Program of additional education development of logic. The work program of the circle according to the logic "smart"
Budgetary preschool educational institution
"Kindergarten No. 330 combined type"
Program
for additional education
for preschool children
“Young Intellectual” (Mathematics + Logic)
Educator:
Bratukhina L.S.
Omsk
Explanatory note
Effective development of the intellectual abilities of preschool children is one of the urgent tasks of our time. Children with developed intelligence remember material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school.
Mathematics plays an important role in the intellectual development of a child. It sharpens the mind, develops flexibility of thinking, and teaches logic. The child acquires his first mathematical experience in a variety of everyday activities.
Logical-mathematical thinking is formed on the basis of figurative thinking and is the highest stage of thinking development.
Having mastered logical operations, an older preschooler will become more attentive, learn to think clearly and clearly, be able to concentrate on the essence of the problem at the right moment, and convince others that he is right. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction. For a better and faster process of teaching an older preschooler logical operations, didactic games and exercises are needed.
The formation of logical techniques is an important factor that directly contributes to the development of the thinking process of an older preschooler. Almost all psychological studies devoted to the analysis of the methods and conditions for the development of a child’s thinking are unanimous that methodological guidance of this process is not only possible, but also highly effective, i.e., when organizing special work on the formation and development of logical thinking techniques, there is a significant increase the effectiveness of this process, regardless of the initial level of development of the child.
Purpose of the program:
1. Development of logical thinking of preschool children at the elementary level through techniques of comparison, generalization, classification, systematization and semantic correlation.
2. To promote the formation and development of the simplest logical structures of thinking in preschoolers through specially organized classes.
Program objectives:
Educational:
develop children’s mental abilities through mastering the actions of substitution and visual modeling;
learn to form a group of individual objects, divide them according to their characteristic features and purpose;
teach to classify objects on various grounds;
learn to compare objects and images;
learn to correlate a schematic image with real objects;
develop quick thinking;
encourage you to draw your own conclusions;
learn to answer questions in detail and draw conclusions;
learn to establish cause-and-effect relationships.
Educational:
development of thinking skills - compare, analyze, classify, generalize, abstract, encode and decode information;
mastering basic skills of algorithmic culture of thinking;
development of cognitive processes of perception of memory, attention, imagination;
development of creative abilities.
developing the ability to group objects by color and size;
development of the ability to distinguish and name in the process of modeling
geometric shapes, silhouettes, objects and others.
consolidate the ability to establish a correspondence between the number of objects and numbers.
making geometric shapes from sticks and transforming them. Drawing figures, symbolic images from geometric shapes in a checkered notebook.
Educational:
the possibility of combining children’s independent activities and their varied interactions with each other when mastering mathematical concepts.
education and development of responsibility, perseverance in overcoming difficulties, coordination of eye movements and fine motor skills of the hands, actions of self-control and self-esteem.
Program type: The “Young Mathematician” program is a program of educational and research orientation, which is based on the program of K.V. Sheveleva “Formation of elementary mathematical concepts in preschool children”
The principles underlying the program:
the principle of integration of educational areas in accordance with the age capabilities and characteristics of children;
the formation of mathematical concepts based on children’s perceptual actions, the accumulation of sensory experience and its comprehension;
the use of diverse and varied didactic material that allows one to generalize the concepts of “number”, “set”, “form”;
stimulation of active speech activity of children, speech accompaniment of perceptual actions;
the possibility of combining children’s independent activities and their varied interactions when mastering mathematical concepts;
Expected results:
Development in children of senior preschool age of their intellectual and creative abilities through the development of logical and mathematical concepts (properties, relationships, connections, dependencies) and methods of cognition (comparison, ordering, grouping, seriation, classification). The child masters basic logical operations. Able to mentally establish similarities and differences between objects based on essential features. Able to combine and distribute objects into groups. Fluently operates with generalizing concepts. Able to mentally divide a whole into parts and form a whole from the parts, establishing a connection between them. The child finds patterns in phenomena and knows how to describe them. Can make inferences using judgments. Able to navigate in space and on a sheet of paper. The child has a fairly large vocabulary and a wide range of everyday knowledge. He is observant, attentive, diligent, interested in the results of his work. Possesses cooperation skills and can work in pairs and small groups.
The “Young Mathematician” program will be implemented within the framework of a mathematics club for children aged 4-7 years in groups. Group 1 - middle (4-5 years old) Group 2 - senior group (5-6 years old) Group 3 - preparatory (6 - 7 years old) The program lasts one year. To successfully master the lesson program, the number of children in the circle group is 10 people. The duration of the lesson is 20 – 35 minutes. Classes are held 8 times a month from October to May.
NOD SCHEDULE
Conditions for the program:
availability of material and technical support;
systematic visits to the “Young Mathematician” circle
Forms and methods
In the process of activity, various forms are used: traditional, combined and practical classes, games, competitions, and others.
Activity held:
frontal (simultaneous work with all children)
individual-frontal (alternating individual and frontal forms of work)
subgroups (organization of work in a microgroup)
individually (individual completion of tasks, problem solving).
Methods:
To develop cognitive abilities and cognitive interests in preschoolers, teachers use the following methods:
elementary analysis (establishing cause-and-effect relationships);
comparison;
modeling and design method;
question method;
repetition method;
solving logical problems;
experimentation and experiments
Among techniques, used in the process of implementing circle activities that enhance learning motivation should be called:
Individualization and activation of learning;
Games and game situations.
Club classes for preschoolers are conducted in a playful way, since the leading activity of preschoolers is play. Guided by one of the principles of the Federal State Educational Standard, the program is implemented using various forms specific to children of a given age group and, above all, in the form of a game.
A game with educational elements that is interesting to the child will help in the development of the preschooler’s cognitive abilities. Such a game is a didactic game.
Didactic games for the formation of mathematical concepts and the development of logical operations used in the program can be divided into the following groups: 1. Games with numbers and numbers 2. Time travel games 3. Games for orientation in space 4. Games with geometric shapes 5. Logical games thinking
Technical equipment of classes
Equipment:
Easel
Posters
Circuit Demo Cards
Individual circuit cards
CD and audio material
Record player
Integration of educational areas:
“Cognitive development”: development of cognitive abilities (attention, memory, perception, thinking, imagination) and thinking operations; teach to establish cause-and-effect relationships, develop volition. To consolidate children's knowledge about careful handling of objects of living and inanimate nature.
“Speech development”: encourage the desire to ask questions, logically building your judgment. Continue to develop and activate children's vocabulary. Reading and discussing with children works of art that are in tune with the theme of the GCD circle.
“Physical development”: monitor the development of correct posture. Ensure normal temperature conditions in the room and regular ventilation; develop the ability to follow the basic rules of games and navigate in space.
“Socio-communicative development”: to provide conditions for further moral education of children. Develop a friendly attitude towards each other and others. Encourage children to independently carry out basic assignments (prepare material for GCD, arrange tables, distribute workbooks).
“Artistic and aesthetic development”: consolidate the ability to color a given object, picture, logical coloring along the contour, evenly applying strokes, develop fine motor skills. To form emotional responsiveness to a piece of music used in physical exercises.
Educational - thematic plan
Subject | Number of classes | Time |
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Theoretical | Practical |
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Long-term plan (4 – 5 years)
Long-term plan (5-6 years)
Long-term plan (6 -7 years)
3-4 lesson - Number 20 Number range 0 – 20 - Ordinal counting - "Schematization" - Cuisener Sticks | Introduction to the formation of the number 20. Exercise in writing the number 20. Consolidation of ordinal counting Develop the ability to identify and abstract properties, the ability to “read a diagram”, consolidate ordinal counting skills | “FEMP for preschoolers 6 - 7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V Kusener’s sticks |
Methodological support for the “Young Mathematician” circle program
1. K.V. Shevelev Program “Formation of elementary mathematical concepts in preschool children” - M.; Yuventa, 2012 2. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 4-5 years old” M.; Yuventa, 2013
3.K.V. Shevelev “Counting to 10.” Workbook for children 4-5 years old - M.; Yuventa, 2013
4. K.V. Shevelev “Journey to the World of Logic” Workbook for children 4-5 years old - M.; Yuventa, 2015 5. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5 – 6 years old” M.; Yuventa, 2013
6. K.V. Shevelev “I think, I think, I compare” Workbook for children 5-6 years old - M.; Yuventa, 2013 7. K.V. Shevelev “Formation of mathematical abilities” Workbook for children 5-6 years old - M.; Yuventa, 2014 8. K.V. Shevelev “Logic, comparison, counting” Workbook for children 5-6 years old - M.; Yuventa, 2016 9.K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5-6 years old” Yuventa, 2013 10. K.V. Shevelev “I count to 20” Workbook for children 6-7 years old - M.; Yuventa, 2013 11. K.V. Shevelev “Developmental tasks” Workbook for children 6-7 years old - M.; Yuventa, 2016 12. Grishechkina N.V., 365 best educational games for children 5-7 years old for every day. - Yaroslavl, Development Academy, 2010.
13. E.V. Kolesnikova “I solve logical problems: Mathematics for children 5-7 years old” - M.: TC Sfera, 2015
14. Z.A. Mikhailova, E.A. Nosova “Logical-mathematical development of preschool children: games with Dienesh logic blocks and Cuisenaire colored sticks” St. Petersburg: PUBLISHING HOUSE “CHILDHOOD PRESS” LLC, 2015. -128s.15. V. Voskobovich, T. Kharko. Game technology for the intellectual and creative development of preschool children 3-7 years old “Fairytale labyrinths of the game - M., 2003
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1 Program for the developmental circle “Entertaining Logic” (for children in the preparatory group) TEACHER Natalya Vladimirovna Troitskaya Explanatory note. CONTENTS Why does a little preschooler need logic? According to L.A. Wenger, “for five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually become acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world. All this will benefit the child’s mental development only if training is aimed at developing mental abilities, those abilities in the field of perception, imaginative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties.” The skills acquired by a child in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age in school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to solve problems; completing the exercises will require a lot of time and effort. As a result, the child’s health may suffer, and interest in learning may weaken or disappear altogether. Having mastered logical operations, the child will be more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right moment. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction. This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality. Working with preschoolers on the development of cognitive processes, you come to the conclusion that one of the necessary conditions for their successful development and learning is consistency, i.e. a system of special games and exercises with consistently developing and increasingly complex content, with didactic tasks, game actions and rules. Individual games and exercises can be very interesting, but using
By taking them outside the system, it is impossible to achieve the desired educational and developmental result. Relevance To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, guess, show mental effort, and think logically. Teaching the development of logical thinking is of no small importance for the future student and is very relevant today. Mastering any method of memorization, the child learns to identify a goal and carry out certain work with the material to realize it. He begins to understand the need to repeat, compare, generalize, and group material for the purpose of memorization. Teaching children classification contributes to the successful mastery of a more complex method of memorizing semantic groupings that children encounter at school. Using the opportunities for developing logical thinking and memory in preschoolers, we can more successfully prepare children to solve the problems that schooling poses to us. The development of logical thinking includes the use of didactic games, ingenuity, puzzles, solving various logic games and labyrinths and is of great interest to children. In this activity, children develop important personality traits: independence, resourcefulness, intelligence, perseverance, and constructive skills. Children learn to plan their actions, think about them, guess in search of a result, while showing creativity. Working with children, you can notice that many children cannot cope with seemingly simple logical problems. For example, most children of senior preschool age cannot correctly answer the question of what is more: fruits or apples, even if they have in their hands a picture in which fruits are drawn, a lot of apples and a few pears. Children will answer that there are more pears. In such cases, they base their answers on what they see with their own eyes. They are “let down” by imaginative thinking, and children by the age of 5 do not yet master logical reasoning. In older preschool age, they begin to exhibit elements of logical thinking, characteristic of schoolchildren and adults, which need to be developed in identifying the most optimal methods for developing logical thinking.
3 Games of logical content help to cultivate cognitive interest in children, promote research and creative search, the desire and ability to learn. Didactic games are one of the most natural activities for children and contribute to the formation and development of intellectual and creative manifestations, self-expression and independence. The development of logical thinking in children through didactic games is important for the success of subsequent schooling, for the correct formation of the student’s personality and in further education will help to successfully master the basics of mathematics and computer science. Purpose of the program: Creating conditions for the maximum development of logical thinking of preschoolers in preparation for successful learning at school. Objectives of the program: To teach children basic logical operations: analysis, synthesis, comparison, negation, classification, systematization, limitation, generalization, inferences To teach children to navigate in space To develop in children higher mental functions, the ability to reason, to prove To instill a desire to overcome difficulties, confidence in oneself, the desire to come to the aid of a peer. Timing of the program, age of children, forms of classes. Duration of the program: 1 year. The program is designed for children of the preparatory group. The program provides for the conduct of circle classes in various forms: Individual independent work of children. Work in pairs. Group forms of work. Differentiated. Frontal inspection and control. Self-assessment of completed work.
4 Didactic game. Competition. Competitions. Stages of program implementation Technology of activity is built in stages: - Diagnosis of the initial level of development of cognitive processes and monitoring their development. - Planning the means by which one or another quality can be developed (attention, memory, imagination, thinking), taking into account the individuality of each child and existing knowledge - Building an interdisciplinary (integrated) basis for teaching a developmental course. - Gradual complication of the material, a gradual increase in the amount of work, increasing the level of independence of children. - Familiarization with the elements of theory, training in methods of reasoning, independent argumentation of choice. - Integration of knowledge and methods of cognitive activity, mastery of its generalized techniques. - Evaluation of the results of the developmental course according to developed criteria, which should include the child (self-esteem, self-control, mutual control). Contents of the program Brief description of sections and topics of classes (sections correspond to a specific logical operation that children will learn in class): 1. Analysis synthesis. The goal is to teach children to divide the whole into parts, to establish connections between them; learn to mentally connect parts of an object into a single whole. Games and exercises: finding a logical pair (cat, kitten, dog? (puppy)). Adding to the picture (pick up a patch, add a pocket to the dress). Search for opposites (light heavy, cold hot). Working with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes. 2. Comparison. The goal is to teach to mentally establish the similarities and differences of objects according to essential features; develop children's attention and perception. Perfect
5 to develop orientation in space. Games and exercises: consolidation of concepts: big small, long short, low high, narrow wide, higher lower, further closer, etc. Operating with the concepts “same”, “most”. Search for similarities and differences in 2 similar pictures. 3. Limitation. The goal is to teach how to identify one or more objects from a group according to certain characteristics. Develop children's observation skills. Games and exercises: “circle only the red flags with one line”, “find all non-round objects”, etc. Eliminating the fourth wheel. 4. Generalization. The goal is to teach how to mentally combine objects into a group according to their properties. Help enrich vocabulary and expand children’s everyday knowledge. Games and exercises for operating with general concepts: furniture, dishes, transport, vegetables, fruits, etc. 5. Systematization. The goal is to teach to identify patterns; expand children's vocabulary; learn to tell from a picture, retell. Games and exercises: magic squares (pick up the missing part, picture). Compiling a story based on a series of pictures, arranging the pictures in a logical sequence. 6. Classification. The goal is to teach how to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them. 7. Conclusions. The goal is to teach using judgments to draw conclusions. Help expand children's everyday knowledge. Develop imagination. Games and exercises: searching for positive and negative things in phenomena (for example, when it rains, it nourishes the plants, this is good, but the bad thing is that in the rain a person can get wet, catch a cold and get sick). Assessing the correctness of certain judgments (“the wind blows because the trees sway.” Right?). Solving logical problems. Expected results Expected results: Children should know: the principles of constructing patterns, the properties of numbers, objects, phenomena, words; principles of the structure of puzzles, crosswords, chainwords, labyrinths;
6 GCD 2. September GCD 1. September 1 week antonyms and synonyms; names of geometric figures and their properties; the principle of programming and drawing up an algorithm of actions. Children should be able to: identify patterns and complete a task according to this pattern, classify and group objects, compare, find general and specific properties, generalize and abstract, analyze and evaluate their activities; by reasoning, solve logical, non-standard problems, perform creative search, verbal, didactic, numerical tasks, find answers to mathematical riddles; answer questions quickly and correctly during warm-up; perform tasks for training attention, perception, memory; perform graphic dictations; be able to navigate the schematic representation of graphic tasks; be able to set a goal, plan stages of work, and achieve results through one’s own efforts. PERSPECTIVE THEMATIC PLAN FOR THE “ENTERTAINING LOGIC” CLUB Topic Objectives Deadlines - Learn to divide a square into 2-4 parts, compare parts. - Improve the skill of counting in direct order, regardless of the size and location of objects. - Strengthen the ability to transform geometric shapes using Dienesh blocks. (B.D.) - Fix the seasons: autumn months - Learn to use the signs =,<, >, comparing groups of objects, numbers on a visual basis. Series by quantity. - Improve the ability to navigate on a sheet of paper in a square (upper left corner, center, etc.) - Strengthen the reconstruction of geometric shapes according to their presentation and description. - Fix the sequence of days of the week.
7 GCD 8. October GCD 7. October 3 week GCD 6. October GCD 5. October 1 week GCD 4. September GCD 3. September 3 week - Teach the composition of numbers 2 and 3 from two smaller ones. - Improve the skill of dividing a square into 2 8 parts, comparing parts, seriation. - Strengthen the skill of measuring various quantities with a conventional measure (measuring length). - Strengthen the ability to designate a geometric figure using symbols, coding B.D. - Learn to count backwards, determine the place of a number in a number series. - Improve the ability to perform operations on sets: partitioning, classification. - Strengthen the ability to compare by the number of groups of objects using signs<, >,=. - Strengthen counting skills (counting, recounting, ordinal counting). - Learn to measure volume, seriation using a conventional measure. - Improve knowledge of the composition of numbers 2 and 3 using Cuisenaire sticks. (P.K.) - Consolidate knowledge of the sequence of seasons (autumn months). - Strengthen the ability to navigate in a squared notebook, designating spatial relationships with conventional signs. - Learn to divide a circle into 2, 4, 8 parts, compare parts. - Improve the idea of number as a point in a number series. - Consolidate knowledge about the types of triangles, coding with a negative sign. - Reinforce the concept of month, week, types of calendars. - Teach the composition of the number 4 from two smaller ones. - Improve the ability to navigate according to a plan. - Strengthen the ability to measure length (measurement step). - Strengthen the ability to divide a long object into parts. - Learn to perform operations on sets: comparison, partition, classification. (B.D.) - Improve knowledge of the composition of numbers 3,4 from two smaller ones. - Consolidate knowledge about time week, month. - Consolidate knowledge about the previous and subsequent numbers.
8 GCD 14. December GCD 13. December 1-week GCD 12 November GCD 11. November 3-week GCD 10. November GCD 9. November 1 week - Learn to perform operations with sets: classification according to three criteria, abstraction.(n.d. .) - Improve the understanding of the quantitative composition of the numbers 3,4 from the two smaller ones, practice counting. - Strengthen the ability to find patterns. - Improve knowledge of the sequence of days of the week. - Learn to solve problems in your head by increasing and decreasing, developing counting skills. - Improve the ability to compare objects by size and weight. Seriation. - Strengthen the ability to navigate in space. - Strengthen the ability to denote spatial relationships with conventional signs. - Teach the composition of the number 5 from two smaller ones. - Improve the ability to generalize objects according to their four properties. - Reinforce the concept of “polygon” based on different types. - Strengthen the ability to navigate in two and three-dimensional space using Nikitin's cubes. - Learn to perform operations on sets, classification according to three or four criteria. - Improve knowledge of the composition of the number 5 from the two smaller ones. - Strengthen the ability to solve algorithmic exercises. - Consolidate knowledge about the previous and subsequent numbers. - Learn to solve arithmetic problems involving addition. - Improve knowledge about the composition of numbers from units within the limits of Consolidate the types of polygons, coding with a negative sign. - Secure temporary relationships day a week. - Learn to recreate silhouettes from geometric shapes (Columbus egg, magic circle, leaf). - Improve the ability to solve problems by identifying the component parts. - A series of objects by area in ascending order. - Fix the composition of the number 5 from two smaller ones.
9 GCD 20. February GCD 19. February 1 week GCD 18. January GCD 17. January 3 week GCD 16. December GCD 15. December 3 week - Learn to solve subtraction problems, highlighting the component parts. - Improve counting skills. - Strengthen the ability to perform operations on sets: classification, abstraction. - Strengthen the ability to navigate according to a plan and draw up a diagram. - Teach the composition of the number 6 from two smaller ones. (p.c.) - Improve the ability to solve arithmetic problems. - Consolidate knowledge about calendars. - Strengthen the ability to divide a whole into parts. - Learn to solve algorithmic problems. - Improve the ability to identify properties in objects and indicate their absence with symbols. - To consolidate knowledge about the finishing row (counting and counting by unit). - Strengthen the ability to be creative in puzzle games. - Learn to solve algorithmic exercises. - Improve the ability to compose and solve problems. - Strengthen the skill of recreating silhouettes from geometric shapes. - Strengthen the ability to perform series. - Learn to create a problem with a solution. - Improve knowledge of the composition of the numbers 5,6 from the two smaller ones. - Consolidate knowledge about geometric shapes, coding and decoding. - Consolidate knowledge about temporary relationships. - Teach the composition of the number 7 from two smaller ones. - Improve the ability to create problems to solve them. - Strengthen the ability to solve and compose algorithmic exercises. - Strengthen the ability to be creative in recreating silhouettes from geometric shapes.
10 GCD 26. March GCD 25. March 3 week GCD 24. March GCD 23. March 1 week GCD 22. February GCD 21. February 3 week - Learn to compose and solve problems of different types. - Improve knowledge about quadrilaterals (trapezoid, parallelogram). - Strengthen the ability to classify and generalize geometric shapes by characteristics. - Strengthen the ability to navigate on a sheet of paper in a cage. - Learn to compose and solve different types of problems. - Improve the ability to form the number 7 from two smaller ones. - Strengthen the ability to identify and conditionally designate temporary relationships (month, year). - Learn to draw geometric shapes on a sheet of checkered paper. - Learn to transform geometric shapes according to conditions using a template or stencil. - Improve the ability to abstract objects using Dienesh blocks. - Strengthen the ability to compose and solve problems of different types. - Strengthen the ability to find patterns. - Learn to create problems with solutions. - Improve knowledge about the composition of a number from two smaller ones. (p.c.) - Strengthen the ability to find objects of a certain shape by pattern and name. - Consolidate knowledge of relationships in time (month, year). - Learn independently, create various signs and symbols, depicting furniture in your room. - Improve the ability to classify by negation. - Strengthen the addition and subtraction of numbers by 2 when solving arithmetic problems. - To consolidate the ability to measure bulk products using a conventional measure, serialization by quantity (volume). - Teach the composition of the number 8 from two smaller ones. - Improve the ability to compose and solve problems using symbols. - Strengthen the skill of recreating silhouettes from geometric shapes. - Improve your ability to visualize the layout of your room.
11 GCD 33. Diagnostics May 3rd week GCD 32. KVN May GCD 31. May 1st week GCD 30. April GCD 29. April 3rd week GCD 28. April GCD 27. April 1 week - Learn to compose and read two-digit numbers. - Improve the ability to compose and solve problems. - Strengthen the ability to classify and abstract objects. - Fix the composition of the number 8 from two smaller ones. - Learn to solve and compose algorithmic exercises. - Improve the ability to solve problems of different types. - Strengthen the ability to compose and read multi-digit numbers. - Strengthen the skill of recreating silhouettes from geometric shapes. - Teach the composition of the number 9 from two smaller ones. - Improve the ability to solve and compose problems of different types. - Strengthen relationships over time. - Strengthen the ability to navigate on a sheet of paper. - Learn to determine the time on a watch, dial, hands. - Strengthen the ability to compose and solve problems. - Strengthen the ability to show creativity and independence in puzzle games. - Improve the ability to perform actions using symbols. - Improve the ability to compose and solve problems of various types. - Strengthen the ability to perform operations on sets: comparison, partitioning, classification, abstraction. - Fix the composition of the number 9 from two smaller ones. - Strengthen the ability to recreate silhouettes from geometric shapes according to plan. - Bring joy and pleasure from educational games. - Identify the ability to perform operations on sets, solve and compose algorithms.
12 May 4th week GCD 34. Diagnostics - Identify the ability to form a number from two smaller ones, using all possible options, to carry out addition and subtraction operations. Method of checking the results of work: generalizing lessons after each section and 2 diagnostics (initial (September) and final (May)) of the level of mastery of logical thinking operations. Developed games Card index of games for the development of attention Card index of games for the development of memory Semantic games Card index of problem situations Games with matches Information resources 1. Childhood: Program for the development and education of children in kindergarten. T.I. Babaeva, Z.A. Mikhailova. SPb.: CHILDHOOD PRESS, Mathematics from three to seven: Educational and methodological manual for kindergarten teachers. BEHIND. Mikhailova, E.N. Ioffe. SPb.: CHILDHOOD PRESS, Plan of the program of the pedagogical process in kindergarten. N.V. Goncharova. SPb.: CHILDHOOD PRESS, Methodological advice for the “Childhood” program. SPb.: CHILDHOOD PRESS, Mathematics before school: A manual for kindergarten teachers and parents. A.A. Smolentsova, O.V. Pustovoit.-SPb.: CHILDHOOD PRESS, Mathematics is interesting. Z.A. Mikhailova, I.N. Cheplashkina. - St. Petersburg: CHILDHOOD PRESS, Didactic games classes in preschool educational institutions. E.N.Panova. Shopping center "TEACHER", ABC of physical education minutes for preschoolers. I. Kovalko. M.:VAKO, 2006.
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Eleonora Ryabkova
Club program« Color logic»
Compiled by the teacher: Ryabkova E. V
EXPLANATORY NOTE
"subject" "in a spiral" Program presents a system of activities organized in an entertaining game form, which does not tire the child and promotes better memorization of mathematical concepts. During math classes mug Problems such as jokes, riddles, and development tasks are actively used children's logical thinking, exciting games and exercises with numbers, signs, geometric shapes. The plot of the classes and specially selected tasks contribute to the development of mental processes (attention, memory, thinking, motivate the child’s activity and direct his mental activity to find ways to solve the assigned problems. During the classes, riddles of mathematical content are used, which provide invaluable assistance in the development of independent thinking and skills prove the correctness of judgments, mastery of mental operations. Much attention is paid to children’s independent work and activation of their vocabulary. Children must not only remember and understand the proposed material, but also try to explain what they understand. Important personality qualities necessary in school: independence, intelligence, resourcefulness, observation, perseverance is developed.
The importance of educational games for the development of preschoolers, their diversity and age-appropriateness allows them to be used to solve this problem - the mental development of preschoolers. Designed for this purpose mug program« Color logic» . Name mug reflects the main activity on it - the use of modern educational games, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc. Let's look at some of them below.
Voskobovich's games. The basic principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. Voskobovich's games "Geokont", "Game Square" (now it is "Voskobovich Square", "Folds", " Color clock" immediately attracted attention. Every year there were more and more of them - "Transparent Square", "Transparent Number", "Dominoes", "Planet of Multiplication", the "Miracle Puzzles" series, "Math Baskets". The first ones also appeared methodological tales.
Dienesh logic blocks(LBD)- a set of shapes that differ from each other color, shape, size, thickness. In the process of various actions with logical blocks(splitting, laying out according to certain rules, rebuilding, etc.) children master various thinking skills that are important both in terms of pre-mathematical preparation and from the point of view of general intellectual development. These include the skills of analysis, abstraction, comparison, classification, generalization, encoding-decoding, as well as logical operations"Not", "And", "or". In specially designed games and exercises with blocks, children develop basic algorithmic thinking skills and the ability to perform actions in their minds. By using logical blocks children train attention, memory, perception.
H. Cuisenaire's sticks. By using colored sticks X. Cuisenaire develops activity and independence in the search for ways to act with material, ways to solve mental problems. The main features of this didactic material are abstractness, versatility, and high efficiency. X. Cuisenaire's rods best correspond to the monographic method teaching numbers and counting.
H. Cuisenaire's sticks as a didactic tool fully correspond to the specifics and characteristics of elementary mathematical concepts formed in preschoolers, as well as their age capabilities, the level of development of children's thinking, mainly visual-effective and visual-figurative. A child’s thinking reflects, first of all, what is first accomplished in practical actions with specific objects. Working with sticks allows you to translate practical, external actions into the internal plane, to create a complete, clear and at the same time quite generalized idea of the concept.
Nikitin's games. Nikitin's developing creative games have their main feature - to combine one of the basic principles of learning "from simple to complex" with a very important principle of creative activity - "independently according to ability." This union made it possible to solve several problems in the game related to the development of creative abilities: Nikitin’s games can stimulate the development of creative abilities from a very early age; tasks-steps of Nikitin’s games always create conditions that advance the development of abilities; a child develops most successfully if he each time independently tries to solve the most difficult problems for him; Nikitin's games can be very diverse in their content and, moreover, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity; By playing Nikitin’s games with their children, mothers and fathers, unnoticed by themselves, acquire a very important skill - to restrain themselves, not to interfere with the child’s thinking and making decisions, not to do for him what he can and should do himself. Nikitin's educational games include the game "Unicube", "Fold a square", "Fractions", "Cubes for everyone", "Fold the pattern".
Puzzles and labyrinths. These types of games contribute to the development logical thinking, attention and resourcefulness.
At the core program lies in the idea that that every year of a child’s life is decisive for the formation of certain mental neoplasms. In accordance with the characteristics of the cognitive activity of preschool children, program mainly ensures the development of cognitive processes.
Changes in the socio-economic sphere of public life have confronted many countries of the world, including Russia, with the need to reform the educational system. In modern conditions, one of the priority areas of educational policy is the development of additional education for children. Additional education can be considered as a special educational space where many relationships are objectively defined, where special educational activities of various systems for training, education and development of the individual are carried out, where the processes of self-learning, self-education and self-development are formed, where the self-realization of the individual is actually carried out. Additional education for children cannot be considered as some kind of appendage to basic education, performing the function of expanding the capabilities of educational standards. Its main purpose is to satisfy the constantly changing individual sociocultural and educational needs of children.
All modern programs and technologies preschool education puts forward as the main task the comprehensive development of the child’s personality, which is ensured by the unity of mental, moral, aesthetic and physical education. The tasks of mental education are sometimes understood in a simplified manner, limited to the desire "invest" in preschoolers as much knowledge as possible about surrounding. But that's not the point "much knowledge". It is much more important to develop in a child the general abilities of cognitive activity - the ability to analyze, compare, generalize, and also to ensure that he develops a need to acquire new knowledge and master the ability to think.
One of the means of mental development of a child is educational games. They are important and interesting for children, varied in content, very dynamic and include children’s favorite manipulations with gaming material, which can satisfy the child in motor activity, movement, helps children use counting, and controls the correct execution of actions.
The principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. In every game the child always achieves something "subject" result. Constant and gradual complication of games ( "in a spiral") allows you to maintain children's activity in the zone of optimal difficulty. Educational games create conditions for creativity and stimulate the development of the child’s mental abilities. The adult can only use this natural need to gradually involve the children in more complex forms of play activity.
The importance of educational games for the development of preschoolers, their diversity and age-appropriateness allows them to be used to solve this problem of the mental development of preschoolers. Designed for this purpose mug program« Color logic» . Name mug reflects the main direction of activity on it. The use of modern educational games by V.V. Voskobovich, B.P. Nikitin, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc.
Working programm
circle for the development of logical thinking “Young Thinker”
municipal budgetary preschool educational institution "Suslovsky kindergarten of a general developmental type with priority implementation of activities in the physical direction of development of pupils "Beryozka"
Compiled by:
1. Explanatory note.
1.1. General information about the circle
1.2. Group recruitment
1.3. Goals and objectives of the circle
1.4. Forms of children's organization
1.5. Forms of working with children
1.6. Working methods
1.7. Relevance of the circle
2. Information about the head of the circle
3. Time of the circle
4. Long-term calendar plan for the circle’s work
4.1. For children 5 years old
5. Software and methodological support for the work of the circle
6. Expected results
I. Explanatory note
1.1. General information about the circle
The work program of the “Young Thinker” circle of the Suslovsky kindergarten “Berezka” ensures the development of logical thinking in children from the age of 5, taking into account their age and individual characteristics. The program ensures that students are ready for school.
The social customers of the activities of the “Young Thinker” circle are the parents of the students.
The needs of parents are clarified based on the results of the survey. This information made it possible to determine the directions of the circle’s activities to satisfy parents’ requests:
Intellectual development of children
Preparation for school (Development of voluntary sphere, development of logical thinking, attention, memory)
The comprehensive thematic plan is designed for 2 years. The first year is for children 5 years old, the second year is for children 6 years old.
Classes in each group are held once a week, classes per month, classes per year. Duration of classes
1.2. Group recruitment.
1.3. Goals and objectives of the “Young Thinker” circle
Target.
Tasks.
1. Development of children's independence and initiative, nurturing in each child a sense of self-esteem, self-respect, desire for active work and creativity.
2. Development of cognitive activity, cognitive motivation, and intellectual abilities of children.
3. Enriching the experience of self-knowledge of preschoolers.
4. Formation of readiness for schooling, for a new social position of the student.
1.4. Forms of children's organization
¾ Individual
¾ Subgroup
¾ Group
1.5. Forms of working with children
¾ Situational conversation
¾ Story
¾ Integrative activities
¾ Problem situation
1.6. Methods of working with children
¾ Verbal.
¾ Visual.
¾ Practical.
1 .7. Relevance of the circle
Characteristics of thinking
Thinking is the highest cognitive process of a generalized and indirect reflection of reality.
Thinking is the most important cognitive process. With the help of thinking, we gain knowledge that the senses cannot give us.
Thinking correlates the data of sensations and perceptions, compares, distinguishes and reveals the relationships between surrounding phenomena even in their absence.
The result of thinking is a thought expressed in words. Thus, human thinking is closely related to speech and is impossible without it.
Thinking exists in three main forms: concept, judgment and inference.
In the process of mental activity, a person uses special techniques or operations: analysis (mental decomposition of a whole into parts), synthesis (mental unification of parts into a single whole), comparison (establishing similarities or differences between objects), abstraction (isolating essential properties of an object and abstracting from non-essential ones). ), generalization (mental association of objects according to their characteristics).
All operations appear in close connection with each other. On their basis, more complex operations are distinguished, such as classification, systematization, etc.
Age-related features of thinking in preschoolers
During the growth and development of a child, his thinking undergoes significant interdependent changes. Children show the first signs of thinking by the end of the first year of life. They begin to notice the simplest connections and relationships between objects and use them to achieve a specific goal. These relationships are clarified by children through practical trial and error, that is, with the help of objective-active thinking, which is the main type of thinking of a young child. In addition, the child begins to understand that some things and actions can be used to designate others and serve as their replacement. So a drawing can represent a toy, and the toy can represent what is drawn. The ability to substitute is formed - the ability to use conditional substitutes for real objects and phenomena when solving mental problems. In the future, this ability will enable the child to master reading, writing, modeling, schematization, etc.
As experience accumulates, the child’s thinking becomes more and more based on images - ideas about what the result of this or that action could be. The main type of thinking inherent in a preschool child becomes visual-figurative thinking.
Thanks to this, the preschooler can “do” real actions in his mind. At the same time, he operates only with single judgments, since he is not yet ready for conclusions.
In older preschool age, verbal and logical thinking begins to form.
Thinking is a complex mental process, and its formation should begin from the first months of a child’s life. Mastering mental operations (analysis, synthesis, comparison, generalization, abstraction) will be successful if it is carried out in the child’s direct activity and is accompanied by speech - the basis of abstract-conceptual (verbal-logical) thinking.
The highest form of development of thinking is the ability to think in abstract concepts. This is precisely the goal of working with children.
II. Information about the leader of the “Young Thinker” circle
III. Club time
IV. Long-term calendar plan
4.1. For children 5 years old
Month | A week | Material for the lesson |
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October | 1. Exercise “Ring” 2. Game "Quick Thinking" 3. Riddle 4. Comparison task 5. Logic problems | "Razvivalki", page 173 “Logic for preschoolers”, p. 6, no. 2; “The entire preschool program. Thinking", page 4. “I solve logical problems”, p.4 |
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1. Exercises “Ring”, “Fist-rib-palm” 2. Game "Antonyms" 3. Riddle 4. Comparison task 5. Logic problems | "Razvivalki", page 174 “Logic for preschoolers”, p. 7, no. 3; “The entire preschool program. Thinking", page 5. “I solve logical problems”, p.5 |
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1. Exercises “Ring”, “Fist-rib-palm”. 2. Game "Sticks" 3. Riddle 4. Comparison task 5. Logic problems | "Development games" p. 173 “Logic for preschoolers”, p. 8, no. 4; “The entire preschool program. Thinking", p.6. “I solve logical problems”, p.6 |
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1. Exercises “Ring”, “Fist-rib-palm” “Drawing elephant”. 2. Riddle 3. Comparison task 4. Logic problems | "Razvivalki", page 175 “Logic for preschoolers”, p. 9, no. 5; “The entire preschool program. Thinking", p.7. “I solve logical problems”, p.7 |
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November | 1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”. 2. Riddle 3. Comparison task 4. Logic problems | "Razvivalki", page 182 “Logic for preschoolers”, p. 10, no. 6; “The entire preschool program. Thinking", p.8. “I solve logical problems”, p.8 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”. 2. Tasks on Dienesh Blocks 3. Logic problems 4. Comparison task | "Razvivalki", page 187 “Logic for preschoolers”, p. 10, no. 7; “The entire preschool program. Thinking", p.9. “Didactic games and activities in preschool educational institutions”, p. 10 |
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2. Tasks on Dienesh Blocks 3. Logic problems 4. Comparison task | "Razvivalki", page 223 “Didactic games and activities in preschool educational institutions”, p. 11 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Tasks on Dienesh Blocks 3. Logic problems 4. Comparison task | "Razvivalki", page 223 “Logic for preschoolers”, p. 11, no. 8; “The entire preschool program. Thinking", p.10. “Didactic games and activities in preschool educational institutions.”, p. 11 |
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December | 1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 3. Logic problems 4. Comparison task | "Developers", page 223, “Logic for Preschoolers”, p. 22, no. 21; “The entire preschool program. Thinking", pp. 11, 12. “Didactic games and activities in preschool educational institutions. Older age", page 14 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Riddle 3. Comparison task 4. Logic problems | "Razvivalki", page 226 “Logic for Preschoolers”, p. 42, No. 38; “The entire preschool program. Thinking", pp. 13,14. “I solve logical problems”, p.10 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Riddle 3. Comparison task 4. Logic problems | "Razvivalki", page 227 “The entire preschool program. Thinking”, p.15. “I solve logical problems”, p.11 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Riddle 3. Classification task 4. Logic problems | "Razvivalki", page 194 “The entire preschool program. Thinking", pp. 16,17. “I solve logical problems”, p.35 |
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January | 1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Riddle 3. Classification task 4. Logic problems | "Razvivalki", page 227 “The entire preschool program. Thinking", pp. 18,19. “I solve logical problems”, pp. 36,37 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Tasks on Dienesh Blocks and Cuisenaire sticks 3. Classification task | "Developers", page 250 “The entire preschool program. Thinking", pp. 20,21. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Tasks on Dienesh Blocks and Cuisenaire sticks 3. Logic problems 4. Classification task | "Developers", page 259 “I solve logical problems”, pp. 41-42 “The entire preschool program. Thinking", pp. 22,23. “Didactic games and activities in preschool educational institutions. Older age", page 18 simple pencil “I solve logical problems”, pp. 38,39 |
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February | 1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Tasks on Dienesh Blocks 3. Logic problems 4. Classification task | "Razvivalki", page 260 “I solve logical problems”, p.40 “The entire preschool program. Thinking", pp. 24,25. “Didactic games and activities in preschool educational institutions”, p. 15 simple pencil “I solve logical problems”, p.40,41 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Tasks on Dienesh Blocks 3. Logic problems 4. Classification task | "Razvivalki", page 263 “I solve logical problems”, p.41 “The entire preschool program. Thinking", pp. 26,27. “Didactic games and activities in preschool educational institutions”, p. 17 simple pencil “I solve logical problems”, p.42 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Logic problems 3. Classification task | "Razvivalki", page 139 “The entire preschool program. Thinking", pp. 28,29,30. simple pencil “I solve logical problems”, p.44 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Logic problems 3. Task on patterns | "Razvivalki", page 260 “The entire preschool program. Thinking", pp. 31,32,33. simple pencil “I solve logical problems”, p.45,47 |
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March | 1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Logic problems 3. Task on patterns 4. Attention tasks | "Razvivalki", page 169 “Logic for Preschoolers”, p. 64, no. 77; “The entire preschool program. Thinking", pp. 31,32. “The entire preschool program. Attention”, p.10. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Logic problems 3. Task on patterns 4. Attention tasks | “Development”, page 170 “Logic for Preschoolers”, p. 80, No. 000; “The entire preschool program. Thinking", pp. 33,34. “The entire preschool program. Attention”, pp. 11,12. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Logic problems 3. Task on patterns 4. Attention tasks | "Razvivalki", page 171 “Logic for Preschoolers”, p. 85, No. 000; “The entire preschool program. Thinking", pp. 35,36. “The entire preschool program. Attention”, p.13,14. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Working with Dienesh blocks 3. Task on patterns 4. Attention tasks | “The entire preschool program. Thinking", pp. 38,39. “The entire preschool program. Attention”, p.15,16. “Didactic games and activities in preschool educational institutions”, p. 20 |
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April | 1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Working with Dienesh blocks 3. Task on patterns 4. Attention tasks | “The entire preschool program. Thinking", pp.40,41. “The entire preschool program. Attention”, p.17,18. “Didactic games and activities in preschool educational institutions”, p. 21 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Working with Dienesh blocks 3. Inference task 4. Attention tasks | “The entire preschool program. Thinking”, pp.42,43. “The entire preschool program. Attention”, p.19,20. |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 5. Working with Dienesh blocks 6. Inference task 2. Attention tasks | “The entire preschool program. Thinking", pp.44,45. “The entire preschool program. Attention”, p.21,22. “Didactic games and activities in preschool educational institutions”, p. 25 |
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1. Exercises “Ring”, “Fist-rib-palm”, “Drawing elephant”, “Chopping cabbage”, “Drum”, “Don’t drop it”. 2. Inference task 3. Attention tasks | “The entire preschool program. Thinking", pp.46,47,48. “The entire preschool program. Attention”, p.23,24,25. |
V. Software and methodological support for the work of the “Young Thinker” circle.
Target | Development of logical thinking and attention in the process of mastering various methods of action in conditions of objective-effective and visual-figurative cooperation. |
Software and methodological support | List of programs and technologies |
Education and training program in kindergarten / Ed. M. A. Vasilyeva, . - 5th ed., rev. and additional - M.: Mosaika-Sintez, 2007 - 2008 p. The main general educational program of preschool education “From birth to school.” - M.: Mosaika-Sintez, 2010 - 224 p. |
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List of benefits |
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“I solve logical problems” – Sphere, 2010. – 48 p. |
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“Didactic games and activities in kindergarten”, Voronezh, 2007 – 78 p. |
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"Logic for preschoolers." - Yaroslavl: Academy of Development, 1999. – 256 pp.: ill. – (Series: Developmental education). |
|
“Game activities for the development of memory, attention, thinking in preschool children.” – M: ARKTI, 2008, - 68 p. |
|
, "Educational games for children", |
VI. Expected results
By the end of the “Young Thinker” club program, children have developed:
The ability to analyze objects using visual, tactile and auditory perception
The ability to focus attention on objects and phenomena (attention)
Arbitrary memory
Thinking, the ability to reason, draw conclusions in accordance with the laws of logic.
Creative abilities, the ability to express your feelings and ideas about the world in various ways.
Interest in the surrounding reality, the image of a “positive self”.
Children can:
1. highlight the most essential things in objects;
2. see their relationship to each other and the relationship of their parts;
3. use various schemes and plans;
4. reason
5. make conclusions in accordance with the laws of logic.
« Logics»
Head of the circle: I.V. Pozhidaeva
Program type – developing
– constant
Methods used :
- practical(gaming);
- development;
- research;
- experimentation;
- modeling;
- recreation;
- transformation;
- design.
Program implementation form : regulated educational activities within the circle« Logics».
Developmental environment :
Modeling sticks. Educational tabletop- printed games.
.
.
.
Simple pencils.
Set of colored pencils. .
Conditions for the program – natural living environment for a child in kindergarten mode.
Verbal-logical thinking is the highest stage of development of children's thinking. Reaching this stage is a long and complex process, because 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. Mathematical literacy and developed logical thinking are the key to successful education of a kindergarten graduate at school.
The skills and abilities acquired by a child in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to solve problems; completing the exercises will require a lot of time and effort. As a result, the child’s health may suffer, and interest in learning may weaken or disappear altogether. The program includes playful and entertaining tasks to develop spatial concepts, develop mathematical design skills, and expand knowledge about the size, shape, and size of objects.
Goals and objectives
Target: mastery of logical thinking techniques by preschool children at an elementary level through a system of cognitive classes in the “Logic” circle.
Tasks:
1. The child must be able to find differences and similarities between two pictures (or between two toys).
2. The child must be able to build according to the model of a building from a construction set.
3. The child must be able to put together a cut picture from 2-4 parts.
4. The child must be able to complete a task within 5 minutes without being distracted.
5. The child must be able to fold a pyramid (cups, placing them inside each other) without outside help.
6. The child should be able to put missing fragments of pictures into the holes.
7. The child must be able to name a group of objects with a generalizing word
(cow, horse, goat - domestic animals; winter, summer, spring - seasons). Find the extra item in each group. Find a pair for each item.
8. The child should be able to answer questions such as: Is it possible to sled in the summer? Why? Why do people wear warm jackets in winter? Why are windows and doors needed in a house? Etc.
9. The child must be able to select opposite words: the glass is full
The glass is empty, the tree is high - the tree is low, go slowly - go fast, narrow belt - wide belt, hungry child - well-fed child, cold tea - hot tea, etc.
10. The child should be able to remember pairs of words after reading them to an adult: glass-water, girl-boy, dog-cat, etc.
The child must be able to see incorrectly depicted objects in the picture and explain what is wrong and why.
The club program is built on the basis of basic principles that solve modern educational problems while taking into account the needs of the future:
1. The principle of activity includes the child in the cognitive process.
2. The principle of a holistic view of the world in the active approach is closely related to the didactic principle of scientificity. Children develop a personal attitude towards the acquired knowledge and the ability to apply it in their practical activities
3. The principle of creativity (creativity) presupposes a maximum focus on creativity in the activities of children, their acquisition of their own experience of creative activity.
The effectiveness of the study group is achieved through the use of modern educational technologies.
The following teaching technologies are used in the work:
health-saving technologies (physical training minutes during classes to strengthen the muscles of the eyes, neck, spine);
problem-based learning (use of exercises that allow you to find an independent solution);
technologies of a personality-oriented approach (children receive tasks according to their individual development);
Expected results
IN :
highlight the properties of objects, find objects that are similar and different in appearance;
compare, classify, generalize, systematize objects of the surrounding reality (highlight the properties of objects, find objects similar and different in external characteristics); navigate in space, distinguish objects located on the right, left, above, below;
divide the set into subsets characterized by a common property;
compare parts and wholes for objects and actions; name the main function (purpose) of objects; arrange events in the correct sequence;
perform the sequence of actions listed or depicted;
apply any action in relation to different objects; describe a simple procedure to achieve a given goal;
find errors in the wrong sequence of simple ones
actions;
draw analogies between different objects;
remember, reproduce learned material, prove, reason.
work in pairs, subgroups; show goodwill
to a peer, to listen, to help as needed.
Educational – thematic curriculum .
Name of program topic | Number of hours |
|
P\ P | ||
Kolobok's birthday | ||
Rubik's Cube | ||
Visiting the Gnome. | ||
Magic wands. | ||
Mysteries of autumn. | ||
We learn to reason. | ||
Search for patterns. | ||
Fairytale labyrinth. | ||
Puss in Boots. | ||
Forest animals. | ||
Let's learn to compare. | ||
Fun account. | ||
Collecting pictures. | ||
Orientation in space. | ||
Geometric design. | ||
Miraculous transformations (geometric | ||
Vitaminka travels. | ||
We are inventors. | ||
Logical chains. | ||
Up or down. | ||
Scientist cat. | ||
Train travel. | ||
Dunno's assistants. | ||
Vegetables and fruits. | ||
Maya the bee. | ||
Animals from Africa. | ||
Riddles are jokes. | ||
Fairytale labyrinth. | ||
Colors of rainbow. | ||
One daisy, two daisy (fun counting). | ||
Let's help Cinderella get dressed. | ||
We build from colored figures. | ||
Why? | ||
Riddles and puzzles. | ||
Final lesson “We can do everything.” |
Total: 35 hours.
1. Counting books .
.
2. Math riddles .
5.
3. Graphic drawing .
Development of fine motor skills of hands, working with stencils. Objects of nature; Houseware; buildings and cars.
4. Numbers and numbers .
Numbers in poems and fairy tales. Numbers within5. Comparing numbers within5.
5. 5. 5. Mathematical poems - jokes .
– jokes. 6. Rebuses . Puzzles .
Rebuses– numbers, addition of pictures, finding a logical pair. , , putting together puzzles.
7. Geometric figures .
Colors of rainbow. Their order. Straight line.
. 8. Comparison of values .
Concepts« less», « more», « heavier», « easier», « longer», « Briefly speaking», « higher», « below». Search for opposites, search for similarities and differences in pictures.
9. Tasks with sticks .
, mosaic. Addition tasks, removal of chopsticks. .
10. Problems in verse .
Addition problems, increase, 5.
11. Solving topological problems . Labyrinth .
Construction of labyrinths, exit from the labyrinths. Actions with numbers.
Comparison of numbers. Problem solving. Magic square.
12. .
Triangle. Conditions for its construction. . . . Working with stencils.
13. .
Orientation on a plane. . Concepts: « follows», « preceded», « higher», « below», « stands between» etc. d.
14. Mathematics in fairy tales .
15. .
Physical education minutes, finger gymnastics, lacing games.
16. .
: furniture, dishes, transport, vegetables, fruits, etc. P.
17. Exercises for speech development
, logical chains.
18. Final lesson .
.
Download:
Preview:
Additional education club program"Logic"
Head of the circle: I.V. Pozhidaeva
Information part of the program
Type of program – developmental
Composition of students studying- constant
Methods used:
- practical (game);
- development;
- research;
- experimentation;
- modeling;
- re-creation;
- transform ;
- design.
Program implementation form: regulatededucational activities within the circle"Logic".
Developmental environment:
Modeling sticks. Educational tabletop- printed games.
Small constructors and building materials with a set of samples.
Geometric mosaics and puzzles.
Printed notebook assignments for independent and group work.
Simple pencils.
Set of colored pencils. Pattern with geometric shapes.
Conditions for the program– natural for a childliving environment in kindergarten mode.
Verbally - logical thinking is the highest stage of development of children's thinking. Reaching this stage– long and complex process, T . To . full development of logical thinking requires not only high mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words. Mathematical literacy, developed logical thinking– this is the key to successful education of a kindergarten graduate at school.
Skills, abilities, acquired by a child during preschool period, will serve as a foundation for acquiring knowledge and developing abilities at an older age- At school . And the most important among these skills is the skill of logical thinking., ability " act in your mind" To kid , who has not mastered the techniques of logical thinking, it will be more difficult to solve problems, doing the exercises will require a lot of time and effort. The child's health may suffer as a result., interest in learning will weaken or disappear altogether. The program includes game and entertaining tasks for the development of spatial concepts, development of mathematical design skills, to expand knowledge about the size, form , size of items.
Goals and objectives
Target : mastery of preschool children in elementarylevel of logical thinking techniques through a system of cognitively oriented activities of the circle"Logic".
Tasks :
1. The child must be able to find differences and similarities between two pictures ( or between two toys).
- The child must be able to build according to the model of a building from a construction set.
- The child should be able to put together a cut picture from 2-4 parts.
- The child must be able to without distractions for 5 minutes to complete the task.
- The child must be able to fold a pyramid(cups, putting them inside each other) without outside help.
- The child should be able to put missing pieces of pictures into the holes..
- The child must be able to name a group of objects with a general word
(cow, horse, goat - Pets; winter, summer, spring - seasons). Find the extra item in each group. Find a pair for each item.
- The child should be able to answer questions such as: Is it possible to sled in the summer?? Why ? Why do people wear warm jackets in winter?? Why are windows and doors needed in a house?? Etc. d.
- The child must be able to choose opposite words: glass full
- the glass is empty, the tree is high - the tree is low, go slow - go fast, narrow belt - wide belt, the child is hungry- the child is well-fed, the tea is cold - the tea is hot, etc. d.
- The child must be able to remember pairs of words, after reading to an adult: glass - water, girl - boy, dog - cat, etc. d.
The child must be able to see incorrectly depicted objects, explain, what's wrong and why.
The club program is built on the basic principles, that solve modern educational problems taking into account the demands of the future:
- The principle of activity includes the child in the cognitive process.
- The principle of a holistic view of the world in the active approach is closely related to the didactic principle of scientificity. Children develop a personal attitude towards the acquired knowledge and the ability to apply it in their practical activities
- The principle of creativity(creativity) assumes maximum focus on creativity in children’s activities, their acquisition of their own experience of creative activity.
The effectiveness of the study group is achieved through the use of modern educational technologies.
- The following training technologies are used in the work:
health-saving technologies(physical training sessions during classes to strengthen the eye muscles, neck, spine);
problem-based learning(use of exercises, allowing you to find an independent solution);
technology personally– oriented approach(children receive tasks according to their individual development);
ICT.
Expected results
- As a result of the club classes, children will be able to:
highlight the properties of objects, ;
compare , classify, generalize , systematize the subject ety surrounding reality(highlight the properties of objects, find objects that are similar and different in appearance); navigate in space, distinguish objects, on the right, left , above , below ;
break a set into subsets, characterized by a common property;
compare parts and wholes for objects and actions; call the main function(purpose) of objects; put events in the correct sequence;
perform a listed or illustrated sequence of actions;
apply what - or action in relation to different objects; describe a simple procedure to achieve a given goal;
find errors in the wrong sequence of simple ones
actions ;
draw analogies between different objects;
remember, reproduce learned material, prove, reason.
work in pairs, subgroups ; show goodwill
- peer, listen, help as needed.
Educational – thematic curriculum.
Name of program topic | Number of hours |
|
n\n | ||
Kolobok's birthday | ||
Rubik's Cube | ||
Visiting the Gnome. | ||
Magic wands. | ||
Mysteries of autumn. | ||
Learning to reason. | ||
Search for patterns. | ||
Fairytale labyrinth. | ||
Puss in Boots . | ||
Forest animals . | ||
Learning to compare. | ||
Fun account. | ||
Collecting pictures. | ||
Orientation in space. | ||
Geometric design. | ||
Miraculous transformations(geometric | ||
figures). | ||
Vitaminka travels. | ||
We are inventors. | ||
Logic chains. | ||
Up or down. | ||
Scientist cat. | ||
Train travel. | ||
Dunno's assistants. | ||
Vegetables and fruits . | ||
Maya the bee . | ||
Animals from Africa. | ||
Riddles are jokes. | ||
Fairytale labyrinth. | ||
Colors of rainbow . | ||
One daisy, two daisy (fun counting). | ||
Let's help Cinderella get dressed. | ||
We build from colored figures. | ||
Why? | ||
Riddles and puzzles. | ||
Final lesson"We can do everything." |
Total: 35 hours.
1. Counting books.
Counting books with mathematical content.
2. Math riddles.
Math riddles with numbers within 5.
3. Graphic drawing.
Development of fine motor skills of hands, working with stencils. Objects of nature; Houseware ; buildings and cars.
4. Numbers and figures.
Numbers in poems and fairy tales. Numbers within 5. Comparing numbers within 5.
Actions with numbers within 5. Solving problems with numbers within 5. 5. Mathematical poems- jokes.
Ways to solve mathematical poems- joke. 6. Puzzles. Puzzles.
Rebuses - numbers, addition of pictures, finding a logical pair. Puzzles with different objects, games to eliminate the fourth wheel, putting together puzzles.
7. Geometric figures.
Colors of rainbow . Their order. Straight line .
Closed and open curved lines. 8. Comparison of values.
The concepts of “less”, “more”, “heavier”, “lighter”, “longer”, “shorter”, “higher”, “lower”. Search for opposites, search for similarities and differences in pictures.
9. Tasks with sticks.
Drawing up geometric shapes, mosaic. Addition tasks, removal of chopsticks. Constructing figures based on a model and verbal description.
10. Problems in verse.
Addition problems, increase , decrease in number is not several units within 5.
11. Solving topological problems. Labyrinth.
Construction of labyrinths, exit from the labyrinths. Actions with numbers.
Comparison of numbers. Problem solving. Magic square.
12. Geometric design.
Triangle . Conditions for its construction. The simplest design based on a sample. Design based on a contour object. Design by Representation. Working with stencils.
13. Solving problems on the development of spatial concepts.
Orientation on a plane. Orientation in space. Concepts: “follows”, “precedes”, “above”, “below”, “stands between”, etc. d.
14. Mathematics in fairy tales.
15. Exercises for relaxation and development of fine motor skills.
Physical education minutes, finger gymnastics, lacing games.
16. Tasks to expand children's horizons and vocabulary.
Games and exercises for operating with general concepts: furniture, dishes, transport, vegetables, fruits, etc. P.
17. Exercises for speech development
Making up stories from pictures, logical chains.
18. Final lesson.
Dramatized performance with math characters.