The work program of the circle for the development of logical thinking “Young Thinker” of the municipal budgetary preschool educational institution “Suslovsky kindergarten of a general developmental type with priority implementation of activities in the physical direction

Municipal budgetary preschool educational institution

“Kindergarten “Beryozka”, Satinka village, Sampur district, Tambov region

Adopted at the meeting I approve:

pedagogical council Head of MBDOU "D\S "Beryozka"

from "___" __________ 2016 Gontareva E. V. Protocol No. _____ “__” __________ 2016

Paid Development Services Program logical thinking And mathematical abilities

"Little Experts"

for children preschool age

from 5 to 6 years

Leonova Svetlana Vyacheslavovna, teacher

Explanatory note

Focus of the “Little Experts” program

By functional purpose: educational - cognitive;

By form of organization: group;

By implementation time: one year.

This program is designed taking into account: the basic general educational program preschool education“From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva; manual “Games and exercises for the development of mental abilities in preschool children” L.A. Wenger, O.M. Dyachenko; manual “Development of the intellectual abilities of a preschool child” by L.F. Tikhomirov.

Formation and development mathematical representations for preschoolers, it is the basis for the intellectual development of children and contributes to the general mental education of the preschool child.

Organization of a circle"Little Experts"makes it possible to develop cognitive activity, interest in mathematics, and develop logical thinking.

The proposed “Little Experts” Program in its content issocio-pedagogical . The peculiarity of this work is that this activity represents a system of exciting games and exercises for children with numbers and geometric shapes, thereby allowing them to qualitatively prepare children for school. I organize activities based on children’s interests, needs and inclinations, thereby stimulating children’s desire to engage in mathematics.When conducting group work, I pay special attention to the development of logical forms of thinking.

Formation of logical thinking is important component pedagogical process.

It is solved mainly by means of fun in teaching mathematics. Mathematics provides real prerequisites for the development of logical thinking.

The teacher’s task is to help children fully demonstrate their abilities, develop initiative, independence, guide children’s mental activity, organize and direct it.

According to the functional purpose of the Program, as well as “Little Experts” educational and cognitive, because it allows you to find out the level of preparation of each child for learning mathematics, as well as identify areas of knowledge and skills in which the child has difficulties and provide him with appropriate assistance.

Novelty of the program in, that the child not only learns to count, but also masters the elements of logical actions of comparison, classification, and generalization.

The program offers exciting games and exercises for the development of logical thinking, allowing children to be well prepared for school.

Relevance of the program allows you to purposefully and quickly form perception in an accessible and interesting form. It traces a consistent transition from simple to more complex types perception. Children of senior preschool age in game form learn to identify and generalize the characteristics of objects and numbers; determine the sequence of events; Children develop mental operations of analysis and synthesis.

Pedagogical feasibility: effective development of intellectualabilities of preschool children is one of the current problemsmodernity.At preschool age, the foundations of the knowledge a child needs in school are laid. Mathematics is a complex subject that can present some challenges during schooling. In addition, not all children have inclinations and have a mathematical mindset, therefore, when preparing for school, it is important to introduce the child to the basics of logical thinking, basic techniques: comparison, synthesis, analysis, classification, proof and others, which are used in all types of activities and are the basis of mathematical abilities.

The pedagogical feasibility of the program is also due to the fact that the “Little Experts” club classes strengthen interest in mathematics, improve the physical development and emotional state of children. The development of elementary mathematical concepts in preschoolers is a special area of cognition in which, subject to consistent training, abstract thinking can be purposefully formed and intellectual level children.

Club work is built on the principle of maximum use by the child of his own cognitive activity and sequential introduction of program material (from simple to complex). The organization of training is structured in such a way that it allows

ensure cognitive interest and stability of voluntary attention,

participate in the process of completing tasks for each child,

use individual and differentiated approaches to children,

children receive joy and pleasure as a reward for their work.

Purpose of the program: creating conditions for the development of elementary techniques of logical thinking as ways cognitive activity in preschoolers.

Tasks:

Educational:

1. Fix the score within 10, practice solving simple tasks on addition and subtraction, consolidate understanding of the relationships between numbers.

2.To consolidate ideas about geometric shapes and their properties.

3.Teach orientation in time, space, on a plane.

Educational:

1. Foster cognitive activity.

2. Cultivating the need for mathematical studies.

3. Foster a sense of collectivism and camaraderie.

Educational:

1. Development of logical thinking and basic mental operations.

2. Develop mental activity, the ability to observe, analyze, and draw conclusions.

3. Development of independence, initiative, self-control and activity of the individual in activities in general.

Distinctive features: The content of the course provides for children to acquire theoretical and practical knowledge, skills and abilities. The activity represents the system entertaining games which introduce children to number, size, geometric shapes, and help them practice orientation in time and space. Games contribute to the formation of mathematical thinking, stimulate creative imagination, cultivate perseverance, will, perseverance, and determination.

With the help of logic games, children train attention, memory, and perception.

The advantage of the program is that children are constantly in motion, help each other, feel the object being studied, and abstract one, two, three, four properties in objects.

Children's age participating in the program implementation for 5-6 years.

Implementation period: 1 year - 64 hours

Forms of classes: Classes include an organized, theoretical and practical part. The organized part ensures the availability of the necessary material for classes, the theoretical part includes the necessary information on the topic, the practical part allows the children to learn the material, and the teacher to identify the degree to which children have mastered the knowledge of knowledge and plan individual work. Play activities that include various types of children's activities: cognitive, productive, motor, communicative, constructive.

Lesson mode: For children aged 5-6 years, classes are held 2 times a week. The duration of one lesson is 25 minutes.

Expected results and methods for determining effectiveness

Mathematics classes will help children develop a certain stock of mathematical knowledge and skills. Children will learn to think, reason, and perform mental operations.

During classes, children gain sustainable knowledge, skills and abilities, so by the end school year children

will know:

distinctive features of geometric shapes (square, circle, triangle, rectangle)

non-standard methods for solving various mathematical problems;

logical techniques used in solving problems;

will be able to:

distinguish, name geometric shapes, compose planar images according to diagrams and design;

use methods of analysis, synthesis, comparison, classification, establish a pattern;

navigate in space and on a plane;

Compare objects by length, height, thickness, color, shape

Distinguish primary colors and their shades

Orientate yourself in space (left, right, above, below, on, under, next to, on the side)

Make a whole from parts.

Follow instructions and work according to diagrams

In order to see the results of each child’s achievements, I use diagnostics personal growth and promotion, results assessment scale.

Forms for summing up the implementation of an additional educational program are needed in order to show the reliability of the results obtained from mastering the program in order to conduct a timely analysis of one’s activities. I use open lesson, as a form of summarizing the results of the program.

Verification methods: To track performance educational process The following types of control are used:

1. initial control (October);

2. final control (May).

Educational thematic plan additional educational program “Little Experts”

Title of section, topic	Number of hours
Title of section, topic		Practice
Modular block “Numbers and operations on them.
Color is a number, number is a color. Numbers and digits of the first ten. Types of account (direct, reverse) Composition of numbers (from 2 to 10). Addition and subtraction.
Modular block « Geometric shapes, size"
Comparison and compilation. Classification and generalization
Modular block “Spatio-temporal representations”.
Orientation in space. Orientation on a sheet of paper.
Modular block "Orientation in time"
Morning. Day. Evening. Night. Seasons.
Modular block "Set and Aggregates"
The concept of set. Many and one.
Comparison of objects.

Puzzle games. Logical tasks and exercises.
Final lesson.
Total hours

1. Modular block “Numbers and operations on them.”

Theory.

Color is a number, number is a color. Introducing colored sticks - numbers within 10. Numbers and digits of the first ten by adding 1.

Types of counting (direct, reverse, ordinal) within 20.

Composition of numbers (from 2 to 10). Making a “rug”.

Numbers are neighbors. Previous and following number.

Composition of numbers (from 2 to 10). Making a “rug”.

Dividing objects into 2 and 4 equal and unequal parts, finding a part from a whole, composing a whole from parts.

Addition and subtraction. Formation general ideas about addition, as combining groups of objects into one whole. Formation of general ideas about subtraction, as the removal of parts of objects from the whole. The relationship between the whole and the part. The concept of “whole - part”.

Drawing up and solving problems using diagrams and cards.

Solving problems on adding objects, figures, Cuisenaire rods using numbers in color. The concepts of “left, right, middle.”

Subtraction problems. Working with objects and figures. Making a “subtraction mat” from Cuisenaire sticks.” Relationships between groups of objects (more, less, same amount).

Mathematical signs: +, -, =, =,<, >. Use of these symbols in composing and solving arithmetic problems and inequalities.

Creative problem solving.

Practice.

Didactic games: “Train”, “Build a ladder”, “Computing machines”, “Algorithm”, “Fun train”, “Wonderful bag”, “Fence”, “Broken ladder”, “For the curious”, “Magic houses”, “The houses ran away” ", "Mathematical circle", "Find the hidden figure by cells", "Mosaic of numbers".

2. Modular block “Geometric shapes, magnitude”

Identifying and abstracting properties.

Theory.

Development of the ability to identify from one to four different properties in objects (color, shape, size, thickness), abstract some properties from others, and name them.

Mastering the ability to strictly follow the rules when performing actions, understanding that breaking the rules does not allow you to get the right result.

Practice.

Games: “Find the treasure”, “Guess it”, “Highway”, “Where is whose garage?”, “Growing a tree”.

Comparison and compilation.

Theory.

Developing in children the ability to compare objects according to one, two and three properties, to see what is common and different in them.

Formation of skills to compare objects and master this skill in different situations: when in their field of vision there are not only compared objects, but also others.

Practice.

Games: “Tracks”, “Find a pair”, “Two paths”.

Classification and generalization.

Theory.

Forming in children the ability to classify and generalize objects according to one, two, three and four properties: first according to given properties, then according to independently identified ones.

The transition from classification and generalization of objects according to individual properties to the identification of patterns.

Practice.

Games: “Where is whose garage?”, “Settled in the house”, “Who is visiting Winnie the Pooh and Piglet.”

Logical operations and operations “not”, “and”, “or”.

Theory.

Developing in children the ability to divide sets into classes according to compatible properties.

Development of skills to perform logical operations “not”, “and”, “or”, skills to construct correct statements using these operations, encode and decode information about the properties of objects.

Practice.

Games: “Guess the figure”, “Build a house”, “Divide the blocks - 1”, “Divide the blocks - 2”, “Algorithm”, “Architects”, “Children’s playground”, “Let’s treat the bear cubs”, “On your own branch”, "Who's the boss?"

3. Modular block “Spatio-temporal representations”

Orientation in space.

Theory.

Concepts: above, below, left, right.

Prepositions: above, under, in, on, behind, before, between.

Orientation on a sheet of paper with a checkered line: cell, line, cell column, page, sheet.

Practice.

Didactic games: “Far - close”, “High - low”, “Name - where...”, “Guess the time of year?”, “Week”. Graphic dictations.

4. Modular block “Orientation in time”

Theory.

The names of the days of the week and months, with time intervals: morning, afternoon, evening, night. Seasons. Measure of time: second, minute, hour.

Practice.

Far - close”, “High - low”, “Name - where....”, “Guess the time of year?”, “Week”.

5. Modular block “Sets and aggregates”

Theory.

General concepts multitudes. Basic operations on a set.

The concept of "Multiple". Many and one. Relationships “greater than”, “less than”, “equal”.

Properties of objects (color, shape, size, thickness, material). Combining objects into groups based on similar characteristics (two, three, four). Comparing objects by color, shape, size, thickness, etc.

Comparison of objects and aggregates.

A collection (group) of objects or figures that has common feature. Drawing up a population according to a given characteristic. Selecting part of the population.

Comparison of two sets (groups) of objects.

Designation of relations of equality and inequality.

Establishing the equivalence of two sets (groups) of objects by making pairs (equal - unequal, more by... - less by...).

Logic games. Games - puzzles.

Exercises for attention and memory. Interesting questions, games, competitions.

Practice.

Didactic games: “Lay it out correctly”, “Help the ants”, “Two hoops”, “Tracks”, “Find a pair”, “Who lives where?”, “Find the odd one out”, “Combine by 2, 3, 4 characteristics” , “Equal - unequal”, “Two hoops”.

Puzzle games: “Tangram”, “Pythagoras”, “Columbus Egg”

6. Final lesson.

Games - competitions.

Games are competitions.

Methodological support

Methods used in the implementation of the program: classes with children are carried out on the basis of the activity method, which makes it possible to correlate theoretical material with practical exercises, the cyclical method, i.e. return to previously covered material, games as the main activity of a preschooler.

The program follows the main trends in development modern techniques teaching logic and mathematics:

communicative orientation;

activation of children’s mental activity in the process of mastering logical operations;

increasing learning motivation;

individual approach to children;

technical equipment educational process.

For methodological support of the educational program additional education « Entertaining mathematics» the preschool educational institution has: didactic material(tables, flashcards, sufficient handouts for each child, diagrams, algorithms, pictures for composing problems, visual aids, puzzles), puzzles (“Tangram”, “Columbus Egg”, “Pythagoras”), logical and mathematical games (“Logic mosaic”, “Playing mathematics”, Logic and Numbers”), educational games (“Fold the pattern”, “Chameleon”).

Material and technical support: computer, multimedia projector, multimedia materials, presentations.

Bibliography.

1. Bondarenko T.M. Educational games in preschool educational institutions. Lesson notes on educational games by Voskobovich. - Voronezh: Methoda LLC, 2013.

2. Wenger A.A., Dyachenko O.M., Govorova R.I., Tsekhanskaya L.I. Games and exercises to develop mental abilities in preschool children. - M., 1999

3. Volina V.V., Holiday of numbers. Moscow, “Knowledge”, 1993

4. Mikhailova Z.A., Entertaining game tasks for preschoolers, M., 1990.

5. Novikova V.P., Mathematics in kindergarten. Moscow: Mosaic-Synthesis, 2010

6. Stolyar A.A., Let's play. Moscow, “Enlightenment”, 1991

7. Magazine "Educator". Development of mental abilities with the help of Voskobovich games. No. 7/2014.

Working programm

circle for the development of logical thinking “Young Thinker”

municipal budget preschool educational institution"Suslovsky kindergarten 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 each child's feelings self-esteem, self-esteem, 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, to 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 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 the child early age. 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 might 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. Mastery mental operations(analysis, synthesis, comparison, generalization, abstraction) will be successful if it is carried out in direct activities child 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

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;

"All preschool program. Thinking", page 4.

"I decide logic problems", page 4

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

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

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

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

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

2. Tasks on Dienesh Blocks

3. Logic problems

4. Comparison task

"Razvivalki", page 223

“Didactic games and activities in preschool educational institutions”, p. 11

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

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

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

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

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

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

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.

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

"Razvivalki", 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”, p.38,39

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

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

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

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

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.

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 170

“Logic for Preschoolers”, p. 80, No. 000;

“The entire preschool program. Thinking", pp. 33,34.

“The entire preschool program. Attention”, pp. 11,12.

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.

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

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

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.

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

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.
List of benefits
“I solve logical problems” – Sphere, 2010. – 48 p.
“Didactic games and activities in kindergarten”, Voronezh, 2007 – 78 p.
"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 games 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 cognitively oriented 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 circle program is built on the basis of the basic principles that solve modern educational objectives taking into account the demands 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 similar and different in external signs;

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; call 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 .

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 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;
recreation;
transform ;
design.

Program implementation form: regulatededucational activities within the circle"Logic".

Developmental environment:

Modeling sticks. Educational tabletop- printed games.

Small constructors and construction material 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 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., 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 ,.

Goals and objectives

size of items Target :level 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(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; buildings and cars.

Houseware ;

Numbers in poems and fairy tales. Numbers within 5. Comparing numbers within 5.

4. Numbers and numbers. 5. Actions with numbers within 5. 5. Mathematical poems Solving problems with numbers within

- jokes. Ways to solve mathematical poems

- joke. 6. Puzzles. Puzzles. addition of pictures, finding a logical pair. Rebuses - numbers,, Puzzles with different objects, putting together puzzles.

7. Geometric figures.

games to eliminate the fourth wheel

Colors of rainbow . Their order.. 8. Comparison of values.

Straight line . Search for opposites, search for similarities and differences in Closed and open curved lines

9. Tasks with sticks.

The concepts of “less”, “more”, “heavier”, “lighter”, “longer”, “shorter”, “higher”, “lower”., 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. Magic square.

12. Geometric design.

Problem solving. Conditions for its construction. Triangle .. The simplest design based on a sample. Design based on a contour object. Working with stencils.

13. Design by Representation.

Orientation on a plane. Solving problems on the development of spatial concepts Orientation in space

14. Mathematics in fairy tales.

15. ..

Physical education minutes, finger gymnastics, lacing games.

16. Concepts: “follows”, “precedes”, “above”, “below”, “stands between”, etc. d. Exercises for relaxation and development of fine motor skills Tasks to broaden your horizons and.

vocabulary: furniture, dishes, transport, vegetables, fruits, etc. P.

17. Exercises for speech development

children, logical chains.

18. Final lesson.

Games and exercises for operating with general concepts.

Making up stories from pictures

Dramatized performance with math characters

PERSPECTIVE PLAN

ON THE FORMATION OF LOGICAL THINKING IN PREPARATORY CHILDREN

GROUPS

MDOU D/S No. 49

STAVROPOL

AVRAMCHUK O. N.

SEPTEMBER:
LESSON No. 1
“Compare pictures” - find and name the differences.

“Name in one word” - call objects in each group with one general concept.

“Who is the odd one out” - look at the images of four children, find one that is different from the rest. Explain your choice in detail.
LESSON No. 2
“What is extra” - find in each group an object that does not fit with the rest. Call other items a general concept.

“Pick up identical figures” - compare objects.

“Find what is given” - find in the picture: only fruits; only objects that look like a square; those made of paper; only musical instruments, only insects, only birds, only animals of hot countries.
LESSON No. 3
“Catch a spy” - find an extra concept in each group. Explain your opinion.

“Complete the sentence” - complete the sentence with one of the words given in brackets and suitable in meaning. Repeat the entire phrase.

“Compare objects with each other” - find similarities and differences.
LESSON No. 4
“Extra pictures” - name several options for “extra” pictures, explain your choice.

“Denial” - solve problems with negation.

“Make pairs” - connect pairs of objects that suit each other. Explain your actions.

OCTOBER:

LESSON No. 1.

1. “Find a common feature” - what feature unites the objects of each group.

“Name in one word” - call objects in each group with one general concept.

“Choose a word” - for each word, choose the one that has the appropriate meaning, taking into account the purpose of the objects. Make up a sentence with each pair of words.
“Name the extra one” - choose one extra item from three items, taking into account this characteristic. Explain your choice in detail.
“Wizards” - tell what the following objects will turn into.

LESSON No. 3.

“Properties” - analyze the properties of the depicted objects. Talk about what they have in common.
“Continue the sentence” - complete the sentence using the conjunction SO. Choose 2-3 phrases to the beginning of the phrase possible options its continuation. Say the resulting statement in its entirety.
“Guess the riddle” - guess riddles, find a clue object.

LESSON No. 4.

“Continue a series of words” - continue a series of words related to one generalization. Name each general concept.
“Think and answer” - listen carefully and analyze the story using questions.
“Make a choice” - from a group of objects, choose one that, for some reason, is different from all the others. Explain the choice.

NOVEMBER:

LESSON No. 1.

“Four Seasons” - connect pairs of pictures depicting the same time of year. Explain the signs of different seasons.
“Complete the sentence” - complete the sentence by explaining the named event. Use construct complex sentence with the conjunction BECAUSE.
“Deliver the letter” - review the plans. Using them in turn, tell which way, past which objects and to which child the postman will bring the letter.

LESSON No. 2.

“What is superfluous and why” - find a logical connection between three objects. Identify an object that differs from others in some way. Explain the reasoning.
“Close the window” - choose which of the six pictures is suitable instead of a question mark.
“Choose a word” - select words from opposite meaning. Make up a sentence with the conjunction A that contains both antonyms.

LESSON No. 3.

“Find the main word” - choose from a number of words that reflect some details of the main object, one or two main ones, without which the specified concept does not exist, explain the choice.
“Nonsense” - analyze the situation depicted in the figure. Explain in detail what is its absurdity and implausibility.
“Find the difference” - in a series of similar geometric compositions, choose one that differs in the arrangement of small additional details. Explain the choice.

“Complete the sentence” - complete the sentence with one of the words given in brackets and suitable in meaning. Repeat the entire phrase.

“Match a patch to the rug” - which patches are suitable and why.
“Find the error” - find and explain in detail what is wrong with the proposed statement.
“Good - bad” - find and describe in detail the positive and negative aspects of these phenomena and events.

DECEMBER:

“Make pairs” - connect pairs of objects that suit each other. Explain your actions.

“Name the next word” - without breaking the pattern, name the next word.
“Logical chains” - find a logical connection between pictures located in the same row. Draw the missing element of the logical chain. Explain your actions in detail.
“Difficult Questions” - listen to the story and answer the questions.

LESSON No. 2.

“Place in order” - determine the order in which the pictures are drawn.
“Fill in the picture” - find each figure its place in the empty window.
“find the error” - find and explain in detail the error in the proposed comparison. Using both parts of each comparison separately, independently make two correct judgments.

LESSON No. 3.

1. “Describe the difference” - find and describe in detail the different features of two similar objects (objects).

2. “Select shapes” - select only those shapes that are in the rectangle.

3. “Continue the sentence” - make an independent conclusion based on two judgments.

LESSON No. 4.

“Compare objects” - find and describe in detail similar features of two different objects (objects).
“Name the number” - call the number of the dropped figures.
“Proverbs” - explain whether this proverb can be used in the proposed situations. Give some examples life situations, in which such a statement is appropriate.

JANUARY:

“Make pairs” - connect pairs of objects that suit each other. Explain your actions.

“Pick up the other half” - pick up the other half so that you get a square.
“What’s missing” - select the missing fragment from the picture.
“Stories” - combine three concepts that are distant in meaning in a short story.

LESSON No. 2.

“Assemble the whole” - what shapes need to be connected to make a rectangular shape; Which fragments need to be connected to make squares and identical figures standing horizontally.
“Plans” - find and describe your path.
“Pick up the key and whose shadow” - spatial thinking.

“Pick up identical figures” - compare objects.

“Name the object” - what object is made up of drawn figures.
“Rank the words by height” - which word is shorter, which is longer; to develop the ability to separate the form of a concept from its content.
“Magic drink made from berries” - classification.

“Complete the sentence” - complete the sentence with one of the words given in brackets and suitable in meaning. Repeat the entire phrase.

“What did the proverbs say” - choose correct option meanings of the proverb.
“Choose the right picture” - find patterns, explain the choice.
“Finish the line to the end” - find patterns and finish the line.

FEBRUARY:

“Make pairs” - connect pairs of objects that suit each other. Explain your actions.

“Find errors in composing beads” - patterns.
“What’s in the beginning, what’s next” is a natural sequence.
“What happened before” - conclusions based on the drawing.

LESSON No. 2.

“Pick a pair” - conclusions by analogy.
“Finish the sentence” - finish according to the meaning.
“What more” - solve semantic problems.

LESSON No. 3.

“Find the same words” - explain the semantic difference.
“Logical chains” - continue the patterns.
“What will happen instead of a question mark?” - semantic correlations.

LESSON No. 4.

“Questions” - answer questions according to their meaning.
“Antonyms” - finish the sentence.
“Correct the mistake” - pronounce proverbs correctly.

MARCH:

AVRAMCHUK O. N.

“Good and bad” - name positive and negative points.
“What’s missing” - look at the pictures and say what details are missing in each item.
“Funny puzzles” - solve logical problems.

“Name in one word” - call objects in each group with one general concept.

“Make a sentence” - make a sentence from these words.
“Comparison problems” - solve logical problems.
“Make a picture from geometric shapes” - spatial thinking.

“Pick up identical figures” - compare objects.

“Find the path” - spatial thinking.
“Rationales” - teach reasoning.
“Nonsense” - fully and coherently explain the absurdity of the situation.

“Complete the sentence” - complete the sentence with one of the words given in brackets and suitable in meaning. Repeat the entire phrase.

“Think and answer” - listen carefully and analyze the fairy tale using questions.
“Beginning-middle-end” - having determined the beginning of the event, its middle and end, mentally add any objects to the depicted objects characters and tell in detail about their actions in the right order.
“What is it for” - name it as you can more features one item.

APRIL:

“Make pairs” - connect pairs of objects that suit each other. Explain your actions.

"Detectives" - determine who left this trace.
“Funny puzzles” - solve logical humorous puzzles.
“Arrange objects in different ways” - patterns.

“Name in one word” - call objects in each group with one general concept.

“Wonderful Domino” - choose grounds for generalization.
“What is superfluous in each row of figures” - patterns.
“Help me make up a story” - inserting words instead of pictures, make up a story and answer the question.

“Pick up identical figures” - compare objects.

“Why was Misha offended?” - explain what the children did right and what wrong.
“Help the heroes make peace” - find the path connecting fairy-tale heroes, help them make peace.
“Rebuses” - learn to solve puzzles.

“Complete the sentence” - complete the sentence with one of the words given in brackets and suitable in meaning. Repeat the entire phrase.

“Solving puzzles” - consolidate the ability to solve puzzles.
“How the words were friends” - how the words in each line are similar to each other. What do they have in common?
“Find the right word” - choose words with the appropriate feature.

MAY

“Make pairs” - connect pairs of objects that suit each other. Explain your actions.

“Put everything in order” - select words for certain groups of objects united by a common feature.
“Unravel the secret code” - solving puzzles.
"Logical problems" - solve different types logical problems.

LESSON No. 2

"Labyrinth" - help geometric shapes get home.
“Kaleidoscope” - observe and color.
“What will happen if…” - speech, fantasy, logical thinking.

“Pick up identical figures” - compare objects.

1 “Good-bad” - modeling using color.

2. “Logical problems” - solve and invent.

3. “Confusion” - find extra ones that are not related to the plot,

Items.

LESSON No. 4

1. "DIAGNOSTICS".

WORKING PROGRAMM

circle for the development of logical thinking of children of the senior group of compensatory orientation “Develop”

Developed by:

Karebo I.G.., teacher

Musikhina L.V., teacher.

Abakan, 2017

1. Target section…………….…………………………………………………………………... 3

1.1. Explanatory note…….……………………………………………………..3

1.2. Goal and objectives of the program……………………………………………………………3

1.3. Principles and approaches to organizing the educational process………………..3

1.4. Planned results of mastering the Program…………………………….……..4

2.1. Curriculum……………………………………………………………………......4

2.2. Approximate comprehensive – thematic plan..…………………………………….4

3. Organizational section……………………………………………………………...6

3.4. Methodological support of the Program……………………………………………………….....6

1.TARGET SECTION

1.1. Explanatory note

In the development of preschool children’s abilities, a special place is occupied by intellectual development, namely mathematics, aimed at developing logic, thinking, curiosity, and independence. This provides enormous opportunities for development cognitive abilities, which are the basis for the formation of mathematical thinking in the future, and the formation of such thinking is a guarantee for the successful assimilation of mathematical content in the future.

The word logic comes from the ancient Greek logos, which means thought, word, reason. IN modern world Logic is the science of the rules that govern the thinking process.

These rules are complex, there are many of them, so you need to master them gradually. Logical tasks are especially difficult for children with general underdevelopment speech, because speech and thinking are closely related.

The sooner you begin to stimulate and develop logical thinking based on the baby’s sensations and perceptions, the faster a smooth transition from concrete to abstract thinking will occur. In addition, intellectual-linguistic relationships confirm the developmental influence of verbal-logical thinking on the speech of preschool children, both in normal development and in pathological conditions.

Conditions for the implementation of the circle.

The “Develop” circle is intended for children of senior preschool age.

Duration of training - 1 year.

Number of classes per year – 72.

The form of organization is a circle.

Regime - 2 times a week.

Amount of time per week: 40 minutes, 20 minutes each.

Time: afternoon.

Conditions for accepting children: upon request.

1.2. Goal and objectives of the program

Purpose of the program: creating a social situation for children’s development in the process of familiarizing themselves with and playing logical games and exercises.

Objectives of the Program:

create conditions for children to master the essential features of objects, the ability to compare and generalize;
create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations;
ensure the development of the mathematical abilities of each child as a subject of relationships with himself, with other children, adults and the world;
promote the development of initiative, independence, and the formation of prerequisites for educational activities;

1.3. Principles for the formation of the educational process

the principle of individualization, taking into account possibilities, age characteristics the development and needs of each child;
the principle of recognizing each child as a full-fledged subject of the educational process;
the principle of supporting children's initiative and shaping the cognitive interests of pupils;
principle of specificity and accessibility educational material, systematicity and interconnection in accordance with the requirements.

1.4. Planned results of mastering the Program

Targets for mastering the Program

children of senior preschool age

Child:

masters basic logical operations.
able to navigate in space and on a sheet of paper.
finds patterns in phenomena and is able to describe them.
Possesses cooperation skills and can work in pairs and small groups.
able to prove his point of view.

2.1 Curriculum

Deadlines	Subject	Watch
September	"Mathematics-logic"
October	"Journey into the Forest"
November	"Journey to the Land of Logic"
December	"Cloth"
January	"Journey to Prostokvashino"
February	"Country of Mathematics"
March	"In zoo"
April	"Space trip"
May	"Let's help the bunnies"
Total: 70 hours

2.2 Approximate comprehensive - thematic plan

Deadlines	Subject	Tasks
September	"Mathematics-logic"	1. Find a pattern 2. Who is this? What is this? 3. Think and solve problems 4. Find options 5. Wizards 6. Collect a flower 7. Logical endings 8. Ornament
October	"Journey into the Forest"	1. Useful - harmful 2. What did I wish for? 3. Plant flowers 4. Group by characteristics 5. Remember faster 6. Everything that flies 7. What happens... 8. Where do you live?
November	"Journey to the Country Logic"	1. Confusion 2. My line is your drawing 3. Fly 4. What was drawn with an invisible pencil? 5. Encryptor 6. Friends 7. The Absent-Minded Artist 8. Find the item
December	"Cloth"	1. Find a match 2. Continue the series 3. Patch 4. Shreds 5. One, two, three - look! 6. Colored laces 7. Fashion designers 8. Atelier
January	"Journey in Prostokvashino"	1. I want to know everything 2. Locals 3. Collect a card 4. Matroskin is confusing 5. Logical chains 6. How many of us are there? 7. Say it in one word 8.Complete the elements
February	"Country of Mathematics"	1. Count and name 2. Geometric Lotto 3. Back and forth 4. Solve problems 5. Find the extra item 6. Puzzle 7. Find the mistake 8. Counting sticks
March	"In zoo"	1. Where is whose shadow? 2. Who is close? Who's far away? 3. Who is the cage for? 4. Who is the odd one out? 5. What's in common? 6. What comes first, what comes next? 7. Looking for animals 8. Fantastic animal
April	"Space trip"	1. Space car 2. Counting planets 3. Milky Way 4. Who is faster? 5. Tail of a comet 6. Guess by description 7. Continue the series 8. Logical chains
May	"Let's help the bunnies"	1. How many are there? 2. Complete the second half 3. Solve problems 4. Find the differences 5. What belongs to whom? 6. Connect the dots 7. Find two identical bunnies 8. Where did the bunnies hide?

3.2. Methodological support of the Program

Security teaching materials and teaching aids.

Alyabyeva E.A. Development of logical thinking and speech in children 5-8 years old. M.: Sfera, 2005.
Buzunov V. Think, guess, draw, color! AOZT Publishing Group NEKO, 1994.
Belaya A.E., Miryasova V.I. Finger games for the development of speech in preschool children. M.: AST, 2006.
Vagurina L.M. Getting ready for school. Logical operations. Test tasks. M.: Linor, 1999.
S.E. Gavrina. Big Book tests for children 6-7 years old. Counting, reading, getting to know the outside world, developing speech, memory, attention, thinking, fine motor skills. Development Academy, 2007
Devina I.A., Petrakov A.V. Let's develop logic. M.: Linor, 1999.
Zavodnova N.V. Development of logic and speech in children. Rostov n/a: Phoenix, 2005.
Karpenko M.T. A collection of riddles. M.: Education, 1988.
Konovalenko S.V. Development of cognitive activity in children aged 6-9 years. Workshop for psychologists and speech therapists. Moscow, 2000.
Kostromina S.N. How to overcome difficulties in teaching children reading, mathematics, and the Russian language. - M., AST: Guardian, 2008.
Mamaichuk I.I., Ilyina M.N. Help from a psychologist to a child. St. Petersburg: Rech, 2006.
Stepanova O.A. Prevention of school difficulties. - M.: Sfera, 2003.
Tikhomirova L.F. Logic for preschoolers. Yaroslavl: Development Academy, 2006.
Foppel K. How to teach children to cooperate (parts 1-4). M., 1998.
Khukhlaeva O.V. The path to your self. M., 2001.
Chistyakova G.I. Psycho-gymnastics. M., 1990.
Cheremankina L.V. Development of children's attention. -Yaroslavl, 1999.
Sharokhina V.L. Corrective and developmental classes in senior group. M.2003.