Training of future teachers for the forming of logic-mathematical competences of preschool age children

Abstract

The article analyzes the structure of the logic-mathematical competence of children of preschool age, which consists of two interrelated main lines from the logical (logical operations, preparation of thinking to methods of reasoning) and mathematical (formation of mathematical representations). The importance of forming a child’s ability to reason, namely to classify, analyze, and compare, is proven. The pedagogical activity of the teacher in teaching children of the mathematics of preschool children as a organization of a developing environment in which the co-operation and interaction of the educator and children take place is described.
The basic ways of improving the content of teaching children of preschool age logic-mathematical concepts are substantiated. The logic-mathematical development of children of preschool age as qualitative changes of cognitive activity of the child, occurring as a result of formation of elementary mathematical representations and related logical operations is described. On the basis of the analysis of psychological and pedagogical research, a set of components of mathematical abilities, consisting of logic-mathematical competence, is presented.
The main tasks of the teacher in the formation of logical and mathematical development of preschool children are revealed, aimed at the formation of scientific concepts, which are formed under the influence of the child’s experience in life situations and characterized by some level of generalization.
The value of the formation of logic-mathematical competence for a person-oriented model of education is proved, where the adult becomes authoritative, trustee who creates the developing environment, provides comfortable conditions for the child’s life and acts primarily as a partner, and not as the controller of its activity.