5. Working with blocks Dienesh I.V. Starodubtseva "Game activities for the development of memory, attention, thinking in preschool children", p. 52 Cards from the set "Think" (No. 115,120) Dienesh blocks 3rd1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Listen and show” 3. I/u “Continue the row” 4. D/u “Continue the row” 5. Working with blocks Dienesh I.V. Starodubtseva "Game activities for the development of memory, attention, thinking in preschool children", p. 53 E.V. Kolesnikova “I solve logical problems”, pp. 34-35 Dienesh blocks 4-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Who knows, let him count further” 3. I/u “Continue the row” 4. I/u “Complete the missing figure” 5. We work with blocks Dienesh I.V. Starodubtseva "Game activities for the development of memory, attention, thinking in preschool children", p. 54 E.V. Kolesnikova “I solve logical problems”, pp. 20-21 Dienesha blocks May 1st 1st. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Cars and Pedestrians” 3. I/u “Continue the Row” 4. I/u “What first, what then?” 5. We work with blocks of Dienesh I.V. Starodubtseva "Game activities for the development of memory, attention, thinking in preschool children", p. 55 N.G. Salmina "Learning to think. What follows what? Part 2", p. 59 Dienesh blocks 2-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game "Tag" 3. I/u "Continue the row" 4. I/u "Color in what you need" 5. Working with blocks Dienesh I.V. Starodubtseva "Game activities for the development of memory, attention, thinking in preschool children", p. 56 E.V. Kolesnikova “I solve logical problems”, pp. 14-15 Dienesh blocks 3-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “I know five names of boys” 3. D/u in the workbook “Inferences” 4. D/u “Making up a fairy tale” 5. Working with blocks E.V. Kolesnikova “I solve logical problems”, pp.46-47 N.G. Salmina "Learning to think. What follows what? Part 2", p. 40 Dienesh blocks 4-1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Game “Imagine and Show” 3. I/u “Color the pattern according to the sample” 4. I/u “Color in what you need” 5. We work with blocks by Dyenesha N.G. Salmina "Learning to think. What follows what? Part 2", p. 29 E.V. Kolesnikova “I solve logical problems”, pp. 15-16 Dienesh blocks 4.2. For children 6-7 years old Month Week Contents of lessons Material for lesson October 1st1. Exercise "Ring" 2. Game "Quickly Think" 3. Riddle 4. Comparison task 5. Logical tasks "Developmental", p. 173 L.F. Tikhomirov "Logic for preschoolers", p. 6, No. 2; "The entire preschool program. Thinking", p. 4. E.V. Kolesnikova “I solve logical problems”, p.42-ya1. Exercises “Ring”, “Fist-rib-palm” 2. Game “Antonyms” 3. Riddle 4. Comparison task 5. Logical tasks “Development games”, p. 174 L.F. Tikhomirov "Logic for preschoolers", p. 7, No. 3; "The entire preschool program. Thinking", p. 5. E.V. Kolesnikova “I solve logical problems”, p.53-ya1. Exercises “Ring”, “Fist-rib-palm”. 2. Game "Sticks" 3. Riddle 4. Comparison task 5. Logical tasks "Development games" p. 173 L.F. Tikhomirov "Logic for preschoolers", p. 8, No. 4; "The entire preschool program. Thinking", p.6. E.V. Kolesnikova “I solve logical problems”, p.64-ya1. Exercises “Ring”, “Fist-rib-palm” “Drawing elephant”. 2. Riddle 3. Comparison task 4. Logical problems "Development", p. 175 L.F. Tikhomirov "Logic for preschoolers", p. 9, No. 5; "The entire preschool program. Thinking", p.7. E.V. Kolesnikova “I solve logical problems”, p.7November 1st1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”. 2. Riddle 3. Comparison task 4. Logical problems "Development", p. 182 L.F. Tikhomirov "Logic for preschoolers", p. 10, No. 6; "The entire preschool program. Thinking", p.8. E.V. Kolesnikova “I solve logical problems”, p.82-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”. 2. Tasks on Dienesh Blocks 3. Logical tasks 4. Comparison task "Development", p. 187 L.F. Tikhomirov "Logic for preschoolers", p. 10, No. 7; “The entire preschool program. Thinking", p. 9. E.N. Panova "Didactic games and activities in preschool educational institutions", p. 103-ya1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", "Drum" ", "Don't drop it." 2. Tasks on Dienesh Blocks 3. Logic problems 4. Comparison task "Developmental", p. 223 L.F. Tikhomirova "Logic for preschoolers", p. 11, No. 8; "All preschool program. Thinking", p. 10. E.N. Panova "Didactic games and activities in preschool educational institutions", p. 114-ya1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", "Drum ", "Don't drop it." 2. Tasks on Dienesh Blocks 3. Logic problems 4. Comparison task "Developmental", p. 223 L.F. Tikhomirova "Logic for preschoolers", p. 11, No. 8; "All preschool program. Thinking", p. 10. E.N. Panova "Didactic games and activities in preschool educational institutions.", p. 11December 1st1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", “Drum”, “Don’t drop” 2. Tasks on Dienesh Blocks and Cuisenaire sticks 3. Logical tasks 4. Comparison task “Development”, p. 223, L.F. Tikhomirova “Logic for preschoolers”, p. 22, No. 21; "The entire preschool program. Thinking", pp. 11, 12. E.N. Panova "Didactic games and activities in preschool educational institutions. Older age", page 142-1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", "Drum", "Don't drop it." 2. Riddle 3. Comparison task 4. Logical problems "Development", p. 226 L.F. Tikhomirova "Logic for preschoolers", p. 42, No. 38; Thinking", pp. 13, 14. E.V. Kolesnikova "I solve logical problems", pp. 103-1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", "Drum" ", "Don't drop it." 2. Riddle 3. Comparison task 4. Logical tasks "Developmental", page 227 "The entire preschool program. Thinking", p. 15. E.V. Kolesnikova "I solve logical problems", p. 114-1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", "Drum", “Don’t drop it.” 2. Riddle 3. Classification task 4. Logical tasks “Development”, page 194 “The entire preschool program. Thinking", pp. 16, 17. E.V. Kolesnikova "I solve logical problems", p. 35 January 2nd 1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", "Drum" ", "Don't drop it." 2. Riddle 3. Classification task 4. Logical tasks "Developmental", page 227 "The entire preschool program. Thinking", pp. 18, 19. E.V. Kolesnikova "I solve logical problems", pp. 36, 373-i1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", "Drum" ", "Don't drop it." 2. Tasks on Dienesh Blocks and Cuisenaire sticks 3. Classification task "Developmental", p. 250 "The entire preschool program. Thinking", pp. 20,21. E.N. Panova "Didactic games and activities in preschool educational institutions. Older age", p. 18 4th1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Tasks on Dienesh Blocks and Cuisenaire sticks 3. Logical tasks 4. Classification task “Developmental”, p. 259 E.V. Kolesnikova "I solve logical problems", pp. 41-42 "The entire preschool program. Thinking", pp. 22,23. E.N. Panova "Didactic games and activities in preschool educational institutions. Older age", p. 18 simple pencil E.V. Kolesnikova “I solve logical problems”, p.38,39February 1st1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Tasks on Dienesh Blocks 3. Logical tasks 4. Classification task "Development", p. 260 E.V. Kolesnikova “I solve logical problems”, p.40 “The entire preschool program. Thinking”, p.24,25. E.N. Panova "Didactic games and activities in preschool educational institutions", p. 15 simple pencil E.V. Kolesnikova “I solve logical problems”, p.40,412-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Tasks on Dienesh Blocks 3. Logical tasks 4. Classification task "Development", p. 263 E.V. Kolesnikova “I solve logical problems”, p.41 “The entire preschool program. Thinking”, p.26,27. E.N. Panova "Didactic games and activities in preschool educational institutions", p. 17 simple pencil E.V. Kolesnikova “I solve logical problems”, p.423-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Logical tasks 3. Classification task “Developmental”, p. 139 “The entire preschool program. Thinking”, p. 28,29,30. simple pencil E.V. Kolesnikova “I solve logical problems”, p.444-ya1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Logical tasks 3. Task on patterns "Developmental", p. 260 "The entire preschool program. Thinking", pp. 31,32,33. simple pencil E.V. Kolesnikova “I solve logical problems”, p.45,47March 1st1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Logical tasks 3. Task on patterns 4. Tasks on attention "Developmental", p. 169 L.F. Tikhomirov "Logic for preschoolers", p. 64, No. 77; “The entire preschool program. Thinking", pp. 31, 32. "The entire preschool program. Attention", p. 10.2-ya1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", "Drum", "Don't drop it." 2. Logical tasks 3. Task on patterns 4. Attention tasks “Development”, p. 170 L.F. Tikhomirova “Logic for preschoolers”, p. 80, No. 101; Thinking", pp. 33, 34. "The entire preschool program. Attention", pp. 11,12.3-1. Exercises “Ring”, “Fist-rib-palm” “Drawing elephant” “Chopping cabbage”, “Drum”, “Don’t drop.” 2. Logical tasks 3. Task on patterns 4. Attention tasks “Development games”, p. 171 L.F. Tikhomirova “Logic for preschoolers”, p. 85, No. 109; Thinking", pp. 35, 36. "The entire preschool program. Attention", pp. 13,14.4 1. Exercises “Ring”, “Fist-rib-palm” “Drawing elephant” “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. We work with Dienesh blocks 3. Task on patterns 4. Tasks on attention "The entire preschool program. Thinking", pp. 38, 39. "The entire preschool program. Attention", pp. 15, 16. E. N. Panova "Didactic games and activities in preschool educational institutions", pp. 20April 1st1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage" , “Drum”, “Don’t drop it.” 2. Working with Dienesh blocks 3. Tasks on patterns 4. Tasks on attention “The entire preschool program. Thinking", pp. 40,41. "The entire preschool program. Attention", pp. 17, 18. E. N. Panova "Didactic games and activities in preschool educational institutions", pp. 212-ya1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", “Drum”, “Don’t drop it” 2. Working with Dienesh blocks 3. Inference task 4. Attention tasks “The whole preschool program. Thinking", pp. 42,43. "The entire preschool program. Attention", pp. 19, 20. E.N. Panova "Didactic games and activities in preschool educational institutions", pp. 253-ya6. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", “Drum”, “Don’t drop it” 5. Working with Dienesh blocks 6. Inference task 7. Attention task “The entire preschool program. Thinking", pp. 44,45. "The entire preschool program. Attention", pp. 21, 22. E.N. Panova "Didactic games and activities in preschool educational institutions", pp. 254-1. Exercises "Ring", "Fist-rib-palm" "Drawing elephant" "Chopping cabbage", "Drum", "Don't drop it." 2. Inference task 3. Attention task "All preschool program. Thinking", pp. 46,47,48. "The entire preschool program. Attention", pp. 23,24,25. IV. Software and methodological support for the work of the "Umnyash" circle. Goal Development of logical thinking and attention in the process of mastering various methods of action in conditions of objective-effective and visual-figurative cooperation. Software and methodological supportList of programs and technologies Education and training program in kindergarten / Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 5th ed., rev. and additional - M.: Mosaika-Sintez, 2007 - 2008 p. NOT. Veraksa, T.S. Komarova, M.A. Vasilyeva. The main general educational program of preschool education "From birth to school." - M.: Mosaic-Sintez, 2010 - 224 pp. List of manuals E.V. Kolesnikova “I solve logical problems” - Sphere, 2010. - 48 pp. E.N. Panova "Didactic games and activities in kindergarten", - Voronezh, 2007 - 78 p.L.F. Tikhomirov "Logic for preschoolers". - Yaroslavl: Academy of Development, 1999. - 256 pp.: ill. - (Series: Developmental education).I.V. Starodubtseva "Game activities for the development of memory, attention, thinking in preschool children." - M: ARKTI, 2008, - 68 p.V.M. Doskova, A.G. Prokofiev "Educational games for children" V. Expected results By the end of training according to the "Umnyash" club program, children have developed: the ability to analyze objects using visual, tactile and auditory perception; the ability to focus attention on objects and phenomena (attention); voluntary memory; thinking, ability reason, make conclusions in accordance with the laws of logic. creativity, the ability to express one’s feelings and ideas about the world in various ways. interest in the surrounding reality, the image of a “positive self”. Children are able to: 1. highlight the most important things in objects; 2. see their relationship to each other and the relationship of their parts; 3.use various schemes and plans; 4.reason, 5.make conclusions in accordance with the laws of logic. VI. Monitoring. Monitoring of the development of accelerated logical thinking in children is carried out once a year (May). The main task of monitoring is to determine the degree to which the child has mastered the additional education program for the development of logical thinking “Umnyash”.
