Formation of logical thinking in preschoolers. Development of logical thinking in preschoolers

Children begin to fully master logical thinking by the end of preschool age, after visual-effective and visual-figurative types have been formed. It is in this order that the stages of development of thinking in children correspond to the characteristics of their mental development: at first, a small child acts with objects, learning about the world around him. Then he forms images of objects, and only after this the preschool child begins to delve into the concepts that form the basis of logic.

Important: Parents should not rush the development of logical thinking in a young child. It should be understood that this is a gradual and consistent process. It is better to pay attention to improving visual and effective thinking in children early age, visual-figurative for preschool children, as steps towards the formation of logic and its forms: concepts, judgments, conclusions.

In order for the development of logical thinking in preschool children to reach the required level by the beginning of the school period, teachers and parents must make certain efforts to this. To solve the question of how to develop logical thinking, parents need to get acquainted with modern techniques and techniques.

What do you need to know about logical thinking processes?

Psychologists emphasize that the level of development of a child’s intelligence is generally characterized by the level of development of logical thinking. Therefore, adults should pay close attention to the development of the child’s thought processes, knowledge of cause-and-effect relationships, and the ability to make inferences. To understand how to properly organize homework, you need to get acquainted with the basic questions: what is logic? what processes require the necessary formation? how to develop logical thinking? Logic is the science of forms and methods of intellectual activity, including the following operations:

• Analysis. It is a mental operation when, upon becoming acquainted with an object, it is divided into its component parts. Preschool children acquire these skills relatively early, with active knowledge of the world around them. For example, when introducing a child to a new toy, an adult analyzes in detail its shape, color, size, material, and purpose.
• Synthesis. It is interconnected with analysis, since after a detailed examination of the object it is necessary to summarize.
• Children are introduced to the operations of comparison, as well as analysis, in early preschool age, when they are taught to establish similarities or differences between objects.
• Generalization (combining objects according to their main characteristics). It is necessary for mental development, as it makes it possible to master the technique of classification.
• Abstraction. One of the main logical operations is the selection of essential properties of an object while abstracting from non-essential ones, which leads to the assimilation of concepts. Abstraction is accessible to older preschoolers who have certain knowledge about the world around them and experience interacting with it.

Rules for the development of logic in preschoolers

1. Despite the fact that the rudiments of logic are properly formed only in older preschool children, and in some cases at the beginning schooling, the process of developing logical thinking will be more successful in the form of a game.
2. To achieve certain results in the development of logic in children, it is important to know about the need for a well-developed psyche: thinking, attention, memory, speech. Therefore, all techniques and methods will be aimed at the relationship between the development of logical thinking and other mental processes.
3. Adults must understand that logic is the highest form of development of thinking, based on an extensive level of knowledge about the surrounding reality, that is, intelligence. All homework on logic for a child should contain a variety of material about objects, phenomena, and events of the world in which the child lives.
4. Parents must not forget that it is possible to develop logical thinking in a child only in the process of gradual and sequential operation. Training of logical operations: concepts, judgments, conclusions should begin from early preschool age, as soon as the child has a certain experience of the surrounding life and developed speech.

How to train logical thinking in children

To train children so that the development of logic begins as early as possible, educational games and exercises will be relevant. They will help to understand cause-and-effect relationships, classification, and generalization. These include tasks about animals and their habitat, surrounding objects and their purpose, grouping of objects, comparison based on elementary characteristics: size, color, shape.

“Where is whose mother?”

A lotto-type task involves selecting cards with images of animals and their cubs familiar to children. An adult invites the child to look at pictures depicting a chicken, a cat, a dog, a cow, a horse, a goat, or a bear. Then, among other cards, find those on which the cubs of these animals are drawn, and connect them together. Ask how to name the baby correctly, if the baby finds it difficult, be sure to say all the names. Elementary judgments in children will help raise questions about who will grow up from a chicken, a puppy, or a kid. To maintain interest in the task, read funny rhymes:

The cow has a son, a calf,
A very polite child.
Mom teaches baby
Eat grass slowly.

And the chickens are at the hen's
Everyone looks alike.
Both girls and boys
Like dandelions.

Stupid little goat!
He butts everyone from the cradle.
What should we do when
His horns will grow.

“Who can say, who knows when this happens?”

The game helps develop logic, trace cause-and-effect relationships between natural objects, and enriches speech with reasoning. The baby is shown a series story pictures with images of the seasons and propose to arrange them in accordance with the signs, for example:

• Snowdrifts; children and adults are dressed warmly; guys sledding; snowing.
• Drops, streams; boys launch boats; the first snowdrops among the snow.
• The sun shines brightly; children swim in the river; adults and kids play ball.
• It's raining, cloudy sky; birds fly in a caravan; Mushroom pickers come with baskets.

Having worked with the cards with the child, the adult asks when these phenomena occur in nature. Teaches the child to correctly generalize a series and talk about the changing seasons. It’s interesting to reinforce the conversation with riddles:

The streams rang,
the rooks have arrived.
Who's to say, who knows
when does this happen?

The long-awaited time!
The kids shout: Hurray!
What kind of joy is this?
It's (summer).

The days have become shorter
The nights have become longer
Who's to say, who knows
When does this happen?

It stings your ears, it stings your nose,
Frost creeps into felt boots.
Who's to say, who knows
When does this happen?

"Logical chains"

Such tasks are usually offered to children of middle and senior preschool age who have experience in generalizing subjects. However, with fairly simple game material, you can begin teaching logical operations (classification and generalization) at a young age. The child makes chains of objects from a certain group, for example, flowers, vegetables, fruits. If the child finds it difficult, the parent helps to name a group of objects with a generalizing word. The task can be made more difficult by asking you to find one among a group of pictures that complements the already constructed chain.

“I’m starting, you continue...”

A classic game that is offered to children of all ages to develop logic and analytical ability. In each age group, tasks will vary in difficulty. Kids are given simple and accessible word combinations. The adult begins the phrase, the child continues:

• Sugar is sweet and lemon is sour.
• The bird flies and the turtle (crawls).
• The elephant is big, and the bunny is small.
• The tree is tall and the bush is low.

Playing with a ball will help maintain your child's interest in the task. The adult throws the ball with the beginning of the phrase, the child returns it with the ending. For older preschoolers, complex tasks that require inference are selected:

• The table is higher than the chair, which means the chair is (below the table).
• After night comes morning, which means morning (after night).
• Stone is heavier than paper, which means paper is lighter than stone.

“What’s extra?”

A logical task, accessible to all children, well develops the ability to generalize, compare, and classify. The adult invites the child, among the pictures depicting objects of a certain group, to find the extra one (an object from a different group). For example, among the vegetables there is a picture of a fruit, among the pieces of furniture there is a card with clothes.

How to develop logic in older preschool children

Psychologists, when asked how to develop the logic of a child of middle and senior preschool age, emphasize the intensity and activity of such work. By the beginning of school, children must master all logical operations: operate with a variety of concepts, reason independently and make inferences. Training should become permanent, so it is advisable to include games and exercises not only in special activities, but also in everyday life.

Important: In order to achieve a high level of development of children's logic, parents must make intellectual communication with their child a way of life.

This can be facilitated by both special tasks and games organized in family communication. The most popular of them are designed for solving logical problems: “Make a figure from matches”, “Sea battle”, “Tic-tac-toe”, puzzles, chess, puzzles. When walking in the forest, parents should definitely draw their children’s attention to the diversity surrounding nature, teach to see the general and particular in observed objects. Nature provides great opportunities for a child to develop the ability to find and analyze cause-and-effect relationships: “If the clouds have thickened and darkened in the sky, it means ... (it will rain)”; “From the acorns lying under the oak tree... (young oak trees) will grow”; “Make a biological chain (flower-dragonfly-bird).”

Classic logical tasks for finding associations are intended mainly for older preschoolers. If work on child development is carried out over a long period of time, associations will be available to children of middle preschool age. The tasks broaden one's horizons, develop the ability to generalize, compare, analyze, and classify.

Tasks for middle preschoolers

An adult offers children pictures depicting objects of different groups: shoes, clothes, furniture, household appliances. The child must combine all the cards into various groups, based on general features. You can invite children to play with a ball, offering various interesting tasks:

• “say the opposite (soft-hard, big-small, laugh-cry, winter-summer)”;
• “name a similar object (ball-watermelon, sun-bun, snow-fluff, hedgehog-thorn)”;
• “Name in one word (apple, pear, plum - fruits, tomato, cucumber, pepper - vegetables, armchair, sofa, wardrobe - furniture).”

The classic ball game “I know three vegetables, fruits...” helps develop logic, the ability to think quickly, and enriches vocabulary.

Tasks for older preschoolers

To develop a child’s knowledge about associative connections, tasks for constructing logical chains are well suited:

• “complete the rows” - the child is offered a card with rows homogeneous objects, for example, toys: spinning top, cube, doll, bear; vegetables: tomato, cabbage, cucumber; clothes: jacket, sweater, trousers. The kid must select the appropriate cards, completing the row, and ask the older children to draw on the objects of the same group.
• “make a row” - the child is offered a card with drawn objects that are arranged accordingly, for example,

1st row - two dolls, two bears, two balls,
Row 2 - doll, bear, ball, etc.,
Row 3 - two dolls, a ball, two bears, a ball.
The preschooler must independently create similar rows using prepared cards or by drawing them. The task helps well in developing the child’s operations of generalization, analysis, and comparison. In the future, when preschool children master associative series, you can offer complex tasks:

• guess the row itself,
• guess the missing items,
• what is wrong in the series.

Logic toys for family leisure

Educational toys that are fun for the whole family to play with will greatly help in the development of logical thinking in preschoolers. The child’s development will take place in an immediate environment, which will help parents both play and teach their child with passion. Now you can find a lot logic games and educational toys on children's portals and specialized stores. Kids can be interested in logic inserts, which will teach them how to manipulate them; magic bags - will help to form concepts; mosaics - will develop logical imagination. Older children play with labyrinth toys, logical traps that teach them to look for non-standard solutions, and various games with rules that expand their intellectual capabilities.

"Constructor"

The most popular toy for family leisure. Various types of construction sets have been developed: metal, wood, magnets, plastic. The main thing is that the toy is appropriate for the child’s age and allows him to act independently with it. Parents and their children examine the parts and teach them how to secure them correctly. It’s good to organize a competition to see who can make a craft faster and more interestingly. The toy trains logical thinking, imagination, enriches vocabulary, and develops motor skills.

Introduction

The solution to social, economic and cultural problems characteristic of today's reality is determined by the individual's readiness to live and work in new socio-economic conditions, the ability to implement continuing education. The implementation of these requirements significantly changes the order addressed to the modern school. The ongoing changes in the system of higher and secondary education allow us to say that the school today is really focused on the diversity of educational needs and the personality of the student. Variative education helps schoolchildren find different ways of understanding and experiencing knowledge in a changing world. A modern student needs to be conveyed not so much information as a collection of ready-made answers, but rather a method for obtaining, analyzing and predicting the intellectual development of an individual.

Before our society modern stage Its development faces the task of further improving educational work with preschool children, preparing them for school.

But why does a small child, a preschooler, need logic? The fact is that at each age stage, a certain “floor” is created, on which mental functions, important for transition next stage. Thus, the skills and abilities acquired in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to study - solving problems and doing exercises will require a lot of time and effort. As a result, the child’s health may suffer and interest in learning may weaken or even disappear altogether.

The problem of the development of thinking was illuminated in the heritage of ancient philosophers - Aristotle, Democritus, Parmenides, Socrates, Epicurus. Various aspects of the problem of the development of systemic-logical thinking are reflected in the philosophical works of I. Kant, G. Hegel, F.V. Shellinga, A.V. Ivanova, A.N. Averyanova, Zh.M. Abdildina, K.A. Abisheva, I.D. Andreeva, A.F. Abbasova, N.T. Abramova, V.G. Afanasyeva, I.V. Blauberga, A.A. Petrushenko, E.G. Yudina, A.G. Spirkina. Their works explore the essence and specificity of thinking in the dialectic of everyday and scientific consciousness, reveal its structure, describe the functions of thinking, analyze its operational composition and the nature of its flow.

The interest of psychologists in the problem of the development of systemic-logical thinking is determined by the general theory of thinking (B.G. Ananyev, A.V. Brushlinsky, L.S. Vygotsky, P.Ya. Galperin, A.N. Leontiev, A.M. Matyushkin, S.L. Rubinshtein, K.A. Slavskaya) and the theory of thinking development (D.B. Bogoyavlenskaya, L.V. Zankov, N.A. Menchinskaya, L.A. Lyublinskaya, Z.I. Kalmykova, T.V. Kudryavtsev, I.S. Yakimanskaya). In foreign psychology, the works of J. Piaget, E. de Bonnet, R. Paul, and R. Ennis are devoted to the problems of the development of thinking.

In the works of H.M. Tyoplenka found that a 6-7 year old child can be taught full-fledged logical actions of determining “class membership” and “the relationship between classes and subclasses.”

In his works E.L. Ageeva shows that the use of such visual models as “classification trees” and Euler circles ensures the successful formation of ideas about logical relations in preschool children.

Psychological and pedagogical research by scientists has proven that basic logical skills at the elementary level are formed in children starting from 5-6 years of age. However, almost all of the presented works are aimed at developing individual components of logical thinking, and not logical thinking as a structure.

The question of acceptable and effective forms of teaching preschoolers that allow them to solve the problem of developing logical thinking also remains open.

In this regard, a contradiction arises between the need for the structural development of logical thinking and the lack of an effective means to implement this in practice; the desire to find ways to resolve this contradiction has determined the problem research.

In theoretical terms, this is the problem of justifying the structural development of logical thinking in preschoolers in a preschool setting through the implementation of game forms of conducting classes.

In practical terms, the problem of justifying the content of games that promote the development of logical thinking and the psychological and pedagogical requirements for them, the observance of which ensures the development of individual components that make up the structure of logical thinking with their further integration.

Object of study- thinking of preschool children.

Subject of study- psychological and pedagogical requirements for the organization of educational games as a means of developing logical thinking in preschoolers.

Purpose of the study- theoretically justify the use of cognitive games as a means of developing logical thinking, determine the psychological and pedagogical requirements that allow preschoolers to consistently master the elements of the structure of logical thinking, ensuring their holistic functioning.

Research hypothesis:since logical thinking in preschool age mainly manifests itself through individual structural components, then their holistic development is possible through cognitive games, subject to compliance with psychological and pedagogical requirements that ensure a simultaneous impact on the emotional, cognitive, motivational spheres of the child by solving a system of logical problems: mastering individual features of objects; penetration into the subject structure; unification of perceived features of objects; verbal analysis of object features; grouping of objects based on clearly suggested signs.

Research objectives:

1. Concretize the scientific idea of ​​the structure of logical thinking of preschoolers.

Determine the features of the manifestation and development of logical thinking in preschool age.

To develop and test a system of educational games that promote the development of logical thinking in preschoolers as a structure of interconnected components.

Research methods:

Review and analytical

mathematical-statistical

observation and conversation

testing.

The experimental base of the study was a preschool educational institution combined type No. 433 of the city of Chelyabinsk. The total number of children was 81, of which 36 were girls and 45 boys. 10 teacher educators, a methodologist and a senior educator took part in the study.

1. Theoretical approaches to understanding and developing logical thinking in preschoolers

.1 Characteristics of the basic concepts that make up the content logical thinking

logical preschool thinking

The main goal of the education system is to prepare the younger generation for an active life in an ever-changing society. And, since the development of modern society is permanent and dynamic, the key task of the educational process is to transfer to children such knowledge and develop such qualities that would allow them to successfully adapt to such changes. Search for effective didactic means The development of logical thinking in preschoolers is an integral part of this task.

To solve this problem at all levels of research (from socio-logical to methodological), a unified conceptual framework and clearly defined starting positions are needed. First of all, it is necessary to determine what logical thinking is, what place it occupies in thinking in general, what its specifics are.

Representatives of various directions dealt with this problem human thought such as Socrates, Aristotle, Descartes, Hegel, M. Bertzfai, M. Montessori, J. Piaget, P.P. Blonsky, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.V. Zaporozhets, G.S. Kostyuk, A.N. Leontyev, A.R. Luria, A.I. Meshcheryakov, N.A. Menchinskaya, D.B. Elkonin, N.N. Semenov, B.M. Kedrov, N.V. Grigoryan, L.M. Friedman, N.A. Podgoretskaya and others.

Thinking is the highest cognitive process. It is a form of creative reflection by a person of reality, generating a result that does not exist in reality itself or in the subject at a given moment in time. “Human thinking... can also be understood as the creative transformation of ideas and images existing in memory. The difference between thinking and other psychological processes of cognition is that it is always associated with an active change in the conditions in which a person finds himself. In the process of thinking, a purposeful and expedient transformation of reality is carried out. Thinking is a special kind of mental and practical activity that involves a system of actions and operations included in it of a transformative and cognitive (tentatively research) nature.

Thinking is studied by a number of sciences, including philosophy (theory of knowledge, epistemology), logic, psychology, pedagogy, cybernetics, linguistics, and the physiology of higher nervous activity. Each of these sciences highlights a certain aspect of thinking as its own subject of study. Thus, it is philosophy that synthesizes in itself, in the most general form, the knowledge and morality of people, nations, and all of humanity. Psychological theories of thinking are the most constructive, since they are all directly addressed to the school. By the way, these theories usually combine philosophical, logical, psychological and other aspects of the analysis of thinking. From the point of view of philosophy, thinking is considered as a product of the historical development of social practice, as a special form human activity.

Considering thinking as a form of human spiritual activity, philosophers revealed its original connection with material production and the practical activities of people. It arises in the process of human interaction with the environment and represents its most complex part. Human senses (vision, hearing, smell, tactile senses) allow us to perceive only the external properties (shape, color, sounds, smells, etc.) of objects and phenomena and help reveal thinking. Human intellectual activity appears to the researcher as a process, as an activity and as communication. A person is involved in the process of intellectual work whenever he begins to solve the problem facing him. Thinking as an activity assumes that, in accordance with the motives, needs that guide a person when solving certain problems, conditions, branched processes are updated - analysis, synthesis, induction, deduction, etc. Thinking as communication involves people understanding each other, cognition by the subject the goals of another person, his motives, the course of his reasoning.

A.N. Leontyev, emphasizing the derivative nature of the highest forms of human thinking from culture and the possibility of its development under the influence of social experience, wrote: “... human thinking does not exist outside of society, outside of language, outside of the knowledge accumulated by mankind and the methods of mental activity developed by it: logical, mathematical, etc. .P. actions and operations. Each individual person becomes a subject of thinking only by mastering language, concepts, logic, which are a product of the development of socio-historical practice...” He proposed a concept of thinking according to which there are relations of analogy between the structures of external and internal activity. Internal, mental activity is not only a derivative of external, practical activity, but has fundamentally the same structure. “As in practical activity, in mental activity individual actions can be distinguished, subordinate to specific conscious goals... Like practical action, every internal, mental action is carried out in one way or another, i.e. through certain operations." At the same time, external and internal elements of activity are interchangeable. The structure of mental, theoretical activity may include external, practical, actions, and, conversely, the structure of practical activity may include internal, mental, operations and actions.

In modern psychology, thinking is understood as “a process of human cognitive activity, characterized by a generalized and indirect reflection of reality; the highest form of creative activity." Thinking, representing the process of cognitive activity, is characterized by a generalized and indirect reflection of reality. The adequacy of the mental reflection of reality is achieved with a harmonious combination and unity of concrete sensory and abstract logical thinking. Each mental act of reflection includes two moments: an object and understanding, attitude towards it. Comprehension, understanding of what is happening around, autopsy essential aspects, connections and phenomena of the surrounding world are the result of abstract logical thinking. The concept of “Thinking” includes the concept of “logical thinking”, and they relate to each other as genus to species.

Logical thinking person is the most important point in the process of cognition. All methods of logical thinking are inevitably used by the human individual in the process of cognition of the surrounding reality in everyday life; from a very early age, F. Engels believed that “by type, all these methods - therefore, all the means of scientific research recognized by ordinary logic, are exactly the same in humans and in higher animals. They differ only in degree, in the development of the corresponding method.” The ability to think logically allows a person to understand what is happening around him, to reveal significant aspects, connections in objects and phenomena of the surrounding reality, to draw conclusions, solve various problems, check these decisions, prove, refute in words, everything that is necessary for the life and successful activity of any person.

Logical laws operate independently of the will of people, are not created at their request, they are a reflection of the connections and relationships of things in the material world. From the point of view of content (information), thinking can give a true or false reflection of the world, and from the point of view of form (logical actions and operations), it can be logically correct or incorrect. Truth is the correspondence of thought to reality, and correctness of thinking is compliance with the laws and rules of “logic.”

The ability to think logically, according to N.A. Podgoretskaya, includes a number of components: the ability to focus on the essential features of objects and phenomena, the ability to obey the laws of logic, build your actions in accordance with them, the ability to perform logical operations, consciously arguing for them, the ability to build hypotheses and draw consequences from given premises, etc. .d. Therefore, for her, logical thinking includes a number of components: the ability to determine the composition, structure and organization of elements and parts of the whole and focus on the essential features of objects and phenomena; the ability to determine the relationship between a subject and objects, to see their changes over time; the ability to obey the laws of logic, discover patterns and development trends on this basis, build hypotheses and draw consequences from these premises; the ability to perform logical operations, consciously justifying them.

In general philosophical terms, the idea of ​​​​forming logical thinking, according to N.V. Grigoryan, comes down to presenting information based on the following philosophical laws:

The relationship between the whole and its parts: selection common essence- the law of the structure of the integral world.

Unity of opposites: every phenomenon has its own reverse side.

The idea of ​​transformation: any change in any phenomenon always entails consequences.

Arguing the need for the purposeful development of a child’s thinking, scientists pointed out that the perfection of methods of mental activity, even perfectly mastered ones, constitutes only the potential capabilities of mental development, but not this development itself. The realization of these possibilities occurs only when active use them in various types of practical activities. And development is possible only with a certain structure of educational activities and the deployment of educational material.

The idea of ​​a holistic, systemic organization of higher cognitive processes was the basis for the construction of the theory of intelligence developed by J. Piaget. The works of J. Piaget and his colleagues demonstrate the leading role of internal spontaneous mechanisms of development of logical structures and their independence from learning. Piaget viewed development as an independent process that has its own internal laws. The external, including social, environment plays the role of a “condition”, but not a source of child development. Like other external influences, learning only provides “food for knowledge,” material for exercise. Therefore, the only useful role of learning is to create situations that require the active functioning of the subject's action patterns. The effectiveness of training depends on the extent to which external conditions correspond to the current level of development.

When deciding on the relationship between training and development, we share the point of view of L.S. Vygotsky: learning leads to children's mental development. Adopting this point of view poses the problem of identifying the conditions under which learning produces greatest effect development in general and the development of logical thinking in particular. For this purpose, we turned to psychological and pedagogical analysis.

The problem of developing logical thinking has been widely reflected in psychological and pedagogical literature. Published Scientific research, covering this problem, the possibility and necessity of developing a child’s logical thinking is theoretically substantiated, and ways to solve the problem are outlined. However, the age limits for the beginning of the formation of logical thinking are not clearly defined.

The study of thinking, as a subject of psychological science, is determined by theoretical ideas about it, as well as various specific tasks.

L.S. Vygotsky identified three main psychological aspects in the formation of scientific concepts in children:

Establishing dependencies between concepts, forming their system;

Awareness of one’s own mental activity;

Thanks to both, the child acquires a special relationship to the object, allowing him to reflect in it what is inaccessible everyday concepts(penetration into the essence of an object).

With this organization of cognitive activity, the child, from the first steps of learning, establishes logical relationships between concepts and then makes his way to the object, connecting with experience. Here there is a movement from concept to thing, from abstract to concrete. The word plays a decisive role here, as a means of directing attention to the corresponding general feature, as a means of abstraction.

Based on the teachings of L.S. Vygotsky about the advanced nature of learning and orientation towards the child’s “zone of proximal development”, psychologists and didactics made a significant contribution to the development of the theoretical foundations of developmental education.

In the concept of D.V. Elkonina, V.V. Davydov noted that the formation of specific concepts occurs on the basis of a transition from abstract premises to concrete knowledge, on the basis of a transition from the general to the specific. At the same time, the success of mastering educational material depends on students’ mastery of generalized techniques and methods of cognition.

But the process of development of logical thinking presupposes not only the formation of a certain range of concepts and specific methods of their application, but also the necessary level of development of logical methods of thinking in the cognitive activity of students for the active acquisition of knowledge, the ability to apply it in the creative transformation of reality.

In the psychological and pedagogical literature there is no consensus on when children acquire the ability to form and develop logical operations. In modern psychology, there are two main directions in the study of the emergence and development of logical structures of thinking in children. The first of them is associated with the works of J. Piaget, A. Wallon, and others. In these works, the age boundaries (stages) of the formation of logical structures are determined, reflecting a spontaneous process based on spontaneous mechanisms of development of children's intelligence. These mechanisms are the main factor determining the successful mastery of logic. Piaget limits the role of learning, believing that it is subject to the laws of development. Piaget believed that learning acquires different meaning depending on what period of development it falls on. To be successful and not remain formal, training must adapt to the current level of development.

J. Piaget does not completely deny the possibility of teaching logical structures, but at the same time points out two limitations that actually reduce its role to zero. The first is associated with the difference between two types of human experience: empirical and logical-mathematical. Through the first, the child learns physical properties objects, without going beyond a simple statement of facts. He can make a logical generalization only on the basis of the second experience. The nature of these two experiences is different, so teaching logic is fundamentally different from any other training. The second limitation is the recognition of the fact that teaching logical structures is ineffective because the resulting patterns cannot be applied to various situations.

From the above it follows that training should not begin until the corresponding logical structures are ready for this.

J. Piaget established the main genetic stages of mental development. The period from 2 to 4 years is characterized by the development of symbolic and conceptual thinking. From 4 to 7-8 years, intuitive (visual) thinking is formed, which leads closely to operations. From 7-8 years to 11-12 years, specific operations are formed. The means of cognition at the child’s disposal at this stage are not “formal” enough, not yet sufficiently purified and separated from the matter for which they are intended to act, and therefore do not allow the subject to produce structuring that is independent of the content of what is being structured and is equally suitable for any content. .

The second direction is related to the research of P.P. Blonsky, L.S. Vygotsky, S.L. Rubinstein, A.N. Leontyeva, P.Ya. Galperina, D.B. Elkonina, V.V. Davydova and others. These authors believe that the appearance of logical operations in an individual’s experience is determined by the transfer of knowledge and logical experience in communication and learning. Intellectual activity should appear in the learning process as a subject of special assimilation.

In Russia in the 1920-30s, principles were formulated psychological theory relationship between training and development. This theory was originally developed by P.P. Blonsky and L.S. Vygotsky, and then in the 1940-50s, concretized and clarified by S.L. Rubinstein, A.N. Leontiev, P.Ya. Galperin, D.B. Elkonin, A.V. Zaporozhets and others. The main provision of this theory is the recognition of the fact that human development is determined by his assimilation of samples of socio-historical experience. In the course of history, the role of purposeful influences of upbringing and education increases.

Research conducted under the direction of PYa. Galperin, revealed that for preschool age the gradual formation of concepts opens up greater opportunities than previously imagined. It has been proven that using the method of gradual formation of mental actions, the development of logical operations is possible already at preschool age.

Based on the above, we can conclude that the psychological aspect of the development of logical thinking involves purposeful activity to identify motivations, goals, individual characteristics logical thinking, as well as analysis of mental operations from the position of the subject’s awareness of the underlying logical techniques.

With the name K.D. Ushinsky's formation and development are connected educational psychology, as a branch of psychological science that studies the laws of training and education. His works showed the importance of memory, attention, speech, feelings, and thinking in educational activities. In particular, he noted the importance of developing logical thinking in children. K.D. Ushinsky argued that “development of logical thinking means accustoming children to consistency, evidence, clarity, certainty, independence and accuracy of expression.”

In psychology, there are a number of works devoted to the “development of comparison” (I.M. Solovyov), “development of generalization” (V.V. Davydov), “development of analytical-synthetic activity”, “development of classification”, etc., note also the “insufficient level of development” of these operations in individual students and the need for pedagogical and methodological work to develop logical thinking techniques in schoolchildren. However, for the period of preschool childhood this problem remains poorly studied.

An analysis of psychological research allows us to come to the conclusion that the development of logical thinking techniques also has a certain sequence. It is clear that it is impossible to start work with an arbitrary operation, since within the system of logical methods of thinking there is a strict relationship, one method is built on another.

A.A. Lyublinskaya proved that preschoolers already master all the operations of thinking, albeit in the most elementary form. Particular attention, in her opinion, should be paid to the order of formation of logical operations.

The movement of knowledge from the sensory-concrete through the abstract to the concrete in thinking is the general law of the development of theoretical knowledge. However, this method only sets the general direction of theoretical research. The method fully realizes its capabilities only in unity with the organization of cognitive activity.

Because of this, one of the central tasks is to determine such types of cognitive activity, the assimilation of which effectively influences development.

It should be noted that labor training plays a special role in solving the problem of developing students’ logical thinking. This is predetermined by the fact that the basis of all human knowledge is objective-practical activity - work.

In recent decades, a number of studies have been carried out scientific experiments aimed at developing logical and creative thinking in children (M.A. Danilov, M.N. Skatkin, V. Okon, etc.). The mental development of children, in their opinion, presupposes a high level of mental operations (analysis, synthesis, generalization and abstraction), economy and independence of thinking, its flexibility, the nature of the connection between visual-figurative and abstract components of mental activity. Ya.A. Ponomarev, A.M. Matyushkin, T.I. Shamov, teaching is brought to the fore, mainly focusing on the organization of search activities in the classroom.

Thus, from the above we can conclude that thinking is a process of cognitive activity, characterized by a generalized and indirect reflection

reality. The adequacy of the mental reflection of reality is achieved with a harmonious combination and unity of concrete sensory and logical thinking. Each mental act of reflection includes two moments: an object and understanding, attitude towards it. Comprehension, understanding of what is happening around, discovery of significant aspects, connections and phenomena of the surrounding world - the result

logical thinking. Logical thinking includes a number of components: the ability to determine the composition, structure and organization of elements and parts of the whole and focus on the essential features of objects and phenomena; the ability to determine the relationship between a subject and objects, to see their changes over time; the ability to obey the laws of logic, discover patterns and development trends on this basis, build hypotheses and draw consequences from these premises; the ability to perform logical operations, consciously justifying them.

The development of a child’s logical thinking represents the process of developing logical thinking techniques based on empirical level cognition (visual-effective thinking) and improvement to the scientific-theoretical level of cognition (logical thinking), which occurs in activity.

1.2 Features of the manifestation and development of thinking preschool age

Considering thinking as a process that covers the entire life path human, it can be noted that at each age stage this process has a number of features. Analyzing the thinking process of preschool age, many authors agree that, based on the specificity and significance of this stage in an individual’s life, thinking must be considered during this period in connection with the mental development of the preschooler. This approach is due to a number of objective reasons. This problem was dealt with by N.N. Poddyakov, E.L. Yakovleva, V.V. Davydov

Preschool age, according to psychologists, is a stage of intense mental development. At the same time, the feature of this period is that progressive changes are observed in all areas, ranging from

improvement of psychophysiological functions and ending with the emergence of complex personal neoplasms. Based on research materials from the Moscow Brain Institute, a number of scientists agreed that the most complex frontal areas mature completely by 6-7 years of age. In these parts of the brain there is rapid development associative zones in which brain processes are formed that determine the manifestations of complex intellectual actions associated with logical thinking. A significant morphological restructuring of the brain structures of a six-year-old child is accompanied by even more significant changes in brain activity and is reflected in its mental functions.

According to J. Piaget, one can distinguish two simple functions of thought: the function of explanation and the function of inclusion, which constitute the unity of all thought activity rather than two closed areas.

The tendency of children's thought is not only to put in the foreground the intention of explaining what happens, but also to find the reasons for everything. This is where the inclusion function comes from. The direction of the explanatory function is centrifugal, in the sense that thought tries to isolate from intentions the material result, action or event that follows from there. And the direction of the inclusion function is centripetal, since from intention the thought tries to get to the motive that guides it, to the idea. The function of explanation is to strive for objects, the function of inclusion is to strive for ideas or judgments. At first, the child’s thought is equally distant from both ideas and objects—it occupies an intermediate position.

In recent years, the question has arisen of studying the so-called “potentials,” that is, those changes in the electrical activity of the brain that occur in response to the action of any stimulus.

Complication and development early form mental activity leads to the emergence of figurative thinking, which intensively develops during preschool childhood. Its simplest manifestations are already present in early childhood, however, the tasks solved by the baby in terms of ideas and images are to a greater extent primitive. During the period of preschool childhood, the child faces the problem of solving problems that require establishing dependencies between several properties and phenomena.

According to V.V. Zenkovsky, children begin to look for solutions to such problems primarily in terms of ideas. However, in preschool age, figurative thinking is characterized by the concreteness of images. This is especially clearly manifested in preschoolers’ understanding of allegorical speech.

If we talk about understanding, then its characteristic feature in preschool age in the case of unformed methods of logical thinking, according to G.D. Chistyakova, is the actual absence of searching for connections in the material. The main transformation of information consists of translating individual semantic elements of the material into the language of one’s experience. Thus, the wider this experience, the more connections have to be worked out, the more opportunities there are to move to the level of higher mental operations.

An important prerequisite for mastering scientific knowledge is a gradual transition from egocentrism to decentration, the ability to see objects and phenomena from different positions. In other words, a preschooler, performing different types activity, begins to understand: his point of view is not the only one.

Further development of imaginative thinking brings the child to the threshold of logic. However, the role of emotions in the regulation of activity is still so significant that “emotional-imaginative thinking” remains dominant in the structure of the intellect for a long time. This point of view was shared by L.S. Vygotsky, saying that the unity of affect and intellect is not a lack of thinking, but its specific feature that allows one to decide wide range tasks that require a high level of generalization without resorting to logical formalization. At the same time, the decision process itself is emotionally charged, which makes it interesting and meaningful for the child.

According to Ya.L. Kolomensky, the specificity of a child’s thinking is generalization, however, as the age stages progress, the structure of generalization changes. This explains the transition from one type of thinking to another. However, classically the generalization procedure is a logical category.

As shown by N.N. Poddyakov, at the age of 4-6 years there is an intensive formation and development of skills and abilities that facilitate children’s study of the external environment, analysis of the properties of objects, and influence on them in order to change them. This level of mental development - visual and effective thinking - is preparatory, it contributes to the accumulation of facts, information about the world around us, creating the basis for the formation of ideas and concepts, i.e. precedes abstract, logical thinking.

In addition, a preschool child is sure that “everything depends on everything and that everything can be explained to everyone.” This type of thinking indicates that children are drawn to proof, to justification, to finding reasons. It is this feature of thinking, according to J. Piaget, that is the reason for the emergence of a huge number of children's questions.

In the process of visual-effective thinking, prerequisites appear for the formation of a more complex form of thinking - visual-figurative, which is characterized by the fact that the child can resolve a problem situation only in terms of ideas, without the use of practical actions.

The end of the preschool period is characterized by the predominance of the highest form of visual-figurative thinking - visual-schematic. The advantage of this form of thinking is the ability to reflect significant connections and dependencies between objects outside world. A behavioral reflection of a child’s achievement of this level of mental development is schematism. children's drawing, the child’s ability to use schematic representations when solving problems. In itself, visual-schematic thinking provides great opportunities in mastering the external environment, being a means for the child to create a generalized model of various objects and phenomena. Acquiring the features of the generalized, this form of thinking remains figurative, based on real actions with objects or their substitutes. At the same time, it is the basis for the formation of logical thinking associated with the use and transformation of concepts.

There is no consensus among psychologists about when children develop the ability to prove themselves. Some (V. Stern, P.P. Blonsky) believe that this ability arises in preschool age. Others (M.D. Gromov, M.N. Shardakov) attribute the emergence of evidence in children to 9-10 years. J. Piaget dates their appearance to the ages of 12-14, when adolescents move to the stage of formal operations.

There is a point of view that the early development of logical thinking can have negative consequences, since it is carried out to the detriment of the formation of higher forms of imaginative thinking. Therefore, a number of authors believe that senior preschool age should be considered only as a period when the intensive formation of logical thinking should begin, as if thereby determining the immediate prospects of mental development. However, many teachers and psychologists note that the basic foundation of logic and basic logical operations can be formed precisely in preschool age.

Experimental study by N.B. Krylova revealed that under favorable learning conditions for preschoolers, deduction can be considered a completely accessible form of thinking, at least within the first figures of a categorical syllogism.

One of the conditions for the formation of logical thinking in preschool children is taking into account the characteristics of the mental development of children of this age. All psychological neoplasms of children of this period are characterized by incompleteness. This determines the peculiarities of their learning, which should combine the features of play and directed learning, while focusing on established forms of thinking, visual-effective and visual-figurative development of new formations: sign-symbolic function, elements of logical thinking.

A very important prerequisite for the formation of logical thinking is the ability to independently find ways to solve problems. In this case, the ability to control and verify the correctness of one’s actions becomes of great importance.

N.P.’s position seems interesting. Anikeeva about the ways of forming logical thinking. After conducting a series of experiments, the author proves that the type of thinking in question can be formed through a less abstract form, through imaginative thinking. In relation to the preschool period, the proposed strategy is most fully feasible within the framework of gaming activities; thus, when analyzing a gaming situation, the child must resort to logic, using figurative models.

One of the most important elements in the formation of logical thinking is the child’s acceptance of goals consisting of mastering a generalized method of action. For a child of senior preschool age, the identification of goals is not yet typical: in his actions, as a rule, the method turns out to be merged with the result and is learned in the process of achieving this result (obtaining a given product).

In addition, a necessary condition for the development of logical thinking is the inclusion of children in activities during which their activity could clearly manifest itself within the framework of a non-standard, ambiguous situation.

N.N. Poddyakov points out that “ central point The formation of the mental activity of preschoolers is the reorientation of the child’s consciousness from the final result that needs to be obtained during a particular task, to ways of performing this task.” Reorientation to methods of action prepares the child for awareness of his actions, leads to the development of volition and control of his activities, which is one of the premises for the formation of logical thinking. However, such reorientation itself is a very complex process.

In traditional pedagogy, the main attention is paid to the formation of certain knowledge. However, this position is not optimal. On the one hand, the knowledge base on which school education will be built is strengthened; on the other hand, the transition of developing diffuse knowledge into stable knowledge leads to a decrease in mental activity. Therefore, along with the formation of a knowledge base, it is necessary to ensure the continuous growth of uncertain, unclear knowledge with the help of specially organized actions.

D.B. Elkonin suggested that intermediate between role-playing (in a game situation) and sign-symbolic (in a practical and cognitive situation) mediation can be a conditional-dynamic position, by accepting which the child changes his attitude towards the task and begins to approach it as if from the point of view of another participant in the situation. A conditionally dynamic position differs from a gaming role in its relevance to the task at hand. What unites them is that in both cases the child “reincarnates” into another person.

The conditional dynamic position becomes a means of ensuring internalization - transition joint action into the individual. L.S. Vygotsky viewed interiorization as a general mechanical mechanism for the formation of higher (that is, conscious and voluntary) mental functions, in particular logical thinking. The conditional-dynamic position ensures that the child, taking the point of view of his partner in performing an action, can “appropriate” this action. Consequently, the condition for the formation of psychological new formations is the child’s ability to accept and maintain the position of another person acquired in play activities.

Analysis of scientific works allowed us to highlight the following provisions:

The problem of developing a child’s logical thinking is one of the most important tasks, the solution of which determines the improvement of the entire educational process of the school, aimed at the formation of productive thinking, internal needs and the ability to independently acquire knowledge, the ability to apply the existing knowledge in practice, in creative transformation reality.

On the other hand, the ability to actively process information in the mind and use logical thinking techniques allows a child to gain deeper knowledge and understanding of educational material, unlike those who, having a low level of logic development, comprehend an educational course relying only on memory.

In modern conditions, no expansion of program material can cover all the accumulated experience of modern society that children need in their future lives. In this regard, the educational process should be structured in such a way as to help the child master a high level of logic, i.e. methods of mental activity that allow you to independently obtain the necessary information, understand it, apply it in practice, etc. independently advance in your chosen field of knowledge.

Implementation in preschool practice purposeful development of logical thinking is a task that is far from solved. It requires a thorough analysis of scientific literature on the problem of the development of thinking, the foundations of modern sciences, and on this basis the development of programmatic, methodological, didactic and psychological support for the entire preschool education system.

The entire set of methods for the formation and development of logical thinking in preschool children can be divided into two groups: methods that form logical thinking in preschool age when visiting kindergarten, and methods of intellectual training that promote integrated development thinking, including logical thinking, in children of senior preschool age, increases their level of readiness for learning in primary school.

1.3 Features of the developmental environment in the middle group of preschoolers. Game as a leading activity

One of the most important factors in the development of a child’s personality is the environment in which he lives, plays, studies and relaxes. The space organized for children in an educational institution can be both a powerful stimulus for their development and an obstacle that prevents the manifestation of individual creative abilities. It is important to remember that the child does not remain in the environment, but overcomes, “outgrows” it, is constantly changing, and therefore his perception of him and his environment changes. The developmental environment is always changing: it is created for a long time - the design of offices, music and physical education halls, or more dynamically - when decorating a hall, a group room, a lobby for a specific holiday, an entertainment event, or during the production of a fairy tale. Even more dynamic is the developmental environment of many activities. The microenvironment, including the design of a particular lesson, is determined by its content and is specific to each of them. It, of course, should be aesthetic, developing and versatile, encouraging children to meaningful spiritual communication. The principle of semi-functionality of the objective world is implemented with the help of various modular equipment, which is equipped in all premises of the kindergarten. The use of modules along with construction sets, mosaics, physical education equipment (hoops, balls, jump ropes), objects and games that do not carry specific semantic information contributes to the development of imagination and the sign-symbolic function of preschoolers’ thinking. When organizing a subject-spatial environment in a kindergarten, complex, multifaceted and highly creative activities of all preschool teachers are required. After all, a variety of toys is not the main condition for a child’s development. A purposefully organized subject-development environment in a preschool institution plays a big role in the harmonious development and upbringing of a child. Created aesthetic environment It evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions and knowledge, encourages active creative activity, and promotes the intellectual development of preschool children.

If we talk about the most effective forms and methods for developing the thinking of preschoolers, this issue remains controversial in modern scientific literature. Research by A.G. Khripkova, E.V. Subbotsky et al., confirm that the process of socialization goes through the transformation of existing activities, the emergence of new types of activities: play, elements of educational and labor, as well as productive activities.

This forced theorists and practitioners of preschool education to remember the game. However, the place of play in learning has not been clearly defined. The practice of introducing toys in the classroom does not solve the problem: toys can distract children from classes and may not be taken into account by them, but they cannot turn lessons into games. In kindergarten, there has been a tendency to reduce play to organized mass actions: the teacher “conducts” the game with the children, as they conduct classes, - he directs, regulates, prescribes actions, evaluates them, etc. In other words, a game is a means of developing knowledge. It must be collective in nature. Moreover, each child is not only obliged to obey this game, but also to “want” to play what the whole group is playing.

In order to carry out adequate psychological and pedagogical influences in relation to the game, it is necessary to have a good understanding of its specifics, have an idea of ​​its developmental significance, what it should be like at each age stage, and also be able to play appropriately with children of different ages and in different types of games.

An attempt to select games containing situations similar to the content of the classes was also unsuccessful.

To solve the problem of the relationship between learning and play, a theoretical study of the concept of play and the play form of activity is necessary. In the context of our work, we will use the definition given by N.P. Anikeeva, understanding by game a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is developed and improved.

Materials from Yu.P. Azarova, N.P. Anikeeva, O.S. Gazmana, S.F. Zanko, B.P. Nikitina and others are devoted to the problem of gaming activity. The following functions of gaming activities can be distinguished: entertaining - to entertain, give pleasure, inspire, stimulate interest; communicative - mastering communication skills; self-realization - to demonstrate and realize personal capabilities; game-therapeutic - overcoming various difficulties that arise in other types of activities; diagnostic - identifying deviations from normative behavior, self-knowledge during the game; correction - making positive changes to the structure of personal indicators; interethnic communication - the assimilation of socio-cultural values ​​common to all people; socialization - inclusion in the system of social relations.

The structure of the game as an activity organically includes goal setting, planning, goal implementation, as well as analysis of the results in which the individual realizes himself. The structure of the game as a process includes:

Roles taken on by the players;

Game actions as a means of realizing these roles;

Playful use of objects (substitution);

Real relationships between the players;

Games should be distinguished according to the type of their activity: physical (motor), intellectual (mental), labor, social and psychological.

According to the nature of the educational process, they are distinguished: educational, training, controlling and generalizing, cognitive, educational, developmental, reproductive, productive, creative, communicative, diagnostic, psychotherapeutic.

The typology is extensive, based on the nature of the gaming methodology: subject, plot, role-playing, business, simulation, dramatization games. By subject area highlight games in all branches of science and technology.

The specifics of gaming technology are also largely determined by the gaming environment: there are games with and without objects, tabletop and indoor, outdoor, outdoor, computer, and also with various means of transportation.

Play is one of the main attributes of childhood. Both three-year-old children and thirteen-year-old teenagers are interested in it, but it literally becomes a lifestyle for a preschool child. According to famous teachers and psychologists, gaming activity reveals the peculiarities of thinking, imagination, and emotional state of each participant and, thus, is an indispensable condition for the healthy development of the child’s psyche.

2. Characteristics of the formation of logical thinking in children of primary preschool age through play activities.

1 Organization and conduct of experimental work on the program for the formation of logical thinking in younger preschoolers

It is advisable to start the process of forming logical thinking techniques at an earlier age - from 3-4 years old, which is justified by several reasons:

Some children are significantly ahead of their peers. They are curious, inquisitive, show great interest in the new, unknown, while possessing a good amount of knowledge. These are children who receive a lot of attention from adults at home. Such children, upon entering kindergarten, must rise to a higher level, training their intellect in play activities. To do this, the teacher needs to create a good developmental environment that best meets the child’s needs.

Considering psychological characteristics For young children (the beginning of the formation of children's relationships), play is given a big role - the role of bringing children closer together when working in pairs and groups. The result should be the receipt of joint results of activities, a feeling of joy for yourself and your peers.

STEPS OF WORK: 1. Get acquainted with the experience of fellow teachers.

Study the scientific literature characterizing the mental characteristics of the development of children in the fifth year of life.

Prepare the development environment taking into account age characteristics children.

Specifically identify the types of games through which it will be played purposeful work teacher (games that activate the child’s thinking and help him master individual logical operations).

Make a plan - a scheme for using games in joint and independent activities.

Over the entire period of time, observe the peculiarities of the formation of logical thinking skills (visual and figurative) in each individual child.

The goal of the work being carried out is for children to master at an elementary level some techniques of logical thinking.

Objectives: 1. Teaching children operations: analysis - synthesis; comparisons; using the negation particle “not”; classification; orderliness of actions; orientation in space.

Development in children: speech (ability to reason, prove); arbitrariness of attention; cognitive interests; creative imagination.

Upbringing : communication skills; desire to overcome difficulties; self-confidence; desire to come to the aid of peers in a timely manner.

As a means of achieving the set goal and objectives, it is advisable to choose games for the development of logical thinking, creative and spatial imagination; they can be divided in the following way:

1. Subject:didactic - (desktop-printed) - to find size, color, shape, to classify objects, etc. Developmental: DYENES blocks, Cuyser sticks, etc.

Working with this material is described in detail in the book “Logic and Mathematics for Preschoolers.” The didactic material “Logic blocks” consists of 48 three-dimensional geometric shapes, differing in shape, color, size and thickness. In the process of various actions with logical blocks (dividing, laying out according to certain rules, rebuilding, etc.), children master various thinking skills that are important both in terms of preparation and from the point of view of general intellectual development. In specially designed games and exercises with blocks, children develop basic algorithmic thinking skills and the ability to perform actions in their minds. With the help of logic blocks, children train attention, memory, and perception.

Cuisenaire sticks. This is a universal teaching material. Its main features are abstractness and high efficiency. Their role is great in implementing the principle of clarity, presenting complex abstract mathematical concepts in a form accessible to children. Working with sticks allows you to translate practical, external actions to the inner plane. Children can work with them individually or in subgroups. Using chopsticks individually is quite effective - correctional work with children with developmental delays. Sticks can be used to perform diagnostic tasks. Operations: comparison, analysis, synthesis, generalization, classification act not only as cognitive processes, operations, mental actions, but also as methodological techniques that determine the path along which the child’s thought moves when performing exercises.

Games for the development of spatial imagination: these games develop spatial imagination, teach children to analyze a model of a building, and a little later - to act according to the simplest scheme (drawing). IN creative process logical operations are included - comparison, synthesis (recreation of an object).

Games with counting sticks develop not only fine hand movements and spatial concepts, but also creative imagination. During these games, you can develop the child’s ideas about shape, quantity, and color. The following tasks are offered (for children 3-4 years old): lay out; count the number of sticks in each figure; name the geometric shapes that make up the figure; count the geometric shapes that make up the overall figure (how many triangles? squares?); count the angles included in the figure; build a figure according to the model; come up with and put together the figure yourself.

Games with sticks can be accompanied by reading riddles, poems, nursery rhymes, rhymes, suitable for the theme.

2. Verbal:- puzzles.

Children of the fourth year of life are offered a wide range of riddles: about domestic and wild animals, household items, clothing, food, natural phenomena, and means of transportation. The characteristics of the subject of the riddle can be given in full, in detail; the riddle can act as a story about the subject. The characteristics of objects in riddles must be defined specifically and clearly, expressed in words in their direct meanings. They should reflect the original appearance and distinctive properties of the subject of the riddle. For children of the younger group, riddles with simple comparisons and transparent metamorphoses are recommended. A rhyming answer also makes the task easier. Teaching children the ability to solve riddles begins not with asking them, but with developing the ability to observe life, perceive objects and phenomena with different sides, to see the world in diverse connections and dependencies. The development of a general sensory culture, the development of a child’s attention, memory, and observation skills is the basis for the mental work that he does when solving riddles. The main conditions that ensure correct understanding of riddles and their correct guessing:

Preliminary familiarization of children with those objects and phenomena about which we'll talk in a mystery (through observation)

Additional knowledge that specifically guides children to guessing

Knowledge of language, ability to understand the figurative meaning of words

Reading fiction.

Finding guessing techniques and using them means understanding the logical mechanism of the riddle and mastering it. To solve the riddle, you need to carry out the following operations in the following sequence: identify the signs of an unknown object indicated in the riddle, i.e. perform analysis; compare and combine these features in order to identify possible connections between them, i.e. produce synthesis; based on the correlated features and identified connections, draw a conclusion (inference), i.e. solve the riddle.

Thematic selection of riddles makes it possible to form elementary logical concepts in children. To do this, after solving riddles, it is advisable to offer children generalization tasks, for example: “What is the name of the forest inhabitants in one word: hare, hedgehog, fox? (animals), etc.

3. Finger games:these games activate brain activity, develop fine motor skills hands, contribute to the development of speech and creative activity. “Finger games” are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “up”, “down”, etc.

For children to successfully master logical operations, work in the system is necessary. Considering the educational function of classes, thematic planning is preferable. Each week contains information material on each topic (“clothing”, “toys”, “transport”, etc.). This makes it easier for children to learn the classification operation.

Class work in the first week is planned as follows: :

Cognitive development - enter: or 1 object for detailed study (story, explanation of the teacher, examination of the object, its external signs, functions - detailed analysis); or 2 objects at once, having common and distinctive features.

During the development of speech there is a process of synthesis - composition short story about the object based on the acquired knowledge. Supporting diagrams are used effectively to facilitate storytelling.

In a visual arts class, knowledge is consolidated on the basis of synthesis - first mental, then practical combination of parts into one whole.

In the second week, to consolidate the material, they take : Puzzles; using the games “What’s extra?”, “Guess by the description”; word games, including the development of imagination (using the TRIZ method).

Appropriate didactic and developmental material is introduced into joint activities. Classes are conducted as a whole group or in subgroups. Working in pairs is very effective. Classes are divided into: educational; classes - observations; research; securing. Visual material is used - paintings, cards with images of objects, the objects themselves. In classes on mathematical development, DYENES Blocks, Cuisenaire sticks, tangrams, and counting sticks are introduced. Construction kits are taken for construction - tabletop, floor-mounted. The simplest diagrams are included - drawings of buildings. We are working with the designer. Material can be borrowed from the experimental corner to conduct research activities. The properties of objects can be studied - on cognitive development, mixing paints and obtaining shades - on drawing.

During the lessons the following gaming techniques are used:

Game motivation, motivation to action (including mental activity);

Finger gymnastics (stimulating brain activity, in addition, it is an excellent speech material). Every week a new game is learned.

Elements of dramatization - to increase children's interest in the material presented by the teacher, creating an emotional background for the lesson.

The preliminary error method is also effective, especially when securing material.

When planning teaching activities for a week, the following plan is included - a scheme for organizing joint and independent play activities (it can be adjusted by the teacher throughout the school year).

Table 1. Plan for organizing joint and independent gaming activities

JOINT ACTIVITYINDEPENDENT ACTIVITYMonday · Board/printed educational games; · Riddles (to reinforce a previously studied topic) Games for the development of fine motor skills: · Mosaic; · Lacing; · Games with loose material. Tuesday GYENESHAN blocks tabletop/printed - didactic games Wednesday Cuisenaire sticks - GYENESHA blocks; - Games in the experimental corner Thursday - work with building materials (according to the scheme and without); - work with counting sticks. - Cuisenaire sticks; - cubes “Fold the pattern”, “Unicube”. Friday - games for the development of creative imagination (elements of the TRIZ methodology); - introducing a new didactic game (developmental) - working with building materials (with and without a diagram); - work with counting sticks.

Joint activities are carried out frontally, but more often - in groups (3 - 5 people) and in pairs. The competitive nature of the games is used. Thus, the knowledge acquired by the child in class is consolidated in joint activities, after which it passes into independent and, after that, into everyday activities. It should be noted that elements of mental activity can be developed in all types of activities.

The development of logical thinking in children is a long and very labor-intensive process; First of all, for the children themselves - the level of thinking of each is very specific. Special approach necessary for “weak” children. Taking into account their mental and physical characteristics, it is necessary to instill in them self-confidence and lead them to independently solve simple problems. In case of rapid fatigue, the type of activity is changed. “Strong” children play a special role: having coped well with a specific task, at the request of the teacher (or on their own) they “connect” to those who are experiencing serious difficulties. Extensive consultation work is carried out with parents. This form of interaction between teacher and students is very effective. It helps to unite the team, gives the opportunity for high-achieving children to assert themselves and for weaker ones to feel confident in their abilities.

2 Characteristics of the experimental program for the formation of logical thinking in children of primary preschool age

Games made it possible to organize activities in a form that was interesting for the child, to make mental activity exciting, entertaining character.

However, one cannot but agree that, along with play, work and educational activities are no less significant for a preschool child. Therefore, the condition for achieving a successful result in training should be their harmonious combination.

The idea of ​​combining elements of work, study and play in teaching preschoolers formed the basis for the development of didactic games held in kindergartens. To ensure that the games are interesting and accessible to children with different levels of development, and that the tasks stimulate the mental activity of each child and bring him to a new conceptual level, the following organizational requirements form the basis:

a differentiated approach in terms of presenting game material - each level had its own degree of difficulty;

the complexity and variability of game tasks are the same game material suggested several game options. In addition, the teacher himself could develop a number of additional exercises arising from a specific task;

In order to improve the process of consolidating knowledge, the games were designed to activate various senses, as well as to attract sensory motor skills.

Being in the group most of the time, the child could at a convenient moment take the material he was interested in and work with it without the help of an adult, and then make sure that the task was completed correctly on his own.

Since the sensory development of a child in didactic play occurs in inextricable connection with the development of his logical thinking and the ability to express his thoughts in words, in this regard, the instructions presented tasks in which it was necessary to compare the characteristics of objects, establish similarities and differences, generalize, draw conclusions.

Thus, the ability to reason, think, and be able to apply one’s knowledge in different conditions developed. This became possible because the children had specific knowledge about the objects and phenomena that made up the content of the game. This knowledge was acquired in an interesting and accessible form during game classes.

During the age period under consideration, the final task in the game consists of three: gaming, didactic and developmental. The effectiveness of the game is ensured by a rational combination three tasks when a child learns and develops through play. After all, if the first of them predominates, then the activity loses its educational and developmental significance. If the second game turns into an exercise. Moreover, it is worth noting that the tasks of learning and development in the game can be combined into a single psychological and didactic one, since we can only talk about “training” preschoolers in a specific sense. This is explained by educational activities is not dominant, moreover, quite developed, in the considered age period. However, educational programs designed for preschool children, like no other, require a psychological basis, since “learning” here can only be considered in the context of development. Therefore, the games offered in educational process among preschoolers, can be called psychological-didactic.

Another feature of the proposed games was that the cognitive task was posed to the children not directly, but indirectly, through the game. Therefore, we designated the tasks solved in the process of using games as psychological and didactic and classified them from the point of view of cognitive processes, methods and means of cognition.

A system of developmental tasks was created, taking into account central and auxiliary tasks, which stimulated the child’s mental development. Thus, we understand the educational tasks of psychological-didactic games not only as the development of sensory systems, but also the formation of observation, arbitrariness of mental processes, moral-volitional sphere, which ensures continuity between sensory knowledge and thinking.

We emphasize that the specificity of the games used is the unity of gaming and educational tasks, through the solution of which a complex effect is exerted on the child’s psyche. It is aimed at stimulating the main directions cognitive development. The first is represented by the development of arbitrariness of cognitive processes. The second direction is associated with the formation of methods of mental activity - mental operations and means of mental activity. The latter include voluntary attention, coherent speech and self-control. The third direction involves the formation of mental actions that are formed on the basis of external practical actions in the process of their internalization.

The main functions that the rules in the games we use must perform:

They direct the game along a given path, combining a gaming and didactic task, gaming and didactic actions.

They determine the sequence of game actions, since without rules the game develops spontaneously, and the main tasks are not solved.

They make the game more entertaining and help children develop interest in it.

They allow you to influence children, to direct the game, but directly, but indirectly.

They regulate the relationships between the participants in the game, form interpersonal relationships, and develop the moral and volitional sphere of the child’s personality.

Based on this, when determining the rules in didactic games, we were guided by the following: the rules must correspond to the age of the children. In early and early preschool age, they are specific, associated with objects or pictures, consist of 1-2 elements, directly follow from the activities of children, and are often common to all children. There are usually no additional rules. The function of distributing roles and determining priority is performed by an adult. The competition element can only be used with children 4-7 years old. This is due to the fact that children of primary preschool age do not understand what it means to win, do not know how to evaluate themselves, and their actions are often aimed at results. Younger preschoolers prefer to act together; it is difficult for them to resist prompting, which is due to deficiencies in the development of arbitrariness of behavior and imitation. In addition, we took into account the fact that in early and early preschool age, play actions should be objective and specific.

At 3-4 years old, children are more attracted to action and material. The result is not considered significant unless it is presented visually, for example, in the form of a assembled nesting doll. It is achieved primarily individually, since children do not know how to coordinate actions. And their behavior is situational. A more general result - the formation of logical thinking - is achieved only with the systematic use of didactic games. Usually children are not aware of this overall result, the achievement of which is expected by an adult. Younger preschoolers are aware of the game result, while older preschoolers are aware of the game result and partly didactic. The goal that we set during the research process related to a series of games was to develop logical thinking, therefore it was assumed that by the end of it children should be able to determine the composition, structure and organization of elements and parts of the whole and focus on the essential features of objects and phenomena; determine the relationship between the subject and objects, see their changes over time; obey the laws of logic, discover patterns and development trends on this basis, build hypotheses and draw consequences from these premises; perform logical operations, consciously arguing for them, that is, be aware of the process and essence of logical thinking.

2.3 Methods for diagnosing the formation of logical thinking in children of primary preschool age

Of the three types of thinking: verbal-logical, figurative-logical and visual-actional, the last two types are sufficiently developed and predominate in preschool children. As for the first - verbal-logical, this type of thinking is only just beginning to develop in preschool childhood. Therefore, when diagnosing the intelligence of preschool children, it is first necessary to pay attention to figurative-logical and visual-effective thinking.

The main principle that the developers adhere to is diagnostic techniques, is the principle of natural behavior of the child, which provides for minimal intervention by the experimenter in the usual everyday forms of behavior of children; often to implement this principle, various methods are used to encourage the child to play, during which different age-related characteristics of the development of children are manifested. Since preschoolers are already mastering speech and reacting to the personality of the experimenter, it becomes possible to communicate with the child and, in the course of it, to diagnose logical development. However, a preschooler’s speech is still in its infancy, and sometimes this limits the possibilities of using verbal tests, so researchers give preference to nonverbal methods. When conducting and evaluating the results of diagnostics of the development of a preschooler, one should take into account the characteristics of personal development at this age. Lack of motivation and interest in tasks can reduce all the efforts of the experimenter to nothing, since the child will not accept them. This feature of preschoolers was pointed out, for example, by A.V. Zaporozhets, who wrote: ... even when a child accepts a cognitive task and tries to solve it, those practical or playful moments that encourage him to act in a certain way transform the task and give a unique character to the direction of the child’s thinking. This point must be taken into account in order to correctly assess the capabilities of children's intelligence (10, p. 204). And further: ...differences in solving similar intellectual problems of younger and older preschoolers are determined not only by the level of development of intellectual operations, but also by the originality of motivation. If younger children are encouraged to decide practical problem desire to get a picture, a toy, etc., then among older people the motives of competition, the desire to show intelligence to the experimenter, etc. become decisive. (10, pp. 214-215). These features should be taken into account both when conducting tests and when interpreting the results obtained.

The time it will take to complete the test should also be taken into account. For preschoolers, a period of time for testing of up to an hour is recommended, taking into account the establishment of contact with the child (J. Shvancara).

When conducting examinations of preschoolers, ESTABLISHING CONTACT between the subject and the experimenter turns into a special task, the successful solution of which will determine the reliability of the data obtained. As a rule, to establish such contact, the examination is carried out in an environment familiar to the child. It is necessary to create conditions under which the child will feel comfortable, for which work with the child can begin with play and only gradually, imperceptibly for the child, include the tasks required by the test. Of particular importance is the implementation constant monitoring behind the child’s behavior during the examination - his functional and emotional state, manifestations of interest or indifference to the proposed activity, etc. These observations can provide valuable material for judging the child’s level of development and the maturity of his cognitive and motivational spheres. Much in the child’s behavior can be explained by the explanations of the mother and psychologist, so it is important to organize the cooperation of all three parties in the process of interpreting the results of the child’s examination.

All diagnostic methods, developed for preschoolers, should be presented individually or to small groups of children attending kindergarten and having experience in group work. As a rule, tests for preschoolers are presented orally or in the form of practical tests. Sometimes a pencil and paper can be used to complete tasks (provided they are simple to operate).

Methods for assessment figurative-logical thinking

“Nonsense” technique

Using this technique, the child’s elementary figurative ideas about the world around him and about logical connections and the relationships that exist between some objects of this world: animals, their way of life, nature. Using the same technique, the child’s ability to reason logically and express his thoughts grammatically correctly is determined.

The procedure for carrying out the technique is as follows. First, the child is shown a picture in which there are several rather ridiculous situations with animals. While looking at the picture, the child receives instructions approximately as follows: “Look carefully at this picture and tell me if everything is in its place and drawn correctly. If something seems wrong to you, out of place or drawn incorrectly, then point it out and explain why it is wrong. Next you have to say how it really should be.”

Both parts of the instruction are executed sequentially. First, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many absurd situations as possible and explain what is wrong, why it is not so and how it really should be. Evaluation of results:

10 points- this assessment is given to the child if, within the allotted time (3 minutes), he noticed all 7 absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how it really should be.

8-9 points- the child noticed and noted all the existing absurdities, but from one to three of them he was not able to fully explain or say how it really should be.

6-7 points- the child noticed and noted all the existing absurdities, but three or four of them did not have time to fully explain and say how it really should be.

4-5 points- the child noticed all the existing absurdities, but did not have time to fully explain 5-7 of them in the allotted time and say how it really should be.

2-3 points- in the allotted time, the child did not have time to notice 1 - 4 of the 7 absurdities in the picture, and the matter did not come to an explanation.

0-1 point- in the allotted time, the child managed to discover less than four of the seven available absurdities.

Comment. A child can score 4 or higher in this task only if, within the allotted time, he has completely completed the first part of the task, as defined by the instructions, i.e. I discovered all 7 absurdities in the picture, but did not have time to either name them or explain how it really should be.

Conclusions about the level of development:

points - very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.

Methodology "Seasons"

This technique is intended for children aged 3 to 4 years. The child is shown a drawing and asked, after carefully looking at this drawing, to say what season is depicted in each part of this drawing. In the time allotted for completing this task (2 minutes), the child will have to not only name the corresponding season, but also justify his opinion about it, i.e. explain why he thinks so, indicate those signs that, in his opinion, indicate that this part of the picture shows exactly this, and not any other time of year.

Evaluation of results:

10 points- within the allotted time, the child correctly named and associated all the pictures with the seasons, indicating on each of them at least two signs indicating that the picture depicts this particular season (in total, at least 8 signs for all pictures).

8-9 points- the child correctly named and associated all the pictures with the right seasons, indicating 5 signs confirming his opinion in all the pictures taken together.

6-7 points- the child correctly identified the seasons in all the pictures, but indicated only 3-4 signs confirming his opinion.

4-5 points- the child correctly identified the time of year in only one or two pictures out of four, named only 1-2 signs to confirm his opinion.

0-3 points- the child was unable to correctly identify any season and did not accurately name a single sign. A different number of points, from 0 to 3, is given depending on whether the child tried or did not try to do this.

Conclusions about the level of development:

points - very high. 8-9 points - high. 6-7 points - average. 4-5 points - low. 0-3 points - very low.

Carrying out any diagnostics is always associated with questions: for what purpose is it carried out? How will its results be used? Diagnostic data allows teachers and parents to monitor the progress of the child’s development and provide an individual approach. This is the positive role of diagnostics in the preschool education system.

The use of diagnostic techniques allows the teacher to take a reflective position and analyze the effectiveness of both his teaching activities and the implemented educational program of preschool education.

Diagnostics is of great importance for the targeted and effective implementation of the educational process. It allows, through control (monitoring) and correction of the entire system of education and training and its components, to improve the process of education, training and development of children.

Conclusion

As a result of studying psychological and pedagogical literature, we have established that thinking is a function of the brain, the result of its analytical and synthetic activity. The objective material form of thinking is language. Through words, people communicate with each other, passing on cultural and historical experience. Thanks to thinking, a person learns about objects and phenomena, as well as connections and relationships between them.

Numerous researchers have established (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontyev, D.B. Elkonin, Yu.T. Matasov, etc.) that thinking is inextricably linked with sensory cognition, since the sensory basis is the main source of thought. That is, with the help of such mental processes as sensation and perception, a person receives information about the surrounding reality. At the same time, human thinking is aimed at knowing the unknown, and for this the sensory basis of thinking is too narrow.

The formation of thinking is important in the mental development of a child. It is during the preschool period that not only the basic forms of visual thinking—visual-effective and visual-figurative—emerge, but also the foundations of logical thinking are laid - the ability to transfer one property of an object to others (the first types of generalization), causal thinking, ability to analyze, synthesize, etc.

In didactic games that promote the formation of thinking, two directions are distinguished: from perception to thinking and from visual-effective to visual-figurative and logical thinking.

An important condition for the effective use of didactic games in teaching is consistency in the selection of games. First of all, the following didactic principles should be taken into account: accessibility, repetition, gradual completion of tasks.

The results of the ascertaining experiment confirmed the need to carry out targeted pedagogical work on organizing a system of game classes using didactic games aimed at developing logical thinking.

Thus, the formation of logical thinking in children of primary preschool age with the help of didactic games included in educational work is possible if the following conditions are met:

Creation of a specially selected system of exercise games with didactic content.

Purposeful development of logical thinking should be carried out throughout the entire preschool period.

The joint activities of the teacher, music worker, physical education director, and parents should be aimed at developing logical thinking.

Games aimed at developing logical thinking should be varied.

The system of play activities should be included in all types of children's activities.

At proper organization During the activities of children in a preschool institution, intellectual, emotional and personal development occurs. Children gain self-confidence and learn to express their thoughts and feelings. All this will be a good help in preparing them for school.

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I. A. Burlakova

Development of logical thinking in preschoolers

Development of mental abilities ( psychological qualities allowing children to easily and quickly acquire new knowledge and use it in solving a variety of problems) is of particular importance for preparing children for school. It is not so important what knowledge a child has by the time he enters school; what is much more important is his readiness to acquire new knowledge, the ability to reason, fantasize, draw independent conclusions, and create ideas for drawings and designs. The book “Children, get ready for school” (M.: Mozaika-Sintez, 2008) contains tasks that are directly aimed at developing mental abilities and imagination. They represent problem-play situations, by solving which children master a new way of working with material and use new means to complete a task. An adult only organizes the creation of problematic situations, creates conditions for preschoolers’ own active search and creative activity.

Let us dwell in more detail on problems of the logical type.

Burlakova Irina Anatolyevna - Candidate of Psychological Sciences, Head of the Department of Preschool Pedagogy and Psychology, Moscow City Psychological and Pedagogical University

Before school, children are trained quite a lot in solving logical problems so that they can reason logically, analyze, generalize, draw correct conclusions, etc. And in most cases, if children make mistakes, adults do not understand how they do not “see the obvious.” If we recall one of the facts first described by the psychologist J. Piaget, we can understand the bewilderment of adults. Children are shown a picture in which, for example, three apples and six pears are drawn, and they are asked whether the depicted objects can be called in one word and what. The children recognized both apples and pears, were able to give a common name (fruit), and determined that there are more pears. However, if you ask what is more: pears or fruits, most preschoolers will say that there are more pears. What's the problem? Children of preschool age are guided, first of all, by what they see, because at this age they develop imaginative thinking. Preschoolers do not yet master reasoning leading to the correct conclusion. How would the reasoning be structured when solving the above problem? Approximately

like this: “Pears and apples are fruits. There are more fruits than pears, because fruits are both pears and apples.” But to make such a conclusion, children need to navigate complex conceptual relationships.

Child psychologist L. Wenger said that imaginative thinking does not necessarily dwell on the random, external properties of things. It gives the child the opportunity to assimilate generalized knowledge that reflects essential connections and relationships, if these connections and relationships are given not simply in the form of verbal reasoning, but are presented in in a visual form. At the right help In adults, the development of figurative cognition can lead a preschool child to master the laws of logic. Complex relationships between concepts become accessible

In preschool age, the development of the ability to solve logical type problems is influenced by the development of visual modeling.

children of this age, if presented in a visual form. Thus, in preschool age, the development of visual modeling influences the development of the ability to solve logical type problems.

Logical relations are diverse, and the most common type of conceptual relations is classification (or genus-species). Just such relationships exist between the concepts “pears”, “apples”, “fruits”. In order to present them visually, conditionally symbolic models are used, one of which is a model in the form of circles. In it, concepts (words) are designated by circles of different sizes, which depend on the degree of generalization. So, for example, the concept “fruit” will correspond to a larger circle than the concept “apples”. And the relationships themselves will be conveyed using the spatial arrangement of circles (Fig. 1).

Invite the children to look at the pictures (for example, 5-6 cards depicting dishes: cups, pans, kettles, plates, glasses, frying pans, etc. and a card depicting any animal, for example a dog), then ask if there is a word that can be used name all the pictures. If there is no such word, find out why it is not there.

The first step in mastering the action of visual modeling of conceptual relationships is mastering substitution.

If the children do not see the “extra” picture on their own (which makes it difficult to find a common word for most of the pictures), invite them to find it together. Then put the picture with the image of the animal aside.

Take them aside and explain why it is superfluous, and for the remaining cards, choose a generalizing word. After this, lay out the pictures and ask the children to draw two identical circles. Ask the children to put cards with a picture of a dish in one of the circles, and with a picture of an animal in the other (Fig. 2).

Animals

Thus, together with the children, you not only designated the concepts with circles, conditional substituents, and performed the action of substitution, but also built a model that clearly shows the relationships between these concepts.

Additionally, children can be given two more cards with images of dishes (for example, a spoon and saucer) and 4-5 cards with images of animals (cat, elephant, horse, bear, etc.) and asked to place them in the same circles. After the children have laid out the pictures, help them explain why they put the card in a particular circle.

Tasks aimed at mastering the action of substitution can be carried out in a similar way several times, changing the themes of the pictures: furniture and clothing; toys and flowers; cars and trucks; insects and birds, etc. You can increase the number of allocated groups to three.

Having mastered substitution, children will easily name the words that designate this or that circle. Now you can invite children to independently divide pictures into groups and sketch models on a piece of paper or a board. (For correct execution the “evenness” of the circles and the accuracy of the sizes are not important.) In order to arouse interest in such tasks among preschoolers, complete them with the children, and then compare the results and, if there are mistakes, discuss and correct them.

After this, you can move on to mastering the actions of using models. To do this, you will need pictures depicting various objects. For example, having selected 10-11 cards with images of animals (4-5 with images of insects and 5-6 with images of birds), invite the children to tell and name in one word who is depicted in the pictures, and then try to divide them into two groups. After the children lay out the cards, draw the same size

circles and ask the children to say what they mean. (Insects and birds.) There is no need to put the pictures in circles. If children find it difficult, you can help them by using a gesture to match two groups of cards and two circles.

Then ask the children if there is a word that can be used to name all the pictures (Animals.); how to show in a drawing that insects and birds are animals. If necessary, help children answer this question by circling the two groups of cards. Then ask the children who is more numerous: insects or animals, birds or animals; how to show this in a picture (Fig. 3).

" __---Animals

Insects

Such tasks can be carried out using different groups of pictures, for example, transport - water transport - air Transport; people - adults - children, etc.

Gradually, the number of groups into which pictures can be divided must be increased (up to four). For example, animals - birds, animals (mammals), insects and fish. However, the number of pictures in a group may differ. But in the model, these groups of animals will be designated by circles of equal size (Fig. 4).

Insects

Animals Fig. 4

In the process of working with this model, find out from the children what is more: animals or fish, animals or animals, etc. and why, how you can show it. At the same time, it is advisable not to lose sight of the characteristics by which animals were united into one group or another (for example, how a swallow, a sparrow and a crow are similar).

At the next stage of work, offer children tasks that require independent

detailed construction of the model and its use. To do this, select pictures with objects that can be divided into 3 or 4 groups, and their names can be attributed to one concept. Invite your child to ask you a riddle. To do this, he must, after looking at the pictures, decide whether everything depicted on them can be called in one word, then divide them into groups and sketch what happened using circles. You must guess the generalizing word and into which groups the child divided the pictures.

This task can be made a little more complicated - after guessing, enter an additional picture and place it on the model. At the same time, you can make a deliberate mistake so that the child explains it and corrects it. For such tasks, you can use a set that includes cards, for example, with the image of girls and boys (2-3 pieces each) and with the image of a doll or soldier (one picture). Then the mistake will be to place a picture of a doll (or a soldier) in a circle representing girls (or boys) (Fig. 5a). It would also be a mistake to include an additional card (doll or soldier) in big circle(Fig. 5b).

People (children)

Boys

Girls People (children)

When navigating classification relations, it is important to be able to identify various features that define a particular concept. Therefore, tasks in which you need to classify material on different grounds will be useful. To do this, select the pictures in such a way that they can be

divided into groups in different ways. For example, invite children to arrange into groups a set of cards with images of animals (wolf, squirrel, elephant, zebra, reindeer, polar bear, cuckoo, crow, parrot, ostrich). There are several options for classifying such a set of pictures: animals - beasts - birds; animals - animals of the South - animals of the middle zone - animals of the North (Fig. 6).

Mammals

Animals

For such tasks, you can select cards with images of transport (water, air, land; cargo and passenger), plants (trees and shrubs; garden plants and forest plants), etc.

These sets of pictures can then be used in tasks without building a graphic model. One of the players puts the pictures laid out in disorder into groups, and the other guesses what these groups are and names the feature on the basis of which they were identified. Then the players change roles.

Complex classification relationships presented in a visual form give children the opportunity to successfully navigate them. Under your guidance, preschoolers learn a way that allows them to analyze relationships between concepts and build their own reasoning. The child’s ability to independently represent graphically conceptual relationships allows him to classify objects without relying on a visual model.

The game “Guess” just involves the classification of objects without relying on a graphical model. Select pictures that include several groups of objects and arrange them

they are in disarray. Then make a wish for one of the pictures, and let the child, asking leading questions, try to guess it. (You need to try to guess the picture as quickly as possible, that is, in fewer questions.) In this case, you need to ask questions about what is shown in the picture, and not name all the objects in order. Questions should be such that they can only be answered with “yes” or “no”.

In order to quickly guess the picture, the player needs to independently identify groups of objects and include essential features of concepts in the questions asked.

The degree of difficulty of the game can be different and determined by the proposed set of pictures. The simplest option is a game version in which the selected groups of objects are independent. The number of groups can be gradually increased from two to four. For example, a set may include 2-3 pictures of furniture, musical instruments, clothes and birds. The relationships between concepts could be visually represented in the form of circles of equal size (Fig. 7).

A more complex version of the game is determined by more difficult relationships, including concepts of two levels of generality. For example, you can offer pictures depicting animals (birds and mammals - 2-3 pieces each) and dishes (kitchen and tea - 2-3 pieces each). The relationships between these concepts are clearly presented in Figure 8.

Correctly posed questions narrow the search area and quickly lead to a solution (in 3-4 questions). For example, after making a picture of a cup, you can ask the children the following questions: “Is this alive? (No.) Is this where they cook food? (Yes.) Next, you should ask 1-2 questions about the distinctive features of the items shown in the pictures.

Playing the game again, invite your child to make pictures. By guessing the object, you give your child the opportunity to compare both tactics for finding the answer.

On initial stages You can help the child by offering him a partial definition of the hidden object, which should include not its description, but the naming of some essential features. For example, if the hidden item is included in the “tea utensils” group, then the definition may look like this: “This is inanimate” or “This is needed when drinking tea.” This technique helps the child to identify a group of objects based on the named characteristic and to attribute the object to a particular concept.

The method of analyzing conceptual relationships mastered by children allows them to gain new experience and knowledge. At first, the child will be able to do this only with your help, but subsequently the preschooler will not be at a loss in front of information containing, for example, new unfamiliar words or concepts. But first it is necessary to create conditions that are close to real ones, when the child will be able to use the means he has mastered.

Invite the children to listen to a short story, for example, about a finch and guess who the “finch” is:

“The finch lives near human habitation. It builds nests in trees, often on conifers. In the summer he has children. And diligent finches parents tirelessly provide them with food, clearing the forest of harmful insects. Finches feed on seeds and green parts of plants. At the end of summer, finches gather in flocks and go to warmer climes.”

The above passage contains signs by which the finch can be classified as a bird. Discuss with the children why the finch, in their opinion, is a bird. Then show in the picture what this bird looks like. If the children are interested, offer them some more information about the finch.

When children hear unfamiliar words while listening to any works, do not rush to immediately explain them. Draw their attention to the part of the text in which a new concept appears. As a rule, it contains some information according to which this concept can be classified into one category or another. By discussing this passage with you, children will learn the new word more firmly. They will immediately integrate it into the system of generalizations that has developed by the end of preschool age.

Thus, with your sensitive and competent participation, preschoolers will be able to master visual means with which they will navigate complex conceptual relationships. The development of imaginative thinking can also lead to mastery of the laws of logic. Thanks to the visual form in which conceptual relationships can be presented, preschoolers are not only able to reason consistently and draw conclusions, but also systematize and effectively use acquired experience and knowledge, which is certainly necessary for a successful transition to school education. ■

The problem of today is the education of active, creative personality. One of the indicators of such a personality is the development of logical thinking.

Undoubtedly, it is very important to develop ideas about the world around us, to teach specific skills: reading, counting, measuring, calculating, etc. But it is equally important to develop in a child the ability to think logically, independently explore the world: receive, analyze and synthesize information, compare surrounding objects and phenomena, draw conclusions and find out patterns, generalize and specify, organize and classify ideas and concepts.

In general, the problem of the development of logical thinking during preschool childhood has been the subject of study by many teachers and psychologists of the past and present (J. Piaget, A. Vallon, K. Koffka, N. N. Poddyakov, A. N. Leontiev, P. Ya. Galperin, D.B. Elkonin), and today it is still relevant.

The development of a preschooler's thinking goes through several stages. First, visual and effective thinking is formed, i.e., everything mental operations in the baby occur through action. At the end of this period, the formation of elements of visual-figurative thinking occurs, i.e., the baby begins to think using images. And by the end of senior preschool age, verbal-logical thinking begins to form; it presupposes the development of the ability to operate with words and understand the logic of reasoning. Children learn to reason independently, draw conclusions, contrast, compare, analyze, find the particular and the general, and establish simple patterns. All types of thinking are closely related to each other. The level of development of all types of thinking determines the success of schooling, the speed of learning material, attention, and academic performance in general.

The development of logical thinking in children has important for the success of subsequent schooling, for the correct formation of the student’s personality and in further education, it will help to successfully master the basics of mathematics and computer science.

The need for the purposeful formation of logical methods of thinking in the process of teaching and upbringing is already recognized by psychologists and teachers. The famous child psychologist L. S. Vygotsky was one of the first to formulate the idea that the intellectual development of a child lies not so much in the quantitative stock of knowledge, but in the level of intellectual processes, i.e., in the qualitative features of children's thinking. He argued: “Scientific concepts are not absorbed and memorized by a child, they are not taken into memory, but arise and are formed with the help of the tension of the entire activity of his own thought.”

Time. allocated by the program for GCD is not enough for the development of logical thinking. Not only basic education plays a major role in a child’s development, but also additional . Additional education V preschool institutions makes it possible to identify and develop the creative abilities of children, and this need led me to creating a “Let’s sit and think” circle.

Goal: development of logical thinking using didactic games, ingenuity, puzzles, solving various logic games and mazes, formation important qualities personality: independence, resourcefulness, intelligence, develop perseverance, develop constructive skills.

Club work is carried out throughout the academic year. When organizing the work of the circle, a favorable environment is created for the overall development of the child. Gradually, in the process of active participation in activities, the child develops an interest in logic games and a desire to engage in them. Working on logic with directed guidance and using age-appropriate methods and techniques provides a learning and developmental effect.

I prepared consultations for parents on the topic “Logic outside of class”, “Logic in kindergarten”, held a parent meeting “Logical Thinking” dedicated to logic, with the direct participation of parents, where they clearly saw the material and played some exercises and games themselves.

Use of entertaining games, interesting didactic material both for demonstration and distribution purposes, creating game situations helps to avoid fatigue and increases interest in completing tasks. Mastering any method of memorization, the child learns to identify a goal and carry out certain work with the material to realize it. He begins to understand the need to repeat, compare, generalize, and group material for the purpose of memorization.

The game is the vital laboratory of childhood, giving that flavor, that atmosphere of young life, without which this time would be useless for humanity. In play, this special processing of life material, there is the healthiest core of a rational school of life.

S.T. Shatsky

Game is a complex socio-psychological phenomenon. Being the leading activity of the preschool period, it provides significant new education in the physical, mental and logical spheres, and gives the effect of general mental development. V. A. Sukhomlinsky wrote: “Without play there is and cannot be full-fledged mental development. The game is a huge bright window through which spiritual world The child receives a life-giving stream of ideas and concepts. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”

The use of didactic games increases the efficiency of the pedagogical process. In addition, they contribute to the development of memory and logical thinking in children, having a huge impact on the mental development of the child. When teaching young children through play, I strive to ensure that the joy of play turns into the joy of learning.

I created lessons on developing basic logical thinking for preschoolers using didactic games. After all, for children, play is the leading activity. Games of logical content help to cultivate cognitive interest in children, promote research and creative search, the desire and ability to learn. Didactic games as one of the most natural species activities of children and contributes to the formation and development of intellectual and creative manifestations, self-expression and independence.

Step-by-step training and correctly selected tasks and game material, conditions created for the implementation of acquired knowledge, contribute to the fact that the development of the foundations of logical thinking occurs more effectively. The correct selection of tasks and exercises help children in the formation of cognitive processes, namely the formation of logical thinking.

Didactic material used:

- Cuisenaire rods. The set promotes the development of children's creativity, the development of fantasy and imagination, cognitive activity, fine motor skills, visual and effective thinking, attention, spatial orientation, perception, combinatorial and design abilities;

– the game “Logical tasks to find missing figures” – develops logical thinking, ingenuity and intelligence;

- Interesting logic. Puzzles. Made by human hands;

– geometric construction set (“Mongolian Game”, “Magic Circle”, “Tangram”, “Columbus Egg”) - require mental and volitional effort, contribute to the development of spatial concepts, creative initiative, ingenuity, and ingenuity;

– the game “Find the Figure” develops logical thinking and consolidates knowledge of geometric shapes;

– board game “Fun Logic”. Puzzle locks on elements train a child's fine motor skills and eye, develop imaginative and analytical thinking, develop the ability to separate an object and connect parts into a whole;

- game “What does it look like?” develops attention, visual perception, imagination;

– math tablet for children – games for the development of sensory, logical-mathematical, speech and creativity;

– the educational subject-game system “Honeycombs Kaye” allows you to conduct classes in the field of geometry, mathematics and logic, games with substitution, and also use the set as a large mosaic and dominoes;

– the book “Graphic Dictations” develops fine motor skills, stimulates intellectual abilities, graphic exercises help the child prepare in general for school;

– educational lotto game. “Logic tables” – consolidation of geometric shapes, colors and shades, and also develops visual perception, voluntary attention, memory and logical thinking.

Card index of didactic games:

– Entertaining lessons “Think, decide, count.”

– Book of crossword puzzles “Guessing”.

– Visual aid “Find the differences.”

– Game “Where is whose house?” – compare numbers, practice the ability to determine the direction of movement.

– We made games for folding three-dimensional figures “Cubes for everyone” – it develops thinking, quick wits, ingenuity, creativity, and constructive skills.

– Puzzles on composing geometric shapes – stimulate the child’s mental activity.

Having the opportunity to begin earlier to stimulate and develop logical thinking, based on the child’s sensations and perceptions, we thereby increase the level of the child’s cognitive activity and the faster the smooth, natural transition from concrete thinking to its highest phase - abstract thinking.

References:

“Development of logical thinking in children” L. F. Tikhomirova, A. V. Basov

“Let's Play” math games for children 5-6 years old. Edited by A.A. Stolyar

“The best puzzles for children from 3 to 6 years old” Developing logic and thinking. E. Cherenkova

“Both study and play: mathematics” T.I. Tarabarina, N.V. Elina

Development of children's cognitive abilities. L.F. Tikhomirov

“Both study and play: Russian language” T.I. Tarabarina, E.I. Sokolov

Educational games for preschoolers N.I. Vasilyeva, N.V. Novotortseva.

Program on the topic:

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

Full Name:Prutskikh Tatyana Ivanovna.

Position: teacher

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

Territory: Khanty - Mansi Autonomous Okrug - Ugra.

Year: 2013.

Nizhnevartovsk

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

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

1.1Development of children's thinking in research by psychologists and teachers……………………………………………………………….. 6

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

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

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

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

2.2 Using didactic games in the learning process…………..19

2.3 The place of logical tasks in mental education…………………21

2.4 Riddles, crosswords, puzzles, labyrinths…………………………….22

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

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

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

References………………………………………………………32

Introduction.

Even from the hottest fire in the fireplace

knowledge will remain only a handful of cold

ash if there are no caring hands nearby

stoker - teacher - and a sufficient amount

logs prepared for future use - tasks.

V. Shatalov

famous Soviet teacher.

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

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

Logics – this science about the laws of thinking and its forms. It originated in the 4th century BC. e., the founder is considered to be the ancient Greek philosopher Aristotle. How the science of logic is studied in higher and special education educational institutions. Knowledge of the laws of logic is important when developing solutions in complex, confusing situations, when managing simple and complex systems. Having mastered the skills of logical thinking, a person will be able to quickly master the profession and realize himself more successfully in it, and not get confused if he finds himself in difficult life circumstances.

But why does a small child, a preschooler, need logic? The fact is that at each age stage, a certain “floor” is created, on which mental functions that are important for the transition to the next stage are formed. Thus, the skills acquired in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to study - solving problems and doing exercises will require a lot of time and effort. As a result, the child’s health may suffer and interest in learning may weaken or even disappear altogether.

Having mastered logical operations, the child will become more attentive, learn to think clearly and clearly, will be able to concentrate on the essence of the problem at the right 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.

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

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

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

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

Accounting individually – age characteristics each child when organizing play activities;

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

Organization of games using searching, entertaining questions.

Based on the conditions, it was determined tasks:

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

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

To think over and create a subject-based developmental environment for the development of logical thinking in which children find themselves;

Develop a system for this problem;

Evaluate the effectiveness of the proposed system.

Theoretical platform:

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

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

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

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

1.1Development of children's thinking in research by psychologists and teachers.

Preschool, “children’s” logic is a unique world with its own techniques, methods, and skills. Child in his daily activities constantly compares, contrasts, classifies various objects and phenomena.

Leonid Yakovlevich Bereslavskybelieves that a child’s intellect needs to be developed in a timely and systematic manner, then he will achieve his goal, study well, learn to think logically and become self-confident. The development of a child’s brain proceeds by building new levels on top of old ones.

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

Don't waste time!

Let's say, if you want the apple tree to bear fruit, will you take care of the seedling? Water it on time, fertilize it? A tree that is not taken care of in time will no longer please you, no matter how good the variety it is. So is the baby! Talent can be raised from any child. If you “fertilize” it during the process. The most important time for a developing person these are the first years of his life.

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

What is good about logical thinking? Because it leads to the right decision without the help of intuition and experience!

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

So, logic studies the paths to truth.

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

1.2 Main characteristics of thinking as a psychological process

Logical thinking- this is the ability to operate with abstract concepts,

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

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

cause-and-effect relationships. In particular, this is the ability to conduct

the following simple logical operations: comparison, generalization,

classification, judgment, inference, proof.

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

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

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

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

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

1. The ability to identify characteristics (properties) of one object based on its comparison with another object.

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

1. The ability to identify common and distinctive features (properties) of compared objects.

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

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

After the child learns to identify common and distinctive properties in objects, you can take the next step: teach him to distinguish essential, important properties from unimportant, secondary ones.

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

Generalization – This is the mental association of objects or phenomena according to their common and essential characteristics.

In order to teach generalization, you need to develop the following skills.

1. Ability to relate specific object to a group given by adults and, conversely, to isolate the individual from the general concept.
2. The ability to group objects based on independently found common features and designate a formed group of words.
3. Ability to classify objects into classes.

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

Seriation – construction of ordered increasing or decreasing series based on a selected characteristic. Classic seriation technique: nesting dolls, pyramids, insert bowls, etc.

Inferences - a mental technique consisting of deducing from several judgments, one judgment - a conclusion, a conclusion.

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

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

Logical techniques - comparison, synthesis, analysis, classification and others - are used in all types of activities. They are used, starting from the first grade, to solve problems and develop correct conclusions. “Now, in conditions of a radical change in the nature of human work, the value of such knowledge is increasing. Evidence of this is the growing importance of computer literacy, one of the theoretical foundations of which is logic.”

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

Every teacher and parent is interested in the successful education of the child. Research by psychologists shows that this depends on the level of development of his cognitive abilities, as well as on the level of development of logical thinking.

Childhood is the happiest time of a person’s life. The baby is very energetic and active. He is attracted to almost everything, he torments adults with questions, tries to learn and understand a lot.The basic rule that an adult must remember:it is called upon to help the child, to create conditions for learning about the world.

Even in early childhood, the foundations for the development of a child’s logical thinking are laid. Thinking, as is known, is a process of cognition and awareness of the world.

Discuss with the child the various properties of the object, help him understand which of them are main and which are secondary. Encourage unexpected answers from the baby, allowing you to see the subject from a different perspective. Remember that classes with a child should take place in a good emotional mood. This will make the perception of the material more effective. If a child is experiencing difficulties, help him, explain the task, check that it is completed correctly.

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

Firstly, educational games can provide food for the mind from a very early age.

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

Thirdly, by rising, each time on his own, to his ceiling, the child develops most successfully.

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

Fifthly, by playing these games with their children, fathers and mothers quietly gain important skill- restrain yourself, do not interfere with the child, think and make decisions yourself, do not do for him what he can and should do himself.

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

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

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

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

Development and improvement of mental operations in specially - organized activities;

Using didactic games to develop logical thinking;

Development of intellectual abilities;

Interaction and communication between children.

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

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

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

Special;

Gaming;

Working with parents.

2.1 Conducting classes that develop mental operations.

Mathematics and logic.

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

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

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

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

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

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

Acquaintance with the outside world and speech development.

Interest in observation, thinking, reading, learning everything new, and the ability to self-educate are laid in preschool age. To fit into the rhythm of current life and become a good specialist in your chosen field. From childhood you need to learn new things and understand, think independently and search for information so as not to drown in its endless ocean. As children grow up, they actively explore the world around them.

Using manuals from the series “Journey to the natural world and speech development.” Children receive information about the plant and animal world. Appearance, place in nature, beneficial properties, feel the beauty of your native nature. They learn to classify and compare. Games that help consolidate the material: “The fourth odd one,” “Word game,” “Learn to compare.”

During observations and excursions, exercises for the development of logical thinking are also used. By answering the teacher’s question, the child learns to find and prove, discuss, consolidating the material covered, enriching with new information. “Guess one piece at a time. (Everything and its parts)”, “What do a flower and a tree have in common”, “Study of the web”.

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

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

Construction

IN senior group design allows you to solve not only practical, but also intellectual problems, and gradually they come to the fore. Construction from pictures and diagrams from construction sets and building materials using dissected and non-dissected samples. This type of work provides more opportunities for children’s mental activity. They relate planar images to volumetric shapes. They work with planar mosaics, games like “Tangram”, “Mongolian game”, “Columbus egg”. During games, children combine different details and get more complex images. In my work I use the Origami paper construction method - paper plastic. The process of folding paper is already familiar to children from middle age; at an older age, they become familiar with drawings. Origami develops logical thinking, spatial understanding, imagination, and memory.

2.2 The use of didactic games in the learning process.

A game is the leading activity of a preschooler. Many mothers and fathers do not take into account the fact that preschool age is, first of all, the age of play. You can often hear the following phrases: “Why are you still playing? I’d like to get busy with something.” But play is the most important thing for a child. For a child, this is the same natural process as eating, drinking, and sleeping. He has no other way to understand the world around him, to acquire basic skills and abilities. Any game, be it pouring sand or assembling a complex construction set, implies gaining certain experience necessary for the child to fully develop.

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

One of the conditions for the development of logic is the formation of speech as a means of communication. In order for the word to begin to be used as an independent means of thinking, allowing one to solve mental problems without the use of images. The child must acquire knowledge about the general and essential features of objects and phenomena of the surrounding reality, enshrined in words. In this regard, the following games were selected: “One - many”, “What does an object consist of”, “Never-before”, “Say the opposite”, “Association”, “Logical endings”, “If ... then ...”. (Appendix No. 9)

I use educational games in my work.Dienesh logical blocks.

Effective development of the intellectual abilities of preschool children is one of the pressing problems of our time. Preschoolers 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. Solving these problems allows children to successfully master the basics of mathematics and computer science in the future.

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

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

the age at which work with blocks begins, as well as the level

child development. (Appendix No. 10)

Cuisenaire rods, this teaching material was developed by the Belgian mathematician H. Cuisenaire.

The main features of this didactic material are abstractness, versatility, and high efficiency. Sticks now easily fit into the system of pre-mathematical preparation of children for school, as one of the modern teaching technologies. Using sticks, one of the most important principles of didactics is implemented - the principle of clarity.

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

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

Entertaining tasks help develop a child’s ability to quickly perceive cognitive problems and find the right solutions for them. Children begin to understand that in order to correctly solve a logical problem it is necessary to concentrate, they begin to realize that such an entertaining problem contains some kind of “catch” and in order to solve it it is necessary to understand what the trick is.

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

In order to develop children's thinking, I use various types of simple logical problems and exercises. These are tasks for finding a missing figure, continuing a series of figures that are missing in a series of figures, for example:

Which geometric figure is superfluous here and why?

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

Logical problems can have other contents, for example, the following:

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

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

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

2.4 Riddles, crosswords, puzzles, labyrinths.

Puzzles

Children usually like to solve riddles. They enjoy both the process and the result of this unique competition. Riddles develop the ability to identify essential features of objects or phenomena, prove the correctness of one’s solution, as well as the ability to create an image of an object based on its verbal description. In order for the process of solving riddles to have a developmental effect, it is necessary to develop certain skills:

Identify the signs of an unknown object indicated in the riddle and compare them with each other. This comparison gradually leads to the answer.

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

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

The complexity of the riddle depends on how familiar the “secret” object is to the child.

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

Labyrinths

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

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

Help the squirrel find its nest;

For the girl to come out of the forest;

Khryusha go through the labyrinth to Stepashka...

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

Puzzles, crosswords.

In the pre-school group with children I used puzzles and crosswords. These games introduce a fun activity. The games are designed for children who can read. Before solving a rebus, you need to explain to your child that a rebus is a riddle written using drawn objects. Solving a rebus means reading the word hidden in it. (Appendix No. 11)

2.5 Activation of forms of work with parents.

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

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

The task of parents is to help the child explore the diverse world of the game, open up additional possibilities for everyday objects, and interest him in unexpected storylines. Playing together will strengthen trusting relationships and allow an adult to unobtrusively develop certain qualities in a child.

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

This is done in order to involve parents in working together to develop the thinking processes of their children, so that they understand that the ability to think logically can be developed in every child. Parents, interested in tasks, exercises, and games, cooperate.

They are happy to join in collecting interesting puzzles and riddles. Parental participation is an essential condition for successful work.

Interaction takes place in different forms:

Consultations on topics of interest to parents. Such as: “Development of logical thinking through didactic games”, “Logic as a means of developing mental abilities”.

Folders – Through folders, parents learn about logical operations and games. “Logical words “Outside” and “inside””, “Logical operation - ordering of action.” Discussions on the topic are also held.

Organization of joint events: “Evening of riddles”, “Play with me”, “Hurry up and don’t make a mistake.” Competitions: “The smartest”.

This practice has proven to be effective: children gradually master the material, the level of logical thinking increases, and children’s activity in the pedagogical process increases (Appendix No. 7).

2.6 Evaluating the effectiveness of the proposed system.

The pedagogical examination was carried out twice: in October the primary examination, and in April the control examination. The examination group consisted of children aged 3 to 4 years (2008-2009 academic year). From 4 years to 5 years (2009-2010 academic year). The purpose of this examination is to identify the level of ability for logical operations: comparison, synthesis, classification. Analysis of establishing a cause and effect relationship. (Appendix 1)

Identification of abilities for logical operations.

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

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

The children were offered the following tasks:

Comparison “Find it”, “How are they similar”. Identify children’s ability to establish similarities or differences based on characteristics;

Synthesis “Make a figure”, “Make a circle”. Reveal children’s ability to compose (connect) parts of objects into a single whole;

Classification is a more complex operation. Through tasks, see the ability of children to divide groups based on common characteristics. “Find objects of the same color”, “The third wheel”, the ability to see an object that is not related to certain group using visual material. “Arrange geometric figures” (based on “size”), the ability to arrange figures in a certain sequence.

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

The most difficult operation for children is the logical operation “classification”. Children have difficulty dividing objects into groups, finding extra item, explain why it is redundant.

Targeted work using didactic games and exercises on certain logical operations, such as “Help the harvest”, “Help the little bunny get home”, “Big and small”, etc. Helped children better understand logical operations in a playful way.

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

Find an item that is different from others;

Find differences;

What part needs to be added to get the whole picture;

How to fix the error;

Which boxes did the item fall from?

Help the hare arrange the items on the floors.

It was revealed that 12 children have a high level of development, which is 57%, 9 children have an average level of development, which is 43%. There is no low level.

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

At the end of the school year, control diagnostics were carried out. It was revealed that 18 children have a high level of development, which is 86%, 3 children have an average level of development, which is 14%, there is no low level.

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

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

Find options;

Is it possible?;

What familiar figures does the object consist of?

What shapes does this rectangle consist of?

We group by characteristics, arrange the proposed items according to several characteristics;

What happens...;

Swims or flies.

The difficulty was the task on logical operation“classification”, we group according to several criteria.

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

Work is planned to further develop logical thinking through didactic games and exercises.

Identification of cause and effect relationships.

Analysis of establishing a cause and effect relationship.

Goal: To identify the level of logical thinking through establishing a cause and effect relationship.

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

The following tasks were proposed for children of primary preschool age:

Your favorite toy (be able to make a choice and explain it);

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

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

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

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

In almost all tasks, the children experienced difficulties; it was difficult for them to make a choice, much less explain their choice. The “Find the Ninth” task required finding the missing object. While completing the task, the child must compare the objects already in the rows and make a choice. Find the desired item from those offered. In my work I used tasks similar to those that caused difficulties. “Color the extra object”, “Continue the row”, “It happens, it doesn’t happen.” During walks and observations, I paid attention to the features, properties, signs of objects and phenomena.

At the beginning of the school year, I conducted a primary diagnosis to establish a cause-and-effect relationship; the tasks were left the same. The children answered questions more confidently. We found a variety of answers.

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

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

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

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

Your favorite street;

Look at the picture to see what changed in the figures after passing through the gate;

Find the ninth;

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

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

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

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

Conclusion.

Working on the topic “Development of logical thinking through didactic games and exercises,” I tried to show the importance of developing logical thinking. An analysis of specialized literature shows that without developed logical thinking, it will be difficult for a child to study at school. The skills acquired in preschool age serve as the foundation for acquiring knowledge and abilities at an older age.

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

It is known that thinking is purposeful. The thinking process begins with solving a problem situation, with asking an adult a question.

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

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

Stimulate practical activities;

Develop abilities for mental operations;

Development of independence;

Creation of a subject-developing environment;

To promote parents' mastery of methods using didactic games and exercises.

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

Children have mastered the ability of analysis and synthesis, classification, comparison, they do not have difficulty in establishing cause-and-effect relationships and their age characteristics. I think that in the future this will make it possible to thoroughly assimilate the proposed material during the learning process.

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