In contemporary society, fostering algorithmic abilities in preschool children is regarded as an increasingly significant yet insufficiently studied issue. A key characteristic of preschool age lies in the fact that children encounter most knowledge and experiences for the first time, while their personal background is too limited to provide a reliable foundation for learning. In the early stages of learning, mastering elementary algorithmic operations, viewed as generalized ways of acting, becomes a prerequisite for advancing to more complex forms of knowledge.This article examines the current state of the problem related to the development of algorithmic abilities in preschool children. Drawing on an analysis of psychological, pedagogical, and methodological studies addressing this topic, the authors propose a model for teaching the fundamentals of mathematics aimed at strengthening algorithmic abilities in preschoolers. The effectiveness of this model is confirmed through the use of specific tools designed to build algorithmic skills, including task-based games, games with incomplete action structures, quest activities, rule-based games, and integrated tasks.
Azimbayeva et al. (Mon,) studied this question.