Long-term planning of a logic circle in the middle group. Club "Logic for preschoolers" material (middle group) on the topic. Material for the lesson

1. Explanatory note
1.1 Relevance
1.2 Purpose of the program
1.3 Program objectives
1.4 Timing of the program, age of children, forms of classes
1.5 Stages of program implementation
1.6 Program content
1.7 Expected results

2. Methodological support
2.1 Perspective-thematic plan for the “Entertaining Logic” circle

3. Diagnostic program for logical thinking of children of senior preschool age.

5. Information resources

1. Explanatory note.
Why does a little preschooler need logic?
According to L.A. Wenger, “for five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually become acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world... All this will benefit the child’s mental development only if training is aimed at developing mental abilities, those abilities in the field of perception, imaginative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties ... "
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.
Having mastered logical operations, the child will be more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right moment. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction.
This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality.
Working with preschoolers on the development of cognitive processes, you come to the conclusion that one of the necessary conditions for their successful development and learning is consistency, i.e. a system of special games and exercises with consistently developing and increasingly complex content, with didactic tasks, game actions and rules. Individual games and exercises can be very interesting, but using them outside the system cannot achieve the desired educational and developmental result.
1.1 Relevance
To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, guess, show mental effort, and think logically.
Teaching the development of logical thinking is of no small importance for the future student and is very relevant today.
Mastering any method of memorization, the child learns to identify a goal and carry out certain work with the material to realize it. He begins to understand the need to repeat, compare, generalize, and group material for the purpose of memorization.
Teaching children classification contributes to the successful mastery of a more complex method of memorization - semantic grouping, which children encounter at school.
Using the opportunities for developing logical thinking and memory in preschoolers, we can more successfully prepare children to solve the problems that schooling poses to us.
The development of logical thinking includes the use of didactic games, ingenuity, puzzles, solving various logic games and labyrinths and is of great interest to children. In this activity, children develop important personality traits: independence, resourcefulness, intelligence, perseverance, and constructive skills. Children learn to plan their actions, think about them, guess in search of a result, while showing creativity.
Working with children, you can notice that many children cannot cope with seemingly simple logical tasks. For example, most children of senior preschool age cannot correctly answer the question of what is more: fruits or apples, even if they have a picture in their hands of fruits - a lot of apples and a few pears. Children will answer that there are more pears. In such cases, they base their answers on what they see with their own eyes. They are “let down” by imaginative thinking, and children by the age of 5 do not yet master logical reasoning. In older preschool age, they begin to show elements of logical thinking, characteristic of schoolchildren and adults, which need to be developed in identifying the most optimal methods for developing logical thinking.
Games of logical content help to cultivate cognitive interest in children, promote research and creative search, the desire and ability to learn. Didactic games are one of the most natural activities for children and contribute to the formation and development of intellectual and creative manifestations, self-expression and independence. The development of logical thinking in children through didactic games is important for the success of subsequent schooling, for the correct formation of the student’s personality and in further education will help to successfully master the basics of mathematics and computer science.
1.2 Purpose of the program: creating conditions for the maximum development of logical thinking of preschoolers in preparation for successful schooling.
1.3 Program objectives:

• teach children basic logical operations: analysis, synthesis, comparison, negation, classification, systematization, limitation, generalization, inference
• teach children to navigate in space
• develop in children higher mental functions, the ability to reason, prove
• cultivate the desire to overcome difficulties, self-confidence, and the desire to come to the aid of a peer

1.4 Timing of the program, age of children, forms of classes
Program implementation period: 1-2 years
The program is designed for children 5-7 years old
The program provides for conducting circle classes in various forms:

• Individual independent work of children.
• Work in pairs.
• Group forms of work.
• Differentiated.
• Frontal inspection and control.
• Self-assessment of completed work.
• Didactic game.
• Competition.
• Competitions.

1.5 Stages of program implementation
The technology of activity is built in stages:

1. Diagnosis of the initial level of development of cognitive processes and monitoring their development.
2. Planning the means by which one or another quality can be developed (attention, memory, imagination, thinking), taking into account the individuality of each child and existing knowledge
3. Construction of an interdisciplinary (integral) basis for training in a developmental course.
4. Gradual complication of the material, gradual increase in the amount of work, increasing the level of independence of children.
5. Familiarization with the elements of theory, training in methods of reasoning, self-argumentation of choice.
6. Integration of knowledge and methods of cognitive activity, mastery of its generalized techniques.
7. Evaluation of the results of the developmental course according to developed criteria, which should include the child (self-esteem, self-control, mutual control).

1. 6 Program content
Brief description of sections and topics of classes (sections correspond to a specific logical operation that children will learn in class):

1. Analysis - synthesis.
The goal is to 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.
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.

2. Comparison.
The goal is to teach one to mentally establish the similarities and differences of objects according to essential characteristics; 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.

3. Limitation.
The goal is to learn 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.

4. Generalization.
The goal is to teach how 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.

5. Systematization.
The goal is to learn to identify patterns; expand children's vocabulary; learn to tell from a picture, retell.
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.

6. Classification.
The goal is to teach how to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them.

7. Conclusions.
The goal is to teach using judgments to draw conclusions. 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.

1.7 Expected results
Planned results:
Children should know:

• principles of constructing patterns, properties of numbers, objects, phenomena, words;
• principles of the structure of puzzles, crosswords, chainwords, labyrinths;
• antonyms and synonyms;
• names of geometric figures and their properties;
• the principle of programming and drawing up an algorithm of actions.

Children should be able to:

• identify patterns and perform tasks according to this pattern, classify and group objects, compare, find general and specific properties, generalize and abstract, analyze and evaluate their activities;
• by reasoning, solve logical, non-standard problems, perform creative search, verbal, didactic, numerical tasks, find answers to mathematical riddles;
• answer questions quickly and correctly during warm-up;
• perform tasks to train attention, perception, memory
• perform graphic dictations, be able to navigate the schematic representation of graphic tasks;
• be able to set a goal, plan stages of work, and achieve results through one’s own efforts.

Method for checking work results : generalizing classes after each section and 2 diagnostics (initial (September) and final (May)) of the level of mastery of logical thinking operations.

Eleonora Ryabkova

Club program« Color logic»

Compiled by the teacher: Ryabkova E. V

EXPLANATORY NOTE

"subject" "in a spiral" Program presents a system of activities organized in an entertaining game form, which does not tire the child and promotes better memorization of mathematical concepts. During math classes mug Problems such as jokes, riddles, and development tasks are actively used children's logical thinking, exciting games and exercises with numbers, signs, geometric shapes. The plot of the classes and specially selected tasks contribute to the development of mental processes (attention, memory, thinking, motivate the child’s activity and direct his mental activity to find ways to solve the assigned problems. During the classes, riddles of mathematical content are used, which provide invaluable assistance in the development of independent thinking and skills prove the correctness of judgments, mastery of mental operations. Much attention is paid to children’s independent work and activation of their vocabulary. Children must not only remember and understand the proposed material, but also try to explain what they understand. Important personality qualities necessary in school: independence, intelligence, resourcefulness, observation, perseverance is developed.

The importance of educational games for the development of preschoolers, their diversity and age-appropriateness allows them to be used to solve this problem - the mental development of preschoolers. Designed for this purpose mug program« Color logic» . Name mug reflects the main activity on it - the use of modern educational games, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc. Let's look at some of them below.

Voskobovich's games. The basic principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. Voskobovich's games "Geokont", "Game Square" (now it is "Voskobovich Square", "Folds", " Color clock" immediately attracted attention. Every year there were more and more of them - "Transparent Square", "Transparent Number", "Dominoes", "Planet of Multiplication", the "Miracle Puzzles" series, "Math Baskets". The first ones also appeared methodological tales.

Dienesh logic blocks(LBD)- a set of shapes that differ from each other color, shape, size, thickness. In the process of various actions with logical blocks(splitting, laying out according to certain rules, rebuilding, etc.) children master various thinking skills that are important both in terms of pre-mathematical preparation and from the point of view of general intellectual development. These include the skills of analysis, abstraction, comparison, classification, generalization, encoding-decoding, as well as logical operations"Not", "And", "or". In specially designed games and exercises with blocks, children develop basic algorithmic thinking skills and the ability to perform actions in their minds. By using logical blocks children train attention, memory, perception.

H. Cuisenaire's sticks. By using colored sticks X. Cuisenaire develops activity and independence in the search for ways to act with material, ways to solve mental problems. The main features of this didactic material are abstractness, versatility, and high efficiency. X. Cuisenaire's rods best correspond to the monographic method teaching numbers and counting.

H. Cuisenaire's sticks as a didactic tool fully correspond to the specifics and characteristics of elementary mathematical concepts formed in preschoolers, as well as their age capabilities, the level of development of children's thinking, mainly visual-effective and visual-figurative. A child’s thinking reflects, first of all, what is first accomplished in practical actions with specific objects. Working with sticks allows you to translate practical, external actions into the internal plane, to create a complete, clear and at the same time quite generalized idea of ​​the concept.

Nikitin's games. Nikitin's developing creative games have their main feature - to combine one of the basic principles of learning "from simple to complex" with a very important principle of creative activity - "independently according to ability." This union made it possible to solve several problems in the game related to the development of creative abilities: Nikitin’s games can stimulate the development of creative abilities from a very early age; tasks-steps of Nikitin’s games always create conditions that advance the development of abilities; a child develops most successfully if he independently tries to solve the most difficult problems for him each time; Nikitin's games can be very diverse in their content and, moreover, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity; By playing Nikitin’s games with their children, mothers and fathers, unnoticed by themselves, acquire a very important skill - to restrain themselves, not to interfere with the child’s thinking and making decisions, not to do for him what he can and should do himself. Nikitin's educational games include the game "Unicube", "Fold a square", "Fractions", "Cubes for everyone", "Fold the pattern".

Puzzles and labyrinths. These types of games contribute to the development logical thinking, attention and resourcefulness.

At the core program lies in the idea that that every year of a child’s life is decisive for the formation of certain mental neoplasms. In accordance with the characteristics of the cognitive activity of preschool children, program mainly ensures the development of cognitive processes.

Changes in the socio-economic sphere of public life have confronted many countries of the world, including Russia, with the need to reform the educational system. In modern conditions, one of the priority areas of educational policy is the development of additional education for children. Additional education can be considered as a special educational space where many relationships are objectively defined, where special educational activities of various systems for training, education and development of the individual are carried out, where the processes of self-learning, self-education and self-development are formed, where the self-realization of the individual is actually carried out. Additional education for children cannot be considered as some kind of appendage to basic education, performing the function of expanding the capabilities of educational standards. Its main purpose is to satisfy the constantly changing individual sociocultural and educational needs of children.

All modern programs and technologies preschool education puts forward as the main task the comprehensive development of the child’s personality, which is ensured by the unity of mental, moral, aesthetic and physical education. The tasks of mental education are sometimes understood in a simplified manner, limited to the desire "invest" in preschoolers as much knowledge as possible about surrounding. But that's not the point "much knowledge". It is much more important to develop in a child the general abilities of cognitive activity - the ability to analyze, compare, generalize, and also to ensure that he develops a need to acquire new knowledge and master the ability to think.

One of the means of mental development of a child is educational games. They are important and interesting for children, varied in content, very dynamic and include children’s favorite manipulations with gaming material, which can satisfy the child in motor activity, movement, helps children use counting, and controls the correct execution of actions.

The principles underlying these games - interest - cognition - creativity - become as effective as possible, since the game directly addresses the child with the kind, original, funny and sad language of a fairy tale, intrigue, funny character or invitation to adventure. In every game the child always achieves something "subject" result. Constant and gradual complication of games ( "in a spiral") allows you to maintain children's activity in the zone of optimal difficulty. Educational games create conditions for creativity and stimulate the development of the child’s mental abilities. The adult can only use this natural need to gradually involve the children in more complex forms of play activity.

The importance of educational games for the development of preschoolers, their diversity and age-appropriateness allows them to be used to solve this problem of the mental development of preschoolers. Designed for this purpose mug program« Color logic» . Name mug reflects the main direction of activity on it. The use of modern educational games by V.V. Voskobovich, B.P. Nikitin, Dienesh blocks, colored sticks X. Cuisenaire, labyrinths, puzzles, etc.

Size: px

Start showing from the page:

Transcript

1 Program for the developmental circle “Entertaining Logic” (for children in the preparatory group) TEACHER Natalya Vladimirovna Troitskaya Explanatory note. CONTENTS Why does a little preschooler need logic? According to L.A. Wenger, “for five-year-old children, the external properties of things alone are clearly not enough. They are quite ready to gradually become acquainted not only with external, but also with internal, hidden properties and relationships that underlie scientific knowledge about the world. All this will benefit the child’s mental development only if training is aimed at developing mental abilities, those abilities in the field of perception, imaginative thinking, imagination, which are based on the assimilation of samples of the external properties of things and their varieties.” The skills acquired by a child in the preschool period will serve as the foundation for acquiring knowledge and developing abilities at an older age in 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. Having mastered logical operations, the child will be more attentive, learn to think clearly and clearly, and be able to concentrate on the essence of the problem at the right moment. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction. This program shows how, through special games and exercises, you can develop children’s ability to independently establish logical relationships in the surrounding reality. Working with preschoolers on the development of cognitive processes, you come to the conclusion that one of the necessary conditions for their successful development and learning is consistency, i.e. a system of special games and exercises with consistently developing and increasingly complex content, with didactic tasks, game actions and rules. Individual games and exercises can be very interesting, but using

By taking them outside the system, it is impossible to achieve the desired educational and developmental result. Relevance To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, guess, show mental effort, and think logically. Teaching the development of logical thinking is of no small importance for the future student and is very relevant today. Mastering any method of memorization, the child learns to identify a goal and carry out certain work with the material to realize it. He begins to understand the need to repeat, compare, generalize, and group material for the purpose of memorization. Teaching children classification contributes to the successful mastery of a more complex method of memorizing semantic groupings that children encounter at school. Using the opportunities for developing logical thinking and memory in preschoolers, we can more successfully prepare children to solve the problems that schooling poses to us. The development of logical thinking includes the use of didactic games, ingenuity, puzzles, solving various logic games and labyrinths and is of great interest to children. In this activity, children develop important personality traits: independence, resourcefulness, intelligence, perseverance, and constructive skills. Children learn to plan their actions, think about them, guess in search of a result, while showing creativity. Working with children, you can notice that many children cannot cope with seemingly simple logical tasks. For example, most children of senior preschool age cannot correctly answer the question of what is more: fruits or apples, even if they have in their hands a picture in which fruits are drawn, a lot of apples and a few pears. Children will answer that there are more pears. In such cases, they base their answers on what they see with their own eyes. They are “let down” by imaginative thinking, and children by the age of 5 do not yet master logical reasoning. In older preschool age, they begin to exhibit elements of logical thinking, characteristic of schoolchildren and adults, which need to be developed in identifying the most optimal methods for developing logical thinking.

3 Games of logical content help to cultivate cognitive interest in children, promote research and creative search, the desire and ability to learn. Didactic games are one of the most natural activities for children and contribute to the formation and development of intellectual and creative manifestations, self-expression and independence. The development of logical thinking in children through didactic games is important for the success of subsequent schooling, for the correct formation of the student’s personality and in further education will help to successfully master the basics of mathematics and computer science. Purpose of the program: Creating conditions for the maximum development of logical thinking of preschoolers in preparation for successful learning at school. Objectives of the program: To teach children basic logical operations: analysis, synthesis, comparison, negation, classification, systematization, limitation, generalization, inferences To teach children to navigate in space To develop in children higher mental functions, the ability to reason, to prove To instill a desire to overcome difficulties, confidence in oneself, the desire to come to the aid of a peer. Timing of the program, age of children, forms of classes. Duration of the program: 1 year. The program is designed for children of the preparatory group. The program provides for the conduct of circle classes in various forms: Individual independent work of children. Work in pairs. Group forms of work. Differentiated. Frontal inspection and control. Self-assessment of completed work.

4 Didactic game. Competition. Competitions. Stages of program implementation The technology of activity is built in stages: - Diagnosis of the initial level of development of cognitive processes and monitoring their development. - Planning the means by which one or another quality can be developed (attention, memory, imagination, thinking), taking into account the individuality of each child and existing knowledge - Building an interdisciplinary (integral) basis for teaching a developmental course. - Gradual complication of the material, a gradual increase in the amount of work, increasing the level of independence of children. - Familiarization with the elements of theory, training in methods of reasoning, independent argumentation of choice. - Integration of knowledge and methods of cognitive activity, mastery of its generalized techniques. - Evaluation of the results of the developmental course according to developed criteria, which should include the child (self-esteem, self-control, mutual control). Contents of the program Brief description of sections and topics of classes (sections correspond to a specific logical operation that children will learn in class): 1. Analysis synthesis. The goal is to 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. 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. 2. Comparison. The goal is to teach to mentally establish the similarities and differences of objects according to essential features; develop children's attention and perception. Perfect

5 to develop orientation in space. 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. 3. Limitation. The goal is to teach how 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. 4. Generalization. The goal is to teach how 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. 5. Systematization. The goal is to teach to identify patterns; expand children's vocabulary; learn to tell from a picture, retell. 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. 6. Classification. The goal is to teach how to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them. 7. Conclusions. The goal is to teach using judgments to draw conclusions. Help expand children's everyday knowledge. Develop imagination. Games and exercises: searching 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. Expected results Expected results: Children should know: the principles of constructing patterns, the properties of numbers, objects, phenomena, words; principles of the structure of puzzles, crosswords, chainwords, labyrinths;

6 GCD 2. September GCD 1. September 1 week antonyms and synonyms; names of geometric figures and their properties; the principle of programming and drawing up an algorithm of actions. Children should be able to: identify patterns and complete a task according to this pattern, classify and group objects, compare, find general and specific properties, generalize and abstract, analyze and evaluate their activities; by reasoning, solve logical, non-standard problems, perform creative search, verbal, didactic, numerical tasks, find answers to mathematical riddles; answer questions quickly and correctly during warm-up; perform tasks for training attention, perception, memory; perform graphic dictations; be able to navigate the schematic representation of graphic tasks; be able to set a goal, plan stages of work, and achieve results through one’s own efforts. PERSPECTIVE THEMATIC PLAN FOR THE “ENTERTAINING LOGIC” CLUB Topic Objectives Deadlines - Learn to divide a square into 2-4 parts, compare parts. - Improve the skill of counting in direct order, regardless of the size and location of objects. - Strengthen the ability to transform geometric shapes using Dienesh blocks. (B.D.) - Fix the seasons: autumn months - Learn to use the signs =,<, >, comparing groups of objects, numbers on a visual basis. Series by quantity. - Improve the ability to navigate on a sheet of paper in a square (upper left corner, center, etc.) - Strengthen the reconstruction of geometric shapes according to their presentation and description. - Fix the sequence of days of the week.

7 GCD 8. October GCD 7. October 3 week GCD 6. October GCD 5. October 1 week GCD 4. September GCD 3. September 3 week - Teach the composition of numbers 2 and 3 from two smaller ones. - Improve the skill of dividing a square into 2 8 parts, comparing parts, seriation. - Strengthen the skill of measuring various quantities with a conventional measure (measuring length). - Strengthen the ability to designate a geometric figure using symbols, coding B.D. - Learn to count backwards, determine the place of a number in a number series. - Improve the ability to perform operations on sets: partitioning, classification. - Strengthen the ability to compare by the number of groups of objects using signs<, >,=. - Strengthen counting skills (counting, recounting, ordinal counting). - Learn to measure volume, seriation using a conventional measure. - Improve knowledge of the composition of numbers 2 and 3 using Cuisenaire sticks. (P.K.) - Consolidate knowledge of the sequence of seasons (autumn months). - Strengthen the ability to navigate in a squared notebook, designating spatial relationships with conventional signs. - Learn to divide a circle into 2, 4, 8 parts, compare parts. - Improve the idea of ​​number as a point in a number series. - Consolidate knowledge about the types of triangles, coding with a negative sign. - Reinforce the concept of month, week, types of calendars. - Teach the composition of the number 4 from two smaller ones. - Improve the ability to navigate according to a plan. - Strengthen the ability to measure length (measurement step). - Strengthen the ability to divide a long object into parts. - Learn to perform operations on sets: comparison, partition, classification. (B.D.) - Improve knowledge of the composition of numbers 3,4 from two smaller ones. - Consolidate knowledge about time week, month. - Consolidate knowledge about the previous and subsequent numbers.

8 GCD 14. December GCD 13. December 1-week GCD 12 November GCD 11. November 3-week GCD 10. November GCD 9. November 1 week - Learn to perform operations with sets: classification according to three criteria, abstraction.(n.d. .) - Improve the understanding of the quantitative composition of the numbers 3,4 from the two smaller ones, practice counting. - Strengthen the ability to find patterns. - Improve knowledge of the sequence of days of the week. - Learn to solve problems in your head by increasing and decreasing, developing counting skills. - Improve the ability to compare objects by size and weight. Seriation. - Strengthen the ability to navigate in space. - Strengthen the ability to denote spatial relationships with conventional signs. - Teach the composition of the number 5 from two smaller ones. - Improve the ability to generalize objects according to their four properties. - Reinforce the concept of “polygon” based on different types. - Strengthen the ability to navigate in two and three-dimensional space using Nikitin's cubes. - Learn to perform operations on sets, classification according to three or four criteria. - Improve knowledge of the composition of the number 5 from the two smaller ones. - Strengthen the ability to solve algorithmic exercises. - Consolidate knowledge about the previous and subsequent numbers. - Learn to solve arithmetic problems involving addition. - Improve knowledge about the composition of numbers from units within the limits of Consolidate the types of polygons, coding with a negative sign. - Secure temporary relationships day a week. - Learn to recreate silhouettes from geometric shapes (Columbus egg, magic circle, leaf). - Improve the ability to solve problems by identifying the component parts. - A series of objects by area in ascending order. - Fix the composition of the number 5 from two smaller ones.

9 GCD 20. February GCD 19. February 1 week GCD 18. January GCD 17. January 3 week GCD 16. December GCD 15. December 3 week - Learn to solve subtraction problems, highlighting the component parts. - Improve counting skills. - Strengthen the ability to perform operations on sets: classification, abstraction. - Strengthen the ability to navigate according to a plan and draw up a diagram. - Teach the composition of the number 6 from two smaller ones. (p.c.) - Improve the ability to solve arithmetic problems. - Consolidate knowledge about calendars. - Strengthen the ability to divide a whole into parts. - Learn to solve algorithmic problems. - Improve the ability to identify properties in objects and indicate their absence with symbols. - To consolidate knowledge about the finishing row (counting and counting by unit). - Strengthen the ability to be creative in puzzle games. - Learn to solve algorithmic exercises. - Improve the ability to compose and solve problems. - Strengthen the skill of recreating silhouettes from geometric shapes. - Strengthen the ability to perform series. - Learn to create a problem with a solution. - Improve knowledge of the composition of the numbers 5,6 from the two smaller ones. - Consolidate knowledge about geometric shapes, coding and decoding. - Consolidate knowledge about temporary relationships. - Teach the composition of the number 7 from two smaller ones. - Improve the ability to create problems to solve them. - Strengthen the ability to solve and compose algorithmic exercises. - Strengthen the ability to be creative in recreating silhouettes from geometric shapes.

10 GCD 26. March GCD 25. March 3 week GCD 24. March GCD 23. March 1 week GCD 22. February GCD 21. February 3 week - Learn to compose and solve problems of different types. - Improve knowledge about quadrilaterals (trapezoid, parallelogram). - Strengthen the ability to classify and generalize geometric shapes by characteristics. - Strengthen the ability to navigate on a sheet of paper in a cage. - Learn to compose and solve different types of problems. - Improve the ability to form the number 7 from two smaller ones. - Strengthen the ability to identify and conditionally designate temporary relationships (month, year). - Learn to draw geometric shapes on a sheet of checkered paper. - Learn to transform geometric shapes according to conditions using a template or stencil. - Improve the ability to abstract objects using Dienesh blocks. - Strengthen the ability to compose and solve problems of different types. - Strengthen the ability to find patterns. - Learn to create problems with solutions. - Improve knowledge about the composition of a number from two smaller ones. (p.c.) - Strengthen the ability to find objects of a certain shape by pattern and name. - Consolidate knowledge of relationships in time (month, year). - Learn independently, create various signs and symbols, depicting furniture in your room. - Improve the ability to classify by negation. - Strengthen the addition and subtraction of numbers by 2 when solving arithmetic problems. - To consolidate the ability to measure bulk products using a conventional measure, serialization by quantity (volume). - Teach the composition of the number 8 from two smaller ones. - Improve the ability to compose and solve problems using symbols. - Strengthen the skill of recreating silhouettes from geometric shapes. - Improve your ability to visualize the layout of your room.

11 GCD 33. Diagnostics May 3rd week GCD 32. KVN May GCD 31. May 1st week GCD 30. April GCD 29. April 3rd week GCD 28. April GCD 27. April 1 week - Learn to compose and read two-digit numbers. - Improve the ability to compose and solve problems. - Strengthen the ability to classify and abstract objects. - Fix the composition of the number 8 from two smaller ones. - Learn to solve and compose algorithmic exercises. - Improve the ability to solve problems of different types. - Strengthen the ability to compose and read multi-digit numbers. - Strengthen the skill of recreating silhouettes from geometric shapes. - Teach the composition of the number 9 from two smaller ones. - Improve the ability to solve and compose problems of different types. - Strengthen relationships over time. - Strengthen the ability to navigate on a sheet of paper. - Learn to determine the time on a watch, dial, hands. - Strengthen the ability to compose and solve problems. - Strengthen the ability to show creativity and independence in puzzle games. - Improve the ability to perform actions using symbols. - Improve the ability to compose and solve problems of various types. - Strengthen the ability to perform operations on sets: comparison, partitioning, classification, abstraction. - Fix the composition of the number 9 from two smaller ones. - Strengthen the ability to recreate silhouettes from geometric shapes according to plan. - Bring joy and pleasure from educational games. - Identify the ability to perform operations on sets, solve and compose algorithms.

12 May 4th week GCD 34. Diagnostics - Identify the ability to form a number from two smaller ones, using all possible options, to carry out addition and subtraction operations. Method of checking the results of work: generalizing lessons after each section and 2 diagnostics (initial (September) and final (May)) of the level of mastery of logical thinking operations. Developed games Card index of games for the development of attention Card index of games for the development of memory Semantic games Card index of problem situations Games with matches Information resources 1. Childhood: Program for the development and education of children in kindergarten. T.I. Babaeva, Z.A. Mikhailova. SPb.: CHILDHOOD PRESS, Mathematics from three to seven: Educational and methodological manual for kindergarten teachers. BEHIND. Mikhailova, E.N. Ioffe. SPb.: CHILDHOOD PRESS, Plan of the program of the pedagogical process in kindergarten. N.V. Goncharova. SPb.: CHILDHOOD PRESS, Methodological advice for the “Childhood” program. SPb.: CHILDHOOD PRESS, Mathematics before school: A manual for kindergarten teachers and parents. A.A. Smolentsova, O.V. Pustovoit.-SPb.: CHILDHOOD PRESS, Mathematics is interesting. Z.A. Mikhailova, I.N. Cheplashkina. - St. Petersburg: CHILDHOOD PRESS, Didactic games classes in preschool educational institutions. E.N.Panova. Shopping center "TEACHER", ABC of physical education minutes for preschoolers. I. Kovalko. M.:VAKO, 2006.

Explanatory note To successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and convincingly, guess, show mental stress,

Municipal autonomous preschool educational institution "General developmental kindergarten 21 "Goldfish" with priority implementation of activities for the physical development of children" Logic for

Report on the work of the circle for 2017-2018 “Academy of Preschool Sciences” by a teacher-psychologist of the first qualification category MBDOU TsRR - d/s 47 “Iskorka”, Stavropol Ivanova I.V. The goal of our circle is

Municipal budgetary educational institution for children of preschool and primary school age, primary school-kindergarten 48 Tolyatti Recommendations for teachers and parents on the development of

Municipal budgetary preschool educational institution "Kindergarten "Solnyshko" Development of logical thinking in preschool children Prepared by: 1st category teacher Ekaterina Valerievna Egorova

Municipal preschool educational institution "Kindergarten of a combined type "Rosinka" in the city of Balashov, Saratov region" Adopted by the pedagogical council Minutes of 20 Approved by the Head

1 CONTENTS 1. Explanatory note 3 2. Purpose and objectives of the program 5 3. Contents of the program. 6 4. Planned results. 9 5. Characteristics of organizational and pedagogical conditions. 10 6. References..

Explanatory note. Verbal logical thinking is the highest stage of development of children's thinking. Achieving this stage is a long and complex process, since the full development of logical thinking

Explanatory note Work program for the development of elementary mathematical concepts in children of the preparatory group (educational areas “cognitive development, social and communicative

Municipal budgetary preschool educational institution "Kindergarten 15" Approved by: Head of MBDOU "Kindergarten 15" M.M. Demidov 2018 Agreed: at a meeting of the pedagogical council of the MBDOU

Club for the development of logical thinking in children of senior preschool age Explanatory note One of the most important tasks in raising a child is the development of his mind, the formation of such thinking skills

Explanatory note Teaching a child elementary mathematical concepts is included in the general complex of education and is the basis for teaching a child many subjects. The program is based on the idea

Explanatory note: The additional program in mathematics was compiled in accordance with 1. Federal Law dated 9.1.01 N 73-FZ (as amended on 31.1.014) “On Education in the Russian Federation” (December 9

Explanatory note The additional general developmental program of social and pedagogical orientation “Fun Mathematics” is aimed at developing the mathematical abilities of children 5-6 years old. During implementation

“Formation of logical thinking in children of senior preschool age through logical-mathematical games” Prepared by teacher MBOU-SOSH 36 A.I. Malykhina Information about the author: Antonina Ivanovna Malykhina

SEPTEMBER Thematic planning of educational activities on the formation of elementary mathematical concepts 1st year of study (children 5-6 years old) Month Week arr. activities 1 1 2 2 Topic,

Explanatory note One of the tasks of the cognitive development of preschool children is the formation of the child’s elementary mathematical concepts. It is not just about teaching a preschooler

Educational program of additional education on cognitive development “Logic for kids” Teacher-psychologist Shchipkova I.V. Moscow, 2016 Contents 1. Explanatory note... 4 2. Methodological

MO UDO children "House of Children's Creativity" APPROVED by: Director of Children's Children's Children's School '20 APPROVED by: Expert Council of the Regional Educational Institution Protocol /Kulakova E.F./ '20 Additional education program "Development of logical thinking."

Additional general education (general developmental) program for the formation of elementary mathematical concepts in children with disabilities Specialist: Zolotukhina M.V., teacher-defectologist 1. Relevance of the program.

MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN "SOLNYSHKO" Developed by: teacher of the 1st category MBDOU "Kindergarten "Solnyshko" Egorova Ekaterina Valerievna Uvarovo 2013 Working

WORK PROGRAM “Entertaining mathematics” Program for the cognitive development of children of middle preschool age - 2015 - Author-compiler: V.P. Popinina, teacher of MBDOU kindergarten 3 “Teremok”

CONTENT. Explanatory note. 2. Contents of the program. 3. Methodological support of the program. 4. Long-term program planning (from September to May). 5. Diagnostics (level of program mastery).

Private preschool educational institution “Kindergarten 251 of JSC Russian Railways” Working educational program of the “Entertaining Mathematics” circle implementation period: from September 1, 2016 to June 30, 2017 Program

I. Explanatory note. Classes in the “Know-ka” circle include two blocks: “Mathematical steps” and “I will read correctly.” The training program is designed for seven months (from October 1 to April 30), classes

Mathematics is a powerful factor in the intellectual development of a child, the formation of his cognitive and creative abilities. The child grows, and every day he hears a lot of new things, in particular, words,

ABSTRACT to an additional general developmental program of social and pedagogical orientation on the formation of logical thinking in preschool children for children 4-5 years old in a paid educational program

Municipal autonomous preschool educational institution of the city of Kaliningrad “Kindergarten 100” Work program of the main general educational program of preschool education MADOU d/s 100 educational

Municipal educational institution "Zarechnaya Secondary School" "Considered" at the methodological association of primary school teachers Head of Education E.N. Dorokhina Minutes 1 of August 29

According to the Explanatory Note, the club program is based on the ideas of developing the child’s personal potential and his mental development, through the artistic and aesthetic development of mathematical

MUNICIPAL BUDGETARY INSTITUTION OF ADDITIONAL EDUCATION “RUDNYANSKY HOUSE OF CREATIVITY” Adopted by the pedagogical council of 01.09.2015 of the director of 015 Educational program of additional

State budgetary educational institution of the city of Moscow "School 67 named after General D.D. Lelyushenko" Work program for additional education (extra-budget) "DEVELOP-KA" Social and pedagogical

Explanatory note to the program “One is a step, two is a step” (development of mathematical concepts) The additional educational program for teaching mathematics has a socio-pedagogical orientation

Explanatory note 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.

Municipal budgetary preschool educational institution of the urban district of Korolev, Moscow region “Kindergarten of a combined type “Teremok” 45” Educational program of Additional Education

DEVELOPMENT OF LOGICAL THINKING IN PRESCHOOL CHILDREN DURING GAMES WITH NON-STANDARD DIDACTICAL MATERIAL Progress in science and technology, as well as the processes of dissemination of information in the world took place

State budgetary educational institution GYMNASIUM 70 Petrogradsky district of St. Petersburg 970, St. Petersburg, st. Literatorov, 9/lit. “A” phone: 476449, 476448, 476454, 476450

Explanatory note. One of the main tasks of raising a small child is the development of his mental abilities and the application of acquired knowledge in activities. How to ensure everyone's progress is gradual

Municipal budgetary preschool educational institution kindergarten 47 “Golden Cockerel” CIRCLE “ENTERTAINING MATH” (MIDDLE AND HIGH GROUP, AGE 4-6 YEARS). Educator: Samuseva G.A.

Logical games and exercises in teaching a child mathematics What is “logic” and do our children need it? One of the most important tasks in raising a small child is the development of his mind, the formation of such mental

Kakaulina Natalya Eduardovna, teacher; Elena Anatolyevna Kolesnikova, teacher of MBOU “S(K)NSH-DS 2”, Neryungri, Republic of Sakha (Yakutia) ADDITIONAL EDUCATION PROGRAM “LOGICAL STEPS”

Explanatory note The program was developed on the basis of gaming technology for the intellectual and creative development of children 3-7 years old by V.V. Voskobovich. The program is designed for four years of study, starting with junior

Explanatory note This was developed on the basis of the author's program L.G. Peterson, E.E. Kochemasova “Player”, “One step, two steps” practical mathematics course for preschoolers.” Home

WE ARE WORKING ON A PROJECT on the topic: “In the Land of Smart Games” Author: Zlobina L.G. Mathematics Corner Relevance of the project. It should be remembered that in order to teach preschool children to love mathematics, to support

Contents 1. Explanatory note.. 3 2. Curriculum. 5 3. Methodological support...5 4. Calendar and thematic planning...6 5. Monitoring tools 10 6. Literature.11 1. Explanatory

DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW STATE BUDGETARY EDUCATIONAL INSTITUTION SCHOOL 1798 “PHOENIX” Additional general education general development program “Rainbow of Talents” mathematics Focus:

Explanatory note Work program “Preparing children for school. Mathematics" is intended for the development of mathematical understanding of children of senior preschool age and preparation for school. Program

I approve: Head of MADOU DS 23 Denisova I.A. August 24, 2018 Order 268-d -d dated 08.24.18. WORK PROGRAM of the main general education program of preschool education of the municipal autonomous

Explanatory note The work program in mathematics in the Khanty-Mansiysk school for students with disabilities is compiled on the basis of the Program for preparatory and 1-4 correctional classes

Municipal preschool educational institution kindergarten 22, Sochi WORK PROGRAM Group of psychological and pedagogical support and development Club “Logic” for the 208-209 academic year Implementation period:

DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW State budgetary educational institution of the city of Moscow “School 575” “Approved” Adopted at a meeting of the methodological (pedagogical) council Head

ADDITIONAL GENERAL DEVELOPMENTAL PROGRAM IN MATHEMATICS FOR SENIOR PRESCHOOL CHILDREN Contents: 1. Age and individual characteristics of children 2. Explanatory note. 3. Program objectives.

The program of the “Entertaining Mathematics” circle is based on the program of E.E. Kochurova. “Entertaining mathematics” (Collection of programs for extracurricular activities: grades 1–4 / edited by N.F. Vinogradova.

Explanatory note The leading aspect of the mental development of a primary school student is the development of logical thinking. To form it, the child must master a certain minimum of logical knowledge

Explanatory note The program “Mathematical steps” is compiled on the basis of the program by E.V. Kolesnikova “Mathematical steps” for children 5-7 years old. The educational program is aimed at developing

Explanatory note. One of the most important tasks in raising a small child is the development of his mind, the formation of such thinking skills and abilities that will allow him to master new things. Every preschooler

Municipal autonomous educational institution of additional education Children and youth center "Zvezdochka" Tomsk 634012, Tomsk, st. Elizarovykh, 2, tel. (8-3822) 42-52-33 fax: (8-3822) 41-43-90,

Municipal budgetary educational institution "Izluchinskaya general education primary school" MAP OF THE INDIVIDUAL EDUCATIONAL ROUTE OF A STUDENT WITH DIFFICULTIES IN MASTERING EDUCATION

Kebezensky branch "Kolobok" of the Municipal preschool educational institution kindergarten "Beryozka" in the village of Iogach ADDITIONAL GENERAL EDUCATIONAL DEVELOPMENTAL PROGRAM "ENTERTAINING MATHEMATICS"

1. Target section of the program Explanatory note The program of the mathematical circle “Entertaining Mathematics” is compiled on the basis of the program by Pomoraeva I.A., Pozina V.A. “Formation of elementary mathematical

Explanatory note In accordance with the Federal Law “On Education in the Russian Federation” 273-FZ dated December 29, 2012. “Additional education for children and adults is aimed at the formation and development

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 6-7 years old 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:

1. Development of children's mental abilities through mastering the actions of substitution and visual modeling.
2. Development of the ability to form a group of individual objects, dividing them according to their characteristic features and purpose.
3. Development of the ability to classify objects on various grounds.
4. Teach children to compare objects and images.
5. Development of the ability to correlate a schematic image with real objects.
6. Encourage children to draw their own conclusions.
7. Teach children to answer questions in detail and make conclusions.
8. 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.

1. Able to navigate in space and on a sheet of paper.
2. The child finds patterns in phenomena and knows how to describe them.
3. The vocabulary expands and can make inferences using judgments.
4. Mental processes develop: attention, memory, logical thinking.
5. Possesses cooperation skills and can work in pairs and small groups.
6. The child’s individual abilities develop.
7. 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 techniques of mental actions: 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, 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)) of the 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 characteristics. 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.

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

Budgetary preschool educational institution

"Kindergarten No. 330 combined type"

Program

for additional education

for preschool children

“Young Intellectual” (Mathematics + Logic)

Educator:

Bratukhina L.S.

Omsk

Explanatory note

Effective development of the intellectual abilities of preschool children is one of the urgent tasks of our time. Children with developed intelligence remember material faster, are more confident in their abilities, adapt more easily to a new environment, and are better prepared for school.

Mathematics plays an important role in the intellectual development of a child. It sharpens the mind, develops flexibility of thinking, and teaches logic. The child acquires his first mathematical experience in a variety of everyday activities.

Logical-mathematical thinking is formed on the basis of figurative thinking and is the highest stage of thinking development.

Having mastered logical operations, an older preschooler will become more attentive, learn to think clearly and clearly, be able to concentrate on the essence of the problem at the right moment, and convince others that he is right. It will become easier to study, which means both the learning process and school life itself will bring joy and satisfaction. For a better and faster process of teaching an older preschooler logical operations, didactic games and exercises are needed.

The formation of logical techniques is an important factor that directly contributes to the development of the thinking process of an older preschooler. Almost all psychological studies devoted to the analysis of the methods and conditions for the development of a child’s thinking are unanimous that methodological guidance of this process is not only possible, but also highly effective, i.e., when organizing special work on the formation and development of logical thinking techniques, there is a significant increase the effectiveness of this process, regardless of the initial level of development of the child.

Purpose of the program:

1. Development of logical thinking of preschool children at the elementary level through techniques of comparison, generalization, classification, systematization and semantic correlation.

2. To promote the formation and development of the simplest logical structures of thinking in preschoolers through specially organized classes.

Program objectives:

Educational:

develop children’s mental abilities through mastering the actions of substitution and visual modeling;

learn to form a group of individual objects, divide them according to their characteristic features and purpose;

teach to classify objects on various grounds;

learn to compare objects and images;

learn to correlate a schematic image with real objects;

develop quick thinking;

encourage you to draw your own conclusions;

learn to answer questions in detail and draw conclusions;

learn to establish cause-and-effect relationships.

Educational:

development of thinking skills - compare, analyze, classify, generalize, abstract, encode and decode information;

mastering basic skills of algorithmic culture of thinking;

development of cognitive processes of perception of memory, attention, imagination;

development of creative abilities.

developing the ability to group objects by color and size;

development of the ability to distinguish and name in the process of modeling

geometric shapes, silhouettes, objects and others.

consolidate the ability to establish a correspondence between the number of objects and numbers.

making geometric shapes from sticks and transforming them. Drawing figures, symbolic images from geometric shapes in a checkered notebook.

Educational:

the possibility of combining children’s independent activities and their varied interactions with each other when mastering mathematical concepts.

education and development of responsibility, perseverance in overcoming difficulties, coordination of eye movements and fine motor skills of the hands, actions of self-control and self-esteem.

Program type: The “Young Mathematician” program is a program of educational and research orientation, which is based on the program of K.V. Sheveleva “Formation of elementary mathematical concepts in preschool children”

The principles underlying the program:

the principle of integration of educational areas in accordance with the age capabilities and characteristics of children;

the formation of mathematical concepts based on children’s perceptual actions, the accumulation of sensory experience and its comprehension;

the use of diverse and varied didactic material that allows one to generalize the concepts of “number”, “set”, “form”;

stimulation of active speech activity of children, speech accompaniment of perceptual actions;

the possibility of combining children’s independent activities and their varied interactions when mastering mathematical concepts;

Expected results:

Development in children of senior preschool age of their intellectual and creative abilities through the development of logical and mathematical concepts (properties, relationships, connections, dependencies) and methods of cognition (comparison, ordering, grouping, seriation, classification). The child masters basic logical operations. Able to mentally 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 mentally divide a whole into parts and form a whole from the parts, establishing a connection between them. The child finds patterns in phenomena and knows how to describe them. Can make inferences using judgments. Able to navigate in space and on a sheet of paper. The child has a fairly large vocabulary and a wide range of everyday knowledge. He is observant, attentive, diligent, interested in the results of his work. Possesses cooperation skills and can work in pairs and small groups.

The “Young Mathematician” program will be implemented within the framework of a mathematics club for children aged 4-7 years in groups. Group 1 - middle (4-5 years old) Group 2 - senior group (5-6 years old) Group 3 - preparatory (6 - 7 years old) The program lasts one year. To successfully master the lesson program, the number of children in the circle group is 10 people. The duration of the lesson is 20 – 35 minutes. Classes are held 8 times a month from October to May.

NOD SCHEDULE

Conditions for the program:

availability of material and technical support;

systematic visits to the “Young Mathematician” circle

Forms and methods

In the process of activity, various forms are used: traditional, combined and practical classes, games, competitions, and others.

Activity held:

frontal (simultaneous work with all children)

individual-frontal (alternating individual and frontal forms of work)

subgroups (organization of work in a microgroup)

individually (individual completion of tasks, problem solving).

Methods:

To develop cognitive abilities and cognitive interests in preschoolers, teachers use the following methods:

elementary analysis (establishing cause-and-effect relationships);

comparison;

modeling and design method;

question method;

repetition method;

solving logical problems;

experimentation and experiments

Among techniques, used in the process of implementing circle activities that enhance learning motivation should be called:

Individualization and activation of learning;

Games and game situations.

Club classes for preschoolers are conducted in a playful way, since the leading activity of preschoolers is play. Guided by one of the principles of the Federal State Educational Standard, the program is implemented using various forms specific to children of a given age group and, above all, in the form of a game.

A game with educational elements that is interesting to the child will help in the development of the preschooler’s cognitive abilities. Such a game is a didactic game.

Didactic games for the formation of mathematical concepts and the development of logical operations used in the program can be divided into the following groups: 1. Games with numbers and figures 2. Time travel games 3. Games for orientation in space 4. Games with geometric shapes 5. Logical games thinking

Technical equipment of classes

Equipment:

Easel

Posters

Circuit Demo Cards

Individual circuit cards

CD and audio material

Record player

Integration of educational areas:

“Cognitive development”: development of cognitive abilities (attention, memory, perception, thinking, imagination) and thinking operations; teach to establish cause-and-effect relationships, develop volition. To consolidate children's knowledge about careful handling of objects of living and inanimate nature.

“Speech development”: encourage the desire to ask questions, logically building your judgment. Continue to develop and activate children's vocabulary. Reading and discussing with children works of art that are in tune with the theme of the GCD circle.

“Physical development”: monitor the development of correct posture. Ensure normal temperature conditions in the room and regular ventilation; develop the ability to follow the basic rules of games and navigate in space.

“Socio-communicative development”: to provide conditions for further moral education of children. Develop a friendly attitude towards each other and others. Encourage children to independently carry out basic assignments (prepare material for GCD, arrange tables, distribute workbooks).

“Artistic and aesthetic development”: consolidate the ability to color a given object, picture, logical coloring along the contour, evenly applying strokes, develop fine motor skills. To form emotional responsiveness to a piece of music used in physical exercises.

Educational - thematic plan

Formation of methods of mental actions, classification,

generalization.

Development of mental processes (development of voluntary attention)

Development of spatial concepts and selectivity, visual attention

Development and consolidation of the ability to group objects by color and size, visual concentration

attention

(visual recognition of quantity, one-to-one correspondence, equalization of quantities), strengthening the ability to group objects by color and size

Development of spatial concepts, analysis and synthesis of objects of complex shape

Development of spatial concepts, analysis and synthesis of objects of complex forms of concentration of visual attention

Development and consolidation of the ability to group objects by color, shape and size; formation of mental action techniques: classifications,

comparisons, generalizations

Identification of quantitative characteristics of sets of objects

Identification of quantitative characteristics of sets of objects

(visual recognition of quantity, one-to-one correspondence, equalization of quantities), concentration of visual

attention, development of spatial concepts

Establishing logical connections and patterns. Development of the visual eye, the ability to perform logical actions and operations, the ability to decode (decipher) information depicted on a card, the ability to act consistently.

Development of spatial concepts,

mental processes (attention), search for what is missing based on several signs (analysis, comparison)

Formation and development of mental actions (logical operations): seriation,

analysis, comparison, synthesis

highlighting the quantitative characteristics of sets (number,

size)

Formation of the ability to classify objects and highlight them according to some properties. Practice composing new geometric figures from existing ones according to the model and design.

Development of visual concentration,

fine motor skills, self-control abilities.

Identification of properties, the ability to ask questions, understanding of quantitative relationships between the numbers of the first ten, finding a connection between the length of an object, the size of a measure and measurement results, establishing a logical connection between measurements.

Developing the ability to identify and abstract properties, the ability to “read a diagram,” consolidate ordinal counting skills, and compose figures from parts.

Development of orientation in space, quantitative concepts, learning to find stripes whose sum is equal to two data.

Development of abilities to decode information. Ability to select blocks based on specified properties. Strengthen calculation skills. Learn to select given material according to verbal instructions, compose numbers from units, and develop your eye. Reinforce the concepts: which is according to the account. Develop the ability to navigate in space.

Formation of the ability to carry out visual-mental analysis based on identifying similar and different features of a group of objects and each object separately.

Teach children to think in spatial images, three-dimensional figures (3 figures),

Develop reasoning abilities when solving complex problems.

Strengthening the ability to make simple conclusions.

Teach mental actions aimed at analyzing a complex form and recreating it from parts based on perception. Exercise your ability to perform mental calculations

Strengthening the ability to make simple conclusions, ask questions, highlight properties

Strengthening spatial orientation skills (right, left); quantitative and ordinal counting, addition and subtraction. Learn to operate with numerical values ​​of colored stripes, equation of quantities.

Identification of quantitative characteristics of sets of objects

(visual quantity recognition, one-to-one correspondence, quantity equalization).

Exercise in the formation of methods of mental action (logical operations): seriation, classification,

generalization, comparison. Development of mental processes -

(voluntary attention, perception, characteristic qualities of thinking: flexibility, causality, consistency, spatial mobility)

Exercise in the formation of methods of mental action (logical operations): seriation, classification,

generalization, comparison. Teach children to carry out a visual-mental analysis of a possible way of arranging figures, checking it practically.

Solving problems related to the search for a single proposition (logical relations between the properties of objects).

Exercise in the development of spatial concepts. Learn to carry out visual-mental analysis and synthesis of objects of complex shape according to several characteristics

Logical solution. tasks based on visual perception. Learn to understand the proposed problem and solve it yourself.

Development of the ability for logical actions and operations, the ability to decode (decipher) information shown on the card, the ability to act consistently.

Developing the ability to combine and transform.

Learning to perform calculations in accordance with the proposed algorithm.

Performing tasks related to moving around cells (orientation in space)

Development of elements of visual control, spatial orientation. Development of logical operations based on analysis, comparison and generalization of figures based on 4 characteristics.

Complex solution of problems for the development of voluntary attention and spatial relationships.

Identification of quantitative characteristics of sets of objects

(visual recognition of quantity, one-to-one correspondence, equalization of quantities), strengthening the ability to group objects by color and size. Development of spatial concepts

Development of the ability to identify and abstract properties, reason, and justify your choice.

Solving logical problems based on visual perception, understanding the proposed problem and solving it independently.

Developing the ability to establish a logical principle for constructing a series and build your sequence based on it.

Learning to think in spatial images, three-dimensional figures, the ability to identify patterns in the arrangement of objects.

Developing the ability to establish the logical principle of constructing a series and building your own sequence based on it, solving simple puzzles.

Development of visual focus , carrying out a visual-mental analysis of a possible way of arranging figures, composing new geometric figures from existing ones according to the model and design.

	Subject	Number of classes	Time
			Theoretical					Practical

Long-term plan (4 – 5 years)

Subjectclasses

Softwarecontent

Literature

October

1-2 lessons - Many - one. One - none. - High - low - Familiarization with the name of the month September - October - Logic game “Travelers” - Dienesh blocks

Introducing the concepts one, many, none. Distinguish in the environment which objects are many and which are one at a time. Use concepts correctly when using them in speech. To form an idea of ​​the properties of objects by height: high - low; teach to compare objects by height, correctly names the entire range of properties of an object. Correctly names the entire range of properties of an object. (Dyenes Blocks)

October

3-4 lesson - Number and figure 1. - Geometric figure - circle - Logic game “Finish the row” - Nikitin's cubes

Introducing the number 1 and number 1; developing the ability to count objects; exercise in writing numbers 1. Introduce a plane geometric figure: a circle and its properties; be able to see and find circle-like objects in the environment.

October

Lesson 5-6 - Number and figure 2. - Right - left. - Logic game "In the store" - Kusener's sticks

Introduction to the formation and properties of the number 2, the number 2; the concept of “couple”; count objects by matching numerals; Distinguish and name spatial relationships: right - left; practice identifying the right hand and the right side, the left hand and the left side

October

7-8 lesson - Number and figure 2. - Square - Logic game “Paint in the right color” - Voskobovich Square

Exercise in writing numbers 2. Introduce a plane geometric figure: a square and its properties; be able to see and find square-shaped objects in the environment.

november

1-2 lessons - Number and figure 3. - Circle Square - Introducing the name of the month November - Logic game “Name who it is” - Counting sticks

Introducing the number and number 3; teach to form the number 3 by adding one to the number 2; be able to see and find objects in the environment that look like a square or a circle.

november

3-4 lesson - Number and figure 3. - Wide – narrow - Logic game “Connect the objects” - Dienesh blocks

Exercise in ordinal counting. Exercise in writing number 3.

Formation of ideas about the various properties of objects by size: wide - narrow; finds similarities and differences between objects. (Dyenes Blocks)

“FEMP for 4-5 year old children”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. "Dyenes Blocks"

november

5-6. class - Triangle. - Comparison of objects by length, height. - Logic game “Draw the missing objects” - Nikitin’s cubes

Introduction to a plane geometric figure: a triangle and its properties; be able to see and find objects in the environment that are similar to a triangle; learn to compare objects by width. Development of fine motor skills, imagination, speech, attention,

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Nikitin cubes

november

7-8 lesson - Number and figure 4. - Thick - thin. - Logic game “Find identical objects” - Kusener’s sticks “Selecting ribbons for aprons”.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Cuisener sticks

December

1-2 lessons - Number and figure 4 - Thick - thin - Introduction to the month of December - Logic game "Labyrinth the road to mother" - Voskobovich Square

Count within four; practice writing the number 4. Form an idea of ​​the various properties of objects by size: thick - thin; learn to compare objects by width

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Voskobovich Square

December

3-4 lesson - Number and figure 5. - Rectangle - Logic game “Add the right number” - Dienesh blocks

Introduction to a plane geometric figure: a rectangle and its properties; be able to see and find objects in the environment that look like a rectangle. Acquaintance with the number and number 5; count within five; introduce the formation of the number 5 by adding one to the previous number; knows how to group objects according to the presence and absence of one property.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Geom. figures "Blocks of Dienesh"

December

5-6. class - Number and figure 5. - oval - Large - small - Logic game “Arrange objects by color” - Nikitin’s Cubes

Acquaintance with a plane geometric figure: an oval and its properties; be able to see and find oval-like objects in the environment. practice writing numbers 5. Forming an idea of ​​the various properties of objects by size: large - small; learn to compare objects by size.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Nikitin cubes

December

7-8 lesson - Measurements: large, smaller, small - Circle, triangle, square - Name and Show Game - Cuisener Sticks "We're walking up the stairs"

Exercises to develop spatial concepts and visual selectivity

attention Development of fine motor skills, formation of sensory standards of color, size and shape, combinatorial abilities.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Cuisener sticks

January

1-2 lessons - Number and figure 5. - Big – small - Familiarization with the name of the month January - Logic game Voskobovich Square

Introducing the number and number 5; count within five; introduce the formation of the number 5 by adding one to the previous number; To form an idea of ​​the various properties of objects by size: large - small; learn to compare objects by size.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Voskobovich Square

January

3-4 lesson - Number and figure 5 - geometric shapes. - Logic game “Continue the row” - Counting sticks

exercise in writing numbers 5. The ability to carry out a visual-mental analysis of the way the figures are arranged; consolidation of ideas about geometric shapes.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Counting sticks.

January

5-6. class - Spatial relationships: on, above, under. - Logic game “Fill in the tables” - Dienesh blocks

Difference in spatial relationships: on, above, under; practice determining the location of objects on, above, under. Consolidating the skills to compare figures, compare, and find distinctive features. knows how to find a figure using symbolic designations of properties.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Geom. figures "Blocks of Dienesh"

February

1-2 lessons - Number and figure 7 . - Inside, outside, on the side - Introducing the name of the month February - Logic game “Connect the objects”

Introducing the number and number 7; count within seven; introduce the formation of the number 7 by adding one to the previous number; practice determining the location of objects inside, outside, on the side Development of fine motor skills, imagination, speech, attention,

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Nikitin cubes

February

3-4 lesson - Number and figure 7 . - Left, right, up, down. -D/game “Where the cars go” -Logic game- Kusener’s sticks

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Sticks

February

5-6. class - Spatial relationships: on, above, under. - Logic game “Find the right path” - Voskobovich Square

Difference in spatial relationships: on, above, under; practice determining the location of objects on, above, under. Development of spatial concepts. Formation of ideas about conditional permitting and prohibiting signs, directions “straight”, “left”, “right”.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Voskobovich Square

February

7-8 lesson - Number and figure 8 - Comparison of objects by size, shape, color. - Logic game “Find identical objects” - Dienesh Blocks

Introducing the number and number 8; count within eight; introduce the formation of the number 8 by adding one to the previous number; Familiarization with the classification of figures according to two properties (color and shape), finding a figure using symbolic designations of properties.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Geom. figures "Blocks of Dienesh"

March

1-2 lessons - Number and figure 8. - Determine the pattern. - Logic game “Fill in the table”

- Familiarization with the name of the month March

exercise in writing the number 8. Development of fine motor skills, imagination, speech, attention, formation of sensory standards of color, size and shape, spatial orientation, combinatorial abilities.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Nikitin cubes

March

3-4 lesson - Counting to 9 - More, less, the same, equally - Logic game “Place the figures in envelopes” - Cuisener sticks “The ladder is wide and the ladder is narrow”

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Cuisener sticks

March

Lesson 5-6 - Number and figure 9. - Earlier, later, quickly, slowly. - Logic game “Labyrinth” - Counting sticks

Introducing the number and number 9; count within nine; introduce the formation of the number 9 by adding one to the previous number; Formation of ideas about conventional permissive and prohibitive signs, the use of rules, reasoning by the method of elimination, directions “straight”, “left”, “right”.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Counting sticks.

March

7-8 lesson - Number and figure 9. - Equation of sets. - Logic game “Sweet objects” - Dienesh blocks

Exercises in writing the number 9. recreating figurative and plot images from geometric shapes. - highlighting the properties of objects, abstracting them from others, following certain rules when solving practical problems, using Dienesh blocks.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Geom. figures "Blocks of Dienesh"

April

1-2 lessons - Ball, cube - Introduction to the name of the month April - Logic game "Children's Lotto" - Nikitin's Cubes

Development of fine motor skills, imagination, speech, attention, formation of sensory standards of color, size and shape, spatial orientation, combinatorial abilities.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Nikitin cubes

April

3 - 4 lesson - Number and figure 10. - Orientation in space. - Logic game “The Squirrel’s Path” work according to plan. - Kusener’s sticks "Bridges over the River"

Introducing the number and number 10; count within ten; introduce the formation of the number 10 by adding one to the previous number; Formation of ideas about conditional permitting and prohibiting signs, directions “straight”, “left”, “right”.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Cuisener sticks

April

5-6. class - Number and figure 10. - Comparison of objects according to two characteristics. - Logic game “Libra” - Voskobovich Square

Exercise in writing the number 10. recreating figurative and plot images from geometric shapes.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Voskobovich Square

April

7-8 lesson - Number 0. - Time parts of the day. - Logic game “Fill in the blanks” - Counting sticks

Arranging objects according to various criteria, develop attention, memory, thinking, classify objects, name groups of objects with generalized words, enriches vocabulary

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Counting sticks.

1-2 lessons - Number 0. Number 0 - Familiarization with the name of the month of May - Logical game “Connect the paired pictures” - Dienesh Blocks

Development of attention, memory, thinking, classification of objects, groups of objects in generalized words, enriches vocabulary.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Geom. figures "Blocks of Dienesh"

3-4 lesson - Division into parts, groups, sets. - Logic game "Sports Games" - Nikitin's Cubes

Development of fine motor skills, imagination, speech, attention, formation of sensory standards of color, size and shape, spatial orientation, combinatorial abilities.

“FEMP for preschoolers 4-5 years old”, “Journey to the world of logic”, “Counting to 10” Shevelev K.V. Nikitin cubes

5-6. Lesson Final

Lesson 7-8 Final.

Identify the acquired knowledge, ideas, and skills that children acquired during the school year.

Long-term plan (5-6 years)

Lesson topic

Program content

Literature

October

1-2 lessons - Numbers from 0 to 10 - Comparison of objects according to various properties and characteristics (size, length, height, shape, color) - Logical task "Classification of Objects" - Dienesh Blocks

Strengthen knowledge about numbers and numbers from 0 to 10; establish correspondence between the number of objects, number and figure. Learns to compare objects according to various criteria and in different ways, using methods of application, superposition, pairwise comparison; identify an “extra” item; select and group objects according to one or more recognitions

Geom. figures "Blocks of Dienesh"

October

3-4 lesson - Counting forward and backward from 1 to 10 and from 10 to 1. - Comparison of objects according to various properties and characteristics (size, length, height, shape, color) - Logical task "Classification"

Nikitin cubes

Learn to count from 1 to 10 and back; find and compare “neighboring numbers”; concepts of “preceding” and “following” number. Learns to compare objects according to various criteria and in different ways, to identify an “extra” object; select and group objects according to one or more characteristics of spatial orientation

October

5-6. class - Ordinal values ​​of numbers from 1 to 10 - Plane figures - Logical problem “Generalization” - Cuisener rods "Train Travel"

Introduce planar geometric shapes (circle, oval, triangle, square, rectangle, polygon, rhombus, trapezoid, parallelogram) and their characteristics;

introduce ordinal numbers; select and group objects according to one or more characteristics.

October

7-8 lesson - Ordinal values ​​of numbers from 1 to 10 - Composition of the number 2 - Plane figures - Logical problem “Seriation” - Voskobovich Square

Introduce the composition of numbers from 2 to 10; make a number from two smaller ones. Introduction to planar geometric shapes (circle, oval, triangle, square, rectangle, polygon, rhombus, trapezoid, parallelogram); their characteristics, select and group objects according to one or more characteristics.

november

1-2 lessons - Ordinal values ​​of numbers from 1 to 10 - Composition of the number 3 - Plane figures - Logic problem “Schematization” - Counting sticks

Introduce plane geometric shapes (circle, oval, triangle, square, rectangle, polygon, rhombus, trapezoid, parallelogram); their signs.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V.

november

3-4 lesson - Composition of the number 4 - Addition, sign “+” “=” - Solving arithmetic examples - Point, line, ray, angle, segment.

Dienesha blocks

To form an idea of ​​addition as the unification of a group of objects Solving arithmetic examples, using existing knowledge, recording their solutions. Introducing the concepts: point, line, ray, angle, segment. To develop the ability to divide figures into two groups according to two properties. Perform logical operations “not”, “and”, “or”.

november

5-6. class - Composition of the number 5 - Signs +, -, =, Addition. - Solving arithmetic examples - Logical task “Find the differences between two pictures”

Nikitin cubes

To form an idea of ​​addition as the unification of a group of objects Solving arithmetic examples Acquaintance with the concepts: point, line, ray, angle, segment. teach to find differences between objects based on visual comparison. Development of fine motor skills, imagination, speech,

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Nikitin cubes

november

7-8 lesson - Composition of the number 6. - Subtraction sign "-". - Solving arithmetic examples - Straight lines horizontal, vertical. - Logical task “Find two identical objects” - "Cusener's Sticks" "Color and Number", "Number and Color"

To form the idea of ​​subtraction as the removal of part of a group of objects.

Introducing the "-" sign. Introduction to the concepts: straight horizontal, vertical.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Cuisener sticks

December

1-2 lessons - Composition of the number 7 - Subtraction, sign "-". - Solving arithmetic examples - Straight lines horizontal, vertical. - Logical task “Which object is extra here”

Voskobovich square

To form the idea of ​​subtraction as the removal of part of a group of objects. Introducing the “-” sign. Introduction to the concepts: straight horizontal, vertical. based on visual analysis and comparison, find an object that should not be on the table;

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Voskobovich Square

December

3-4 lesson - Composition of the number 8 - Signs<,>,solving inequalities - Logical problem “Continue the series” -Counting sticks

Solving inequalities, using in speech, learning to grasp the pattern of arrangement of figures, determining what the next one should be

December

5-6. class - Composition of the number 9 - . - Logical task “Find the missing figure in a row” - Dienesh Blocks

Introduce concepts: curves and broken lines, open and closed lines teach based on visual analysis of rows of figures. Learn to find the missing figure. Classify blocks according to two or three characteristics: color, shape; color – shape – size.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Dienesha blocks

December

7-8 lesson - Composition of the number 10 - Signs +, -, =,<,>- Curves and broken lines, open and closed lines. - Modeling - Nikitin Cubes

Learn to use it when solving problems and inequalities, and use it in speech. Introduce concepts: curves and broken lines, open and closed lines Form and develop constructive thinking. Development of fine motor skills, imagination, speech, attention, combinatorial abilities.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Nikitin cubes

January

1-2 lessons -Number segment - Volumetric figures (sphere, cube, parallelepiped). - Modeling - Cuisener sticks "Rafts on the River"

To form an idea of ​​the number line, methods of counting and counting units using a number line. Number line model. Distinguish three-dimensional figures: cube, ball, cone, prism, cylinder, pyramid, parallelepiped; find objects that have the shape of three-dimensional figures in the surrounding world (umbrella, pipe, roof of a house, etc.). Form and develop constructive thinking

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Cuisener sticks

January

3-4 lesson - Number segment - Volumetric figures (sphere, cube, parallelepiped)

Logical task “Find the missing figure in a row” - “Voskobovich Square

To form an idea of ​​the number line, methods of counting and counting units using a number line. Distinguish three-dimensional figures: cube, ball, cone, prism, cylinder, pyramid, parallelepiped; find objects that have the shape of three-dimensional figures in the surrounding world

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Voskobovich Square

January

5-6. class - Drawing and measuring geometric shapes with a ruler - Logical task “Labyrinth” - Counting sticks

Drawing figures using a ruler; measuring and recording the length of the sides of shapes. Drawing using a ruler of lines, rays, segments. Comparison of objects by length, height.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V.

February

1-2 lessons - Drawing geometric shapes with a ruler - Logical task “Comparison of objects according to 1 characteristic” - Dienesha blocks

Introduction to the student ruler, Drawing figures, lines, rays, segments using a ruler. Comparing objects by length, height. Decipher information about the presence or absence of certain properties of objects by their symbolic designations.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Geom. figures "Blocks of Dienesh"

February

3-4 lesson - Solving arithmetic problems. - Dividing figures into 2, 4 parts. - Logical task “Comparing objects by 1 characteristic” - Nikitin’s cubes

Classify figures according to one, two, three characteristics; modify figures; divide into equal and unequal parts Development of fine motor skills, imagination, speech, attention, formation of sensory standards of color, size and shape,

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Nikitin cubes

February

5-6. class - Preparation of arithmetic problems. - Dividing figures into 2, 4 parts. - Logical task “Table” - Kusener sticks

Classify figures according to one, two, three characteristics; modify figures; divide into equal and unequal parts

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V.

February

7-8 lesson . -Shading -Left, right, top, bottom, forward, back. - Logical task “Changing objects according to 1 characteristic” - Voskobovich Square

Develop fine motor skills. Consolidate knowledge of spatial relationships: left, right, top, bottom, forward, back. Comparison of objects by length, height.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V.

March

1-2 lessons - Preparation of arithmetic problems. - Left, right, up, down, forward, back. - Logical task “Logical connection and pattern”

Consolidating knowledge of spatial relationships: left, right, above, below, forward, backward. Analyze and compare objects according to independently identified properties, using cards - symbols with the negation of properties.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V.

March

Consolidating knowledge of spatial relationships: closer, further, near, far, low, high.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V.

March

5-6. class - Graphic dictation. - Closer, further, close, far, low, high. - Scheme - Logical task “Comparing objects by 2 characteristics” - Dienesh blocks

Development of graphic skills, Drawing patterns by ear from a starting point, consolidation of knowledge of spatial relationships: closer, further, close, far, low, high. Analyze and compare objects according to independently identified properties.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Geom. figures

March

7-8 lesson - Spatial relationships: in, on, above, behind, in front of, between, in the middle. - Logical task “Comparing objects by 2 characteristics” -Nikitin’s cubes

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Nikitin cubes

April

1-2 lessons -Spatial relations: in, on, above, behind, in front of, between, in the middle - Plan - Logical problem “Changing figures according to 2 characteristics” - Cuisener sticks

Formation of concepts about spatial relationships: in, on, above, behind, in front of, between, in the middle

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Cuisener sticks

April

3-4 lesson - Orientation in notebooks, graphic work.

Plan - Logical task “Changing figures according to 2 characteristics” - Voskobovich Square

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Kvadrat

April

5-6. class - Orientation in notebooks, graphic work, writing graphic dictations

Logic problem “Comparison of objects according to 3 characteristics - Counting sticks

Introduction to a cell, line, column of cells, page, sheet; cell names: left, right, bottom, top. Drawing patterns by ear from a starting point, depicting objects in the surrounding world, writing graphic dictations

“FEMP for preschoolers 5-6 years old,” “I think, I count, I compare,” “Formation of mathematical abilities” Shevelev K.V. Counting sticks

April

7-8 lesson - Orientation in notebooks, graphic work, writing graphic dictations - Logical task “Comparing objects according to 3 characteristics” - Dienesh blocks

Drawing patterns by ear from a starting point, depicting objects in the surrounding world, writing graphic dictations. Analyze and compare objects according to independently identified properties, using cards - symbols with the negation of properties. Work in pairs.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Geom. figures "Blocks of Dienesh"

1-2 lessons - Code - Logical problem “Establishing cause and effect relationships” - Nikitin’s Cubes

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Nikitin cubes

3-4 lesson - Cipher - Logic problem “Establishing cause-and-effect relationships” - Kusener Rods

Development of logical, spatial thinking, speech, attention, memory; Analyze and compare objects according to independently identified properties, using cards - symbols with the negation of properties.

“FEMP in preschoolers 5-6 years old”, “I think, I count, I compare”, “Formation of mathematical abilities” Shevelev K.V. Cuisener sticks

5-6. Lesson Final

Identify the acquired knowledge, ideas, and skills that children acquired during the school year.

Lesson 7-8 Final

Identify the knowledge, ideas, and skills acquired during the school year.

Long-term plan (6 -7 years)

Subjectclasses

Softwarecontent

Literature

October

1-2 lessons - Counting to 10. Ten - Table - “Dyenesh Blocks”

Consolidation of direct and reverse and orderly counting. Introduction to the concept of tens. Development of logical, spatial thinking, speech, attention, memory;

Geom. figures "Blocks of Dienesh"

October

3-4 lesson -Number 11. - Ordinal counting - “Schematization” - Nikitin’s cubes

Introducing the formation of the number 11. Exercise in writing the number 11. Consolidation of orderly counting Development of logical, spatial thinking, speech, attention, memory;

October

5-6. class - Orientation according to the plan. – Solving examples within 11. - Logical problem “Labyrinth” - Kusener’s sticks

Familiarization with the number range 0 – 11. Strengthen the skill in solving examples. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6 - 7 years old”, “Developmental tasks”, “Counting to 20”” Shevelev K.V Kusener’s sticks

October

7-8 lesson - Geometric figures. – Solving problems within 11. - Plan - Voskobovich Square

the relationship between the shape of a geometric figure and objects in the surrounding world. Learn to solve problems. Development of logical, spatial thinking, speech, attention, memory;

november

1-2 lessons - Number 12 - Ordinal counting - Vietnamese game

Introducing the formation of the number 12. Exercise in writing the number 12. Consolidation of orderly counting Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V.

november

3-4 lesson - Isolating groups from a set - Solving problems within 12 - Table - “Dyenesh Blocks”

Introduction to the number range 0 – 12. Learn to solve problems within 12. Development of logical, spatial thinking, speech, attention, memory;

november

5-6. lesson - Cyclicity of the seasons. - Solving problems within 12 - Signs +, -, =,<,>- Logical task "Labyrinth" - Nikitin's Cubes

Repetition of the seasons, familiarity with their cyclicity. Learn to use inequalities when solving problems, use them in speech. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Nikitin cubes

november

7-8 lesson - Number 13. - Ordinal counting - Plan - Cuisener Sticks

Introducing the formation of the number 13. Exercise in writing the number 13. Consolidation of orderly counting Development of logical, spatial thinking, speech, attention, memory;

December

1-2 lessons - Grouping objects into groups according to 1-3 characteristics. - Solving problems within 13. “Schematization” - Voskobovich Square

Familiarization with the numerical range 0 – 13. Consolidation of combining groups into sets according to given characteristics. Learn to solve problems within 13. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Voskobovich square

December

3-4 lesson - The measure of length is centimeter. Measuring the length of segments. - Euler circles. - Plan - Vietnam Game

Familiarization with the student ruler, with the measure of length - centimeter, with the designation of centimeter in the record. To develop the ability to classify objects according to 3 criteria.

December

5-6. class - Number 14. - Signs +,-,=,<,>, solving inequalities - Logical problem “Labyrinth” - “Dyenes Blocks”

Introducing the formation of the number 14. Exercise in writing the number 14. Using the signs +,-,=, when solving inequalities<,>. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. "Blocks of Dienesh

December

7-8 lesson -Definition of a pattern. - Numerical range 0 – 14 - Table - Nikitin cubes

Acquaintance with the number range 0 – 14 Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V.

January

Lesson 1-2 - Drawing segments, measuring the lengths of segments. Solving problems within 14. “Schematization” - Kusener sticks

Introducing the technique of drawing segments of a given length. Comparison of segments by length (longer, shorter, the same length) Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Cuisener sticks

January

3 – 4. lesson - Number 15. - Solving logical problems - Voskobovich square

Introducing the formation of the number 15. Exercise in writing the number 15. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Voskobovich Square

January

5-6. class - Modification of figures according to 1-3 characteristics. - Number range 0 – 15 - Logical task “Labyrinth” - Vietnamese game

Acquaintance with the number range 0 – 15. Develop the ability to modify figures according to 3 characteristics (shape, color, size) Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Vietnamese game

February

1-2 lessons - Cyclicity of time parts of the day. - Solving problems within 15. - Table - “Blocks of Dienesh”

Getting to know the day. Learn to solve problems within 15. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. "Blocks of Dienesh

February

3-4 lesson - Number 16. - Ordinal counting - Plan - Nikitin cubes

Introducing the formation of the number 16. Exercise in writing the number 16. Consolidation of orderly counting Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6 - 7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.VKubiki Nikitina

February

5-6. lesson - Dividing figures into parts. - Numerical range 0 – 16 -Geometric figures. Dividing figures into parts - Logical problem "Labyrinth" - Kusener sticks

Introducing the number line 0 – 16. Consolidating knowledge about geometric shapes. Dividing shapes into parts, creating a shape from parts. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Cuisener sticks

February

7-8 lesson - Measure of capacity - liter, measurement of liquid volume - Solving problems within 16. “Schematization” - Voskobovich Square

Introducing the concepts of bulk matter, liquid matter, measuring liquid with different standards. Selecting an “extra figure” in a row.

Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Voskobovich square

March

1-2 lessons - Number 17. - “Multiple” - Table - Vietnamese game

Introducing the formation of the number 17. Exercise in writing the number 17. Counting elements in a set, comparing sets. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Vietnamese game

March

3-4 lesson - Numerical range 0 – 17 - Volumetric geometric shapes. - Solving problems within 17. - Logical task “Labyrinth” - Vietnamese game

Getting to know the number line 0 – 17 Distinguish three-dimensional figures: cube, ball, cone, prism, cylinder, pyramid, parallelepiped; find objects that have the shape of three-dimensional figures in the surrounding world (umbrella, pipe, roof of a house, etc.). Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Vietnamese game

March

5-6. class - Number series - Graphic dictation. - Plan - “Dyenes Blocks”

Drawing patterns by ear from a starting point, depicting objects in the surrounding world, writing graphic dictations. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. "Blocks of Dienesh

March

7-8 lesson - Number 18. - Ordinal counting - Graphic dictation. ORT - Nikitin cubes

Introducing the formation of the number 18. Exercise in writing the number 18. Consolidating orderly counting Writing graphic dictations by ear from the starting point, depicting objects of the surrounding world. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. . Nikitin cubes

April

1-2 lessons - Cyclicity of the days of the week - Solving problems within 18. - Measuring the sides of geometric shapes with a ruler. - “Schematization” - Cuisener sticks

Fix the sequence of the week. Drawing figures using a ruler; measuring and recording the length of the sides of shapes. Development of logical, spatial thinking, speech, attention, memory; Develop the ability to identify and abstract properties, the ability to “read a diagram”, consolidate ordinal counting skills

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Cuisener sticks

April

3-4 lesson - Comparison of sets by quantity. Money. +- Numeric range 0 – 18 - Signs,-,=,<,>, solving inequalities. - Table - Voskobovich Square

Introducing the number range 0 – 18. Getting to know money. Using the signs +,-,=, when solving inequalities<,>. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. In Voskobovich Square

April

5-6. class - Number 19. - Ordinal counting - Logical task "Labyrinth" - Vietnamese game

Introducing the formation of the number 19. Exercise in writing the number 19. Consolidation of orderly counting Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Vietnamese game

April

7-8 lesson - Time orientation - Solving problems within 19. - Plan - “Blocks of Dienesh

Reinforcing concepts: yesterday, today, tomorrow. Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. "Blocks of Dienesh

1-2 lessons - The measure of mass is kilogram. - Numerical range 0 – 19 - Nikitin cubes

Acquaintance with the number range 0 – 19 Development of logical, spatial thinking, speech, attention, memory;

“FEMP for preschoolers 6-7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V. Nikitin cubes

5-6. Lesson Final

Identify the acquired knowledge, ideas, and skills that children acquired during the school year.

Lesson 7-8 Final.

Identify the acquired knowledge, ideas, and skills that children acquired during the school year.

3-4 lesson - Number 20 Number range 0 – 20 - Ordinal counting - "Schematization" - Cuisener Sticks	Introduction to the formation of the number 20. Exercise in writing the number 20. Consolidation of ordinal counting Develop the ability to identify and abstract properties, the ability to “read a diagram”, consolidate ordinal counting skills	“FEMP for preschoolers 6 - 7 years old”, “Developmental tasks”, “Counting to 20” Shevelev K.V Kusener’s sticks

Methodological support for the “Young Mathematician” circle program

1. K.V. Shevelev Program “Formation of elementary mathematical concepts in preschool children” - M.; Yuventa, 2012 2. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 4-5 years old” M.; Yuventa, 2013

3.K.V. Shevelev “Counting to 10.” Workbook for children 4-5 years old - M.; Yuventa, 2013

4. K.V. Shevelev “Journey to the World of Logic” Workbook for children 4-5 years old - M.; Yuventa, 2015 5. K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5 – 6 years old” M.; Yuventa, 2013

6. K.V. Shevelev “I think, I think, I compare” Workbook for children 5-6 years old - M.; Yuventa, 2013 7. K.V. Shevelev “Formation of mathematical abilities” Workbook for children 5-6 years old - M.; Yuventa, 2014 8. K.V. Shevelev “Logic, comparison, counting” Workbook for children 5-6 years old - M.; Yuventa, 2016 9.K.V. Shevelev “Summaries of cognitive activity on FEMP in preschoolers 5-6 years old” Yuventa, 2013 10. K.V. Shevelev “I count to 20” Workbook for children 6-7 years old - M.; Yuventa, 2013 11. K.V. Shevelev “Developmental tasks” Workbook for children 6-7 years old - M.; Yuventa, 2016 12. Grishechkina N.V., 365 best educational games for children 5-7 years old for every day. - Yaroslavl, Development Academy, 2010.

13. E.V. Kolesnikova “I solve logical problems: Mathematics for children 5-7 years old” - M.: TC Sfera, 2015

14. Z.A. Mikhailova, E.A. Nosova “Logical and mathematical development of preschool children: games with Dienesh logic blocks and Cuisenaire colored sticks” St. Petersburg: PUBLISHING HOUSE “CHILDHOOD PRESS” LLC, 2015. -128s.15. V. Voskobovich, T. Kharko. Game technology for the intellectual and creative development of preschool children 3-7 years old “Fairytale labyrinths of the game - M., 2003