The importance of logic games for preschoolers. Didactic games for the development of logical thinking in preschoolers

Topic: Logical and mathematical games in working with older preschoolers as a means of developing logical thinking

Introduction

Conclusion

Introduction

Relevance. Logical thinking is formed on the basis of figurative thinking and is the highest stage of thinking development. 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 generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words. You should not wait until the child turns 14 years old and reaches the stage of formal logical operations, when his thinking acquires features characteristic of the mental activity of adults. The development of logical thinking should begin in preschool childhood.

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

In order to develop logical thinking, it is necessary to invite the older preschooler to independently carry out analysis, synthesis, comparison, classification, generalization, and build inductive and deductive conclusions.

Having mastered logical operations, an older preschooler will become more attentive, learn to think clearly and clearly, be able to concentrate on the essence of the problem at the right moment, and convince others that he is right. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction.

The purpose of the study is to consider the logical math games in working with older preschoolers.

Research objectives:

1. Concretize ideas about the age characteristics of older children preschool age.

2. To study the formation and development of the logical sphere of children of senior preschool age.

3. Consider logical-mathematical games as a means of enhancing mathematics learning.

The object of the study is the thinking of children of senior preschool age.

The subject of the study is logical and mathematical games as a means of developing logical thinking in preschoolers.

The theoretical basis of this work was the work of such authors as: Sycheva G.E., Nosova E.A., Nepomnyashchaya R.L. and others.

Research methods: literature analysis.

Structure of the work: the work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1 Psychological and pedagogical characteristics of children of senior preschool age

1.1 Age characteristics of children of senior preschool age

In older up to school age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child did not directly observe is expanding. Children are interested in the connections that exist between objects and phenomena. The child’s penetration into these connections largely determines his development. The transition to the older group is associated with a change in the psychological position of children: for the first time they begin to feel like the oldest among other children in kindergarten. The teacher helps preschoolers understand this new situation. It supports a sense of “adulthood” in children and, on its basis, causes them to strive to solve new, more complex problems of cognition, communication, and activity.

Based on the characteristic need for older preschoolers for self-affirmation and recognition of their capabilities by adults, the teacher provides conditions for the development of children's independence, initiative, and creativity. He constantly creates situations that encourage children to actively apply their knowledge and skills, sets more and more complex tasks for them, develops their will, supports the desire to overcome difficulties, bring the work they have started to the end, and aims to find new, creative solutions. It is important to provide children with the opportunity to independently solve assigned problems, to direct them to search for several options for solving one problem, to support children’s initiative and creativity, to show children the growth of their achievements, to instill in them a feeling of joy and pride from successful independent actions.

The development of independence is facilitated by children mastering the ability to set a goal (or accept it from a teacher), think about the path to achieving it, implement their plan, and evaluate the result from the position of the goal. The task of developing these skills is set broadly by the educator and creates the basis for children’s active mastery of all types of activities.

The highest form of independence for children is creativity. The teacher’s task is to awaken interest in creativity. This is facilitated by the creation of creative situations in gaming, theatrical, artistic and visual activities, manual labor, verbal creativity. All of these are mandatory elements of the lifestyle of older preschoolers in kindergarten. It is in a fascinating creative activity The preschooler faces the problem of independently determining the plan, methods and forms of its implementation. The teacher supports creative initiatives children, creates in the group an atmosphere of collective creative activity based on interests.

The teacher pays serious attention to the development of cognitive activity and interests of older preschoolers. The whole atmosphere of children's lives should contribute to this. An obligatory element of the lifestyle of older preschoolers is participation in solving problem situations, in conducting basic experiments (with water, snow, air, magnets, magnifying glasses, etc.), in educational games, puzzles, in making homemade toys, simple mechanisms and models . The teacher, by his example, encourages children to independently search for answers to emerging questions: he pays attention to new, unusual features of the object, makes guesses, turns to children for help, and focuses on experimentation, reasoning, and assumptions.

Older preschoolers are beginning to show interest in future schooling. The prospect of schooling creates a special mood in a group of older preschoolers. Interest in school develops naturally through communication with the teacher, through meetings with the teacher, joint activities with schoolchildren, visits to school, and role-playing games on a school theme. The main thing is to connect children’s developing interest in a new social position (“I want to become a schoolchild”) with a feeling of growth in their achievements, with the need to learn and master new things. The teacher strives to develop children’s attention and memory, forms basic self-control, and the ability to self-regulate their actions. This is helped by a variety of games that require children to compare objects based on several characteristics, find errors, memorize, apply general rule, performing actions with conditions. Such games are played daily with a child or with a subgroup of older preschoolers.

Organized learning is carried out for older preschoolers mainly in the form of subgroup classes and includes cognitive cycle classes in mathematics, preparation for mastering literacy, familiarization with the outside world, development of artistic and productive activities and musical and rhythmic abilities. In independent activities, in the teacher’s communication with children, opportunities are created for children to expand, deepen and widely variably apply the content mastered in the classroom.

A condition for the full development of older preschoolers is meaningful communication with peers and adults.

The teacher tries to diversify the practice of communication with each child. By entering into communication and cooperation, he shows trust, love and respect for the preschooler. At the same time, he uses several models of interaction: by the type of direct transfer of experience, when the teacher teaches the child new skills and methods of action; according to the type of equal partnership, when the teacher is an equal participant in children’s activities, and according to the “guarded adult” type, when the teacher specifically turns to children for help in solving problems, when children correct mistakes “made” by adults, give advice, etc.

An important indicator of the self-awareness of children aged 5–6 years is their evaluative attitude towards themselves and others. For the first time, a positive idea of ​​his possible future appearance allows the child to think critically about some of his shortcomings and, with the help of an adult, try to overcome them. The behavior of a preschooler in one way or another correlates with his ideas about himself and what he should or would like to be. A child’s positive perception of his own self directly affects the success of activities, the ability to make friends, and the ability to see them positive traits in interaction situations. In the process of interacting with the outside world, the preschooler, acting as an active person, gets to know it, and at the same time gets to know himself. Through self-knowledge, the child comes to a certain knowledge about himself and the world around him. The experience of self-knowledge creates the prerequisites for the development in preschoolers of the ability to overcome negative relationships with peers and conflict situations. Knowing your capabilities and characteristics helps you come to an understanding of the value of the people around you.

The development of thinking is characterized by the following provisions. An older preschooler can already rely on past experience - the mountains in the distance do not seem flat to him - in order to understand that big Stone- heavy, he doesn’t have to pick it up - his brain has accumulated a lot of information from various channels of perception. Children gradually move from acting with the objects themselves to acting in their images. In play, the child no longer has to use a substitute object; he can imagine “game material” - for example, “eat” from an imaginary plate with an imaginary spoon. Unlike the previous stage, when in order to think, the child needed to pick up an object and interact with it, now it is enough to imagine it.

During this period, the child actively operates with images - not only imaginary in the game, when instead of a cube a car is imagined, and a spoon “appears” in an empty hand, but also in creativity. It is very important at this age not to accustom the child to the use of ready-made schemes, not to implant one’s own ideas. At this age, the development of imagination and the ability to generate one’s own, new images serve as the key to the development of intellectual abilities - after all, thinking is imaginative than better baby comes up with his own images, the better his brain develops. Many people think that fantasy is a waste of time. However, its work at the next, logical stage also depends on how fully imaginative thinking develops. Therefore, you should not worry if a child of 5 years old does not know how to count and write. It’s much worse if he doesn’t know how to play without toys (with sand, sticks, pebbles, etc.) and doesn’t like to be creative! In creative activity, the child tries to depict his own invented images, looking for associations with known objects. It is very dangerous during this period to “teach” a child given images - for example, drawing according to a model, coloring, etc. This prevents him from creating his own images, that is, from thinking.

1.2 Formation and development of the logical sphere of children of senior preschool age

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

Let us consider the possibilities of actively including various techniques of mental actions using mathematical material in the process of mathematical development of a child of senior preschool age.

Seriation - the construction of ordered increasing or decreasing series. A classic example of seriation: nesting dolls, pyramids, insert bowls, etc.

Series can be organized by size: by length, by height, by width - if the objects are of the same type (dolls, sticks, ribbons, pebbles, etc.) and simply “by size” (with an indication of what is considered “size”) - if the items different types(seat toys according to height). Series can be organized by color: by degree of color intensity.

Analysis - highlighting the properties of an object, selecting an object from a group, or selecting a group of objects based on a certain criterion.

For example, the attribute is given: sour. First, each object in the set is checked for the presence or absence of this attribute, and then they are isolated 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 mutually complementary processes (analysis is carried out through synthesis, and synthesis is carried out through analysis).

Tasks to develop the ability to identify the elements of a particular object (features), as well as to combine them into a single whole, can be offered from the very first steps of the child’s mathematical development.

For example:

A. Assignment to select an item from a group based on any criterion (2-4 years):

Take the red ball. Take the red one, but not the ball. Take the ball, but not the red one.

B. Task to select several objects based on a specified characteristic (2-4 years): Select all the balls. Choose round balls, but not balls.

B. Assignment to choose one or more subjects based on several specified criteria (2-4 years):

Choose a small blue ball. Choose a big red ball.

The last type of task involves combining two characteristics of an object into a single whole.

To develop productive analytical-synthetic mental activity in a child of senior preschool age, the methodology recommends tasks in which the child needs to consider the same object from different points of view. A way to organize such a comprehensive (or at least multi-aspect) consideration is the method of setting different tasks for the same mathematical object.

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

Comparison requires the ability to isolate some features of an object and abstract from others. To highlight various features of an object, you can use the game “Find It”:

· Which of these objects are big yellow? (Ball and bear.)

· What's the big yellow round one? (Ball), etc.

An older preschooler should use the role of leader as often as the answerer; this will prepare him for the next stage - the ability to answer questions:

· What can you tell us about this subject? (The watermelon is large, round, green. The sun is round, yellow, hot.)

Option. Who will tell you more about this? (The ribbon is long, blue, shiny, silk.)

Option. “What is this: white, cold, crumbly?” etc.

Tasks on dividing objects into groups according to some criteria (large and small, red and blue, etc.) require comparison.

All games of the “Find the same” type are aimed at developing the ability to compare. For children of older preschool age, the number and nature of similarity features can vary widely.

Classification is the division of a set into groups according to some criterion, which is called the basis of classification. The basis for classification may or may not be specified (this option is more often used with older children, as it requires the ability to analyze, compare and generalize). It should be taken into account that when classifying a set, the resulting subsets should not intersect in pairs and the union of all subsets should form this set. In other words, each object must be included in one and only one subset.

Classification with children of senior preschool age can be carried out:

· by the name of objects (cups and plates, shells and pebbles, skittles and balls, etc.);

· by size (large balls in one group, small balls in another; long pencils in one box, short pencils in another, etc.);

· by color (this box has red buttons, this one has green buttons);

· in shape (this box contains squares, and this box contains circles; this box contains cubes, this box contains bricks, etc.);

· according to other characteristics (edible and inedible, swimming and flying animals, forest and garden plants, wild and domestic animals, etc.).

All of the examples listed above are classifications based on a given basis: the teacher himself communicates it to the children. In another case, older preschoolers determine the base independently. The teacher sets only the number of groups into which many subjects (objects) should be divided. In this case, the basis can be determined in more than one way.

When selecting material for an assignment, the teacher must ensure that the result is not a set that orients children to unimportant features of objects, which will push them to incorrect generalizations. It should be remembered that when making empirical generalizations, children rely on external, visible signs of objects, which does not always help to correctly reveal their essence and define the concept.

Forming in older preschoolers the ability to independently make generalizations is extremely important from a general developmental point of view. Due to changes in the content and methods of teaching mathematics in primary school, which set as their goal to develop in students the ability for empirical, and in the future, theoretical generalization, it is important already in kindergarten to teach children various techniques of modeling activities with the help of material, schematic and symbolic clarity (V.V. Davydov), to teach the child to compare, classify, analyze and summarize the results of their activities.

Chapter 2 Development of logical thinking in preschoolers through logical and mathematical games

2.1 Teaching mathematics in the senior group of kindergarten

The “Kindergarten Education Program” in the senior group provides for a significant expansion, deepening and generalization of children’s elementary mathematical concepts, and the further development of counting activities. Children learn to count to 10, not only visually perceived objects, but also sounds, objects perceived by touch, movements. The children's understanding is clarified that the number of objects does not depend on their size, spatial arrangement and the direction of counting. In addition, they make sure that sets containing the same number of elements correspond to one single natural number (5 squirrels, 5 Christmas trees, 5 ends of a star, etc.).

Using examples of composing sets from different objects, they get acquainted with the quantitative composition of units of numbers up to 5. By comparing adjacent numbers within 10 based on visual material, children learn which of two adjacent numbers is larger and which is smaller, and receive a basic understanding of the number sequence - about the natural series.

In the older group, they begin to form the concept that some objects can be divided into several equal parts. Children divide the models into 2 and 4 parts geometric shapes(square, rectangle, triangle), as well as other objects, compare the whole and parts.

Much attention is paid to the formation of spatial and temporal concepts. Thus, children learn to see the change in size of objects, to evaluate the size of objects in terms of 3 dimensions: length, width, height; their understanding of the properties of quantities deepens.

Children are taught to distinguish between geometric shapes that are similar in shape: a circle and an oval shape, and to consistently analyze and describe the shape of objects.

Children are taught the ability to determine in words the position of an object in relation to themselves (“there is a window to my left, a closet in front of me”), in relation to another object (“a hare is sitting to the right of the doll, a horse is standing to the left of the doll”).

They develop the ability to navigate in space: change the direction of movement while walking, running, and gymnastic exercises. They are taught to determine the child’s position among surrounding objects (for example, “I’m standing behind the chair,” “near the chair,” etc.). Children remember the names and sequence of days of the week.

Visual, verbal and practical teaching methods and techniques in mathematics classes in the senior group are mainly used in combination. Five-year-old children are able to understand the cognitive task set by the teacher and act in accordance with his instructions. Setting a task allows you to stimulate their cognitive activity. Situations arise when existing knowledge is not enough to find the answer to the question posed, and a need arises to learn something new, to learn something new. For example, a teacher asks: “How can you find out how much longer the table is than its width?” The application technique known to children cannot be used. The teacher shows them a new way to compare lengths using a measure.

The incentive to search is suggestions to solve some kind of game or practical problem (pick a pair, make a rectangle equal to a given one, find out which objects are more, etc.).

By organizing children’s independent work with handouts, the teacher also sets tasks for them (to check, learn, learn new things, etc.).

Consolidation and clarification of knowledge and methods of action in a number of cases is carried out by offering children tasks, the content of which reflects situations that are close and understandable to them. So, they find out how long the laces of boots and low shoes are, select a watch strap, etc. Children’s interest in solving such problems ensures the active work of thought and the solid assimilation of knowledge. Mathematical concepts “equal”, “not equal”, “more - less”, “whole and part”, etc. are formed on the basis of comparison. Children 5 years old can already, under the guidance of a teacher, sequentially examine objects, identify and compare their homogeneous features. Based on comparison, they identify significant relations, for example, relations of equality and inequality, sequence, whole and part, etc., and make simple conclusions.

The development of mental activity operations (analysis, synthesis, comparison, generalization) in the senior group is given great attention. Children perform all these operations based on clarity.

If in junior groups during the initial selection of one or another property, objects were compared that differed only in one given property (the strips differed only in length, when understanding the concepts “longer - shorter”), now objects are presented that already have 2-3 signs of difference (for example, stripes are taken not only different lengths and width, but also different colors etc.).

Children are first taught to compare objects in pairs, and then to compare several objects at once. They arrange the same objects in a row or group them according to one or another attribute. Finally, they make comparisons in a conflict situation, when essential features for solving a given problem are masked by others, outwardly more pronounced. For example, it turns out which objects are more (less) provided that fewer objects occupy a larger area. The comparison is made on the basis of direct and indirect methods of comparison and contrast (overlay, application, calculation, “measurement modeling”). As a result of these actions, children equalize the quantities of objects or violate their equality, that is, they perform elementary actions of a mathematical nature.

Isolation and assimilation of mathematical properties, connections, and relationships is achieved by performing various actions. The active inclusion of various analyzers in the work of children continues to be of great importance in the education of 5-year-old children.

Consideration, analysis and comparison of objects when solving problems of the same type are carried out in a certain sequence. For example, children are taught to consistently analyze and describe a pattern made up of models of geometric shapes, etc. Gradually, they master the general method of solving problems in this category and consciously use it. Since awareness of the content of the task and how to solve it by children of this age is carried out in the course of practical actions, mistakes made by children are always corrected through actions with didactic material.

In the older group, the types of visual aids are expanded and their nature is somewhat changed. Toys and things continue to be used as illustrative material. But now a big place is occupied by working with pictures, color and silhouette images of objects, and the drawings of objects can be schematic. From the middle school year The simplest schemes are introduced, for example, “numeric figures”, “numerical ladder”, “path diagram” (pictures on which images of objects are placed in a certain sequence).

“Substitutes” of real objects begin to serve as visual support. Missing in this moment The teacher represents objects with models of geometric shapes. For example, children guess who was more on the tram: boys or girls, if boys are indicated by large triangles and girls by small ones. Experience shows that children easily accept such abstract clarity. Visualization activates children and serves as a support for voluntary memory, therefore, in some cases, phenomena that do not have a visual form are modeled. For example, the days of the week are conventionally indicated by multi-colored chips. This helps children establish ordinal relationships between the days of the week and remember their sequence.

In working with children 5-6 years old, the role of verbal teaching methods increases. The teacher’s instructions and explanations guide and plan the children’s activities. When giving instructions, he takes into account what the children know and can do, and only shows new methods of work. The teacher’s questions during the explanation stimulate children to show independence and intelligence, encouraging them to look for different ways solutions to the same problem: “How else can I do it? Check? Say?"

Children are taught to find different formulations to characterize the same mathematical connections and relationships. It is essential to practice new methods of action in speech. Therefore, while working with handouts, the teacher asks first one or the other child what, how and why he is doing; One child can do the task at the board at this time and explain his actions. Accompanying an action with speech allows children to comprehend it. After completing any task there is a survey. Children report on what and how they did and what happened as a result.

As the child accumulates the ability to perform certain actions, you can first suggest what should be done and how (build a series of objects, group them, etc.), and then perform a practical action. This is how children are taught to plan the ways and order of completing a task. The assimilation of correct figures of speech is ensured by their repeated repetition in connection with the implementation of different versions of tasks of the same type.

In the older group, they begin to use verbal games and game exercises, which are based on presentation actions: “Say the opposite!”, “Who can name it faster?”, “Which is longer (shorter)?” and etc.

Increasing complexity and variation in work methods, changing aids and situations stimulate children to show independence and activate their thinking. To maintain interest in classes, the teacher constantly introduces elements of games (search, guessing) and competition: “Who can find (bring, name) faster?” etc.

2.2 Pedagogical possibilities of the game in the development of logical thinking

Theoretical and experimental works of A.S. Vygotsky, F.N. Leontyeva, S.L. Rubenstein indicate that none of the specific qualities - logical thinking, creative imagination, meaningful memory - cannot develop in a child regardless of upbringing, as a result of the spontaneous maturation of innate inclinations. They are formed throughout childhood, in the process of education, which plays, as L.S. wrote. Vygotsky “leading role in mental development child."

It is necessary to develop the child’s thinking, you need to teach him to compare, generalize, analyze, develop speech, teach the child to write. Since mechanical memorization of various information, copying adult reasoning does not provide anything for the development of children's thinking.

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

Therefore, the child’s learning and development should be relaxed, carried out through age-specific activities and pedagogical means. Game is such a developmental tool for older preschoolers.

Despite the fact that play gradually ceases to act as a leading activity in older preschool age, it does not lose its developmental functions.

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

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

The main type of game, role-playing and creative, reflects children’s impressions of the knowledge around them, understanding of current events and phenomena. A huge number of games with rules capture a variety of knowledge, mental operations,

Actions that children need to master. Mastering this progresses according to the general mental development, at the same time, this development is carried out in the game.

The mental development of children occurs both in the process of creative games (the ability to generalize the functions of thinking is developed) and didactic play. The name didactic itself suggests that these games have their own goal of mental development of children and, therefore, can be considered as a direct means of mental education.

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

It is very important that play is not only a way and means of learning, it is also joy and pleasure for the child. All children love to play, and it depends on the adult how meaningful and useful these games will be.

While playing, a child can not only consolidate previously acquired knowledge, but also acquire new skills and abilities, and develop mental abilities. For these purposes, special games for the mental development of the child, rich in logical content, are used. A.S. Makarenko understood perfectly well that one game, even the best, cannot ensure success in achieving educational goals. Therefore, he sought to create a set of games, considering this task the most important in education.

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

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

· find characteristic features in objects and phenomena of the surrounding world;

· compare, group, classify objects according to certain criteria, draw correct conclusions.

The activity of children's thinking is the main prerequisite for a conscious attitude towards acquiring solid, deep knowledge and establishing various relationships in a team.

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

Some games require children to actively use specific and generic concepts, practice finding synonyms, words that are similar in meaning, etc.

During the game, the development of thinking and speech is decided in continuous connection; When children communicate in a game, speech is activated, and the ability to argue their statements and arguments develops.

So, we found out that the developmental abilities of the game are great. Through play, you can develop and improve all aspects of a child’s personality. We are interested in games that develop the intellectual side of the game, which contribute to the development of thinking in younger schoolchildren.

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

A variety of mathematical games and tasks are logic games, tasks, and exercises. They are aimed at training thinking when performing logical operations and actions. In order to develop children's thinking, they use different kinds simple tasks and exercises. These are tasks for finding a missing figure, continuing a series of figures, searching for numbers missing in a series of figures (finding the patterns underlying the choice of this figure, etc.)

Consequently, logical-mathematical games are games in which mathematical relationships and patterns are modeled, involving the implementation of logical operations and actions.

L.A. Stolyarov identifies the following structure of an educational game, which includes the main elements characteristic of a genuine didactic game: didactic task, game actions, rules, result.

Didactic tasks:

· always developed by adults;

· they are aimed at the formation of fundamentally new knowledge and the development of logical structures of thinking;

· become more complicated at each new stage;

· closely related to game actions and rules;

· are presented through a game task and are understood by children.

The rules are strictly fixed; they determine the method, order, and sequence of actions according to the rule.

Game actions allow you to implement a didactic task through a game one.

Game results completion of game action or winning.

Logical-mathematical games and exercises use special structured material that allows you to visually represent abstract concepts and the relationships between them.

Specially structured material:

· geometric shapes(hoops, geometric blocks);

· diagrams-rules (chains of figures);

· function diagrams (computers);

· operation diagrams (chessboard).

So, the pedagogical possibilities of the didactic game are very great. The game develops all aspects of the child’s personality and activates the hidden intellectual capabilities of children.

2.3 Logical-mathematical games as a means of enhancing mathematics learning

Interest in mathematics among older preschoolers is supported by the entertaining nature of the problems, questions, and assignments themselves. When we talk about entertainment, we do not mean entertaining children with empty fun, but the entertaining content of mathematical tasks. Pedagogically justified entertainment aims to attract children's attention, strengthen it, and activate their mental activity. Entertaining in this sense always carries elements of wit, playfulness, and festivity. Entertaining serves as the basis for penetrating into the minds of children a sense of beauty in mathematics itself. Entertaining is characterized by the presence of light and intelligent humor in the content of mathematical tasks, in their design, and in an unexpected outcome when completing these tasks. Humor should be understandable to children. Therefore, educators seek from the children themselves an intelligible explanation of the essence of easy joke tasks, funny positions in which students sometimes find themselves during games, i.e. achieve an understanding of the essence of humor itself and its harmlessness. A sense of humor usually manifests itself when individual funny features are found in various situations. A sense of humor, if a person has it, softens the perception of individual failures in the current situation. Light humor should be kind and create a cheerful, upbeat mood.

An atmosphere of light humor is created by including story problems, tasks from heroes of funny children's fairy tales, including joke problems, creating game situations and fun competitions.

a) Didactic game as a means of teaching mathematics.

Games occupy a large place in mathematics lessons. These are mainly didactic games, i.e. games, the content of which contributes either to the development of individual mental operations, or to the development of computational techniques and numeracy skills. Purposeful inclusion of games increases children's interest in classes and enhances the effect of learning itself. The creation of a gaming situation leads to the fact that children, captivated by the game, quietly and without much difficulty and tension acquire certain knowledge, skills and abilities. In older preschool age, children have a strong need to play, so educators kindergarten include it in math lessons. The game makes lessons emotionally rich, brings a cheerful mood to the children's group, and helps to aesthetically perceive the situation related to mathematics.

A didactic game is a valuable means of cultivating the mental activity of children; it activates mental processes and arouses in students a keen interest in the process of cognition. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction in children, creates a joyful working mood, and facilitates the process of assimilation of knowledge.

In didactic games, the child observes, compares, juxtaposes, classifies objects according to certain criteria, performs analysis and synthesis available to him, and makes generalizations.

Didactic games provide an opportunity to develop in children the arbitrariness of such mental processes as attention and memory. Game tasks They develop ingenuity, resourcefulness, and intelligence in children. Many of them require the ability to construct a statement, judgment, and inference; require not only mental, but also volitional efforts - organization, endurance, the ability to follow the rules of the game, and subordinate one’s interests to the interests of the team.

However, not every game has significant educational and educational significance, but only those that acquire the character of cognitive activity. A didactic educational game brings together new, cognitive activity child with what is already familiar to him, facilitating the transition from play to serious mental work.

Didactic games are especially necessary in the teaching and upbringing of six-year-old children. They manage to concentrate the attention of even the most inert children. At first, children show interest only in playing, and then in both educational material, without which the game is impossible. In order to preserve the very nature of the game and at the same time successfully teach children mathematics, games of a special kind are needed. They must be organized so that: firstly, as a way of performing game actions, there is an objective need for practical application accounts; secondly, the content of the game and practical activities would be interesting and provide an opportunity for children to demonstrate independence and initiative.

b) Logical exercises in mathematics classes.

Logic exercises are one of the means by which children develop correct thinking. When they talk about logical thinking, they mean thinking whose content is in full accordance with objective reality.

Logic exercises allow you to build correct judgments on mathematical material accessible to children, based on life experience, without prior theoretical mastery of the laws and rules of logic themselves.

In the process of logical exercises, children practically learn to compare mathematical objects, perform the simplest types of analysis and synthesis, and establish connections between generic and specific concepts.

Most often, the logical exercises offered to children do not require calculations, but only force children to make correct judgments and provide simple proofs. The exercises themselves are entertaining in nature, so they contribute to the emergence of children’s interest in the process of mental activity. And this is one of the cardinal tasks of the educational process of older preschoolers.

Due to the fact that logical exercises are exercises in mental activity, and the thinking of older preschoolers is mainly concrete, figurative, I use visualization in the lessons. Depending on the characteristics of the exercises, drawings, drawings, brief conditions of tasks, and records of terms and concepts are used for clarity.

Folk riddles have always served and continue to serve as fascinating material for thought. Riddles usually indicate certain characteristics of an object, which are used to guess the object itself. Riddles are unique logical tasks to identify an object based on some of its characteristics. Signs may vary. They characterize both the qualitative and quantitative aspects of the subject. For mathematics lessons, riddles are selected in which the subject itself, along with others, is mainly based on quantitative characteristics. Isolating the quantitative side of an object (abstraction), as well as finding an object based on quantitative characteristics are useful and interesting logical-mathematical exercises.

c) The role of role-playing games in the process of teaching mathematics.

Among the mathematical games for children there are also role-playing games. Role-playing games can be described as creative. Their main difference from other games is the independence of creating the plot and rules of the game and their implementation. The most attractive power for older preschoolers are those roles that give them the opportunity to demonstrate high moral qualities of the individual: honesty, courage, camaraderie, resourcefulness, wit, ingenuity. Therefore, such games contribute not only to the development of individual mathematical skills, but also to the sharpness and logic of thought. In particular, the game contributes to the development of discipline, because any game is played according to the appropriate rules. When joining the game, the child follows certain rules; at the same time, he obeys the rules themselves not under duress, but completely voluntarily, otherwise there will be no game. And following the rules can be associated with overcoming difficulties and with perseverance.

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

Didactics has a variety of educational materials. The most effective aid is logical blocks, developed by the Hungarian psychologist and mathematician Dienes, for the development of early logical thinking and for preparing children for mastering mathematics. Dienesh blocks are a set of geometric shapes, which consists of 48 volumetric figures, differing in shape (circles, squares, rectangles, triangles), color (yellow, blue, red), size (large and small) in thickness (thick and thin). That is, each figure is characterized by four properties: color, shape , size, thickness. There are not even two figures in the set that are identical in all properties. In their practice, kindergarten teachers use mainly flat geometric shapes. The entire complex of games and exercises with Dienesh blocks is a long intellectual ladder, and the games and exercises themselves are its steps. The child must stand on each of these steps. Logical blocks help the child master mental operations and actions, these include: identifying properties, comparing them, classification, generalization, encoding and decoding, as well as logical operations.

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

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

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

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

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

So, by playing with blocks, the child gets closer to understanding complex logical relationships between sets. From playing with abstract blocks, children easily move on to playing with real sets and concrete materials.

Conclusion

Mathematical development of children of senior preschool age in a specific educational institution(kindergarten, development groups, groups additional education, pro-gymnasium, etc.) is designed based on the concept preschool, goals and objectives of children's development, diagnostic data, predicted results. The concept determines the relationship between premathematical and prelogical components in the content of education. The predicted results depend on this ratio: the development of the intellectual abilities of children of senior preschool age, their logical, creative or critical thinking; formation of ideas about numbers, computational or combinatorial skills, methods of transforming objects, etc.

Orientation in modern programs for the development and education of children in kindergarten, studying them provides the basis for choosing a methodology. Modern programs (“Development”, “Rainbow”, “Childhood”, “Origins”, etc.), as a rule, include logical and mathematical content, the development of which contributes to the development of cognitive, creative and intellectual abilities of children.

These programs are implemented through activity-based, person-oriented developmental technologies and exclude “discrete” learning, i.e., separate formation of knowledge and skills with subsequent consolidation.

Formation in children of senior preschool age general concepts is important for the further development of thinking at school age.

Preschool children experience intensive development of thinking. The child acquires a number of new knowledge about the surrounding reality and at the same time learns to analyze, synthesize, compare, generalize his observations, that is, to perform the simplest mental operations. Education and training play the most important role in the mental development of a child.

The teacher introduces the child to the surrounding reality, imparts to him a number of elementary knowledge about natural phenomena and social life, without which the development of thinking would be impossible. However, it should be pointed out that simple memorization of individual facts and passive assimilation of imparted knowledge cannot yet ensure the correct development of children's thinking.

In order for a child to begin to think, he must be given a new task, in the process of solving which he could use previously acquired knowledge in relation to new circumstances.

Therefore, the organization of games and activities that would develop the child’s mental interests, set him certain cognitive tasks, and force him to independently perform certain mental operations to achieve the desired result is of great importance in the mental education of a child. This is achieved through questions asked by the teacher during classes, walks and excursions, didactic games of an educational nature, all kinds of riddles and puzzles specifically designed to stimulate the child’s mental activity.

Logical techniques as a means of developing the logical thinking of preschoolers - comparison, synthesis, analysis, classification, proof 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 theoretical foundations which is logic. Knowledge of logic contributes to the cultural and intellectual development of the individual.

When selecting methods and techniques, the educator must remember that fundamentally educational process lies problem-game technology. Therefore, preference is given to the game as the main method of teaching preschoolers, mathematical entertainment, didactic, developmental, logical and mathematical games; game exercises; experimentation; solving creative and problematic problems, as well as practical activities.

List of used literature

1. Bezhenova M. Mathematical ABC. Formation of elementary mathematical concepts. – M.: Eksmo, SKIF, 2005.

2. Beloshistaya A.V. Getting ready for math. Guidelines for organizing classes with children 5-6 years old. – M.: Yuventa, 2006.

3. Volchkova V.N., Stepanova N.V. Lesson notes for the senior group of kindergarten. Mathematics. Practical guide for educators and methodologists of preschool educational institutions. – M.: TC “Teacher”, 2007.

4. Denisova D., Dorozhin Yu. Mathematics for preschoolers. Senior group 5+. – M.: Mosaika-Sintez, 2007.

5. Entertaining mathematics. Materials for activities and lessons with preschoolers and younger schoolchildren. – M.: Uchitel, 2007.

6. Zvonkin A.K. Kids and math. Home club for preschoolers. – M.: MTsNMO, MIOO, 2006.

7. Kuznetsova V.G. Mathematics for preschoolers. A popular method of game lessons. – St. Petersburg: Onyx, Onyx-SPb, 2006.

8. Nosova E.A., Nepomnyashchaya R.L. Logic and mathematics for preschoolers. – M.: Detstvo-Press, 2007.

9. Peterson L.G., Kochemasova E.E. Playing game. Practical mathematics course for preschoolers. Guidelines. – M.: Yuventa, 2006.

10. Sycheva G.E. Formation of elementary mathematical concepts in preschoolers. – M.: Knigolyub, 2007.

11. Shalaeva G. Mathematics for little geniuses at home and in kindergarten. – M.: AST, Slovo, 2009.

How to make mathematics interesting for a child? How to play it? How to develop logical thinking in a child?

Many adults associate mathematics with numbers and number operations, which is why children are often taught numbers and counting first. But it’s better not to start forming mathematical thinking from this place.

We adults are accustomed to operating with letters, numbers, diagrams - we have developed abstract thinking. A child’s thinking is structured differently—psychologists call it figurative. Indeed, children explore the world using all five senses: touch, taste, smell, sound and looking at it. So, first of all, they need to let them “touch” mathematics. And the easiest way to do this is in everyday affairs and in games.

Mathematics is a creative science and fun to play. Mathematical games help a child take a fresh look at the world, pay attention to those processes and patterns that he had not noticed before. Mathematical thinking enriches the personality, makes life more interesting and rich. The main objectives of primary mathematics education are to teach the child to make independent conclusions, find patterns and solve logical problems.

What to teach first?

1. First of all, you should teach your child relative position of objects: “to the right”, “to the left”, “above”, “below”, “behind”, “in front”. We live in a three-dimensional world, and it would be good to help a child build a model of this world. There are many games on this topic: robot games, labyrinth games, simple programming games.
2. The second important skill is classify objects according to characteristics: first one at a time, then two at a time and so on. For example: put red cubes in one pile, blue ones in another. This will be classified by color. We add a classification by size: large red figures in one bucket, small red ones in another, large blue ones in a third. You can also introduce a classification according to the shape of an object and, as a result, introduce the child to geometric shapes.
3. It is also useful to teach a child measure the length of objects. You can measure in meters and centimeters, but it is better to first use various measuring objects: cars, dolls, then palms, steps. And compare which is longer and in what way. For example, the length of a python can be measured in apples, parrots, or equal steps. Or you can outline the outline of the child’s body on a piece of whatman paper, and then measure it with different measuring toys. Through this technique, the child will easily learn the relativity of measurements, and it will be clearly visible to him that comparison can only be made if the lengths are measured by the same standards.
4. It is best to enter numbers using counting quantities and length measurement. It is also important to show the child the difference between the number of an object (for example, the sixth apple) and the quantity (six apples).
5. And only after the child has thoroughly mastered the concept of quantities can you teach him mathematical operations: addition, subtraction, division and multiplication.

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Sections: Working with preschoolers

The problem of speech development remains one of the pressing problems of theory and practice. The ability to articulate speech is one of the most significant and characteristic manifestations of the development of the human personality.

Speech is, on the one hand, a tool for expressing our ideas, thoughts, knowledge, and on the other, a means for their enrichment, expansion, and the formation of our consciousness.

To master, if possible, perfectly all types and manifestations of speech means to master the most powerful instrument of human mental development, and therefore the culture of mankind.

Nothing has such a negative impact on overall development as the backwardness of the language. Pestalozzi wrote: “In early childhood: expand the range of their observations as much as possible, firmly and systematically strengthen their ideas obtained through observation, give them extensive acquaintance with the language necessary for expression in words.”

All living beings are endowed with the ability to reproduce sounds, but only in humans the sounds are formed in a certain sequence, which is clothed with meaning, logic, and wisdom. This ability is - speech . It allows you to express your judgments, feelings, emotions, and express yourself as an individual.

With the development of society, the most valuable thing has become time, which is so scarce. Parents' working days have become irregular. In pursuit of a prestigious salary, many young families shift the responsibility of raising children to grandmothers, television, and teachers.

With each new intake, one can note the growing problem of speech disorders, almost every now and then children need the help of a speech therapist.

I don’t think it’s correct to say that children are our future. No, children are our present. In their games, actions, behavior we can see our entire society. Together with the family, preschool education should constantly be the basis, an example of the right direction in the development of a harmonious personality.

Among the many important tasks of raising and educating preschool children in kindergarten, teaching native language, the development of speech, verbal communication is one of the main ones.

This task consists of a number of special, private tasks:

• education of sound culture of speech;
• enrichment, consolidation and activation of vocabulary;
• improving grammatical correctness of speech;
• formation of colloquial (dialogical) speech;
• development of coherent speech;
• nurturing interest in artistic expression;
• preparation for literacy training.

How I would like a child to feel the beauty and sonority native word, fell in love with him, penetrated into his inner world, learned to speak and think clearly and understandably.

Recreating the world within oneself continues throughout life, but is especially intense in the first years of life... And it is very important to help the child, as successfully as possible, master a wonderful gift.

As practice shows, speech must be taught by example. When a child hears correct speech, in which comparisons, antonyms, synonyms are used, enriched with images, clear, he involuntarily perceives it and little by little the good habit acquires the powerful force of habit. From a simple, understandable song, a fairy tale told on a cozy sofa, a child’s mind blossoms, greedily absorbing impressions of goodness and beauty.

Preschool teachers lay in children a model of correct speech, constantly taking care of expanding the children’s vocabulary, developing children’s ideas, forming general concepts, and leading to the assimilation of the grammatical system in any regime moment, in any lesson.

Currently, successful schooling is not at all connected with whether a child can read or count within 100, but attention is increasingly being paid to whether he can convey his thoughts competently, coherently, and extensively. Has he mastered the skill of looking for patterns, is he prepared to solve logical problems, which in turn requires an unconventional approach to the problem, does he know how to analyze, generalize, classify, compare, and draw conclusions.

Therefore, realizing that this is a process that requires training, I began to attach greater importance to the development of logical thinking. I am looking for new, most effective approaches, opportunities, directions for realizing the intended goals, namely, the development of logical thinking through speech tasks and exercises.

The activities of preschool educational institutions are aimed at creating the necessary environment for the development of the personality of pupils and their ability to be creative. Creative abilities are manifested in the ability to adequately respond to ongoing changes, in the readiness to use new opportunities, in the desire to avoid obvious, traditional solutions, in putting forward non-standard, extraordinary ideas. But the most important thing is that creativity makes it possible to satisfy the highest human need - the need for self-realization.

Success in learning is associated with the development of two contradictory processes: the logical component of thinking (the possibility of algorithmic, step-by-step learning) and the creative component of thinking, which in turn creates the basis for the intellectual development of the individual.

The modern child finds himself in an information flow. And not everyone can navigate it. “Processing” all the information often turns out to be a very difficult task. To solve this problem and successfully prepare children for school by mastering computer technologies, it is not so much certain knowledge that is required, but the ability to think consistently and logically, guess, and mentally strain.

Logic is the science of the laws and forms of such thinking, which is distinguished by strict certainty, consistency and validity. It obeys the laws of identity, contradiction, and the excluded middle.

The laws of logic often act as rules of logical thinking. To develop logic, training is required. For preschoolers, this is one of the most important components of their mental processes. Mastery of logical techniques determines the ease and speed of establishing cause-and-effect relationships and develops speech activity.

Some techniques for teaching logical thinking are well known to teachers; they closely resemble developmental exercises and assignments.

While working with children on speech development, I realized that I was already doing and applying a lot.

Play, development of thinking, vocabulary, work, creativity, cognition, self-development - these are the fundamental components that are involved in the sphere of attention of the teacher when he turns to the problem of the logical development of a preschooler in classes on speech development.

Play is a necessary condition for the formation of personality, its consciousness and self-awareness: it is the most important factor in mental and speech development. Play communication is the necessary basis within which the formation and improvement of a child’s speech activity takes place.

Game classes are conducted in accordance with the schedule of classes by age; the accumulated material and games can be used in special moments. Classes are conducted in subgroups and have their own structure, developed during work with children.

At each stage of the lesson, specific tasks are set. Logical thinking is closely related to the development of mental processes, such as perception, memory, thinking, therefore in the classroom much attention is paid to the development of these processes. The children are offered the games “Find out by the description”, “What’s extra?”, “Animal family”, “Afraid of the master’s work”, “Whose house?”, “The peacock has a peacock’s tail”, “Who will be who”, “Place it in order” , “Comparison of objects from the same classification group”, “It never happens”, “Nonsense”, “Repeat the group of words, but in the plural”.

Children learn to maintain consistency in the transmission of events, conduct a dialogue, their vocabulary expands, concentration, observation, and perseverance develop. They learn to plan, compose, tell stories, ask the right questions, and find interesting and unusual solutions.

The classes use visual, practical and verbal teaching methods. Classes are built on a communicative and cognitive basis, which provides children with creative independence. The development of speech, verbal and logical thinking, memory and imagination makes it possible to cultivate an independently thinking, creative personality.

The content of the lesson system is based on the principles of pedagogical optimism, humanism and is aimed at instilling in children a respectful attitude towards themselves and others, and a tolerant attitude towards the opinions of their interlocutor. Such activities not only help children master the means of communication, but also convince them that there is a close connection between thoughts, feelings and behavior in the process of communication. These game activities help each participant to be heard and understood by peers, teachers and parents.

In preschool age, play is the leading activity, and communication becomes a part and condition of it. At this age, that relatively stable inner world is acquired, which gives grounds for the first time to call the child a personality, although, of course, a personality that is not yet fully formed, but capable of further development and improvement. This is facilitated by gaming activities. Thanks to play, the child’s personality acquires a very important new formation:

• the motivational-need sphere develops in the game;
• cognitive and emotional egocentrism is overcome;
• arbitrariness of behavior develops;
• mental actions develop.

In my group, the guys play word games with great interest.

For example, “Word in word”, “Let’s restore the fairy tale”, “Funny words”, “Words of association”, “Say the opposite”, “Steps”, “Good, bad”, “What are they talking about”, “Guess the sound, choose word”, “What is the difference between words”, “Who is more”, “Poetry mess”, “Unravel the saying”, etc., and also keep an eye on new book releases. In the preparatory group, children can independently solve logic problems, solve puzzles, and crosswords. Together with parents, various competitions are organized: “Unusual rebus”, “Continue the series”, “Patterns”, “This is interesting”, etc.

The work uses visual material, both factory-printed board games and cards made with your own hands together with your parents.

It should be noted that such a “school” leaves the child with great moral satisfaction from creative work, accustoms him to mental activity, and captivates him with cognitive activity.

Logic games, like educational games, have the following characteristic features:

1) the need to act in an imaginary plan, which leads to the development of all types of thinking, the ability to build imaginary situations;

2) the ability to fantasize, which makes the child independent of various circumstances and allows him to modulate responses;

3) logic games contribute to the development of imagination, intelligence, memory, and improve personality.

Every game for a child is a set of rules and various goals. Children are introduced to the tasks of the game through various forms. The goals and objectives of the games are in order of increasing difficulty, which allows you to improve the skills and abilities of children. Here are some examples of games:

1. To develop the sound culture of speech. It is necessary to select games that will help reinforce the correct pronunciation of sounds, which is important when mastering writing.

D/I "Listen to how the syllables talk to each other"

Sa-sa-sa - there is dew on the grass.
So-sho-so-sho-very good.

The game can be made more difficult. Invite the children to come up with their own rhyme.

2. Development of phonemic hearing. This, subsequently, is the basis for competent writing.

D\I "Transformations"

PR: cat-mouth (first sound changes)

rum-horn (last sound changes)

rum - Rome (middle changes)

Make it more difficult, ask the children a question. How "mole" turn into " mouth"?

3. Development of graphic skills. It has been established that the development of finger and hand movements is very important for mastering writing skills. To consolidate the graphic image of letters, I suggest a game:

D\I "What do the spines of a hedgehog look like?"

In the picture there is a hedgehog with spines, and the children draw different letters instead of spines. Make it more difficult, let there be parts of letters, you have to guess what kind of letter is hidden.

4. Can the child think logically?

• complete the sentence.
• find the extra word
• draw an analogy, choosing a pair for the third word, similar to the first pair. Etc.

Here are some features that will help the teacher:

• It is not recommended to require children to immediately perform tasks in the game; there may be options that will shock you.
• The teacher needs to give children the opportunity to create new versions of assignments on their own, as well as demonstrate the maximum of their knowledge and skills.
• As far as possible, the teacher should create conditions that would advance the development of the child’s abilities.
• an atmosphere of free and joyful creativity should be created.

A child’s ability to solve verbal logical problems largely depends on the level of development of his speech. The starting level of mastering logical chains is largely based on exercises and games that are used for the purpose of speech development

Success is directly dependent on the teacher’s training, both theoretical and practical, as well as on the interest of parents. Work with parents can be built in the following areas:

• Involve parents in collecting materials.
• Organize mini-consultations.
• Involve parents in organizing and conducting group entertainment "Quiz", "KVN", business game"Smart guys and girls."

To increase the effectiveness of activities, the teacher should establish feedback, obtain information about the progress of the process and its results. Thus, when implementing this experience, close communication with parents is necessary to consolidate knowledge and change motivational attitudes.

By the beginning of school, children develop the necessary forms of communication with peers, they are able to describe an interesting event or incident using diagrams, their imagination develops, and children become thoughtful. Their eyes light up, their speech becomes expressive, which allows them to become good conversationalists, speak in front of large audiences, etc.

The diagnostic process is an integral part of any educational process in any preschool institution. The results indicate that the level of speech training has increased. The children’s answers began to include phrases such as “I think that:”, “It seems to me:”, “You are wrong because:”, etc.

As a result, children not only acquired knowledge of the norms of verbal communication with adults and peers, but also began to use this knowledge, not only during classes, but also in real life situations. Children began to treat each other much more attentively and kindly, and the number of conflict situations decreased. In addition, their vocabulary was significantly enriched; it was replenished with words and expressions from the dictionary.

I hope that my experience will help fellow practitioners in improving interaction with families in order to correct parent-child relationships, develop speech and communication competence in preschoolers, allow both children and adults to relax, teach them to communicate with each other, increase their emotional mood, and unite the family .

Logical and mathematical games as a means of developing thinking in preschoolers.

Problem prepared by Aseeva O.N. teacher

While working with children, I noticed that many children cannot cope with seemingly simple logical tasks. In older preschool age, children are just beginning to develop elements of logical thinking that need to be developed. While playing, children often do not even suspect that they are mastering some kind of knowledge. Learning through play helps to gradually transfer interest and passion from play activity for study. A game that captivates children does not overload them either mentally or physically. The main thing is to infect the child with play, not just to awaken his interest in the proposed games, but also to help him understand that by playing he can learn a lot. In your work, you cannot limit yourself to GCD only; children must play. A didactic game of an educational nature brings the child’s new cognitive activity closer to what is already familiar to him, facilitating the transition from play to serious mental work. At first, his attention is shown only to the game, and then to the program material without which it is impossible. This is how interest in the subject gradually awakens. Work experience includes the author’s selection of games for logical thinking, development of memory, attention, and intelligence.

Relevance

Modern society lives in the era of the development of computer and nanotechnology. And therefore, modern children should be intellectually developed individuals. 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. Intellectual work is very difficult, and considering age characteristics we must remember that the main method of development is problem-based and search, and the main form of organization is play. The relevance of this experience is due to the fact that it is necessary to begin work on the development of mental processes: memory, attention, imagination, logical thinking from preschool age. V. A. Sukhomlinsky wrote: “Without play there is and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.” For preschoolers, play is of great importance: play is learning, play is work, play is a serious form of education, as well as a way of understanding the world around them.

Logical games with mathematical content cultivate children's cognitive interest, the ability to creatively search, and the desire and ability to learn. An unusual game situation with problematic elements characteristic of each entertaining task always arouses interest in 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 a certain “catch” and to solve it it is necessary to understand what the trick is.

At the first stage It was necessary to develop gaming skills in children, teach the rules of the game, methods of interaction (logical exercises, comic problems with mathematical content, verbal games of a mathematical nature).

At the second stage It was necessary to ensure that children could independently use the acquired knowledge and skills to solve problem-based game problems.
At the first stage I offered children logical problems and exercises of mathematical content, with the help of which I clarified and consolidated the children’s understanding of numbers, the relationships between them, and geometric figures, about temporal and spatial relationships. These exercises contributed to the development of observation, attention, memory, thinking, and speech. These are games such as:“Say the opposite”, “It happens - it doesn’t happen”, “Name numbers greater (less than) this”, “Who knows, let him continue to count”, “What is far, what is close”, “Find mistakes” etc. But the game “Yes or no?” gave me the opportunity to complete many different tasks. I asked the children questions that could only be answered with “yes” or “no.” Any other words as an answer meant that the child was out of the game. The game used trap questions that could not be answered affirmatively or negatively; in this case, the players had to remain silent. This game effectively develops in children the ability to listen carefully to a question, develops intelligence, logical thinking, and the ability to accurately follow the game rules.
Along with these games, I gave the children logical exercises based on sign-symbolic means that are understandable and understandable to preschoolers. The children enjoyed taking part in such original games. For example, exercise“How did the figure change?”is aimed at developing children's logical thinking and is built on an analogue relationship between pairs or groups of objects - geometric figures.
Consecutively, children were offered tasks on the transformation of an object, the size of an object, the number of objects (changing the number of parts or figures) and other tasks. The game has the basis of gradually increasing complexity of actions. Complication is achieved by modifying the object. At the same time, sign-symbolic means helped children regulate, control mental actions,
In working with children, based on sign-symbolic means, I used didactic exercises"Make a figure" "Choose what you need". These exercises gave children the opportunity to play in pairs. The game became more and more natural and relaxed, providing an opportunity for mutual learning.

But I assigned a significant place to the development of logical thinking in children in mathematical development introducing children with Dienesha blocksand logical figures. The main purpose of this didactic material– teach a preschooler to solve logical problems involving division by properties. To solve logical problems, children must learn to identify various properties in objects, name them, abstract them, retain them in memory, and generalize objects according to one, two, or three properties.
Before starting games and exercises, I gave the children the opportunity to get acquainted with logic blocks. In the process of various manipulations, the children established that they have different shapes, colors, sizes, and thicknesses. Together with the children, we agreed that instead of the word “block”, it would be advisable to use the word “figure”.
To most effectively familiarize children with the properties of blocks, I offered childrennext tasks:

1. “Find the same shapes as this one”(by color, by shape, by size, by thickness);
2. “Find figures that are not like this one”(by shape, by size, by color, by thickness).
3. "Find the triangles"(blue, square, large, yellow, thick, etc.)
4. “Tell me what color this figure is”(by shape, by size, by thickness).

After this introduction to blocks, I moved on to games and exercises:

1. Didactic exercises:“Chain”, “Second Row”, “Wonderful Bag”, “Domino”helped children master the properties of shapes, understand expressions, “same”, “not the same” (in color, shape, size, thickness).
2. Didactic exercises“Houses settled”, “Paths”, “Divide the blocks”and others made it possible to develop in children the ability to classify the properties of figures with a gradual increase in the number of properties.

An obligatory stage of working with figures was to familiarize children with cards on which the properties of figures are depicted. Children learned how shape, color, size, and thickness are indicated. Looking at the shapes and using cards, the children began to name each block themselves. I offered the children game exercises“Everyone in a row”, “Who can collect the blocks faster”, “In their place”, “Treat for the animals”, “Build a house”.
Introducing children to more complex versions of games, the desire to use games in independent activities, set me the task of introducing children to the features of didactic games. I explained to the children that each didactic game contains game rules and actions (order, turn order, subordination to the leader, searching, distribution, guessing). In the game, children must learn to follow the rules, strive to win, and get a positive result. This style of child behavior in play is very significant for the formation of personality.
In Game"Fill the Aquariums"the task was given to launch “fish” with specified properties into each of two (three) aquariums. Then they were asked to determine which fish would end up in connected aquariums. If the child makes a mistake, the “fish” swims away from the aquarium. In games like "Fill the Aquariums", "Gardeners"The children were given not only the task of learning to determine the basis for classification and the properties by which objects were combined into certain blocks, but also to teach children to act in accordance with the rules of the game.
In order for children to have a more complete understanding of the didactic game, I includedtopic "Algorithms". The algorithm is a list of rules that must be followed, a certain order of performing the actions of a game or educational task. In the process of performing actions according to the rules, children master sign systems, diagrams, models, learn to decipher them, and learn the logical connections between successive stages of any action. At first, when working with children, I used didactic exercises to develop children’s understanding of the simplest algorithms.

Didactic exercises“Colorful Paths”, “Search for Patterns”, “Knock on the Door”and others allowed children to master the rules for performing actions, understanding the dependencies between following the sequence of actions and achieving results.
For more successful mastery of numbers and figures, arithmetic operations, distinguishing objects by their properties, I introduced new didactic exercises“Assemble a chain”, “Travel”, “Handicraft”, “Arrange the numbers”, “Math beads”, “Arithmetic dominoes”.
As a result of these exercises, children developed the ability to analyze, abstract, and strictly follow the rules when performing actions. Children have developed an interest in solving cognitive problems and in various intellectual activities. Children’s understanding of the laws of didactic play led to the fact that children began to play independently in pairs or in small groups. The child takes the role of the leader, explains the conditions of the game, controls the implementation of the rules, and evaluates the correct result. Children change roles, strive to complete the task correctly, and come up with their own original tasks. This activity is very useful for preschoolers.
During the game, which arises on the initiative of the children themselves, they become involved in complex intellectual work. As a result of the work done, children can choose a game that interests them, team up with peers, and act purposefully with the material.
All this led to the fact that I began to introduce children to new didactic games, developed by me, which are aimed at developing logical thinking and mathematical concepts in children.

Didactic game "Labyrinth"

Select the required block from several;

Develop practical thinking.

Developmental environment:

Labyrinth" - arrows made of thick paper;

Cards with codes of geometric shapes (color, shape, size);

Progress of the game:

There is a “labyrinth” on the floor, at the end of which there is a “house” where children’s favorite toys (prizes) lie. In order to get to this “house” you need to move in the direction indicated by the arrows and take only those blocks that are described by signs on the cards. One of several figures is selected.

Game difficulty:

Cards with codes of geometric shapes (color, shape, size, thickness

Didactic game “Let’s Help Cinderella”

Goal: To develop the ability to classify and generalize geometric shapes by characteristics;

Develop spatial orientation, attention, logical thinking.

Developmental environment:

A set of Dienesh volumetric blocks;

Code cards - symbols;

- “house for blocks.”

Progress of the game:

Guys, let's remember the familiar fairy tale about Cinderella. Once upon a time there was Cinderella. One day her stepmother received an invitation to a ball at the palace. Cinderella really wanted to go to the ball too. But they didn’t take her. The stepmother and her daughters left, and Cinderella was tasked with sorting the vegetables and putting them on her shelves.

Arrange the red beans on the shelves on the first floor;

Place pumpkins (yellow blocks) on the second floor;

Place the eggplants (blue blocks) on the shelves on the third floor.

Game difficulty:

Arrange the vegetables, indicating their size.

Didactic game "Locomotive"

Goal: To train children in classifying blocks according to two or three characteristics: color and shape; shape and size;

Developmental environment:

A set of Dienesh volumetric blocks;

Toys: bear and hare.

Progress of the game:

Educator: - Guys, we received a telegram from our friends Mishka and Bunny. They write that they wanted to come to visit us, but now there is a lot of snow in the forest, and they don’t know what to do, how to get to us. They invite us to come visit them and admire how beautiful the winter forest has become.

The teacher invites the children to build a magic train for a trip to the forest to visit their favorite toys.

The locomotive must be built according to the following rules:

So that there are no figures of the same shape (color, size, thickness) nearby;

So that there are no figures nearby that are identical in shape and color (in color and size; size and shape; thickness);

So that there are figures nearby that are the same in size, but different in shape;

So that there are figures nearby that are the same in color and size, but of different shapes.

Educator: So we built a magic train, and now we’ll go to the forest to visit our friends. The locomotive blew its whistle and the carriages rolled away.

We arrived in a forest full of fabulous wonders. And here are our friends: Bear and Bunny. They've been waiting for us for a long time and want to play with us. Let's play together.

Outdoor game: “Get in order”, “Find your place”, and others.

We had fun playing with our friends, and now it's time to go home. Goodbye Bear and Bunny. Now we invite you to visit us.

Didactic game “Settle the tenants”

Goal: To develop children’s ability to classify and generalize geometric shapes according to their characteristics;

Practice counting;

Develop spatial orientation, attention, logical thinking.

Developmental environment:

A set of Dienesh volumetric blocks;

- “house for blocks.”

Progress of the game:

In the kindergarten group there lived - there were blocks. And their home was one common box, in which the blocks were dark and cramped.

And the children, together with the teacher, decided to settle them in a large and spacious house. For each figure, a floor and an apartment number are determined. As children move into blocks, they name the apartment number and floor.

Didactic game “Divide the figures”

Goal: Consolidating the properties of geometric shapes;

Teach children to abstract and retain two or three properties in memory at the same time.

Developmental environment:

A set of Dienesh volumetric blocks;

Toys: bear, hare, doll, Pinocchio, Dunno, Cheburashka.

Progress of the game:

The teacher draws the children's attention to the fact that the bunny and the bear are sitting on their chairs and are sad about something. What happened? Let's ask them. It turns out that the toys cannot divide the blocks among themselves so as not to offend anyone. They are so different.

1. The teacher invites the children to divide the figures between the bear and the bunny so that:

The bear had all the red pieces. The bunny's are not all red.

The bear turned out to be all round; what are the bunny's? (all are not round)

The bunny turned out to have all the big figures; which ones did the bear get?

2. Divide the figures so that the bear’s are all blue, and the bunny’s are all square. Which pieces only the bear got (blue, not square); only for bunny (square, not blue); which figures suited both the bear and the bunny at once (blue, square), and which shapes did not suit anyone (not blue, not square).

3. Divide the figures between Pinocchio, Cheburashka, Dunno so that Pinocchio has all round figures, Cheburashka has all yellow ones, Dunno has all large ones.

What pieces did only Pinocchio get? (round, not yellow, small)

Cheburashka - (yellow, small, not round);

Dunno - (large, not round, not yellow);

What figures suited both Pinocchio and Cheburashka? (round, yellow, small)

What pieces did both Dunno and Pinocchio get? (round, large, not yellow);

What pieces did both Dunno and Cheburashka get? (large, yellow, not round);

What figures suited all three characters? (round, yellow, large)

Which pieces turned out to be draws? (large, not round, not yellow).

Didactic game "Snail"

Purpose: To train children in classifying blocks according to two criteria: color and shape.

Developmental environment:

Playing field with a spiral design;

A set of volumetric blocks of Dienesh.

Progress of the game:

The teacher invites the children to build a house for a snail from magic figures. the house will turn out elegant and beautiful.

Laying out the blocks begins from the middle of the spiral. Any block is taken arbitrarily, in which one sign of the previous block will be present, and so on.

Didactic game "Algorithm"

(for individual work with children)

Goal: To consolidate knowledge about geometric figures, their characteristics and properties;

Develop the ability to place blocks in a certain sequence;

Develop attention, spatial thinking;

Developmental environment:

A set of Dienesh volumetric blocks;

Scheme cards;

Cards with codes of geometric shapes.

Progress of the game:

The child is given cards-schemes. Cards with codes for geometric shapes are laid out nearby.

The child “reads” the code card and takes the desired block, then places it on the diagram card in accordance with the indicated direction of the arrow.

Didactic game "Round Dance"

Goal: To train children in classifying blocks according to two or three criteria: color and shape; color, shape and size.

Developmental environment:

A set of Dienesh volumetric blocks;

Progress of the game:

The teacher invites the children to line up magical figures in a cheerful round dance. The round dance will turn out elegant and beautiful.

The blocks are laid out in a circle. Any block is taken at random, then a block is added in which one sign of the previous block will be present, and so on. The last block must match the first block in one way or another. In this case, the game ends - the “round dance” is closed.

Didactic game "Caterpillar"

Develop logical thinking.

Developmental environment:

A set of Dienesh volumetric blocks;

Hoops;

Codes-symbols.

Progress of the game:

The teacher invites the children to build a caterpillar from magic figures. To do this, hoops are laid out in a row by placing one on top of the other to create a common area. Cards-symbols are laid out in each hoop. For example:

1 hoop – blue color spot;

2 hoop – all small;

3 hoop – yellow color spot;

4 hoop – all square;

5 hoop – all large;

Symbol codes can be placed in any order. The length of the “caterpillar” is any.

It is necessary to arrange the blocks into hoops and areas of their intersection, in accordance with the signs.

Didactic game "Flower"

Purpose: To train children in classifying blocks according to three characteristics: color, shape and size;

Develop logical thinking.

Developmental environment:

A set of Dienesh volumetric blocks;

Hoops;

Codes-symbols.

Progress of the game:

The teacher invites the children to build beautiful flower from magical figures. To do this, four hoops are laid out so that each hoop has two areas of intersection, by superimposing one on top of the other (perpendicular hoops are placed end-to-end). Put symbol codes into each hoop. Different variants: for example: round, red, square, small. It is necessary to arrange the blocks into hoops and areas of their intersection, in accordance with the signs.

Games and game exercises are presented according to the nature of mental operations.

1. Games for memory development
“Lay it out from memory.”
Children are offered a sample schematic representation of an object. Then he cleans up. Children use sticks to lay out an image from memory (or draw it with pencils).
Puzzle games.
Aimed at developing voluntary attention, memory, and logical thinking.
To play, you need 15-20 counting sticks for each child.
The teacher's guidance is to help the child find a solution. You should also teach your child to first think through his actions and then carry them out. As children gain experience in solving similar problems using the method of first “trial and error”, then mentally and practically, children make fewer and fewer mistakes.

2. Logical tasks to find missing figures and find patterns.

“Which pieces are missing?”
This problem can be solved only on the basis of analyzing each row of figures vertically and horizontally by comparing them.

3. Games for recreating from geometric shapes and special sets of figurative and plot images.

Game "Columbus Egg"
An oval measuring 15x12cm is cut along the lines shown below. The result is 10 parts: 4 triangles (2 large and 2 small), 2 figures similar to a quadrilateral, one of the sides of which is rounded, 4 figures (large and small, similar to a triangle, but with one side rounded). To make the game, they use cardboard or plastic, equally colored on both sides.
At the beginning, children are asked to lay down an egg, then animal figures (following a visual example), etc.
It is also advisable to use the games “Tangram” (“Fold the square”), “Pentamino”, “Pythagoras”, “Mongolian game”, “Chameleon Cube”, “Corners”, “Magic Circle”, “Checkers”, “Chess” and etc. A detailed description of the games can be found in the book by Z. Mikhailova “Game entertaining tasks for preschoolers”

4. Game exercises to strengthen the ability to navigate on a limited plane.

"Journey of a Butterfly"This task develops orientation on a plane, develops attention and intelligence.
Each child is given a card lined into 4 numbered squares and a butterfly chip.
The teacher tells the children, and the children complete the tasks: “Situation: the butterfly is in the upper left square. Move the chips to the right, down, up, left, down, right STOP! The butterfly should be in cage No. 4"

Interesting questions, joke games.Aimed at developing voluntary attention, innovative thinking, speed of reaction, and training memory. In riddles, the subject is analyzed from a quantitative, spatial, temporal point of view, and the simplest relationships are noted.

Riddles - jokes

• A peacock was walking in the garden.
• Another one came up. Two peacocks behind the bushes. How many are there? Do the math for yourself.
• A flock of pigeons was flying: 2 in front, 1 behind, 2 behind, 1 in front. How many geese were there?
• Name 3 days in a row, without using the names of the days of the week or numbers. (Today, tomorrow, the day after tomorrow or yesterday, today, tomorrow).
• The chicken went out for a walk and took her chickens. 7 ran ahead, 3 remained behind. Their mother is worried and cannot count. Guys, count how many chickens there were.
• On a large sofa, Tanin’s dolls stand in a row: 2 nesting dolls, Pinocchio and cheerful Cipollino. How many toys are there?
• How many eyes does a traffic light have?
• How many tails do four cats have?
• How many legs does a sparrow have?
• How many paws do two cubs have?
• How many corners are there in the room?
• How many ears do two mice have?
• How many paws do two paws have?
• How many tails do two cows have?

Solving various kinds of non-standard problems in preschool age contributes to the formation and improvement of general mental abilities: logic of thought, reasoning and action, flexibility thought process, ingenuity, ingenuity, spatial concepts.

Logical Problems

*****
Giraffe, crocodile and hippopotamus
lived in different houses.
The giraffe did not live in red
and not in the blue house.
The crocodile did not live in red
and not in the orange house.
Guess which houses the animals lived in?
*****
Three fish swam
in different aquariums.
The red fish did not swim in the round
and not in a rectangular aquarium.
Goldfish - not in a square
and not in the round.
In which aquarium did the green fish swim?
*****
Once upon a time there lived three girls:
Tanya, Lena and Dasha.
Tanya is taller than Lena, Lena is taller than Dasha.
Which girl is the tallest?
who is the shortest?
What is the name of which one?
*****
Misha has three carts of different colors:
Red, yellow and blue.
Misha also has three toys: a tumbler, a pyramid and a spinning top.
In the red cart he will not carry a spinning top or a pyramid.
In yellow - not a spinning top or a tumbler.
What will Mishka carry in each of the carts?
*****
The mouse is not traveling in the first or last carriage.
The chicken is not average and not in the last carriage.
In which carriages are the mouse and the chicken traveling?
*****
The dragonfly is not sitting on a flower or on a leaf.
The grasshopper does not sit on a fungus or on a flower.
The ladybug is not sitting on a leaf or on a fungus. Who is sitting on what? (it’s better to draw everything)
*****
Alyosha, Sasha and Misha live on different floors.
Alyosha lives neither on the top floor nor on the bottom.
Sasha lives neither on the middle floor nor on the bottom.
On what floor does each boy live?
*****
Anya, Yulia and Ole’s mother bought fabrics for dresses.
Anya is neither green nor red.
Yule - neither green nor yellow.
Ole is neither yellow nor red.
Which fabric is for which girl?
*****
Three plates contain different fruits.
The bananas are not in a blue or an orange plate.
Oranges are not in a blue or pink plate.
What plate are the plums in?
What about bananas and oranges?
*****
No flower grows under the tree,
No fungus grows under the birch tree.
What grows under the tree
What's under the birch tree?
*****
Anton and Denis decided to play.
One with cubes, and the other with cars.
Anton didn't take the car.
What did Anton and Denis play?
*****
Vika and Katya decided to draw.
One girl was painting with paints,
and the other with pencils.
What did Katya start drawing with?
*****
The Red and Black clowns performed with a ball and a ball.
The red-haired clown did not perform with a ball,
And the black clown did not perform with a balloon.
What objects did the Red and Black clowns perform with?
*****
Lisa and Petya went into the forest to pick mushrooms and berries.
Lisa didn't pick mushrooms. What did Petya collect?
*****

Two cars were driving along a wide and a narrow road.
The truck was not driving on a narrow road.
What road was the car traveling on?
What about the cargo one?

What is “logic” and do our children need it? One of the most important tasks of education small child– development of his mind, the formation of such thinking skills and abilities that make it easy to learn new things. The content and methods of preparing children's thinking for school education, in particular pre-mathematical preparation, should be aimed at solving this problem. In modern programs preschool education Much attention is paid to the logical preparation of children. We are talking about developing the child's thinking.

Logical thinking is the ability to operate with abstract concepts, it is controlled thinking, it is the ability to carry out the simplest logical operations: definition of concepts, comparison, generalization, classification, judgment, inference, proof. 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.

Mastering logical forms of thinking in preschool age contributes to the development of mental abilities and is necessary for the successful transition of children to school education. It is thanks to logic that one can substantiate many life phenomena, explain abstract concepts, and teach a child to defend his point of view. Through logic, complex mathematical theorems and simple everyday judgments are constructed. It helps to sensibly assess the world and those around you, to understand the entire complex process of the passage of time called “life”. Everyone knows how children love to talk, trying to seem like adults. But any adult will easily notice errors in a child’s reasoning, and first of all, these shortcomings will be associated with inaccuracy of the logical structure of thought.

You can overcome this weakness by using logic games. Having begun to train his thinking from early childhood, by the time he begins his schooling, the child will be significantly ahead in development of his peers. The effectiveness of the development of logical thinking in preschoolers increases if visual models are used as teaching aids, familiarity with which should begin already in the primary and secondary groups.

General visual modeling ability is developed by modeling serial and classification relationships using Euler circle models

In addition, there are many didactic games aimed at developing the logical thinking of preschool children. To develop children’s logic, we suggest using entertaining mathematical material both for children’s independent activities and in joint games. Entertaining mathematical material is one of the didactic tools that contribute to the formation of children’s mathematical concepts. There is a wide variety of entertaining material. Let's look at them.

Games involving spatial transformations, recreating figures, silhouettes, figurative images from certain parts are very exciting for children. The solution is carried out through practical actions in compiling, selecting, and arranging according to the rules and conditions. These are games in which from a specially selected set of figures you need to create a silhouette figure using the entire proposed set of figures, for example: in the games “Columbus Egg”, “Vietnamese Game”, “Magic Circle”, “Miracle Crosses” you need to create flat figures , and in the game “Cubes for Everyone” - volumetric.

Didactic games and exercises are aimed at developing children's logical thinking and spatial concepts, and provide an opportunity to train children in counting and calculations. For example, the game "Number Series". Goal: consolidation of knowledge of the sequence of numbers in the natural series. Move: two players play, in front of them are cards with numbers from 1 to 10 face down. Everyone has cards with numbers up to 13. Everyone takes turns taking a card, opening it and placing it in front of them. If the number is less than the open number, then it is placed to the left. If more, then to the right. The first one to lay out his row wins.

Logic games, tasks and exercises are aimed at training thinking when performing logical operations and actions, for example: “Find the missing figure” “What is the difference” “What is the odd one” Playing logic games is useful at any age. Therefore, you should not put any specific age limits for game participants.

You can also highlight games and tasks of ingenuity. For example: “Name the number.” Goal: to train children in the ability to perform mental calculations. Move: The adult says: “I can guess the number you have in mind.” Think of a number, add six to it, subtract two from the sum, then subtract the number you thought of, and add one to the result. You got the number five." Ingenuity tasks vary in degree of complexity and nature of transformation: - Tasks on composing a given figure from a certain amount sticks: make two equal squares from seven sticks. - Problems involving changing figures, to solve which you need to remove the specified number of sticks. - Ingenuity tasks, the solution of which consists in rearranging sticks in order to modify, transform a given figure.

Games for intuition: “Additional drawings” - complete the drawing of the figure; “Rhymes” - finish the poem using the works of Korney Chukovsky, Samuil Marshak, Agnia Barto. For understanding: “Pathfinder” - traces of animals and people are drawn, guess whose traces are. To develop artistic and imaginative thinking: “Clouds” What do clouds floating across the sky look like? “Shadow” - determine by the shadow what object it is from.

Children are very active in the perception of joke problems, puzzles, and logical exercises. They persistently search for a solution that leads to a result. When an entertaining task is accessible to a child, he develops a positive emotional attitude to it, which stimulates mental activity. The child is interested in the final goal: folding, finding the right shape, transforming - which captivates him.

To successfully prepare children for school, not only certain knowledge is required, but also the ability to think consistently and logically, guess, and mentally strain. And it is tasks of ingenuity, puzzles, and logic games that teach children to plan their actions, think about them, look for the answer, guess the result, while showing creativity. Such work activates the child’s mental activity, develops in him the qualities necessary for professional excellence, no matter in what field he later works.

Literature Formation of elementary mathematical concepts in preschoolers: Textbook. manual for pedagogical students. Inst. R. Ya. Berezina, Z. A. Mikhailova, R. A. Nepomnyashchaya and others; Ed. A. A. Stolyar. – M.: Education, 1988. – 303 p. Logic and mathematics for preschoolers: Methodological manual / Auth. -composer, E. A. Nosova, R. L. Nepomnyashchaya – St. Petersburg: “Aktsident”, 1997 – 79 p.