Club "Logic for preschoolers" material (middle group) on the topic. Work program of the logic circle "Umnyash" Calendar thematic planning of the logic program for preschoolers

The content of the program is focused on the development of the motivational sphere, intellectual and creative abilities and personality traits.

3.1. Sections of the program.

The club’s classes are designed according to the principle “from simple to complex” and are structured using puzzles, colorful illustrations, individual assignments, and multimedia accompaniment. It is expected not only to develop the erudition of a preschooler, but also to create conditions for stimulating creative thinking, speech development. The emphasis is not on what to study, but on how to study.

3.1.1.Entertaining mathematics.

( Analysis - synthesis. Systematization)

development of logical thinking and basic mental operations;

development mathematical abilities and inclinations;

preparing the child for school;

learn to mentally establish the similarities and differences of objects according to essential features; develop attention,

improve spatial orientation.

development personal qualities and self-control and self-esteem skills;

Development of cognitive processes; mastering mental operations and actions: identifying properties, their abstraction, comparison, classification, generalization;

learn to mentally combine objects into a group according to their properties. Help enrich vocabulary and expand children’s everyday knowledge.

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. Finding a logical pair (cat - kitten, dog - ? (puppy)).

3.1.2. Educational games.

(Comparison. Classification. Limitation.)

Development of cognitive processes, mental activity (analysis, comparison, classification, generalization), logical thinking and intelligence.

teach children to divide the whole into parts and establish connections between them; learn to mentally connect parts of an object into a single whole,develop fine motor skills, ability to navigate on a plane, formation of skills in

learn to distribute objects into groups according to their essential characteristics. Consolidation of general concepts, free handling of them.

Games and exercises : Working with puzzles of varying complexity, Cuisenaire sticks, Dienesh blocks, laying out pictures from counting sticks and geometric shapes, etc.

3.1.3.Logical tasks, labyrinths, puzzles.

(Inferences. Generalization.)

Develop independence, activity, practice solving simple addition and subtraction problems, consolidate understanding of the relationships between numbers, develop mental processes: attention, memory, logical forms of thinking.

formation of an elementary algorithmic culture of thinking, development of the ability to act in the mind, master ideas about geometric shapes, spatial orientation.

learn to identify patterns;

expand children's vocabulary;

learn to tell from a picture, retell.

learn to identify one or more objects from a group according to certain characteristics.

Develop children's observation skills.

Search for opposites (light - heavy, cold - hot). Games and exercises : magic squares (pick up the missing part, picture). Compiling a story based on a series of pictures, arranging pictures in a logical sequence using general concepts: furniture, dishes, transport, vegetables, fruits, etc., “circle only the red flags with one line,” “find all non-round objects,” etc. , eliminating the fourth wheel. Adding to the picture (pick up a patch, add a pocket to the dress).

3.2. Organization of work according to the program.

The material covered goes beyond the traditional curriculum.

The tasks can be complex in nature, and their solution involves the use of material from several topics. There are many ways to provide children with the opportunity to independently discover the reason for what is happening, get to the bottom of the truth, understand the principle and logic of solving a given problem and act in accordance with the proposed situation.

The development and implementation of effective didactic tools and developmental methods allows teachers to diversify their interaction with children and introduce complex, abstract mathematical concepts in a form accessible to children.

The tasks are selected to cover the main sections as much as possible, and among them there are necessarily those that are accessible to all preschoolers

An activity in the form of a journey.

It is built on the sequential “movement” of children from one destination to another.

Material that is widely used in “travel” (maps of an imaginary country, a familiar neighborhood, a playground; arrows, pointers, diagrams) directs the child’s attention, develops the ability to navigate in space, on a plane, and indicate spatial relationships on a plan or diagram. This form of activity requires children to be organized, and adults to have the ability to maintain children’s interest and stimulate activity.

Lesson in the form of a conversation.

It involves the organization of cognitive communication between the teacher and children and children among themselves. It is very important for the teacher to create conditions for the development of the child’s speech activity - to select questions that do not require a “yes” or “no” answer, and visual material. Cognitive communication involves the exchange of information, observations, impressions, and the expression of one’s attitude to what is being discussed. In the process of this activity, children learn dialogue.

Lesson - conversation helps to acquire the skills to defend one's point of view, give reasons for statements, and forms a culture of communication.

When organizing classes, it is important to have a pedagogically justified combination of plot, game and educational lines.

You cannot get carried away by one form of organizing activities, for example, activities - games or travel.

At the same time, no matter what form the lesson takes, it is important to teach the child overcome difficulties, not be afraid of mistakes, strive to reason and find an independent way to solve cognitive problems; these skills will be useful to him not only in mathematics lessons, but also in everyday life.

4. Methodological support of the program.

4.1. Equipment and materials

Didactic material:

Geometric shapes and bodies.

Sets of cut pictures.

Scene pictures depicting parts of the day and seasons.

Strips, ribbons of different lengths and widths.

Numbers.

Toys

Flannelograph,

easel.

Wonderful bag.

Signs-symbols.

Plastic and wood construction material.

Geometric mosaic.

Counting sticks.

Subject pictures.

Dienesh blocks,

Cuisenaire sticks,

Lotto.

Didactic and educational games.

5. List of used literature.

“Developing Logic” Alexander Lekomtsev, ed. "Phoenix" Rostov-on-Don 2014

“Mathematical development of children 4-7 years old” L.V. Kolesnikova, ed. "Teacher" Volgograd 2014

“Studying figures” T.V. Sorokina, S.V. Pyatak, ed. "Eksmo" Moscow 2011

“Math trainer for children 6-7 years old” V.G. Golub, ed. "Method" Voronezh 2014

“Everything on the shelves” A.V. Goryachev, N.V. Key, ed. Balass LLC Moscow 2004

"Logic games for preschoolers" ed. LLC "Ranok" Kharkov 2010

“Development of spatial thinking and speech” ed. LLC "Hatrer-press" Moscow 2013

Complex classes M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, ed. “Teacher” Volgograd 2010

“What in the world doesn’t happen?” O.M.Dyachenko, E.L. Agaeva, publishing house "Enlightenment" Moscow 1991

“Lesson notes in mathematics” Volchkova V.N., Stepanova N.V., ed. Shopping center "Teacher" Voronezh 2009

"Mathematics in kindergarten - senior preschool age." V. P. Novikova. ed. "Mosaic-Synthesis" Moscow 2009

“Logic puzzles” O.A. Reutskaya. ed. "Phoenix" Rostov-on-Don 2012

“Educational games for preschool children” Yu.V. Shcherbakova, S.G. Zubanova Moscow Globus LLC

« Big Book tasks and exercises for children” ed. CJSC "OLMA MEDIA GROUP" Moscow 2011

“Game entertaining tasks for preschoolers” Z.A. Mikhailov ed. "Enlightenment" Moscow 1985

Electronic resources:

Rutracker. orq

http:// www.fbr.ru Bank of abstracts

Budgetary preschool educational institution

"Kindergarten No. 330 combined type"

Program

By additional education

for preschool children

“Young Intellectual” (Mathematics + Logic)

Educator:

Bratukhina L.S.

Omsk

Explanatory note

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

In the intellectual development of a child big role mathematics plays. 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 everything psychological research 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 in the effectiveness of this process regardless from the initial level of child development.

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”;

stimulating active speech activity 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 characteristics. 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 they are used various shapes: 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.

Game with educational elements, interesting to a child, will help in the development of the cognitive abilities of a preschooler. 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 numbers 2. Time travel games 3. Games for orientation in space 4. Games with geometric shapes 5. Games for logical 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 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 discussion with children works of art, consonant 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. Form emotional responsiveness to musical composition, 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

Selection quantitative characteristics 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 according to given 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 numerical values 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.

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 previous date;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 characteristics and different ways, using methods of application, overlay, 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 union 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 a shape volumetric 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 the 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 by 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

Getting to know numerical segment 0 – 11. Consolidate skills 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

Introduction to the concepts of bulk matter, liquid substance, 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.

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’s logical 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

« Logics»

Head of the circle: I.V. Pozhidaeva

Program type – developing

– constant

Methods used :

- practical(gaming);

- development;

- research;

- experimentation;

- modeling;

- recreation;

- transformation;

- design.

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

Developmental environment :

Modeling sticks. Educational tabletop- printed games.

.

.

.

Simple pencils.

Set of colored pencils. .

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

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

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

Goals and objectives

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

Tasks:

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

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

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

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

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

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

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

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

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

9. The child must be able to pick up opposite words: glass full

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

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

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

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

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

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

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

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

The following teaching technologies are used in the work:

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

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

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

Expected results

IN :

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

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

divide the set into subsets characterized by a common property;

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

perform the sequence of actions listed or depicted;

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

find errors in the wrong sequence of simple ones

actions;

draw analogies between different objects;

remember, reproduce learned material, prove, reason.

work in pairs, subgroups; show goodwill

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

Educational – thematic curriculum .

Total: 35 hours.

1. Counting books .

.

2. Math riddles .

5.

3. Graphic drawing .

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

4. Numbers and figures .

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

5. 5. 5. Mathematical poems - jokes .

– jokes. 6. Rebuses . Puzzles .

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

7. Geometric figures .

Colors of rainbow. Their order. Straight line.

. 8. Comparison of values .

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

9. Tasks with sticks .

, mosaic. Addition tasks, removal of chopsticks. .

10. Problems in verse .

Addition problems, increase, 5.

11. Solving topological problems . Labyrinth .

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

Comparison of numbers. Problem solving. Magic square.

12. .

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

13. .

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

14. Mathematics in fairy tales .

15. .

Physical education minutes, finger gymnastics, lacing games.

16. .

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

17. Exercises for speech development

, logical chains.

18. Final lesson .

.

Download:

Preview:

Additional education club program"Logic"

Head of the circle: I.V. Pozhidaeva

Information part of the program

Type of program – developmental

Composition of students studying- constant

Methods used:

• practical (game);
• development;
• research;
• experimentation;
• modeling;
• re-creation;
• transform ;
• design.

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

Developmental environment:

Modeling sticks. Educational tabletop- printed games.

Small constructors and building materials with a set of samples.

Geometric mosaics and puzzles.

Printed notebook assignments for independent and group work.

Simple pencils.

Set of colored pencils. Pattern with geometric shapes.

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

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

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

Goals and objectives

Target : mastery of preschool children in elementarylevel of logical thinking techniques through a system of cognitively oriented activities of the circle"Logic".

Tasks :

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

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

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

1. The child must be able to without distractions for 5 minutes to complete the task.

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

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

1. The child must be able to name a group of objects with a general word

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

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

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

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

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

The child must be able to see incorrectly depicted objects, explain, what's wrong and why.

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

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

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

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

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

• The following training technologies are used in the work:

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

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

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

ICT.

Expected results

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

highlight the properties of objects, ;

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

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

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

perform a listed or illustrated sequence of actions;

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

find errors in the wrong sequence of simple ones

actions ;

draw analogies between different objects;

remember, reproduce learned material, prove, reason.

work in pairs, subgroups ; show goodwill

• peer, listen, help as needed.

Educational – thematic curriculum.

Total: 35 hours.

1. Counting books.

Counting books with mathematical content.

2. Math riddles.

Math riddles with numbers within 5.

3. Graphic drawing.

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

4. Numbers and figures.

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

Actions with numbers within 5. Solving problems with numbers within 5. 5. Mathematical poems- jokes.

Ways to solve mathematical poems- joke. 6. Puzzles. Puzzles.

Rebuses - numbers, addition of pictures, finding a logical pair. Puzzles with different objects, games to eliminate the fourth wheel, putting together puzzles.

7. Geometric figures.

Colors of rainbow . Their order. Straight line .

Closed and open curved lines. 8. Comparison of values.

The concepts of “less”, “more”, “heavier”, “lighter”, “longer”, “shorter”, “higher”, “lower”. Search for opposites, search for similarities and differences in pictures.

9. Tasks with sticks.

Drawing up geometric shapes, mosaic. Addition tasks, removal of chopsticks. Constructing figures based on a model and verbal description.

10. Problems in verse.

Addition problems, increase , decrease in number is not several units within 5.

11. Solving topological problems. Labyrinth.

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

Comparison of numbers. Problem solving. Magic square.

12. Geometric design.

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

13. Solving problems on the development of spatial concepts.

Orientation on a plane. Orientation in space. Concepts: “follows”, “precedes”, “above”, “below”, “stands between”, etc. d.

14. Mathematics in fairy tales.

15. Exercises for relaxation and development of fine motor skills.

Physical education minutes, finger gymnastics, lacing games.

16. Tasks to expand children's horizons and vocabulary.

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

17. Exercises for speech development

Making up stories from pictures, logical chains.

18. Final lesson.

Dramatized performance with math characters.