Keyword: «logical thinking»

The main stages of formation students’ preparedness for the reflexively-conditioned logical thinking development are theoretically justified and meaningfully described in the article. The structure and the content of the pedagogical system of formation of the 5–8 forms pupils readiness for the logical thinking and logical reflection development are suggested and described.

The problem of the development of logical thinking in primary school students is revealed, their peculiarities of logical thinking are revealed. These data show that it is in primary school age that it is necessary to carry out purposeful work on teaching children the basic techniques of mental operations. Psychological and pedagogical studies of domestic and foreign scientists have proved that the basic logical skills at the elementary level can be formed in children starting from 5-6 years of age.

The article is devoted to the research of the development of children, in particular, their mental and spiritual development. The age group of preschool and elementary school age children is considered on the example of English lessons.

The article deals with the problem of the development of logical thinking of children of senior preschool age in the conditions of digitalization of education. The child receives excessive information by consuming primitive content, which leads to an increase in awareness in different areas of knowledge, but hinders the development of logical thinking. Digital autism is on the rise. The authors suggest ways to solve this serious problem. The initial level of logical thinking in older preschoolers is revealed and a set of didactic games for the development of logical thinking in older preschool children is proposed.

The article reveals the features of the use of game technologies for teaching computer science and the formation of algorithmic culture of students in the context of the introduction of educational standards of a new generation. Various aspects of the application of the Scratch environment in the educational process are considered on the one hand-as a development environment, on the other as a multimedia environment. The article reveals the influence of the Scratch environment on the development of algorithmic thinking of schoolchildren. Special attention should be paid to the possibility of using the Scratch environment in the process of implementing the project method. The methods used: theoretical-analysis of methodological literature and normative documents, forecasting of results; practical-pedagogical observation, analysis, testing, modeling of the learning process online-help to reveal the main problems and find the most effective ways to solve them in the organization of training. The materials of the article can be used in the preparation of practical classes, as well as for the organization of professional development of teachers.