Specificity of logical and mathematical abilities development in preschool children

The current stage of development of education in Ukraine reflects changes in the socio-economic and political life. Guidelines for Development of Education defined "National Strategy of Education Development in Ukraine for 2012-2021 years" basic component of pre-school education, the Law of Ukraine "On Preschool Education" include the modernization of education in all its branches. The task of modernization of education determine: a departure from the authoritarian pedagogy; creating conditions for the formation of an active, responsible, creative thinking person capable of self-education and self-development; providing conditions for the implementation and fulfillment of the essential powers of the child in different types of activities, development of logical thinking. The purpose of this article is to analyze the research on the development of logical-mathematical abilities in preschool children. The problem is complex skills and multifaceted. Its comprehensive study conducted on the physiological, psychological and socio-psychological levels. In domestic and foreign scientists there are significant differences in the interpretation of the term "capacity". Continue the discussion on the role of biological and social abilities in structure remains unresolved questions of diagnostics and measurement capabilities, continue persistent search for effective strategies for the formation and development capabilities to specific activities. Each of the authors (B.M. Teplov, K.K. Platonov, A.G. Kovalev, M.M. Dudnik, L.V. Bilousko etc.) Gives his definition of "capacity" which, in principle, is correct, yet incomplete. Analysis of psychological and educational research and didactic aspects of physiological mathematical foundations of preschoolers who examined a number of scientists, confirms the significance of the problems outlined mathematical development of children in the process of mathematical knowledge in preschool. In this regard, there is an urgent need of restructuring the content of teaching mathematics in kindergarten, which found echo in the writings of classical and contemporary domestic and foreign educational, psychological science. Proved that prominent in mathematical development of preschoolers in the process of initial mastery of mathematical concepts takes children related primarily practical, but also mental actions. It is necessary to teach children generalized methods and ways of life, to logical and mathematical development of preschool children, combining different forms of cognitive activities (individual front, collective front) and simultaneously applying individual group, collective group and individual forms in front of the background work. This option allows you to make a personal approach to children in the process of initial mathematical concepts that makes possible their mathematical development. The purpose of modern education is the general cultural, personal and cognitive development of students that can provide this key competence as the ability to learn, the capacity for self-development and self-improvement. Analysis of psychological and educational research and didactic aspects of physiological mathematical foundations of preschoolers who examined a number of scientists, confirms the significance of the problems outlined mathematical development of children in the process of mathematical knowledge in preschool. In this regard, there is an urgent need of restructuring the content of teaching mathematics in kindergarten, which found echo in the writings of classical and contemporary domestic and foreign educational, psychological science.