The child is being cognized the whole world on the perceptional - emotionally, the orientation basis, in the first place, having mastered and learnt, that it is quite lying on the surface and it, moreover, is quite accessible his comprehension. However, it is necessary to be considered for the adult, that the first knowledge have been become the basic one in the world around cognition, having preserved its significance for the subsequent reality mastering. Therefore, it should not be understood summarily the preschool child´s cognitive development [e.g.1, p. 92].
So, the child´s cognition process is being taken its place by the practical - emotionally way at his preschool age. That is why, every preschool child - is the small researcher, having constantly opened the world around for himself with his great joy and his endless surprise. The child is rushing to his active vigorous and the eager activity, and it is much significantly this intention not to be given to be died away, and, moreover, to be promoted his further development. The fuller and the various the children´s activity, the more it is significant for the child, and it is corresponded to his nature, the more successful his further development is on. That is why, the nearest and the quite natural the activity´s types for the preschool child - are the game, and the experimentation. So, the intensive intellectual, the personal - emotionally further development is being taken its place, the natural aging such perspective and the advanced new formations, as the behavior arbitrariness, the ability to the logical thinking, to the self - control are being performed, exactly in all these activity types, that it is being made up the significant basis for the systematic teaching commencement at the school.
So, the teaching, as the actions methods mastering basis, having developed by the society with the human activity subjects, the tasks and the motives, the human relations norms and the standards, the culture and the science all the achievements - that is the child´s further development universal and the general form.
The child is being taught for everything, and, besides, from his early age, from the first days of his life. The child would not be mastered one of the most elementary action with the objects without the adult´s any participation, and without any actions patterns. So, the child, having left alone with the surrounding him objects, without the adults´ any participation and their help, would not able to be opened their public and the social purpose. So, the social and the public developed their application methods have not been indicated on the objects, but on the actions - that activity´s significance and the tasks, the main content of which they are being made up.
In the beginning of his life, the urgent need for the self - expression is being revealed through the logic at the child, that is why, the child is being taught and learnt to be comprehended logically. So, the logical comprehension is one of the active world´s cognition methods, and, exactly it is being made quite possible the further progress, as the separate individual, well as the whole mankind, on the whole [2, p. 168].
In the logical games, the thinking skills and the mental abilities are being formed in the most efficiently way. So, it is necessary to be developed the skill to be made the «not», «and», «or» logical operations, the skill by means of these operations to be built the correct expressions and the statements, to be coded and to be decoded the necessary information on the objects´ properties, as, thanks to the logical games and the corresponding exercises, to be developed the skill to split the sets on the compatible properties at the children. So, the child would be able easily to be discussed and fluently to be reasoned, to be determined the actions´ sequence, to be justified his actions, and to be reached the final result (e.g. E.A. Nosova), as a result of all these games and the exercises.
However, it is quite impossible to be considered this age the children´s teaching universal method, having taken into consideration the game, as the preschool children´s basic teaching method. Inevitably, the logical game will have to be combined with the other, the traditional teaching methods, having left, for all this, by the leading method. This, moreover, is not excluded and the traditional didactic games application for the already acquired knowledge consolidation.
So, Z.A. Mikhaylova notes, the algorithmic actions have been assumed in the logical - mathematical games basis. That is why, the children are being acquired the various intellectual skills and the mental abilities, which are the significant ones, as in the preliminary mathematical preparation and the training view, well as from a point of the general intellectual development view in the process of their mastering [4, p.128]. Thus, the analysis, the comparison, the generalization, the various classifications, the coding - decoding skills and the abilities are being related among them. Also the elementary skills and the abilities of the thinking algorithmic culture, the skills and the abilities to be performed the necessary mathematical actions in the mind are being related to them. So, the children are being trained their attention, their memory, and their perception, thanks to the algorithmic actions.
The Research Challenge Urgency is being conditioned by the fact, that the algorithms preschool children´s mastering is being promoted the children´s thinking ordering, the defined and the specified sequence perception, that it is being expressed to be planned their actions skill and the ability. So, it is also promoted the children´s mastering of the sign and the symbolic systems, the schemes and the diagrams, the models, «the decoding and the deciphering», and the logical connections cognition between the some action´s successive stages. So, all these skills and the abilities are being formed in the logical game in the most successful way. In the logical games, the actions performing by the algorithm is being created the skills and the abilities perfection and the further improvement basis for the children to be controlled the game and the learning task solution run, the children´s space orientation perfection and the further improvement, better the rules´ mastering by them (e.g. the street traffic, the actions´ sequence), the labor and the game actions successful realization, but for the teacher - the possibility to be determined some difficulties, having arisen at the children [3, p. 258].
However, the teachers insufficiently use the logical games with algorithmic actions (e.g. the developing games) in the preschool educational Institutions work´s practice. So, at the given moment, the necessary studies and the researchers, having devoted to the algorithmic actions formation are also evidently insufficient at the older preschool children. Thus, the contradiction is quite obvious between the significance and the importance comprehension of the algorithmic actions formation at the children.
Therefore, my study and research urgency and also its challenge have been defined; it has been found the connected one with the child´s teaching methods and the conditions search of the older preschool age by the algorithmic actions.
This has been induced me for the research topic choice: «The Preschool Children Integrated Teaching System by the Algorithmic Actions in the Children´s Intellectual Activity Development».
The main paper´s task: the preschool children teaching efficiency by the algorithmic actions in the children´s intellectual activity development process to be confirmed.
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Loginova V.I., The Preschool Pedagogics. - М.: The Academy´s Publishing House, 2011. - Р. 258.
The Methodological Advices to the «Childhood» Program / Under the Editorship of Babaev T.I., Mikhaylova Z.A. // Under the Editorship of: «The Childhood - Press». - 2001. - Р. 304.
The work was submitted to the International Scientific Conference «Fundamental research», Croatia, 25 July ‒ 1 August, 2011, came to the editorial office 26.05.2011.