Methodological development. Consultation for parents

Organization: Structural unit of MBOU "Secondary School No. 12" Kindergarten No. 65 "Yakoryok"

Locality: Arkhangelsk region, Severodvinsk

According to the Federal State Educational Standard for Preschool Education, one of the educational areas of content of the Preschool Program is cognitive development, which should ensure the development of the personality, motivation and abilities of children. Cognitive development in particular involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; the formation of primary ideas about the relationships of objects in the surrounding world; development of imagination and thinking.

Logical thinking is formed on the basis of figurative thinking and is the highest stage of thinking development. Achieving this stage is a long and complex process, since the full development of logical thinking requires not only high activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words. The development of logical thinking should begin in preschool age.

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

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

What is logical thinking? What is the priority to teach children?

Logical thinking is a type of thinking, the essence of which is the operation of concepts, judgments, conclusions based on the laws of logic, their comparison and correlation with actions, or a set of mental logical reliable cause-and-effect patterns that allow one to coordinate existing knowledge in order to describe and transform the objectivity of reality.

Logical thinking includes a number of components:

The ability to determine the composition, structure and organization of elements and parts of the whole and focus on the essential features of objects and phenomena;

The ability to determine the relationship between an object and objects, to see them in time;

The ability to obey the laws of logic, to detect patterns and development trends on this basis, to build hypotheses and draw consequences from these premises;

The ability to perform logical operations, consciously justifying them.

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 of development of thinking: visual-effective, visual-figurative, verbal-logical.

Visual-effective thinking is a “trial and error” method. When a child receives a new object, the first thing they do is try to interact with it - try it on their teeth, shake it, knock it on the floor, twirl it from all sides.

The second stage of thinking development begins at approximately 3-4 years and lasts until 6-7 years. Now the child’s thinking is visual and figurative. He can already rely on past experience - the mountains in the distance do not seem flat to him, in order to understand that a large stone is heavy, he does not have to pick it up - his brain has accumulated a lot of information from various channels of perception. Children gradually move from acting with the objects themselves to acting in their images. In play, the child no longer has to use a substitute object; he can imagine “game material” - for example, “eat” from an imaginary plate with an imaginary spoon. Unlike the previous stage, when in order to think, the child needed to pick up an object and interact with it, now it is enough to imagine it.

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

By the end of the preschool period, the child’s speech is well developed, he already masters abstract concepts and can independently generalize. So gradually (from about 7 years old) the transition to the next step in the development of thinking occurs - it becomes verbal and logical. Speech allows you to think not in images, but in concepts, to structure and designate information received through the senses. Children 7-8 years old can already distract themselves from a specific image and identify basic concepts. The child independently determines the essential features of an object or phenomenon, classifies the new object into categories known to him, and, conversely, fills the new category with the corresponding 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 form cause-and-effect relationships, general characteristics of phenomena and objects. They are able to perform actions without relying on images.

Everything is fine in time, and the child will definitely go through all stages of development of thinking, but let each of them give him everything that is possible only in a certain period.

The formation of logical techniques is an important factor that directly contributes to the development of the child’s thinking process. Let's consider the possibilities of actively including various techniques of mental actions using mathematical material in the process of mathematical development of a preschool child.
Seriation - the construction of ordered increasing or decreasing series. A classic example of seriation: nesting dolls, pyramids, insert bowls, etc.
Series can be organized by size: by length, by height, by width - if the objects are of the same type (dolls, sticks, ribbons, pebbles, etc.); “by size” (indicating what is considered “size”) - if objects are of different types (seat toys according to height). Series can be organized by color: by degree of color intensity.
Analysis - highlighting the properties of an object, selecting an object from a group, or selecting a group of objects based on a certain criterion.
For example, the attribute is given: sour. First, each object in the set is checked for the presence or absence of this attribute, and then they are isolated and combined into a group based on the “sour” attribute.
Synthesis is the combination of various elements (signs, properties) into a single whole. In psychology, analysis and synthesis are considered as mutually complementary processes (analysis is carried out through synthesis, and synthesis is carried out through analysis).
To develop productive analytical-synthetic mental activity in a child, the methodology recommends tasks in which the child needs to consider the same object from different points of view. A way to organize such a comprehensive consideration is the method of setting various tasks for the same mathematical object.
Comparison is a logical technique that requires identifying similarities and differences between the characteristics of an object (object, phenomenon, group of objects); requires the ability to isolate some features of an object and abstract from others. To highlight various features of an object, you can use the game “Find It”:
· Which of these objects are big yellow? (Ball and bear.)
· What's the big yellow round thing? (Ball), etc.
The child should use the role of leader as often as the answerer - this will prepare him for the next stage - the ability to answer the question:
·What can you tell us about this subject? (The watermelon is large, round, green; the sun is round, yellow, hot.).
When selecting material for an assignment, the teacher must ensure that the result is not a set that orients children to unimportant features of objects, which will push them to incorrect generalizations. It should be remembered that when making empirical generalizations, children rely on external, visible signs of objects, which does not always help to correctly reveal their essence and define the concept.
Forming in children 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 techniques of modeling activities using real, schematic and symbolic visibility (V.V. Davydov); teach the child to compare, classify, analyze and summarize the results of their activities.

Literature:

Bezhenova M. Mathematical ABC. Formation of elementary mathematical concepts. – M.: Eksmo, SKIF, 2005.
Beloshistaya A.V. Getting ready for math. Methodological recommendations for organizing classes with children 5-6 years old. – M.: Yuventa, 2006.
Volchkova V.N., Stepanova N.V. Lesson notes for the senior group of kindergarten. Mathematics. Practical guide for educators and methodologists of preschool educational institutions. – M.: TC “Teacher”, 2007.
Denisova D., Dorozhin Y. Mathematics for preschoolers. Senior group 5+. – M.: Mosaika-Sintez, 2007.
Entertaining mathematics. Materials for activities and lessons with preschoolers and primary schoolchildren. – M.: Uchitel, 2007.
Zvonkin A.K. Kids and math. Home club for preschoolers. – M.: MTsNMO, MIOO, 2006.
Kuznetsova V.G. Mathematics for preschoolers. A popular method of game lessons. – St. Petersburg: Onyx, Onyx-SPb, 2006.
Nosova E.A., Nepomnyashchaya R.L. Logic and mathematics for preschoolers. – M.: Detstvo-Press, 2007.
Peterson L.G., Kochemasova E.E. Playing game. Practical mathematics course for preschoolers. Guidelines. – M.: Yuventa, 2006.
Sycheva G.E. Formation of elementary mathematical concepts in preschoolers. – M.: Knigolyub, 2007.
Shalaeva G. Mathematics for little geniuses at home and in kindergarten. – M.: AST, Slovo, 2009.

Conversation with parents “Development of logical thinking in children”

Dear parents, the topic of our conversation today is the development of logical thinking in children, but first I would like to introduce you to what our children can do. I illustrate my successes with visual material – pictures and tasks.
How many of you study at home with your children? Who does more? What exactly? What books do they use and where do they get the assignments from? (Parents speak out: they buy puzzle books, toys, coloring books on logical thinking, entertaining mathematics.) I approve, praise, and ask the parents in more detail.
And today I would like to talk to you about this topic: “Development of logical thinking in children.” Probably each of you wondered why a child needs logic?
Logical thinking- recipe for success. Logical thoughts help us build a clear picture of what is happening, understand and evaluate things and phenomena.
As recent studies by child psychologists show, in the development of logical thinking in children there is a gradual transition from visual-effective thinking to visual-figurative thinking. And you, the parents, have an important role to teach your preschooler to freely use analysis, comparison, generalization, and classification of objects and phenomena. In simple words, children, with the help of us adults, learn the simplest logical operations through play activities. Lessons on the development of elementary logical thinking for preschoolers are compiled using didactic games. After all, for them the game is the leading activity. Games of logical content help to cultivate cognitive interest in children, promote research and creative search, the desire and ability to learn. Didactic games 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.
What does logical thinking depend on? It depends on his speed, ability to reason, and solve problems in different areas.
As a rule, such inclinations are determined genetically. Scientists believe that heredity accounts for an average of 70% of a child. But this does not mean that they cannot be developed. After all, the remaining 30% remains at our disposal.
And this is not a natural gift, the presence or absence of which should be accepted. There is a large number of studies confirming that the development of logical thinking can and should be done (even in cases where the child’s natural abilities in this area are very modest).
Logics- this is reasoning. Logical thinking is the ability to reason. How to develop logical thinking, what is needed for this?
To develop certain mathematical skills and abilities, it is necessary to develop the logical thinking of preschoolers. Therefore, it is necessary to teach the child to solve problem situations, draw certain conclusions, and come to a logical conclusion. Solving logical problems develops the ability to highlight the essential and independently approach generalizations.
Logical games with mathematical content cultivate children's cognitive interest, the ability to creatively search, and the desire and ability to learn. An unusual game situation with problematic elements characteristic of each entertaining task always arouses interest in children.
Entertaining tasks help develop a child’s ability to quickly perceive cognitive problems and find the right solutions for them. Children begin to understand that in order to correctly solve a logical problem it is necessary to concentrate; they begin to realize that such an entertaining problem contains a certain “catch” and to solve it it is necessary to understand what the trick is.
Let us give examples of logical problems, games and exercises that are actively used in classes on the formation of elementary mathematical concepts in preschool educational institutions. But they are so simple that parents have the opportunity to use them when reinforcing the acquired material at home.
Logic problems.
1. Sasha ate a large and sour apple. Kolya is big and sweet. What is the same and what is different in apples?
2. Masha and Nina looked at the pictures. One in a magazine, the other in a book. Where did Nina look if Masha didn’t look in the magazine?
3. Tolya and Igor were drawing. One is a house, the other is a branch with leaves. What did Tolya draw if Igor did not draw the house?
4. The flower does not grow under the Christmas tree,
Fungus does not grow under birch trees.
What grows under the Christmas tree?
5. All fish breathe with gills. Pike is a fish! What follows from this?
6. Some boys like to play football. Does this mean that everyone who likes to play football is a boy?
If a child cannot cope with solving a problem, then perhaps he has not yet learned to concentrate and remember the condition; in this case, the parent can help him draw conclusions from the conditions of the problem. After reading the first condition, the adult should ask what the child learned, what he understood from it, also after the second sentence, etc. It is quite possible that by the end of the condition the child will guess what the answer should be.
Regular riddles, created by folk wisdom, also contribute to the development of a child’s logical thinking:
Two ends, two rings, and a stud in the middle? (scissors).
There's a pear hanging, can't you eat it? (bulb).
Winter and summer the same color? (Christmas tree).
The grandfather is sitting, dressed in a hundred fur coats; whoever undresses him sheds tears? (onion).
Logic games.
Name it in one word
The words are read to the child and asked to name them in one word. For example: fox, hare, bear, wolf - wild animals; lemon, apple, banana, plum - fruits.
For older children, you can modify the game by giving a generalizing word and asking them to name specific objects related to the generalizing word. Transport - ..., birds - ...
Classification
The child is given a set of pictures depicting various objects. The adult asks to consider them and put them into groups, i.e. suitable with suitable.
Find the extra word
Children are offered four pictures or four words are spoken out loud, of which only three can be combined by a common feature - shape, color, meaning. The child names the extra word and explains why he thinks so.
Options for pictures or words:
Apple, plum, cucumber, pear (the word cucumber is superfluous because it is a vegetable, and the rest of the words mean fruit).
Milk, cottage cheese, sour cream, bread
Spoon, plate, pan, bag
Dress, sweater, hat, shirt
Birch, oak, pine, strawberry
Sparrow, tit, dragonfly, crow
Oak, bluebell, birch, rowan
Ball, pencils, doll, car
"Analogies"
The child is asked to choose a word similar to the first pair of words
Word options:
The spoon is for eating, and the knife is….
A saw means to cut, and an ax means….
A notebook is to write, and a book is….
Needle – sew, scissors –….
Bed - sleep, chair - ......
You can diversify the game and invite the child to correct the mistake.
"Correct the mistake"
A fly crawls, a snake flies.
Pies are boiled, soup is baked.
The dog meows and the cat barks.
The face is cleaned and the teeth are washed.
A doctor teaches, a teacher treats.
The singer dances, and the ballerina sings.
It is light at night and dark during the day.
Stimulation of logical thinking with the help of questions “How much?”, “Where?” "When?"
"HOW MANY?"
1. How many eyes, ears, noses, fingers on your right or left hand or foot do you have?
2. How many seasons are there?
3. How many days are there in a week?
4. How many colors are there in the rainbow?
5. How many months are there in a year?
How many horns does a cow have?
6. How many planets revolve around the Sun?
7. How many legs does the chair have?
8. How many stars are there in the sky?
The question “WHERE?”
1. Where are medications sold?
2. Where do fruits grow?
3. Where can people swim in winter?
4. Where do they get books to read?
5. Where is bread baked?
6. Where do they watch performances?
7. Where do watches get repaired?
8. Where do people get their hair cut?
9. Where do cars leave when they are not in use?
The question “WHEN?”
1. When do leaves appear on trees?
2. When is the sky dark?
3. When do people have dinner?
4. When does the Sun shine?
5. When does the snow start to melt?
6. When do people have breakfast?
7. When do the lights turn on in the house?
8. When is the harvest harvested?
Alternation
Invite your child to draw, color, or string beads. Please note that the beads must alternate in a certain sequence. Thus, you can lay out a fence of multi-colored sticks, etc.
Comparison of objects (concepts)
The child must imagine what he will compare. Ask him questions: “Have you seen a fly? And a butterfly?” After such questions about each word, offer to compare them. Ask the questions again: “Are a fly and a butterfly similar or not? How are they similar? How are they different from each other?”
Children especially find it difficult to find similarities. A 6-7 year old child must correctly make comparisons: highlight both similarities and differences, and according to essential characteristics.
Pairs of words for comparison: fly and butterfly; house and hut; table and chair; a book and a notebook; water and milk; ax and hammer; piano and violin; prank and fight; city and village.
Guessing tall tales
An adult talks about something, including several fables in his story. The child must notice and explain why this does not happen.
Example: Here's what I want to tell you. Just yesterday - I was walking along the road, the sun was shining, it was dark, the blue leaves were rustling under my feet. And suddenly a dog jumps out from around the corner and growls at me: “Ku-ka-re-ku!” - and she already pointed her horns. I got scared and ran away. Would you be scared?
Yesterday I was walking through the forest. Cars are driving around, traffic lights are blinking. Suddenly I see a mushroom. It grows on a branch. Hid among the green leaves. I jumped up and tore it off.
I came to the river. I look - a fish is sitting on the shore, its legs crossed and chewing a sausage. I approached, and she jumped into the water and swam away.

Various games are used in classes to develop logical thinking. Games such as “Who flies?”, “Edible - inedible”, “Riddles” - they help develop the child’s attention and intellectual abilities, teach him to identify the essential features of objects.
Games where you need to look for the same properties or signs of objects: “Wonderful bag”, “Identify the object by touch”, “Find an object that distinguishes it from others”. In such games, the child learns to reason and be attentive.
Games and exercises teach you to be observant and attentive: “What is drawn?”, “Name the object in the row”, “Name the object in one word”, “What is extra? Why?”, “Dominoes”, “How can you name objects in one word.”
To develop intellectual abilities, children play a game such as “I know five...”. She teaches to classify and generalize.
The game “White Sheet” is aimed at developing the perception of the properties of objects, such as shape, size, and developing hand motor skills.
Such exercises as “Fish-birds-animals”, “Clothes-furniture-dishes”, “Vegetables-fruits-berries”, as a result, children learn that representatives of a species are included within the genus.
To form the concepts of quantitative and qualitative concepts, we use the following exercises: “Find a picture with the shortest tree”, “Find a picture with the tallest boy”, “Show a medium-sized ball” and others.
The games “Mazes”, “Continue the Row”, “Place the Missing Piece” develop logical thinking, ingenuity, and ingenuity.
Today, there are a huge number of printed publications with exercises for the development of logical thinking, which contain all kinds of tasks for the development of children.
You don’t have to set aside a special time for such activities; you can train anywhere. For example, while walking or going home from kindergarten. But it's not just math practice, it's also a great time spent with your own child. However, in the pursuit of learning the basics of mathematics, it is important not to overdo it. The most important thing is to instill in a preschooler an interest in learning. To do this, mathematics classes should be held in a fun way and not take much time.
So, in conclusion, we can conclude that the development of logical thinking, the ability to classify, generalize, group objects, build graphic models, the development of intellectual and personal qualities, self-expression and independence is important for successful mental development and subsequent schooling. Didactic games, various conversations, puzzles, labyrinths, riddles contribute to the development of the ability to find similarities and differences in objects, highlight the most significant features, group objects based on common features, and ensure that children learn general names. Teaching children classification contributes to the successful mastery of a more complex method of memorization - semantic grouping, which children encounter at school. The development of the ability to think in preschoolers leads to certain changes in the behavior and psyche of children: self-control and independence of their activities increases. When teaching children through play, there is a desire for the joy of play to gradually turn into the joy of learning. Learning should be joyful. For a child, the ability to think logically includes precisely the ability to analyze objects, compare and generalize them, classify them, and build series of objects systematized according to certain characteristics. Every day a child receives a huge amount of information through his senses. From infancy, adults teach children to recognize objects and understand various phenomena and processes. The brain can perform all these types of activities only through sequential logical operations. In order to achieve good results, you and I must work together on this issue. (I give recommendations to parents about what materials (exercises, games, illustrative material, task cards can be used in working with children at home) - designed for each parent. When inviting the child to play, you show and tell how to act with this or that toy, what can be done to do with this or that object. By repeating after us and exploring everything around him, the baby learns to compare objects, identify similar features in them, recognize objects of the same group, draw certain conclusions and perform the simplest logical tasks. This knowledge will be very useful at school. where you will need to independently look for patterns of phenomena, draw the right conclusions, and in adult life, so as not to get lost in complex non-standard situations. Very roughly, we can distinguish three stages in the development of logical thinking in children: tasks with objects, tasks with pictures, oral tasks. When solving a logical problem, the brain performs the following tasks sequentially: analysis, conclusion, conclusion. You must remember this and, when working with your child, be sure to speak out your thoughts and comment on all your actions. Because it is very important to explain to kids why, given this task, you made this particular conclusion and not another, made this decision and not another.
I recommend literature (where you can read and find it). Nowadays there is
There are a lot of entertaining and interesting books, logical tasks and games in bookstores. Please purchase them for your children, these books will be useful for the development of mathematical training.
Thank you for your attention and for your collaboration.

Bibliography:
1. “Igralochka” practical mathematics course for preschoolers, Balass, Moscow 2000;
2. Agaeva E. Formation of elements of logical thinking (senior preschool age) // Preschool education. 1982. No. 1. pp. 38-4;
3. Tikhomirova L.F., Basov A.V. Development of logical thinking in children. M., 1995;
4. Development of thinking and mental attention of a preschooler / Ed. N.N. Poddyakova, A.F. Govorkova. M., 1985;
5. Zaporozhets A.V. Development of logical thinking in preschool children // Issues in the psychology of preschool children. M., 1995;

List of recommended literature for parents:
1. Exercises for every day. Logic for preschoolers, Tikhomirova L.F.
Publisher: Academy of Development Developmental education. Practical application, 1999;
2. Development of thinking and mental attention of a preschooler / Ed. N.N. Poddyakova, A.F. Govorkova. M., 1985;
3. Games and logical exercises with numbers, Baryaeva L.B., Kondratyeva S.Yu. Publisher: KARO, 2007 Series: Preparing a child for school.

Consultation for parents

“Development of logical thinking in children of senior preschool age through play activities”

Thinking is a mental process by which a person solves a given problem. The result of thinking is a thought that is expressed in words. Therefore, thinking and speech are closely related. With the help of thinking we gain knowledge, so it is very important to develop it from childhood.

Thinking develops in three stages:

Visual-effective (when a child thinks through action using object manipulation) is the main type of thinking of a young child.

Visual-figurative (when a child thinks using images, using representations of phenomena and objects) is the main type of thinking of a preschool child.

Verbal-logical (when a child thinks in his mind using concepts, reasoning, words) - this type of thinking begins to form in older preschool age.

In preschool children, the first two types of thinking are the main ones. If a child has well-developed all types of thinking, then it is easier for him to solve any problems, and thereby he achieves greater success in life.

Logical thinking is formed on the basis of figurative thinking. It is the highest stage of development of thinking. Classes on the development of logical thinking are very relevant these days, as they are important for the future student. The main and main criteria for the development of logical thinking in children are: the ability to identify essential features from secondary ones, the ability to reason, compare, analyze, classify objects, argue their point of view, establish cause-and-effect relationships, and develop non-standard thinking.

The child's development and learning should be carried out through age-appropriate activities and pedagogical means and should be relaxed. Such educational tools for preschoolers include games.

Everyone knows that children love to play, and it depends only on the adult how useful and meaningful these games will be. During the game, the child not only consolidates previously acquired knowledge, but also acquires new skills and abilities, and develops mental abilities. In the game, such personality qualities as intelligence, resourcefulness, independence are formed, constructive skills are developed, and perseverance is developed. Based on this, in my developments for the development of logical thinking, I include puzzles, ingenuity, various game exercises, labyrinths and educational games.

In order to develop children's skills to perform sequential actions: analyze, generalize based on attributes, think purposefully, compare, I use simple logical problems and exercises in my work. Any unusual play situation in which there is an element of problem always arouses great interest among children. Tasks such as searching for a sign of the difference between one group of objects and another, searching for missing figures in a series, and tasks to continue a logical series contribute to the development of ingenuity, logical thinking and quick wits.

One of the main keys to successful education of children is the use of entertaining visual material when working with preschoolers. In my classes, I paid a lot of attention to pictures and illustrations, as they help attract children’s attention, develop visual-figurative thinking, which, in turn, stimulates the child’s cognitive activity.

The development of logical thinking of a preschool child depends on the creation of conditions that stimulate his practical, playful and cognitive activities. Therefore, the group has an entertaining mathematics corner, where manuals for joint and independent activities are located. This corner presents various educational games and entertaining material: rebuses, labyrinths, puzzles.

In conclusion, I bring to your attention games for the development of logical thinking

It is good when a child retains his natural intuition and irrational thinking. This is the creative part of his consciousness. However, living space requires common sense, rationality, and logic from a person. The child learns not only to feel, but also to explain events and actions, study the interaction between objects, reason and draw his own conclusions. The best way to do this is in the game!

All games for the development of logical thinking are aimed at forming in the child the basic elements of thought processes: comparison, classification, synthesis, analysis, generalization.

Game “Believe it or not.”

Children are incredibly trusting creatures. And if the information comes from the lips of adults, then it sounds like an axiom that is accepted unconditionally. Teach your child to reason, and let him not rush to take everything for granted. So, you say some phrase, and the child must determine whether it is true or fiction. Example phrases:

"All people are sleeping." "All apples are sweet." “Rain can be cold or warm.” “All animals hibernate.” “In the summer we wear fur coats.” "Elephants can fly." "Watermelons grow on trees." "Ships sail on land." “It’s always cloudy in winter.” “The sun shines only in the morning and evening.” "No man can live without water."

Try to offer phrases that can be answered differently. Let your child think about each phrase and try to explain why he thinks so. This is how the child learns to get to the truth in his own way, relying on comparisons, reasoning, and his own conclusions. It is this approach that provides invaluable individual experience and develops the child’s powers of observation when he listens and sees seemingly obvious statements.

Example phrases:

“You can eat the juice with a spoon.” (Yes, if it's frozen.)

“You can have some ice cream.” (Yes, if it melts.)

“Snow only happens in winter.” (It occurs in spring and autumn, and in some places it lies in both summer and winter - for example, at the poles.)

“You can walk on water.” (Yes, if it freezes.)

"All birds fly." (Not all, there are birds that do not fly, for example: chicken, turkey, ostrich, kiwi, penguin.)

Game “Say it in one word.”

This game develops the ability to generalize and abstract thinking. You name groups of words united by a common feature and ask the child to name them in one word.

Examples of tasks:

“House, barn, hut, skyscraper” (building). “Brother, sister, grandmother, aunt, dad” (relatives). “Pencil, notebook, paper, pen, sketchbook” (stationery). “Train, bicycle, plane, car, ship” (transport). “Igor, Sergey, Ivan, Kirill” (male names). “Cherry, strawberry, currant, gooseberry, watermelon” (berries). “Table, bed, wardrobe, chair, armchair” (furniture).

Game "Association"

Every person from early childhood develops his own associative ideas about objects and phenomena. This is a kind of key to understanding the type of thinking. In this game, children learn to distinguish between the concepts of essential and secondary features of an object. Explain the task to your child as follows: “First I will say one word. It will be the main one. Then I will read a number of others that relate to this word. Your task is to name what the main word cannot do without.” Discuss each proposed word, let the child justify his answers, and you help him identify essential features.

Examples of tasks:

Room (walls, bed, floor, ceiling, TV, carpet, chandelier).

Man (body, brain, dress, hat, ring, legs).

Store (customers, goods, music, TV, money, seller, bed).

Tree (roots, flowers, water, air, trunk, bench, sun, leaves).

Game "Complete the figure"

You will need a squared notebook and a well-sharpened pencil. On the sheet of paper, draw an axis and, relative to it, draw half of some figure (tree, house, person) in the cells.

Ask your child to complete the second half. As practice shows, children do not always understand this task and complete the drawing of the figure in a “free style”. To see the symmetry, you can attach a mirror to the axis. Based on the mirror reflection, it will be easier for the child to draw the second half, strictly following the cells. This game can be complicated by shapes and colors.

Consultation for parents:

Development of logical thinking in preschool children

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

Many parents believe that the main thing in 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 textbooks of modern developmental systems, these skills do not help the child in mathematics lessons for very long. The stock of memorized knowledge ends very quickly, and the lack of development of one’s own ability to think productively (that is, to independently perform the above-mentioned mental actions) very quickly leads to the appearance of “problems with mathematics.”

In modern primary school educational programs, important importance is attached to the logical component.

A child with developed logical thinking always has a greater chance of being successful in mathematics, even if he was not previously taught the elements of the school curriculum (counting, calculations, etc.).

However, one should not think that developed logical thinking is a natural gift, the presence or absence of which should be accepted. There is a large number of studies confirming that the development of logical thinking can and should be done (even in cases where the child’s natural abilities in this area are very modest).

First of all, let's figure out what logical thinking consists of.

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

To develop certain mathematical skills and abilities, it is necessary to develop the logical thinking of preschoolers. Therefore, it is necessary to teach the child to solve problem situations, draw certain conclusions, and come to a logical conclusion. Solving logical problems develops the ability to highlight the essential and independently approach generalizations.

Logical games with mathematical content cultivate children's cognitive interest, the ability to creatively search, and the desire and ability to learn. An unusual game situation with problematic elements characteristic of each entertaining task always arouses interest in children.

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

Let us give examples of logical problems, games and exercises that are actively used in classes on the formation of elementary mathematical concepts in preschool educational institutions. But they are so simple that parents have the opportunity to use them when reinforcing the acquired material at home.

Logic problems.

1. Sasha ate a large and sour apple. Kolya is big and sweet. What is the same and what is different in apples?

2. Masha and Nina looked at the pictures. One in a magazine, the other in a book. Where did Nina look if Masha didn’t look in the magazine?

3. Tolya and Igor were drawing. One is a house, the other is a branch with leaves. What did Tolya draw if Igor did not draw the house?

4. The flower does not grow under the Christmas tree,

No fungus grows under the birch tree.

What grows under the Christmas tree?

5. All fish breathe with gills. Pike is a fish! What follows from this?

6. Some boys like to play football. Does this mean that everyone who likes to play football is a boy?

If a child cannot cope with solving a problem, then perhaps he has not yet learned to concentrate and remember the condition; in this case, the parent can help him draw conclusions from the conditions of the problem. After reading the first condition, the adult should ask what the child learned, what he understood from it, also after the second sentence, etc. It is quite possible that by the end of the condition the child will guess what the answer should be.

Regular riddles , created by folk wisdom, also contribute to the development of a child’s logical thinking:

Two ends, two rings, and a stud in the middle? (scissors).

There's a pear hanging, can't you eat it? (bulb).

Winter and summer the same color? (Christmas tree).

The grandfather is sitting, dressed in a hundred fur coats; whoever undresses him sheds tears? (onion).

Logic games.

Name it in one word

The words are read to the child and asked to name them in one word. For example: fox, hare, bear, wolf - wild animals; lemon, apple, banana, plum - fruits.

For older children, you can modify the game by giving a generalizing word and asking them to name specific objects related to the generalizing word. Transport - ..., birds - ...

Classification

The child is given a set of pictures depicting various objects. The adult asks to consider them and put them into groups, i.e. suitable with suitable.

Find the extra word

Children are offered four pictures or four words are spoken out loud, of which only three can be combined by a common feature - shape, color, meaning. The child names the extra word and explains why he thinks so.
Options for pictures or words:
Apple, plum, cucumber, pear (the word cucumber is superfluous because it is a vegetable, and the rest of the words mean fruit).
Milk, cottage cheese, sour cream, bread
Spoon, plate, pan, bag
Dress, sweater, hat, shirt
Birch, oak, pine, strawberry
Sparrow, tit, dragonfly, crow
Oak, bluebell, birch, rowan
Ball, pencils, doll, car

"Analogies"
The child is asked to choose a word similar to the first pair of words
Word options:
The spoon is for eating, and the knife is….
A saw means to cut, and an ax means….
A notebook is to write, and a book is…..
Needle – sew, scissors –…..
Bed - sleep, chair - ......
You can diversify the game and invite the child to correct the mistake.
"Correct the mistake"
A fly crawls, a snake flies.
Pies are boiled, soup is baked.
The dog meows and the cat barks.
The face is cleaned and the teeth are washed.
The doctor teaches, the teacher treats.
The singer dances, and the ballerina sings.
It is light at night and dark during the day.
Stimulation of logical thinking with the help of questions “How much?”, “Where?” "When?"
"HOW MANY?"
1. How many eyes, ears, noses, fingers on your right or left hand or foot do you have?
2. How many seasons are there?
3. How many days are there in a week?
4. How many colors are there in the rainbow?
5. How many months are there in a year?
How many horns does a cow have?
6. How many planets revolve around the Sun?
7. How many legs does the chair have?
8. How many stars are there in the sky?
The question “WHERE?”
1. Where are medications sold?
2. Where do fruits grow?
3. Where can people swim in winter?
4. Where do they get books to read?
5. Where is bread baked?
6. Where do they watch performances?
7. Where do watches get repaired?
8. Where do people get their hair cut?
9. Where do cars leave when they are not in use?
The question “WHEN?”
1. When do leaves appear on trees?
2. When is the sky dark?
3. When do people have dinner?
4. When does the sun shine?
5. When does the snow start to melt?
6. When do people have breakfast?
7. When do the lights turn on in the house?
8. When is the harvest harvested?
Alternation

Invite your child to draw, color, or string beads. Please note that the beads must alternate in a certain sequence. Thus, you can lay out a fence of multi-colored sticks, etc.

Comparison of objects (concepts)

The child must imagine what he will compare. Ask him questions: “Have you seen a fly? And a butterfly?” After such questions about each word, offer to compare them. Ask the questions again: “Are a fly and a butterfly similar or not? How are they similar? How are they different from each other?”

Children especially find it difficult to find similarities. A 6-7 year old child must correctly make comparisons: highlight both similarities and differences, and according to essential characteristics.

Pairs of words for comparison: fly and butterfly; house and hut; table and chair; a book and a notebook; water and milk; ax and hammer; piano and violin; prank and fight; city and village.

Guessing tall tales

An adult talks about something, including several fables in his story. The child must notice and explain why this does not happen.

Example: Here's what I want to tell you. Just yesterday - I was walking along the road, the sun was shining, it was dark, the blue leaves were rustling under my feet. And suddenly a dog jumps out from around the corner and growls at me: “Ku-ka-re-ku!” - and she already pointed her horns. I got scared and ran away. Would you be scared?

Yesterday I was walking through the forest. Cars are driving around, traffic lights are blinking. Suddenly I see a mushroom. It grows on a branch. Hid among the green leaves. I jumped up and tore it off.

I came to the river. I look - a fish is sitting on the shore, its legs crossed and chewing a sausage. I approached, and she jumped into the water and swam away.

Today, there are a huge number of printed publications with exercises for the development of logical thinking, which contain all kinds of tasks for the development of children.

You don’t have to set aside a special time for such activities; you can train anywhere. For example, while walking or going home from kindergarten. But it's not just math practice, it's also a great time spent with your own child. However, in the pursuit of learning the basics of mathematics, it is important not to overdo it. The most important thing is to instill in a preschooler an interest in learning. To do this, mathematics classes should be held in a fun way and not take much time.

Thus, before school it is possible to have a significant impact on the development of a preschooler’s mathematical abilities. Even if a child does not become an indispensable winner of mathematical Olympiads, he will not have problems with mathematics in elementary school, and if they do not exist in elementary school, then there is every reason to expect that they will not exist in the future

Target: Involve parents in cooperation with educators, develop in each parent the ability to organize games with the child to develop mathematical abilities.

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

Many parents believe that the main thing in 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 textbooks of modern developmental systems (L.V. Zankov’s system, V.V. Davydov’s system, the “Harmony” system, “School 2100”, etc.), these skills do not help the child in mathematics lessons for very long. The stock of memorized knowledge ends very quickly, and the lack of development of one’s own ability to think productively (that is, to independently perform the above-mentioned mental actions) very quickly leads to the appearance of “problems with mathematics.”

In modern primary school educational programs, important importance is attached to the logical component. The development of a child’s logical thinking implies the formation of logical techniques of mental activity, as well as the ability to understand and trace the cause-and-effect relationships of phenomena and the ability to build simple conclusions based on cause-and-effect relationships.

First of all, let's figure out what logical thinking consists of.

In preschool settings, there are many board-printed, didactic games and didactic aids aimed at developing logical thinking, which are used both in classes and in children’s independent activities, but it is important to understand that it is the home environment that contributes to the complete emancipation of the child; at home he learns material at an individual pace, consolidates the knowledge acquired in kindergarten. And here parents play an important role.

Logic problems.

1. Sasha ate a large and sour apple. Kolya is big and sweet. What is the same and what is different in apples?

2. Masha and Nina looked at the pictures. One in a magazine, the other in a book. Where did Nina look if Masha didn’t look in the magazine?

3. Tolya and Igor were drawing. One is a house, the other is a branch with leaves. What did Tolya draw if Igor did not draw the house?

4. The flower does not grow under the Christmas tree,

No fungus grows under the birch tree.

What grows under the Christmas tree?

5. All fish breathe with gills. Pike is a fish! What follows from this?

6. Some boys like to play football. Does this mean that everyone who likes to play football is a boy?

Regular puzzles, created by folk wisdom, also contribute to the development of a child’s logical thinking:

Two ends, two rings, and a stud in the middle? (scissors).
There's a pear hanging, can't you eat it? (bulb).
Winter and summer the same color? (Christmas tree).
The grandfather is sitting, dressed in a hundred fur coats; whoever undresses him sheds tears? (onion).

Logic games.

Name it in one word

The words are read to the child and asked to name them in one word. For example: fox, hare, bear, wolf - wild animals; lemon, apple, banana, plum - fruits.

For older children, you can modify the game by giving a generalizing word and asking them to name specific objects related to the generalizing word. Transport - ..., birds - ...

Classification

The child is given a set of pictures depicting various objects. The adult asks to consider them and put them into groups, i.e. suitable with suitable.

Find the extra word

Read a series of words to your child. Offer to determine which word is “extra”.

Old, decrepit, small, dilapidated;

Brave, angry, daring, daring;

Apple, plum, cucumber, pear;

Milk, cottage cheese, sour cream, bread;

Hour, minute, summer, second;

Spoon, plate, pan, bag;

Dress, sweater, hat, shirt;

Soap, broom, toothpaste, shampoo;

Birch, oak, pine, strawberry;

Book, TV, radio, tape recorder.

Alternation

Invite your child to draw, color, or string beads. Please note that the beads must alternate in a certain sequence. Thus, you can lay out a fence of multi-colored sticks, etc.

Comparison of objects (concepts)

Pairs of words for comparison: fly and butterfly; house and hut; table and chair; a book and a notebook; water and milk; ax and hammer; piano and violin; prank and fight; city and village.

Guessing tall tales

An adult talks about something, including several fables in his story. The child must notice and explain why this does not happen.

I came to the river. I look - a fish is sitting on the shore, its legs crossed and chewing a sausage. I approached, and she jumped into the water and swam away.

The games presented are only a small part of the existing variety of games for developing mental abilities. Great importance in the development of the foundations of logical thinking in preschoolers is attached to the use of educational games such as “Cuisenaire Sticks” and “Denes Blocks”. Many manuals have been developed for their use, both to help teachers and parents. Today, there are a huge number of printed publications with exercises for the development of logical thinking, which contain all kinds of tasks for the development of children. Don't forget about the classic logic games: tic-tac-toe, sea battle, chess, corners and backgammon.

Thus, two years before school it is possible to have a significant impact on the development of a preschooler’s mathematical abilities. Even if a child does not become an indispensable winner of mathematical Olympiads, he will not have problems with mathematics in elementary school, and if they do not exist in elementary school, then there is every reason to expect that they will not exist in the future

Literature

E.A.Nosova, R.L. Nepomnyashchaya “Logic and mathematics for preschoolers” “Childhood - Press” St. Petersburg 2008.
BEHIND. Mikhailova, E.A. Nosova “Logical and mathematical development of preschool children” “Childhood - Progress” St. Petersburg 2013;
Kovalenko V.G. Didactic games in mathematics lessons. - M., 2000
Mathematics from three to seven / Training manual for kindergarten teachers. – M., 2001.
Novoselova S.L. Preschooler's game. - M., 1999.
Perova M.N. Didactic games and exercises in mathematics. - M., 1996.
Popova V.I. Play helps you learn. //Elementary school, 1997, No. 5.
Sorokina A.I. Didactic games in kindergarten. – M., 2003.
Tikhomorova L.F. Development of logical thinking in children. – St. Petersburg, 2004.
Chilinrova L.A., Spiridonova B.V. By playing, we learn mathematics. - M., 2005.
Shchedrovitsky G.P. Methodological notes on pedagogical research of the game. // Psychology and pedagogy of preschoolers’ play. Edited by Zaporozhets - M., 2003.
Mikhailova Z.A. Game entertaining tasks for preschoolers - M., - 1990.
Misuna S. Developing logical thinking // Preschool education-2005-No. 12 p. 21.
Misuna S. Developing logical thinking // Preschool education-2005-No. 8 p. 48.

Loving mother - Site about children

RELATED ARTICLES