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 as a 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. As a science, logic is studied in higher and special 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 completely.
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:
Taking into account the individual age characteristics of 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 the point of view of the modern concept of teaching very young children, no less important than arithmetic operations in preparing for the acquisition of 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. In his daily activities, a child constantly compares, contrasts, and 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 is 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. The child’s thinking is formed in the pedagogical process and it is very important to emphasize once again that the uniqueness of the 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 a social origin. 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.
- 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.
- 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.
- 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 features. 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.
- The ability to attribute a specific object to a group specified by adults and, conversely, to isolate an individual from a general concept.
- The ability to group objects based on independently found common features and designate a formed group of words.
- 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 acquire a very important skill - to restrain themselves, not to disturb the child, to think and make decisions for themselves, not to 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 preschool children in modern practice, an important role is played by 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 the senior group, construction allows solving 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 does not belong to a specific 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”. It is difficult for children to divide objects into groups, find an extra object, and explain why it is superfluous.
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 a task on the logical operation “classification”, grouping 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.
The long-term plan I developed (Appendix No. 2) for the development of logical thinking gives positive dynamics. A comparative analysis of the 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.
Bibliography.
- Obukhova L. F. Age psychology. – M., 1996.
- Tikhomirova L. F., Basov A. V. Development of logical thinking in children. – Development Academy, 1997.
- Logic / ed. O. G. Zhukova. – M.: ARKTI, 2008.
- The ABC of Logic / L. Ya. Bereslavsky. – M., 2001.
- Cherenkova E. First problems. We develop logic and thinking for children 3-6 years old. – M., 2008.
- Kuznetsova A. 205 Educational games for children 3-7 years old. – M., 2008.
- Guryanova Yu. Mathematical games and puzzles for children from 2 to 5 years old. – M., 2007.
- Efanova Z. A. Development of thinking. – Volgograd: ITD “Corypheus” 2010.
- Smolentseva A.A., Suvorova O.V. Mathematics in problem situations for young children. – Childhood – abs. 2010.
- Manager L.V. Preparation for school in kindergarten: counting, reading, speaking, thinking. – Development Academy, 2006.
- What doesn't happen in the world? / ed. O. M. Dyachenko, E. L. Agaeva. – M., 1991.
- Mikhailova Z. A. Entertaining game tasks for preschoolers. – M., 1990.
- Lingo T.I. Games, puzzles, riddles for preschoolers. – Academy Holding, 2004.
- Panova E. N. Didactic games - classes in preschool educational institutions. Younger, older age. Issue 1, 2. – Voronezh, 2007.
- Komarova L. D., How to work with Cuisenaire rods? Games and exercises for teaching mathematics to children 5-7 years old. – M., 2008.
- Nadezhdina V. Everything about everything in the world, educational games, tongue twisters, riddles. – Harvest, Minsk, 2009.
- Developing logic / series “Your first lessons”. – Minsk “Modern School”, 2008.
- Fesyukova L. B. Creative tasks and schemes for children 4-7 years old. –sphere 2007.
- Ilyin M. A. Ilyin’s School of Active Thinking. Preparing a child for school, for children 4-6 years old. – S-P., 2005.
- Deryagina L.B. 10 amazing stories. What is good and what is bad for children 4-7 years old. – S-P., 2006.
- Bushmeleva I. Test tasks for children 5-6 years old. Logics. – M., 2007.
- Shorygina T. A. A series of manuals from the cycle “Acquaintance with the outside world, speech development.” – M., 2003.
The curriculum for children in elementary school is significantly different from what and how they learn in kindergarten. Studying at school presupposes a new step in the development of a preschooler’s thinking - his transition from visual, effective and figurative to logical and a little later, in secondary school, to an abstract-logical type of thinking.
That is why the development of logical thinking in younger schoolchildren is one of the most important tasks at the stage of training in primary school.
A child’s developed abstract-logical thinking will further contribute to his school success in such disciplines as algebra, geometry, physics, and chemistry.
Key stages in the development of logic in preschoolers
Step 1. Master the category “concept”. It is necessary that the child can independently identify the functionally essential features of an object or phenomenon, those features that are directly related to the purpose of the object itself. For example, "milk cow". That is, a cow gives milk - this feature sets it apart from other animals.
Step 2. We teach the preschooler to determine the already known properties of an object, without highlighting more or less significant ones. That is, the child must report the most understandable and memorable features of the described object. For example, “a dog is an animal that lives in a kennel in the yard.” Thus, the ability to analyze and observation is trained.
Step 3. The last stage - we develop in children the ability to generalize and classify, to identify common significant features for a class of objects or concepts.
For example: cat, dog, mouse are animals. Next, we classify them based on their habitat – pets (live in the house).
Fly agaric, boletus, honey agaric - mushrooms. Honey mushrooms and boletus are edible, fly agaric is not (here the classification is used according to the principle of edible - inedible).
The ability for logical thinking in children is not innate; this type of thinking, more than any other, requires special classes and training.
Ways to train logical thinking
Signs of active development of abstract-logical thinking in children
- The child draws conclusions by analyzing the essential internal properties, and not the external signs, of an object.
- Easily masters the operation of solving problems in the “mind” when the visual part of the task is either completely absent or expressed insignificantly.
- He reasons, analyzes, and his reasoning begins to acquire a logically correct structure. That is, the child begins to successfully use such mental operations as analysis, synthesis, generalization, distribution.
Objective signs of the level of development and quality of logical thinking in children are also such parameters as speed, flexibility and depth.
Speed implies the ability to find the right solution in a short period of time. Flexibility is the ability to search for different options for solving a problem (task), if the initially specified conditions have changed. Depth of thinking characterizes the ability to penetrate into the essence of the task and identify the relationship between all its parts.
These three qualities are rarely developed equally well. However, by using them, parents will be able to establish the presence and level of development of logical thinking in their child.
What prevents the successful development of logical thinking in a child?
Recently, teachers and educators have increasingly noted problems in children with constructing logical reasoning and difficulties in analyzing objects and situations. Children's thinking is often chaotic, it is difficult for them to concentrate on one thing, they are able to talk about several topics at once, but are not able to go deeper into the subject of discussion. Often they can only retell what they heard, but are unable to analyze it.
We are talking about the so-called “clip” thinking - as a result of children being overloaded with information technology and television products. Spending a lot of time in front of a computer monitor or TV screen, where some stories replace others every minute, information is presented chaotically and superficially, the child loses the ability for logical analysis and concentration, which, naturally, leads to a general decrease in the level.
The timely development of a preschooler’s logical abilities will be extremely useful not only for his further education, but also in everyday life, and will also help him decide on his future choice of profession after graduation.
Teacher, child development center specialist
Druzhinina Elena
These exercises are aimed at developing the logical thinking of older preschoolers and younger schoolchildren.
"Cross out the excess"
For the lesson you will need cards with rows of 4-5 words or numbers.
After reading the series, the child must determine what common feature unites most of the words or numbers in the series, and find the one that is odd. Then he must explain his choice.
Option 1
The words are combined according to their meaning.
Pan Pan, ball, plate.
Pen, doll, notebook, ruler.
Shirt, shoes, sweater dress.
Chair, sofa, stool, closet.
Funny, brave, joyful, happy.
Red Green, dark, blue, orange.
Bus, wheel, trolleybus, tram, bicycle.
Option 2
Words are united not by meaning, but by formal characteristics (for example, they begin with the same letter, with a vowel, have the same prefix, the same number of syllables, the same part of speech, etc.). When compiling such a series, you need to ensure that only one sign matches. Performing the exercise requires a high level of attention development.
Phone, fog, port, tourist (Three words begin with the letter "T".)
April, performance, teacher, snow, rain. (Four words end in "b".)
Wall, paste, notebook, legs, arrows. (In four words, the stress falls on the first syllable.)
Figure, strength, wind, life, minute. (In four words the second letter is “I”.)
Option 3
16, 25, 73, 34 (73 is extra, the rest of the numbers have a sum of 7)
5, 8, 10, 15 (8 is extra, the rest are divisible by 5)
64, 75, 86, 72 (72 is extra, for the rest the difference in numbers is 2)
87, 65, 53, 32 (53 is extra; for the rest, the first digit is 1 more than the second)
3, 7, 11, 14 (14 is extra, the rest are odd)
"Invisible Words"
For the lesson you will need to type words in which the letters are mixed.
For example, there was a word “book”, it became “nkagi”. This evil sorceress got angry and made all the words invisible. It is necessary to return each word to its former, correct form. Completing the task requires high concentration. During the exercise, the ability to analyze the material is trained.
Option 1
Restore the correct order of letters in words.
Dubřa, kluka, balnok, leon, gona, sug.
Selnots, imza, chenite, tarm, myase.
Pmisio, kroilk, bubaksha, stovefor, bomeget.
Kovora, kirutsa, shakok, sakoba.
Option 2
To make it more interesting for your child to complete the task, you can group the words into columns so that after decoding, the first letters of correctly written words will also form a word.
Write the invisible words correctly and read the new word, consisting of the first letters of the deciphered words.
Answer: hi.
Answer: lesson.
Answer: cinema.
Answer: gift.
Option 3
Restore the correct order of letters in the words and find among them one that is superfluous in meaning.
1. There are invisible animals here, but one word is superfluous (perch).
Yazats, devmed, black, nokyu, levok.
2. There are invisible flowers here, but one word is superfluous (birch).
Pyualtn, zora, bzerea, snarsits, lydnash.
3. There are invisible trees here, but one word is superfluous (acorn).
Oinsa, bdu, juldier, nelk.
Option 4
Find another word in one word by rearranging letters.
1. Find invisible animals by swapping letters in words.
Strength, salt, jar, peony.
2. Find the invisible game in the word.
3. Find the invisible tree in the word.
4. Find a piece of invisible clothing in the word.
5. Find the invisible flower in the word.
Option 5
There are many invisible words hidden in one word. For example, several words are hidden in the word “word”: hair, solo, ox and lov. Try to find as many invisible words as possible in the words:
keyboard
parents
"Another letter"
This exercise contains riddles and tasks according to which, by replacing one letter in a word, you can get a new word. The number of letters in words cannot be changed. For example: oak - tooth, dream - catfish, steam - feast.
Option 1
Guess the riddles.
They can give it to us at school,
If we don't know anything.
Well, if with the letter “T”,
Then he will meow for you. (col - cat)
Anyone can walk on it.
With the letter "P" - it pours from his forehead. (floor - sweat)
If "K" - the hostess is crying.
If "G" - the horse is galloping. (onion - meadow)
With "R" - she's an actor,
With a “C” - everyone needs it in the kitchen. (role - salt)
With the letter “D” is the entrance to the apartment,
With the letter “3” - lives in the forest. (the door is a beast)
With "D" - mom dresses up in a dress,
With “N” - at this time they fall asleep. (daughter - night)
With “L” - the goalkeeper didn’t help out,
With “D” - we change the calendar. (goal - year)
With the letter "K" - she is in the swamp,
With "P" - you will find it on the tree. (bump - kidney)
With a "T" - he's on fire with food,
With “3” - with horns, with a beard. (boiler - goat)
With "R" - both hide and seek and football.
With "L" - she is given an injection. (game - needle)
Option 2
Given are words with one missing letter. Form as many words as possible by replacing the gaps with one letter at a time, as in the example.
Sample: ...ol - role, salt, mole, pain, zero.
Option 3
Get from one word to another through a chain of words by replacing one letter at each stage. For example, how do you get the word “goal” from the word “smoke”? It is necessary to make several transformations: smoke - house - lump - count - goal. Only nouns can be used in the chain; only one letter changes each time. By performing this exercise, the child learns to analyze and predict the result. It is advisable to achieve the goal in the least number of moves, that is, the one with the shorter chain wins.
Get the word “steam” from the word “moment”, the word “mouth” from the word “cheese”, the word “ball” from the word “house”, the word “hour” from the word “moment”.
"Houses"
Completing mathematical tasks develops logical thinking. We offer the game “Houses”, the content of which can become more complex depending on the child’s level of knowledge.
Option 1
Place one of the symbols of mathematical operations in the free window of the house so as to get a number on the roof.
Option 2
Place one of the symbols of mathematical operations in the free windows of the house to get a number on the roof as a result. There are several possible solutions to these tasks.
Federal Agency for Education
Development of the fundamentals of logical thinking in older preschoolers in mathematics classes
Course work
Volgograd 2010
| Introduction………………………………………………………………………………..…2 |
Chapter 1. Theoretical aspects of studying the problem of the development of logical thinking in preschool children………………………………………………………………………………………...….5 1.1 Psychological and pedagogical study of the characteristics of the development of thinking in preschool children…………………………………..…5 1.2 Specifics of the development of the foundations of logical thinking in preschool children………………………………………………………...……………………………......11 Conclusion for Chapter 1………………………………………………………………………………..16 Chapter 2. Experimental study of the level of development of logical thinking in preschool children……………………………………………………………………………………….….17 2.1 Methods and results of the study……………………………………..17 2.2 Developmental work……………………………………………………………...…22 2.3 Result of development work……………………………………………………27 Conclusion on Chapter 2……………………………………………………………………......28 Conclusion……………………………………………………………...31 List of references……………………………..………...33 Appendix…………………………………………………………..............35 |
Introduction
A necessary condition for the qualitative renewal of society is the increase in its intellectual potential. The solution to this problem largely depends on the design of the educational process. Most existing educational programs are focused on transferring to students the socially necessary amount of knowledge, on their quantitative increase, and on practicing what the child already knows how to do. However, the ability to use information is determined by the development of logical thinking techniques and, to a greater extent, by the degree of their formation into a system.
Work on the development of a child’s logical thinking is carried out without realizing the importance of psychological techniques and means in this process. This leads to the fact that most students do not master the techniques of systematizing knowledge based on logical thinking even in high school, and these techniques are already necessary for junior schoolchildren: without them, the material cannot be fully mastered.
The basic intellectual skills include logical skills that are formed when teaching mathematics. The objects of mathematical inferences themselves and the rules for their construction accepted in mathematics contribute to the formation in an individual of the ability to formulate clear definitions, substantiate judgments, develop logical intuition, allow one to comprehend the mechanism of logical constructions and teach them how to use them.
P.P. Blonsky, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.V. Zaporozhets, G.S. Kostyuk, A.N. made a great contribution to the development of the foundations of the theory of the development of logical thinking. Leontyev, A.R. Luria, N.A. Menchinskaya, D.B. Elkonin, A.V. Beloshistaya, R.N. Nepomnyashchaya and others.
The need and possibility of developing the logical sphere of a preschool child is undeniable, as is the fact that this is a problem most of all of mathematical development. The only question is what content is most optimal for the development of logical skills of preschoolers: traditional arithmetic content or less traditional - geometric content.
Addressing the topic of the formation of logical thinking of preschoolers in mathematics classes is due to the insufficient attention of modern educational programs to the development of logic.
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.
In this regard, there arises contradiction between the need for the structural development of logical thinking and the lack of an effective means to implement this in practice.
The relevance of our chosen topic “Formation of the foundations of logical thinking in older preschoolers in mathematics classes” is that if the psychological and pedagogical requirements for the development of logical thinking, the use of logic-developing tasks, games, exercises are observed in mathematics classes in a preschool institution, the foundations of logic will be laid in a timely manner.
Object of study development of logical thinking of a preschooler in the educational process of a preschool educational institution.
Subject of study the process of developing logical thinking of preschoolers through mathematical tasks.
Purpose of the study determine the pedagogical conditions for the development of logical thinking in preschoolers.
Research objectives:
1. study and analyze psychological and pedagogical literature on the problem of the development of logical thinking in preschool children;
2. select valid methods that allow you to determine the level of development of logical thinking in preschool age;
3. identify the level of development of logical thinking in the examined group of preschool children;
4. determine the means that ensure the development of logical thinking of preschoolers in the educational process.
Hypothesis:
The development of logical thinking in preschoolers will be more effective if we:
1) let’s analyze the problem of developing logical thinking in preschoolers;
2) we will identify the level of formation of logical thinking;
3) we will determine the means to ensure the development of logical thinking.
Research methods:
1. Theoretical
Review and analysis of psychological and pedagogical literature.
2. Experimental
Observation, conversation, experiment.
Research stages:
1. Ascertaining experiment.
1. Formative experiment.
2. Control experiment.
CHAPTER I. Theoretical aspects of studying the problem development logical thinking of preschool children
1.1 Psychological and pedagogical study of features development thinking of preschool children
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. J. Piaget argued that “Human thinking... can also be understood as a 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, presupposing a system of actions and operations of a transformative and cognitive (indicative and research) nature included in it.”
The concept of “Thinking” includes the concept of “logical thinking”. In a brief dictionary of the system of concepts, logical thinking is defined as “a type of thinking, the essence of which is to operate with concepts, judgments and conclusions using the laws of logic.” The mechanism of logical thinking consists in the operations of logical thinking, based on the four laws of logic: identity, non-contradiction, excluded middle, sufficient reason.
Human logical thinking is the most important moment in the process of cognition. All methods of logical thinking are inevitably used by the human individual in the process of understanding the surrounding reality in everyday life, from a very early age. 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.
L. M. Friedman, in his study on the psychological and pedagogical foundations of teaching mathematics at school, rightly notes that the logic of thinking is not given to a person from birth. He masters it in the process of life, in training. Emphasizing the importance of mathematics in the education of logical thinking, the scientist highlights the general provisions for the organization of such education:
The duration of the process of developing a culture of thinking, its implementation on a daily basis;
Inadmissibility of errors in the logic of presentation and justification;
Involving children in constant work to improve their thinking, which they would consider as a personally significant task;
Inclusion of certain theoretical knowledge into the content of the teaching system.
The development of a child’s logical thinking is a process of transition of thinking from the empirical level of cognition (visual-effective thinking) to the scientific-theoretical level (logical thinking), followed by the formation of a structure of interconnected components, where the components are techniques of logical thinking (logical skills) that provide a holistic functioning of logical thinking.
N.V. Grigoryan gives mathematics a privileged place in the process of forming logical thinking and reduces its teaching to the following:
1. Whole and parts. The meaning of almost all mathematical actions and operations can be given without definitions, but in the process of independent search (for example, intuitively: to add means to put together, to connect into a whole). The result of this approach is a logical and effective scheme that allows you to collapse a number of mathematical rules (mastering the principles of addition, multiplication, division, subtraction; solving equations; breaking figures into parts; solving a certain type of problem; mastering the concept of “fraction”; finding projections, etc.). d.) into a certain logical block of certain actions.
2. Unity of opposites. The principle of constructing mathematical knowledge, like no other subject, is obviously based on the presented pattern (addition-subtraction, direct and inverse problems, greater and less signs, positive and negative numbers, ordinary and decimal fractions, powers - roots, etc.) . When studying any actions and phenomena, asking the child to find the opposite, a logical component is included in the search process, since it is necessary to act with abstraction, relying on specific material.
3. Transformation idea from a mathematical perspective, it can be most clearly seen when observing the change in the result depending on the change in the components (“...how would the solution and answer change if the problem had instead...”). The idea of transformation always gives children the opportunity, starting from known knowledge, to propose trying to solve a problem that is new to them. In this situation, the obligatory use of logical thinking in the search process is obvious and implies a mechanism for its improvement.
The relationship between the formation and development of mathematical abilities of preschool children and the formation of the logical sphere of preschoolers is one of the popular methodological problems of recent decades. The most significant research in this area was the work of J. Piaget “The Genesis of Number in a Child” (1941), in which the author quite convincingly proves that the formation of the concept of number in a child (as well as an understanding of the meaning of arithmetic operations) is correlative with the development of logic itself (the formation logical structures, in particular, the formation of a hierarchy of logical classes, i.e. classification, and the formation of asymmetric relationships, i.e. qualitative seriations).
In modern science, there are various areas of research into the formation of logical structures of thinking. They all agree in recognizing that the foundations of this structure are laid in preschool age. However, supporters of one of the directions believe that the process of structuring logical thinking occurs naturally, without “external stimulation,” while others argue for the possibility of targeted pedagogical influence, which ultimately contributes to the development of logical thinking.
In the works of L.S. Vygotsky, L.V. Zankova, N.A. Menchinskaya, S.L. Rubinshteina, A.N. Leontyev, M. Montessori substantiates the leading role of learning as the main stimulus for development, and points out the illegality of contrasting the development of psychological structures and learning.
Experiments on studying children's reasoning, children's understanding of cause-and-effect relationships, and their formation of scientific concepts made it possible to determine the age at which it is possible and advisable for children to successfully develop initial logical skills.
The possibility of systematic assimilation of logical knowledge and techniques by children of senior preschool age is shown in the studies of Kh. M. Veklerova, S.A. Ladymir, L.A. Levitova. L.F. Obukhova, A.G. Leaders. They proved the possibility of forming individual logical actions (seriation, classification, inferences based on the transitivity of relations between quantities) in older preschoolers using a special frontal technique appropriate for their age (S.A. Ladymir, L.A. Levitov). In the conditions of individual learning, the technique of summing up a concept was formed in the experiment of Kh.M. Veklerova in children 6-7 years old on the material of “artificial concepts” (Veklerova, 1998).
Well-developed logical thinking of “capable students” allows them to apply acquired knowledge in new conditions, solve atypical problems, find rational ways to solve them, take a creative approach to learning activities, and actively and with interest participate in their own learning process. The phenomena of children's thinking only indicate the spontaneity of its development in the mental activity of children.
The problem of developing logical thinking has been widely reflected in psychological and pedagogical literature. Scientific research covering this problem has been published, the possibility and necessity of developing a child’s logical thinking has been theoretically substantiated, and ways to solve the problem have been outlined. However, the age range for the beginning of the formation of logical thinking is not clearly defined.
Nepomnyashchaya R.N. argues that the use of visual models in the formation of mathematical concepts serves as a means of transferring children from visual-effective thinking to visual-figurative thinking. The educational process must be structured in such a way as to help the child master a high level of logical thinking and methods of mental activity.
“A child’s curiosity is a constant focus on understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish various cause-and-effect relationships and dependencies. Logical thinking is the main type of thinking of an older preschooler. Senior preschool age is sensitive for learning based on visualization,” said A.V. Beloshistaya.
The development of thinking is associated with the emergence of such important age-related new formations as analysis, internal plan of action, reflection, synthesis, generalization. Preschool age is of great importance for the development of basic mental actions and techniques: comparison, identification of existing and non-existent features, generalization, definitions of concepts, etc. d.
Analysis of psychological and pedagogical 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.
1.2 . Specifics of the development of the foundations of logical thinking in preschool children
The interdependence of mathematical development and the formation of logical techniques of mental actions is one of the main methodological problems of mathematical education of preschool children. This problem was paid attention to by Z.A. Mikhailova, L.A. Wenger, A.A. Stolyar, A.Z. Zach. The formation of a child’s logical thinking means the development of logical techniques of mental activity, as well as the ability to understand, trace the cause-and-effect relationships of phenomena, and draw simple conclusions on their basis.
In the literature, logical techniques of mental actions - comparison, generalization, analysis, synthesis, classification, seriation, analogy, systematization, abstraction - are also called logical techniques of thinking. Their formation is important for the child both from a general educational point of view and for the development of the thinking process itself.
Almost all studies by psychologists, the topic of which is the analysis of the methods and conditions for the development of a child’s thinking, indicate that methodological guidance of this process is not only possible, but also highly effective. In other words, special work, the purpose of which is the formation of logical thinking techniques, significantly increases the effectiveness of the process, regardless of the initial level of development of the child. And one more thing: in many studies - both by psychologists and teachers - the problem of organizing developmental education for children of any level is associated with special classes. Academician V.V. In this regard, Davydov noted: the development of a child largely depends on the activities that he performs during the learning process.
It is advisable to consider the development of children in the context of mathematical studies. The question is which means and content are most optimal: traditional - arithmetic or less traditional - geometric.
An analysis of the literature shows that most researchers offer geometric content. The essence of the problem is to form and develop logical structures through a system of special tasks and exercises with mathematical content. This combination - systematic tasks of a logical and constructive nature that develop fine motor skills - actively influences the mathematical development of a preschooler. The teacher needs to use such techniques as seriation, analysis, synthesis, comparison, construction, generalization, etc.
Seriation is the construction of ordered, increasing or decreasing series. A classic example of seriation is matryoshka dolls, pyramids, and insert bowls. Series for children can be provided by size - length, height, width, if the objects are of the same type: dolls, sticks, ribbons, pebbles. If objects are of different types, then by “size,” which characterizes their differences (with an indication of what is considered “size”), for example, toys that differ in height.
Analysis is the selection of the properties of an object, or the object itself from a group, or a group of objects according to a certain criterion. For example, the attribute is given: all objects are sour. First, the presence or absence of this attribute is checked for an object in the set, then the objects are selected and combined into a group based on the “sour” attribute.
Synthesis is the combination of various elements (signs, properties) into a single whole. In psychology, analysis and synthesis are considered as processes that complement each other (analysis is carried out through synthesis, synthesis through analysis).
Psychologically, the ability to synthesize is formed earlier than to analyze, and it can be actively developed through construction. At first, the child learns to reproduce the object, repeating the entire construction process after the teacher, then from memory. Finally, he learns how to independently restore the construction of a finished object. The next stage of tasks is of a creative nature. The child must build, for example, a tall house, a garage, but without a model, according to an idea, and - most importantly - adhere to the given parameters (for example, build a garage for a specific car).
For construction, mosaics, construction sets, cubes, cut-out pictures are used, recommended for each age group. The teacher in these games plays the role of an unobtrusive assistant; his goal is to facilitate the completion of the work, i.e. fulfill your plans.
Comparison is a logical method of mental action that requires the ability to identify similarities in the characteristics of an object and the differences between them (an object, a phenomenon, a group of objects), to identify some characteristics of an object (or a group of objects) and to abstract from others, as well as to establish quantitative relationships.
The most effective teaching method is a task game, during which you need to find similarities (or differences) in the specified characteristics, for example, determine which of the objects - a ball or a bear - is large and small. Or what could be big, yellow and round? But here’s what you should pay attention to: the child must also understand the role of the leader. Only then will he learn to answer questions that require the ability to characterize an object (watermelon is large, round, green; the sun is round, yellow, hot; the ribbon is blue, long, shiny, silk) or give general characteristics (white, cold, crumbly).
First you need to learn to compare two objects, then a group. It is easier for a preschooler to first identify signs of difference, then similarities. Therefore, we can suggest the following sequence:
1) tasks to separate a group of objects according to some criterion (large and small, red and blue), requiring comparison;
2) games (such as “Find the same one”) aimed at developing the ability to compare. However, for children 2-4 years old, the set of signs by which he must find similarities must be clearly identifiable. With older children 5-6 years old, the number and nature of similarities can vary widely.
Classification is the division of a set into groups according to some characteristic, which is called the basis of classification. Classification is carried out either according to a given basis, or by searching for the basis itself (this option is more often used with older children, since it requires a certain level of formation of operations - analysis, comparison, generalization). When classifying a set, the resulting subsets do not intersect in pairs; their union must form the given set. In other words, each object must be included in only one set, and with a correctly defined basis for classification, not a single object will remain outside the groups determined by the given basis.
Classification can be carried out:
By name (cups and plates, shells and pebbles, skittles and balls, etc.);
By size (there are large balls in one group, small ones in another; long pencils in one box, short pencils in another, etc.);
By color (there are red buttons in one box, blue buttons in another, etc.);
By shape (in one box there are squares, in another - circles; in the third - cubes, in the fourth - bricks, etc.);
According to other signs of a non-mathematical nature: what you can and cannot eat; who flies, who runs, who swims; some live in the house, some in the forest; what happens in summer and what in winter; what grows in the garden and what in the forest, etc.
The listed examples are a classification based on a given basis: the teacher reports - the children share. In another case, classification is performed on a basis that children determine independently. The teacher sets the number of groups into which many subjects (objects) should be divided. Children independently look for the appropriate basis. In this case, the basis can be defined in several ways.
Generalization - formalized in verbal form of the results of the comparison process - is formed in preschool age as the ability to identify and form a common feature of two or more objects. Children understand this process well if the result of an activity, such as classification, is produced by them independently. The operations of classification and comparison end with generalization.
Then preschoolers are able to generalize the results of their activities, even empirically. But for this, the teacher must select objects of activity, ask questions and follow the developed sequence in order to lead to the necessary generalization. When forming a generalization, help children construct sentences, select the necessary terms and phrases.
Forming in children the ability to independently make generalizations is extremely important from a general developmental point of view.
Conclusion for chapter 1
Human logical thinking is the most important moment in the process of cognition. All methods of logical thinking are inevitably used by the human individual in the process of understanding the surrounding reality in everyday life, from a very early age.
The interdependence of mathematical development and the development of logical techniques of mental action is one of the main methodological problems in the mathematical education of preschool children. This problem was paid attention to by Z.A. Mikhailova, L.A. Wenger, A.A. Stolyar, A.Z. Zach. The formation of a child’s logical thinking means the development of logical techniques of mental activity, as well as the ability to understand, trace the cause-and-effect relationships of phenomena, and draw simple conclusions on their basis.
A.A. Stolyar, implementing the ideas of the simplest logical training of preschoolers, has developed a methodology for introducing children to the world of logical and mathematical concepts of properties, sets, and operations on them.
Nepomnyashchaya R.N. argued that “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.”
Chapter 2. Experimental study of the level of development of logical thinking in preschool children
2.1. Research methods and results
At the beginning of practical research in the field of development of logical thinking in preschoolers, we organized a confirmatory experiment.
Goal: to identify the level of development of logical thinking in preschool children.
The study was conducted on the basis of the Olympia kindergarten in the Dzerzhinsky district of the city of Volgograd, with 15 children of senior preschool age, from 02/8/2010 to 05/8/2010.
To achieve the goal, the methods of Beloshistaya A.V. were selected. and Nepomnyashchaya R.N., on their basis we developed a set of diagnostic tasks. The tasks were aimed at developing children's ideas about form, space and time.
Task No. 1.
Material: a sheet of paper with a task.
Fill out the table and enter the missing numbers.
Task No. 2.
Material: sheet of paper with drawn figures.
Divide the figures shown by:
Task No. 3.
Material: cards with pictures.
How many items need to be added to get these numbers?
Enter the required number in the empty cell.
Task No. 4.
Material: furniture models.
The teacher places models of furniture on the table.
Tell us about the position of objects. What is in front, behind, right, left.
Task No. 5.
“It’s a maple tree. There are two branches on the maple tree, on each branch there are two cherries. How many cherries grow on a maple tree?
Answer: none. Cherries don't grow on maples.
Task No. 6.
“Two sisters have one brother each. How many children are in the family?
Answer: there are three children in the family.
Task 7.
Material: counting sticks.
Make a house out of sticks.
Arrange the sticks to make a flag.
Task 8.
Material: counting sticks.
Lay out the deer sticks.
Arrange the sticks so that the deer is facing the other direction.
Task 9.
Material: counting sticks.
Make a house out of sticks.
Rearrange the sticks so that the house faces the other direction.
Task 10.
“What does it look like?”
Material: thread.
The teacher and the child take turns laying out any contours with thread and come up with what the resulting image looks like.
So, for example, a circle resembles a ball, apple, sun, plate, clock, wheel, hoop, drum, etc.
Oval – egg, melon, soap, potato, plum, mirror.
The pear-shaped figure resembles a pear, a lamp, a weight, a mushroom, a matryoshka doll.
“Eight” looks like glasses, the number 8, a propeller, a bow.
Trapeze for a skirt, bucket, flower pot, cup, lampshade.
The wavy line resembles a worm, a snake, a rope, a path.
The results obtained were entered into the table (see Appendix No. 1).
We have developed criteria, development levels and scores.
Development criteria:
1. Sustained interest in mathematics classes.
2. Level of mastery of the material.
3. Demonstration of independence in reasoning and activity.
Levels of development and points:
8-10 tasks = 3 points – high level;
4-7 tasks = 2 points – average level;
0-3 tasks = 1 point – low level.
The data was entered into table No. 1 (see Appendix No. 1).
The table shows that Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B, Kirill K, Anya D, Alena K have an average level of development. These children made inaccuracies and mistakes when completing tasks; with the help of the teacher, they continued to perform correctly, were interested in the work, showed diligence, and were not distracted. Inna K, Oleg B, Egor A, Vlad N, Polina U are at a low level of development. When completing tasks, they made many mistakes, were not interested in the work, left tasks without completing them, did not understand the teacher’s help well, and were distracted. No children with a high level of development were identified. Such results were obtained possibly because the work on developing children’s logical thinking is not carried out systematically enough, and little attention is paid to individual work with children. The results are not encouraging. In order to transfer children to a higher level of development, it is necessary to carry out correctional and developmental work, systematically, purposefully and consistently using didactic games and exercises.
2.2 Developmental work
The purpose of the formative experiment is to determine the conditions conducive to the effective development of the foundations of logical thinking in children of senior preschool age.
At this stage, we carried out correctional and developmental work with the children, using didactic games.
Intensity of classes: 2 times a week for 1 hour.
Duration: 3 months.
Didactic game No. 1. “Draw!”
The rectangle was inside the circle;
The circle was in a rectangle.
Didactic game No. 2. “Listen and draw”
Goal: developing children's knowledge about shape.
Material: sheet of paper and pencil.
Progress: Children complete the following task.
Draw a circle and a rectangle so that
The rectangle and the circle intersected;
The rectangle and the circle were next to each other.
Didactic game No. 3.
Goal: development of orientation in space, knowledge of geometric shapes.
Material: a sheet of paper with dots drawn on it, a set of colored pencils.
Progress: Children perform the following task:
Connect the drawn dots
What kind of figure did you get?
How many sides does a figure have?
How many angles does a figure have?
Paint the corners red.
Didactic game No. 4. "Connect the dots"
Goal: development of orientation in space, analysis and synthesis of thinking.
Material: checkered sheet of paper, pencil.
Progress: Graphic dictation. Children draw in squares, under the dictation of the teacher.
Make a point. From it 2 cells →, 1 cell ↓, 2 cells →, 2 cells, 3 cells →, 2 cells ↓, 2 cells →, 4 cells, 2 cells →, 1 cell ↓, 1 cell ←, 4 cells ↓, 4 cells ←, 2 cells, 1 cell ←, 2 cells ↓, 4 cells ←, 1 cell, 1 cell ←, 1 cell.
Didactic game No. 5. "What is missing?"
Goal: development of knowledge about geometric shape, analysis of thinking.
Material: sheet of paper with drawn figures, colored pencils.
Progress: Children complete the following task from the teacher.
Fill out the table and add the missing figure.
Children complete the missing figure.
Color the circles red, triangles green, squares blue.
Didactic game No. 6. "The Enchanted Traveler"
Goal: development of children's temporal representations, logical thinking.
Material: stopwatch.
Move: the players move around the leader, who claps his hands and says:
“You are entering the magic circle,
Everything freezes around!
Three minutes will only pass,
The traveler will come to life again!”
You can assign different time periods. With the last word, the presenter presses the stopwatch button and begins counting the time. The one who most accurately sensed the right time becomes the leader.
Didactic game No. 7. “When does this happen?”
Goal: development of children’s time concepts and logic.
Material: not required.
Progress: The teacher guesses the time of day and shows what they are doing at that time.
The observer’s task is to determine what the leader is doing and name the time of day.
Didactic game No. 8. "Season"
Goal: to orient children in time.
Material: sheet of paper and colored pencils.
Procedure: the teacher reads poems to the children about the time of year, and after reading, asks a question.
1) Beginning of the year,
Its frost is strong,
All nature fell asleep
There's no time for thunderstorms now.
What month of the year is this?
2) Beginning of summer.
All the meadows turned golden,
There is so much sun, so much light,
That the snow seems like a dream to us.
What month of the year is this?
Assignment: sketch the seasons we talked about.
Didactic game No. 9. “Wha-where is it?”
Goal: orientation in space, development of analysis and synthesis of thinking.
Materials: room plan, sheet of paper and pencils.
Progress: Children are shown a floor plan of the room. Together with the teacher, they discuss which subject is located where. The teacher removes the plan diagram and the children must draw it from memory.
2.3. The result of development work
The purpose of the control experiment is to identify the effectiveness of the correctional and developmental work carried out.
In this experiment, we used the same techniques and diagnostic tasks as in the ascertaining experiment. We entered the results of the experiment into a table (see Appendix No. 2).
From Table 2 (see Appendix No. 2) it is clear that children Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B and Kirill K moved from an average level to a high level of development. When completing tasks, they performed the work diligently and correctly, did not make mistakes, showed interest in the work, were motivated to succeed, and were not distracted. These children showed creativity in didactic games and diagnostics. Inna K, Oleg B, Egor A, Vlad N, Polina U and Ulyana B - moved from low to medium level of development. When completing tasks, they made inaccuracies and mistakes, but with the help of the teacher they continued to do it correctly and were interested in the work. No children with a low level of development were identified, since the work was carried out purposefully, systematically and consistently.
Conclusion on chapter 2
Practical study of the level of development of logical thinking in preschool children began with the organization of an ascertaining experiment.
The purpose of the ascertaining experiment is to identify the level of development of logical thinking in preschool children.
The results of the ascertaining experiment were entered into table No. 1 (see Appendix No. 1).
The table shows that Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B, Kirill K, Anya D, Alena K have an average level of development. These children made inaccuracies and mistakes when completing tasks, but with the help of the teacher they continued to perform correctly and were interested in the work. Inna K, Oleg B, Egor A, Vlad N, Polina U are at a low level of development. When completing assignments, they made many mistakes, were not interested in the work, left assignments without completing them, and did not understand the teacher’s help well. No children with a high level of development were identified. Such results were obtained possibly because the work on developing children’s logical thinking is not carried out systematically enough, and little attention is paid to individual work with children. The results are not encouraging. In order to move children to a higher level of development, it is necessary to carry out correctional and developmental work using didactic games and exercises.
At the second stage - the formative experiment, the goal is to determine the conditions conducive to the effective development of the foundations of logical thinking in children of senior preschool age. During the implementation of developmental work with children, tasks were completed and didactic games were played aimed at developing logical thinking. Correctional and developmental work consisted of complex, sequential didactic games.
At the third stage of the study - the control experiment, the goal is to identify the effectiveness of the correctional and developmental work carried out.
We conducted diagnostics with the children to identify the development of logical thinking, using the same diagnostic tasks and techniques as at the ascertaining stage.
The table shows that children Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B and Kirill K moved from an average level to a high level of development. When completing tasks, they performed the work diligently and correctly, did not make mistakes, showed interest in the work, creativity, and motivation for success. Inna K, Oleg B, Egor A, Vlad N, Polina U and Ulyana B - moved from low to medium level of development. When completing tasks, they made inaccuracies and mistakes; with the help of the teacher, they continued to perform correctly, were interested in the work, and showed diligence and accuracy. No children with a low level of development were identified, since the work was carried out purposefully, systematically and consistently.
Therefore, step-by-step training and correctly selected games and game material, conditions created for the implementation of acquired knowledge in independent activity contribute to the fact that the development of the foundations of logical thinking occurs more effectively.
Thus, we can conclude that the purposeful actions of the teacher, the correct selection of tasks and exercises help the child in the formation of cognitive processes, namely the formation of logical thinking. This means our assumption is confirmed.
Conclusion
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.
This problem was paid attention to by Z.A. Mikhailova, L.A. Wenger, A.A. Stolyar, A.Z. Zach. The formation of a child’s logical thinking means the development of logical techniques of mental activity, as well as the ability to understand, trace the cause-and-effect relationships of phenomena, and draw simple conclusions on their basis. Nepomnyashchaya R.N. argues that the use of visual models in the formation of mathematical concepts serves as a means of transferring children from visual-effective thinking to visual-figurative thinking. The educational process must be structured in such a way as to help the child master a high level of logical thinking and methods of mental activity.
Beloshistaya A.V. argued that “A child’s curiosity is a constant focus on understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish various cause-and-effect relationships and dependencies. Logical thinking is the main type of thinking of an older preschooler. Senior preschool age is sensitive for learning based on visualization.
The introduction of targeted development of logical thinking into preschool practice is far from a solved problem. 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.
Practical study of the level of development of logical thinking in preschool children began with the organization of an ascertaining experiment. The goal was to identify the level of development of logical thinking in preschool children.
The results of the ascertaining experiment were entered into the table (see Appendix No. 1).
The table shows that Sonya B, Vova U, Sofia G, Zakhar A, Semyon T, Milana B, Kirill K, Anya D, Alena K have an average level of development. These children made inaccuracies and mistakes when completing tasks, but with the help of the teacher they continued to perform correctly and were interested in the work. Inna K, Oleg B, Egor A, Vlad N, Polina U are at a low level of development. When completing assignments, they made many mistakes, were not interested in the work, left assignments unfinished, did not understand the teacher’s help well, and were often distracted. No children with a high level of development were identified. Such results were obtained possibly because the work on developing children’s logical thinking is not systematic enough, and little attention is paid to individual work with children. The results are not encouraging. In order to transfer children to a higher level of development, it is necessary to carry out correctional and developmental work, systematically, purposefully and consistently using didactic games and exercises.
The purpose of the formative experiment was to determine the conditions conducive to the effective development of the foundations of logical thinking in children of senior preschool age.
During the implementation of developmental work with children, tasks were completed and didactic games were played aimed at developing logical thinking. Correctional and developmental work consisted of complex, sequential didactic games that were carried out with children regularly.
The purpose of the control experiment was to identify the effectiveness of the correctional and developmental work carried out. At this stage of the study, the same techniques were used as at the ascertaining stage.
The obtained data were entered into table No. 2 (see Appendix No. 2).
The table shows that children Sonya B, Vova U, Sofya G, Zakhar A, Semyon T, Milana B and Kirill K moved from an average level to a high level of development. When completing tasks, they performed the work diligently and correctly, showed interest and motivation for success. Inna K, Oleg B, Egor A, Vlad N, Polina U and Ulyana B - moved from low to medium level of development. When completing tasks, they made minor inaccuracies and mistakes; when prompted by the teacher, they continued to perform correctly, and were interested in the work. No children with a low level of development were identified, since the work was carried out purposefully, systematically and consistently.
Therefore, step-by-step training and correctly selected games and game material, conditions created for the implementation of acquired knowledge in independent activity contribute to the fact that the development of the foundations of logical thinking occurs more effectively.
Thus, our assumption is completely confirmed.
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| No. | F.I. baby | age | tasks | points | state of the art | |||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |||||
| 1 | Sonya Bayramova | 5 years 3 months | + | + | + | - | + | + | - | - | - | + | 2 | average |
| 2 | Vova Ulchenko | 5 years 2 months | + | - | + | + | - | - | + | + | - | + | 2 | average |
| 3 | Sofia Glubokaya | 5 years 5 months | + | - | - | + | + | + | + | - | - | + | 2 | average |
| 4 | Zakhar Altaliev | 5 years 4 months | + | + | + | - | - | - | + | - | - | + | 2 | average |
| 5 | Semyon Tugarinov | 5 years 2 months | - | - | + | + | + | - | + | + | + | - | 2 | average |
| 6 | Milana Buzmakova | 5 years 1 month | + | - | + | + | + | - | - | + | - | - | 2 | average |
| 7 | Kirill Konovalov | 5 years 6 months | + | + | - | + | - | - | + | - | - | - | 2 | average |
| 8 | Anya Dmitrieva | 5 years 3 months | + | - | - | + | + | + | + | - | - | - | 2 | average |
| 9 | Alena Kupavina | 5 years 4 months | - | - | - | + | + | + | + | + | + | + | 2 | average |
| 10 | Inna Kim | 5 years 4 months | + | - | - | - | - | - | + | + | - | - | 1 | short |
| 11 | Oleg Bochkov | 5 years 3 months | - | - | - | - | + | - | + | - | - | - | 1 | short |
| 12 | Egor Anisimov | 5 years 2 months | - | - | - | - | + | + | - | - | - | - | 1 | short |
| 13 | Vlad Nikitin | 5 years 5 months | - | - | - | - | - | - | + | + | - | - | 1 | short |
| 14 | Polina Uzun | 5 years 4 months | - | - | - | + | + | - | - | - | - | - | 1 | short |
| 15 | Ulyana Boldina | 5 years 3 months | + | - | - | - | - | - | - | - | - | - | 1 | short |
Appendix No. 1
| No. | F.I. baby | age | tasks | points | state of the art | |||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |||||
| 1 | Sonya Bayramova | 5 years 6 months | + | + | + | + | + | + | + | - | - | + | 3 | high |
| 2 | Vova Ulchenko | 5 years 5 months | + | - | + | + | + | + | + | + | + | + | 3 | high |
| 3 | Sofia Glubokaya | 5 years 8 months | + | + | + | + | + | + | + | + | - | + | 3 | high |
| 4 | Zakhar Altaliev | 5 years 7 months | + | + | + | + | + | + | + | + | - | + | 3 | high |
| 5 | Semyon Tugarinov | 5 years 5 months | - | + | + | + | + | + | + | + | + | + | 3 | high |
| 6 | Milana Buzmakova | 5 years 4 months | + | + | + | + | + | + | + | + | - | - | 3 | high |
| 7 | Kirill Konovalov | 5 years 9 months | + | + | + | + | - | - | + | + | + | + | 3 | high |
| 8 | Anya Dmitrieva | 5 years 6 months | + | + | + | + | + | + | + | - | - | - | 2 | average |
| 9 | Alena Kupavina | 5 years 7 months | - | - | - | + | + | + | + | + | + | + | 2 | average |
| 10 | Inna Kim | 5 years 7 months | + | + | + | - | - | - | + | + | - | - | 2 | average |
| 11 | Oleg Bochkov | 5 years 6 months | - | + | + | + | + | - | + | - | - | - | 2 | average |
| 12 | Egor Anisimov | 5 years 5 months | - | + | + | - | + | + | - | + | - | - | 2 | average |
| 13 | Vlad Nikitin | 5 years 8 months | - | - | - | + | + | + | + | + | - | - | 2 | average |
| 14 | Polina Uzun | 5 years 7 months | - | + | + | + | + | - | - | + | - | - | 2 | average |
| 15 | Ulyana Boldina | 5 years 6 months | + | + | - | - | - | + | + | + | + | - | 2 | average |
A.I. Cheremisova Educator
L.M. Volokov Educator (highest category) G. Nyagan
In our work to develop logical thinking, we use a variety of teaching methods; practical, visual, verbal, playful, problem-based, research. When choosing a method, a number of factors are taken into account: program tasks being solved at this stage, age and individual characteristics of children, necessary didactic tools, etc.
Constant attention to the informed choice of methods and techniques and their rational use in each specific case ensures:
-successful development of logical thinking and their reflection in speech;
- the ability to perceive and highlight relations of equality and inequality (in number, size, shape), sequential dependence (decrease or increase in size, number), highlight quantity, shape, value as a common feature of the analyzed objects, determine connections and dependencies;
-orientation of children to the use of mastered methods of practical actions (for example, comparison by comparison, counting, measurement) in new conditions and an independent search for practical ways to identify, discover signs, properties, connections that are significant in a given situation. For example, in a game, identify the order, pattern, alternation of features, common properties.
The leading method is the practical one. Its essence lies in organizing the practical activities of children, aimed at mastering strictly defined methods of acting with objects or their substitutes (images, graphic drawings, models, etc.).
Characteristic features of the practical method in the development of logical thinking:
- performing a variety of practical actions that serve as the basis for mental activity;
widespread use of didactic material;
the emergence of ideas as a result of practical actions with didactic material;
- widespread use of formed ideas and mastered actions in everyday life, play, work, i.e. in a variety of activities.
This method proposes the organization of special exercises, which can be offered in the form of a task, organized as actions with demonstration material, or proceed in the form of independent work with handouts.
Exercises can be collective - performed by all children at the same time - and individual - performed by an individual child at the board or teacher’s table. Collective exercises, in addition to assimilation and consolidation of knowledge, can be used for control. Individuals, performing the same functions, also serve as a model by which children are guided in collective activities. The relationship between them is determined not only by the commonality of functions, but also by constant alternation, the natural replacement of each other.
Game elements are included in exercises in all age groups: in younger ones - in the form of a surprise moment, imitation movements, a fairy-tale character, etc.; in older children they take on the character of search and competition.
With age, children's exercises become more complicated: they consist of a large number of links, the cognitive content in them is masked by a practical or game task, in many cases, their implementation requires performance actions, displays of ingenuity, and ingenuity. So in the younger group, the teacher invites the children to take a carrot and treat each hare; in the senior class, determine the number of circles using a card posted on the board, find the same number of objects in the group room, prove the equality of the circles on the card and the group of objects. If in the first case the exercise consists of a conditionally selected link, then in the second - of three.
The most effective are complex exercises that make it possible to simultaneously solve program problems from different sections, organically combining them with each other, for example: “Quantity and counting” and “Value”, “Quantity and counting” and “Geometric figures”; “Value”, “Geometric figures” and “Quantity and counting”, etc. Such exercises increase the efficiency of the activity and increase its density.
When selecting exercises, not only their compatibility in one lesson is taken into account, but also the future perspective. The system of exercises in one lesson should fit organically into the overall system of various exercises carried out throughout the year.
The currently existing system of exercises in all age groups is built on the following principle: each previous exercise has common elements - material, methods of action, results, etc. Exercises are brought together in time or given simultaneously to master interconnected and mutually shaped methods (for example, superposition - application), relationships (for example, more-less, higher-lower, wider-narrower), arithmetic operations (for example, addition-subtraction).
In the exercises, you should provide for all possible options for dependencies, for example, to organize the measurement of different objects with the same standards, identical objects with different standards, etc. When faced with different manifestations of the same mathematical connections, dependencies and relationships when performing exercises, the child will more easily and quickly understand them and come to a generalization.
From the point of view of children’s manifestation of activity, independence, and creativity in the process of execution, reproductive (imitative) and productive exercises can be distinguished.
Reproductive ones are based on simple reproduction of the method of action. At the same time, the actions of children are completely regulated by adults in the form of an image, an explanation, a requirement, a rule that determines what and how to do. Strict adherence to them gives a positive result, ensures the correct completion of the task, and prevents possible errors. The progress and results of the exercises are under the direct observation and control of the teacher, who corrects the children’s actions with instructions and explanations.
Productive exercises are characterized by the fact that children must fully or partially discover the method of action themselves. This develops independent thinking, requires a creative approach, and develops focus and dedication. Tell them what to do, but don't tell or demonstrate how to do it. When performing exercises, the child resorts to mental and practical tests, puts forward proposals and tests them, mobilizes existing knowledge, learns to use intelligence, ingenuity, etc. When performing such exercises, help is provided not directly, but indirectly, children are invited to think and try again, correct actions are approved, they are reminded of similar exercises that the child has already performed, etc.
The ratio of productive and reproductive exercises is determined by the age of the children, their experience in solving practical cognitive problems, the nature of the mathematical concepts themselves and their level of development in children. With age, the degree of independence in children when performing exercises increases. The role of verbal instructions, explanations, explanations that organize and guide the independent activities of preschoolers is increasing. Children learn, after completing a task or exercise, to evaluate the correctness of their actions and the actions of their comrades, to exercise self- and mutual control.
When developing logical thinking, the game acts as an independent teaching method. But it can also be classified as a group of practical methods, bearing in mind the special significance of different types of games in mastering various practical actions, such as composing a whole from parts, rows of figures, counting, superposition and application, grouping, generalization, comparison, etc.
We most widely use didactic games. Thanks to the developmental task, clothed in a game form (game meaning), game actions and rules, the child unintentionally learns certain cognitive content. All types of didactic games (subject, board-printed, verbal) are an effective means and method for developing logical thinking.
The child first receives knowledge in the form of methods of action and corresponding ideas outside of play, and in it only favorable conditions are created for their clarification, consolidation, and systematization (in plot-didactic, didactic and other types of games).
Visual and verbal methods in the development of logical thinking are accompanied by practical and game methods. In our work we use techniques related to visual, verbal and practical methods and used in close unity with each other:
1. Showing (demonstration) of a method of action in combination with an explanation, or a teacher’s example. This is the main teaching method; it is visual and effective. It is carried out using a variety of didactic means and makes it possible to develop skills and abilities in children. The following requirements apply to it:
- clarity, dissection of the demonstration of the method of action;
- consistency of action with verbal explanations;
- accuracy, brevity and expressiveness of speech accompanying the demonstration;
- activation of perception, thinking and speech of children.
2.Instructions for performing independent exercises. This technique is associated with the teacher’s demonstration of methods of action and follows from it. The instructions reflect what and how to do to get the desired result. In older groups, instructions are given in full before the task begins; in younger groups, it precedes each new action.
3. Explanations, clarifications, instructions. These verbal techniques are used by the teacher when demonstrating a method of action or while children are performing a task in order to prevent mistakes, overcome difficulties, etc. They should be specific, short and figurative.
Demonstration is appropriate in all age groups when familiarizing with new actions (application, measurement), but it requires activation of mental activity, excluding direct imitation. In the course of mastering new things, developing the ability to count and measure, it is advisable to avoid repeated demonstrations. Mastering action.
4. Questions for children are one of the main techniques for developing logical thinking in all age groups. In pedagogy, the following classification of issues is accepted:
- reproductive-mnemonic: (How many? What is it? What is the name of this figure?
How are a square and a triangle similar?);
- reproductive-cognitive: (How many cubes will be on the shelf if I put more
one? Which number is greater (smaller): nine or seven?);
- productive-cognitive: (What needs to be done so that there are 9 circles? How to divide the strip into equal parts? How can you determine which flag in the row is red?).
Questions activate children’s perception, memory, thinking, and speech, ensuring comprehension and mastery of the material. In the development of logical thinking, the most significant series of questions is: from simpler ones aimed at describing specific features, properties of an object, the results of practical actions, i.e. stating more complex issues, requiring the establishment of connections, relationships, dependencies, their justification and explanation, or the use of simple evidence. Most often, such questions are asked after the teacher demonstrates a sample or the children perform an exercise. For example, after the children have divided a paper rectangle into two equal parts, the teacher asks: “What did you do? What are these parts called? Why can each part be called a half? What shape did the parts turn out to be? How to prove that the result is squares? What must be done to divide the rectangle into four equal parts?
Questions of different nature cause different types of cognitive activity: from reproductive, reproducing the studied material, to productive, aimed at solving problematic problems.
Basic requirements for questions as a methodological technique:
- accuracy, specificity, laconicism;
- logical sequence;
- variety of wording, i.e. the same thing should be asked differently;
- the optimal balance between reproductive and productive issues depending on age and the material being studied;
-questions should awaken the child, make him think, highlight what is required, carry out analysis, comparison, juxtaposition, generalization;
- the number of questions should be small, but sufficient to achieve the set didactic goal;
- Prompting and alternative questions should be avoided.
We ask the whole group a question, and the called child answers. In some cases, choral responses are also possible, especially in younger groups. Children need to be given the opportunity to think about their answer.
Older preschoolers should be taught to formulate questions independently. In a specific situation, using didactic material, the teacher invites children to ask about the number of objects, their ordinal place, size, shape, method of measurement, etc. We teach how to ask questions based on the results of direct comparison (“Kolya, compare a square and a rectangle. What can you ask him?”), following a practical action performed at the board (“Ask Galya what she learned by arranging the objects in two rows? Look what I did. What can you ask me?”), based on the action performed by the child sitting next to him (“What can you ask Anya?”). Children successfully master the ability to ask questions if they are addressed to a specific person - a teacher, a friend.
The answers should be:
- short or complete, depending on the nature of the question;
- independent conscious;
- accurate, clear, loud enough;
- grammatically literate (observance of word order, rules of their agreement, use of special terminology).
5. Control and evaluation. These techniques are interrelated. Control is carried out through monitoring the process of children completing tasks, the results of their actions, and answers. These techniques are combined with instructions, explanations, clarifications, demonstration of the method of action to adults as a model, direct assistance, and include correction of errors.
We correct errors during individual and collective work with children. Practical and speech errors are subject to use. The adult explains their reasons, gives an example, or uses the actions or responses of other children as an example. 6. During the development of logical thinking in preschoolers, comparison, analysis, synthesis, generalization act not only as cognitive processes (operations), but also as methodological techniques that determine the path along which the child’s thought moves in the learning process. Based on analysis and synthesis, children are led to a generalization, which usually summarizes the results of all observations and actions. These techniques are aimed at understanding quantitative, spatial and temporal relationships, at highlighting the main, essential. A summary is made at the end of each part and the entire lesson. First, the teacher generalizes, and then the children.
Comparison, analysis, synthesis, generalization are carried out on a visual basis using a variety of didactic means. Observations, practical actions with objects, reflection of their results in speech, questions to children are the external expression of these methodological techniques, which are closely related to each other, connected and used most often in a complex. 7. Modeling is a visual and practical technique that includes the creation of models and their use for the purpose of developing elementary mathematical concepts in children. At present, only the beginning has been made for the theoretical and control-methodological development of this technique, which is extremely promising due to the following factors:
- the use of models and modeling puts the child in an active position, stimulates his cognition;
- a preschooler has some psychological prerequisites for the introduction of individual models and elements of modeling; development of effective visual and figurative thinking;
- all mathematical concepts, without exception, are considered as unique models of reality.
Models should also be considered as a didactic tool, and quite an effective one at that. “When mastering the methods of using models, the area of special relationships is revealed to children - the relationship between models and the original, and accordingly, two closely interconnected planes of reflection are formed: the plane of real objects and the plane of models reproducing these objects. These reflection plans are of great importance for the development of visual, figurative and conceptual thinking. Models can serve different purposes: some reproduce external connections, help the child see those that he does not notice on his own, others reproduce the sought-after but hidden connections directly to the reproducible properties of things. Models are widely used in the formation of temporal representations (model of parts of the day, week, year, calendar) and quantitative (numerical ladder, numerical figure, etc.), spatial (models of geometric figures), etc.
We recommend using worksheets, which are a good means of individualizing and differentiating the process of developing logical thinking.
Literature
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2. Bondarenko A.I. Didactic games in kindergarten. M. 1991
3. Bleher F.N. Didactic games and entertaining exercises in kindergarten. M. 1973
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5. Zenkovsky V.V. Psychology of childhood. M.1996
6. Zenkovsky V.V. Games and exercises to develop mental abilities in preschool children. M. 1989
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