One of the essential indicators of a child's intellectual development and its age-appropriateness is logical thinking. It develops in stages, starting from the simplest to the most complex. And thanks to modern developing technologies and unusual tasks, from boring and monotonous training, it can be turned into exciting game which is sure to please both parents and children.

The development of logic is one of the most important aspects of intellectual development

Patterns of development of thinking in preschool age

In general, the thinking of preschoolers goes through three basic stages in its development:

1. Visual-effective thinking allows you to solve the problems that arise before the child by manipulating the objects around him.
2. Visual-figurative thinking begins to develop in the preschool period. It already allows the child to solve some problems in the mind with the help of the images in his memory.
3. Verbal-logical thinking enables the child to think with the help of not the objects themselves, but their verbal designations. This type of thinking manifests itself already in the older preschool age.

Board games - The best way development of logical thinking

Logic is one of high stages development of thinking.

General rules for the development of logic in a child

Play is the main activity in preschool age. However, despite this, logic plays an important role for preschoolers. Imagination during this period is still not well developed, and in order to make learning easier and more efficient, it is necessary to use a maximum of visual material in the process of classes: toys, pictures, puzzles, counting sticks, etc. Bright didactic material will turn any lesson into an exciting game in which the child will be happy to take part.

Geometric figures - the development of logic in a playful way

As the child grows older, he will need less and less demo material. And the decision is all more tasks will occur in the mind, by connecting already verbal-logical thinking.

Logical thinking in early preschool age

The younger preschool age covers the period from 2 to 4 years. At this time, the child learns to compare objects, classify according to such elementary features as color, shape, size.

Developing activities at this age are best done using bright toys or didactic cards. It is desirable that the images are as simple as possible and contain a minimum of distracting details.

Classes with the baby teaches him to think logically

Logic tasks for younger preschoolers varied. Typical exercises for the development of logic at this age can be:

"Put it in order"

The game helps the child understand cause and effect relationships, and also improves his perception of time.

For this exercise, you will need cards with pictures of animals and their babies. Children can be offered to pick up a pair for each card, having previously laid out adult animals in front of him and giving him cubs. After all the cards have taken their places, it will be possible to explain to the child that a chicken or a rooster grows out of a tiny chicken, a dog grows out of a puppy, etc. Over time, this task can be made more difficult by offering the child pictures of scenes from his favorite fairy tales. And offer to put them in order, restoring the plot.

Matching game

"Finish the chain"

The child is offered logical chains of objects or pictures belonging to a certain class: these can be flowers, trees, animals or birds. And next to it is a group of different pictures, among which there should be one belonging to the items in the chain. The task of the child is to complete the chain with a suitable element.

This task, despite its simplicity, well develops the ability to generalize and analyze, compare and classify.

"Whose subject?"

In this task for preschoolers, you can invite the child to name:

• items used by representatives of various professions;
• details of certain machines or devices;
• parts of the human body, animals, birds;
• house elements.

Online game Find exactly the same cat - the kid can play on the Internet

"Remove the excess"

A group of pictures is laid out in front of the child, depicting various items, or toys, among which there should be one extra that does not fall under the general category. The task of the child is to find and remove this object with the help of logical thinking. It is very desirable that the child could also explain his choice, telling why this or that object turned out to be superfluous.

Game Choose the smallest object

Over time, the task can be somewhat complicated by adding natural phenomena, flowers, etc. to specific items. The logical connections between them are somewhat more complicated, and in order to cope with this task, the child will need to try very hard.

Classes for the development of logic in senior preschool age

The senior preschool period is marked by the intensive development of many mental processes. In particular, by the age of four, children begin to manifest verbal-logical thinking, which allows them not only to solve certain tasks, but also to clearly argue their position.

Joint games develop logic in older preschoolers

The child is no longer in need of visualization due to a fairly well-developed imagination and an increase in memory capacity. And although it is still desirable to use all kinds of didactic material in the classroom, as early as 4 years old, you can offer your child to solve some problems in his mind.

Here are just some logic tasks for older preschoolers.

"Ranging"

The development of thinking processes of preschoolers is very well facilitated by ranking (for example, by size, color, and later - the degree of severity of a particular feature). It is imperative to clarify to the child what exactly serves as the basis for ranking.

Spot the Difference game is one of the varieties of ranking games

"General and private"

To the older one school age in conceptual apparatus the child has already fully formed ideas about the general and the particular. Therefore, he can already be offered to complete tasks on this topic.

Logic maze is a favorite pastime for preschoolers

Games for the formation of ideas about the general and the particular are quite simple. It is enough just to lay out objects in front of the child, or cards with objects of the same type and invite the child to determine the logical connections between them, naming them in one word. Just like in previous games, here you need to move from simple to complex, first using the maximum simple categories, where the common feature will lie on the surface. And over time - to complicate the task, expanding the number of groups used.

If in the process of completing tasks preschoolers will have any difficulties, be sure to talk to them about it. And solve problems together.

The thought processes, in particular, logic, of preschool children develop at a rather intensive pace and by the time they enter school they are already at a good level, which allows them to master the school curriculum as efficiently as possible.

Similar content

Table of contents INTRODUCTIONChapter 1. Stages of development of thinking in preschool age 1.1. Features of thinking in early childhood1.2. Verbal-logical thinking and its connection with the previous stages 1.3. Formation and development of the logical sphere of preschoolersChapter 2. The development of logical thinking in preschoolers by means of logic and mathematical games2.1. Teaching mathematics in the senior group of kindergarten 2.2. Pedagogical possibilities of the game in the development of the logical 2.2. Logic-mathematical games as a means of activating the teaching of mathematicsConclusionList of references INTRODUCTION Relevance. Logical thinking is formed on the basis of figurative thinking and is the highest stage in the development of thinking. Achieving this stage is a long and complex process, since the full development of logical thinking requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words. One should not wait until the child is 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 does logic need a small child, a preschooler? The point is that on each age stage a certain “floor” is created, as it were, on which mental functions, important for the transition to the next stage. Thus, the skills and abilities acquired in the preschool period will serve as the foundation for gaining 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 methods of logical thinking will find it more difficult to study - solving problems, doing exercises will require a lot of time and effort. As a result, the child’s health may suffer, interest in learning will weaken, or even completely fade away. In order to develop logical thinking, it is necessary to offer the child to independently analyze, synthesize, compare, classify, generalize, build inductive and deductive conclusions. Having mastered logical operations, the child will become more attentive, learn to think clearly and clearly, be able to right moment focus on the essence of the problem, convince others that you are right. It will become easier to learn, which means that the learning process, and herself school life will bring joy and satisfaction. Purpose of the study- consider logical and mathematical games in work with older preschoolers. Research objectives:one. Concretize ideas about the peculiarities of thinking in preschoolers.2. To study the formation and development of the logical sphere of preschoolers.3. Consider logic-mathematical games as a means of activating the teaching of mathematics. Object of study - thinking of preschool children . Subject of study - logical and mathematical games as a means of developing the logical thinking of preschoolers . Theoretical basis This work was served by the works of such authors as: Sycheva G.E., Nosova E.A., Nepomnyashchaya R.L. and others. Research methods: literature analysis. Work structure: the work consists of an introduction, two chapters, a conclusion and a list of references. Chapter 1. Stages of development of thinking in preschool age1.1. especially mindset in early childhood Parents of preschoolers are most busy looking for an answer to the question "how and what to teach a child?". They choose the "most-most" from a variety of innovative methods, enroll the child in various circles and studios, engage in various "educational games" and teach the baby to read and count almost from the cradle. What is the development of thinking in preschool age? And, indeed, what is the priority to teach children? As in any area of ​​personality development, a child's thinking goes through several stages of formation. In psychology, it is customary to define three stages in the development of thinking: visual-effective, visual-figurative, verbal-logical. For a baby who cognizes the world through the active work of all the senses, the basis for obtaining information is the motor and tactile channels of perception. A small child in early childhood literally “thinks with his hands”. Not only their own information depends on the work of the receptors of these channels, but also the activity of other types of perception, other sense organs. What does it mean? For example, the visual perception of a baby is not yet perfect, its capabilities, in comparison with the vision of an adult, are somewhat limited. The child does not understand the perspective - it seems to him that if the high-rise building is barely visible on the horizon, then it is very small. He still cannot always understand the three-dimensionality of things. The kid does not understand visual illusions- for example, wants to reach the horizon or touch the rainbow. Image for him - special condition object, he does not believe that what is depicted does not really exist. In that children's perception reminiscent of primitive man. Seeing an evil character in a book of fairy tales, the child covers him with his hands good fellow", and so on. Everything that the child sees, he wants to touch, act with this object, experience it. And the more actions he performs with a thing, the better he perceives its properties. The better it works for him, not only the motor and tactile, but also the visual channel of perception. Visual-effective thinking is a method of "trial and error". receiving new item, the child first of all tries to interact with him - try on the tooth, shakes, knocks on the floor, twirls from all sides. In her book “A Child Learns to Speak,” M. Koltsova cites an interesting experiment as an example: two groups of babies who began to speak the first words were shown some objects to memorize new words. In one group they were allowed to play with objects, in the other they were only shown and called. Children from the first group memorized the names of objects new to them much faster and better and introduced them into speech than in the second group. Each object seen for the child is a new puzzle that needs to be “disassembled” and then “assembled”. The only thing that interests him in early childhood is what can be done about it? That is why it is so dangerous to be carried away by newfangled methods that offer training in early childhood, attempts to develop logic or the basics of analytical thinking in kids. What to do with the baby? More often include him in any household activity, let him participate in all mother's affairs - washes dishes, wipes dust, sweeps. Of course, mom sometimes has to take more away from such "help", but the teaching always goes through trial and error! It is during the period of early childhood that the child learns the world in activity as actively as never before. And in order to master the space, to understand the interconnection of things, he needs to perform real, meaningful actions as much as possible, imitating adults, and not shifting the details of a special "developing" game. It is also useful to mess around with various substances - sand, water, snow. However, many textures can be found at home, without any special classes - various cereals, shreds of rags, dishes and all kinds of ordinary household items. In terms of creative development the child is now going through a period of acquaintance with the materials where he needs to provide complete freedom and do not expect any "handicrafts" and any other results yet. The second stage in the development of thinking begins at about 3-4 years and lasts up to 6-7 years. Now the child's thinking is visual-figurative. He 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, it is not necessary for him to pick it up - his brain has accumulated a lot of information from various channels of perception. Children gradually move from actions with the objects themselves to actions with their images. In the game, the child no longer has to use a substitute object, he can imagine “play 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 a car is presented instead of a cube, and in an empty hand "turns out" a spoon, 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 impose their own ideas. At this age, the development of fantasy and the ability to generate their own, new images are the key to development intellectual abilities- after all, thinking is figurative, the better the child comes up with his images, the better the brain develops. Many people think fantasy is a waste of time. At the same time, how fully figurative thinking develops depends on its work at the next, logical, stage. Therefore, do not worry if a child at the age of 5 cannot count and write. It is much worse if he cannot play without toys (with sand, sticks, pebbles, etc.) and does not like to be creative! AT creative activity the child tries to depict his invented images, looking for associations with known objects. It is very dangerous during this period to "train" the child in 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. Verbal-logical thinking and its connection with the previous stages During the early and preschool childhood the child absorbs sounds, images, smells, motor and tactile sensations. Then there is a comprehension of the accumulated material, processing of the information received. By the end preschool period the child has a well-developed speech, he already owns abstract concepts and can independently generalize. So gradually (from about 7 years old) there is a transition to the next step in the development of thinking - it becomes verbal-logical. Speech allows you to think not in images, but in concepts, to structure and designate information received with the help of the senses. Already at 3-4 years old, the child is trying to classify known objects, for example: an apple and a pear - fruits, and a chair, and a table - furniture. He often accompanies his actions with comments, asks an infinite number of questions, for him the naming of an object is a sign of its existence. But speech has not yet become an instrument of thought, it is only an auxiliary instrument. By the early school age, the word for the child becomes an abstract concept, and not associated with a specific image. For example, for a three-year-old kid, a "sofa" is just a sofa he knows, standing in his living room. It does not yet have a generalization and abstraction from specific image. Children 7-8 years old can already be distracted from a specific image and highlight the basic concepts. The child independently determines the essential features of an object or phenomenon, assigns a new object to categories known to him, and, conversely, fills a new category with appropriate concepts. Children are able to appreciate the real size of an object (a ten-story building on the horizon does not seem tiny to them). They develop causal relationships General characteristics phenomena and objects. They are able to perform actions without relying on images. But, no matter how perfect verbal-logical thinking seems to us, adults - parents and teachers, we should not rush and form it artificially in a preschooler. If the child is not allowed to fully enjoy the game with images, to teach him to think logically at a time when he is not yet ready for this, the result is just the opposite. Extremely schematic, weak thinking, formalism and lack of initiative are found just in those children who have gone through a serious school " early development", as it is now fashionable to call the mechanical learning of babies. At the age when the brain is ready to operate with vivid images, dry schemes were brought to it, preventing it from enjoying all the richness of colors, tastes and smells of this world. Everything is good in time, and the child will definitely go through all stages of development thinking, let each of them give him everything that is possible only in a certain period. 1.3. Formation and development of the logical sphere of preschoolers Formation logical tricks is an important factor directly contributing to the development of the child's thinking process. Almost all psychological research devoted to the analysis of the methods and conditions for the development of the child's thinking are unanimous that methodological guide this process is not only possible, but also highly effective, i.e. when organizing special work on the formation and development of logical methods of thinking, a significant increase in the effectiveness of this process is observed, regardless of baseline child development. Let's consider the possibilities of active inclusion in the process of mathematical development of a child of preschool age of various techniques mental actions on the mathematical material.Seriation -- construction of ordered ascending or descending series. A classic example of seriation: nesting dolls, pyramids, loose bowls, etc. Seriations can be organized by size: length, height, width - if the objects are of the same type (dolls, sticks, ribbons, pebbles, etc.) and simply "in size" (with an indication of what is considered "size") - if the objects different type(seat the toys according to their height). Seriations can be organized by color: according to the degree of color intensity. Analysis is the selection of object properties, the selection of an object from a group, or the selection of a group of objects according to a certain attribute. For example, a sign is given: sour. First, each object of the set is checked for the presence or absence of this feature, and then they are distinguished and combined into a group on the basis of "sour". Synthesis is the combination of various elements (features, properties) into a single whole. In psychology, analysis and synthesis are considered as mutually complementary processes (analysis is carried out through synthesis, and synthesis through analysis). the very first steps of a child's mathematical development. For example: A. The task of choosing an object from a group on any basis (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 for choosing several items according to the indicated attribute (2-4 years): Choose all the balls. Choose round ones, not balls. B. The task of choosing one or more subjects for several indicated features(2-4 years): Choose a small blue ball. Choose a big red ball. The task of the last type involves combining two features of an object into a single whole. For the development of productive analytical and synthetic mental activity in a child, tasks are recommended in the methodology in which the child needs to consider the same object with different points vision. The way to organize such a comprehensive (or at least multidimensional) 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 features of an object (object, phenomenon, group of objects). Comparison requires the ability to single out some features of an object and abstract from others. To highlight the various features of an object, you can use the "Find it" game: Which of these objects are large yellow? (Ball and bear.) · What is the big yellow round? (Ball.) etc. The child should use the role of the leader as often as the responder, this will prepare him for the next stage - the ability to answer the question: · What can you tell about this subject? (The watermelon is large, round, green. The sun is round, yellow, hot.) Option. Who will tell more about it? (The ribbon is long, blue, shiny, silk.) Option. “What is it: white, cold, crumbly?” etc. Methodically, it is recommended to first teach the child to compare two objects, then groups of objects. It is easier for a small child to first find signs of difference between objects, then signs of their similarity. Tasks for dividing objects into groups according to some attribute (large and small, red and blue, etc.) require comparison. All games of the “Find such same” are aimed at developing the ability to compare. For a child of 2-4 years old, the signs by which similarity is sought should be well identifiable. For older children, the number and nature of signs of similarity can vary widely. Classification is the division of a set into groups according to some feature, 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 during the classification separation of the set, the resulting subsets should not intersect in pairs, and the union of all subsets should make up this set. In other words, each object must be included in one and only one subset. Classification with preschool children can be carried out: by the name of the 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 ones in another, etc.); by color (red buttons in this box, green in this one); form (in this box, squares, and in this - circles; in this box - cubes, in this - bricks, etc.) on other grounds (edible and inedible, floating and flying animals, forest and garden plants, wild and domestic animals, etc.). All the examples listed above are classifications on a given basis: the teacher himself reports it children. In another case, children determine the basis on their own. The teacher sets only the number of groups into which the set of objects (objects) should be divided. At the same time, the basis can be determined in more than one way. When selecting material for a task, the teacher must ensure that a set is not obtained that orients children to insignificant features of objects, which will encourage incorrect generalizations. It should be remembered that when making empirical generalizations, children rely on external, visible signs objects, which does not always help to correctly reveal their essence and define the concept. The formation in children of the ability to independently make generalizations is extremely important from a general developmental point of view. In connection with changes in the content and methodology of teaching mathematics in elementary school, which aim to develop students' abilities for empirical, and in the future theoretical generalization, it is important already in kindergarten to teach children various methods of modeling activity using material, schematic and symbolic visibility (V.V. Davydov), to teach a child to compare, classify, analyze and generalize the results of their activities. Chapter 2. Development of logical thinking in preschoolers by means of logic and mathematical games2.1. 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 elementary mathematical representations, further development account activity. Children learn to count up to 10, not only visually perceived objects, but also sounds, objects perceived by touch, movements. The idea of ​​the children that the number of objects does not depend on their size, spatial arrangement and the direction of counting is being clarified. In addition, they make sure that the sets containing the same number elements correspond to a single natural number (5 squirrels, 5 Christmas trees, 5 ends at an asterisk, etc.). Using examples of compiling sets from different objects, they get acquainted with the quantitative composition of units of numbers up to 5. Comparing adjacent numbers within 10 with support on visual material, children learn which of two adjacent numbers is greater, which is less, get an elementary idea of 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 models of geometric shapes (square, rectangle, triangle) into 2 and 4 parts, as well as other objects, compare the whole and parts. Much attention is paid to the formation of spatial and temporal representations. So, 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 ideas about the properties of quantities deepen. Children are taught to distinguish geometric shapes that are close in shape: a circle and an oval shape, to consistently analyze and describe the shape of objects. , there is 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, gymnastic exercises. They are taught to determine the position of the child among the surrounding objects (for example, "I am standing behind the chair", "near the chair", etc.). Children memorize the names and sequence of the days of the week. Visual, verbal and practical teaching methods and techniques in mathematics classes in the senior group are mainly used in the complex. Five-year-old children are able to understand the cognitive task set by the teacher and act in accordance with his instructions. Setting the task allows you to excite their cognitive activity. Such situations are created when the available knowledge is not enough to find the answer to the question posed, and there is a need to learn something new, to learn something new. For example, the teacher asks: "How to find out how much the table is longer than its width?" The application technique known to children cannot be applied. The teacher shows them a new way to compare lengths using a measure. The motivation for the search is the proposal to solve some game or practical problem (pick up a pair, make a rectangle equal to the given one, find out which items are more, etc.). Organizing independent work children with handout, the teacher also sets tasks for them (check, learn, learn new things, etc.). Consolidation and refinement of knowledge, 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 the strap for the watch, etc. The interest of children in solving such problems ensures active work thoughts, solid assimilation of knowledge. Mathematical representations "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, consistently consider objects, highlight and compare them homogeneous signs. On the basis of comparison, they identify significant relationships, for example, relations of equality and inequality, sequence, whole and part, etc., make the simplest conclusions. The development of operations of mental activity (analysis, synthesis, comparison, generalization) in the older group is given great attention. Children perform all these operations relying on visualization. If in the younger groups, during the primary 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 of "longer - shorter"), now objects are presented, already having 2-3 signs of difference (for example, they take strips not only different lengths and width, but also of 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 compare in conflict situation, when the essential features for solving this problem are masked by others, outwardly more pronounced. For example, it turns out which items are more (less) provided that a smaller number of items occupies large area. Comparison is made on the basis of direct and indirect methods of comparison and opposition (overlays, applications, counting, "measurement modeling"). As a result of these actions, children equalize the number of objects or violate their equality, that is, they perform elementary actions of a mathematical nature. The selection and assimilation of mathematical properties, connections, and relations is achieved by performing various actions. Great importance in teaching children of 5 years old, it still has an active involvement in the work of different analyzers. 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 sequentially 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 use it consciously. Since the understanding of the content of the task and the ways of solving it by children of this age is carried out in the course of practical actions, the mistakes made by children are always corrected through actions with didactic material.In the older group, expand the views visual aids and slightly change their character. Toys and things continue to be used as illustrative material. But now great place It takes work 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, "numerical figures", "numerical ladder", "path scheme" (pictures on which images of objects are placed in a certain sequence). "Deputies" begin to serve as a visual support real items. The teacher presents the missing objects at the moment as models of geometric shapes. For example, children guess who was more in the tram: boys or girls, if the boys are indicated by large triangles, and the girls by small ones. Experience shows that children easily accept such abstract visualization. Visibility activates children and serves as a support arbitrary memory, therefore, in some cases, phenomena that do not have a visual form are modeled. For example, the days of the week are conventionally denoted by multi-colored chips. This helps children to 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. Instructions and explanations of the teacher direct and plan the activities of children. When giving instructions, he takes into account what children know and can do, and shows only new methods of work. The questions of the teacher during the explanation stimulate the manifestation of independence and ingenuity by children, prompting them to seek different ways solving the same problem: "How else can you do? Check? Say?" Children are taught to find different wordings to characterize the same mathematical connections and relationships. The development of new modes of action in speech is essential. Therefore, in the course of working with handouts, the teacher asks one or the other child what, how and why he is doing; one child can do the task at the blackboard at this time and explain their actions. Accompanying the action with speech allows children to comprehend it. After completing any task, a survey follows. Children report what and how they did and what happened as a result. As the ability to perform certain actions is accumulated, the child can be asked to first suggest what and how to do (build a number of objects, group them, etc.), and then perform practical action. This is how children are taught to plan ways and order of completing a task. The assimilation of the correct turns of speech is ensured by their repeated repetition in connection with the performance of different variants of tasks of the same type. In the older group, they begin to use word games and game exercises, which are based on performance actions: "Say the opposite!", "Who will call you faster?", "Which is longer (shorter)?" etc. The complication and variability of working methods, the change of benefits and situations stimulate the manifestation of independence by children, activate their thinking. To maintain interest in classes, the teacher constantly introduces elements of the game (search, guessing) and competition into them: "Who will find (bring, name) faster?" etc. 2.2. Pedagogical possibilities of the game in the development of logical Theoretical and experimental works of A.S. Vygotsky, F.N. Leontiev, S.L. Rubenstein indicate that none of the specific qualities - logical thinking, creative imagination, meaningful memory - can develop in a child regardless of education, as a result of the spontaneous maturation of innate inclinations. They are formed during childhood, in the process of upbringing, 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 the mechanical memorization of various information, copying adult reasoning does nothing 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 in front of the child in the surrounding world, but open it in such a way that a piece of life plays in front of the children with all the colors of the rainbow. Always open something unsaid so that the child would like to return again and again to what he has learned. ”Therefore, the education and development of the child should be easy, carried out through the types of activities characteristic of a particular age and pedagogical means. The game acts as such a developmental tool for older preschoolers. Despite the fact that the game gradually ceases to act as the leading type of activity in the older preschool age, it does not lose its developing functions. Ya.A. Komensky considers the game as a form of activity necessary for the child. A.S. Makarenko drew the attention of parents to the fact that “the upbringing of the future figure 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 are brought up in the game child, citizen.” In the main form of the role-playing, creative game, children's impressions of the knowledge surrounding them, understanding of ongoing events and phenomena are reflected. AT huge number games with rules capture a variety of knowledge, mental operations, actions that children must master. Mastering this goes as far as the general mental development, at the same time, this development is carried out in the game. The mental development of children occurs as in the process creative games(the ability to generalize the functions of thinking develops), and didactic game. 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 learning task with a game form in a didactic game, the presence of ready-made content and rules allows the teacher to use didactic games for the mental education of children. It is very important that the game 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, the child can not only consolidate previously acquired knowledge, but also acquire new skills, abilities, and develop mental abilities. For these purposes, special games are used for the mental development of the child, saturated with logical content. A.S. Makarenko was well aware that one game, even the best, cannot ensure success in achieving educational goals. Therefore, he sought to create a complex of games, considering this task to be the most important in the matter of education. In modern pedagogy, a didactic game is considered as effective remedy development of the child, the development of such intellectual mental processes as attention, memory, thinking, imagination. With the help of a didactic game, children are taught to think independently, use the acquired knowledge in various conditions in accordance with the task. Many games challenge children to rationally use existing knowledge in mental operations: find characteristics in objects and phenomena of the surrounding world; compare, group, classify objects according to certain characteristics, draw the right conclusions. The activity of children's thinking is the main prerequisite conscious attitude to the acquisition of solid deep knowledge, establishing various relationships in a team. Didactic games develop the sensory abilities of children. The processes of sensation and perception underlie the child's cognition environment. It also develops the speech of children: the dictionary is filled and activated, the correct pronunciation is formed, coherent speech develops, the ability to express one’s thoughts correctly. Some games require children to actively use specific, generic concepts, exercise in finding synonyms, words similar in meaning, etc. . During the game, the development of thinking and speech is decided in continuous connection; when children communicate in the game, speech is activated, the ability to argue their statements and arguments develops. So, we found out that the developing abilities of the game are great. Through the game, you can develop and improve all aspects of the child's personality. We are interested in games that develop the intellectual side of the game, which contribute to the development of thinking of younger students. Mathematical games are games in which mathematical constructions, relationships, patterns are modeled. To find an answer (solution), as a rule, it is necessary preliminary analysis conditions, rules, content of the game or task. In the course of the solution, the use of mathematical methods and inferences is required. A variety of mathematical games and tasks are logical games, tasks, exercises. They are aimed at training thinking when performing logical operations and actions. In order to develop the thinking of children, various types of simple tasks and exercises are used. These are tasks for finding a missing figure, continuing a number of figures, for finding numbers that are missing in a number of figures (finding the patterns underlying the choice of this figure, etc.) Therefore, logic-mathematical games are games in which mathematical relationships are modeled, patterns that involve the implementation of logical operations and actions. L.A. Stolyarov identifies the following structure of the learning game, which includes the main elements characteristic of a genuine didactic game: didactic task, game actions, rules, result. Didactic tasks: are 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; are closely related to game actions and rules; are presented through game task and are understood by children. The rules are strictly fixed, they determine the method, order, sequence of actions according to the rule. Game actions allow you to implement a didactic task through a game one. The results of the game are the completion of a game action or a win. abstract concepts and relationships between them. Specially structured material: geometric shapes (hoops, geometric blocks); schemes; rule schemes (chains of figures); function schemes ( computing machines); Operation schemes (checkerboard). So, pedagogical opportunities didactic games are very great. The game develops all aspects of the child's personality, activates the hidden intellectual abilities of children. 2.2. Logical and mathematical games as a means of activating the teaching of mathematics Interest in mathematics among older preschoolers is supported by the amusement of the tasks themselves, questions, tasks. Speaking of entertainment, we do not mean entertaining children with empty amusements, but the entertainment of the content of mathematical tasks. Pedagogically justified entertainment aims to attract the attention of children, 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 the penetration into the minds of the children of a sense of beauty in mathematics itself. Entertaining is characterized by the presence of light and clever humor in the content of mathematical tasks, in their design, in an unexpected denouement when performing these tasks. Humor should be accessible to the understanding of children. Therefore, educators seek from the children themselves an intelligible explanation of the essence of easy tasks-jokes, funny situations 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 they find separate funny features in various situations. A sense of humor, if a person possesses it, softens the perception of individual failures in the current situation. Light humor should be kind, create a cheerful, upbeat mood. The atmosphere of light humor is created by including story tasks, tasks of heroes of funny children's fairy tales, including joke tasks, by creating game situations and fun competitions. a) Didactic game as a learning tool mathematics. In mathematics lessons, games occupy a large place. 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, skills in counting fluency. The purposeful inclusion of the game increases the interest of children in classes, enhances the effect of learning itself. The creation of a game situation leads to the fact that children who are passionate about the game, imperceptibly and without much effort and stress, acquire certain knowledge, skills and abilities. At older preschool age, children have a strong need for play, so kindergarten teachers include it in mathematics lessons. The game makes the lessons emotionally rich, brings a cheerful mood to children's team, helps to aesthetically perceive the situation related to mathematics. Didactic game is a valuable means of educating the mental activity of children, it activates mental processes, 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 mastering knowledge. didactic games ah, the child observes, compares, contrasts, classifies objects according to one or another feature, makes analysis and synthesis available to him, makes generalizations. Didactic games provide an opportunity to develop in children the arbitrariness of such mental processes as attention and memory. Game tasks develop in children ingenuity, resourcefulness, ingenuity. Many of them require the ability to build a statement, judgment, conclusion; require not only mental, but also volitional efforts- organization, endurance, the ability to follow the rules of the game, to subordinate one's interests to the interests of the team. At the same time, not every game has a significant educational and educational value, but only one that takes on the character of cognitive activity. A didactic game of an educational nature brings the new, cognitive activity of the child closer to the one already familiar to him, facilitating the transition from play to serious mental work. Didactic games are especially necessary in teaching and educating children six years of age. They manage to concentrate the attention of even the most inert children. At first, children show interest only in the game, and then in that educational material, without which the game is impossible. In order to preserve the very nature of the game and at the same time to successfully teach children mathematics, games of a special kind are needed. They should be organized in such a way that they: firstly, as a way to perform game actions, there is an objective need for practical application accounts; secondly, the content of the game and practical actions would be interesting and provide an opportunity for the manifestation of independence and initiative of children. b) Logical exercises in mathematics classes. Logical exercises are one of the means by which children develop right thinking. When they talk about logical thinking, they mean thinking that is in full accordance with objective reality in content. life experience make correct judgments without prior theoretical development 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, establish connections between generic and specific concepts. Most often, logical exercises offered to children do not require calculations, but only force children to make correct judgments and give simple proofs. The exercises themselves are entertaining, so they contribute to the emergence of interest in children 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 mostly 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-concepts are used as visualization. Folk riddles have always served and serve as fascinating material for reflection. In riddles, certain signs of the object are usually indicated, by which the object itself is also guessed. Riddles are a kind of logical tasks to identify an object by some of its features. Signs may be different. They characterize both the qualitative and quantitative side of the subject. For mathematics lessons, such riddles are selected, in which mainly quantitative traits along with others is the object itself. Highlighting the quantitative side of an object (abstraction), as well as finding an object by quantitative characteristics, are useful and interesting logical and mathematical exercises. c) The role of role-playing games in the process of teaching mathematics. Role-playing games can be described as creative. Their main difference from other games is the independent creation of the plot and rules of the game and their implementation. The most attractive force for older preschoolers are those roles that give them the opportunity to show high moral qualities of a person: 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 education of discipline, because. any game is played according to the relevant rules. Involving in the game, the child follows certain rules; with all this, he obeys the rules themselves not under duress, but completely voluntarily, otherwise there will be no game. And the implementation of the rules can be associated with overcoming difficulties, with the manifestation of perseverance. At the same time, despite the importance and significance of the game in the lesson, it is not an end in itself, but a means for developing interest in mathematics. The mathematical side of the content of the game should always be clearly brought to the fore. Only then will she fulfill her role in mathematical development children and raising their interest in mathematics. There are a variety of educational materials in didactics. The most effective tool is the logical blocks, developed by the Hungarian psychologist and mathematician Gyenesh, for the development of early logical thinking and for preparing children for learning mathematics. Gyenes 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 mainly use flat geometric shapes. The whole complex of games and exercises with Gyenes blocks is a long intellectual staircase, and the games and exercises themselves are its steps. On each of these steps, the child must stand. Logical blocks help the child master mental operations and actions, these include: identifying properties, comparing them, classifying, generalizing, coding 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, spatial orientation. In the process of various actions with blocks, children first master the ability to identify and abstract one thing in objects property (color, shape, size, thickness), compare, classify and generalize objects according to one of these properties. Then they master the ability to analyze, compare, classify and generalize objects at once by two properties (color and shape, shape and size, size and thickness, etc.), a little later by 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 children. For example, several children are building paths. But one child is invited to build a path so that there are no blocks nearby the same shape(operating with one property), another - so that there are no nearby identical in shape and color (operating with two properties at once). Depending on the level of development of children, it is possible to 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 at the end, a complete complex 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. logical blocks child performs various activities: lays out, swaps, removes, hides, searches, divides, and argues along the way. So, playing with blocks, the child comes closer to understanding the complex logical relationships between sets. From playing with abstract blocks, children easily move on to games with real sets, with concrete material. Conclusion Mathematical development of children in a particular educational institution(kindergarten, development groups, additional education groups, gymnasium, etc.) is designed on the basis of the concept of a preschool institution, goals and objectives for the development of children, diagnostic data, predicted results. The concept determines the ratio of pre-mathematical and pre-logical components in the content of education. The predicted results depend on this ratio: the development of the intellectual abilities of children, their logical, creative or critical thinking; the 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 a basis for choosing a methodology. AT modern programs(“Development”, “Rainbow”, “Childhood”, “Origins”, etc.), as a rule, that logical and mathematical content is included, the development of which contributes to the development of the cognitive, creative and intellectual abilities of children. These programs are implemented through activity-based personal and oriented developing technologies and exclude "discrete" learning, i.e. separate formation of knowledge and skills with subsequent consolidation. Logical techniques as a means of forming the logical thinking of preschoolers - this is 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, develop correct conclusions. Now, in conditions of a radical change in the nature of human labor, the value of such knowledge is increasing. Evidence of this is the growing importance computer literacy, one of the theoretical foundations of 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 the educational process is based on problem-game technology. Therefore, the priority is given to the game, as the main method of teaching preschoolers, mathematical entertainment, didactic, educational, logic and mathematical games; game exercises; experimentation; solving creative and problematic problems, as well as practical activities. List of used literature 1. Bezhenova M. Mathematical alphabet. Formation of elementary mathematical representations. - 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. Abstracts of classes in the senior group of kindergarten. Maths. A 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.: Mosaic-Synthesis, 2007.5. Entertaining mathematics. Materials for classes and lessons with preschoolers and younger students. - 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-St. Petersburg, 2006.8. Nosova E.A., Nepomnyashchaya R.L. Logic and mathematics for preschoolers. - M.: Childhood-Press, 2007.9. Peterson L.G., Kochemasova E.E. Playing game. Practical course of mathematics for preschoolers. Guidelines. - M.: Yuventa, 2006.10. Sycheva G.E. Formation of elementary mathematical representations in preschoolers. - M.: Bibliophile, 2007.11. Shalaeva G. Mathematics for little geniuses at home and in kindergarten. - M.: AST, Slovo, 2009.

1. THEORETICAL FOUNDATIONS FOR THE DEVELOPMENT OF THINKING

PRESCHOOL CHILDREN IN THE PROCESS OF SOLVING LOGIC PROBLEMS AND

EXERCISES…………………………………………………………………………...6

1.1 Features of the intellectual development of preschoolers…………………..... 6

1.2 The development of mental operations in preschoolers………………………....….9

1.3 The value of entertaining mathematical material for

intellectual development of preschoolers………………………………………... .13

1.4 Features of the use of logical tasks and exercises in

the process of development of mental operations in preschoolers…………………….17

2. EXPERIMENTAL WORK ON THE PROBLEM

OF THE DEVELOPMENT OF MENTAL OPERATIONS IN SENIOR PRESCHOOL CHILDREN

THROUGH LOGICAL PROBLEMS AND EXERCISES……………………...22

2.1 Identification of the level of development of mental operations in seniors

preschoolers (stating experiment)……………………………………….23

2.2 Development of mental operations in children of the experimental group

research in the process of using logical problems and exercises………..31

2.3 Identification of the dynamics of the level of development of mental operations in

preschoolers of the preparatory group (control experiment)…………….35

CONCLUSION………………………………………………………………………...........43

LIST OF REFERENCES USED………………………………………………………………………………………………………………………………………………………………47

INTRODUCTION

Mental operations are a tool for human cognition of the surrounding reality, therefore, the development of mental operations is an important factor in the formation of a comprehensively developed personality.

The ability to think clearly, logically, to clearly express one's thoughts is now required by everyone. These qualities are needed by a doctor and a company manager, an engineer and a worker, a salesman and a lawyer, and many others. Logical thinking is formed by the senior preschool age.

It is at this age that more time should be devoted to working with children to develop their mental operations. That is why the issues of development of mental operations are the main ones in preparing preschoolers for school.

However, at present, for the most part, children entering school are not prepared in this regard, they have poorly formed mental operations necessary for the successful assimilation of knowledge at school. The thinking of such children is at a low level, and there are quite a few specific programs for the development of mental operations.

The solution to this problem is carried out in the search for new ways, methods and forms of organizing the process of raising children in preschool institutions.

And here logical games and exercises come to the fore as the main activity of preschool children. It is with the help of the method of using logical tasks and exercises that it is possible to increase the efficiency of the development of mental operations in a preschooler.

In this regard, logical tasks and exercises are of particular importance in the development of mental operations of preschoolers.

Therefore, the problem of our study was the question of how logical tasks and exercises affect the development of mental operations in older preschoolers.

Accordingly, an object was identified - the process of developing mental operations in older preschoolers when solving logical problems and exercises, and the subject of research - logical tasks and exercises, as a means of developing mental operations in older preschoolers.

Taking into account the object and subject of the study, the goal was formulated - to determine the conditions for the effective use of logical tasks and exercises in the development of mental operations in children of senior preschool age.

The following hypothesis was put forward: we assumed that logical tasks and exercises would contribute to the development of mental operations in older preschoolers under the following conditions:

- if logical tasks and exercises are selected adequately for the age of children;

- if logical tasks and exercises will be used not only in special classes in mathematics, but also in the daily activities of children.

The purpose and hypothesis determined the objectives of the study:

To study the theoretical foundations for the development of thinking of preschoolers;

To identify the features of the development of mental operations in older preschoolers;

reveal the features of the intellectual development of preschoolers;

· develop and test a program for the development of mental operations in children of senior preschool age in the process of using logical tasks and exercises.

For the implementation of research work, we have identified the following methods:

O theoretical analysis of pedagogical, psychological literature related to the range of problems identified by the objectives of the study;

O monitoring the process of development of mental operations in older preschoolers;

O psychological and pedagogical experiment (stating, forming, control);

O testing;

O statistical methods of material processing

The problem of the development of mental operations in preschool children and the role of logical games and exercises in it have been given attention by many domestic and foreign teachers and psychologists. Among them are such as L.A. Wenger, L.S. Vygotsky, D.B. Elkonin, N.P. Anikeeva, N.N. Poddyakov, J. Piaget, Mikhalova Z.A. and many others.

1. THEORETICAL FOUNDATIONS FOR THE DEVELOPMENT OF THINKING IN PRESCHOOL CHILDREN IN THE PROCESS OF SOLVING LOGICAL PROBLEMS AND EXERCISES

1.1 Features of the intellectual development of preschoolers

Child development is especially effective when it begins at an early age. Children are characterized by a huge cognitive activity, a unique ability to perceive the new. But if these qualities are not developed and demanded in time, they can subsequently be irretrievably lost. The intellectual development of a child is not predetermined; it is a process that can be stopped, slowed down or accelerated depending on the circumstances.

Intelligence (from the Latin word intellectus - understanding, understanding, comprehension) in psychological science is considered as "a relatively stable structure of the mental abilities of an individual".

Intelligence as an object of measurement is understood as a general innate ability that determines the success of any task.

The study of intelligence and intellectual capabilities human beings have long been engaged in by scientists of various specializations. One of the main questions facing psychology is the question of whether intelligence is innate or is formed depending on the environment. This question, perhaps, concerns not only intelligence, but here it is especially relevant, because. intelligence and creativity (non-standard solutions) are of particular value in our age of universal high-speed computerization.

Intelligence acts as a general factor of mental energy. Psychologist Spearman showed that the success of any intellectual activity depends on a certain general factor, a general ability.

From the point of view of cognitive psychology, the development of intelligence is a change in cognitive structures, processes and abilities throughout life. It is possible to define intellect by the direction in which its development is oriented, and not to think about the limits of intellect.

The main theory of the development of intelligence in cognitive psychology can be called the theory of stages by Piaget, who made his conclusions by observing children of different ages. The child was born, and he has no choice but to adapt to this world. Assimilation (interpretation of an event in the context of existing knowledge) and accommodation (adaptation to new information) - two processes of adaptation.

The first stage is the sensorimotor stage. The first reflexes and the first skills appear. Then the child, older than 12 months, begins to look around in search of an object that has disappeared from his field of vision, before that he did not make such attempts. He is an egocentric and judges the world from his "bell tower", but now he is beginning to understand that the objects around him really exist, and they do not disappear when he does not see them. Thus, the child develops the constancy of the object, the first ideas about the external world appear. He has a goal that he is trying to achieve, are these not the first signs of intelligence.

The second stage is the preoperative one. Until the age of 7, children develop intuitive symbolic thinking, but they remain self-centered. They can already design solutions to some problems without putting them into practice. The world around them is expanding, including, for the time being, simple concepts of the external environment.

The third stage - concrete operations. At the age of 7-12 years, children can operate with their internal representations of some objects, they form specific operations, i.e. operational groupings of thought relating to objects that can be manipulated or grasped in intuition.

The fourth stage - formal operations. After 12 years, abstract thinking appears in children, and during the entire youthful period formal thinking is developed, the groupings of which characterize a mature reflective intellect, an internal model of the external world is formed, and information is enriched. It is only important that the impoverishment of the soul does not occur when enriched with information, as A.N. Leontiev.

Piaget noted that since a person is surrounded by a social environment from birth, it is natural that it affects him in the same way as the physical environment. Society not only affects a person, but also transforms his structure, changes his thinking, imposes other values ​​and responsibilities. The social sphere transforms intelligence with the help of language (signs), content of interactions (intellectual values) and rules of thought.

The development of intelligence depends on congenital factors: genetic factors of heredity, chromosomal abnormalities.

But, no matter what potential a child is born with, it is obvious that the forms of intellectual behavior necessary for him to survive will be able to develop and improve only in contact with the environment with which he will interact all his life. Emotional communication of a newborn child with a mother, adults is crucial for the intellectual development of the child. There is a close relationship between the intellectual development of the child and his ability to communicate with adults for a sufficiently long time (the less communication with adults, the slower intellectual development occurs). The social status of the family also influences: wealthy families have more opportunities to create favorable conditions for the development of the child, the development of his abilities, his education and, ultimately, to increase the intellectual development of the child. The teaching methods used to develop the child's abilities also influence. Unfortunately, traditional teaching methods are more focused on the transfer of knowledge to the child and pay relatively little attention to the development of abilities, intelligence, and creative abilities of a person.

The development of intelligence depends on the same factors as the development of other body functions, i.e. from genetic and other congenital factors, and from the environment, on the other hand.

Genetic factors represent the potential that a child receives with hereditary information from his parents. Almost nothing is known about these genetic factors; the only thing that can be argued is that to a certain extent the direction of the intellectual development of the individual depends on them.

Thus, the intellectual development of the child is characterized by a regular change of stages, in which each previous stage prepares the subsequent ones. It is obvious that the child does not go through these stages strictly according to the calendar; changes occur gradually and at different times for each child.

Intelligence in children is a system of development of cognitive processes relative to the age norm, which ensures the adaptation of the child in society. Adaptation in society implies, first of all, the child's ability to develop and learn among peers, interact with others, meeting social norms of behavior.

1.2 The development of mental operations in preschoolers

The development of thinking in childhood is a special form of labor that the child masters. This is mental work. The work is challenging and interesting. It can strain and frighten someone, while for someone, mental work is associated with a pleasant emotion of surprise. Surprise that opens the door to a world that can be known.

Thinking reflects the objects and phenomena of reality in their essential features, connections and relationships.

Thinking is purposeful. The thought process begins with the awareness of the problem situation, with the formulation of the question. The means of solving the problem are such mental operations as analysis, synthesis, comparison, abstraction, generalization and classification.

Analysis is the mental decomposition of the whole into parts or the separation of its sides, actions, relations from the whole. Synthesis is understood as the mental unification of parts, properties, actions into a single whole. Comparison - the establishment of similarities and differences between objects, phenomena or any signs. Generalization is a mental association of objects and phenomena according to some essential properties. Abstraction consists in isolating any aspects of an object while abstracting from the rest. Thinking can be carried out with the help of practical actions, at the level of operating with ideas or words, that is, in the internal plan.

The prerequisites for the development of thinking are formed in the manipulation of objects by the end of the first year of a child's life. Actions with objects develop sequentially in the baby. It is possible to single out: active wakefulness, sensory activity, "preaction", a simple "resultative" action, "correlating" and functional.

By the end of the first year of life, the child notices not only the direct, but also the indirect result of his actions.

Manipulation with objects during the first year of life changes qualitatively: the child moves from a general orientation in the environment to an orientation in the properties of objects. On this basis, actions are first formed that reflect the specifics of the object, for example, toys, and later - actions with objects performed for practical or play purposes. The discovery of connections in objects, obtaining the result causes bright positive emotions in the baby.

In early childhood, moving independently, acting with objects, the baby studies them, highlights their signs. Establishing a connection between the subject and the action is a prerequisite for practical problem solving. The task arises before the child in practical activity and is solved by him with the help of objective actions, because the baby still does not know how to act in terms of ideas. Objective activity through the child's mastery of correlative and instrumental actions creates opportunities for the child to move from using ready-made connections and relationships to establishing them. That is, visual-effective thinking arises. Mastering the class of correlative actions involves the ability to analyze features and compare objects according to a selected feature.

Already in early childhood, visual-effective thinking is characterized by abstraction and generalization. The generalization of the experience of activity and its use in solving new practical problems forms an elementary culture of thinking and prepares the generalization of experience in the word, which ultimately contributes to the development of speech thinking.

The child has an idea about the result, the sequence of actions necessary to solve the task of the tool. This means that the prerequisites for visual-figurative thinking are being formed, which increases the efficiency of solving practical problems.

At the age of 1-3 years, mental operations begin to take shape. The formation of intellectual operations in early childhood, as emphasized by D.B. Elkonin mainly occurs when mastering instrumental actions, since they are more definite and constant, in contrast to other actions; in them the connection of the tool with the objects to which its action is directed is much more clearly expressed, therefore, they create more favorable conditions for the orientation of the child to this connection. In the process of forming objective actions, mainly instrumental ones, the child singles out general and permanent features in objects, on the basis of which generalizations are formed.

Elementary mental operations act in the distinction and comparison of signs: colors, shapes, sizes. Discrimination requires the analysis of objects and the establishment of their similarities and differences. In the third year of life, the comparison attracts the baby and, finding things in common, he experiences joy. Getting acquainted with the properties and names of objects, the child moves to generalizations, to the first general ideas.

In contrast to the period of early childhood, in preschool age, thinking is based on ideas. The child may think about what he does not perceive at the moment, but what he knows from his past experience. Operating with images and ideas makes the preschooler's thinking extra-situational, going beyond the perceived situation, and significantly expands the boundaries of knowledge.

Changes in the thinking of a preschooler are primarily associated with the fact that ever closer relationships with speech are being established. Such interconnections lead to the rapid development of mental operations.

The preschooler has a transition to solving intellectual problems of a qualitatively different level than in early childhood. There is a growing tendency towards independence, independence and originality of thinking. The kid combines objects, signs and properties that are incompatible in the eyes of an adult.

The nature of generalizations changes in a preschooler. Children gradually move from operating with external features to revealing features that are objectively more significant for the subject. A higher level of generalization allows the child to master the operation of classification, which involves assigning an object to a group based on species and generic characteristics. The development of the ability to classify objects is associated with the development of generalizing words, the expansion of ideas and knowledge about the environment and the ability to highlight essential features in the subject.

Younger and middle preschoolers often motivate the allocation of classification groups by the coincidence of external signs or on the basis of using the purpose of objects. Older preschoolers not only know generalizing words, but also, based on them, correctly motivate the allocation of classification groups.

Thus, in the process of cognition and development of mental activity, the child learns mental operations: analysis, synthesis, comparison, generalization, classification, systematization. They are the main components of thinking. Each of them performs a specific function in the process of thinking and is in complex connection with other operations.

The development of mental operations at preschool age leads to the formation of deductive thinking in a child, which is understood as the ability to coordinate their judgments with each other and not fall into contradictions.

In children, the stages passed and achievements in the improvement of mental actions and operations do not completely disappear, but are transformed, replaced by new, more perfect ones.

1.3 The value of entertaining mathematical material for the intellectual development of preschoolers

In recent decades, disturbing trends have arisen due to the fact that the system of educational work with preschoolers has begun to largely use school forms, methods, and sometimes the content of education, which does not correspond to the capabilities of children, their perception, thinking, memory. The formalism in education that arises on this basis and the exaggerated demands on the mental development of children are justly criticized. And most importantly, there is an artificial acceleration of the pace of development of children.

And in this regard, the effective development of the intellectual abilities of preschool children, taking into account sensitive periods of development, is one of the urgent problems of our time. Preschoolers with a developed intellect memorize material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school.

The basis of intelligence is developed thinking. The process of development of thinking methodically consists in the formation and development of generalized methods of mental actions (comparison, generalization, analysis, synthesis, classification, etc.), which is a general condition for the functioning of thinking itself as a process in any field of knowledge.

The practice of preschool institutions shows that teachers often use reproductive methods learning. But there is a whole arsenal of means of activating the mathematical activity of preschoolers. One of them is entertainment. Works on psychology and pedagogy are devoted to the problem of entertaining (Yu.K. Babansky, K.A. Lygalova, D.I. Traitak, I.D. Sinelnikova, N.I. Gamburg, etc.). Psychologist P. Kudler noted that science is developing so rapidly that a person cannot do without scientific knowledge that is popularly stated.

Psychologist and teacher Ya.I. Perelman considered entertainment to be the main means of helping to make complex scientific truths accessible to the uninitiated, to surprise him, to excite in him the processes of thinking, observation, to promote an active cognitive attitude to the surrounding phenomena of reality. As the studies of the psychologist N.I. Hamburg, jokes, curiosities contribute to the activation of thought, puzzle and encourage search.

The essence of entertainment is novelty, unusualness, surprise. Entertaining material, specially created for mental development and requires ingenuity and ingenuity for its solution. All this contributes to the development of such mental operations as comparison, analysis, synthesis, generalization, etc.

However, it should be remembered that entertainment is effective when the teacher understands it as a factor influencing mental processes, realizes the purpose of its use in each specific case, because the purpose of entertainment in the educational process is diverse:

- the initial impetus to cognitive interest;

- a support for emotional memory, a means of remembering especially difficult material;

- a kind of detente of a tense situation, a means of switching emotions, attention, thoughts;

- a means of increasing the emotional tone of the cognitive activity of children with insufficient working capacity, mobilizing their attention and volitional efforts (G.I. Shchukina).

Teachers of preschool educational institutions widely use entertainment in the pedagogical process. In our opinion, the use of entertainment in teaching mathematics to preschoolers can give the most effective results.

Mathematics is a powerful factor in the intellectual development of the child, the formation of his cognitive and creative abilities. It is also known that the success of teaching mathematics in elementary school depends on the effectiveness of the mathematical development of a child in preschool age.

Entertaining mathematical material contributes to solving the problems of the comprehensive development and education of preschoolers: to intensify mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand, deepen mathematical representations, to consolidate the acquired knowledge and skills, to exercise.

Preschoolers perceive tasks-jokes, puzzles, riddles, rebuses, mathematical tricks with great interest; persistently looking for solutions that lead to results. Carried away by the solution of an entertaining task, the child experiences an emotional upsurge, which, in turn, stimulates his mental activity.

Teacher Z.A. Mikhailova notes that when solving entertaining problems, children use two types of search tests: practical (actions in shifting, selection) and mental (thinking about a move, predicting a result, suggesting a solution). In the course of searching, putting forward hypotheses, and making decisions, children also show a hunch, that is, as if suddenly they come to the right decision.

Each entertaining task includes a certain cognitive load, which, as a rule, is hidden by game motivation. The mental task is realized by means of the game in game actions. Ingenuity, resourcefulness, initiative are manifested in active mental activity based on direct interest.

Entertaining mathematical material is given by the game elements contained in each task, logical exercise, entertainment. The variety of entertaining material provides a basis for its systematization. In our opinion, the most detailed classification of entertaining mathematical material was proposed by Z. A. Mikhailova, who distinguishes three main groups:

- entertainment;

- mathematical games and tasks;

– educational (didactic) games and exercises.

Mathematical entertainment - puzzles, rebuses, labyrinths - are interesting in content, entertaining in form, they are distinguished by unusual solutions, paradoxical results.

Mathematical games reflect patterns, relationships, dependencies, ideas and concepts formed by preschoolers. When making a decision, one should analyze the presented situation, and then, relying on experience and knowledge, draw the right conclusions.

Didactic games and exercises are aimed at developing children's logical thinking, quantitative, spatial, temporal representations. Their main task is to exercise children in distinguishing, naming sets of objects, numbers, geometric shapes, directions, etc. Didactic games contribute to the formation of new knowledge and methods of action, and therefore are the best means of teaching children the principles of mathematics.

Solving entertaining problems at preschool age contributes to the formation and improvement of the development of general mental abilities, interest in the study of mathematics in children in the future, ingenuity, quick wits.

Particularly important, according to Z. A. Mikhailova, should be considered the development in children of the ability to guess at a certain stage of the analysis of an entertaining problem, search actions of a practical and mental nature. The guess in this case indicates the depth of understanding of the problem, high level search actions, mobilization of past experience, transfer of learned methods of solution to completely new conditions.

Thus, entertaining mathematical material is a good means of educating children already at preschool age of interest in mathematics, in logic and evidence-based reasoning, the desire to show mental stress, and focus on the problem.

1.4 Features of the use of logical tasks and exercises in the development of mental operations in preschoolers

Many people think that the main thing when preparing for school is to introduce the child to numbers and teach him to write, count, add and subtract (in fact, this usually results in an attempt to memorize the results of addition and subtraction within 10).

However, when teaching mathematics using the textbooks of modern developmental systems, these skills do not help the child for a very long time in mathematics lessons. The stock of memorized knowledge ends very quickly (in a month or two), and the lack of formation of one's own ability to think productively (that is, independently perform the above mental actions on mathematical content) very quickly leads to the appearance of "problems with mathematics".

Logical methods of mental actions - comparison, generalization, analysis, synthesis, classification, systematization, seriation, abstraction - are also called logical methods of thinking in the literature. When organizing special developmental work on the formation and development of logical methods of thinking, a significant increase in the effectiveness of this process is observed, regardless of the initial level of development of the child.

There are various methods of mental actions that help to increase the effectiveness of the use of logical-constructive tasks.

Seriation - construction of ordered ascending or descending series according to the selected attribute. A classic example of seriation: nesting dolls, pyramids, loose bowls, etc.

Seriations can be organized by size, length, height, 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 a size), if the objects different types (seat toys according to height). Seriation can be organized by color, for example, by the degree of color intensity (arrange jars of colored water according to the degree of intensity of the color of the solution).

Analysis - the selection of the properties of an object, or the selection of an object from a group, or the selection of a group of objects according to a certain attribute.

For example, the sign is given: "Find all sour". First, each object of the set is checked for the presence or absence of this attribute, and then they are selected and combined into a group according to the "sour" attribute.

Synthesis is the combination of various elements (features, properties) into a single whole. In psychology, analysis and synthesis are considered as mutually complementary processes (analysis is carried out through synthesis, and synthesis through analysis).

Comparison is a logical method of mental actions that requires identifying similarities and differences between the features of an object (object, phenomenon, group of objects).

Comparison requires the ability to single out some features of an object (or group of objects) and abstract from others. To highlight various features of an object, you can use the game "Find it by the indicated features": "Which (of these objects) is big yellow? (Ball and bear.) What is big yellow round? (Ball.)", etc.

Classification is the division of a set into groups according to some attribute, which is called the basis of the classification. Classification can be carried out either on a given basis, or with the task of finding the basis itself (this option is more often used with children of six or seven years old, since it requires a certain level of formation of analysis, comparison and generalization operations).

Generalization is the formalization in verbal (verbal) form of the results of the comparison process.

Generalization is formed at preschool age as selection and fixation common feature two or more objects. Generalization is well understood by a child if it is the result of an activity carried out by him independently, for example, classifications: these are all large, these are all small; these are all red, these all are blue; all of them fly, all of them run, etc.

To develop certain mathematical skills and abilities, it is necessary to develop the logical thinking of preschoolers. At school, they will need to use such mental operations as the ability to compare, analyze, specify, generalize. Therefore, it is necessary to teach the child to solve problem situations, draw certain conclusions, and come to a logical conclusion. Solution logical tasks develops the ability to highlight the essential, independently approach generalizations.

The logical development of the child also involves the formation of the ability to understand and trace the cause-and-effect relationships of phenomena and the ability to build the simplest conclusions on the basis of a cause-and-effect relationship.

Logic games of mathematical content educate children in cognitive interest, the ability for creative search, 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 contribute to the development of the child's ability to quickly perceive cognitive tasks and find for them right decisions. 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 “trick” and in order to solve it, it is necessary to understand what the trick is.

If the child does not cope with the task, then perhaps he has not yet learned to concentrate and remember the condition. It is likely that, while reading or listening to the second condition, he forgets the previous one. In this case, you can help him draw certain conclusions already from the condition of the problem. After reading the first sentence, ask the child what he learned that he understood from it. Then read the second sentence and ask the same question. And so on. It is quite possible that by the end of the condition the child will already guess what the answer should be here.

Thus, two years before school, one can have a significant impact on the development of the mathematical abilities of a preschooler. Even if the child does not become the indispensable winner of mathematical Olympiads, he will not have problems with mathematics in elementary school, and if they are not in elementary school, then there is every reason to count on their absence in the future.

The logical development of the child also involves the formation of the ability to understand and trace the cause-and-effect relationships of phenomena and the ability to build the simplest conclusions on the basis of a cause-and-effect relationship. It is easy to make sure that when performing logical tasks and exercises, the child exercises these skills, since they are also based on mental operations: analysis, synthesis, generalization, etc.

2. EXPERIMENTAL WORK ON THE PROBLEM OF THE DEVELOPMENT OF COGNITIVE OPERATIONS IN SENIOR PRESCHOOL CHILDREN THROUGH LOGICAL TASKS AND EXERCISES

In the process of cognition and development of mental activity, the child learns mental operations: analysis, synthesis, comparison, generalization, classification, systematization. They are the main components of thinking. Each of them performs a specific function in the process of thinking and is in complex connection with other operations.

All these operations cannot manifest themselves in isolation, without connection with each other, and depending on the degree of formation of each of them, mental activity as a whole is carried out with varying degrees of effectiveness.

The basis of thinking is mental actions. According to the functions performed, any action can be divided into three parts: indicative, executive, control.

To perform any action, the simultaneous implementation of all its parts is necessary, and without this, the action cannot be performed.

Ways of carrying out mental operations are an important indicator of the level of development of thinking.

Therefore, the purpose of the experimental study was to determine the level of development of mental operations and to develop and test a program for the development of mental operations in older preschoolers through logical tasks and exercises.

Tasks:

1. To identify the level of development of mental operations in children of the preparatory group for school.

2. To develop and test a program for the development of mental operations in older preschoolers, through logical tasks and exercises in children of the experimental group of the study.

3. To reveal the dynamics of increasing the level of development of mental operations in children of the control and experimental groups.

The experimental study was conducted on the basis of the preschool department of the educational institution secondary school No. 26. The experiment involved 20 children from the preparatory group for school, which make up the control and experimental groups of the study.

2.1 Identification of the level of development of mental operations in older preschoolers (stating experiment)

The purpose of the ascertaining experiment: to identify the level of development of mental operations in children of the control and experimental groups.

To identify the level of development of mental operations, we used:

- R.S. Nemov;

- Method N.A. Bernstein;

- Methodology "Fourth Extra".

Diagnostics according to the method of R.S. Nemova included one task “What is superfluous here”, diagnostics by N.A. Bernshtein included the task “Sequence of events”, the technique “The Fourth Extra” included one task. (Attachment 1).

Qualitative analysis of the content of the methods was carried out according to the following criteria

Table 1 - Criteria for the analysis of the content of diagnostic methods

High level	Average level	Low level
children who accept all tasks with interest, perform them independently, acting at the level of practical orientation, and in some cases at the level of visual orientation. At the same time, they are very interested in the result of their activities. Children correctly solve the problem in less than 1 to 1.5 minutes, name the extra objects in all the pictures and correctly explain why they are superfluous. Can find the sequence of events and make up a logical story.	are children who are interested in cooperating with adults. They immediately accept tasks, understand the conditions of these tasks and strive to fulfill them. However, on their own, in many cases, they cannot find an adequate way to perform and often turn to an adult for help. After showing the teacher how to complete the task, many of them can independently cope with the task, showing great interest in the result of their activities. Children solve the problem in 1.5 to 2.5 minutes. Minor errors in the name of extra items are allowed. They can find the sequence of events, but they cannot make a good story, or they can, but with the help of leading questions.	are children who in their actions are not guided by instructions, do not understand the purpose of the task, and therefore do not strive to complete it. They are not ready to cooperate with an adult, not understanding the purpose of the task, they act inadequately. Moreover, this group of children is not ready to act inadequately even under conditions of imitation. The indicators of the children of this group testify to a deep trouble in the development of their mental operations. Children solve the problem in more than 3 minutes or do not cope with the task. They cannot find the sequence of events and compose a story.

Quantitative indicators of the level of development of mental operations:

High level - 22-19 points;

The average level is 16-12 points;

Low level - less than 12 points.

During the ascertaining experiment, the following data were obtained. (Table 2)

Table 2 - Quantitative indicators of diagnostic results at the ascertaining stage of the experiment

1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10

No. p / p	Surname, name of the child	Exercise 1	Task 2	Task 3	Total points
Experimental group
Marat A.	5	2	5	12
Sasha B.	2	2	4	8
Nastya I.	6	2	5	13
Anya M.	8	3	8	19
Garik M.	2	1	2	5
Roma M.	3	1	4	8
Katya S.	5	2	6	13
Anya S.	6	3	8	17
Nastya S.	5	2	6	13
Dima T.	3	1	4	8
Group average				11,6
Control group
Ruslan A.	2	2	2	6
Lisa Z.	7	2	6	15
Dima K.	8	3	6	17
Alena M.	8	3	8	19
Dasha K.	9	2	10	21
Sofia P.	2	1	1	4
Dima S.	3	2	4	9
Lisa S.	5	2	5	12
Maxim T.	3	1	4	8
Alice Sh.	5	2	7	14
Group average				12,5

As can be seen from the table, the average score in the control group is higher than in the experimental group.

Analyzing the qualitative results, one can see the following. (Table 3)

Table 3 - Qualitative results of diagnostics at the ascertaining stage of the experiment

	Surname, name of the child	Total points	Level of formation
Experimental group
Marat A.	12	FROM
Sasha B.	8	H
Nastya I.	13	FROM
Anya M.	19	AT
Garik M.	5	H
Roma M.	8	H
Katya S.	13	FROM
Anya S.	17	FROM
Nastya S.	13	FROM
Dima T.	8	H
Control group
Ruslan A.	6	H
Lisa Z.	15	FROM
Dima K.	17	FROM
Alena M.	19	AT
Dasha K.	21	AT
Sofia P.	4	H
Dima S.	9	H
Lisa S.	12	FROM
Maxim T.	8	H
Alice Sh.	14	FROM

A qualitative analysis of the results of the ascertaining stage of the study showed the following.

Technique No. 1 "What is superfluous here?"

In the course of this technique, it was possible to reveal that out of 10 people in the experimental group, 5 completed the task correctly (1 - high and 4 - average level), i.e. capable of analysis and generalization, 5 people showed a low level.

In the control group, the result is slightly better. Of the 10 subjects, 6 children completed the task correctly and spent the least amount of time on it (3 - high level, 3 - medium level). Children who have completed the task correctly have an appropriate level of analysis and generalization. 4 children solved the problem in more than the allotted 3 minutes.

It should be noted that in both groups there are no children who did not cope with the task at all.

The results of diagnostics according to the first method in the control and experimental groups showed the following levels of development of analysis and generalization (Fig. 1)

Rice. 1 - Results of diagnostics according to the first method in the control and experimental groups.

Method #2.

"Sequence of Events"

In the course of this method, it was found that out of 10 people experimental group- 7 children completed the task correctly (2 - high level and 5 - average level), i.e. children have such mental operations as generalization, finding out the reasons, identifying similarities and differences in objects. 3 people showed a low level of development of these thinking operations. In the control group, 8 children coped with the task set during the diagnostics (2 children at a high level and 6 at an average level). The result of the diagnosis indicates the ability of children to generalize, the ability to understand the connection of events and build consistent conclusions. The number of children who did not cope with the task in the control group was 2 people.

Based on the results of this technique, we can judge the level of development of such mental operations as generalization, analysis and synthesis in children of the control and experimental groups. (Fig.2)

Rice. 2 - Levels of development of thought processes of generalization, analysis and synthesis in children of the control and experimental groups

Method #3

"The Fourth Extra"

In the course of this technique, it was found that the results in the control and experimental groups are the same, i.e. out of 10 people in the group - 6 children coped with the task (2 - at a high and 4 - average levels;) 4 children showed a low level of children's ability to generalize and classify.

The results of diagnostics according to the third method indicate that the majority of children, both in the experimental and control groups, have such mental operations as generalization and classification. Children easily picked out the extra words. In children with a low level, the ability to generalize and classify is poorly developed.

The distribution of children according to the levels of abilities for generalization, classification according to the results of the fourth method was as follows (Fig. 3.)

Rice. 3 - Distribution of children by levels of ability to generalize, classification according to the results of the fourth methodology in the control and experimental groups

A comparative analysis of the data obtained from the results of all diagnostic methods showed that in preschoolers of the experimental group, the level of formation of mental operations is lower than in children of the control group. The operations of analysis and generalization were the most preserved in children of both groups, the operations of comparison and classification were the least preserved.

Based on the results of all diagnostics, we built a comparative diagram of the levels of development of mental operations in children from the control and experimental groups (Fig. 4).

Rice. 4 - Comparative diagram of the levels of development of mental operations in children of the control and experimental groups

Thus, analyzing the data of the ascertaining stage of the experiment, we can conclude that educators are not sufficiently focused on the development of mental operations in children in pedagogical activity: filling interaction with children with various information, teachers do not pay attention to the development of mental operations outside of classes, ways and means of their application, which made it necessary for us at the formative stage of the study to think over the content and forms of specially organized activity, aimed not only at the development of mental operations in specially organized classes, but also in everyday children's activities.

2.2 The development of mental operations in children of the experimental group of the study in the process of using logical tasks and exercises

The purpose of the formative experiment: to conduct purposeful systematic work on the development of mental operations of children in the experimental group through logical tasks and exercises.

Since education in kindergarten is conducted according to the Program of education and training in kindergarten, the children of the control group studied only according to this program, and the children of the experimental group, in the process of conducting classes according to this program, introduced the developed logical tasks and exercises.

The best way to improve mental operations in preschool children are logical tasks and exercises.

To achieve this goal, we have planned our work in the following areas: 1. Work with children. It included the development and testing of a program for the use of logical problems and exercises in working with children.

2. Work with teachers - assistance in organizing games and activities.3. Working with parents - counseling.

When developing a program for the use of logical problems and exercises, the age and individual characteristics of the subjects were taken into account.

The program is a system of 10 tasks and exercises, including tasks developed on the basis of various methodological sources: author's books, periodicals (Appendix 2).

This program was implemented through the prism of a system of logical tasks and exercises for analysis, synthesis, comparison, generalization, etc.

The main form of work on this program is logical tasks and exercises presented in the form of a game. In the course of work, a gradual complication of skills was provided. At first, the child consolidated the ability to identify individual qualities of objects, abstract them from others, fix them in the mind, compare and generalize different objects according to these qualities. Then the child mastered the ability to identify in objects, to abstract and fix several qualities in the mind at the same time, to compare and generalize objects, taking into account the presence or absence of these qualities.

At the same time, the mastery of mental skills proceeded at the logical level, when the child operated with his skills.

The successful implementation of this program is possible only if an appropriate developmental environment is created, including the availability of the necessary teaching aids, games and game materials, conditions for observation and experimentation, as well as a calm, friendly atmosphere in which the inclinations and abilities of the child can manifest themselves, as well as conditions conducive to development of mental and speech activity.

Work with educators was to assist in the organization of games and activities. We have replenished the area of ​​entertaining mathematics in the group. In the corner we placed logic games developed by A.A. Carpenter, various puzzles, board games, puzzles, didactic games and exercises, as well as the games "Tangram", "Mongolian game", "Columbus egg" and others. The children were provided Free access to play material. Along with the replenishment of the entertaining mathematics corner, we organized the game "Tangram", aimed at the manifestation of independence by older preschoolers in creating flat images, objects, animals. In such a game, children were fascinated by the goal - to compose what they saw on the sample or independently conceived a silhouette image. Preschoolers with interest were involved in active practical activities in order to create a silhouette image. In addition to this game, other game constructors were also used, such as "Pythagoras", "Mongolian game", "Vietnamese game", "Columbus egg", etc. Games of this type are interesting in content, entertaining in form, and are distinguished by unusual, paradoxical results. designed to show activity and interest.

In our work, we used Gyenesh logical blocks, which allow us to model important concepts not only mathematics, but also informatics: algorithms, information coding, logical operations; build statements with the conjunctions "and", "or", the particle "not", etc. Such games help to accelerate the process of development in preschoolers of the simplest logical structures of thinking and mathematical representations. With the help of these games, children successfully master the basics of mathematics and computer science in the future.

Any logical task for ingenuity, no matter what age it is intended for, carries a certain mental load, which is most often masked by an entertaining plot, external data, the condition of the problem, etc. Mental task: to make a figure or modify it, to find a solution, to guess the number - is realized by means of the game in game actions. Ingenuity, resourcefulness, initiative are manifested in active mental activity based on direct interest.

When performing exercises and tasks in the experimental groups, an individual approach to learning was carried out, as a result of which the characteristics of the personality of the trainees, their inclinations, interests, attitude towards each other when performing exercises and tasks, as well as selecting communication partners, were taken into account, which ensured increased motivation in during the educational process. The style of communication between the experimenter and the children was democratic, which contributed to the creation of positive emotions and a microclimate in the group.

etc.................

Nadezhda Starostenko
The development of logical thinking in preschoolers

The development of logical thinking in preschoolers by means of logic and mathematical games.

Why does a child logics? The fact is that at each age a certain "floor" on which the mental functions of the body are formed. Therefore, the skills and abilities that a child acquires will serve as the foundation for development abilities at an older age. To a child who has not mastered logical thinking will be very difficult to further education. As a result, the health of the child may suffer. Weaken, or even completely lost interest in learning new things.

Comprehensive preschooler development can be carried out on the basis of game activity, during which the child's imagination is formed, experience of communication with peers is acquired.

Through the use of gaming technology learning process for preschoolers takes place in an accessible and attractive way.

And as an educator-practitioner, I understand that with development scientific trends need "depart" from standard programs, introducing the best innovative ideas.

The child aspires to vigorous activity, but in itself inquisitiveness, understanding and intellect are not develop, so I built my work with children on the play technology.

“Without play, there is not and cannot be a full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity.

V. A. Sukhomlinsky.

Starting to work with older children, I noticed that they often doubt their answers and cannot concentrate. This alerted me, and I conducted a cross-section of knowledge, with the help of which I was able to identify children who need my help.

I set a goal: Promote development of thinking of preschoolers by means of play. This will allow to implement the following tasks:

- development The child has cognitive interest, desires and needs to learn new things;

Increasing interest in intellectual activity, the desire to play games with mathematical content, showing perseverance, purposefulness, mutual assistance;

- child's speech development, constructive abilities;

- development of spatial thinking and creative imagination, the ability to compare, analyze and compare.

First of all, she created in the group subject- developing environment, the content of which I will not speak in detail, since I have a co-speaker.

Developed thematic plan development of the child's logical thinking in the game, which included classes, didactic, role-playing, other educational games like"What where When?", "What changed?" etc.

Beginning with junior group She took on the main roles in the game, but gave each child the opportunity to speak out, to offer their own version of the selection of toys in the game, substitute items. She paid attention to why the child chooses a stick instead of a sausage, a stick instead of a microphone. This made the child think, remember what the object looked like, and the complete answer contributed to speech development.

Verbal methods - teacher's explanation, story, acquaintance with the content of the game, analysis achieved result were role models.

I used visual methods at an older age. We examined schemes, mnemotables with children, got acquainted with the characters of game situations.

Practical methods - manipulations with games, independent activity in a corner of nature, in experimental activities, in the preparation of mini-projects contributed to a more complete consolidation of the knowledge gained, development of skills to compare, summarize and draw conclusions.

I will give an example of a game-experimentation with different material, for example, with a shadow, with water, with light, with paper, etc. If the sun rises above the child in the morning, then the shadow will be behind, at noon the shadow will be in front, in the evening - on the side. We check all this together with the children in practice. So light: games using shadow theater. They took a white sheet, two children hold, and other children show figures behind the sheet screen, other children find out which character was shown. What is the point development of thinking? The fact that the child guesses, comparing the shadow with the image of the character, remembers, represents an imaginary object, and this contributes development of his thought.

Didactic games: "Fold the picture", "Continue row", "Find the Differences" etc. This is a game children use in Everyday life. There are enough of them in the group.

Educational games: Gyenes blocks, Kuzener sticks, V. Nikitin cubes, "Columbus egg"- the most important development of logical thinking, as they make you think, turn on the imagination, teach comparison operations. generalizations, analysis. Let's try together using simple matches without sulfur, add up several figures. (Practical work).

Any game has wide range action: For example, the same game can be played from 3 to 7 years. This is possible because it has exercises in 1-2 actions for toddlers, as well as multi-step tasks for older children.

For example, "Guess What's Hidden", "Pairs of pictures", "Magic Box". Multifunctionality of one game - can solve a large number educational goals, imperceptibly the child studies, remembers colors, shapes, trains fine motor skills hands, improves speech, thinking. Attention, memory, imagination. I invite the child of the younger group to guess what is hidden in this bag. (Practical work with teachers, vegetables, fruits in a bag). Now I propose to find out what is in the bag for an older child. (Assignment to teachers, in the bag are pebbles, shells, buttons and other material). you can also complicate the content of games such as "Find your home", "Pick up handkerchiefs for nesting dolls", "Find the same" etc.

Children occur not only with the help of didactic games, but also in independent activity children: for example, in a role-playing game "A family": playing daughters - mothers, the child thinks about where the mother went, thereby building further logical chain What will she do, what will she do next. What will happen when she returns home, etc. This type of activity is very important for development of the child's thinking. In such games, the child consolidates the acquired knowledge, develops intelligence, there is an unlimited opportunity to invent and create, which means that develops his mental activity. In senior preschool The game becomes more difficult as you get older. If the child has certain knowledge about the work of the driver, then he will not only operate the steering wheel, but he will work at the trading base, where he will bring materials, in a repair shop, as a taxi driver, etc. "Fishermen" he will not just sit on the shore and fish with a fishing rod, as he can do in the younger group, but will come up with a plot in which he can play the role of a foreman of the fishing brigade, together with other children they can weave nets, fish together, feed the fish . For what? For a better catch? To make the fish bigger? Drivers can also work here, who will take the fish to the market, to the factory, etc. That is, the knowledge of the child, his imagination, the ability to think, remember, compare just helps develop the plot of the game. Working this year with the children of the younger group, I taught the children to play such role-playing games as "score", in which they sell and buy not only toys, but also food, clothes, tools, use the cash register, money, and at the beginning development games were drawn banknotes, today children replace them with simple candy wrappers, leaves from trees, which indicates that the child is already thinking, fantasizing. In Game "Salon" before, they only combed each other's hair, by the end of the year they wash their hair, wind curlers, cut their hair, do their hair, compare the client before the start of the operation and at the end, saying such the words: what a beautiful hairstyle turned out, do you like it, it suits you, etc. In the game "Hospital" not only the doctor, who previously only listened and gave injections, acts. Today, the doctor does not give injections, but on his recommendation, he gives an injection nurse. Before giving an injection, they treat the injection site with an imaginary alcohol, use cotton wool, be sure ask: "Are you hurt?". In addition, despite their young age, children try to create different situations: at the appointment with a dentist, an otorhinolaryngologist, even a surgeon. It's so important in development of thinking of preschoolers. And here, the main thing is not to waste time, to do everything possible for development of the plot of the game, to enhance children's knowledge.

Success in work development of logical thinking children can only be reached in close cooperation with parents, since the knowledge gained in kindergarten must be reinforced in the family environment. Parents help in making attributes for games, improving developing environment. I have been consulted on topic: « Development of logical thinking through sensory education”, I suggested that parents create sensonographs at home, come up with variants of flannelographs, learned a number of didactic games with parents, which they later used at home with their children.

Implementing work in this direction in the system, I carried out a diagnosis of the level of knowledge, skills, and skills at the beginning and at the end of the year. After analyzing the data obtained, we can conclude that there is a positive trend in the indicators development of logical thinking.

Thus, it can be concluded that the game is the main factor development of logical thinking of preschoolers.

The development of logical thinking in children

Your child is not yet 6 years old, however, the period of senior preschool age is an important stage for preparing for school, when it is in our power, as parents, to make future learning fun and accessible. By age 7, your child should be able to:
- designate the features of objects (using qualitative and relative adjectives),
- identify objects according to the characteristics indicated in the task,
- name the differences between objects, comparing them (objects) with each other,
- classify objects according to: shape, size, color, function,
- in the course of logical reasoning, indicate the sequence of events,
- to be aware of the temporal extent and limitation in time for a particular activity,
- be able to navigate in space,
- have good hand dexterity
- give concepts definitions and characteristics,
- to show ingenuity, ingenuity and resourcefulness.

To cope with such comprehensive preparation for school, it is necessary not only to constantly organize the child’s leisure time, saturating him with trips to places of cultural and educational recreation, but also to pay attention to his perseverance at home. The selection of tasks depends on you, depending on his inclination and interests at the moment of his life (i.e. if the child has begun to show interest in counting, use this - give counting tasks; if drawing, then let's paint and paper more often; if You noticed that the child began to show love for explaining everything and everything, let's do tasks for classifying objects, where his skills of generalizing and highlighting particular features will develop). 8 tasks given in the article are aimed at developing attention, imagination, counting skills, fine motor skills.

Print them out and do a little pre-school training. (Pictures increase by mouse click)

1. In front of you is a basket of groceries and two pots: for soup and compote. Where and what will you put, and why?

2. There are three houses in front of you. On each of the floors, as many people should live as indicated in the circle with a number on the roof of the house. In the empty windows of each house, draw the required number of people to total number living on the floors was "3", "4", "5".

3. Count and write - how many fish swim to the left and how many to the right?

4. Help the hedgehog figure out and draw shapes using circles.

5. Draw the strings from the balls to the girl's hand. Count how many there are.

6. Color the beads so that the sequence of the rhythm of the pattern is observed.