Circle work on logic in the preparatory group. Work program of the circle for the development of logical thinking “Young Thinker” of the municipal budgetary preschool educational institution “Suslovsky kindergarten of a general developmental type with priority

Municipal budgetary preschool educational institution Krasnoshchekovsky kindergarten "Bell"

Work program for the development of logical thinking in children of senior preschool age

"Logical ABC"

Shipilova Olga Gennadievna

Krasnoshchekovo

2013

Explanatory note

The successful education of children in primary school depends on the level of development of the child’s thinking, the ability to generalize and systematize his knowledge, and creatively solve various problems.

In modern psychology, the concept of L.S. has received the greatest importance. Vygotsky, in which the genesis of thinking occurs from visual-actional to visual-figurative and then to verbal-logical.

Logical thinking gives the child the opportunity to analyze objects and phenomena, highlight their main essential properties and relationships, reason consistently and draw independent conclusions. All this contributes to the development of important psychological qualities of a preschooler - accepting the position of a schoolchild, mastering learning skills.

When a child comes to school, he does not have these qualities. In favorable conditions, he acquires them in the very course of schooling.

Six-year-old children typically:

the predominance of play as the main, leading type of activity;
figurative nature of cognitive processes;
the child’s practical attitude to the assigned tasks (trying to achieve the final result, and not to understand its essence, why it is being done);

In this regard, within the framework of the educational process, it is necessary to create conditions for the development of cognitive abilities, ensuring emotional comfort, and volitional behavior of the child.

Successful learning of children at school depends on the level of development of cognitive processes (thinking, memory, attention, imagination). Let's look at this in more detail. When teaching children, special attention is paid to the development of voluntary attention, since the success and clarity of the work of consciousness, and therefore the conscious perception of the material being studied, depends on the level of its development. Naturally, all tasks and their sequence are subject to the didactic requirement of gradual complication and ultimately lead to the successful development of voluntary attention, which serves as the basis for the development of other cognitive processes. The child can find differences between objects, independently complete tasks according to the proposed model, and find several pairs of identical objects.

Among tasks for memory development, preference is given to visual and auditory dictations and exercises, the content of which uses mathematical symbols, notes, terms, geometric figures and their arrangement on a sheet of paper. Of great importance in the development of verbal-logical memory are didactic games that involve the development in children of techniques for semantic grouping of presented words or phrases.

A distinctive feature of the program is the organization of educational activities, as a result of which there is an active development of basic cognitive processes in children, priority among which are imagination and thinking. That is why much attention is paid to the development of such mental operations as comparison, analysis and synthesis, generalization, classification, analogy.

Analysis is a process of dividing the whole into parts, as well as establishing connections and relationships between them.

Synthesis is the process of mentally combining into a single whole the parts of an object or its features obtained in the process of analysis. Analysis and synthesis are inextricably linked with each other and are one of the main mental operations.

Comparison is the mental establishment of the similarities and differences of objects according to essential or insignificant characteristics. A child of senior preschool age is able to compare, first highlighting the most significant signs of similarity and difference, and also see the difference between signs of similarity and signs of difference. The development of comparison skills is practiced with the help of complicating tasks: first, these are tasks in which two objects are supposed to be compared, and the result of the comparison is expressed graphically; then they compare groups of objects and their images, after which they move on to comparing simple plot pictures or compositions.

Generalization is the process of mental unification into one group of objects and phenomena according to their basic properties. A child of senior preschool age is able to generalize objects based on their essential features, independently identifying these features.

Classification is the distribution of objects into groups, usually according to essential characteristics. It is very important to choose the basis of classification correctly. Often children focus on secondary signs.

Main goals of the program:

To develop the logical thinking of children aged 6-7 years at an elementary level through the techniques of comparison, generalization, classification, systematization and semantic correlation.

To help accelerate the formation and development of the simplest logical structures of thinking in older preschoolers through specially organized classes.

Program objectives:

Development of children's mental abilities through mastering the actions of substitution and visual modeling.
Development of the ability to form a group of individual objects, dividing them according to their characteristic features and purpose.
Development of the ability to classify objects on various grounds.
Teach children to compare objects and images.
Development of the ability to correlate a schematic image with real objects.
Encourage children to draw their own conclusions.
Teach children to answer questions in detail and make conclusions.
Developing the ability to establish cause-and-effect relationships.

Age and quantitative composition of the group.

This program is designed for implementation with children 6-7 years old.

The content of the program is implemented in a holistic educational process: specially organized educational activities (in the afternoon).

The program is implemented during 1 academic year in the amount of 36 teaching hours. In kindergarten, it is optimal to conduct subgroup classes of 8-10 children, once a week in the afternoon. The duration of one lesson is 35 minutes. Classes are held in the group room.

Contents of the program.

Brief description of sections and topics of classes (sections correspond to a specific logical operation that we will develop in class):

Analysis-synthesis. The goal is to develop in children the ability to divide a whole into parts and establish connections between them; learn to mentally connect parts of an object into a single whole.

Games and exercises: finding a logical pair (cat-kitten, dog-? (puppy)). Adding to the picture (pick up a patch, add a pocket to the dress). Search for opposites (light-heavy, cold-hot). Working with puzzles of varying complexity. Laying out pictures from counting sticks and geometric shapes.

Comparison. The goal is to develop in children the ability to mentally establish the similarities and differences of objects according to essential features; develop children's attention and perception. Improve spatial orientation.

Games and exercises: consolidation of concepts: big - small, long - short, low - high, narrow - wide, higher - lower, further - closer, etc. Operating with the concepts “same”, “most”. Search for similarities and differences in 2 similar pictures.

Limitation. The goal is to develop in children the ability to identify one or more objects from a group according to certain characteristics. Develop children's observation skills.

Games and exercises: “circle only the red flags with one line”, “find all non-round objects”, etc. Eliminating the fourth wheel.

Generalization. The goal is to develop in children the ability to mentally combine objects into a group according to their properties. Help enrich vocabulary and expand children’s everyday knowledge.

Games and exercises for operating with general concepts: furniture, dishes, transport, vegetables, fruits, etc.

Systematization. The goal is to develop children's ability to identify patterns; expand children's vocabulary; learn to compose a story from a picture, retell it.

Games and exercises: magic squares (pick up the missing part, picture). Compiling a story based on a series of pictures, arranging the pictures in a logical sequence.

Classification. The goal is to develop in children the ability to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them.

Conclusions. The goal is to develop in children the ability to draw conclusions using judgments. Help expand children's everyday knowledge. Develop imagination.

Games and exercises: looking for positive and negative things in phenomena (for example, when it rains, it nourishes the plants - this is good, but the bad thing is that in the rain a person can get wet, catch a cold and get sick). Assessing the correctness of certain judgments (“the wind blows because the trees sway.” Right?). Solving logical problems.

Basic forms of work.

subgroup classes, including specially selected games, exercises, and tasks.
Games;
Exercises;
Independent activity of children;
Travel game;
Consideration
Reading fiction.
Intellectual quizzes…

Lesson structure.

To achieve the expected result, it is more advisable to adhere to a certain structure of classes:

Warm up.
The main content of the lesson is learning new material.
Dynamic pause.
Consolidation of new material.
Educational game.

Warm-up in the form of a riddle, an introduction to a fairy-tale character allows you to activate children’s attention, lift their spirits, and help set them up for productive activities.

Main content of the lesson is a set of games and exercises aimed at solving the objectives of this lesson.

Dynamic pause allows children to relax, switch from one type of activity to another, promotes the development of gross and fine motor skills.

Consolidating new material gives the teacher the opportunity to assess the degree to which children have mastered new knowledge.

Educational game, Coloring a “smart” picture on a topic at the end of a lesson is a kind of reflection, a logical conclusion to the work done and serves as an incentive to continue it.

Planned results of children mastering the program.

Able to navigate in space and on a sheet of paper.
The child finds patterns in phenomena and knows how to describe them.
The vocabulary expands and can make inferences using judgments.
Mental processes develop: attention, memory, logical thinking.
Possesses cooperation skills and can work in pairs and small groups.
The child’s individual abilities develop.
Able to prove his point of view.

Calendar and thematic planning

(preparatory group)

Section, topic of the lesson, duration.	Number of lessons	Tasks
1. Exercises for the development of mental processes: thinking, memory, attention, perception, imagination. “Help Dunno” - September, “The Hedgehog went out for a walk” - October, “Fish, where do you sleep?” - november, “Our friends - Smeshariki” - December, "Robots" - January, “Our Defenders” - February, “Knowledge Competition” - March, “Sunny Bunny is our guest” - November, "Octopuses" - September, “The Sly Crow” - October.		Teach children to mentally establish the similarities and differences of objects according to essential features; Develop attention, perception, imagination,
2. Exercises on the spatial arrangement of objects and their parts (inside-outside; location in space; location on a plane); “The fly is clean” - September, "Cat's Problems" - October.		Teach children to mentally combine objects into groups according to their properties; Reinforce generalizing concepts and operate with them freely. Improve spatial orientation.
3. Exercises to develop characteristic qualities of thinking: flexibility. Causality, systematicity, spatial mobility. “Warm-up for young sailors” - February, “We are cartoons” - November, "Dog's Joy" - October, "Brainstorm" - March, “Brave Travelers” - March, “The Adventures of the Mouse Peak” - December, “In Search of Treasure” - April, “Button Mania” - April, “About a bad boy and the stars” - November, “The little Christmas tree has fun in winter” - December		Teach children to identify one or more objects from a group according to certain characteristics; Develop children's observation skills.
4.Exercises to identify features of an object or subject: Color, its shades; Size, shape. "Smart Cubes" - January, “Snowman and Children” - January.		Develop the ability to master sensory standards and their mutual combinations. Teach children to make inferences using judgments, Help expand children's vocabulary. Develop imagination.
5. Exercises for the formation of methods of mental action: seriation, classification, comparison, generalization, analysis, synthesis, limitation. "Father Frost and Santa Claus" - December, “The Adventures of Luntik” - September, “Snowflake on the palm” - January, “The bull is walking, swinging...” - May, “Russian heroes” - February. “Today we are rescuers” - February, “Butterflies are different...” - May, “Help us, handkerchief, show us the way to knowledge...” - April. Competition "Logic Labyrinths" - March, “Cosmic transformations” - April.		Teach children to divide the whole into parts, to establish connections between them; Learn to mentally connect parts of an object into a single whole. Teach children to identify patterns; Help enrich children's vocabulary, expand everyday knowledge, Teach children to mentally distribute objects into groups according to their properties; Reinforce generalizing concepts and operate with them freely
6. Exercises on identifying quantitative characteristics of sets of objects (visual recognition of quantity, one-to-one correspondence, equalization of quantities). “One flower, two flowers” - May, “Magic wands - counting” - May.		Develop logical and mathematical abilities; the ability to prove your point of view.

Studying the effectiveness of program implementation.

To study the effectiveness of the implementation of the program, a study is carried out on the level of development of logical thinking and its operations, for
why the following methods are used:
1. “Nonverbal classification.”
2. “Sequential pictures.”
3. “Excluding unnecessary things.”
4. “Place the shapes.”
5. “Generalizing word.”

Final forms of accounting and control.

Final open classes;
. Monitoring (intermediate (January) and final (May)) level of mastery of logical thinking operations.

Criteria

Child's code

(Full name or symbol)

September January, May

The child masters basic logical operations.

Follows the teacher's instructions.

Able to establish similarities and differences between objects based on essential features.

Able to combine and distribute objects into groups.

Fluently operates with generalizing concepts.

Able to divide a whole into parts and form a whole from parts, establishing connections between them.

Can find patterns in phenomena and can describe them.

Orients himself in space and on a sheet of paper.

Can make inferences using judgments.

Has a fairly large vocabulary and a wide range of everyday knowledge.

Able to work in pairs and small groups.

Able to remember, reproduce learned material, prove, reason.

Interested in the results of his work.

Criteria for evaluation:

3 points - demonstrates awareness, activity, independence, and purposefulness.

2 points - shows situational interest, partially does it with the help of an adult.

1 point - shows little interest, cannot do without the help of an adult.

Methodological support.

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

Municipal budgetary preschool educational institution

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

Adopted at the meeting I approve:

Pedagogical Council Head of MBDOU "D\S "Beryozka"

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

Program of paid services for the development of logical thinking and mathematical abilities

"Little Experts"

for preschool children

from 5 to 6 years

Leonova Svetlana Vyacheslavovna, teacher

Explanatory note

Focus of the “Little Experts” program

By functional purpose: educational - cognitive;

By form of organization: group;

By implementation time: one year.

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

The formation and development of mathematical concepts in preschoolers is the basis for the intellectual development of children and contributes to the general mental education of a preschool child.

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

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

The formation of 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 the development of logical thinking.

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

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

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

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

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

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

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

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

ensure cognitive interest and stability of voluntary attention,

participate in the process of completing tasks for each child,

use individual and differentiated approaches to children,

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

Purpose of the program: creating conditions for the development of elementary techniques of logical thinking as methods of cognitive activity in preschool children.

Tasks:

Educational:

1. Consolidate counting within 10, practice solving simple addition and subtraction problems, and consolidate understanding of the relationships between numbers.

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

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

Educational:

1. Foster cognitive activity.

2. Cultivating the need for mathematical studies.

3. Foster a sense of collectivism and camaraderie.

Educational:

1. Development of logical thinking and basic mental operations.

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

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

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

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

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

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

Implementation period: 1 year - 64 hours

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

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

Expected results and methods for determining effectiveness

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

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

will know:

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

non-standard methods for solving various mathematical problems;

logical techniques used in solving problems;

will be able to:

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

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

navigate in space and on a plane;

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

Distinguish primary colors and their shades

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

Make a whole from parts.

Follow instructions and work according to diagrams

In order to see the results of each child’s achievements, I use diagnostics of personal growth and advancement, a scale for assessing results.

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

Verification methods: To monitor the effectiveness of the educational process, the following types of control are used:

1. initial control (October);

2. final control (May).

Educational and thematic plan for the additional educational program “Little Experts”

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

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

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

Theory.

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

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

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

Numbers are neighbors. Previous and following number.

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

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

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

Drawing up and solving problems using diagrams and cards.

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

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

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

Creative problem solving.

Practice.

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

2. Modular block “Geometric shapes, magnitude”

Identifying and abstracting properties.

Theory.

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

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

Practice.

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

Comparison and compilation.

Theory.

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

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

Practice.

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

Classification and generalization.

Theory.

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

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

Practice.

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

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

Theory.

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

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

Practice.

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

3. Modular block “Spatio-temporal representations”

Orientation in space.

Theory.

Concepts: above, below, left, right.

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

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

Practice.

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

4. Modular block “Orientation in time”

Theory.

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

Practice.

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

5. Modular block “Sets and aggregates”

Theory.

General concepts of set. Basic operations on a set.

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

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

Comparison of objects and aggregates.

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

Comparison of two sets (groups) of objects.

Designation of relations of equality and inequality.

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

Logic games. Games - puzzles.

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

Practice.

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

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

6. Final lesson.

Games - competitions.

Games are competitions.

Methodological support

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

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

communicative orientation;

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

increasing learning motivation;

individual approach to children;

technical equipment of the educational process.

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

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

Bibliography.

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

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

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

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

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

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

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

« Logics»

Head of the circle: I.V. Pozhidaeva

Program type – developing

– constant

Methods used :

- practical(gaming);

- development;

- research;

- experimentation;

- modeling;

- recreation;

- transformation;

- design.

Program implementation form : regulated educational activities within the circle« Logics».

Developmental environment :

Modeling sticks. Educational tabletop- printed games.

Simple pencils.

Set of colored pencils. .

Conditions for the program – natural living environment for a child in kindergarten mode.

Verbal-logical thinking is the highest stage of development of children's thinking. Reaching this stage is a long and complex process, because the full development of logical thinking requires not only high activity of mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words. Mathematical literacy and developed logical thinking are the key to successful education of a kindergarten graduate at school.

The skills and abilities acquired by a child in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age - at school. And the most important among these skills is the skill of logical thinking, the ability to “act in the mind.” A child who has not mastered the techniques of logical thinking will find it more difficult to solve problems; completing the exercises will require a lot of time and effort. As a result, the child’s health may suffer, and interest in learning may weaken or disappear altogether. The program includes playful and entertaining tasks to develop spatial concepts, develop mathematical design skills, and expand knowledge about the size, shape, and size of objects.

Goals and objectives

Target: mastery of logical thinking techniques by preschool children at an elementary level through a system of cognitive classes in the “Logic” circle.

Tasks:

1. The child must be able to find differences and similarities between two pictures (or between two toys).

2. The child must be able to build according to the model of a building from a construction set.

3. The child must be able to put together a cut picture from 2-4 parts.

4. The child must be able to complete a task within 5 minutes without being distracted.

5. The child must be able to fold a pyramid (cups, placing them inside each other) without outside help.

6. The child should be able to put missing fragments of pictures into the holes.

7. The child must be able to name a group of objects with a generalizing word

(cow, horse, goat - domestic animals; winter, summer, spring - seasons). Find the extra item in each group. Find a pair for each item.

8. The child should be able to answer questions such as: Is it possible to sled in the summer? Why? Why do people wear warm jackets in winter? Why are windows and doors needed in a house? Etc.

9. The child must be able to select opposite words: the glass is full

The glass is empty, the tree is high - the tree is low, go slowly - go fast, narrow belt - wide belt, hungry child - well-fed child, cold tea - hot tea, etc.

10. The child should be able to remember pairs of words after reading them to an adult: glass-water, girl-boy, dog-cat, etc.

The child must be able to see incorrectly depicted objects in the picture and explain what is wrong and why.

The club program is built on the basis of basic principles that solve modern educational problems while taking into account the needs of the future:

1. The principle of activity includes the child in the cognitive process.

2. The principle of a holistic view of the world in the active approach is closely related to the didactic principle of scientificity. Children develop a personal attitude towards the acquired knowledge and the ability to apply it in their practical activities

3. The principle of creativity (creativity) presupposes a maximum focus on creativity in the activities of children, their acquisition of their own experience of creative activity.

The effectiveness of the study group is achieved through the use of modern educational technologies.

The following teaching technologies are used in the work:

health-saving technologies (physical training minutes during classes to strengthen the muscles of the eyes, neck, spine);

problem-based learning (use of exercises that allow you to find an independent solution);

technologies of a personality-oriented approach (children receive tasks according to their individual development);

Expected results

IN :

highlight the properties of objects, find objects that are similar and different in appearance;

compare, classify, generalize, systematize objects of the surrounding reality (highlight the properties of objects, find objects similar and different in external characteristics); navigate in space, distinguish objects located on the right, left, above, below;

divide the set into subsets characterized by a common property;

compare parts and wholes for objects and actions; name the main function (purpose) of objects; arrange events in the correct sequence;

perform the sequence of actions listed or depicted;

apply any action in relation to different objects; describe a simple procedure to achieve a given goal;

find errors in the wrong sequence of simple ones

actions;

draw analogies between different objects;

remember, reproduce learned material, prove, reason.

work in pairs, subgroups; show goodwill

to a peer, to listen, to help as needed.

Educational – thematic curriculum .

	Name of program topic	Number of hours
P\ P
	Kolobok's birthday
	Rubik's Cube
	Visiting the Gnome.
	Magic wands.
	Mysteries of autumn.
	We learn to reason.
	Search for patterns.
	Fairytale labyrinth.
	Puss in Boots.
	Forest animals.
	Let's learn to compare.
	Fun account.
	Collecting pictures.
	Orientation in space.
	Geometric design.
	Miraculous transformations (geometric

	Vitaminka travels.
	We are inventors.
	Logical chains.
	Up or down.
	Scientist cat.
	Train travel.
	Dunno's assistants.
	Vegetables and fruits.
	Maya the bee.
	Animals from Africa.
	Riddles are jokes.
	Fairytale labyrinth.
	Colors of rainbow.
	One daisy, two daisy (fun counting).
	Let's help Cinderella get dressed.
	We build from colored figures.
	Why?
	Riddles and puzzles.
	Final lesson “We can do everything.”

Total: 35 hours.

1. Counting books .

2. Math riddles .

3. Graphic drawing .

Development of fine motor skills of hands, working with stencils. Objects of nature; Houseware; buildings and cars.

4. Numbers and numbers .

Numbers in poems and fairy tales. Numbers within5. Comparing numbers within5.

5. 5. 5. Mathematical poems - jokes .

– jokes. 6. Rebuses . Puzzles .

Rebuses– numbers, addition of pictures, finding a logical pair. , , putting together puzzles.

7. Geometric figures .

Colors of rainbow. Their order. Straight line.

. 8. Comparison of values .

Concepts« less», « more», « heavier», « easier», « longer», « Briefly speaking», « higher», « below». Search for opposites, search for similarities and differences in pictures.

9. Tasks with sticks .

, mosaic. Addition tasks, removal of chopsticks. .

10. Problems in verse .

Addition problems, increase, 5.

11. Solving topological problems . Labyrinth .

Construction of labyrinths, exit from the labyrinths. Actions with numbers.

Comparison of numbers. Problem solving. Magic square.

12. .

Triangle. Conditions for its construction. . . . Working with stencils.

13. .

Orientation on a plane. . Concepts: « follows», « preceded», « higher», « below», « stands between» etc. d.

14. Mathematics in fairy tales .

15. .

Physical education minutes, finger gymnastics, lacing games.

16. .

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

17. Exercises for speech development

, logical chains.

18. Final lesson .

Download:

Preview:

Continuing Education Club Program"Logic"

Head of the circle: I.V. Pozhidaeva

Information part of the program

Type of program – developmental

Composition of students studying- constant

Methods used:

practical (game);
development;
research;
experimentation;
modeling;
recreation;
transform ;
design.

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

Developmental environment:

Modeling sticks. Educational tabletop- printed games.

Small constructors and building materials with a set of samples.

Geometric mosaics and puzzles.

Printed notebook assignments for independent and group work.

Simple pencils.

Set of colored pencils. Pattern with geometric shapes.

Conditions for the program– natural for a childliving environment in kindergarten mode.

Verbally - logical thinking is the highest stage of development of children's thinking. Reaching this stage– long and complex process, T . To . full development of logical thinking requires not only high mental activity, but also generalized knowledge about the general and essential features of objects and phenomena of reality, which are enshrined in words. Mathematical literacy, developed logical thinking– this is the key to successful education of a kindergarten graduate at school.

Skills, abilities, acquired by a child during preschool period, will serve as a foundation for acquiring knowledge and developing abilities at an older age- At school . And the most important among these skills is the skill of logical thinking., ability " act in your mind" To kid ,, who has not mastered the techniques of logical thinking, it will be more difficult to solve problems. doing the exercises will require a lot of time and effort, The child's health may suffer as a result.. interest in learning will weaken or disappear altogether, The program includes game and entertaining tasks for the development of spatial concepts, development of mathematical design skills to expand knowledge about the size , form ,.

Goals and objectives

size of items Target :mastery of preschool children in elementary"Logic".

level of logical thinking techniques through a system of cognitively oriented activities of the circle

1. Tasks : The child must be able to find differences and similarities between two pictures ().

or between two toys.

The child must be able to build according to the model of a building from a construction set The child should be able to put together a cut picture from

2-4 parts. The child must be able to without distractions for 5.

minutes to complete the task The child must be able to fold a pyramid (cups,) putting them inside each other.

without outside help.

The child should be able to put missing pieces of pictures into the holes.

The child must be able to name a group of objects with a general word (cow, horse, goat - Pets ; winter, summer, spring - seasons).. Find the extra item in each group.

Find a pair for each item: The child should be able to answer questions such as Is it possible to sled in the summer? ?? Why ? Why do people wear warm jackets in winter?

Why are windows and doors needed in a house??

Etc. d. The child must be able to select opposite words: glass full

the glass is empty, the tree is high - the tree is low, go slow - go fast, narrow belt - wide belt,, the child is hungry- the child is well-fed, the tea is cold - the tea is hot, etc. d.

The child must be able to remember pairs of words after reading to an adult : glass - water, girl - boy, dog - cat, etc. d..

The child must be able to see incorrectly depicted, that solve modern educational problems taking into account the demands of the future:

The principle of activity includes the child in the cognitive process.

The principle of a holistic view of the world in the active approach is closely related to the didactic principle of scientificity. Children develop a personal attitude towards the acquired knowledge and the ability to apply it in their practical activities.

The principle of creativity(creativity) assumes maximum focus on creativity in children’s activities, their acquisition of their own experience of creative activity.

The effectiveness of the study group is achieved through the use of modern educational technologies.

The following training technologies are used in the work:

health-saving technologies(physical training sessions during classes to strengthen the eye muscles, neck, spine);

problem-based learning(use of exercises, allowing you to find an independent solution);

technology personally– oriented approach(children receive tasks according to their individual development);

ICT.

Expected results

As a result of the club classes, children will be able to:

highlight the properties of objects, ;

compare , classify, generalize , systematize the subject ety surrounding reality(highlight the properties of objects, find objects that are similar and different in appearance); navigate in space, distinguish objects, on the right, left , above , below ;

break a set into subsets, characterized by a common property;

compare parts and wholes for objects and actions; call the main function(purpose) of objects; put events in the correct sequence;

perform a listed or illustrated sequence of actions;

apply what - or action in relation to different objects; describe a simple procedure to achieve a given goal;

find errors in the wrong sequence of simple ones

actions;

draw analogies between different objects;

remember, reproduce learned material, prove, reason.

work in pairs, subgroups ; show goodwill

peer, listen, help as needed.

Educational – thematic curriculum.

	Name of program topic	Number of hours
n\n
	Kolobok's birthday
	Rubik's Cube
	Visiting the Gnome.
	Magic wands.
	Mysteries of autumn.
	Learning to reason.
	Search for patterns.
	Fairytale labyrinth.
	Puss in Boots .
	Forest animals .
	Learning to compare.
	Fun account.
	Collecting pictures.
	Orientation in space.
	Geometric design.
	Miraculous transformations(geometric
	figures).
	Vitaminka travels.
	We are inventors.
	Logic chains.
	Up or down.
	Scientist cat.
	Train travel.
	Dunno's assistants.
	Vegetables and fruits .
	Maya the bee .
	Animals from Africa.
	Riddles are jokes.
	Fairytale labyrinth.
	Colors of rainbow .
	One daisy, two daisy (fun counting).
	Let's help Cinderella get dressed.
	We build from colored figures.
	Why?
	Riddles and puzzles.
	Final lesson"We can do everything."

Total: 35 hours.

1. Counting books.

Counting books with mathematical content.

2. Math riddles.

Math riddles with numbers within 5.

3. Graphic drawing.

Development of fine motor skills of hands, working with stencils. Objects of nature; buildings and cars.

Houseware ;

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

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

- jokes. Ways to solve mathematical poems

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

7. Geometric figures.

games to eliminate the fourth wheel

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

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

9. Tasks with sticks.

The concepts of “less”, “more”, “heavier”, “lighter”, “longer”, “shorter”, “higher”, “lower”. pictures. Addition tasks, removal of chopsticks. Drawing up geometric shapes.

, mosaic.

Addition problems Constructing figures based on a model and verbal description 10. Problems in verse. 5.

11. Solving topological problems, increase ,

Construction of labyrinths, exit from the labyrinths. Actions with numbers.

decrease in number is not several units within Magic square.

12. Geometric design.

. Labyrinth. Conditions for its construction. Comparison of numbers.. Problem solving.. Triangle .. Working with stencils.

13. The simplest design based on a sample.

Orientation on a plane. Design based on a contour object Design by Representation

14. Mathematics in fairy tales.

15. Solving problems on the development of spatial concepts.

Physical education minutes, finger gymnastics, lacing games.

16. Orientation in space.

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

17. Exercises for speech development

Concepts: “follows”, “precedes”, “above”, “below”, “stands between”, etc. d., logical chains.

18. Final lesson.

Exercises for relaxation and development of fine motor skills.

Tasks to expand children's horizons and vocabulary | Games and exercises for operating with general concepts

Making up stories from pictures

Dramatized performance with math characters

Sun, 11/06/2016 - 21:42

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MBDOU "Kindergarten No. 4" Kashira city district, Moscow region

Club program for the development of logical thinking and

mathematical abilities

"Educational games"

Compiled by:

Karaseva Elena Stanislavovna

Explanatory note
1.1.Introduction

Modern children live and develop in the era of information technology. This requires different approaches to the education of preschool children - a transition from the traditional information-cumulative method of teaching to the most promising - developmental education.

Education of preschoolers will be carried out in accordance with the program of additional paid services and will create conditions for the development of activity, independence, creative thinking, creativity, and high intelligence in children. This, in turn, will allow children to be more self-confident, learn more successfully, and better navigate society.

During the year, modern educational games by V.V. will be used in working with children. Voskobovich and games are puzzles aimed at developing the logic of thinking, the ability to build conclusions, provide evidence, express judgments, draw conclusions and, ultimately, independently acquire knowledge.

Games for mastering numbers, geometric figures, spatial relationships will develop mental operations: “Geocont”, “Miracle crosses”, “Two-color Voskobovich square”, “Four-color Voskobovich square”, “Transparent square”.

Universal gaming educational tool: “Igrovisor”.

Among the many existing puzzle games for creating figurative and plot images from geometric figures, children will use such games as: “Tangram”, “Columbus Egg” and “Counting Sticks”.

1.2. Goal of the work under this program – development of logical thinking and mathematical abilities as the basis for the intellectual development of preschool children.

1.3. The main objectives of the program implementation are:

Learning to understand and solve logical problems.
Development of processes of attention, memory, imagination, thinking.
Formation of skills such as abstraction, analysis, synthesis, comparison, classification, generalization, coding and decoding.
Development of mathematical concepts about geometric figures and their properties, quantity and counting, spatial orientation.
Development of fine motor skills of fingers and hands, eye-hand coordination.
Forming the ability to understand, trace cause-and-effect relationships, and build simple conclusions based on them.
Development of children's artistic and speech activity, verbal communication skills.
Developing in children the skills of self-control, self-esteem, independence, initiative, and the desire for self-organization in play and creative activities.
Formation of elements of communicative culture: the ability to listen to each other, negotiate with each other in the process of solving various problems, the ability to work in pairs.
Formation of sustainable interest in educational games among children and parents.

1.4. Children's age – 5-6 years

1.5. Duration of the program and expected results.

The program is designed to be implemented during the 2016-2017 academic year.

By the end of the year, children will learn:

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

use methods of analysis, synthesis, comparison, classification, establish a pattern;
navigate in space and on a plane;
Increasing the degree of activity in independent activities.
express judgments, evidence, explain your position, express your opinion.

The expected result in working with parents is:

Improving the pedagogical culture of parents.
Forming interest in educational games.

1.6. Pedagogical diagnostics is carried out in accordance with the recommendations of the author of educational games: Voskobovich V.V., Kharko T.G. “Game technology for the intellectual and creative development of preschool children 3-7 years old “Fairytale labyrinths games”; “Voskobovich’s educational games” - a collection of teaching materials.

2. Educational and thematic plan

The work of the Voskobovich Educational Games circle is carried out under the guidance of a teacher, held once a week (4 times a month) for 30-40 minutes. Classes are held from October to April. All acquired knowledge and skills are consolidated in various didactic games.

		Lesson topic and games used
		Acquaintance 2. “Transparent square” Acquaintance 3. Puzzles with sticks Completing tasks	Development of processes of attention, memory, thinking, imagination; creativity and independence; skills to navigate in space, Distinguish and name geometric figures, compose object forms from them. Make geometric shapes from counting sticks
		1. “Voskobovich two-color square” House (figure 1) 2. “Transparent square” "The Gift of the Guardian of Lake Ice" 3. Puzzles with sticks Completing tasks 4. Tangram	Develop attention, memory, thinking, imagination, creative abilities of children; Make geometric shapes from a certain number of sticks;
		1. “Voskobovich two-color square” Candy (figure 2) 2. “Transparent square” "The Gift of the Guardian of Lake Ice" 3. Puzzles with sticks Completing tasks 4.Tangram	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Make geometric shapes from counting sticks by adding Develop the ability to compose figures according to a model and design
		1. “Voskobovich two-color square” Bat (figure 3) 2. “Transparent square” "The Gift of the Guardian of Lake Ice" 3. Puzzles with sticks 4.Tangram	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Make geometric figures from counting sticks by composing figures based on preliminary thinking about the solution; Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Voskobovich two-color square” Envelope (figure 4) 2. “Transparent square” "Gift from the Guardian of Lake Ice" (4) 3. Puzzles with sticks 4.Tangram	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to express a hypothetical solution, guess; Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Voskobovich two-color square” Semaphore (figure 5) 2. “Transparent square” "The Gift of the Guardian of Lake Ice" 3. Puzzles with sticks 4.Tangram	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Voskobovich two-color square” Mouse (figure 6) 2. “Transparent square” "The Gift of the Guardian of Lake Ice" 3. Puzzles with sticks 4.Tangram	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through targeted practical tests and thinking about the solution.; Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Voskobovich two-color square” Hedgehog (figure 7) 2. “Transparent square” "The Gift of the Guardian of Lake Ice" 3. Puzzles with sticks 4. Columbus Egg	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through targeted practical tests and thinking about the solution.; Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Voskobovich two-color square” Asterisk (figure 8) 2. “Transparent square” "The Gift of the Guardian of Lake Ice" 3.Logical tasks to find missing figures 4.Tangram	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Voskobovich two-color square” Shoe (figure 9) 2. “Transparent square” Adventure 1 4.Tangram	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Voskobovich two-color square” Boat (figure 10) «». 2. “Transparent square” Adventure 2-3 3. Logical tasks to find missing figures 4.Tangram	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Voskobovich two-color square” Fish (figure 11) Folding object forms according to your own design 2. “Transparent square” Adventure 4-5 3. Logical tasks to find missing figures 4.Tangram	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Voskobovich two-color square” Airplane (figure 12) 2. “Transparent square” Adventure 6-7 3.Geocont "Katya, saffron milk cap and fish"	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution;
		1. “Two-color Voskobovich square” Bird (figure 13) Folding object forms according to your own design 2. “Transparent square” Adventure 8 3. .Geokont Chapter 2 4.Igrovisor (graphical simulator) “Katya, saffron milk cap and fish”	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training.
		1. “Voskobovich’s two-color square” Small house (figure 14). Folding object forms according to your own design 2. “Transparent square” Adventure 9 3. Geokont 4.Igrovisor (graphical simulator) "Katya, saffron milk cap and fish"	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training.
		1. “Voskobovich two-color square” Kitten (figure 15) Folding object forms according to your own design. 2. “Transparent square” Adventure 10 3. Geokont 4.Igrovisor (graphical simulator) "Katya, saffron milk cap and fish"	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training.
		1. “Two-color Voskobovich square” Crane (figure 16). Folding object forms according to your own design. 2. “Transparent square” Adventure 11 3.Geokont 5 4.Igrovisor (graphical simulator) "Katya, saffron milk cap and fish"	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training.
		1. “Voskobovich two-color square” Turtle (figure 17). Folding object forms according to your own design. 2.Geokont "Katya, saffron milk cap and fish" 4.Miracle-crosses-2	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training.
		1. “Voskobovich two-color square” Riddle and raven (figure 18-19). Folding object forms according to your own design. 2.Geokont 3. Igrovisor (graphical simulator) "Katya, saffron milk cap and fish" 4.Miracle-crosses-2	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training.
		2.Geokont 3. Igrovisor (graphical simulator) "Labyrinths of numbers" 4.Miracle-crosses-2	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; fine motor skills training.
		1. “Four-color Voskobovich square” Construction of figures according to diagrams 2.Geokont 3. Igrovisor (graphical simulator) "Labyrinths of numbers" 4.Miracle-crosses-2 5.Columbus egg	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Four-color Voskobovich square” Construction of figures according to diagrams 2.Geokont 3. Igrovisor (graphical simulator) "Labyrinths of numbers" 4.Miracle-crosses-2 5.Columbus egg	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Four-color Voskobovich square” Construction of figures according to diagrams 2.Geokont 3. Igrovisor (graphical simulator) "Labyrinths of numbers" 4.Miracle-crosses-2 5.Columbus egg	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Four-color Voskobovich square” Construction of figures according to diagrams 2.Geokont 3. Igrovisor (graphical simulator) "Labyrinths of numbers" 4.Miracle-crosses-2 5.Columbus egg	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Four-color Voskobovich square” Construction of figures according to diagrams 2.Geokont 3. Igrovisor (graphical simulator) "Labyrinths of numbers" 4.Miracle-crosses-2 5.Columbus egg	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Four-color Voskobovich square” Construction of figures according to diagrams 2.Geokont Chapter 14-15 3. Igrovisor (graphical simulator) "Labyrinths of numbers" 4.Miracle-crosses-2 5.Columbus egg	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Four-color Voskobovich square” Construction of figures according to diagrams 2.Geokont 3. Igrovisor (graphical simulator) "Labyrinths of numbers" 4.Miracle-crosses-2 5.Columbus egg	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.
		1. “Four-color Voskobovich square” Construction of figures according to diagrams 2.Geokont 3. Igrovisor (graphical simulator) "Labyrinths of numbers" 4.Miracle-crosses-2 5.Columbus egg	Development of children's constructive abilities. Develop the ability to analyze geometric shapes, correlate the whole and the part; Develop attention, memory, thinking, imagination, creative abilities of children. Develop the ability to solve problems through visual and mental analysis of rows of figures, exercise children in proving the solution; Development of the ability to observe and compare, contrast and analyze, make simple generalizations; Development of constructive abilities; Fine motor skills training. Familiarization with a set of figures for the game, transforming them in order to create new ones from 2-3 existing ones.

There will be 28 classes planned throughout the year.

3. Compliance with the requirements of the federal state educational standard for additional education.

The program of additional paid services is drawn up taking into account the Federal State Educational Standards for preschool education, which establish the basic principles, goals and objectives.

Basic principles:

the intrinsic value of preschool childhood as an important stage in overall development;
creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations;
formation of cognitive interests and cognitive actions of the child through his inclusion in various types of activities,
assistance and cooperation between children and adults in the process of child development.

The standard allows you to solve the main target- ensuring equal opportunities for every child to receive quality preschool education.

The Federal State Educational Standard aims to solve the following tasks:

preserving and supporting the child’s individuality, developing the individual abilities and creative potential of each child;

formation of the general culture of students, development of their moral, intellectual, aesthetic qualities, initiative, independence and responsibility, formation of prerequisites for educational activities;
ensuring variability and diversity of the content of educational programs and organizational forms of the level of preschool education, the possibility of creating educational programs of various levels of complexity and focus, taking into account the educational needs and abilities of students;

In accordance with the Federal State Educational Standard, the program of paid services is aimed at creating conditions for the social situation of the development of preschool children, their comprehensive and cognitive development, the development of initiative and creative abilities on the basis of activities appropriate for preschool age (games, visual arts, construction, perception of fairy tales), cooperation with adults and peers in his zone of proximal development. The methodology of the “Entertaining Mathematics” circle is aimed at children mastering the tasks of educational areas:

communicative and personal development;

cognitive and speech development;
artistic and aesthetic development;
physical development.

The program takes into account the educational needs and interests of the group’s students, their family members and teachers, and is focused on the established traditions of the group.

In accordance with the Federal State Educational Standard, a subject-development environment has been created:

educational games of a mathematical nature: “Geokont”, “Two-color Voskobovich square”, “Miracle crosses”, “Transparent square”, “Tangram”, “Columbus egg”.
universal gaming educational tools: “Igrovisor”.

4. Principles for constructing club activities.

Systematicity.

Taking into account the age characteristics of children.

Differentiated approach.

The principle of educational and developmental orientation of knowledge.

The principle of gradual and constant complication of the material.

Step-by-step use of games.

Humane cooperation between teacher and children.

High level of difficulty.

5. Forms of organizing children's activities at a circle.

1. Logical and mathematical games.

2.Integrated play activities.

3. Joint activities of the teacher and children.

4. Independent play activity.

Forms of organizing work with parents:

master class on making games;
individual conversations with recommendations for each specific child;
joint selection and purchase of educational games for the group;
selection and demonstration of special literature aimed at developing logical thinking;
organization of a “Home Toy Library”;
explanatory and educational work.

Literature:

Federal State Educational Standard for Preschool Education
T.M. Bondarenko “Educational games in preschool educational institutions”, Voronezh: IP Lakotsenin S.S. 2009.
Voskobovich V.V., Kharko T.G. “Game technology for the intellectual and creative development of preschool children 3-7 years old “Fairytale labyrinths”, St. Petersburg, 2003.
Z.A. Mikhailova “Game entertaining tasks for preschoolers”, Education, M., 1990.