Additional general developmental program “Logic for Kids” (middle group 4 – 5 years old)

Project “Logic for children 4-5 years old”

Explanatory note

The need for the purposeful formation of logical methods of thinking in the process of teaching and upbringing is already recognized by psychologists and teachers. Famous child psychologist L.S. Vygotsky was one of the first to formulate the idea that a child’s intellectual development lies not so much in the quantitative stock of knowledge, but in the level of intellectual processes, i.e., in the qualitative features of children’s thinking. He argued: “Scientific concepts are not absorbed and memorized by a child, they are not taken into memory, but arise and are formed with the help of the tension of the entire activity of his own thought.” But why should a preschooler develop thinking? 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. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” 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. Knowledge of logic will contribute to the cultural and intellectual development of the individual.

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.

Modern pedagogical and methodological literature offers teachers a variety of techniques that stimulate the intellectual development of preschoolers. However, in the literature it is difficult to find a comprehensive set of tools, techniques and methods, the totality of which makes it possible to ensure the manufacturability of this process. The practice of working with children of senior preschool age has revealed that children often cannot identify signs of generalization by naming the generalizing concept itself; cognitive activity is often reduced, and this inhibits the development of a creative personality. In my opinion, the most constructive solution to the problem is the idea that the systematic development of forms and operations of logical thinking on material accessible to children in a playful form contributes to the development of children’s cognitive activity, creative and logical thinking, independence and systematic thinking.

Target:

development of logical thinking of a preschooler through play activities: teach by playing.

Tasks:

1. Develop visual perception, attention, memory, logical thinking of children.
2. Develop visual-figurative thinking.
3. Develop the skill of reasoning, drawing conclusions, contrasting, comparing, analyzing, and establishing simple patterns.
4. To develop the ability to find and complete missing fragments of images, to identify an object by individual parts.
5. Foster independence, initiative, and perseverance in achieving goals.

The project was developed for children of middle preschool age (4-5 years old).

Project implementation period

- one year.

Expected Result

:

• The ability to independently and persistently achieve goals has been developed.
• Children show curiosity and interest in research activities.
• Children have developed attention, perception, and logical thinking.
• Children successfully solve logic problems.
• Preschoolers show a steady interest in educational games.
• Developed ability to analyze, reason, compare, and draw conclusions.

Plan of joint activities with children of the middle group to develop mental abilities through didactic games and exercises

Final event:

game – quiz “Smart guys and smart girls”

Bibliography:

BEHIND. Mikhailov "Game entertaining tasks for preschoolers", Moscow "Enlightenment" 2009. V.P. Novikova “Mathematics in kindergarten”, Moscow Mosaic-Synthesis 2009. “500 tasks and tasks for children”, Creative Center Sphere 2009. E.N. Petlyakov “Developing memory and attention”, Phoenix Rostov-on-Don 2012.

https://psi-school.ru/logicheskie-igry-s-pugovicami/

https://www.babyblog.ru/community/post/parentalschool/3169149

https://mirdetstva5.ru/obschii-zanyatiya-s-rebyonkom/razvivayuschaya-igra-chto-pereputal-khudozhnik#

https://ot2do6.ru/77-volshebnaya-obvodilka.html

https://www.liveinternet.ru/users/svetlana-sima/post213452433/

https://mirdetstva5.ru/obschii-zanyatiya-s-rebyonkom/razvivayuschaya-igra-chego-ne-khvataet

https://prodetstvo.ru/games/log/log4/

https://vk.com/smart_children

Outline of direct educational activities with preschoolers in the middle group

Topic: "Trip to the Farm"

Integration of educational areas: “Communication”, “Cognition”, “Artistic creativity”, “Reading fiction”, “Physical education”

Tasks:

• cultivate a kind attitude towards animals, respect for farm work (“Socialization”)

• develop the ability to work in a team, give critical self-evaluation and evaluate the activities of others (“Socialization”)

• clarify and expand children’s ideas about domestic animals and their cubs, the work of people in rural areas (“Cognition”)

• update and enrich the nominative and predicative vocabulary of children on the topic “Pets” (“Communication”)

• form a generalizing concept “Pets” (“Communication”)

• develop the ability to practically form nouns using a suffixal method in the singular and plural, to use the genitive and dative forms of nouns in speech (“Communication”)

• develop dialogical speech, develop the ability to compose descriptive stories of 2-3 sentences (“Communication”)

• develop and improve motor skills, coordination of speech with movement, fine motor skills of the fingers, (“Physical Education”)

• develop creative abilities (“Artistic creativity”)

• activate the sensory perception of the literary word, promote the imaginative perception of poems, fairy tales, cultivate interest in the artistic word (“Reading fiction”)

• develop visual and auditory attention, verbal and logical thinking, memory, creative imagination

Methods and techniques:

Practical: game exercise with a ball “Remember, repeat”, finger gymnastics “Burenushka”, dynamic pause “Pets”, creative tasks “Birthday of a goat” (modelling), “Animals on the farm” (drawing).

Visual: multimedia presentations of didactic games, demonstrations of plot paintings “Animal Farm”, “The Benefits of Pets”, illustrations for the fairy tale “The Wolf and the Seven Little Goats”, examination of the plan diagram for drawing up descriptive stories, works of children's creativity.

Verbal: didactic games “Who lives on the farm?”, “Name the cubs”, “Who gives the voice?”, “Writer”, “Let’s feed the animals”, “Think, guess”, conversation, reading poems by S.A. Vasilyeva “Animal Farm”, S. Bulanova “Domestic Animals”, fairy tales “The Wolf and the Seven Little Goats”.

Materials and equipment : multimedia projector, screen, PC, interactive whiteboard.

Demonstration: slides, story pictures.

Handout: outline of descriptive stories, ball, plasticine, stacks, modeling board, sheets of paper, pencils.

Forms of organizing joint activities