In the modern digital society, the development of algorithmic skills in children of preschool age is becoming an urgent problem. After all, a preschooler learns many things for the first time, and generalized methods of action are a necessary condition for the success and effectiveness of his activity in learning about the world around him. The ability to consciously subordinate one's actions to rules, to create, perform and correct a sequence of actions to achieve a goal forms the basis of algorithmic skills of preschoolers.

In this article, the authors analyzed the state of the problem of forming algorithmic skills in children of preschool age. Based on the analysis of psychological-pedagogical and methodological works on the research problem, the structure of algorithmic skills of preschool children, including cognitive, regulatory and communicative components, is revealed.

The authors analyzed the content-activity component of the proposed method and proved its effectiveness based on the use of tools for forming algorithmic skills (games-tasks, games with incomplete structural action, games-quests, games with rules, tasks of the integrated type).