METHODICAL ANALYSIS OF CONTENT OF MATHEMATICAL DEVELOPMENT OF PRESCHOOL AGE CHILDREN: COPARISON OF THE CURRENT PROGRAMS

Introduction. Recently the discussions on the problem of technique of preschoolers' teaching of mathematics concentrate, mainly, around three key questions: for what purpose children should be taught mathematics? What to study in mathematics? How to teach mathematics? Designated questions characterize quite well the components' structure of methodical system of mathematics acquisition of little children. The analysis of current teaching technique of mathematics allows to define the minimum of the known components of methodical system: teaching aims, teaching content, methods, means, forms of education. The fact, that even one element changing in this system caused changes of the others, is evident. Some contradictions arise; and its overcoming is possible through the coordination of relations between new aims of teaching mathematics and old content. So, all elements of methodical system of teaching mathematics need to be studied in details. Purpose. To analyse one of the elements of methodical system of preschoolers' mathematical development – the content of mathematical preparation, concentrated in current programs of teaching and education of preschool age children. Methods. Empirical and theoretical methods are used in the article. Results. The results of the research can be used in designing of new generation of programs for mathematical development of preschoolers, taking into account the disadvantages revealed during the substantial analysis. Originality. The detailed analysis of the preschoolers' mathematical development programs existing in Ukraine is revealed in the article, taking into account the following indicators: 1) regional range of distribution, programs supply; 2) coherence of sections' contents of different programs; 3) correspondence with didactic principles of system city, scientific character, sequence, etc.; 4) final indicators of mathematical competence. Conclusions. The problematic issues in contents of mathematical sections connected with the linear principle of program presentation are revealed. The concentric principle is offered as the perspective principle of programs modeling.