Формування основних мисленнєвих операцій у дітей дошкільного віку засобами гри

Abstract

(uk) У статті розглянуто особливості мисленнєвої діяльності дітей дошкільного віку. Схарактеризовані основні мисленнєві операції та запропоновані алгоритми їх формування. Акцентовано увагу на важливості організації спеціальної методичної роботи з розвитку мисленнєвих операцій у дітей дошкільного віку як необхідної умови подальшого вивчення математики в школі. Алгоритми формування мисленнєвих операцій проілюстровані окремими дидактичними іграми.

(en) The article deals with the peculiarities of the thinking activity of preschool children. The basic mental operations are characterized and the algorithms of their formation are proposed. Attention is paid to the importance of organizing special methodical work on the development of thinking operations in preschool children as a necessary condition for further study of mathematics at school. The algorithms for forming mental operations are illustrated by separate didactic games. One of the basic principles of the New Ukrainian School is the idea of non-stop education. That is why pre-school education is a mandatory part of the non-stop education system in Ukraine. The state recognizes the priority of pre-school education and provides the conditions for its acquisition. For the child to succeed, the child must have such logical operations as analysis, comparison, generalization and classification. The main condition for the development of children's thinking is purposeful developmental learning. In order to make the learning process attractive to preschoolers, it is important to maintain a cheerful working mood, and intellectual games should be used. The purpose of this article was to study the peculiarities of the thinking activity of preschool children and to describe the algorithms for forming basic mental operations using didactic games. Researchers have identified that the basis of educational activity is an individual thinking activity, which consists of certain actions. In mental actions, we can distinguish their main components: analysis, synthesis, comparison, abstraction, concretization, generalizations, called mental operations. Analysis and synthesis are at the heart of all thought. It is possible to develop logical thinking by learning mental operations by following a certain mechanism. Forming the ability to generalize and classify in preschoolers is facilitated by game exercises of the type: Carefully consider the geometric shapes in each frame. What they look like, how different they are (comparison in shape, color, size). How different are these pairs of figures. Tell me how to extend a series of figures so that each successive figure differs from the previous one by only one feature. Which item in the series is different from the others? What’s extra? Petrick spread the pieces into two boxes and signed. Check whether it was wrong and so on. Researchers identify special methodical techniques for the development of logical thinking: the reception of creating a problem situation; answers of children with proof; tasks with logical load. Therefore, the purpose and task of logical and mathematical development of the child is to develop cognitive activity and elements of educational activity: independence, self-esteem, self-control, etc. The development of demonstrative and logical thinking of the child occurs through interaction with the subjectgame environment. Organized work on the formation of basic thinking operations contributes to the development of constructive thinking, expanding the range of cognitive actions and nurturing interest in logical and mathematical activity.