ВИВЧЕННЯ ЯКОСТІ МАТЕМАТИЧНОГО РОЗВИТКУ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

Abstract

In the article the author highlights and argues some approaches of modern native and foreign scientists and the results of her own pedagogical experience to the study of the quality of logical and mathematical development of preschool age children. In the context of this issue, the structure and content of the diagnostic methodology, the construction, organization and maintenance of the process of controlling and assessing the quality of mathematical knowledge and children's skills are considered. The author characterizes the structure of the diagnostic methodology and distinguishes in it the relevant directions: 1) study of the level of educational achievements of the child, accumulation of actual data that will reflect the following components: motivational, informational and procedural; 2) study of the influence of organizational and pedagogical conditions created by the tutor during the conduct of classes in mathematics and other pedagogical activities, on the quality of mathematical development of children, through purposeful observation and analysis of its results; 3) study of the methodological guidance of mathematical development of children in pre-school institutions, through the analysis of pedagogical documentation. Therefore, the diagnostic methodology includes: monitoring the activity of children in situations where they independently and adequately use mathematical knowledge and appropriate skills; individual conversations with children and their performance of respective tasks; questionnaire of teachers and study of pedagogical documentation, which presents the ways of methodological guidance for the development of professional skills of teachers in pre-school institutions. The results of the research work of the author of the article indicate that the quality of mathematical development is a relative characteristic of both the educational process as a whole and the development of the individual child. An important characteristic of mathematical development of the baby is the elementary mathematical competence, which involves the presence of knowledge about the number, shape, size, space, time, as well as the ability to apply this knowledge in different situations in life; detection of children independence, self-esteem, self-control, positive attitude to mathematical reality, cognitive interest, etc. These indicators will give the teacher the opportunity to evaluate the quality of mathematical development of the child, to build on this basis, individual development programs for each baby. Key words: mathematical development, quality of mathematical knowledge and skills; diagnostic technique.