ANALYSIS OF MODERN APPROACHES TO THE FORMATION OF MATHEMATICAL COMPETENCE OF PRESCHOOL CHILDREN

Abstract

An attempt to analyze modern approaches to the formation of mathematical competence of preschool children is made in the review article. The relevance of the research question is revealed and the need to update the system of the preschoolers` mathematical development, which should be aimed at creating innovative content, forms, and methods of the educational process, is emphasized. The analysis of recent research and publications on this problem, which is at the centre of scientific interests of a wide range of scientists, researchers, educators, practitioners, is presented. The purpose of the publication is to analyze the modern approaches and requirements of the State preschool education standard to the formation of mathematical competence in preschool children. The essence of modern approaches to the formation of mathematical competence of preschool children is clarified, namely: activity-oriented, skills-oriented, integrated, personality-oriented, individually differentiated. The educational direction «Child in the sensory-cognitive space» defined in the Standard is analyzed. The importance of forming integrated competence in children and its components, namely: sensory-cognitive, logical-mathematical, research, as well as subjectpractical and technological, is noted. It was proved that the defining task for educators is to create a developmental substantive game environment in the preschool institution, which will be a prerequisite for the formation of a positive emotional and value attitude of the child to cognitive activity. The need to unite the efforts of the teaching staff of preschool education and parents in the formation of mathematical competence in children is highlighted. Emphasis is placed on possible options for parental participation in a particular educational field. The prospect of further work is determined by the search for common forms of work of teachers and parents on the formation of mathematical competence of children.