ПЕДАГОГІЧНІ ШЛЯХИ ЛОГІКО-МАТЕМАТИЧНОГО РОЗВИТКУ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

Abstract

In the article, the scientific approaches to the interpretation of the concepts: “logical thinking”, “logical and mathematical thinking” are revealed based on the analysis of the psychological and pedagogical literature. The structure of logical thinking, the components of which are logical operations (comparison, analysis, synthesis, classification, generalization, etc.) is defined. The components of the structure of logical and mathematical development of personality (high level of execution of logical operations, constructiveness, adequacy, flexibility, economy and independence of thinking, nature of communication of visual-effective, visual-logical thinking, etc.) are determined. An emphasis is placed on the psycho-emotional component of logical and mathematical thinking, its emotional positive influence on the course of various mental processes (perception, memory, imagination, and thinking) and in general, on personality formation. The effective means of logical and mathematical development of preschool children are found out: conducting logic and mathematical classes, planning centers (cognitive, artistic-transformative, physical-health-improving, communicative and emotional-reflexive), cognitive-research activity, the use of games and situations, theatrical activities, a design, the use of artistic words (poems, tasks, stories, jokes), folk pedagogy and mathematics (fairy tales, riddles, sayings), problem situations and the task, the task of search elements, didactic games and exercises, alternative methods of teaching mathematics, problem solving situations and tasks of search and research activities by preschool children, joke tasks, puzzle tasks, fairy story making tasks.