How to develop logic in a child: tips, games, tasks. Report: Logical and mathematical games in work with older preschoolers as a means of forming logical thinking The value of logical games for preschoolers

Tasks in mathematics. Comparison tasks. Serious tasks. | Not for show, but for friends

Logical tasks, tasks in mathematics. Logic tasks.

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

2. Masha and Nina looked at the pictures. One in a magazine, one in a book. Where did Nina consider if Masha did not consider it in a magazine?

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

4. Alik, Vanya and Vova lived in different houses. Two houses were 3 floors, one 2 floors. Alik and Borya lived in different houses, Borya and Vova also lived in different houses.

Who lived where?

5. Kolya, Vanya and Seryozha read books. One is about travel, another is about war, the third is about sports. Who read about anything if Kolya did not read about the war and about sports, and Vanya did not read about sports?

6. Zina, Liza and Larisa embroidered. One is leaves, the other is birds, the third is flowers. Who embroidered what, if Lisa did not embroider leaves and birds, and Zina did not embroider leaves?

7. The boys Slava, Dima, Petya and Zhenya were planting fruit trees. One is apple trees, the second is pears, the third is plums, the fourth is cherries. Who planted what, if Dima - not plums, apple trees and pears, Petya - not pears and apple trees, and Slava - not apples?

8. Two girls planted trees, and one - flowers. What did Tanya plant if Sveta and Larisa and Marina and Tanya planted different plants?

9. Three girls drew two cats and a hare. What did Asya draw if Katya and Asya and Lena and Asya drew different things?

10. Two boys bought stamps, one a badge and one a postcard. What did Kolya buy if Zhenya and Tolya and Tolya and Yura bought different things, and Misha bought a badge?

11. Two boys lived on one street, and two - on the other. Where did Petya and Kolya live if Oleg and Petya and Andrei and Petya lived on different streets?

Serious tasks

1. Kolya fashioned 4 soldiers, and Slava - 1. How many soldiers did the guys fashion in total?

2. There were 6 white mushrooms and 3 boletus in the basket. How many mushrooms were there?

3. There were 6 mushrooms in the basket, 1 mushroom turned out to be inedible and was thrown away. How many mushrooms are left?

4. 5 roses blossomed on the bush. Mom cut 3 pieces, how many are left?

5. There were 3 roses in a vase. Mom cut 2 more. How many roses are in the vase?

6. There were 5 red cups and 1 blue cup on the shelf. How many cups were there?

7. 8 tomatoes ripened on the bush. Picked four tomatoes. How much is left?

Comparison tasks.

1. Galya is more fun than Olya, and Olya is more fun than Ira. Who is the funniest?

2. Inna's hair is darker than Olya's. Olya's is darker than Anya's. Who has the lightest hair?

3. Tolya is taller than Igor, Igor is taller than Kolya. Who is the highest?

4. Katya is faster than Ira, Ira is faster than Lena. Who is the fastest?

5. Sasha is sadder than Tolya, Tolya is sadder than Vanya. Who is the funniest of all?

6. Misha is stronger than Oleg, Misha is weaker than Petya. Who is the strongest?

7. A hare is weaker than a dragonfly. The hare is stronger than the bear. Who is the weakest?

8. Sasha is 10 years younger than Igor. Igor is 2 years older than Lesha. Who is the youngest?

9. Ira is 3 cm below Klava. Klava is 12 cm taller than Lyuba. Who is the highest?

10. Tolik is much lighter than Seryozha. Tolik is a little heavier than Valera. Who is the lightest?

11. Vera is a little darker than Luda. Vera is much lighter than Katya. Who is the brightest?

Logic games for kids online, free logic games

It is very important to develop the logical thinking of the child from childhood. The proposed games for the development of thinking and logic will help you with this!

Our fascinating logic games online they will teach the child to compare, analyze, compare the information received, as well as establish simple patterns. In the future, the ability to think and reason logically will be useful to the child not only in solving school problems, but will also help in difficult life situations.

Entertaining free thinking games teach the child to highlight the main thing, to generalize and draw appropriate conclusions. Gradually, our games will develop the child's ability to think and reason independently, which is so important for harmonious development.

And do not forget that in addition to the obvious benefits, you will have a great time with us!

The giraffe did not live in a red or blue house. The crocodile did not live in a red or orange house. Guess what houses the animals lived in? Three fish swam The red fish swam not in a round or rectangular aquarium. gold fish- not square and not round.

In which aquarium did the green fish swim?

Anya, Yulia and Olya's mother bought fabrics for dresses. Anya is neither green nor red. Julia - not green and not yellow. Ole - not yellow and not red.

Which fabric for which of the girls?

There are different fruits in three plates. Bananas are not in a blue or orange plate. Oranges are not in a blue and pink plate. Which bowl contains plums?

What about bananas and oranges?

How did Anton and Denis play?

Material from www.kindereducation.com

The giraffe did not live in a red or blue house. The crocodile did not live in a red or orange house. Guess what houses the animals lived in?

Three fish swam The red fish swam not in a round or rectangular aquarium. Goldfish - not in a square and not in a round. In which aquarium did the green fish swim?

Once upon a time there were three girls: Tanya is taller than Lena, Lena is taller than Dasha. Which girl is the tallest and who is the shortest? Which one of them is called?

Misha has three carts of different colors: Red, yellow and blue. Misha also has three toys: a tumbler, a pyramid and a top. In a red cart, he will not be lucky with a top or a pyramid.

In yellow - not a top and not a tumbler. What will Mishka be lucky in each of the carts?

The mouse does not ride in the first and not in the last car. The chicken is not in the middle and not in the last carriage. In which carriages do the mouse and the chicken travel?

The dragonfly does not sit on a flower or on a leaf. The grasshopper does not sit on a fungus and not on a flower. Ladybug sits not on a leaf and not on a fungus. Who is sitting on what? (it's better to draw everything)

Alyosha, Sasha and Misha live on different floors. Alyosha lives neither on the top floor nor on the bottom one. Sasha does not live on the middle floor or on the lower one.

On which floor does each of the boys live?

Anya, Yulia and Olya's mother bought fabrics for dresses. Anya is neither green nor red. Julia - not green and not yellow.

Ole - not yellow and not red. Which fabric for which of the girls?

There are different fruits in three plates. Bananas are not in a blue or orange plate. Oranges are not in a blue and pink plate.

Which bowl contains plums? What about bananas and oranges?

A flower does not grow under a Christmas tree, A fungus does not grow under a birch. What grows under the tree

Anton and Denis decided to play. One with cubes and the other with cars. Anton did not take the typewriter.

How did Anton and Denis play?

Vika and Katya decided to draw. One girl was painting

More details on the site playroom.ru

Logic tasks for preschoolers

On one of the popular social networking sites, moms love to post all sorts of puzzles that not only their children can't handle, but also the parents themselves. Sometimes they are even funny, but they call them logical. Recently, indeed, teachers have been paying increased attention to the development of logic, and note that this process must begin long before the start of school life.

Logic tasks for preschoolers

What are logic puzzles for?

Logical thinking is a kind of symbiosis of mental, mental and cognitive skills that are formed in a baby from birth. The main task of parents and educators is to teach the child to use them so that he sees the relationship between them and learns to draw conclusions.

A child is able to make independent logical conclusions by the age of five. Of course, with the condition that both parents and educators paid due attention to the development of logic.

Later, at school, and throughout life, such a child will quickly and correctly reflect any processes, navigate the system of new knowledge and cope with new activities.

What can be logical tasks for preschoolers

It is not at all necessary to look for logical tasks for preschoolers in special manuals or books on development. They are at every turn! It is enough for parents to carefully look around and see that logic surrounds us everywhere.

For example, you came with the baby to the rink. Try telling him a turnaround phrase: “It's summer now, and that's why we came to the skating rink. When winter comes, we will go to the river together.

Follow the reaction and ask to restore this situation correctly.

Most often, you can use the already existing knowledge of the child in order to draw a new conclusion. For example, a five-year-old son perfectly counts to 10. Put 5 apples in front of him and ask: “How many apples do you need to report here so that there are 10 of them?” Children really like such tasks, they happily begin to think, wrinkling their foreheads.

Another very entertaining way to develop logic in preschoolers: looking at pictures where there are extra elements. For example, in the group of thematic cards " Outerwear» Attach a picture with sandals.

Children are very fond of listening to sounds, so you can turn on the audio recording of the voices of different animals, and between them - the singing of a bird. Usually kids take it as a game.

Examples of logic tasks

If you do not have enough imagination or time to come up with logical puzzles yourself, use our resources. Recommended for children under 5 years of age.

• Task 1. Kolya's apple is green and sour, and Zhenya's is big and sweet. What is the same in these apples?
• Task 2. Tanya and Marina played with dolls. Tanina's name was Masha, and Marinin's was Klava. What was the name of Tanya's doll, if her name was not Klava?
• Problem 3. Vanya and Sanya were drawing together. Vanya drew a cat, and Sanya drew a bowl of milk for him. What did Vanya draw if Sanya did not draw a cat?
• Problem 4. Petya, Borya and Slavik lived in the same house with four entrances: Petya - in the 3rd entrance, Borya - in the 2nd, Slavik - in the 4th. In which entrance did they live new friend Vasya, if he did not live, neither did I live with one of the guys?

Logic tasks with answers

Logic tasks with answers are more like riddles, however, tricky ones. But children love them just because the answer can be the most unexpected.

Give them the opportunity to think, reflect, maybe even give the wrong version. But thanks to this, the preschooler's logical thinking, his attentiveness and confidence are trained.

Be sure to encourage your son or daughter for the correct answers, and if an error occurs, it’s okay, explain how to reason correctly. Then the time spent together will be joyful for both you and the child.

Useful articles:

Source razvitiedetei.info

Do-it-yourself didactic game "Come on, count!"

This game is designed for children 5 - 7 years old. The material will be useful to both educators and parents. You can play this game in joint activities educator with the child, as a consolidation of the material covered.

Didactic math game for preschoolers

Didactic game for preschoolers "Cat's House"

"Cat's House" is an exciting didactic game that allows you to learn geometric material in an entertaining way. It will be interesting and useful for children preschool age: younger preschoolers will learn to quickly and easily distinguish between a circle, a square, a triangle; seniors - compare figures in size, shape and color, navigate in space; in children of the preparatory group will contribute to the development of fantasy, analytical and synthetic abilities, design skills.

Didactic games for preschoolers 3-6 years old

Didactic games "Funny paper clips" for preschoolers 3-6 years old

Description of work:

The speech and motor centers are located side by side in the cerebral cortex, hence the connection between touch and the development of speech. Developing fine motor skills we develop the creative potential of the child. Together with motor skills, the logical thinking of the child develops.

The didactic games brought to your attention can exist independently or included in a thematic lesson.

Games, songs, exercises for younger preschoolers "Player"

The work presents methodical material, which is used by me in the classes in the group of early aesthetic development"Droplets" within the framework of the children's music school. Children are 2-4 years old.

This work can be useful both for teachers (music directors in kindergartens, teachers of the preparatory department in music schools, employees of centers early development), and for parents interested in the development of their kids.

More details on the site ped-kopilka.ru

Word and logic games in the development of children of senior preschool age

Sections: Work with preschoolers

By the end of the preschool period, verbal-logical thinking begins to form in children. It involves the development of the ability to operate with words, to understand the logic of reasoning. And here you will definitely need the help of adults: parents and teachers.

The famous psychologist L. S. Vygotsky established regular connections between learning and mental development. Without training, without the active transfer of the experience accumulated by mankind, full-fledged development cannot be carried out.

Children have an unconscious desire to learn something new, unusual. Adults, concerned about the future of children, try to correctly direct this desire, forcing and developing their needs from natural, material, social to spiritual.

To make the sphere of children's education relevant - to create such situations, using various teaching methods, in which the craving for knowledge and perception of this or that material, event will become constant, dominant. We need a creative approach on both sides - adults and children - to this problem.

This is possible when the child makes his own efforts through the situation of creative communication created by adults in solving various problems. At the same time, not only performing abilities are developed: memory, attention, the ability to copy the actions of others, repeat what they see or hear, which is important for the development of children, but also creative ones: observation, the ability to compare and analyze, combine, find connections and dependencies, patterns .

By the age of six, a child develops an eye, a visual assessment of the proportions that characterize an object, deliberate memorization and the ability to reproduce what has been learned. About familiar phenomena, he can already express correct judgments, draw conclusions.

Research by psychologists and educators has convincingly proved that the role of practical activities is extremely important in the comprehensive development and preparation of the child for school: irga, work, systematic training of the educational type.

As a rule, children entering the first grade can read, write and, it would seem, are fully prepared for schooling. However, some first-graders, faced with a constant mental load, find it difficult to solve and explain mathematical problems, form certain rules and concepts, and establish and justify cause-and-effect relationships.

One of the common reasons for this phenomenon is the insufficient development of verbal logical thinking. Children of this age have a superficial, inconsistent analysis of problems and situations, an inability to plan.

It is generally accepted that preschoolers are dominated by visual-figurative thinking, which is completely based on children's feelings, perceptions and ideas. Well-known psychologists point to this in their works: D. B. Elkonin, V. V. Davydov, P. Ya. Galperin. J. Piaget believes that the thinking of preschoolers is by nature illogical, because. "not burdened with knowledge."

But at present, many games are being developed aimed at developing logical and figurative thinking, randomness of memory and attention, speech and creative imagination. The sooner you start developing and stimulating logical thinking based on the child's feelings and perceptions, the higher will be the level of his cognitive activity, the faster the main, natural transition from concrete thinking to its highest phase - abstract thinking will take place. In addition, intellectual-linguistic relationships confirm the developing influence of verbal-logical thinking on the speech of preschoolers.

During games-classes, an adult (teacher or parent) is required to:

• patience;
• the ability to play and believe in the game;
• the ability to accept and understand any answer, proposal, decision of the child;
• the ability to emphasize the uniqueness, individuality of each child;
• creation.

In the process of performing such games and exercises in preschool children, the ability to analyze, synthesize, compare and generalize is activated.

Adults, playing with a child with any level of speech and intellectual development, improve the most valuable mental processes for a child: thinking, attention, memory, speech, imagination, creativity.

One of the main indicators of a child's readiness for school is the level of his mental and speech development. Understanding the verbal instructions of the teacher, the ability to answer his questions and form your own questions for him is the first thing that is required from the child in the educational process.

Games and exercises aimed at developing mental and speech abilities in preschoolers.

Making up a story from pictures.

4 pictures are placed in disorder in front of the child, which depict a certain sequence of events well known to the child. The adult asks the child to put the pictures in the right order and explain why he arranged them that way. Then it is proposed to compose a story from the pictures.

Understanding the grammatical structure of sentences.

“Natasha went for a walk after she watered the flowers.” - What did Natasha do before: went for a walk or watered the flowers?

“In many years, Serezha will be a little older than Sasha is now.” - Who is older? (Sasha) .

Recognition of objects by given signs.

Name an object about which you can say:

yellow, oblong, sour;

Which object has the following characteristics:

fluffy, walks, meows; smooth, glassy, ​​they look into it, it reflects.

Who or what could be:

high or low;

Don't teach your child to count! Logic games for kids. Games and toys for preschoolers

How to make math interesting for a child? How to play it? How to develop logical thinking in a child?

For many adults, mathematics is associated with numbers and operations on them, and therefore children are often taught numbers and counting first. But it is better to start forming mathematical thinking not from this point.

We, adults, are used to operating with letters, numbers, diagrams - we have developed abstract thinking. The child's thinking is arranged differently - psychologists call it figurative.

Indeed, children explore the world using all five senses: touch, taste, smell, sound and look at it. So, first of all, they should be allowed to "touch" mathematics. And the easiest way to do this is in household chores and in the game.

Mathematics is a creative science, it is interesting to play it. Mathematical games help the child to take a fresh look at the world, pay attention to those processes and patterns that he had not noticed before.

Mathematical thinking enriches the personality, makes life more interesting and eventful. The main tasks of elementary education in mathematics are to teach the child to draw independent conclusions, find patterns and solve logical problems.

What should be taught first?

1. The first step is to teach the child relative position of objects: "to the right", "to the left", "above", "below", "for", "before". We live in a three-dimensional world, and it would be nice to help a child build a model of this world. There are many games on this topic: robot, maze, simple programming.
2. The second important skill classify objects according to characteristics: first one at a time, then two at a time, and so on. For example: put the red cubes in one pile, the blue ones in another. This will be the classification by color. We add a classification by size: large red figures in one bucket, small red ones in another, large blue ones in a third. Here you can also introduce a classification according to the shape of the object and, as a result, introduce the child to geometric shapes.
3. It is also useful to teach the child measure the length of objects. You can measure in meters and centimeters, but it is better to first use various measuring items: cars, dolls, then palms, steps. And compare what is longer and in what. For example, the length of a python can be measured in apples, parrots, or equal steps. Or you can trace the contour of the child's body on a piece of drawing paper, and then measure it with different measuring toys. Through this technique, the child will easily learn the relativity of measurements, and it will be clearly visible to him that it is possible to compare only if the lengths are measured by the same standards.
4. Entering numbers is best through counting quantities and measurement of lengths. It is also important to show the child the difference between the item number (for example, the sixth apple) and the quantity (six apples).
5. And only after the child has thoroughly mastered the concept of quantities, you can teach him mathematical operations: addition, subtraction, division and multiplication.

how we play math

With our children, we have been playing mathematical games since early childhood, from the age of 3. The first was the game "Kitten's Journey". The son took a toy kitten in his hands, we sat down with him in front of the globe, and the journey began.

We imagined that a fast train was driving a kitten from our city across the entire continent, and we tried to imagine the pictures that the kitten sees. Along the way, the kitten had to draw a path through the maze, or collect gems in a cave, or help a beaver build a house.

Of course, our son helped the kitten to complete the proposed tasks. Sometimes we "sat" in a rocket and flew to the stars, exploring them, the planets and space itself. Sometimes we shrink down to microscopic size and travel through the blood vessels of the human body, studying the composition of the blood, as well as the location and properties of the body's organs.

The son grew up, the tasks became more complicated. His next favorite game was Lego Programming. We drew labyrinths through which, laying out the commands "forward", "backward", "right", "left" with four colors of Lego blocks, it was necessary to lead a robot or a car.

At the same time, there were many games for classifying and sorting objects.

Then a math circle was organized for children 4-6 years old - we spent two years together, playing and learning new things. Then our daughters were born, after them new games appeared and the old ones were enriched. Finally, what we have accumulated over ten years of classes, we have collected in a book.

Each chapter begins with a story about how dad or mom play with their children - Kolya and Katya. You can discuss the games from the story with the child, you can play them, or you can complete the tasks proposed at the end of the chapter.

Here are some games from this book.

Four cars

An example of a visual game for sorting objects by color.

- Dad, I'm bored! Play with me! Kolya called his father. - Fine. What will we play? - In Lego. - Amazing. Do you want me to show you something interesting? - dad sat opposite Kolya and poured out all the Lego between them.

Then dad took four trucks from the shelf and offered: - We have Lego parts in four colors. Let's break them down into cars: the first one will carry red parts, the second - blue, and the next two - yellow and green. We will take the parts to the other side of the room and there we will build four garages from them: red, blue, yellow and green.

Robot in the maze

This game is aimed at the development of algorithmic thinking. This is how we learn to solve complex problems using a sequence of simple actions.

- Kolya, imagine that you are a robot. Stand here, on the arrow showing the entrance to the labyrinth. You must walk only when you hear the command, and take one step in the direction indicated to you.

Katya will guide you.

The guys were happy and agreed. Then dad put Kolya in front of the entrance to the labyrinth, and Katya next to Kolya, and said that the robot understands only simple commands: forward, backward, right and left; and that at each command it takes a step in the indicated direction and freezes, waiting for the next command. And that he cannot enter the cells on which obstacles lie.

Multi-colored candies (logic task)

Mom: - I bought you three sweets: green, red and yellow. Kate - not green, Kolya - not yellow, dad - not red and not green. Guess which candies I bought for whom.

Toys on the shelves

Another story is a puzzle that teaches the skills of classification and spatial thinking.

The children's room is a mess. The shelves on which toys usually lie are empty, and all the cars, dolls, animals are scattered on the floor, and sad Katya and Kolya are sitting among them.

Children do not really like this activity - putting toys in their places, and therefore they work slowly. Then dad appears on the threshold of the room and, after carefully looking at the guys, says that it can be interesting to put away toys - you just need to come up with rules.

- For example, - he continues, - try to guess by what rule I will now begin to fill the shelves.

From the whole pile of toys, dad chose the smallest ones and put them on the top shelf. I put the larger toys on the second shelf, and, finally, the largest toys gathered on the bottom shelf.

“I understand,” Katya said. - You increased the size of the toys: first you put the smallest ones, and on the next shelves you put more and more large toys. "Well done," said Dad. - But it was easy. Now guess the next rule. And he rearranged the toys like this:

“I guessed,” Katya exclaimed. “Me too,” Kolya said. - And it was really not easy: you put the toys so that on each shelf there was one car, one animal and one doll. And so that in each row, if you look from top to bottom, there was also only one typewriter, a doll and an animal. - What you good fellows! Dad was happy for them.

Teaching math to kids is a lot of fun. It is joyful to see how they play it, create on the basis of new knowledge, how their eyes light up. And since mathematics is based on logic, it will be useful to all children, regardless of what profession they choose in the future.

Children have been brought to me more than once, who from the threshold said that they hated mathematics. And after a few classes, when they thawed and saw in mathematics not a boring cramming, but a new interesting world The kids were starting to love her.

For all the kids with whom they are engaged in mathematics kindly, patiently and using game elements, it becomes one of their favorite subjects, and children achieve great success in it. You just need not to miss the time and start classes until the child has lost interest in the new. Most children are able to excel in mathematics, to excel in high school and university, provided they are introduced to this great science at an early age.

Anna Shevyakova

More info www.7ya.ru

How to make math interesting for a child? How to play it? How to develop logical thinking in a child?

For many adults, mathematics is associated with numbers and operations on them, and therefore children are often taught numbers and counting first. But it is better to start forming mathematical thinking not from this point.

We, adults, are used to operating with letters, numbers, diagrams - we have developed abstract thinking. The child's thinking is arranged differently - psychologists call it figurative. Indeed, children explore the world using all five senses: touch, taste, smell, sound and look at it. So, first of all, they should be allowed to "touch" mathematics. And the easiest way to do this is in household chores and in the game.

Mathematics is a creative science, it is interesting to play it. Mathematical games help the child to take a fresh look at the world, pay attention to those processes and patterns that he had not noticed before. Mathematical thinking enriches the personality, makes life more interesting and eventful. The main tasks of elementary education in mathematics are to teach the child to draw independent conclusions, find patterns and solve logical problems.

What should be taught first?

1. The first step is to teach the child relative position of objects: "to the right", "to the left", "above", "below", "for", "before". We live in a three-dimensional world, and it would be nice to help a child build a model of this world. There are many games on this topic: robot, maze, simple programming.
2. The second important skill is classify objects according to characteristics: first one at a time, then two at a time, and so on. For example: put the red cubes in one pile, the blue ones in another. This will be the classification by color. We add a classification by size: large red figures in one bucket, small red ones in another, large blue ones in a third. Here you can also introduce a classification according to the shape of the object and, as a result, introduce the child to geometric shapes.
3. It is also useful to teach the child measure the length of objects. You can measure in meters and centimeters, but it is better to first use various measuring items: cars, dolls, then palms, steps. And compare what is longer and in what. For example, the length of a python can be measured in apples, parrots, or equal steps. Or you can trace the contour of the child's body on a piece of drawing paper, and then measure it with different measuring toys. Through this technique, the child will easily learn the relativity of measurements, and it will be clearly visible to him that it is possible to compare only if the lengths are measured by the same standards.
4. Entering numbers is best through counting quantities and measurement of lengths. It is also important to show the child the difference between the number of an object (for example, the sixth apple) and the quantity (six apples).
5. And only after the child has thoroughly mastered the concept of quantities, you can teach him mathematical operations: addition, subtraction, division and multiplication.

Comment on the article "Don't teach your child to count! Logic games for kids"

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State budgetary preschool educational institution

Kindergarten No. 63 "Golden Fish"

Baikonur city

Master Class

"The development of logical thinking by means

logic-mathematical games"

Prepared by:

educational psychologist:

Pashina Irina Alexandrovna

education: higher professional

Baikonur, 2016

At the present stage of modernization of preschool education, special attention is paid to ensuring the quality of education at preschool age, which makes it necessary to find ways and means of developing logical methods of mental actions, taking into account the needs and interests of preschoolers.

In accordance with modern trends in the development of education, we must graduate from the kindergarten, a person who is inquisitive, active, understands living things, and has the ability to solve intellectual problems. The development of logical thinking is the key to the success of a kindergarten graduate at school. Our future depends on the level of the state of competence, success, logic. And for children with mental retardation, this is the most important aspect of development.

The increased cognitive activity of preschoolers and the problem of the development of logical thinking of older preschoolers, which is closely related to it, is relevant at the present time. In modern conditions, the importance of computer literacy is increasing, one of the theoretical foundations of which is logic. Knowledge of logic contributes to the cultural and intellectual development of the individual.

The relevance of this topic is also due to the fact that a necessary condition for the qualitative renewal of society is the multiplication of intellectual potential, the lack of development of logical thinking in children and the interest of teachers in new forms of development of logical thinking in children.

Improving the quality of preschool education at the present stage is confirmed by the interest on the part of the state in the education and development of preschool children. An example is the adoption of the Federal State educational standard preschool education (FSES DO) and the Federal Law "On Education in Russian Federation". The principles of preschool education are:

1) full-fledged living by the child of all stages of childhood, enrichment (amplification) child development;

2) building educational activities based on the individual characteristics of each child;

3) recognition of the child as a full-fledged participant (subject) of educational relations;

4) support for the initiative of children;

5) cooperation of the Organization with the family;

6) introducing children to socio-cultural norms, traditions of the family, society and the state;

7) the formation of cognitive interests and cognitive actions of the child in various types activities;

8) age adequacy of preschool education (correspondence of conditions, requirements, methods to age and developmental features);

GEF DO as the main principle of preschool education considers the formation of cognitive interests and cognitive actions of the child in various activities. In addition, the standard is aimed at developing the intellectual qualities of preschoolers.

At the present stage of education and training, logical and mathematical games are widely used - these are games in which mathematical relationships are modeled, patterns that involve the performance of logical operations and actions. In the process of games, children master mental operations: analysis, synthesis, abstraction, comparison, classification, generalization.

Currently, a lot of logic and mathematical games of various authors are offered:

Games for the development of intellectual abilities. (A.Z. Zak).

Educational games with elements of computer science and modeling. (A.A. Stolyar).

Games for the development of cognitive processes with modeling elements. (L.A. Wenger, O.M. Dyachenko).

Games for the development of constructive and creative thinking, combinatorial abilities (B.P. Nikitin, Z.A. Mikhailova, V.G. Gogoleva).

Games with Gyenesh blocks.

Games with colored sticks Kuisener.

Voskobovich games

Puzzle games

Logical and mathematical games develop in children: independence, the ability to autonomously, independently of adults, solve available problems in various activities, as well as the ability for elementary creative and cognitive activity. Also, these games contribute to the development of mental processes, create a positive emotional atmosphere, encourage children to learn, collective search, and activity in transforming the game situation.

That's whytarget my work: to promote the development of logical thinking, the desire for independent knowledge and reflection, the development of mental abilities through logic and mathematical games.

Logical and mathematical games are specially designed in such a way that they form not only elementary mathematical representations, abilities, but also certain, pre-designed logical structures of thinking and mental actions necessary for the further assimilation of mathematical knowledge and their application to solving various kinds of problems.

Observing children during direct educational activities, in independent play activities, I noticed that they are often distracted, cannot draw the simplest conclusions, get tired quickly, and this leads to a decrease in attention, memory, which means that children do not learn program material well. At a time when children play games with logical and mathematical content, while using non-traditional material in them, they easily and quickly orient themselves on micro and macro planes, compare objects without problems, and count. I was faced with the problem of how to do so in order to form elementary mathematical representations in children, develop logical thinking and at the same time make children think independently, as well as bring them joy from the process of cognition.

Therefore, in my work on the development of logical thinking, I began to include technologies and methods of such well-known authors as: D. Kuizener, Z. Gyenesh V. Voskobovich, V. Kaye, K. Gattegno, puzzle games for laying out images from geometric details are Tangram, Pentamimo…, as well as logical and mathematical games and manuals, borrowed from the Internet and made by me from junk and improvised material. Thanks to the use of gaming technologies, the learning process of preschoolers takes place in an accessible and attractive way.

In order to promote the development of logical thinking in preschool children, a number of conditions must be observed:

work with children should be carried out in a system, activities should be linked to work in everyday life,

take into account individual and physiological features children,

use a variety of forms of work (games, observations, leisure, etc.)

creative and enthusiastic approach to the organization of the learning process

create an appropriate developmental environment and at the same time use the variety and variability of educational games with mathematical content.

I would like to draw your attention to the following author's methods and developments that I use in my work.

George Cuizener Belgian teacher.

One of his inventions was a set of colored wooden sticks (the method was based on the technique of Friedrich Fröbel, a German teacher of the century before last). Kuizener used them in teaching arithmetic.

Advantages of the Kuizener technique:

This technique is universal. Its application does not contradict any other methods, and therefore it can be used both separately and in combination with other methods, complementing them.

Although Kuizener's sticks are intended directly for teaching mathematics and explaining mathematical concepts, they have an additional positive effect on the child: they develop fine motor skills of fingers, spatial and visual perception, and teach them to order.

Kuizener's sticks are simple and understandable; kids perceive working with them as a game.

In each of the sets, the rule applies: the longer the stick, the more value the number it expresses. The colors in which the sticks are painted depend on the numerical ratios determined by the prime numbers of the first ten natural numbers. Each stick is a number expressed in color and size.

I would like to point out another wonderful technique -Denies blocks.

The games of this remarkable Hungarian teacher deserve the closest attention: they contribute to the development of logical thinking, analytical abilities, skills in solving logical problems, the ability to identify various properties in objects, name them, adequately indicate their absence, and also keep one or three properties in memory at the same time.

Games with logical blocks give an initial idea of ​​such concepts as algorithm and information coding. They contribute to the development of speech: the baby builds statements using the conjunctions “and”, “or”, willingly enters into verbal contact with adults.

Logic blocks are excellent helpers in physical education classes, in mathematics classes, speech development, design, visual activity(application), as well as in role-playing games.

Gyenes logic blocks are games based on a set that consists of 48 geometric shapes of four shapes (circles, triangles, squares, rectangles); three colors (red, blue and yellow); two sizes (large, small); two volumes (thick, thin).

There are no identical figures in the set. Each geometric figure is characterized by four features: shape, color, size, thickness. The second component of the game is the cards on which information about the geometric figure and its features is encoded.

One code card is divided into two parts: the first indicates which geometric figure (logical block) we are looking for; the second contains information about what color this figure is. On the following cards, concepts such as the size of a geometric figure and its thickness are added to the specified information.

Children of all ages can play with Gyenes blocks: from the smallest to elementary (and even high) school.

Another no less interesting technique for the development of logical and mathematical representations in children isVoskobovich games.

Voskobovich games

A bit of history

Vyacheslav Vadimovich is an inventor who came up with more than 50 benefits for the development of the mental and creative abilities of a child. He is a physicist by profession. But the circumstances in his native country so developed that the young father Voskobovich had to delve into pedagogy with his head. When Vyacheslav Vladimirovich had children, he seriously thought about their comprehensive development. Unfortunately, in those years there was not much choice among the games, and those innovative teachers who proposed the method of early learning advised to make all the games from improvised materials. Inspired by the works of Zaitsev and Nikitin, Voskobovich decided to create something completely new that would be interesting not only to his children, but also to their peers.

Although Vyacheslav Voskobovich did not have a pedagogical education, his intuition in choosing methods for raising his children opened the doors of real pedagogical creativity for him. Creating his first game, he came up with an interesting fairy tale, during which the heroes, together with the guys, must solve the riddle of the new game and make an interesting discovery.

Features of Voskobovich's educational games:

Games are designed based on the interests of children.
Being engaged with such game aids, children get real pleasure and discover more and more new opportunities for themselves.

Wide age range.
The same game can be played by children from 2 to 7 years and older.
The game starts with simple manipulation and then gets more complicated with a large number of various game tasks and exercises.

Imagery, versatility and versatility.
This is the most important thing that distinguishes Voskobovich's games from others.

Playing only one game, the child has the opportunity to show their creativity, develop comprehensively and master a large number of educational tasks (get acquainted with numbers or letters; color or shape; counting, etc.).

Games are filled with a sense of a fairy tale, a special language that we, adults, lose behind rational word forms. Tales-tasks, good images such as the wise raven Meter, the brave baby Geo, the smart caterpillars Fifa, the funny hare Lopushok, accompanying the child through the game, teach the child not only logic, literacy, correct speech, but also human relationships.

Creative potential

All games are a free flight of imagination that can result in some kind of discovery. Any resulting figure can ignite the baby's imagination to an extent that we adults are simply not capable of.

Ready-made developing didactic material systematized by age and educational tasks.

Methodological support.

Many games are accompanied by special methodological books with fairy tales, in which various plots are intertwined with intellectual tasks, questions and illustrations. Fairy tales-tasks and their good heroes - the wise raven Meter, the brave little Geo, the cunning but rustic All, funny Magnolik - accompanying the child through the game, they teach him not only mathematics, reading, logic, but also human relationships.

Fairy Cut

Methodical tales that contain stories about the transformations and adventures of funny heroes and at the same time logical questions, tasks and exercises on modeling, transforming objects. Vyacheslav Voskobovich called this author's gaming technology "Fairytale labyrinths of the game." He proposes to create a Purple Forest developmental environment.

Purple Forest meets all the requirements that a development environment must meet according to the Federal State Educational Standard. The new standard for preschool education emphasizes the game method, which Voskobovich uses in his manuals and sensory environment.

In the "Purple Forest" you can use a variety of forms of work: specially organized activities: classes, solving problematic tasks, inventing stories with the participation of the "inhabitants" of the forest and the children of the group, writing riddles, fairy tales, poems, research activities, holding mathematical holidays and leisure activities, and etc.; free activity of children associated with the use of games by V.V. Voskobovich, as well as heroes of fairy tales.

Ways to implement technology.

In the "adult-child" relationship, the position of the adult over the child is not assumed here, only partnerships. The child is surrounded by a relaxed, fun, intellectual and creative atmosphere

The games of V. Voskobovich can be divided into:

games aimed at creative design;

games for the development of logic and imagination;

games that teach reading;

games for the development of mathematical abilities.

I will give examples of the most famous games and tasks with them that are used in my work:

"Voskobovich Square" or "Game Square" it can be 2-color (for children 2-5 years old) and 4-color (for 3-7 year old children)

This is a game for the development of logic and imagination. Kerchief, Eternal Origami, Maple leaf - all these are synonyms of Voskobovich's Square. The game consists of 32 rigid triangles glued on both sides at a distance of 3-5 mm from each other on a flexible fabric base. On the one hand "Square" - green and yellow color, on the other - blue and red. The "square" is easily transformed: it can be folded along the fold lines in different directions according to the "origami" principle to obtain three-dimensional and planar figures. That is why this game is also called “Eternal Origami” or “Transformer Square”.

Mom Trapezia, dad Rectangle and grandfather Quadrilateral help the child solve problems. Addition options - 1.000.000 (!).

The game is accompanied by a methodical tale about the amazing transformations-adventures of the square. In it, the "Square" comes to life and turns into various images: a house, a mouse, a hedgehog, a kitten, a boat, a shoe, an airplane, a candy, etc. The child collects figures from the pictures in the album, where it is shown how to fold a square, and an artistic image of the same object is given.

This puzzle square allows not only to play, develop spatial imagination and fine motor skills, but also is a material that introduces the basics of geometry, steriometry, counting material, the basis for modeling, creativity, which has no age restrictions.

I suggest that you familiarize yourself with this wonderful game. Let's assemble the figure as shown on the screen.

"Transparent Square" or "Non-melting Ice Lake Ice"

transparent squareis a puzzle, constructor and manual for solving logical and mathematical problems. The game consists of 30 square transparent plates with geometric shapes: square, rectangle, triangle, trapezoid, pentagon and hexagon. The rest of the plate is transparent, due to which, when they are superimposed on each other, the pattern changes. From these records you can make different pictures, and even whole compositions. Playing with records, the child gets acquainted with such concepts as shape, size, the ratio of the whole and the part, he develops memory, attention, logical thinking, sensory and creative abilities, design abilities, and imagination. This game perfectly develops figurative and spatial thinking, logic, gives mathematical knowledge and ideas about geometry. The instructions for the game are a fairy tale about the amazing non-melting ice floes of Ice Lake. Together with the wise Raven Mater, the child will complete the tasks of the Keeper of Ice Lake and will be rewarded with magical non-melting pieces of ice, which can be used to make many funny figures. You can add figures from the album, or you can invent your own.

The tasks in the instructions are divided into three groups (Raven Mater spent three days on Ice Lake, competing with his keeper). On the first day, Raven solved problems on the analysis of geometric shapes and the ratio of part and whole, on the second day he added squares from various parts and a variety of figures, and on the third day he played Vertical Dominoes with the Keeper of Ice Lake. This game can be played in pairs or groups. All the plates are placed in the middle of the table, the players take turns taking one plate at a time and building a square out of them (if the plate does not fit, it is placed next to it and gives rise to a new square). The one who completes the square to the whole takes it for himself and receives as many points as there are parts in the square. Whoever has the most records (or points) wins.

"Transparent number"

"Transparent figure" - an unusual game that contributes to the development of mathematical concepts and concepts of spatial relationships; structure of numbers and letters as signs.

With it, the child will get acquainted with such properties of objects as flexibility and transparency; understand how to classify objects according to certain characteristics; learn to sort the plates by color, quantity, arrangement of strips; will learn that the same image can be reproduced in different ways; will be able to make signs and figures according to the model and from memory.

The game contributes to the development of attention, memory, logical thinking. Composing numbers, letters and a variety of figures from plates, the child will develop imagination and creativity, fine motor skills of hands and speech.

The game consists of 24 transparent plates with elements of the "electronic eight" in four primary colors: red, blue, yellow and green, and 10 cardboard stencil cards. The size of transparent cards is 5*8 cm. Elements of numbers on cardboard and transparent cards are the same size.

The main essence of the game is that by overlaying transparent cards on top of each other or on stencils, you can make various signs and figures. Moreover, you can make them yourself different ways- the same figure can be added from two and from four plates. It is necessary to observe only one rule - the colored stripes must be superimposed only on the unpainted ones, otherwise the game loses its meaning. At the initial stage, you can use stencils as a hint; in the future, it is recommended to collect signs from memory.

Remember when you were a kid learning to write a zip code? Now you can not only write it, but also assemble it in an unusual and interesting way!

From the stripes, you can also design letters and subject silhouettes (both from the album and your own, fantasy ones).

"Igrovisor"

What he really is? This is an A4 size notebook of two bound sheets. The bottom sheet is cardboard, the top sheet is made of transparent plastic. Sheets with developmental tasks are placed under the plastic layer, on it the child has a marker on water based performs various tasks, which are then easily removed.

In my work, I use an analogue of this wonderful game– a simulator, which she called “Unusual Screen” (she spied the idea on the Internet). As a basis, I took ordinary transparent corners for paper.By inserting any black-and-white and color graphic tasks, you can draw with a water-based marker, color, hatch and not be afraid of a mistake. The error is easily erased with a napkin. With the help of one game, you can solve a large number of educational tasks.

What you should pay attention to during classes with children on the games of Voskobovich:

Preparation.

Before offering a game to children, read guidelines and the game itself.

Speech.

Mostly children work with their hands and speak little. During classes, ask the children what they are doing, why they chose this particular figure and not another, ask them to retell the fairy-tale task or come up with their own story.

Static.

Being engaged with game materials, the child is most often in the same sitting position. Should be considered age features children and timely distract them from too long sitting.

perseverance .

Playing with Voskobovich's manuals requires perseverance, and this is not for every kid to their liking and strength.

I would also like to draw your attention to the game manuals of the Russian inventor, engineer-physicistViktor Avgustovich Kaye .

A bit of history

Victor Caye is a technical engineer, poet, bard, and also an inventor. There are more than 1000 handmade games and toys in his author's collection. The trouble is that most of his inventions, not finding a mass buyer, remain in single copies.

The birth of a second son served as a kind of catalyst for Victor Kaye. The future inventor “tested” most of the Soviet toys on the eldest, and with the advent of the second child, he wanted something new, original. So, in 1979, two-year-old Alexei received a toy rocket launcher as a gift from his dad. And Viktor Avgustovich simply plunged headlong into a new hobby. By 1984, he had already received 11 copyright certificates, and in 1987 he became a laureate of the youth scientific and technical creativity competition.

Developing methods and technologies of V.Kaye solve the following tasks:

form creative volume-spatial and associative thinking, sensorimotor coordination;

form and develop perception, concentration of attention, memory, imagination; have a stimulating effect on the development of speech; train fine finger movements; develop the ability to compare, contrast, analyze, model colors and objects;

develop fantasy, imagination, eye, architectural and artistic taste, creativity, individuality, combined with the ability to work in a team of peers;

shape exploratory behavior search activity and such strong-willed qualities as accuracy, concentration, perseverance, patience.

Games V.A. Kaye belong to a special kind of children's independent games - "games of experimentation" and represent a whole developmental system. The most important feature of his games is multifunctionality (combining solitaire, flat transformers, graphic designers and superdominoes) and variability: the game can be easily modified, which allows children to develop the flexibility of the mind.

Here are some of them:

"Diamonds Kaye"

"Kaye Arcs" and "Kaye Rings"

"Rainbow (river, forest, solar) labyrinth"

"Tricubics"

construction kit "StroyKaye"

mosaics "Bulk balls"

tops (plastic, wooden, painted);

"Green Glades", "Bridges and Shores"

I want to dwell on the game that I actively use in my work. This is a developing subject-game system "Honeycomb Kaye".

Developing subject-game system "Honeycomb Kaie" serves for individual or collective play between the ages of 3 and 11 years.

The set consists of 84 three-dimensional elements. The element has the shape of a hexagon. On front side- mosaic pattern, the reverse side is plain.

Multifunctionality:

As a graphic constructor for creating figures from parts of drawings on elements.

As a graphic transformer to change the resulting figures.

As a flat mosaic.

To play dominoes.

For design and experimentation.

Element Capabilities:

The element can be freely moved along the horizontal plane;

The element can be placed in a corner formed by other elements;

Change the picture by rotating the elements;

Creation of compositions of the big sizes.

Classes and games of Kaye contribute to a meaningful perception of the outside world, orientation on the plane and in space, the development of a sense of harmony, proportion, symmetry and asymmetry, shape and beauty. Classes contribute to the formation and development of compensatory funds, which always take place in the development of a child with a defect, have a beneficial effect on the psycho-emotional state, relieve emotional stress, and have a stimulating effect on the development of speech.

In the process of using this game, I decided to slightly expand its capabilities. I made its floor version. In the process of playing with this option, the children are not in one position, but are constantly in motion, laying out the image on the carpet.

Another game guidemath tablet

What is a math tablet

This classic didactic game has been known since the 1950s. Its prototype, called Geoboard ("geometric board"), was invented by the Egyptian teacher Caleb Gattegno. Variations of the "Geoboard" are also "Geocont" by Voskobovich and the tablet "Geometric".

Mathematical tablet is a rubber constructor. There are 25 pins on a square field (5 rows and 5 columns). Colored rubber bands are pulled over them, and all kinds of silhouette images appear on the field - from letters and numbers to plot pictures. You can complement the lines with geometric shapes - and these images will become even more diverse and vibrant.

It is included in the kit

Square tablet with 25 pins

Set of colored geometric shapes (2 squares, 2 triangles, 2 circles)

Set of colored rubber bands

Book with tasks

What develops a mathematical tablet

Despite its "mathematical" name, this manual is universal. Classes with him train different types of thinking: not only logical and spatial, but also figurative and creative. While working with fairy tales, poems, riddles, speech actively develops. The solution of various types of problems forms the cognitive abilities of the child. By attaching rubber bands to the pins, the child improves fine motor skills of the hands. And if he does this also by coordinates, then he improves attention.

Where to begin

First you need to give the child a tablet, count the pins, and then, taking the rubber bands, (a small amount) show how to pull the rubber bands on the pins. Here you must remember yourself and constantly remind the child about this, that first we hook the rubber band to the pin, and then we pull it from bottom to top or from left to right. During the game, you can practice counting: how many pins are inside the figure, how many are around the perimeter.

Game options

With children 3-5 years old:

We depict familiar objects and phenomena with the help of lines (for example, rain, sun, boat).

- We "revive" geometric shapes: for example, a square turns into a house, a triangle - into a vase of flowers.

We guess riddles - and the child “draws” riddles with rubber bands on the tablet. In the same way we illustrate fairy tales, poems, songs. Such tasks perfectly develop not only imagination, but also speech.

Also at this age, it is important to teach the child to “read” the diagram and reproduce pictures according to a ready-made scheme (for example, lay out numbers and letters with rubber bands).

With children 6-7 years old:

We compose a fairy tale in pictures. Several guys participate in this game at once: everyone creates their own scene on the tablet, and then everyone unites and tells the whole story.

Let's get acquainted with the concept of "coordinate system". You can number the rows and columns of pins: from 1 to 5 and from A to D. Accordingly, the field points have coordinates A1, B3, G2, and so on.

We conduct auditory dictations. You give the child the coordinates, and he creates an image based on them.

In my work on the use of logic and mathematical games, I found on the Internet a lot of interesting factory-made manuals, as well as those made from waste material, and I applied some of them in my practice, slightly modifying them.

Grann sticks

This game is a variant of the well-known counting sticks.

The game is an analogue of the Polish game of the company Granna "Sticks" and is an excellent didactic, building and artistic material. My set of this manual includes 48 sticks (12 each of red, yellow, green and blue flowers), made of PVC, size (12x1.5cm). The set includes 16 bright diagrams-pictures in size A5. The cards are divided by color, indicating the level of difficulty: light pink cards are the easiest for kids, light blue is more difficult, light yellow is the most difficult.

You can play with sticks both with kids and with children of older preschool age. The game consists in putting together the figures indicated in the pictures or invented by the children themselves from sticks.

With the help of these sticks, the guys learned how to collect different pictures, like a drawing, which, on their own, they came up with, consolidated counting skills and the composition of numbers, with the children of the preparatory group for school, we laid out letters, collected fantastic animals and much more.

Playing with sticks promotes development in preschool children creative, logical, visual-figurative thinking; develop attention, fine motor skills. Develop counting skills. Form initial ideas about geometry.

Constructor "Velkrosh" (author Olesya Zhukova)

This easy-to-make and easy-to-use construction set is designed for preschoolers aged 2 to 7. To make the designer, I only needed a Velcro fastener, also called Velcro, 2 cm wide, and scissors. To make the constructor elegant and interesting, I purchased Velcro in 5-7 different colors, choosing the brightest and most beautiful ones.

Like any educational toy, this constructor will be useful only if you deal with it correctly and show the child all its interesting features.

I showed the children the techniques by which the strips can change their shape and connect with each other. So parts with different surfaces can be connected in different ways: overlapping at different angles, ends in a line, in a ring or in a “boat”, sides in a wide strip, along the entire length with a shift (which allows you to get parts of different lengths with different types of pairing tips , or close one part on the surface of another in a round ring.

Only after the children learned to repeat the models I assembled and mastered various design techniques, I began to give tasks in words, for example, make a bunny or make a rocket, encouraging the child to use the skills, memory and imagination.

The possibilities of "Velkroshka", despite the simplicity, are diverse enough to depict plants, animals, objects, architectural structures and much more.

Knitted constructor "Fantasy"

The manual includes a set of knitted strips 10 cm long and 2.5 cm wide, 10 pcs. each of the presented colors in the manual, on one side of the strip - a button is sewn, on the other - there is a loop, the set includes diagram cards. The manual is supplemented with strips of felt, 10 cm long and 2.5 cm wide. The manual is intended for children 2-7 years old.

Target:

Development of tactile sensations, fine motor skills;

Development of mental processes;

Studying and consolidating knowledge of primary colors;

Formation of the ability to create various models according to the model, according to the verbal instructions of the educator, according to one's own plan;

Development of the ability to solve tasks independently;

Improving the skills of quantitative and ordinal counting;

Clarification (or acquaintance) of knowledge about geometric shapes, letters and numbers;

Development of free communication with adults and children;

Development of imagination and creativity.

Having successfully applied this manual in practice, I came to the conclusion that it can be supplemented with felt strips of the same length and width. As a result, the functionality of my manual has increased.

The guide is simple and clear. Leaves a lot of room for children's imagination!

Didactic guide"Geometrics"

It is a set of multi-colored, identical in size, but different in color, geometric shapes (squares, triangles, circles), as well as rectangular shapes of different colors with divisions for inserting into each other, sample cards.

The guide allows you to create :

Ability for logical operations (analysis, synthesis, comparison)

Representation of geometric shapes, color;

develop:

Observation,

creative imagination,

Fine motor skills of fingers

With the help of this guide, children game form will be able to master:

Planar design skills;

Ability to classify geometric shapes by color, shape;

Ability to navigate in space and on a plane;

The ability to highlight the similarities and differences between geometric shapes;

Skills of designing according to a pattern-sample and according to one's own plan.

Pentamimo

Pentomino is a very popular logic game. The Pentomino puzzle was patented by Solomon Wolf Golomb, a Baltimore resident, mathematician and engineer, professor at the University of Southern California.

Pentomino is a popular logic puzzle for kids and adults. The game consists of 12 flat figures. All figures consist of 5 squares. Each element denotes a Latin letter, the shape of which it resembles. Many have long been familiar with this Tetris puzzle game, which is based on the idea of ​​pentominoes.

The elements of the puzzle are made up of symmetrical patterns, letters, numbers, animals. One of the most common pentomino tasks is to make a rectangle out of all the shapes. In this case, the figures should not overlap and there should be no voids.

Pentomino develops abstract thinking, imagination, fosters perseverance and patience, teaches you to define, create, analyze. In pentomino fantasy can work wonders: out of incomprehensible figures of various shapes, a figure of a dog, a car, a tree can appear.

A child of 5-6 years old can be given the task to lay out a figure according to a model or come up with it yourself. The result will be a planar silhouette image - schematic, but understandable by the main characteristic features of the object, the proportional ratio of parts, in shape.

You can show the kid how to fold a rectangle. Draw the child's attention to how the figures lie, accidentally break the rectangle, ask the child to repeat. Also teach how to fold according to the pattern, like a mosaic.

You can make your own Pentomino game. This requires high-density paper (or white uncoated board) and a color printer. I chose the size of the initial frame for the figures (for example, 2x2 cm). Using a graphic editorAdobephotoshopdrew elements of the game. And that's it, printed, laminated and cut out. I made similar schemes and tasks for the game. The diagrams were printed on a color printer.

Lacing game "Smart Shapes"

Many years ago Montessori Maria, the author of a popular developmental technique named after her name Montessori technique, came up with and brought to life the idea of ​​a developing game - lacing. Since then, entertaining lacing games have been popular among adults and children all over the world.

In stores, you can choose a lot of sets for activities with a rope, but fantasy tells you how you can make a toy with your own hands without any material costs that will bring more joy to kids.

In addition to desire, I needed beautiful laces and figures made of

and base material. There are a lot of options from which you can cut the outline of a toy: plastic, linoleum, foam polymer, dense felt, felt, etc.

But I decided to opt for PVC, considering that the material is hygienic (can be treated with any disinfectant) and resistant to long-term use.

Laces are flat and voluminous; they are made in the form of boots, various animals, fruits, etc. I wanted to test the option using templates from geometric shapes, believing that this option would help me remember the basic shapes, which I implemented with pleasure.

The formation of mathematical representations and elements of logical thinking requires constant, systematic and systematic work, both in the joint activity of an adult and a child, and in independent activity. Developing games of a mathematical orientation contribute to the successful learning of the basics of mathematics, the formation of mathematical thinking, stimulate the development of creative imagination, the education of perseverance, will, perseverance, and determination.

Preschool age is extremely favorable for the development of logical thinking, provided that this process is based on using the possibilities of visual-figurative thinking inherent in a child at this age.

It is necessary to provide support to children in case of difficulties, which consists in various types of assistance.

stimulating - used in conditions of low cognitive interest of the child, insufficient arbitrariness of behavior.

Guide - is presented in connection with the imperfect possession of the means and methods of the child's activity, reduced ability to plan. sequence of actions to be performed.

educational - used in situations where previous types of assistance have not been sufficient.

Where stimulating assistance is the smallest dose of assistance to the child, and teaching is the largest.

Today, the solution of the problem must be approached by solving problems on a daily basis: familiarization with this field of knowledge in a playful and entertaining way helps the child to learn the school curriculum faster and easier in the future. Games of logical content help to cultivate cognitive interest in children, logic games as one of the most natural activities of children and contributes to the formation and development of intellectual and creative manifestations, self-expression and independence.

The development of logical thinking in children through logical and mathematical games is important for the success of subsequent school education, for the correct formation of the student's personality and in further education they will help to successfully master the basics of mathematics and computer science.

Comprehensive work on the development of cognitive interest among preschoolers contributes to their qualitative preparation for school, the formation of the ability to use their knowledge in life. Such children are capable of non-standard, creative problem solving, they are in demand in society.

Alla Korneeva
Logic games as a condition for successful readiness for school

In modern practice preschool education, there is a clear shift in teaching elementary mathematics to children in the direction of development. Today, mathematics should become for a child not just a system of knowledge, but a powerful tool for learning about the world around us, stimulating the child’s independent development of means logical reflection of objects and comprehension of the relations between them, which as a result, in the aggregate, ensures the intellectual and cognitive development of the individual.

Developmental orientation of education in logic games, mathematics is the leading trend of the modern learning process preschooler. Therefore, mathematics should become for the child a necessary method of research that is related to the tasks of daily practical life.

Development logical thinking is one of the main tasks of the comprehensive development of children, which should be given serious attention. Thinking is the highest form of human cognitive activity, the process of searching for and discovering something essentially new.

Developed thinking enables the child to understand the patterns of the material world, cause-and-effect relationships in nature, social life and interpersonal relationships. Boolean thinking is fundamental in achieving success in life. With its help, a person is able to analyze any situation and choose the best option action in the current conditions. Boolean thinking must be constantly trained, best of all - from early childhood, in order to avoid stereotypical thinking, which is characteristic of the bulk of people.

Entertaining games on thinking, they teach the child to highlight the main thing, to generalize and draw appropriate conclusions. Gradually games develop in children the ability to think and reason independently, which is so important for harmonious development.

Formation logical thinking is an important part of the pedagogical process.

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

The task of the educator is to help children fully demonstrate their abilities, develop initiative, independence, manage the mental activity of children, organize and direct it.

The primary source of knowledge for children is sensory perception derived from experience and observation.

In the process of sensory cognition, they form representations - images of objects, their properties, relationships.

Understanding logical definitions, concepts is directly dependent on how children go through the first sensory stage of cognition.

The richer their natural-scientific ideas about the quantitative and spatial properties and relationships of real objects, the easier it will be for them in the future, by generalization and abstraction, to move from these ideas to mathematical concepts.

Due to this preschooler is a subject of the natural-mathematical space and this is given an important place in the system preschool education.

Effective development of children's intellectual abilities preschool age is one of the pressing problems of our time. IN preschool age, the foundations of the knowledge necessary for the child in school. Mathematics is a complex science that can cause certain difficulties during schooling. In addition, not all children have inclinations and have a mathematical mindset, therefore, when preparation for school it is important to introduce the child to the basics logical thinking, basic tricks: comparison, synthesis, analysis, classification, proof and others, which are used in all activities and are the basis of mathematical abilities.

However, one should not think that the development logical thinking is a natural gift, the presence or absence of which should be reconciled. There is a large number of studies confirming that the development logical thinking can and should be practiced (even in cases where the natural inclinations of the child in this area are very modest). When organizing special developmental work on the formation and development logical methods of thinking, there is a significant increase in the effectiveness of this process, regardless of the initial level of development of the child.

Modern pedagogical and educational literature offers a variety of methods that stimulate the intellectual development of children. However, in the literature it is difficult to find a holistic set of tools, techniques and methods, the totality of which makes it possible to provide manufacturability of this process.

Thus, a contradiction is revealed between the need to increase the level of formation of mathematical abilities, logical thinking of preschoolers and insufficient technological development of this process in conditions traditional learning system preschool education.

Currently, there are many games and exercises aimed at developing figurative and logical thinking, memory and attention, speech and creative imagination. The sooner you start developing and stimulating logical thinking based on the sensations and perception of the child, the higher will be the level of his cognitive activity, the faster the main, natural transition from concrete thinking to its highest phase - abstract thinking will be carried out.

Organization of mathematical education and development at various stages preschool childhood is due advancement of the child on the cognitive levels of development mathematics: from sensory-objective to figurative. Smooth progress of the child on the stairs logical development, provides children with an independent discovery of the meaning of mathematical relations with the help of objective action and a visual image.

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Experience as a kindergarten teacher. The development of logical thinking of preschoolers through didactic games

GEF DO as the main principle of preschool education considers the formation of cognitive interests and cognitive actions of the child in various activities. In addition, the standard is aimed at developing the intellectual qualities of preschoolers. Particular attention is paid to ensuring the quality of education at preschool age, which makes it necessary to find ways and means of developing logical methods of mental actions, taking into account the needs and interests of preschoolers.
In accordance with modern trends in the development of education, we must graduate from the kindergarten, a person who is inquisitive, active, understands living things, and has the ability to solve intellectual problems. The development of logical thinking is the key to the success of a kindergarten graduate at school. Our future depends on the level of the state of competence, success, logic.
Preschool age is extremely favorable for the development of logical thinking, provided that this process is based on using the possibilities of visual-figurative thinking inherent in a child at this age.
Games of logical content help to cultivate cognitive interest in children, contribute to research and creative search, desire and ability to learn. Didactic games as one of the most natural activities of children and contributes 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 school education, for the correct formation of the student's personality and in further education they will help to successfully master the basics of mathematics and computer science. The requirements of the GEF DO for the results of mastering the program are provided in the form of targets for preschool education, which are social and normative characteristics of the child's possible achievements at the stage of completing the level of preschool education.
At the final stage:
- the child shows initiative and independence in various activities, games, communication, cognitive research activities, construction, etc.
- the child has a developed imagination, which is realized in various activities, and above all in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms;
- the child shows curiosity, asks questions to adults and peers, is interested in causal relationships, tries to independently come up with explanations for natural phenomena and people's actions;
- the child is capable of making his own decisions, relying on his knowledge and skills in various activities.
Modern pedagogical and methodological literature offers teachers a variety of methods that stimulate the intellectual development of preschoolers. However, in the literature it is difficult to find a complete set of tools, techniques and methods, the totality of which makes it possible to ensure the manufacturability of this process. In practice, work on the development of the child's logical thinking goes on without realizing the significance of psychological methods and means in this process. The practice of working with children of older preschool age has revealed that children often cannot isolate the signs of generalization, naming the generalizing concept itself, cognitive activity is often reduced, and this hinders the development of a creative personality.
The leading pedagogical idea of ​​experience is to create necessary conditions for the development of active knowledge of the world around us, logical thinking of older preschoolers through the use of entertaining didactic material in the educational process.
The pedagogical experience is based on the ideas of domestic and foreign educational psychologists on the problems of thinking development: S.L. Rubinshtein, L.S. Vygotsky, P.P. Blonsky, P.Ya. Galperin, V.V. Davydov, E.A. Vyakhirev, A.I. Meshcheryakov, N.A. Menchinskaya, D.B. Brushlinsky, J. Piaget, M. Montessori, and others).
Thinking- the highest level of human knowledge of reality. Sensual basis of thinking are sensations, perceptions and representations. Through the sense organs - these are the only channels of communication between the body and the outside world - information enters the brain. The content of information is processed by the brain. The most complex (logical) form of information processing is the activity of thinking. Solving the mental tasks that life sets, a person reflects, draws conclusions and thereby cognizes the essence of things and phenomena, discovers the laws of their connection, and then transforms the world on this basis.
Thinking is not only closely connected with sensations and perceptions, but it is formed on the basis of them. The transition from sensation to thought is a complex process, which consists, first of all, in the selection and isolation of an object or its attribute, in abstraction from the concrete, individual and the establishment of the essential, common to many objects.
Thinking acts mainly as a solution to problems, questions, problems that are constantly put forward before people by life. Solving problems should always give a person something new, new knowledge. The search for solutions is sometimes very difficult, so mental activity, as a rule, is an active activity that requires focused attention and patience. The real process of thought is always a process not only cognitive, but also emotional-volitional.
The objective material form of thinking is language. A thought becomes a thought both for oneself and for others only through the word - oral and written. Thanks to the language, people's thoughts are not lost, but are transmitted in the form of a system of knowledge from generation to generation. Putting on a verbal form, the thought at the same time is formed and realized in the process of speech.
Thinking is inextricably linked with the practical activities of people. Any type of activity involves thinking, taking into account the conditions of action, planning, observation. By acting, a person solves any problems. Practical activity is the main condition for the emergence and development of thinking, as well as a criterion for the truth of thinking.
The main mental operations scientists include:
1. Analysis. In analysis, the whole is mentally decomposed into parts or mentally isolated from the whole of its aspects, actions, relationships. For example, in order to draw a conclusion about the properties of any complex mechanism, it is necessary to investigate what it is made of and what each of its parts is made of, that is, to conduct an analysis.
2. Synthesis. This is the reverse process of analysis. During synthesis, the mental unification of parts, properties, actions into a single whole takes place. For example, by examining the constituent elements of a complex mechanism, one can imagine how the whole mechanism will work as a whole. Synthesis is always preceded by analysis. In mental activity, synthesis and analysis are closely interrelated.
3. Comparison is the establishment of similarities or differences between objects and phenomena or their individual features.
4. Abstraction. It consists in the selection of any properties, features of the object under study and the presentation of these features, properties in the form of an independent object of thinking. For example, the concept of color is an abstraction if we do not specify an object that has this color. Saying "green" we separate this concept from objects and mentally we can attach the concept of "green" to various objects, for example, a green sky, a green person, etc., that is, an abstract concept turns into an independent object. Abstraction is usually carried out as a result of analysis. It was through abstraction that such abstract concepts as length, breadth, quantity, equality, etc. were created.
5. Specification. When concretizing, there is a return of thought from the general and abstract to the concrete in order to reveal the content. Concretization is addressed in the event that the expressed thought turns out to be incomprehensible to others or it is necessary to show the manifestation of the general in the individual.
6. Generalization - a mental association of objects and phenomena according to their common and essential features.
Psychological and pedagogical studies of scientists have proved that the basic logical skills are formed in children starting from 5-6 years of age. The concept of developmental learning D.B. Elkonina V.V. Davydova, the pedagogical experiments of psychologists and teachers convincingly demonstrated the enormous potential of children's abilities and proved that the main condition for the development of children's thinking is their purposeful education and training through play activities.
In 2011-2015 the topic of the work was "The development of elements of logical thinking in preschool children."
Work on the experience took place: In 2011-2013. – group from 5 to 7 years – group from 3 to 5 years.
Target: creation of conditions for the formation of logical thinking in children through educational games and exercises.
Tasks:
1. To study and analyze the psychological, pedagogical and methodological literature on the research problem.
2. Select and develop a system for using games that develop the logical thinking of preschool children;
4. Develop a series of notes; logical tasks, problem situations, using educational games built on cooperation technology.
5. Increase the pedagogical competence of parents on the problem of development cognitive abilities children.
6. Analyze the effectiveness of the work done.
A prerequisite for the work was: to purposefully develop the mental abilities of preschoolers in games, in game situations in the classroom, in solving problem situations in intellectual games,
Based on the above theoretical principles on the development of children's thinking, a study was conducted on the development of logical thinking in children of older and middle preschool age. The methods of R. Nemov were used,
"Nonsense", goal: to evaluate the child's ideas about the world around him, about the logical connections between the objects of this world: people, animals, nature;
"Divide into groups" goal: diagnosis of perception and logical thinking. The definition and analysis of the diagnostic study of the initial stage made it possible to highlight the following results:
After the initial diagnosis in 2011. it turned out that 11.1% of children have very low level, 27.8% - low level, they have low cognitive interest; poorly developed skills to analyze, compare, generalize, classify; they rarely play with entertaining material, they are interested in it from time to time (for example, if bright pictures or familiar cartoon characters), coherent speech of preschoolers is not developed. 55.5% had an average level of development of logical thinking. During the survey, it was revealed that preschoolers quickly lost interest in classes, fatigue, absent-mindedness were noted, which reduced the learning effect of the lesson. Only 5.56% of children are distinguished by the flexibility of thinking, the ability to compare, draw logical conclusions, predict consequences, a remarkable ability to understand the beautiful, ingenuity. Concentration and the ability to persistently engage in any activity is formed even in excessively active children. They become less irritable, they have a reduced tendency to destructive behavior. The development of logical thinking in preschool age contributes to the rapid memorization of school material in the future. As a result, these children are more independent and tend to do their own schoolwork.
Based on the diagnostic examination, the need to intensify work in this direction was determined.
Working in a group of 4 to 5 years and having a positive experience in the development of logical thinking in older preschoolers, I found it possible to start the process of forming logical methods of thinking with more early age- from 4 - 5 years.
I based my choice on several reasons.
1. The group of children with whom I worked for the second year showed their contrast in terms of overall development. Some children are ahead of their peers. They are curious, inquisitive, show great interest in the new, unknown, while having a good stock of knowledge. These are children who receive a lot of attention from adults at home.
Such guys, having come to kindergarten, should rise to a higher level, training their intellect in gaming activities.
To do this, the teacher needs to create a good developmental environment that best meets the needs of the child.
Considering psychological features children of middle age (the beginning of the formation of children's relationships), I gave the game a big role - the role of bringing children together in work in pairs, groups. The result should be the receipt of joint results of activities, a sense of joy for yourself and your peers.
For the effectiveness of the work on the development of logical thinking, I use a variety of teaching methods; practical, visual, verbal, game, problem, research.
Visual: observations, demonstration (thematic pictures, videos, presentations,); attributes for didactic games, board games;
Verbal: - riddles, riddles, games for the development of the imagination. We use a wide range of topics: about domestic and wild animals, clothing, nutrition, etc.
Practical: exercises, cognitive games.

In the process of developing logical thinking by preschool children, I give a significant place to various means:
game forms in cognitive activity: TRIZ methodology. lotto game problem situations, paired pictures, magnetic, large and carnation mosaics, a set of cubes of 4 - 9 pieces, educational games (“Fold a pattern”, “Geometric constructor”, “Cuizener’s colored sticks”; “Dyenes blocks” didactic games “Number cards ""Put the numbers in the house", "Number houses", "What is superfluous". (Planar) games with elements of modeling and substitution, building sets (floor, table). Didactic toys: inserts, lacing. ”, “Fold the pattern”.
games for comparing objects according to various properties (color, shape, size, material, function), grouping by properties, games for the development of spatial imagination (they teach children to analyze a model of a building, a little later - to act according to the simplest scheme (drawing), to recreate a whole from parts ("Tangram", puzzles), for seriation according to various properties, counting games.Compilation of a whole image from parts, "rows" of identical objects in descending and increasing one or another sign (in size, in width, height, etc.). ) The creative process includes logical operations - comparison, synthesis (recreation of an object). counting sticks; Games with counting sticks develop not only subtle hand movements and spatial representations, but also creative imagination. During these games, you can develop a child's ideas about form, quantity , color, finger games - these games activate the activity of the brain, develop fine motor skills of the hands, contribute to the development of speech and creative activity. "Finger games" is a staging of any rhyming stories, fairy tales with the help of fingers. Many games require the participation of both hands, which allows children to navigate in terms of "right", "up", "down", etc. If a child learns any one finger game”, he will definitely try to come up with a new staging for other poems and songs.
- games-experiments "In which vessel there is more water"; and so on.
It is important that the child always has the opportunity to choose a game, and for this the set of games must be quite diverse and constantly change (change is about 1 time in 2 months).
When planning my teaching activities for the week, I include the following games: desktop-printed didactic games, riddles (to consolidate the topics studied earlier), games for the development of fine motor skills (mosaic, lacing, games with bulk materials), games with building material and counting sticks, puzzles. Games are used to organize gaming joint and independent activities.
Here I have included the following:
The transition of one type of activity (game) from joint to independent;
Weekly introduction of new developmental material into the gaming activity;
Taking into account the time frame (i.e., planning a small amount of material, I thereby did not damage such an important activity for the child - a plot-role-playing game).
- Joint activities are carried out frontally, but more often - in groups (3 - 5 people) and in pairs.
The competitive nature of the games is used.
Thus, the knowledge gained by the child in the classroom is consolidated in joint activities, after which they pass into independent and only after that - into everyday activities.
Improving the cognitive and intellectual activity of pupils is carried out in different forms interaction with children: frontal, subgroup, individual. In various types of activities: in the joint activities of children and adults, independent activities of children. I actively use in directly - educational activities with children in part - search methods of training and tasks aimed at developing higher mental functions (modeling, problem situations, research, cognitive research activities).
Working with children 5-7 years old (2011-2013, 2015-2016) I use entertaining mathematical material ( entertaining tasks, puzzles, logical tasks and exercises) - which are one of the didactic tools that contribute to the formation of mathematical representations of preschoolers. Logical tasks are aimed at developing the ability to think consistently, to generalize the depicted objects by signs or to find their differences. These are the tasks “Continue the row”, “Find the mistake”, “Find the missing figure”, “Find the differences”. When solving them, the methods of mental activity are most fully manifested: comparison, generalization, abstraction.
Games such as: "Danetki", labyrinths have become a springboard for activating the mental activity of children.
In the process of forming logical thinking, it is very important to teach children to make small, but their own discoveries, which as a result contributes to their development, strengthening of formal logical connections. For this purpose, a cycle of classes has been developed, united by a common idea - the solution of logical problems. The most typical tasks are: determination of patterns, comparison, identification of common features, definition of concepts, classification according to one, two, three features. To activate mental activity, a logical task, a riddle, a logical exercise, or a game was introduced daily, in all classes. The use of fables and absurdities in the classroom helps develop analytical thinking in children, establish logical connections between the objects of the world around them - people, animals, nature; learn to justify their answers. This makes it possible to check the quality of children's knowledge.
The activation of children in the classroom is achieved by selecting the appropriate content, methods and techniques, forms of organization of educational activities. The task of the educator is to arouse interest in the lesson in children, to create in them a state of enthusiasm, mental tension, to connect the content of the lesson with practical activities. Often at the beginning of the lesson we use an entertaining problem situation of a fabulous nature. For example, Mashenka will find out where the stream flows from which you can get drunk only if he solves the problem of Baba Yaga (three times differently decomposes different geometric shapes into groups.). Such techniques are also used when, in the very setting of the goal of the lesson, the children face a specific problem that needs to be resolved, for example, not just solve the measurement problem, but help the cook measure a certain amount of cereal for porridge, but at the same time use mugs of different volumes. The development of cognitive activity is facilitated by such an organization of learning, in which children are involved in the process of independent search and discovery of new knowledge, solve problems of a problematic nature.
Intellectual and practical activities of children in the classroom tried to diversify. Didactic games are directly included in the content of classes as a means of implementing program tasks. The place of the didactic game is determined by the age of the children, the purpose, purpose, content of the classes. It can be used as a training task, an exercise aimed at completing a specific task. Games are also appropriate at the end of the lesson in order to reproduce and consolidate what was previously learned. So, after tasks to consolidate the basic properties of geometric shapes, a game with two or three hoops is effective, which helps children see the properties of objects, classify them according to three criteria. In the formation of mathematical representations in children, various didactic game exercises, elementary in form and content, were widely used. They differ from typical educational tasks and exercises in the unusual setting of the task (find, guess), the unexpectedness of presenting it on behalf of a hero. Their main purpose is to exercise children in order to develop skills and abilities.
Constantly changing the form of questions, tasks, stimulates the search activity of children, creating an atmosphere of intense teamwork.
The content of the classes should be difficult, but feasible - too simple or too complex material does not arouse interest, does not create the joy of intellectual victory, solving problems that support cognitive activity. An important role in this is played by entertaining educational games, tasks, entertainment. They are interesting for children, emotionally capture them. And the process of solving, searching for an answer, based on interest in the problem, is impossible without active work thoughts. In the course of games and exercises with entertaining material, children master the ability to search for solutions on their own. Our task is to equip them only with a scheme and direction for the analysis of the problem, leading in the final result to the solution of the problem. Using a systematic exercise in solving problems in this way helps to develop mental activity, independence of thought, and a creative attitude to the learning task. children's initiative. The solution of various kinds of non-standard tasks contributes to the formation and improvement of general mental abilities: the logic of thought, reasoning and action, the flexibility of the thought process, ingenuity and ingenuity, spatial representations. Of particular importance should be considered the development in children of the ability to guess at a certain stage of the analysis of an entertaining problem, search actions of a practical and mental nature. A guess in this case testifies to the depth of understanding of the problem, the high level of search actions, the mobilization of past experience, the transfer of learned methods of solution to completely new conditions. (Several birds were sitting on a branch. They have only 6 wings. How many tails do they have?) In teaching preschoolers, a non-standard task, purposefully and appropriately used, acts as a problem.
The daily inclusion in classes and in everyday life of logical tasks, riddles, exercises, games is a necessary technique that contributes to the development of analytical thinking in children, its activity, independence and creativity, quick wit and resourcefulness.
An important role is played by the organization of independent children's activities in a specially organized developmental environment. In the free use of children - entertaining games, game materials and manuals. Logic tasks are selected taking into account the age, the sequence of complications.
A lot of time was devoted to organizing games in my spare time. All games were conditionally divided into time periods of the daily routine in kindergarten.
For example, situations of "waiting" between regime moments, pauses after games of great physical activity can be used for playing "Smart Minutes" games. Such games are held with all children with any level of speech and intellectual development. These can be verbal-logical games and exercises like:
1. Recognition of objects by given signs.
2. Comparison of two or more items.
3. Analyze three logically related concepts, highlight one that differs from the others in some way. Explain the reasoning.
4. Logic tasks
5. Most fully and coherently explain what is the ambiguity, implausibility of the situation.
6. According to the drawing or according to the content set forth in the poem.
"Smart" questions:
Can a table have 3 legs? Is there sky under your feet? You, me, and you and me - how many of us are there?
Why is snow white? Why do frogs croak?
Can you reach your right ear with your left hand? Maybe the clown looks sad? What does a grandmother call her daughter's daughter?
Logic endings:
If the table is higher than the chair, then the chair ... (below the table)
If two is more than one, then one ... (less than two)
If Sasha left the house before Seryozha, then Seryozha ... (left later Sasha)
If the river is deeper than the stream, then the stream ... (smaller than the river)
If the sister is older than the brother, then the brother ... (younger than the sister)
If the right hand is on the right, then the left ... (left)
I use riddles, counting rhymes, proverbs and sayings, tasks, poems, jokes.
Such games and game exercises make it possible to spend time with children more vividly and interestingly. You can return to them repeatedly, helping children learn new material and fix passed or just play.
In the morning and evening periods, I organize both games aimed at individual work with children with low developmental indicators and, conversely, games for gifted children, as well as general role-playing games.
The main indicators of the child's intellectual development are indicators of the development of such mental processes as comparison, generalization, grouping, classification. Children who have difficulty in choosing objects according to certain properties, in their grouping, usually lag behind in sensory development (especially in early and middle age). Therefore, games for sensory development occupy a large place in working with these children and, as a rule, give a good result.
Thus, trying to take into account the interests of each child in the group, trying to create a situation of success for everyone, taking into account his achievements in this moment development, the requirements for the development environment in the group were determined:
The presence of games of various content - to give children the right to choose;
The presence of games aimed at advancing development (for gifted children);
Compliance with the principle of novelty - the environment must be changeable, updated - children love the new”;
Compliance with the principle of surprise and unusualness.
Nothing attracts children so much as an unusual-looking box, toy, character. For example, the appearance in the corner of Palochkin - Schitalochkin, Winnie the Pooh, Kubarik, unusual pictures, surprisingly reminiscent of recently studied numbers; Felt Boxes, Pirate Treasure Chest from the previous session; treasure maps; a letter from the characters of classes with another geometric puzzle, etc.
All of the above conditions ensure the effective interaction of the child with this environment and do not run counter to the requirements for the developmental environment of the Federal State Educational Standard for Education - the subject-developing environment should be: ensuring the full and timely development of the child;
encouraging children to activities;
contributing to the development of independence and creativity;
ensuring the development of the subjective position of the child.
The work on the development of logical thinking in children, organized in line with gaming technologies, meets the interests of the kids themselves, contributes to the development of their interest in intellectual activity, meets the current requirements for organizing the educational process for preschoolers and stimulates teachers to further creativity in joint activities with children.
Interaction with parents.
All work on the development of logical thinking in children takes place in close interaction with parents, since the family is the most important area that determines the development of the child's personality in the preschool years.
At the meetings, parents were shown games that children play every day, being in a group, these games were accompanied by tasks that parents should set for themselves when playing this or that game. All this enriches their impressions, common interests appear, gives the joy of communication, and develops the cognitive interests of children. Consultations were prepared for parents (“Mathematical games for preschoolers”, “Games with Gyenesh blocks”, a booklet “Didactic games in mathematics, parent meetings in various forms”).
In the corner for parents, material was periodically hung out to cover the stages of development of logical thinking in children, cognitive interest, advice to help parents.
Forms of interaction with parents:
Questioning, survey.
Consultations on the selection of educational games for a child 5-7 years old and 4-5 years old;
Individual conversations with recommendations for each specific child;
Media library for parents of special literature aimed at the development of logical thinking.

The effectiveness of work experience.

It can be concluded that the organization of pedagogical work on the development of logical methods of thinking of older preschoolers has shown its effectiveness, because: the possibilities of the game in the learning process were widely used: role-playing, didactic, travel games, riddle games, outdoor games, board games. Games made it possible to organize a complex process of developing logical methods of thinking in an interesting form for the child, to give mental activity an exciting, entertaining character, which helped in the process of playing to solve even those tasks that in other conditions seem impossible for a preschooler. The process of development of logical methods of thinking represented a purposeful organized activities children in compliance with the following requirements: direct contact of the teacher with the children (the teacher in the circle of children); assimilation of new material involuntarily on a game basis; operational feedback, active interpersonal communication between children and children and the educator, i.e. subject-subject relationship. The use of gaming techniques was built in accordance with general didactic principles: consciousness; activity (development of a child's volitional, arbitrary cognitive interest); sequences (from simple to complex); availability; visibility; "advanced development" (orientation of the educational process to the "zone of proximal development"). To make games interesting and accessible to children with different levels of development, and tasks to stimulate the mental activity of each child, the following organizational requirements formed the basis for organizing games: a differentiated approach in terms of presenting game material - each of the levels had its own degree of complexity; complexity and variability of game tasks - the same game material suggested several variants of games; “creating informative images” (presenting information in a compact, aesthetically pleasing and entertaining way).
Children were involved in search activities, which created conditions for the development of their cognitive interests, formed the desire for reflection and search, evoked a sense of self-confidence, in the capabilities of their intellect; various forms of work were used, taking into account the age characteristics of older preschoolers: “the desire to be competent”; the desire of older preschoolers to turn any game into a competitive one; at this age, competitions acquire, along with individual, collective character
All children learned to abstract the property from the object itself and to focus on it in the process of classifying and generalizing. The selection of objects taking into account any property, the designation of a class of objects with a generalizing word did not cause difficulties.
The end result of this experience can be considered the development of a phased system of work to develop the ability to think logically, and the systematic, gradual introduction of games in educational process. In accordance with the set goals and objectives were developed:
1. developed and implemented the project "Didactic game as a means of developing thinking in children of senior preschool age";
2. advanced planning on the cognitive development of children of middle and senior preschool age in accordance with the Federal State Educational Standard;
3. a series of notes on cognitive development;
4. prepared a series of consultations for parents on cognitive development;
issued:
- didactic games and manuals that promote cognitive activity and cognitive interest of preschoolers;
a file of experiments;
puzzle cards.
Pedagogical observations show that children show interest and cognitive activity in research, constructive and communicative activities.
Created in a group
2011 - 2015 Center for Mathematics and Experimentation (mathematical, Mind games; various materials for cognitive research activities of cereals, waste material, natural material, various capacities, etc.)
Game center (lotto, lacing, puzzles, mosaics, split pictures, educational games, etc.)
Center for cognitive-speech orientation.
Created a card index of didactic games for the development of logic games
did
 modified manuals: "Kuizener's colored sticks"; "Dyenes blocks" (planar); "Number Cards"
Didactic games: "Number houses"; "Sound City"; "Do the same"; "Figures from counting sticks"; "Count how many?"; "Opposites"; "The fourth extra"; "Mathematical cube"; "Call it in one word"; "Tangram"; "Position correctly", "Shop"; "Mathematical puzzles";
educational game "What is missing?";
game - constructor "Fold from figures";
Literature.
1. Althaus D., Dum E. Color-Form-Quantity. Experience in the development of cognitive abilities of preschool children - M.: Education, 1984.
2. Anikeeva N.P. Game education. M.: Enlightenment, 1987.
3. Bezrukikh M.M. Steps to the school. A book for teachers and parents. – M.: Bustard, 2001.
4. Beloshistaya A. Classes in mathematics: developing logical thinking // Preschool education. - 2004. - No. 9.
5. Blonsky P.P. Selected pedagogical and psychological works.-T.2.-M., 1979 (Memory and thinking: 118-341).
6. Bondarenko A.K. "Word Games in Kindergarten". Handbook for kindergarten teachers. 2nd ed., rev. and additional - M.: Enlightenment, 1997.
7. Volkov B.S., Volkova N.V. Child psychology: mental development child before entering school. - M., 2002.
8. Vygotsky L.S. Selected psychological studies. Thinking and speech. - M., 1956.
9. Let's play: Mathematical games for children aged 5-6 / Ed. A.A. Stolyara- M .: Education, 1991.
10. Kolominsky Ya.L., Panko E.A. Teacher about the psychology of children of six years of age.-M .: Education, 1988.-190s.
11. Leontiev A.N. Selected psychological works: In 2 vol.-M., 1983 (Thinking: 79-92).
12. Mikhailova Z.A. "Game entertaining tasks for preschoolers": A book for a kindergarten teacher. -2nd ed., revised - M .: Education, 1990.-94 p.
13. Nosova E.A., Nepomnyashchaya R.L. Logic and mathematics for preschoolers. - M.: Childhood-Press, 2007.
14. Obukhova L.F. Child psychology: theories, facts, problems. M.: Trivola, 1995.
15. The development of thinking and mental education of a preschooler / Ed. N. N. Poddyakova, A. f. Govorkova; Scientific research in-t preschool education Acad. ped. Sciences of the USSR.-M.: Pedagogy 1985. -200 p. Tikhomirova L.F. Logic.5-7 years.- Yaroslavl: Academy, 2000.
16. Tikhomirova L.F., Basov A.V. Development of logical thinking of children. - Yaroslavl: LLP Gringo, 1995.
17. Tikhomirova L.F. Educational games, tasks, exercises. M.2003
18. Usova A.P. Education in kindergarten / Ed. A.V. Zaporozhets M., 1991

Applications 1.

Game "Guess"
Pictures with such images are shown: wheel, steering wheel, pedal.
Edit: Guess what it could be?
Children: Car, bike...
Question: What other transport do you know? (techniques - synthesis, classification)

The game “What did the artist forget?
Edit: Look at the picture. What did the artist forget to draw?
Children: The sofa does not have one leg, the flower is not finished on the vase,
Some stripes on the carpet are not painted...
(techniques - analysis of the picture, comparing it with the alleged mental standard).

Applications 2.

Games with counting sticks
They develop not only subtle hand movements and spatial representations, but also creative imagination. During these games, you can develop the child's ideas about the form, quantity, color. The following tasks are offered (for children 4-5 years old):
lay out a boat, Christmas tree, house, rocket, etc.
Count the number of sticks in each figure;
name the geometric shapes that make up the figure;
count the geometric shapes that make up the overall figure (how many triangles? squares?);
count the angles included in the figure;
build a figure according to the model;
Think up and fold the figure yourself.
Games with sticks can be accompanied by reading riddles, poems, nursery rhymes, counting rhymes, suitable for the topic.

Word games:
- riddles, games for the development of the imagination (including
TRIZ technology).
In the "Literary Encyclopedia" the riddle is characterized as "an intricate poetic description of an object or phenomenon that tests the quick wit of the guesser."
Children of the fifth year of life are offered a wide range of topics of riddles: about domestic and wild animals, household items, clothing, food, natural phenomena, and vehicles.
To solve the riddle, you need to carry out the following operations in the following sequence:
highlight the signs of an unknown object indicated in the riddle, i.e. make an analysis;
· to compare and combine these features in order to identify possible links between them, i.e. make a synthesis;
On the basis of correlated features and identified relationships, draw a conclusion (conclusion), i.e. solve the riddle.
Thematic selection of riddles makes it possible to form initial logical concepts in children. To do this, after guessing the riddles, it is advisable to offer children tasks for generalization, for example: “But how to name the forest inhabitants in one word: a hare, a hedgehog, a fox? (animals), etc.

Finger games:
These games activate the activity of the brain, develop fine motor skills of the hands, contribute to the development of speech and creative activity. "Finger games" is a staging of any rhyming stories, fairy tales with the help of fingers. Many games require the participation of both hands, which allows children to navigate in terms of "right", "up", "down", etc. If a child learns any one “finger game”, he will definitely try to come up with a new staging for other rhymes and songs.
Example: "Boy - finger"
- Boy - finger, where have you been?
- I went to the forest with this brother,
I cooked cabbage soup with this brother,
I ate porridge with this brother,
I sang songs with this brother.
Educational games
Gyenesh logic blocks are the most effective tool among a huge number of various didactic materials. Logical blocks help the child master mental operations and actions that are important both in terms of pre-math preparation and in terms of general intellectual development. These actions include: identifying properties, abstracting them, comparing, classifying, generalizing, encoding and decoding. Moreover, using blocks, it is possible to develop in children the ability to act in the mind, to master ideas about numbers and geometric shapes, and spatial orientation. Blocks are processed in three stages:
1. Development of skills to identify and abstract properties.
2. Development of the ability to compare objects by properties.
3. Development of the ability for logical actions and operations.
For example, these:
"Find your home." Purpose: to develop the ability to distinguish colors, shapes of geometric shapes, to form an idea of ​​\u200b\u200bthe symbolic image of objects; learn to systematize and classify geometric shapes by color and shape.
"Complimentary ticket". Purpose: to develop the ability of children to distinguish between geometric shapes, abstracting them by color and size.
"Ants". Purpose: to develop the ability of children to distinguish the color and size of objects; form an idea of ​​the symbolic image of objects.
"Carousel". Purpose: to develop children's imagination, logical thinking; exercise in the ability to distinguish, name, systematize blocks by color, size, shape.

Tangram puzzles.
As a result of mastering practical actions, children learn the properties and relationships of objects, numbers, arithmetic operations, quantities and their characteristic features, spatio-temporal relationships, and a variety of geometric shapes.
1. Lesson: acquaintance with the object - Toys (formerly - Dishes); Development of children's creative abilities in the game